avaliando o aprendizado - ensino e aprendizagem de inglês como língua estrangeira

7/25/2019 Avaliando o Aprendizado - Ensino e Aprendizagem de Ingls Como Lngua Estrangeira

1/23

1aQuesto(Ref.: 201402919508) Frum de Dvidas (0) Saiba (0)

Mark the only option which is not a conseqence of st!yin" #n"lish asa forei"n lan"a"e in a "lo$ali%e! worl!:

we ha&e to reco"ni%e that people learn #n"lish for !ifferent reasons

the stats of teachin" an! learnin" is $ein" affecte!

the lan"a"e is wi!esprea! aron! the worl!

en"lish has the sa'e presti"e as rench as forei"n lan"a"es

learnin" #n"lish also 'eans participatin" in the contry cltre


Mark the only sentence which e*presses a 'yth a$ot the #n"lish lan"a"e learnin":

+hil!ren learn secon! lan"a"es qickly an! easily.

,!lts are 'ore self-aware of their !ifficlties when st!yin" "ra''ar.

#n"lish is an international lan"a"e

eople who speak forei"n lan"a"es are 'ore likely to ha&e $etter salaries.#n"lish is ta"ht in /ra%il


By 1966, there was an important spread of English language teaching all over Brazil. This wasdue to:

a the !merican movies presented in the country

a the arrival of foreign teachers in the country

a the new theories a"out foreign languages learning

a the franchising system


2/23

a Brazilian government incentives towards English learning


hich of the followin" skills are consi!ere! 'ostly recepti&e3

ritin" an! listenin".

peakin" an! writin".

istenin" an! rea!in".

ritin" an! rea!in".

peakin" an! rea!in".


Mark the sentence with the wor! which $est co'pletes the followin" sentence: 6lo$ali%ation an! the stats of#n"lish as a ----------lan"a"e are affectin" the teachin" an! learnin" of #n"lish worl!wi!e

worl!

strict

special

local

creati&e


hich of the followin" is 7 an e*a'ple of lan"a"e han!icap3

sttterin"

aphasia

!eafness


3/23

cleft palate

color $lin!ness


,ccor!in" to rashen; the ------------ acts in a plannin"; e!itin" an! correctin" fnction when three specificcon!itions are 'et: that is; the secon! lan"a"e learner has sfficient ti'e at his


4/23

Mark the option which $est co'pletes the followin" state'ent= >?npt hypothesis is concerne! with-------->.

lo"ical replies

learnin" 'onitorin"

@acqisition@; not @learnin"@

pro"ra' sylla$s


?n or!er for the scaffol!in" to $e effecti&e; if a chil! asks a qestion a$ot a particlar topic; the a!lt 'ay firstask the chil!; >ell; what !o yo; think a$ot that3> nce the a!lt knows what the chil! thinks; he can

can pre&ent co'prehensi$le inpt

!eci!e how to con&ince the chil! to accept other i!eas

!eci!e which i!eas to confir' an! which ones to e*ten!

can reAect "ra''atical seqecin"

a$an!on the chil!Bs i!eas


,nna is a lan"a"e learner who has starte! st!yin" #n"lish 'any ti'es $ecase she lo&es the lan"a"e. hethinks she cannot speak #n"lish well $ecase she !oesn@t ha&e an aptit!e for lan"a"es. he factor that affectsher learnin" is a


5/23


e!ro is a st!ent with hi"h 'oti&ation; self confi!ence an! a "oo! self i'a"e an! a low le&el of an*iety. e can

say that he is $etter eqippe! for------------------a secon! lan"a"e.

repeatin"

!escri$in"

creatin"

acqirin"

copyin"


+o'plete the sentence with the $est option. , sylla$s (also crricl') stan!s for a !escription of the------------ of a corse of instrction.

wor!s

contents

qality

or!er

n'$ers

Gabarito Comentado


ho says that , lan"a"e is what nati&e speakers say; not what so'eone thinks they o"ht to say3

eachers an! st!ents

trctralists an! $eha&iorists

sychoanalysts

sycholo"ists

/eha&iorists an! "er'ans
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6/23


+hoose the 'etho! or approach which places an e'phasis on creatin" a physical en&iron'ent that 'akesst!ents feel as rela*e! an! co'forta$le as possi$le. he 'etho! or approach is

