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The school and the classroom are just part of a
sociocultural and institutional context, without any
influence on the students' learning process.
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In Reported Speech, verb tenses always shift back one
tense in relation to the tense originally used in direct
speech. For example, the direct sentence "Where are you
going?" when reported would change to "They asked
where were you going?", shifting simple present into
simple past.
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The early methods of teaching foreign language, including
instrumental English, date back to the 16th century and
focused primarily on oral communication and everyday
situations.
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The teacher's role in the teaching process goes beyond
mere content transmission, as they must act as a
mediator, planning strategies that stimulate active
learning among students, promoting not only the
assimilation of knowledge but also cognitive, reflective,
and critical development.
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When the concept of prior knowledge is addressed in
language teaching, it's important for the teacher to
understand that this relates to the cultural and
socioeconomic aspects of the student, which will
facilitate text comprehension and reduce the impact of
knowledge of foreign language rules when working with a
text.
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Requests for action or permission cannot be reported in
Reported Speech using a subordinate clause with "if" or
an infinitive. Therefore a sentence such as "He asked if it
would be ok to miss next class" is an incorrect use of
reported speech.
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In a noun phrase, the nucleus is always a noun or a noun
pronoun. Though it may contain modifiers, determiners,
adjectives, and other elements, the nucleus of the phrase
is the noun, which provides the main meaning of the
expression. Therefore, all noun phrases will have a noun
as their central element.
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The teaching of instrumental English went through five
stages of development, beginning with register analysis
and culminating in the learner-centered approach, which
focuses on the specific needs of learners.
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The classic definition of competence, proposed by
Chomsky, addresses only the knowledge of language
structures and rules, without considering its social
function.
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When reporting direct yes-no questions in Reported
Speech, it is common to introduce a subordinate clause
with "if" or "whether". So it is correct to say that the
reported sentence "She asked if you were going home" is
properly adapted to reported speech.
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Learning to read based on textual genres is more
effective when the student is familiarized with each
form of language inserted in a context and a concrete
situation.
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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.
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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.
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According to Machado (2009), knowledge about text
genres is irrelevant for constructing meaning, as text
interpretation is independent of its generic structure.
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Teaching methods are directly related to the specific
objectives and content of disciplines, being applicable
universally and independent of students' characteristics.
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General Didactics is independent of the specific didactics
of teaching subjects because its main function is to
generalize processes and procedures obtained from the
investigation of the sciences that underpin teaching and
learning, without considering the methodological
peculiarities of each discipline.
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According to Bakhtin (1997), discourse genres have
minimal influence on the language we use since the
immediate social situation is the sole determining factor
in the choice of utterances.