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ESCOLA DE ESPECIALISTAS DE AERONÁUTICA DATA: 27/02/2022
10
 
What is English as a Lingua Franca
What students need most from their language classes affects how 
we teach. But to what extent do we consider students’ needs when 
it comes to pronunciation? How often do we stop to consider the 
needs of students who are learning English to mainly communicate 
with other non-native speakers? In this situation, English is used as 
a Lingua Franca ( henceforth ELF) – a common language between 
people who do not share the same native language. So their needs 
are quite different to students who go to the UK, for example, and 
want to integrate within that culture and so may want to sound as 
much like a native speaker as possible. The priority for students 
using ELF, on the other hand, is to be as intelligible as possible to 
the people they are communicating with. This does not necessarily 
mean sounding like a native speaker.
Source: adapted from https://www.britishcouncil.org/voicesma-
gazine/how-teachenglish-lingua-franca-elf. Access: March 24th , 2016
57. In the sentence “How often do we stop to consider the needs of 
students who are learning English to mainly communicate with 
other non-native speakers?” (lines 04 to 08), the relative pronoun 
can be substituted, without change of meaning, by:
a) Which
b) Where
c) That
d) Whose
e) When
 
Read the text below and answer the questions that follow.
When is it time to stop studying?
It’s 10 p.m. and six government employees are out checking the 
streets of Seoul, South Korea. But these are not police officers 
searching for teenagers who are behaving badly. Their mission is 
to find children who are still studying. And stop them. Education in 
South Korea is very competitive. The aim of almost every school-
child is to get into one of the country’s top universities. Only the 
students with the best grades get a place. The school day starts 
at 8 a.m. and the students finish studying somewhere between 
10 p.m. and 1 a.m. at night. This is because many go to private 
academies called hagwon after school. Around 74 percent of all 
students attend a hagwon after their regular classes finish. A year’s 
course costs, on average, $2,600 per student. In Seoul, there are 
more private tutors than schoolteachers, and the most popular 
ones make millions of dollars a year from online and in-person 
classes. Most parents rely on private tutoring to get their children 
into a university.
With so much time spent in the classroom, all that students in South 
Korean high schools do is study and sleep. Some of them are so 
exhausted that they cannot stay awake the next day at school. It 
is a common sight to see a teacher explaining the lesson while a 
third of the students are asleep on their desks. The teachers don’t 
seem to mind. There are even special pillows for sale that fit over 
the arms of the chairs to make sleeping in class more comfortable. 
Ironically, the students spend class time sleeping so that they can 
stay up late studying that night.
The South Korean government has been aware of the faults in the 
system for some time, but now they have passed some reforms. 
Today, schoolteachers have to meet certain standards or take 
additional training courses.
However, the biggest challenge for the government is the hagwons. 
Hagwons have been banned from having classes after 10 p.m., 
which is why there are street patrols searching for children who are 
studying after that time. If they find any in class, the owner of the 
hagwon is punished and the students are sent home. It’s a strange 
world, where some children have to be told to stop studying while 
others are reluctant to start.
Adapted from: LATHAM-KOENIG, Christina & OXENDEN, Clive. 
American English File 3 – Workbook. 2”“ edition. Oxford: OUP, 2014.
58. Notice the use of the article A in “... to get their children into a 
university.” (second paragraph) Choose the sentence in which the 
article wasn’t properly used:
a) All the students must have an ID card to study in Seoul’s top 
universities
b) Many students go to a hagwon when their school classes finish
c) The students take an umbrella to school when it is raining
d) Most students have to wear a uniform to go to school
e) Some students go to a private academies after their regular 
classes finish
 
I have suggested that many, if not most teachers, could usefully 
adjust the values they emphasise. Here, three of them:
1. From Short-Term to Long-Term Aims
Learning a foreign language can be a valuable, long-term personal 
asset for the student. lt can be inhibited by over-emphasising short-
-term objectives — tests, pressure to speak before you are ready 
etc.
2. From Knowledge to Skill
Knowledge involves answers and explanations and is necessary, 
but not sufficient. What matters is not what you know, but what 
you can do. ‘Knowing’ a foreign language may be interesting; the 
ability to use it is life-enhancing.
3. From Accuracy to Communication
Successful communication always involves at least limited accuracy. 
Accuracy need not involve communication at all. Communication is 
a wider, more useful concept; successful language is more valuable 
than language which is only accurate.
(Michael Lewis. The lexical approach. 2002. Adaptado)
59. In the sentence “What matters is not what you know, but what 
you can do”, the underlined verb indicates:
a) A certainty
b) A necessity
c) A suggestion
d) A permission
e) A anability