!irect 'etho!

physical response

"ra''ar translation

s""estope!ia

co''nicati&e approach

Gabarito Comentado


,s teachers with the !esire! skills; knowle!"e an! e*pertise; we ha&e a "reat !eal of power in the classroo'an! it is or responsi$ility to set ---------------- . he at'osphere we set will !eter'ine whether thest!entsC non- lin"istic e'otional nee!s are 'et in the classroo'=

!ates an! ai's

the 'ost i'portant "ra''ar contents

pe!a"o"ical tasks to $e acco'plishe!

the i'portance of tests

interpersonal classroo' cli'ate


,!io-lin"alis' sffere! in the two-pron"e! attack on $eha&ioris' an! strctral lin"istics. kinner wascritici%e! $y ---------------$ase! on his own 'o!el of lin"istics; transfor'ational "enerati&e "ra'ar.

+ho'sky

assre

Dewey

Richar!s

ia"et
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7/23


he state'ent that ther is no perfect 'etho! lea!s to the i!ea that

teachers 'st $e "i!e! $y other people otsi!e the classroo'

teachers are responsi$le for the choice of strate"ies an! ways oflearnin"


8/23


9/23

hich of the followin" ite's liste! $elow are e*a'ples of e*trinsic 'oti&ation3

(1) Money

(2) 6ra!es

() ositi&e fee!$ack

(4) self-!eter'ination.

1; 2; 4 only.

,ll of the'.

2; ; 4 only.

1; 2; only.

1; ; 4 only.

Gabarito Comentado


Teaching is a very personal activity, and it is not surprising that individual teachers "ring toteaching very different "eliefs and assumptions a"out what constitutes effective teaching.

a Teaching is never effective

a Teaching is a collective construction.

a # disagree with the statement a"ove.

a # completely agree with the statement.

a # agree with part of the statement: individual teachers

must choose one "elief and follow it.


?n a reflecti&e process yo start $y reco"ni%in" that yo an! yor st!ents

shol! not work to"ether $ecase only teachers know what to !o.

are key persons in learnin" en&iron'ent.

ha&e !ifferent le&els of i'portance: teachers are 'ore i'portant.


10/23

'st follow what pe!a"o"ical coor!inators an! !irectors plan.

are part of !ifferent processes: teachers reflect an! st!ents act.

Gabarito Comentado


Ricar!o takes reflection as part of his teachin" process. Ee thinks that a reflecti&e teacher 'akes a !eli$erate'o&e to allow teachers thinkin" critically of their teachin" practice so that their st!ents can

'e'ori%e infor'ation withot effort

!eci!e what teachers !o in their classroo'slearn a$ot ha$it for'ation skills

'a*i'i%e their learnin".

choose the i!eal 'etho!


Mark the option which $est co'pletes the followin" sentence: ?n reflecti&e teachin"; yo e*a'ine yor work sothat yo consi!er alternati&e ways of ascertainin" that yor st!ents learn. o; yo are a$le-------------- thatwhich yo i'ple'ent an! how yo i'ple'ent it.

to repeat

to fi*

to !e'an!

to 'onitor

to copy

Gabarito Comentado


hoose the option which "est completes the following sentence: /eveloping a critical perspective

on our own "ehavior re(uires the dispositions of openmindedness, responsi"ility, andwholeheartedness that /ewey highlighted a long time ago. #mplicit in the type of colla"orative and
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11/23

cooperative environment is the element of.

caring

trust

satisfaction

manipulation

individuality


Mark the option which $est co'pletes the state'ent C. Fy"otsky a!&ocates that the role of a psycholo"istshol! $e to n!erstan! how h'an social an! 'ental acti&ity is or"ani%e! thro"h cltrally constrcte!------------C

$eliefs

stories

"ra!es

artefacts

!rea's

Gabarito Comentado

6a

Questo(Ref.: 2014025954) Frum de Dvidas (0) Saiba (0)

