What practices can educators implement to help students
identify and interpret nuances of meaning, including
inferences and authorial intent, in complex English texts
of various genres?
Analise o texto abaixo sobre a prática pedagógica de inglês como segunda língua.
A prática pedagógica é um elemento-chave no processo de ensino e aprendizagem de uma língua estrangeira, pois ela define a ................................. como o conteúdo é apresentado aos alunos.
Neste contexto, é necessário que a prática pedagógica seja estruturada, organizada e .............................., a fim de estabelecer .............................. para o conhecimento adquirido.
Assinale a alternativa que completa corretamente as lacunas do texto.
A prática pedagógica é um elemento-chave no processo de ensino e aprendizagem de uma língua estrangeira, pois ela define a ................................. como o conteúdo é apresentado aos alunos.
Neste contexto, é necessário que a prática pedagógica seja estruturada, organizada e .............................., a fim de estabelecer .............................. para o conhecimento adquirido.
Assinale a alternativa que completa corretamente as lacunas do texto.
Chapelle and Sauro (2017) argue that technologies play a crucial role in second language teaching and learning.
Using technology in teaching English as a foreign language is beneficial because
Read the text to answer question:
Language learning styles and strategies are among the main factors that help determine how – and how well – our students learn a second or foreign language. The term L2 is used in this text to refer to either a second or a foreign language, following the tradition in our field.
Learning styles are the general approaches – global or analytic, auditory or visual – that students use in acquiring a new language or in learning any other subject. These styles are “the overall patterns that give general direction to learning behavior” (Cornett 1983, p. 9). Of great relevance is this statement: “Learning style is the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn and Griggs 1988, p. 3).
Learning strategies are defined as “specific actions, behaviors, steps, or techniques – such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task – used by students to enhance their own learning” (Scarcella and Oxford 1992, p. 63). When the learner consciously chooses strategies that fit his or her learning style and the L2 task at hand, these strategies become a useful tool-kit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types: cognitive, metacognitive, memoryrelated, compensatory, affective, and social.
(M. Celce-Murcia, 2001. Adaptado)
A autora menciona o uso do termo “L2” para designar o
inglês tanto como língua estrangeira quanto como segunda língua. A BNCC adota o conceito de língua franca para
o inglês a ser ensinado nas escolas. A opção por esse
conceito, como mencionado na BNCC, implica
A variety of methods and approaches to foreign language
teaching has been developed over the last decades. All of them
aim to promote foreign language learning based on principles
that support their choices concerning the syllabus, activities,
learner/teacher roles etc. One of these approaches is Task
Based Language Learning that asserts that:
TEXT 1
NATIVE-SPEAKERISM
Framing the Issue
Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American andBritish aid agencies in the 1960s to support their agenda of spreading English as a global product.
Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667).
The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.
Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
According to text 1, what is native-speakerism mainly
based on?
Julgue o item a seguir.
The National Education Plan foresees a progressive increase in public investment in education until reaching the level of 15% of the Gross Domestic Product (GDP) by the end of the plan's validity period.
In the context of Vygotsky's theory of the Zone of
Proximal Development (ZPD), which teaching strategy
would be most effective in supporting a student's learning
progress?
Total Physical Response (TPR) is a teaching
methodology that focuses on learning through
physical activities and body movements. It is
based on the premise that associating physical
actions with the learning of a foreign language
facilitates understanding and retention of the
content.
Which of the following activities are typical of the TPR methodology?
Which of the following activities are typical of the TPR methodology?
Question must be answered based on the following passage.
English for Specific Purposes (ESP) courses are designed for learners who require English for specific academic or professional fields. According to Hutchinson and Waters (1987, p. 12), “the purpose of an ESP course is to enable learners to function adequately in a target situation”.
Adapted from: HUTCHINSON, T.; WATERS, A. English for Specific Purposes: A learning-centred approach. Cambridge: Cambridge University Press, 1987.
In this perspective, ESP courses include
In the context of teaching grammar in a second language
classroom, which of the following approaches most
effectively balances explicit and implicit learning,
according to current SLA (Second Language Acquisition)
research?
Julgue o item a seguir.
In the traditional paradigm, assessment is based on
memorization and repetition, while in the complexity
paradigm, assessment aims to lead students to reflect
and understand, not just to memorize and recite.
FURB•
Read the following statements about different
methodologies for teaching English as a second
language:
I.The Direct Method focuses on teaching vocabulary and grammar inductively through immersion in the target language, using only the target language for instruction, and avoiding translation or the use of the native language.
II.The Grammar-Translation Method emphasizes the oral use of language and is based on mimicking real-life situations, often using role-play and interactive activities to enhance communication skills.
III.The Task-Based Language Teaching (TBLT) method centers on using tasks and activities that require real communication, such as problem-solving or project work, to develop language skills in a meaningful context.
