ID: 1023372•
Inglês•
Análise sintática Syntax Parsing•
SELECON•
SEDUC MT•
Língua Inglesa•
2023

TEXT:


How do people overcome fossilization and achieve nativelike fluency in second language acquisition?

There are a lot of common misconceptions about fossilization and language development. It's impossible to correct all of them in a post here, but I'll address a few that have been mentioned below.

Fossilization is a stage at which a second language speaker seems to cease making progress toward becoming more targetlike in his or her use of the language, so a "learning plateau" is a reasonable analogy. The comparison wherein "the L2 learner has his own linguistic system" that's still influenced by L1 and other things is known as the "interlanguage." The question researchers cannot conclusively answer is whether or not that "plateau" is reversible after a certain point, be it age, fluency level, etc., in order to start making progress again.

Different people are motivated by different things, which range from need (to pass a test, to get a job, to watch movies without subtitles, to make friends, etc.) to learning style (preferring to study from texts, liking/disliking impromptu, small-talk with people just to practice, preference for/against learning formal rules, and aptitude). It is easy to remember verb conjugations. There is no single formula.

Finding someone who can correct your errors tactfully and effectively most certainly does not need to be demotivating, depressing or draining whatsoever. I'm a very fluent non-native speaker of Spanish, and I actively request that my native speaker (NS) friends correct me when I make a mistake, or use a phrase that sounds funny in their dialect, etc. How else will I learn? It's fascinating to learn little details like that now after so many years. As long as they don't do it in a mocking or condescending way, or at a socially inappropriate time, why wouldn't I want their help? Of course, if you correct a beginner every time they try to utter a sentence, it could be discouraging - and obnoxious - but everything in moderation.

One of the biggest cognitive challenges is whether or not L2 speakers can learn to consciously notice differences between their L2 efforts and the way a NS talks. There are decades of research on this (my own included) and I'll gladly give references if anyone actually cares. Noticing falls into two broad categories. First, the ability to "notice the gap," i.e. hear a NS say a sentence and think, "Hmm, I understand what he meant but I've never heard that word before; it must mean ___" or "I know what he meant but it would not have occurred to me to say it that way; I'll try to remember that for later." The second is the ability to "notice the hole," i.e. when the L2 learner is trying to speak/ write and realizes that his "interlanguage" lacks a word, sound or structure needed to accurately convey his own thought. If he can seek the input necessary to fill the hole, he has a much stronger chance of acquiring it. The thought processes involved during that moment are holding the forms (or lack thereof) in working memory, and the longer it stays there for further processing, the greater the possibility that it is retained in long-term memory for later use. The NS interlocutor can help promote noticing through corrective feedback (also a subject of decades of research, for which I'm also happy to provide resources if anyone is genuinely interested.)

I have been using a variety of strategies for years as a language coach when working with my clients, whether helping IT executives from India and Egypt learn to write more grammatically accurate e-mail or helping priests from Nigeria improve prosodic aspects of their pronunciation (i.e. stress and intonation patterns.) Each person is different. I have found no evidence to support the argument that a person who has fossilized cannot begin to make progress again toward a more target-like L2 use at least in some areas, with the right motivation, input and effort. The question is only about how much progress, in what areas, in how much time, and through what methods.


Adapted form: https://www.quora.com/How-do-people-overcome-fossilization-andachieve-native-like-fluency-in-second-language-acquisition Acesso em 22/09/2023
No quarto parágrafo do texto, o termo whatsoever classifica-se como:

ID: 1024957•
Inglês•
Análise sintática Syntax Parsing•
VUNESP•
SEDUC SP•
QM 2019•
2025

Read the text and answer question.

Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.


Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.


Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)

From the items in bold in the third paragraph, identify the one which functions as a noun in the context.
Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.

ID: 1023341•
Inglês•
Análise sintática Syntax Parsing•
IGEDUC•
Prefeitura de Surubim PE•
Língua Inglesa•
2023

Julgue o item que se segue.


In the sentences “Only Batman fights crime”, “Batman only fights crime”, and “Batman fights only crime”, the changes in the position of the word “only” change the meaning of the sentence.