+arolina is a teacher in&ol&e! in the reflecti&e process. hene&er she "i&es a task an! notices her st!ents arenot followin" it properly; she is a$le to stop an! chan"e !irections. he process she ses is

reflection-in-action

reflection-on-action

reflection an! action

sccess in reflection

$eliefs an! &ales
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12/23


Rea! the followin" accont fro' a lan"a"e learner: >hen rea!in" a te*t in #n"lish an! co'in" across any

nknown &oca$lary; ? ne&er stop rea!in" to check the 'eanin" of the wor!. ?nstea!; ? try to "ess the'eanin" fro' conte*t.> his se of lan"a"e learnin" strate"ies is an e*a'ple of ----.

affecti&e strate"ies

'e'ory-relate! strate"ies

social strate"ies

'etaco"niti&e strate"ies

co'pensatory strate"ies

Gabarito Comentado


#n line with the recent shift of emphasis from the notion of training to that of development, the

idea of teacher e+ploration or an e+ploratory approach functions as a sort of

e+plicit ways to design a lesson.

li"erating tool for teachers from the pressure of identifying a "est or "etter way of

teaching.

permanent guidance for teachers.

portfolio of new teaching activities.

rules to "e followed.


hich of the followin" can $e consi!ere! lan"a"e learnin" strate"ies3

(1) repeatin" new &oca$lary on a !aily $asis=
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13/23

(2) interactin" with nati&e speakers of the lan"a"e=

() rea!in" newspapers in the forei"n lan"a"e=

(4) listenin" to son"s in the forei"n lan"a"e.

nly an! 4.

nly 1 an! 2.

nly 1 an! 4.

,ll of the'.

7one of the'.


?n the process of teachin"learnin" forei"n lan"a"es; who shol! $e 'ore interete! in o$ser&in" classroo'practices

teachers the'sel&es

coor!inatorssper&isors

st!ents

researchers

Gabarito Comentado


------ lan"a"e strate"ies are those which ena$le learners to 'aniplate the lan"a"e 'aterial in !irect ways.

'etaco"niti&e

'e'ory-relate!

in!epen!ent

co"niti&e

co'pensatory


14/23


Goana is a /ra%ilian st!ent of #n"lish. hile watchin" fil's; she 'akes a list of interestin" e*pressions shehears an! tries to pt the' into se. /y !oin" so; she is 'akin" se of ---.

?nterference fro' first lan"a"e.

he inflence of her 'other ton"e.

ra"'atics.

rashen@s natral or!er hypothesis.

an"a"e learnin" strate"ies.


e can say that #n"lish is reco"ni%e! as lin"a franca $ecase

itBs the lan"a"e of pop stars

its "ra''ar is easy

it has official or special stats in at least 5 contries

itBs a $eatifl lan"a"e

itBs the lan"a"e of kin"s


0ead the following statement and choose the only option which does not fit the ideas e+pressed

in it: /avid raddol 219934 is dou"tful not only of the a"ility of the tongue to continue tomaintain its position as the lingua franca in the world, "ut also of the nativespea-ers a"ility to

maintain their position as representatives of the tongue.

eople who adopt the English language as a second language create their own

intellectual property and e+port goods and services to other countries.

5nly those who spea- English as native spea-ers will "e a"le to have a

successful interaction with people in other countries.

eople who adopt the English language as a second language "elieve they can


15/23

e+press their own values and identities.

There is a growing assertiveness among countries adopting English as a second

language that English is now their language.

The English usage in the ne+t century will not locate the native spea-ers andnativespea-ing countries at the centre of the glo"al use of English.


he "lo$ali%e! worl! has chan"e! the relationship a'on" nations in relation to forei"n lan"a"es $ecase

st!ents are not intereste! in stt!yin" forei"n lan"a"es

so'e lan"a"es only ha&e technolo"ical prposes

there are new co'ercial relationships

so'e cltres are 'ore i'portant than others

so'e st!ents are 'ore intelli"ent than others


Gohn is a st!ent at inter'e!iate le&el of lan"a"e learnin". Eis teacher has re&ise! the first an! secon!con!itionals in a pre&ios lesson an! to!ay he is "oin" to $e e*pose! to sentences in the thir! con!itional. hisis the first ti'e he will co'e across sa'ples of lan"a"e in the thir! con!itional $t the teacher is "oin" to'ake reference to what they know a$ot the first an! the secon! in or!er to e*pan! on the s$Aect of the thir!con!itional. his is an e*a'ple of which of rashen@s theories3

he ,ffecti&e ilter Eypothesis.

he 6ra''ar Eypothesis.

he Monitor Eypothesis.

he 7atral r!er Eypothesis.

he ,cqisition-earnin" Eypothesis.

