Language teaching has been characterized
by several methods and approaches which were
popular at some point and declined over the years.
There are many elements when it comes to teaching
a foreign language from theory of language to roles
of materials. Which of the following describes
a language teaching based mainly on grammar
teaching and courses segmented into separate
language skills with preoccupation with rules as
described in Brown (2007)?
Read the following text to answer the
question bellow:
The role of technology in language and literacy
education
As Dourish and Bell (2011) have pointed
out, “The technologically mediated world does
not stand apart from the physical one within which
it is embedded; rather, it provides a new set of
ways for that physical world to be understood and
appropriated” (p. 132). But those new ways of
understanding and appropriating are not likely to be
developed automatically. A favorable disposition
of mind is a prerequisite. And that disposition is
probably best fostered in educational settings.
Young people today learn digitally mediated
modes of expression largely outside of school, and
those out of school uses of digital technologies
are often more varied and more sophisticated
than those they encounter at school (Jenkins,
Purushotma, Weigel, Clinton, & Robison, 2009;
Lundby, 2008). This raises the question of what
the function of schools should be with respect to
digital technologies and literacy. If literacy is the know-how needed to deal
with the technology of writing in a given culture,
and if globalization and its attendant social and
technological changes have simultaneously
increased individuals’ control of and control by
technologies of communication, then I would
suggest that the answer to the question above is
that schools need to foster literacy that includes a
dimension of critical semiotic awareness.
KERN, Richard. Language, literacy, and technology.
Cambridge University Press, 2019.
According to the text, the technologically
mediated world influences the understanding and
appropriation of the physical world, therefore what role should educational settings play in this
context to improve students’ awareness?
In The Postmethod Condition: (E)merging
Strategies for Second/Foreign Language Teaching,
Kumaravadivelu (1994) states that a widespread
dissatisfaction with the conventional concept of
method has produced what the author calls the
“postmethod condition”, a reformulation that can
potentially reshape the character and content of
L2 (second language) teaching, teacher education,
and classroom research. In this context, fostering
language awareness consists in one out of ten macro
strategies proposed by the author in a strategic
framework for L2 teaching in the postmethod era.
Regarding the concept of language awareness
proposed by the author, it is correct to say that:
Read the following text to answer the
question bellow:
Literacy involves having the wherewithal
to base one’s interpretive and creative decisions
on one’s personal purposes, one’s understanding
of the medium one is working with, and the
conditions of possibility of reception, acceptance,
or rejection by others.
The importance of the medium translates
into a number of pedagogical goals for language
and literacy education:
• To develop learners’ ability to reflect on
relationships between language forms and
their material contexts.
• To make learners aware of how those
relationships change over time and through
different mediums and different cultures ofreading (i.e., to make learners aware of the
historical precedents that have helped shape
the communication technologies they use).
• To develop learners’ ability to analyze mediums
to identify their ideological (or commercial)
underpinnings, and to be aware of how
mediums can be used to manipulate consumers
and citizens, and to resist such manipulation.
To accomplish these goals, teachers should engage
learners with questions about how the new media
born of the digital age relate to ‘old’ media, and
perhaps even ancient media, to allow them to
discover what aspects of literacy have remained
relatively constant, which have changed, and what
the significance of those changes might be.
KERN, Richard. Language, literacy, and technology.
Cambridge University Press, 2019.
Based on the text, which of the following best
describes the pedagogical goals for language and
literacy education in the context of media?
O conceito de inglês como língua franca tem implicações
significativas para o ensino e aprendizagem de inglês, bem
como para a produção e recepção de literaturas em língua
inglesa. Considerando o impacto do conceito de língua
franca nesse contexto, podemos dizer que
“The main difference between classroom
assessment and large-scale educational assessment
is the context of the classroom. The learners
are there as learners, and the teacher is there to
engage with the learners in the learning process.
This is true irrespective of whether the teacher is
viewed as a facilitator, an imparter of knowledge,an expert interlocutor, or whatever other model
one may choose to use.” (Fulcher; Davidson,
2007, p. 24).
In Language Testing and Assessment: An advanced
resource book, Fulcher and Davidson (2007) state
that there are important differences between largescale testing and classroom assessment, although
the latter usually benefits from concepts presented
in studies related to the former. Based on such
divergence, it is correct to say that:
Scholars from various theoretical
backgrounds have continuously defined and
redefined genre from different perspectives.
Chouliaraki and Fairclough (1999, p. 21, apud
Meuer, 2013, p. 151) investigate the concept of
language use within society, emphasizing that the
relationship between language and society is not
unilateral but dialectical. From this perspective, the
analysis of social practices offers the advantage of
providing a nexus between abstract structures and
their operative mechanisms, thus reconciling the
divide between “society” and the lived experiences
of individuals.
Genres, according to what is being appointed
above, are defined according to their
There are two statements below an assertion
(A) and a reason (R) about English for Specific
Purposes. Mark the correct answer about them.
Assertion (A)
When designing an English for Specific
Purposes (ESP) course, the first stage is to carry
out a rigorous needs analysis of the target situation
and only after that the organizational patterns in
specific texts should be identified to specify the
linguistics means by which they are signaled.
After adding such patterns to specific register and
lexical components, the course design is ready.
Thus, there are just these three stages in ESP for
Hutchinson and Waters (1987).
Reason (R)
Using the analogy of a tree, Hutchinson and
Waters (1987) defined ESP as a language product
whose root is English Language Teaching (ELT)
and branches are English for Academic Purposes
(EAP) and English for Occupational Purposes
(EOP). Thus, the main point of ESP is to teach
specialized vocabulary.
Ao expressarmos nossos pensamentos, ideias e emoções em
uma língua estrangeira, estamos ativamente construindo
pontes de comunicação com outras culturas e perspectivas. A
produção oral nos permite transcender a teoria e mergulhar na
prática da língua, experimentando sua riqueza e nuances em
situações reais.
Elaborado pelo(a) autor(a).
Considerando o texto-base e os conhecimentos sobre a
aquisição da língua inglesa como L2, é possível afirmar que
A sociedade vitoriana era marcadamente hierárquica, com a
classe e o gênero servindo como os principais princípios
organizadores. A era viu um número crescente de pessoas
ganhando o direito ao voto, ao lado de um estado e economia
em expansão. Apesar de períodos de dificuldade, como os
"anos de fome" da década de 1840, a tendência geral foi em
direção ao aumento dos padrões de vida, com até mesmo
famílias da classe trabalhadora desfrutando de algum nível de
renda discricionária. Essa prosperidade relativa facilitou o
surgimento de uma cultura de consumo, com a produção em
massa tornando bens como roupas e jornais mais acessíveis.
Era Vitoriana.
Jefferson Evandro Machado Ramos. Sua Pesquisa.com. Era Vitoriana.
Disponível em:<https://www.suapesquisa.com/historia/era_vitoriana.htm .
Acesso em: 29 mai. 2024.
No que tange às características históricas da Era Vitoriana,
nota-se