ID: 1017656•
Inglês•
Análise sintática Syntax Parsing•
CESPE CEBRASPE•
UNIVESP•
Professor de Inglês•
2025

Text 7A3-I



As a science fiction writer, Octavia Butler forged a new path and envisioned bold possibilities. The future she wrote about is now our present moment. She wrote 12 novels and won each of science fiction’s highest honors. In 1995, she became the first science fiction writer to be awarded a MacArthur “genius” grant. She is also, increasingly, a writer recognized as one of the most important voices and visionaries of the 20th century, and now the 21st. As a Black woman and a writer, Butler demolished walls that seemed impermeable, writing on themes that seemed uncategorizable. Her ideas and characters continue to resonate with new readers when so many are looking for, if not hope, then a map for a way forward.


Her vision about the climate crisis, political and societal upheaval and the brutality and consequences of power hierarchies seems both sobering and prescient. However, as Butler often noted, being right was never the point. She didn’t want to be right — far from it. She wanted to give us time, and tools, to correct the course.



Lynell George. The Visions of Octavia Butler. Internet: <www.nytimes.com> (adapted).


In text 7A3-I, the clause “as Butler often noted” (second sentence of the second paragraph) is an adverbial clause that indicates

ID: 1023133•
Inglês•
Análise sintática Syntax Parsing•
VUNESP•
SEDUC SP•
Promoção do QM 2022•
2025

Read the text to answer question:


It is suggested that the field of language teaching has moved away from a reliance on prescriptive methods towards a more nuanced understanding of the complexities of language learning. For example, Richards and Rodgers (1986) note that there have been calls to abandon the search for a single “supermethod” and to instead focus on equipping teachers with “a repertoire of methods and skills that can be used selectively in different contexts”. This reflects a move away from the idea that there is one “right” way to teach language, and towards an approach that values flexibility, adaptability, and a recognition of the diverse contexts in which language learning takes place (Richards, 2001).


Realistically speaking, each method has its own advantages and disadvantages; up till now, no method has been empirically proven the best for all language educators to blindly adopt without discussion. For example, the current great enthusiasm for (and wide adoption of) the Communicative Language Teaching (CLT) method in Egypt can be attributed to the failure of the previously adopted method (i.e. the Grammar-Translation Method) to meet the national language learning goals. It failed to develop a language learner who can communicate properly in English. This does not mean that the CLT will stay forever, especially in this Information and Communication Technology-dominated age (ICT) that has been changing the nature of language and how it should be taught (Abdallah, 2011).


(M. Abdallah, 2024. Disponível em: https://files.eric.ed.gov/fulltext/ED660475.pdf. Adaptado)
Sintagmas nominais são estruturas sintáticas compostas por um substantivo e seus modificadores. No sintagma nominal retirado do segundo parágrafo do texto “this Information and Communication Technology-dominated age”, o núcleo é

ID: 1020067•
Inglês•
Análise sintática Syntax Parsing•
VUNESP•
SEDUCSP•
QM 2019•
2025

Among the following sentences, the one which presents syntactic ambiguity, allowing more than one possible interpretation, is

ID: 1020031•
Inglês•
Análise sintática Syntax Parsing•
VUNESP•
SEDUCSP•
QM 2023•
2025

Read the text to answer question:


In foreign language education, the teaching of culture remains a hotly debated issue. What is culture? What is its relation to language? Which and whose culture should be taught? What role should the learners’ culture play in the acquisition of knowledge of the target culture? How can we avoid essentializing cultures and teaching stereotypes? And how can we develop in the learners an intercultural competence that would shortchange neither their own culture nor the target culture, but would make them into cultural mediators in a globalized world? This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years. It links the study of culture to the study of discourse (see, e.g., Kramsch 1993, 1998, 2004) and to the concept of translingual and transcultural competence proposed by theModern Language Association (e.g., Kramsch, 2010). Special attention will be given to the unique role that the age-old Persian culture can play in fostering the cultural mediators of tomorrow.


(KRAMASCH, Claire. Cultura no ensino de língua estrangeira. Bakhtiniana: Revista de Estudos do Discurso, São Paulo, LAEL/PUC-SP, v. 19, n. 4, 2024)
No trecho “This paper explores these issues from the perspective of the large body of research done in Australia, Europe and the U.S. in the last twenty years.”, qual análise gramatical está correta sobre a construção “done in Australia, Europe and the U.S.”?