Gabarito Comentado


16/23


hich of the followin" state'ents are tre a$ot rashen@s ,cqisition-earnin" hypothesis3

(1) here are two in!epen!ent syste's of secon! lan"a"e perfor'ance: the acqire! an! the learne! syste'.

(2) he >learne!> syste' is the pro!ct of the s$conscios process.

() he >acqire!> syste' is a &ery si'ilar process to the one a chil! n!er"oes when learnin" a first lan"a"e.

7one of the'.

,ll of the'.

2 an! .

1 an! 2.

1 an! .


hoose the option which "est fits the ideas presented in the following paragraph: %ome peoplesupport a "elief that the promotion of the English language undermines cultural diversity.

%ome sociolinguists perceive this process as linguistic imperialism pointing out that

government agencies and private enterprises, primarily in the 7 and the %, e+port

educational materials and operate language schools as a way to e+tend their sphere of

influence.

That is good "ecause teachers feel safer if they do not present English varieties

That is not true "ecause English is not such a dominant force in world affairs

ultural diversity has nothing to do with language.

%ome sociologists say that the English language deserves "eing considered more

prestigious than others "ecause !merican and British culture is richer than others.


That is not proper to say that distance learning programs can


17/23

"e in accordance to each teachers "eliefs.

provide varied language solutions to students8 needs.

e+pand language learning opportunities to a great num"er of students.

reach people regardless of where they live.

ma-e human and material resources availa"le to a great num"er of students.


ar- the only option which does not ma-e part of the tenets which have an impact on a learner

interlanguage progression.

comprehensi"le input.

negotiation of meaning.

comprehensi"le inta-e.

comprehensi"le output.

learning of meaningless rules


Mark the only option which !oes not co'plete the followin" sentence:> echnolo"y in secon! lan"a"e teachin"is i'portant $ecase it

connects classroo's in the worl!

also presents ne"ati&e effects of co'pter se in ter's of ine*perience or a&ersion;

pro&i!es athentic e*a'ples of the tar"et cltre


18/23

en"a"es st!ents in the learnin" process

can present an! process infor'ation


e all a"ree that the e'ploy'ent of new 'e!ia has a h"e inflence on teachin" an! learnin" lan"a"es. hatBs correct to say that applyin" technolo"ical tasks at or p$lic shools

can $e a !ifficlt task

!oes not interest or st!ents

can $e an easy task

is not part of e&ery!ay tasks

has $een a !esire always acco'plishe! $y teachers


hich of the followin" is an e*a'ple of #-R??763

Dicto-co'position.

Gornal.

Dictation.

entence copyin".

6i!e! writin".


ociocltral perspecti&es on lan"a"e learnin"; as inflence! $y the work of Fy"otsky (antolf H ,ppel; 1994=arschaer; 199); pro&i!e a co'ple'entary position that consi!ers lan"a"e learners in !irect relation to

their econo'ical con!itions.

their physical con!itions.


19/23

their learnin" con!itions.

their psycholo"ical con!itions

their social an! cltral srron!in"s an! con!ition.


eirce !e&elope! a ------------- theory that is at once "eneral; tria!ic an! pra"'atic.

se'iotic

sociolo"ical

natral

ecolo"ical

psycholo"ical

Gabarito Comentado


+hoose the option which $est co'pletes the sentence: he teachers shol! 'ake se of se'iotic si"ns ($othiconic an! sy'$olic) in the lan"a"e teachin" process to pro&i!e a $etter n!erstan!in" in the tar"et lan"a"e;to "ain acceleration an! perhaps the 'ost i'portant; to a&oi! -----------------in the classroo'.

!iscipline pro$le's

interaction

teacher a$sence

cross-cltral failre

research


hat are the principles for the +o''nicati&e Metho! in e'iotics3 ne option !oes not apply.

a&orite acti&ities are= social interaction acti&ities= con&ersation an! !iscssion sessions; !ialo"es; pairan! "rop !iscssions an! role plays.

he co''nicati&e lan"a"e teachin" ai's to !e&elop certain lan"a"e skills an! fnctions $y sin" thetar"et lan"a"e an! co''nicati&e acti&ities

he co''nicati&e lan"a"e teachin" 'akes se of any acti&ity which wol! help the learners to "eten"a"e! in athentic (real) co''nication.
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20/23

t!ents se lan"a"e as a 'eans of e*pressin" &ales an! their concerns

,cti&ities shol! $e i'a"inary.