IV.The Communicative Language Teaching (CLT) approach emphasizes the importance of meaningful communication and focuses on fluency rather than accuracy, encouraging students to use the language for real-world purposes through interactive activities and discussions.
V.The Audiolingual Method relies heavily on drilling and repetition, often using pattern practice, and emphasizes the structural aspects of language with a focus on correct pronunciation and grammatical structures.
Select the alternative with the correct sequence:
I.The Direct Method focuses on teaching vocabulary and grammar inductively through immersion in the target language, using only the target language for instruction, and avoiding translation or the use of the native language.
II.The Grammar-Translation Method emphasizes the oral use of language and is based on mimicking real-life situations, often using role-play and interactive activities to enhance communication skills.
III.The Task-Based Language Teaching (TBLT) method centers on using tasks and activities that require real communication, such as problem-solving or project work, to develop language skills in a meaningful context.
IV.The Communicative Language Teaching (CLT) approach emphasizes the importance of meaningful communication and focuses on fluency rather than accuracy, encouraging students to use the language for real-world purposes through interactive activities and discussions.
V.The Audiolingual Method relies heavily on drilling and repetition, often using pattern practice, and emphasizes the structural aspects of language with a focus on correct pronunciation and grammatical structures.
Select the alternative with the correct sequence:
No ensino da língua inglesa nas escolas, a oralidade desempenha um papel fundamental no processo de
aprendizagem. Sobre sua classificação e importância, assinale a alternativa correta:
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video thatstudents of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
Analisando o trecho do texto: “Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points”, pode-se concluir que ao realizar tal tarefa, o aluno estará exercitando a habilidade comunicativa que envolve:
Read the text to answer questions from.
Communicative Language Teaching (CLT) was a 1970s reaction to much that had gone before, and has guiding principles: first, language is not just patterns of grammar with vocabulary items slotted in; it also involves language functions such as inviting, agreeing and disagreeing, suggesting, etc., which students should learn how to perform using a variety of language exponents (e.g. we can invite by saying “Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘What about coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?, etc). Students also need to be aware of the need for appropriacy when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about the language; it is actually about how it is used.
The second principle of Communicative Language Teaching is that if students get enough exposure to language, and opportunities for language use, and if they are motivated, then language learning will take care of itself. Thus, CLT has a lot in common with the acquisition view of language absorption. As a result, the focus of much CLT has been on students communicating real messages, and not just grammatically controlled language. The deployment of many communicative activities, where students use all and any language they know to communicate, shows this aspect of CLT at work.
(Harmer, J. 1998. Adaptado)
Um professor propõe um trabalho em pares usando os
exemplos de sentenças interrogativas encontrados no
segundo parágrafo.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
Assinale a alternativa que apresenta uma proposta de atividade comunicativa.
TEXT:
Four Key Language Skills: Speaking, Listening, Reading, and Writing
Discover how these skills interconnect and contribute to language proficiency, communication, and personal development
Language is a multifaceted tool that serves as a means of communication, expression, and understanding. Within the realm of language acquisition, four primary skills play a central role: speaking, listening, reading, and writing. Each of these skills contributes uniquely to one's language proficiency and plays a vital role in different aspects of life. In this post, we will delve into the relative importance of these four key language skills and how they complement each other.
Speaking is often considered the most critical language skill, as it directly enables human communication. It facilitates interaction with others, both socially and professionally, allowing individuals to express their thoughts, ideas, and emotions effectively. The ability to speak fluently is especially crucial in situations like business negotiations, job interviews, and everyday conversations. Effective speaking enhances one's confidence, builds relationships, and fosters cultural understanding.
Listening is the counterpart to speaking, and it is equally essential in effective communication. Without strong listening skills, misunderstandings can arise, leading to breakdowns in communication. Active listening involves not only hearing words but also comprehending their meaning, tone, and context. Proficient listening enhances language learners' ability to engage in meaningful conversations, understand cultural nuances, and respond appropriately. In educational settings, strong listening skills are crucial for learning and comprehension.
Reading expands one's knowledge and understanding of language. It allows individuals to access a vast wealth of information, literature, and culture. Through reading, individuals can explore diverse perspectives, historical accounts, and contemporary issues. Reading also plays a significant role in academic and professional contexts, where individuals are required to process, analyze, and synthesize written information. Strong reading skills lead to improved vocabulary, comprehension, and critical thinking.
Writing is the skill that allows individuals to express their thoughts and ideas in a structured and organized manner. It serves as a means of documentation, creativity, and self-expression. In academic and professional settings, effective writing is essential for creating reports, essays, emails, and other forms of communication. It also plays a crucial role in preserving knowledge, culture, and history through the written word. Strong writing skills enable individuals to convey their thoughts with clarity and precision.
