Exercício Aquisição e Aprendizagem de Le

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Exercício Aquisição e Aprendizagem de Le-neurociência
Question 1
Many factors influence the learning / acquisition of an L2/FL. In the context of foreign language learning, linguistic input is seen as:
(A) data submitted to non-specific linguistic cognitive processes that operate in the learning trajectory.
(B) data submitted to specific linguistic cognitive processes that operate in the learning trajectory.
(C) data submitted to specific linguistic cognitive processes that operate in acquisition.
(D) unnatural linguistic data submitted to specific linguistic cognitive processes.
(E) unnatural linguistic data submitted to non-specific linguistic cognitive processes.
Question 2
In the sociocognitive perspective, the experience with language use is one of the main pillars for the understanding of language acquisition/learning, which makes input:
(A) the source of data submitted to universal grammar.
(B) data submitted to general learning processes.
(C) an unnatural source of linguistic data.
(D) unnecessary for language teaching.
(E) a poor source of linguistic data.
Question 3
Anxiety is a common emotional problem nowadays, as it affects millions of people worldwide. Choose the alternative that correctly states the role anxiety plays in the context of L2 and foreign language learning:
(A) anxiety can play a very negative role in the development of the student.
(B) anxiety can play a very positive role in the development of the student.
(C) anxiety plays a motivational role in the development of the student.
(D) anxiety plays a facilitator role in the development of the student.
(E) anxiety doesn’t play any role in the development of the student.
Question 4
Learning an L2/ FL is a multifaceted process, influenced by factors that go beyond the linguistic realm. The challenge for foreign language teaching professionals, as well as education professionals in general, is to:
(A) focus on learning and teaching matters only.
(B) focus on learning matters, like course syllabi.
(C) focus on teaching matters, like methodologies.
(D) ignore emotional factors impacting students’ acquisition.
(E) work on emotional factors impacting students’ acquisition.
Question 5
The challenge of acquiring an L2/FL tends to be cognitively more costly than L1 acquisition. This sentence is true:
(A) only for kids.
(B) only for adults.
(C) mostly for adults.
(D) only for teenagers.
(E) mostly for children.
Question 6
Fair generalizations about learning/acquiring an L2/FL are very difficult to be established for many reasons regarding the learners’ profiles. Choose the alternative that contains factors that impact L2/FL learning/acquisition: 
I. Age and different levels of education 
II. Linguistic superiority of certain languages
 
III. Memory and the grammatical representation of L1
 
IV. Individual differences and diverse linguistic experience
(A) I, II, and III are correct.
(B) I, III, and IV are correct.
(C) I, II, III, and IV are correct.
(D) Only IV is correct.
(E) II, III, and IV are correct.
Question 7
Learning strategies can be understood as “learning to think” or “thinking to learn”. The main objective of learning strategies is:
(A) to aid the learner in obtaining independence and critical sense.
(B) to make learners less responsible for their own learning.
(C) to develop decontextualized and less meaningful knowledge.
(D) to organize and select unimportant information.
(E) to know how to use non-critical knowledge.
Question 8
Individual learning strategies are an asset for those who want to master a foreign language, as learning strategies foster:
(A) the development of the students’ lack of self-confidence.
(B) the development of autonomous, self-directed learning.
(C) the processing of forgetting new information.
(D) the development of the teachers' self-criticism.
(E) learning by blocking L2 proficiency.
Questão 9
“UNESCO has been at the forefront of global literacy efforts since 1946, advancing the vision of a literate world for all. It views acquiring and improving literacy skills throughout life as an intrinsic part of the right to education. The “multiplier effect” of literacy empowers people, enables them to participate fully in society and contributes to improve livelihoods. 
Literacy is also a driver for sustainable development in that it enables greater participation in the labour market; improved child and family health and nutrition; reduces poverty and expands life opportunities.” 
(Retrieved from: UNESCO. Literacy. [unesco.org] 2021) 
The contemporary concept of “literacy” can be best defined as:
(A) The ability to read and write successfully, a set of automated skills that allows the assimilation of alphabetic scripts and linguistic conventions.
(B) Mastery of the written language and the ability to decode texts meaningfully, in accordance with hegemonic norms for language usage.
(C) The mixture of linguistic, visual, gestural, audio, and spatial designs.
(D) An abstract set of rules that guides meaning-making practices and facilitates the assimilation of alphabetic scripts.
(E) A multimodal set of abilities that goes beyond the automated assimilation of the written word.
Questão 10
Multiliteracies is a pedagogical approach developed in 1994 by a group of ten educators and researchers. The notion of multiliteracies has been developed by the New London Group so as to:
(A) advocate the definition of literacy as the mastery of a stable and unitary set of traditional skills that define appropriate reading and writing practices.
(B) acknowledge the existence of multiple designs and modalities and underline the centrality of one’s culture, subculture, and identity to the construction of meaning.
(C) compartmentalize ELT and promote the isolated teaching of the four basic skills, namely, reading, listening, speaking, and writing.
(D) raise students’ awareness to how reading consists of identifying only one correct meaning encrypted by the written words of the text.
(E) stabilize and describe a uniform set of rules to define what is appropriate and what is not when it comes to academic reading and writing.
Questão 11
Knowing how to read goes beyond simplistic definitions. Regarding reading skills, it is correct to affirm that:
(A) Extensive reading is exclusively aimed at improving reading fluency.
(B) Reading skills in L1 are automatically transferred to L2 learning.
(C) Reading can be defined as the decrypting of words placed side by side within a sentence.
(D) Reading includes a variety of skills and does not account exclusively for linguistic design.
(E) In the era of technologized communication, paper-based reading should be at the heart of L2 students’ experiences.
Question 12
Writing has, as well as reading, been impacted by the increasing technologization of communication, becoming, consequently an essential skill. Choose the correct alternative regarding writing instruction:
(A) Genre-based tasks are not useful strategies because L2 learners need to concentrate their efforts on the acquisition of grammar and vocabulary.
(B) Learners’ prior writing experiences do not help them improve their writing skills in a second language at all.
(C) Textual analysis allied with genre-based instruction are authentic and meaningful means to teach writing skills in a more vivid and contextualized manner.
(D) Teaching writing to young learners should focus on complex syntactic knowledge from the beginning so that they can learn how to organize their sentences meaningfully.
(E) Academic writing instruction should focus exclusively on the development of adequate rhetorical techniques.
Questão 13
Speaking is a vital component of everyday life. Even though most of its mental processing is quite independent and automatic, at least five decisions must be made during our speeches. Choose the option in which three of them are listed.
(A) Pre-listening, content, and word order.
(B) Prosody, content, and predictions.
(C) Content, word order, and morphosyntax.
(D) Visual, audio, andgestural designs.
(E) Conceptualizer, formulator, and articulator.
Question 14
Under a social interactionist framework, the PCNs recommend the activation and the development of three types of knowledge. Choose the option that best defines knowledge on textual organization:
A) Knowledge of different levels of linguistic organization.
B) Knowledge of semantic, morphological, syntactical, phonetic and phonological elements of a language.
C) Knowledge constructed via previous experiences in the social world.
D) Knowledge that provides readers with clues and expectations on how texts are supposed to be organized.
E) Knowledge compatible with the linguistic competence demanded by the text.