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JEFFERSON RAVADIÉRISON DA SILVA
Avaliação AV
202307479748       POLO SANTO ANTONIO - MOSSORÓ - RN
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1 ponto
By the time SLA was emerging as an autonomous �eld, around the 1960s, in�uential research attempted to answer
questions related to the existence of an optimal age for language acquisition/learning. Choose the correct option
regarding the relationship between age and language acquisition.
 (Ref.: 202315222784)
1 ponto
By the time SLA was emerging as an autonomous �eld, around the 1960s, in�uential research attempted to answer
questions related to the existence of an optimal age for language acquisition/learning. Choose the alternative that
best describes evidence from the �eld of neurolinguistics on the optimal age for language learning.
 (Ref.: 202315222783)
Disc.: DGT0639 - ENSINO E APRENDIZA Período: 2023.3 EAD (G)
Aluno: JEFFERSON RAVADIÉRISON DA SILVA Matr.: 202307479748
Prof.: BIANCA DELLA NINA  Turma: 9001
Lupa VERIFICAR E ENCAMINHAR
Prezado(a) Aluno(a),
Responda a todas as questões com atenção. Somente clique no botão FINALIZAR PROVA ao ter certeza de que respondeu a
todas as questões e que não precisará mais alterá-las. 
A prova será SEM consulta. O aluno poderá fazer uso, durante a prova, de uma folha em branco, para rascunho. Nesta folha
não será permitido qualquer tipo de anotação prévia, cabendo ao aplicador, nestes casos, recolher a folha de rascunho do
aluno.
Valor da prova: 10 pontos.
  
1.
Younger learners always perform better than more mature individuals.
Initially, the younger learns faster than the older until the situation is inverted because the left hemisphere,
the part of the brain responsible for language acquisition, is specialized.
Adults' and older children's advantage typically disappears after a little more than a year.
Small children learn at a faster pace than adults and teenagers due to a neurological process named
lateralization.
The advantage of older over younger tends to expand over the course of months, due to the metalinguistic
abilities and cognitive materials held by small children.
  
2.
During the initial months of learning, adults and teenagers often bene�t more from formal language
instruction or from spontaneous experiences with an additional language.
The advantage of younger over older becomes apparent in the short term.
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1 ponto
The age factor is related to brain plasticity and memory. In this sense, the possibility of learning a second language
more easily is directly related to the conditions of:
 (Ref.: 202315223274)
1 ponto
Children's and adults' performances in L2 tend to be quite different. In comparison to adults' performance in an L2,
children:
 (Ref.: 202315223196)
1 ponto
It is possible to distinguish foreign language from second language from various criteria. Traditionally one
difference that is assumed to exist between them is that: 
 (Ref.: 202315223086)
1 ponto
Reading is more than just deciphering an alphabet or putting the syllables of a word together. Traditionally, reading
skills in L2 have been taught based on:
 (Ref.: 202315223412)
Due to lateralization, teenagers' brains tend to gain plasticity and become naturally �t for language
acquisition. 
Over the course of months, the advantage of older over younger tends to increase.
Young learners always pick up linguistic knowledge faster and more ef�ciently than adults.
  
3.
storage of new cognitive representations.
formal education.
motivation.
repetition of language habits.
individual learning strategies and affective factors.
  
4.
present ease for the development of pro�ciency in long-term L2/FL.
present greater accuracy of use in the morphosyntactic level only.
present greater accuracy of use in the lexicon level only.
tend to perform worse in the discourse and pragmatic levels.
tend to perform worse in the phonological level.
  
5.
foreign languages are learned in native countries.
foreign languages are learned in unnatural settings.
foreign languages are not dif�cult to learn.
second languages are learned in foreign countries.
second languages are easy to learn. 
  
6.
the visual appearance of words in the target language.
students' prior experiences with their L1.
word recognition.
students' linguistic knowledge only.
morphological input.
1 ponto
Writing has also been affected by the growing technologization of communication. Concerning writing, it is correct
to af�rm that:
 (Ref.: 202315223478)
1 ponto
Shifts in public policies for education often respond to the needs and desires of socioeconomic actors to produce
standardized models for schools, methods, teachers, students, and curricula. Concerning the PCNs and the BNCC,
it is correct to state that:
 (Ref.: 202315223450)
1 ponto
Parameters for the Brazilian school curriculum (PCNs) were published following the 1996 LDB. According to the
PCNs, foreign language education should chie�y aim at:
 (Ref.: 202315223773)
1 ponto
The BNCC standardizes the school curriculum. According to the BNCC the key concepts for ELT in High School are:
 (Ref.: 202315223532)
  
7.
textual analysis and genre-based teaching create opportunities for learners to be in touch with different types
of texts, helping them realize how sociocultural traditions have molded the characteristics that set apart one
genre from another.
writing and reading are separate abilities that cannot be taught successfully by means of an integrated
approach.
writing has become rather rare in the contemporary world.
writing adequately can be learned without training.
successful writers in a globalized world do not need to worry about differences across genres. Shaping their
writing in accordance with grammatical rules will help them produce texts in line with demands that emerge in
diverse social contexts.
  
8.
although the BNCC repeats the word "autonomy" again and again, students are not given clear functions in
their own learning processes, while teachers are overwhelmed with a signi�cant number of tasks.
the BNCC reinforces students' agency and autonomy, assigning them active roles in their own learning
processes.
the PCNs do not describe which functions students should play, since teachers alone are expected to
contextualize the learning experience and motivate students.
the BNCC is grounded upon the understanding of the social-interactionist nature of language.
the BNCC does not hold teachers responsible for the outcomes of the learning process, understanding that
students' autonomy must not be underestimated.
  
9.
yackling the development of the four abilities - namely, oral, listening, writing and reading skills.
promoting students' engagement in discursive interactions available in the target language and inviting them
to expand their linguistic knowledge by comparing L1 and L2.
providing learners with tools to eliminate their accents and focus on the development of oral skills.
helping students become pro�cient in a foreign language.
underscoring the development of systemic knowledge on the foreign language.
  
10.
multiliteracies and English as lingua franca.
orality and pro�ciency.
media and public life.
critical awareness and social-interactionism.
pro�ciency and bilingualism.
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