El enunciado que expresa la función comunicativa de
corregir una información es:
Among the following sentences, the one which presents
syntactic ambiguity, allowing more than one possible
interpretation, is
Una expresión adecuada para responder negativamente
y de manera enfática a una pregunta es:
Skliar (1998) explica, em seu texto, que é hábito definir
a comunidade de surdos como uma minoria linguística.
Segundo o autor, essa descrição baseia-se no fato de
que a língua de sinais (o autor utilizou o termo linguagem)
é utilizada por um grupo
Un par de palabras que resulta homófono para un
importante número de hispanohablantes es:
El enunciado que contiene un verbo irregular
correctamente conjugado conforme la norma culta es:
La “interferencia intralingüística” (Yokota in Bruno, 2005)
es un fenómeno que ocurre cuando
El enunciado que expresa un deseo por parte del
hablante es:
Leia o texto para responder à questão.
Segundo Kramasch (2024), o conceito de competência intercultural recebeu um novo significado por meio do uso de comunicação mediada por computadores (CMC), com o objetivo de promover a interação na L2 entre falantes nativos e não nativos da língua e entre falantes não nativos, e de capacitá-los a ter acesso a e manipular ambientes culturais não nacionais.
O acesso direto a falantes da L2 e a imersão cultural promovida pela CMC realçam a ilusão do imediatismo semiótico e a autenticidade cultural. Entretanto, não conduziu, necessariamente, a uma exploração profunda de diferenças culturais. A comunicação intercultural online enfatizou a participação em comunidades online, a colaboração, a solução conjunta de problemas e o desenvolvimento de identidades híbridas que tanto independem das coações sociais do mundo real, quanto ficam sujeitas às pressões sociais e às coações coletivas das comunidades online. Não é à toa que há um número crescente de linguistas aplicados que estão ávidos a trazer a história, a memória e os aspectos subjetivos da aprendizagem de línguas de volta à sala de aula, bem como uma reflexão sobre o significado de operar entre línguas, a partir do background cultural do próprio indivíduo.
(Kramasch, C. 2024. Adaptado)
In the text, Kramasch points out that, as far as L2 teaching
goes,
Read the text to answer question.
Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use.
In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others.
AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available.
Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers.
(https://theconversation.com. Adaptado)
In the sentence from the second paragraph “In a period
of rapid change, there are enormous ethical implications
for post-human authorship — in which humans and
machines collaborate”, the fragment in bold intends to
Read the text to answer question.
The last century of language teaching history, operating within this theory-practice, researcher teacher dichotomy, has not been completely devoid of dialogue between the two sides. We moved in and out of paradigms (Kuhn, 1970) as inadequacies of the old ways of doing things were replaced by better ways. These trends in language teaching were partly the result of teachers and researchers communicating with each other.
The custom of leaving theory to researchers and practice to teachers has become, in Clarke’s (1994) words, “dysfunctional”. What is becoming clearer in this profession now is the importance of viewing the process of language instruction as a cooperative dialog among many technicians, each endowed with special skills, such as program developing, textbook writing, measuring variables of acquisition, designing experiments, and the list goes on.
We are all practitioners and we are all theorists. Whenever that understanding calls for putting together diverse bits and pieces of knowledge, you are doing some theory building. Or, if you have observed some learners in classrooms and you discern common threads of process among them, you have created a theory. And whenever you, in the role of a teacher, ask pertinent questions about Second Language Acquisition (SLA), you are beginning the process of research that can lead to a theoretical statement.
(Brown, H.D. 2006. Adaptado)
The first paragraph of the text mentions theory and
practice in SLA as
Felipe (2007) destaca que os adjetivos são sinais que
formam uma classe específica na Libras e sempre estão
na forma
Segundo descrito em Capovilla e Raphael (2005), o
sinal em Libras para “Igualdade” é descrito da seguinte
forma:
La diferencia de significado entre los enunciados (1)
“Suele llover” y (2) “Volví a casarme” radica en que
Read the anecdote.
I’m a nurse, one time for Valentine’s Day I brought little
satin hearts for my co-workers to pin in them. They were
different sizes. There was a Dr there; when I was handing
them out, someone decided he should have the largest
one.
Later a family member comes to the desk asking for the Dr, my coworker says “oh he’s down that way, he’s the one with the big heart on”…
(https://www.reddit.com)
The misunderstanding by the family member may have happened because
Later a family member comes to the desk asking for the Dr, my coworker says “oh he’s down that way, he’s the one with the big heart on”…
(https://www.reddit.com)
The misunderstanding by the family member may have happened because
Brown (2006) mentions that language, culture, and context are very influential in effective communication. Read the account by a foreigner of his experience in another country to answer question.
At first, things in the cities look pretty much alike. There are taxis, hotels with hot and cold running water, theaters, neon lights, even tall buildings with elevators and a few people who can speak English. But pretty soon the American discovers that underneath the familiar...exterior there are vast differences. When someone says “yes” it often doesn’t mean yes at all, and when people smile it doesn’t always mean they are pleased. When the American visitor makes a helpful gesture, he may be rebuffed, when he tries to be friendly nothing happens. People tell him that they will do things and don’t. The longer he stays, the more enigmatic the new country looks.
This text could be part of a reading unit aimed at
developing students’ awareness of
Read the text to answer question.
Robots are writing more of what we read on the internet. And artificial intelligence (AI) writing tools are becoming freely available for anyone, including students, to use.
In a period of rapid change, there are enormous ethical implications for post-human authorship — in which humans and machines collaborate. The study of AI ethics needs to be central to education as we increasingly use machinegenerated content to communicate with others.
AI robot writers, such as GPT-3 (Generative Pre-trained Transformer) take seconds to create text that seems like it was written by humans. In September, 2020 GPT-3 wrote an entire essay in The Guardian to convince people not to fear artificial intelligence. As recently as 2019, this kind of technology seemed a long way off. But today, it is readily available.
Of course, there’s the issue of cheating on essays and other assignments. School and university leaders need to have difficult conversations about what constitutes “authorship” and “editorship” in the post-human age. We are all (already) writing with technological devices, even just via spelling and grammar checkers.
(https://theconversation.com. Adaptado)
As far as formal teaching and learning are concerned, it is
correct to state from the reading of the text:
Segundo Capovilla e Raphael (2005), a expressão “família em libras” é representada da seguinte forma:
Segundo descrito em Capovilla e Raphael (2005), o sinal
em Libras para “Ajudar” é descrito da seguinte forma:
Quadros e Karnopp (2004) afirmaram que há diferentes
formas para que verbos e substantivos na língua de
sinais brasileira apresentem flexão de número, sendo
que a mais básica é a distinção entre singular e plural,
que é marcada através da