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Esta questão foi aplicada no ano de 2016 pela banca VUNESP no concurso para Prefeitura de Rio Claro - SP. A questão aborda conhecimentos da disciplina de Língua Inglesa, especificamente sobre Vocabulário.
Esta é uma questão de múltipla escolha com 5 alternativas. Teste seus conhecimentos e selecione a resposta correta.
O texto a seguir apresenta lacunas numeradas das quais foram omitidas uma ou mais palavras. Assinale a alternativa que apresenta a palavra ou expressão que completa corretamente cada uma das lacunas numeradas, tanto quanto à correção gramatical como quanto ao sentido e à estruturação do texto.
What is Communicative Language Teaching?
Not long ago, when American structural linguistics and behaviorist psychology were the prevailing influences in language teaching methods and materials, second/foreign language teachers talked about communication in terms of four language skills: listening, speaking, reading, and writing. 41 skill categories were widely accepted and provided a ready-made framework for methods manuals, learner course materials, and teacher education programs. Speaking and writing were collectively 42 as active skills, reading and listening as passive skills.
Today, listeners and readers no longer are regarded as passive. They are seen as active participants in the negotiation of 43 . Schemata, expectancies, and top-down/bottom-up processing are among the terms now used to capture the necessarily complex, interactive nature of this negotiation. Yet full and widespread understanding of 44 as negotiation has been made difficult by the terms that came to replace the earlier active/passive dichotomy. The skills needed to engage in speaking and writing activities were described subsequently as productive, 45 listening and reading skills were said to be receptive. While certainly an improvement over the earlier active/passive representation, the terms “productive” and “receptive” fall short of capturing the interactive nature of communication.
The inadequacy of a four-skills model of language use is now recognized. And the 46 of audiolingual methodology are widely acknowledged. There is general acceptance of the complexity and interrelatedness of skills in both 47 and oral communication and of the need for learners to have the experience of communication, to participate in the negotiation of meaning rather than memorizing and repeating words and sentences. Newer, more comprehensive theories of language and language behavior have 48 those that looked to American structuralism and behaviorist psychology for support. The expanded, interactive view of language behavior they offer presents a number of 49 for teachers. Among them, how should form and function be integrated in an instructional sequence? What is an appropriate norm for learners? How is it determined ?What is an error? And what, if anything, should be done when one 50 ? How is language learning success to be measured? Acceptance of communicative criteria entails a commitment to address these admittedly complex issues.
(Communicative Language Teaching for the Twenty-First Century, by Sandra J. Savignon in Teaching English as a Second or Foreign Language, by Marianne Celce-Murcia (ed.). Adaptado)