While each of these four language skills holds significance on its own, their importance is interconnected. They complement and reinforce each other, creating a holistic language proficiency. For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.
Moreover, in the modern world, technology has blurred the lines between these skills. Communication platforms, such as social media and instant messaging, require a combination of speaking, listening, reading, and writing. Multimedia content, including videos and podcasts, encourages learners to engage in both listening and speaking activities.
In conclusion, the four key language skills - speaking, listening, reading, and writing - each hold a unique and essential place in language acquisition and proficiency. Their relative importance depends on the context, goals, and individual preferences. However, it is the interplay of these skills that results in a well-rounded and effective communicator. Language learners benefit most when they strive for balance and competence in all four skills, enabling them to navigate the complexities of language in diverse personal, educational, and professional settings.
Available in: https://www.verbalplanet.com/blog/the-four-key-language-skillsimportance.asp Acesso em 21/10/2024
De acordo com o texto, a habilidade que permite aos
indivíduos expressar seus pensamentos e ideias de forma
estruturada e organizada, com clareza e precisão, preservando o
conhecimento e a cultura é a habilidade representada pelo ato de:
Professores de inglês têm uma variedade de abordagens de ensino à sua disposição para incluir em seu repertório. Cada método evoluiu ao longo do tempo, influenciado por teorias linguísticas, abordagens pedagógicas, eventos culturais e avanços tecnológicos. Na busca por instrução eficaz de idiomas, abordagens/métodos populares emergiram ao longo dos anos, enfatizando diferentes aspectos da aprendizagem de idiomas e atendendo a diversas necessidades dos aprendizes.
Cada abordagem tem seus próprios prós e contras, e nenhum método é universalmente considerado superior aos outros em todos os contextos de ensino. A instrução moderna de idiomas envolve uma “abordagem eclética”, uma combinação de métodos, adaptada aos níveis de proficiência dos aprendizes, objetivos de aprendizagem específicos e origens culturais.
Internet: <aprendebrasil.com.br> (com adaptações).
Considerando as diversas abordagens/métodos mais conhecidas no ensino de língua estrangeira, julgue o seguinte item.
No método the silent way, o professor permanece em silêncio, e aos alunos é dada pouca oportunidade de falar ou participar ativamente.
FlexSea’s biodegradable plastics attract £3m investment
01 FlexSea, a startup with its roots at Imperial College London, has announced the completion
02 of a seed round worth £3 million in equity and grants. The investment will help the company
03 commercialize a range of sustainable packaging solutions it has developed, based on plastics
04 derived from seaweed. The aim is to address the catastrophic impact of conventional plastics
05 on the environment, in particular the single-use plastic products that persist in the ocean for
06 many hundreds of years after they are discarded. In contrast, the biodegradable plastics
07 devised by FlexSea will break down in the sea or the soil within a matter of weeks.
08 Carlo Fedeli, the co-founder and Chief Executive of FlexSea, first started to think about
09 biodegradable plastics during the COVID pandemic. “I noticed the amount of plastic packaging
10 that was piling up at home, because of the online groceries and other deliveries we relied on
11 at the time, and I just had enough,” he says. He started looking into the biodegradable plastics
12 that were already available, and found that they often had shortcomings. Some didn’t actually
13 break down very rapidly under day-to-day environmental conditions, while others involved
14 unsustainable production methods. For example, plastics derived from seaweed are often made
15 from brown seaweed, which is usually harvested from nature, rather than the commonly
16 cultivated red seaweed. He set out to develop a thin-film plastic from red seaweed. “By the
17 end of lockdown I had the first prototype, a transparent flexi-film, and that is still the backbone
18 technology of our solvent-cast thin films,” he says.
19 FlexSea was set up in 2021 with co-founder Thibaut Monfort-Micheo. Their first home was
20 at Scale Space, on the White City Campus, and they received support from across Imperial's
21 enterprising ecosystem. In 2021 they joined the Centre for Climate Change Innovation’s
22 Greenhouse Accelerator, and in 2022 they took part in Imperial’s Venture Catalyst Challenge,
23 winning the energy and environment track. "FlexSea has the potential to change the pattern
24 of human consumption of plastic and therefore change the sustainability path of our planet,”
25 says Stephan Morais, Managing General Partner of lead investor Indico Capital. "This
26 investment will allow us ___ (make) significant progress and penetrate the market effectively,”
27 says Carlo Fedeli, the co-founder and Chief Executive of FlexSea.
(Available at: www.imperial.ac.uk/news/248154/flexseas-biodegradable-plastics-attract-3m-investment/ – text especially adapted for this test).
Mark the alternative that fills in the gap in line 26, considering grammar and context.
Julgue o item a seguir.
Returning assessments to students with additional notes,
not just indicating what is correct or incorrect, is a
recommended strategy to avoid embarrassment and
encourage self-assessment.