ID: 1024452•
Inglês•
Análise sintática Syntax Parsing•
CESPE CEBRASPE•
UNIVESP•
Professor de Inglês•
2025

Text 7A2-II


In October 1971, a gentleman called Frieder Nake published a note entitled, There Should Be No Computer Art, which I quote here. “Soon after the advent of computers, it became clear that there was a great potential application for them in the area of artistic creation”, he began. “Before 1960, amazing, large, expensive, digital computers helped to produce poetic text and music. Analog computers, or only oscilloscopes, generated drawings of sets of mathematical curves and representations of oscillations. It was not before the first exhibitions of computer produced pictures were held in 1965 that a greater public took notice of this threat, as some said, progress, as some thought. I was involved in this development from its beginning.


I think that the way the art scene reacted to the new creations is interesting, pleasing, and stupid. I stated in 1970 that I was no longer going to take part in exhibitions. I find it easy to admit that computer art did not contribute to the advancement of art if we compare the computer products to all existing works of art. In other words, the repertoire of results of aesthetic behavior has not been changed by the use of computers. This point of view, namely, that of art history, is shared and held against computer art by many art critics. There is no doubt in my mind”, Frieder Nake said, “that interesting new methods have been found in the last decade which can be of some significance for the creative artist”.


As you might imagine, this was a bit of a controversial take. Here was a man who had for part of the previous decade been an insider, an advocate for the use of algorithmic and generative processes to create art. However, he was now seeing things from another perspective. I’ll just finish with another piece from what he posted in that article: “Questions like ‘is a computer creative’, or ‘is a computer an artist’, or the like, should not be considered serious questions, period. In the light of what we are facing at the end of the 20th century, those irrelevant questions do not matter”.

Where is the Art? A History in Technology.

Internet: <https://www.infoq.com> (adapted).


In text 7A2-II, the fragment ‘I think that the way the art sc ene reacted to the new creations is interesting, pleasing, and stupid’ (first sentence of the second paragraph)

ID: 1023227•
Inglês•
Análise sintática Syntax Parsing•
CONSULPAM•
Prefeitura de Araraquara SP•
Inglês•
2023

choose theGRAMMATICALLY CORRECTsentence.

ID: 1023228•
Inglês•
Análise sintática Syntax Parsing•
CONSULPAM•
Prefeitura de Araraquara SP•
Inglês•
2023

Choose theGRAMMATICALLY CORRECTsentence.

ID: 1024575•
Inglês•
Análise sintática Syntax Parsing•
OBJETIVA•
Prefeitura de Catuípe RS•
Língua Inglesa•
2024

Birth of Venus is one of the most famous paintings in the world. It was painted by Alessandro di Mariano Filipepi, known as Sandro Botticelli, who was an Italian painter of the Florentine School that emerged in the early Renaissance period. In mythology, Venus wasconceived when the Titan Cronus castrated his father, thegod Uranus, whose severed genitals fertilized the sea.
Venus was conceived when the Titan Cronus castrated his father, the god Uranus, whose severed genitals fertilized the sea. Venus is an arrestingly beautiful figure with her delicate skin and soft-flowing curls fresh from the sea. Historically, this is the most important depicted nude since classical antiquity.
Apart from its artistic quality, Birth of Venus is noteworthy for having been the first known Tuscan work of art to be painted on canvas, which is now standard but was then revolutionary, with paintings customarily done on more expensive wood panels. It was restored in 1987 to heighten the bright vividness of the painting as it first appeared, an effect achieved by the use of lustrous alabaster powder and gold leaf.

(Source: Encyclopaedia Britannica — adaptation.)
Regarding sentence structures and sentence elements, what is the role of the underlined terms in the text?

ID: 1022169•
Inglês•
Análise sintática Syntax Parsing•
CESPE CEBRASPE•
Prefeitura de Aracajú SE•
Disciplina Língua Inglesa•
2024

Maya Angelou (1928-2014) had a broad and distinguished career both inside and outside the literary realm. She is most famous for her work as a poet, memoirist, and civil rights activist, working with Dr. Martin Luther King Jr. and Malcolm X. She also worked in entertainment as a singer, a dancer, an actor, and a director. Her poetry was inspired and informed by her life and work, and this personal connection made her poems profound and powerful. Over the course of a career spanning the 1960s to her death in 2014, she captured, provoked, inspired, and ultimately transformed American people and culture.


Internet: <poetryfoundation.org> (adapted).

