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Ano: 2024Banca: FGVOrganização: Prefeitura de Macaé - RJDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The vowel sound in “taught” (2nd paragraph) is the same as in:
Ano: 2024Banca: EDUCAOrganização: Prefeitura de Alhandra - PBDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Ensino de Língua Inglesa | Fonética | Tradução
The history of English language teaching (ELT) is
unarguably linked to the history of imperialism and
colonialism, which materializes in a certain extent the
explicit or implicit cultural domination. Such
domination inevitably involves the insertion of the
colonizer's language into the lives of the colonized
peoples. In this regard, the history of English language
teaching has always been experienced in terms of
cycles, such as theoretical principles and techniques that
appear as a trend, disappear for a time and reappear for
another period time, sometimes with new principles and
fundamentals, and the cycles tend to follow one another.
In this regard, studies in Applied Linguistics and
Methods and Approaches in English Language
Teaching suggest Grammar Translation Method, Direct
Method, Oral Approach and Audiolingualism Method
to be the first ones in ELT history. Having that in mind match the second column based on the information
provided in the first one. Then, check the correct
answer.
( A ) GRAMMAR-TRANSLATION METHOD
( B ) DIRECT METHOD
( C ) ORAL APPROACH
( D) AUDIOLINGUALISM METHOD
( ) Grammatical rules are not presented formally and
the texts used for reading and writing activities are
no longer literary since this method is based on
certain principles, such as: selection, gradation and
presentation.
( ) Learning is associated with syntactic, morphological
and phonological structures which are learned from
a system of stimulus, response and reinforcement.
( ) In this method, the writing skill is also developed,
but not with a communicative purpose.
( ) Adopting the monolingual principle, this method
involves the use of objects, gestures and images to
explain the meanings of words, since the students'
native language is prohibited from being used.
( ) Language learning would be associated with the
formation of readers and the intellectual
development of students.
( ) This method involves automatic correction and
immediate assessment of students' mistakes by
teachers in order to prevent the students from
forming or acquiring bad habits and behaviors during
the learning process.
( ) As a theoretical systematization of foreign language
teaching, its objective would be the development of
students' oral skills as the vocabulary and
grammatical structures they have learned would be
controlled in terms of frequency of occurrence.
( ) In this method, learning must be directly connected
to the target language without going through the
process of translation into the students' native
language.
( ) The language to be taught is the spoken language
and the new elements of the language are practiced
situationally as the grammatical items are proposed
gradually, that is, from the simplest to the most
complex forms.
( ) In this method, language is both seen and considered
as a behavior, for it is a means of oral
communication.
Ano: 2023Banca: SELECONOrganização: Prefeitura de Campo Verde - MTDisciplina: Língua InglesaTemas: Fonética | Aspectos Linguísticos
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
O alfabeto fonético internacional tem por objetivo tornar
mais eficaz a aprendizagem da língua inglesa. A pronúncia da
palavra “nothing” possui a representação fonética [n′ʌθiŋ]. A
palavra, cuja representação fonética usa um símbolo distinto de
“nothing” para representar o som do TH, é:
Ano: 2025Banca: IF Sul Rio-GrandenseOrganização: IF Sul Rio-GrandenseDisciplina: Língua InglesaTemas: Fonética | Aspectos Linguísticos
Effective listening skills can enhance language learning. Consequently, teaching L2 listening
effectively has become a crucial responsibility for language educators. Anna Chang (In:
RENANDYA & WIDODO, 2016) outlines a theory-driven listening lesson, consisting of three
stages: pre-listening, while-listening and post-listening. Connect each stage with its
purposes, using the following code:
I. Pre-listening
II. While-listening
III. Post-listening
( ) Verify understanding, clear up any confusion, and consider challenges faced
during listening.
( ) Engage in straightforward tasks that require minimal writing or reading.
( ) Complete tasks of various difficulty levels, focusing on different elements of the
information.
( ) Define the objectives for listening exercises.
( ) Stimulate relevant prior knowledge and provide language support.
The correct association, from top to bottom, is:
Ano: 2025Banca: IF Sul Rio-GrandenseOrganização: IF Sul Rio-GrandenseDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Swan (2005) explains that phonology is the study of the sound systems of languages,
particularly how sounds function to convey meaning. This involves analyzing the
arrangement and patterns of sounds (phonemes) in a particular language.
Which phonological process is responsible for the phenomenon where the sound /t/ is
pronounced as [ʧ] (a voiceless postalveolar affricate) in the word "nature" due to the
influence of the following /ʊr/?
Ano: 2023Banca: Instituto DarwinOrganização: Prefeitura de Lagoa de Itaenga - PEDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Definition and scope of phonology
In order to delve into the basics of English phonology, it
is important to establish a clear understanding of what
phonology is and its scope of study. Phonology is a
subfield of linguistics that focuses on the systematic
study of sounds within a particular language or
languages. It examines the patterns, organization, and
rules governing the sounds and their usage in speech.
The scope of phonology encompasses several key
aspects. Firstly, it examines the inventory of sounds in a
language, identifying the distinct phonemes and their
distribution within words. It also investigates the rules
and patterns governing the combination and
sequencing of sounds, known as phonotactics. These
rules determine which sounds can appear in specific
positions within words or syllables (Dodd, et al, 2003).
What is the main objective of phonology?
Ano: 2024Banca: Instituto ConsulplanOrganização: SEED-PRDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
The two groups of words, submitted for oral practice, have been both constituted according to the criteria of:
Group 1
would- could-took-crook-food-facebook-push-put
Group 2
drawer-door-explore-dinosaur-before-folklore-your-more
Ano: 2021Banca: AMEOSCOrganização: Prefeitura de Palma Sola - SCDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Mark the alternative that does have words that
presents the same sound in the pronunciation.
Ano: 2024Banca: IF-SPOrganização: IF-SPDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Brazilian learners often base their
pronunciation on spelling. This tendency
is understandable, given that Portuguese
pronunciation closely aligns with its orthography,
making it easier to transfer these habits to the
acquisition of a second language. Nonetheless,
it is crucial to recognize pronunciation as a vital
component of effective communication, demanding
clarity and comprehensibility. In order to foment
that habit, educators may use the International
Phonetic Alphabet (IPA), which provides symbols
that accurately represent the standard sounds
produced during speech. Integrating the IPA to
various pedagogical approaches can significantly
enhance students’ pronunciation skills. According
to IPA transcriptions quoted by Swan (2005,
p.xxx), the words house, occasion, cheap, with,
think are pronounced as follows:
Ano: 2020Banca: FACET ConcursosOrganização: Prefeitura de Capim - PBDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Observe the extracted part of the head of the
article and choose the correct alternative for
rewriting the date:
Mon 31 Aug 2020
..