+o'plete the sentence with the 'ost sita$le wor!: >?t can $e sai! that; se'iotics is a fn!a'ental isse to $econsi!ere! in lan"a"e teachin" pe!a"o"y; $ecase it helps the in!i&i!al to !e&elop his ------------- at all le&elsof perception.

technical knowle!"e

life"ra''atical options

&isal skills

co"niti&e facilities

5aQuesto(Ref.: 20140204449)Frum de Dvidas (0) Saiba (0)

hat are the principles of sitational lan"a"e teachin"3 Mark the sentence which is not correct:

,ccracy in pronnciation an! "ra''ar is always appreciate!

,nalysis is $etter than analo"y.

an"a"e learnin" is a ha$it for'ation

t!ents an! teachers shol! ha&e the ato-control o&er the strctre of lan"a"e se.

t!ents shol! a&oi! 'akin" 'istakes

Gabarito Comentado


?n the task-$ase! acti&ities; there is a &ariety of interactional patterns like; pair work; "rop work; "a'es; roleplays. ?n this respect; the ce-car!s; pictres an! the acti&ity car!s are acti&ely se! as the------------ele'entsof a forei"n lan"a"e teachin" corse.


21/23

in!i&i!al

research

strctral

collecti&e

se'iotic


hile teachin" the oral lan"a"e; a teacher insiste! on the se of fillers to help learners "ain ti'e whileprocessin" lan"a"e $efore sayin" it alo!. he se of fillers is ---.

ne of the skills in lan"a"e learnin"., 'istake in pronnciation.

art of first lan"a"e acqisition.

, lan"a"e learnin" strate"y for oral skills.

, featre se! $y a non-nati&e speaker .

Gabarito Comentado


hich concept; accor!in" to Fan ier; !oes not concern an ecolo"ical approach to lan"a"e an! lan"a"elearnin"3

Di&ersity

atterns; syste's

trctral knowle!"e

#'er"ence

Relations

Gabarito Comentado


he kin! of rea!in" skills in which the rea!er has to rea! a te*t fast an! search for specific infor'ation is knownas ---.
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22/23

cannin".

6essin".

ki''in".

rocess rea!in".erfor'ance.


Rea! the followin" !ialo"e $etween a teacher an! a st!ent:

ID#7:Mr aylor; ? &isits 'y "ran!parents at the weeken!s.

#,+E#R: >? &isit 'y "ran!parents>. Repeat.

ID#7: ? &isit 'y "ran!parents

#,+E#R: +lass; repeat; ? &isit 'y "ran!parents.

+,: ? &isit 'y "ran!parents

#,+E#R: 6oo!. /y ha&in" the class an! the st!ent repeat the strctre se&eral ti'es; the teacher is focsin"on ...

he co"niti&e aspect of lan"a"e teachin".

he interpersonal relationship teacher-st!ent.

he interactional aspect of lan"a"e teachin".

he affecti&e !o'ain of learnin" a lan"a"e.

he i'itati&e aspect of lan"a"e teachin".


ne of the !ifferences $etween #,?76 an! R??76 is that the for'er is >ti'e-$on!; !yna'ic; transient>while the latter is >space-$on!; static; per'anent>. Ea&in" this in 'in! we can say that:

hat is written in a historical te*t can $e altere! in any 'o'ent.


23/23

poken te*ts; once ttere!; can $e chan"e!.

?f a person says the sa'e thin" in two !ifferent conte*ts; the 'essa"e will $e the sa'e.

, written 'essa"e can $e acesse! at any ti'e.

hat so'eone says can $e re&iewe! an! e!ite!.


hen teachin" the spoken lan"a"e; the concern with the natral flow of lan"a"e is known as ---.

,ffection.

lency.

,ccracy.

#*chan"e.

?nteraction.

avaliando o aprendizado - ensino e aprendizagem de inglês como língua estrangeira

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