About the preceding text, its linguistic features and the meanings it conveys, as well as the reading strategies that apply to it, judge the item that follow.

The comma after “memoirist”, in the second sentence of the text, is incorrect because of the use of “and” after it.

ID: 1024602•
Inglês•
Análise sintática Syntax Parsing•
VUNESP•
SEDUC SP•
Promoção do QM 2022•
2025

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)
In the excerpt from the first paragraph “The term L2 is used in this text to refer to either a second or a foreign language”, the terms in bold show the use of the paired conjunctions “either … or”. Sentences with paired conjunctions require parallel structures. Identify the alternative containing both a correct pair of conjunctions and correct parallel sentence structure.

ID: 1024454•
Inglês•
Análise sintática Syntax Parsing•
CESPE CEBRASPE•
UNIVESP•
Professor de Inglês•
2025

Text 7A2-II


In October 1971, a gentleman called Frieder Nake published a note entitled, There Should Be No Computer Art, which I quote here. “Soon after the advent of computers, it became clear that there was a great potential application for them in the area of artistic creation”, he began. “Before 1960, amazing, large, expensive, digital computers helped to produce poetic text and music. Analog computers, or only oscilloscopes, generated drawings of sets of mathematical curves and representations of oscillations. It was not before the first exhibitions of computer produced pictures were held in 1965 that a greater public took notice of this threat, as some said, progress, as some thought. I was involved in this development from its beginning.


I think that the way the art scene reacted to the new creations is interesting, pleasing, and stupid. I stated in 1970 that I was no longer going to take part in exhibitions. I find it easy to admit that computer art did not contribute to the advancement of art if we compare the computer products to all existing works of art. In other words, the repertoire of results of aesthetic behavior has not been changed by the use of computers. This point of view, namely, that of art history, is shared and held against computer art by many art critics. There is no doubt in my mind”, Frieder Nake said, “that interesting new methods have been found in the last decade which can be of some significance for the creative artist”.


As you might imagine, this was a bit of a controversial take. Here was a man who had for part of the previous decade been an insider, an advocate for the use of algorithmic and generative processes to create art. However, he was now seeing things from another perspective. I’ll just finish with another piece from what he posted in that article: “Questions like ‘is a computer creative’, or ‘is a computer an artist’, or the like, should not be considered serious questions, period. In the light of what we are facing at the end of the 20th century, those irrelevant questions do not matter”.

Where is the Art? A History in Technology.

Internet: <https://www.infoq.com> (adapted).


In the first paragraph of text 7A2-II, the passage ‘amazing, large, expensive digital computers helped to produce poetic text and music’ (third sentence of the first paragraph) can be correctly rewritten, in terms of grammatical rules, as

ID: 1025012•
Inglês•
Análise sintática Syntax Parsing•
CEV URCA•
Prefeitura de Várzea Alegre CE•
Inglês•
2024

Text 2

(Part II) Students’ skills


But graduation rates, while important, speak little to the quality of education received. The OECD’s Programme for International Student Assessment (PISA) reviews the extent to which students near the end of their compulsory education (usually around age 15) have acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science.


In 2018, PISA tested students from 79 countries, including OECD countries, Brazil, the Russian Federation and South Africa. The students were tested on their reading ability, their skills in maths and level in sciences. Research shows that these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post -formal education. The average student in the OECD area scored 488. On average in the OECD, girls scored 491 compared with 485 for boys.


Estonia is the highest-performing OECD country, with average PISA scores of 526, followed by Japan and Korea with 520 points. The lowest performing OECD country, Colombia, has an average score of 406. This means that the gap between the highest and lowest performing OECD countries is 120 points.


The best-performing school systems manage to provide highquality education to all students. In Canada, Estonia, Finland and Ireland for example, students tend to perform well regardless of their social background. In Israel and Luxembourg however, the gap between the students with the lowest socio-economic background and the students with the highest socio-economic background reaches more than 120 points, suggesting students’ socio-economic background tends to have an impact on their results. On average across OECD countries, there is a widening 89-point difference in PISA scores between the students with the highest and lowest socio-economic background.


https://www.oecdbetterlifeindex.org/topics/education/

The clause ´ “...these skills are more reliable predictors of economic and social well-being than the number of years spent in school or in post-formal education.” functionsas of the main clause:
Imprimir Questões
Página 3