Questões de Inglês

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Inglês Ensino da Língua Estrangeira Inglesa


Instituto Federal Norte de Minas Gerais (IFN-MG) - Professor EBTT - Língua Portuguesa/Ingleasa - Instituto Verbena - Universidade Federal de Goiás (2024)

Leia o texto a seguir.

(...) o inglês tem se tornado cada vez mais importante como meio de comunicação internacional. Assim, é muito importante para seus alunos desenvolver uma atitude positiva em relação à língua e ao conhecimento para usá-los com êxito. Precisam desenvolver estratégias de aprendizado para que esse aprendizado continue fora da sala de aula tanto quanto dentro dela.

HOLDEN, S. O ensino da língua inglesa nos dias atuais. São Paulo, SBS, 2009, p. 12.


Partindo da perspectiva de Susan Holden, a respeito do ensino de língua inglesa, o falante não nativo de inglês

  • A tem uma compreensão instintiva da linguagem.
  • B pode saber exatamente como o inglês é empregado em alguns contextos.
  • C sente-se completamente seguro ao pronunciar as palavras.
  • D pode conhecer alguns dos contextos culturais para textos autênticos, como jornais, propagandas e músicas.
  • E consegue ser autônomo e aprende tudo sozinho.

Inglês Ensino da Língua Estrangeira Inglesa


Instituto Federal Norte de Minas Gerais (IFN-MG) - Professor EBTT - Língua Portuguesa/Ingleasa - Instituto Verbena - Universidade Federal de Goiás (2024)

English can not be treated as a homogenous and stable Entity. The English language is spoken by many people in different places. So language identities can be formed outside predefined national and linguistic communities. In this way teachers and researchers

  • A pay attention to power relations communicative sites where interlocutors engage in dialogs using different variations of English and diverse semiotic resources.
  • B try to establish an unique and correct way to speak english. The way used by the native speakers.
  • C try to teach english reading the greatest english writers. They are the key for the correct english.
  • D try to teach english following the books and the grammar rules.
  • E teach only the language’s grammar.

Inglês Ensino da Língua Estrangeira Inglesa


Instituto Federal Norte de Minas Gerais (IFN-MG) - Professor EBTT - Língua Portuguesa/Ingleasa - Instituto Verbena - Universidade Federal de Goiás (2024)

In a recent interpretation of the learning objectives of communicative language teaching, Savignon (2002, p. 114– 115) considers the five goal areas, (known as Five Cs: communication, cultures, connections, comparisons, and communities) agreed upon as National Standards for Foreign Language Learning in the United States as representing a holistic, communicative approach to language learning. In this way, the cultures goal area

  • A addresses the learner’s ability to use the target language to communicate thoughts, feelings, and opinions in a variety of settings.
  • B addresses the necessity for learners to learn to use the language as a tool to access and process information in a diversity of contexts beyond the classroom.
  • C adresses the learners lifelong use of the language, in communities and contexts both within and beyond the school setting itself.
  • D addresses the learners understanding of how the products and practices of a culture are reflected in the language.
  • E is designed to foster learner insight and understanding of the nature of language and culture through a comparison of the target language and culture with the languages and cultures already familiar to them.

Inglês Ensino da Língua Estrangeira Inglesa


Instituto Federal Norte de Minas Gerais (IFN-MG) - Professor EBTT - Língua Portuguesa/Ingleasa - Instituto Verbena - Universidade Federal de Goiás (2024)

Read the text below.

The postmethod condition is a sustainable state of affairs that compels us to fundamentally restructure our view of language teaching and teacher education. It urges us to review the character and content of classroom teaching in all its pedagogical and ideological perspectives. It drives us to streamline our teacher education by refiguring the reified relationship between theory and practice.

KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. Marhwah: Erlbaum, 2006. in: Language teacher education for a global society. Routledge: Taylor& Francis, 2012, p. 170.

So, Postmethod Pedagogy is a three-dimensional system consisting of three pedagogic parameters:

  • A particularity, practicality and possibility.
  • B particularity, speaking and possibility.
  • C possibility, reading and speaking.
  • D intencionality, practicality and possibility.
  • E possibility, intencionality and practicality.

Inglês Ensino da Língua Estrangeira Inglesa


Instituto Federal Norte de Minas Gerais (IFN-MG) - Professor EBTT - Língua Portuguesa/Ingleasa - Instituto Verbena - Universidade Federal de Goiás (2024)

What is the two views of learners authonomy Postmethod Pedagogy takes into account?

  • A A big view and a small view.
  • B A narrow view and a broad view.
  • C A speaker’s, view and a learner’s view.
  • D A student’s view and a teacher’s view.
  • E A reader’s view and speaker’s view.