Grátis: Language teaching is sometimes discussed in terms of three related aspects: approach, method, and techniques. According to this perspective, one ca...

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Language teaching is sometimes discussed in terms of three related aspects: approach, method, and techniques. According to this perspective, one can say that technique may be defined as

a) Specific approaches manifested in the classroom that were consistent with the method and therefore were in harmony with the techniques as well.
b) Specific activities manifested in the classroom that were consistent with the method and therefore were in harmony with the approach as well.
c) General activities manifested in the classroom that were consistent with the techniques and therefore were in harmony with the method as well.
d) General activities manifested outside the classroom that were consistent with the method and therefore were in harmony with the approach as well.
e) Specific methods manifested in the classroom that were consistent with the techniques and therefore were in harmony with the approach as well.

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Avaliação Parcial Linguistica aplicada ao ensino de LI

ESTÁCIO EAD

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Para entender a definição de "técnica" no contexto do ensino de línguas, é importante distinguir entre os três aspectos mencionados: abordagem, método e técnicas. - Abordagem refere-se às teorias e princípios que fundamentam o ensino. - Método é a forma como a abordagem é aplicada em um contexto de ensino. - Técnicas são as atividades específicas que ocorrem na sala de aula, que são implementadas dentro de um método. Agora, vamos analisar as opções: a) Specific approaches manifested in the classroom that were consistent with the method and therefore were in harmony with the techniques as well. - Esta opção confunde abordagem com técnica. b) Specific activities manifested in the classroom that were consistent with the method and therefore were in harmony with the approach as well. - Esta opção está correta, pois define técnica como atividades específicas que se alinham com o método e a abordagem. c) General activities manifested in the classroom that were consistent with the techniques and therefore were in harmony with the method as well. - Esta opção é confusa, pois não define corretamente a relação entre técnica e método. d) General activities manifested outside the classroom that were consistent with the method and therefore were in harmony with the approach as well. - Esta opção não se aplica, pois fala de atividades fora da sala de aula. e) Specific methods manifested in the classroom that were consistent with the techniques and therefore were in harmony with the approach as well. - Esta opção confunde método com técnica. A opção que melhor define "técnica" no contexto do ensino de línguas é: b) Specific activities manifested in the classroom that were consistent with the method and therefore were in harmony with the approach as well.

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Analisando as opções, a alternativa correta é: b) Atividades específicas manifestadas em sala de aula que eram consistentes com o método e, portanto, estavam em harmonia com a abordagem também.

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12 pág.

Avaliação Parcial Linguistica aplicada ao ensino de LI

ESTÁCIO EAD

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Languages differ from country to country and from region to region. Thus, if you happen to travel to another country, either for business or leisure purpose, you are sure to land yourself into great trouble, in case you are not conversant with the native language. In such circumstances, English comes to your rescue as it is a global language spoken by more than 900 million people across the globe, either as native language or second language. Familiarity to English can get you to communicate with anyone and everyone where you travel, thereby easily handling the situation. This text highlights English importance for:

a) Jobs
b) Global
c) Travel
d) Money
e) Studies

As brazilians, English for us can be:

a) None of the answers
b) A mother tongue.
c) A native language.
d) A foreign mother tongue
e) A second language.

Language teaching is sometimes discussed in terms of three related aspects: approach, method, and techniques. According to this perspective, one can say that approach may be defined as

a) A set of assumptions dealing with the difficulties of the language.
b) A set of assumptions dealing with the structures of the language.
c) A set of plans dealing with the structures of the language.
d) A set of plans for systematic presentation.
e) A set of assumptions dealing with the nature of the language.

Leia atentamente o texto a seguir: ''A história do ensino de línguas estrangeiras está inexoravelmente vinculada à história do imperialismo e do colonialismo, que se materializa na dominação cultural, explícita ou implícita, de um povo sobre outros e que passa inevitavelmente pela inserção da língua do dominador na vida dos dominados. Esse é o caso do Império Romano... Obviamente, ao falarmos da Antiguidade, não podemos nos esquecer da cultura grega, que influenciou definitivamente o pensamento ocidental e legou à humanidade grandes pensadores e escritores como Aristóteles, Platão, Sócrates e Homero. Foi essa influência que fez do grego clássico o objeto de aprendizagem dos estudiosos interessados em ler as obras dos escritores gregos no original. Contudo, o latim era mais estudado do que o grego clássico, até mesmo por causa da mais recente dominação e influência do Império Romano sobre grandes partes do mundo. Dessa forma, o latim e o grego clássico foram as duas línguas estrangeiras mais ensinadas na Europa, logo após a queda de Roma, com o objetivo de formar leitores de textos literários. Além desse objetivo, dado o grau de complexidade gramatical dessas línguas, acreditava-se que o seu ensino fosse importante para o desenvolvimento intelectual do estudante, o que justificava a presença do latim como língua estrangeira nos currículos das escolas europeias ainda no século XVI... Ora, uma pergunta importante e inevitável surge nas mentes curiosas: como essas línguas eram ensinadas diante daqueles objetivos?'' (AMARAL, Luciano Oliveira. Métodos de ensino de inglês. São Paulo: Parábola 2010, p. 74-75.) Pergunta: A resposta ao questionamento presente ao final do texto diz respeito ao tipo de método utilizado na época, a fim de que os objetivos anteriormente listados fossem atingidos. Dentre as alternativas abaixo, marque a única opção que corresponde ao método utilizado para tal propósito:

