In the sentence below, identify the correctly analyzed morphological structure of the suffixed words:
"The happiness of the children was reflected in their joyful laughter."
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'Reserving judgments is a matter of infinite hope. I am still a
little afraid of missing something if I forget that, as my father
snobbishly suggested, and I snobbishly repeat, a sense of the
fundamental decencies is parcelled out unequally at birth.'.
Identify the words that contain a prefix and suffix respectively.
Identify the words that contain a prefix and suffix respectively.
Text 7A2-I
If we believe that our own information age is defined by the digital structures of electronic communication, we must take early modern culture as inextricably bound to the medium of print. Printed text and image arose within a few years of each other in the mid-fifteenth century, credited to the German goldsmith Johannes Gutenberg, who seemingly drew together a series of extant yet disparate technologies into a new machine that could print several thousand sheets a day. The ancient oil or wine press, the goldsmith’s craft in fine metal carving, the late-medieval development of plentiful rag paper, and the recent formulation of more stable oil-based inks enabled Gutenberg’s ‘revolution’.
Similarly, early photography developed from a coming together of two otherwise disparate technologies: on the one hand, the pinhole camera through which capture a refected view of the world as an image, and on the other the chemical means to fix the effects of light exposure on paper. In both cases, these technologies shared aesthetic resources with other media available at the time, while also producing forms of representation that were uniquely theirs, and which offered access to new ways of seeing, and enabled new forms of subjectivity. The greatly expanded flow of visual information facilitated by these technological breakthroughs worked to quicken the circulation of knowledge, and the foundations of thought itself.
Genevieve Warwick and Richard Taws. After Prometheus:
Art and Technology in Early Modern Europe. In:
Art History – Journal of the Association of Art Historians.
Special Edition: Art and Technology in Early Modern Europe. p. 201 (adapted)
Used in text 7A2-I, the words “Printed” (second sentence of the first paragraph) “carving” (third sentence of the first paragraph), and “producing” (second sentence of the second paragraph)
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Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.
(Celce-Murcia, M. 2001. Adaptado)
Words in which the prefixes ir- and re- bear the same
meaning as in the words irrelevant and rethink
(paragraph 1) are found in alternative
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 trecho “Finding someone who can correct your
errors tactfully and effectively…”, o termo em destaque recebeu
o sufixo -ING por se tratar de:
It is correct to affirm that after adding the suffix -ous to
the word “fury” and the suffix —ish to the word "red”, the
spelling will be:
Leia o texto para responder à questão.
Building on the professional consensus that no method could claim supremacy, Prabhu (1990) asks why there is no best method. He suggests that there are three possible explanations: (1) different methods are best for different teaching / learning circumstances; (2) all methods have some truth or validity; and (3) the whole notion of what is a good or a bad method is irrelevant. Prabhu argues for the third possibility and concludes that we need to rethink what is “best” such that classroom teachers and applied linguists can develop shared pedagogical perceptions of what real-world classroom teaching is.
H.D. Brown (2002), in his critique of methods, adds the following two observations: (1) so-called designer methods seem distinctive at the initial stage of learning but soon come to look like any other learner centered approach; and (2) it has proven impossible to empirically (i.e., quantitatively) demonstrate the superiority of one method over another. Brown (2002) concludes that classroom teachers do best when they ground their pedagogy in “well-established principles of language teaching and learning” (p.17).
So what are these well-established principles that teachers should apply in the post methods era? One of the early concrete proposals comes from Kamaravadivelu (1994), who offers a framework consisting of 10 macro strategies, some of which are summarized below:
– Maximize learning opportunities. The teacher’s job is not to transmit knowledge but to create and manage as many learning opportunities as possible.
– Facilitate negotiated interaction. Learners should initiate classroom talk (not just respond to the teacher’s prompts) by asking for clarification, by confirming, by reacting, and so on, as part of teacher-student and student-student interaction.
– Activate intuitive heuristics. Teachers should provide enough data for learners to infer underlying grammatical rules, since it is impossible to explicitly teach all rules of the L2.
– Integrate language skills. The separation of listening, reading, speaking, and writing is artificial. As in the real-world, learners should integrate skills: conversation (listening and speaking), note-taking (listening and writing), self-study (reading and writing), and so on.
– Raise cultural consciousness. Teachers should allow learners to become sources of cultural information so that knowledge about the culture of the L2 and of other cultures (especially those represented by the students) becomes part of classroom communication.
– Ensure social relevance: acknowledge that language learning has social, political, economic, and educational dimensions that shape the motivation to learn the L2, determine the uses to which the L2 will be put, and define the skills and proficiency level needed in the L2.
(Celce-Murcia, M. 2001. Adaptado)
No trecho do segundo parágrafo do texto “so called
designer methods”, a palavra em negrito tem um sufixo
(er) que, juntamente com os sufixos -or e -ar pode indicar
o autor da ação. O mesmo uso de sufixo está presente em