a) Método Silencioso
b) Método Audiolingual
c) Método Direto
d) Método de Gramática e Tradução
e) Método da Resposta Física Total

About classes based on the Grammar Translation Method, we can say that:

a) Few specialised skills on the part of the teachers and no theoretical basis are required.
b) Speaking specialised skills on the part of the teachers and theoretical basis are required.
c) Many specialised skills on the part of the teachers and theoretical basis are required.
d) Few specialised skills on the part of the students and theoretical basis are required.
e) Many specialised skills on the part of the students and theoretical basis are required.

Among the basic features of the Direct Method, are:

a) Lesson carried out the mother language, contextualised vocabulary, oral practice based on question-answer exchanges, vocabulary taught by explanation.
b) Lesson carried out the target language, decontextualised vocabulary, oral practice based on question-answer exchanges, grammar taught by explanation of rules.
c) Lesson carried out the target language, contextualised vocabulary, oral practice based on question-answer exchanges, vocabulary taught by demonstration/ association of ideas.
d) Lesson carried out the target language, decontextualised vocabulary, grammatical practice based on question-answer exchanges, vocabulary taught by demonstration/ association of ideas.
e) Lesson carried out mother language, contextualised vocabulary, grammatical practice based on question-answer exchanges, vocabulary taught by demonstration/ association of ideas.

Here are the principles of this method: 1. Classroom instruction was conducted exclusively in the target language. 2. Only everyday vocabulary and sentences were taught. 3. Oral communication skills were built up in a carefully traded progression organized around questions-and-answer exchanges between teachers and students in small intensive classes. 4. Grammar was taught inductively 5. New teaching points were taught through modeling and practice 6. Concrete vocabulary was taught through demonstration, objects, pictures; Abstract vocabulary was taught through association of ideas. 7. Both speech and listening comprehension were taught. Esse texto refere-se à/ao:

a) audiolingual method
b) silente way
c) direct method
d) abordagem comunicativa
e) literary method

The Principal Characteristics of this method are:
1) The goal is to learn a lang. In order to read its literature
2) Grammar rules are studied with details, and memorized.
3) Translating sentences and text is essential.
4) Reading and Writing are the major focus.
5) Vocabulary are taught through bilingual word list, dictionary study, memorization, and with translation equivalents.
6) The sentence is the basic unit of teaching and lang. practice. Sentences are translated one by one.
7) Grammar is taught deductively--that is, by presentation and study of grammar rules are practiced through translation exercises.
e) the Direct Method
c) The Communicative Approach
b) Total Physical Response
a) Audio-Lingual
d) The Grammar-Translation

The Main Characteristics of this method are:
1) L2 learning is a process of habit formation.
2) Memorizing dialogues and performing pattern drills for automatic pruduction of L2.
3) Speaking is the most important.
4) L2 skills are learned more effectively if they are presented in spoken form before in written form.
5) Analogy (similarity) is better than analysis in L2 learning.
6) Explanations of rules are not given until Ss have practiced a pattern in a variety of contexts (inductive).
7) The meanings of the words can be learned only in a linguistic and cultural context, and not in isolation.
e) The Direct Method
d) The Grammar-Translation
a) Audio-Lingual
b) Total Physical Response
c) The Communicative Approach

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Avaliação Parcial Linguistica aplicada ao ensino de LI

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Avaliação Parcial Linguistica aplicada ao ensino de LI

As brazilians, English for us can be:a) None of the answersb) A mother tongue.c) A native language.d) A foreign mother tonguee) A second language.

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As brazilians, English for us can be:

a) None of the answers
b) A mother tongue.
c) A native language.
d) A foreign mother tongue
e) A second language.