ENSINO E APRENDIZAGEM DE INGLÊS COM LÍNGUA ESTRANG Simulado 2

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Ensino e Aprendizagem De Inglês Com Língua Estrang
Simulado 2 
1
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First language acquisition is typically an unassisted and spontaneous process that derives from unstructured and mostly uncontrolled social experiences within a given speech community. Choose the statement that best describes the relationship between first language acquisition and the following variables: learners' profile and the level of difficulty of the linguistic components.
A x gpt 
The regularization of irregular plurals is a common mistake among children who quickly stretch grammatical rules, overgeneralizing the patterns they have learned.
B
Conservative children prefer not to take risks. So, they tend to quickly generalize the grammatical rules they have learned.
C
First language acquisition happens universally due to innate human capacities. The process does not vary across languages at all and is not affected by the level of difficulty of linguistic elements.
D
Bold learners prefer to accumulate a lot of input from adult conversation before making any generalizations.
E
First language acquisition is characterized by a high level of homogeneity, therefore children with very different profiles tend to learn language similarly and at the same pace.
2
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Second Language acquisition or SLA, as a field of knowledge, differs from bilingual or multilingual studies. Second Language Acquisition chiefly attempts to:
A x
comprehend how languages other than L1 are learned after the age of four, when the bulk of language has already been acquired.
B
comprehend how languages are learned before the age of four, when the bulk of language has not been acquired yet.
C
identify the fundamental properties that remain common across different languages.
D
detect the optimal age for language acquisition.
E
understand how the human brain accommodates diverse linguistic systems at the same time and how individuals develop the ability to switch from one code to another.
3
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In the book "Translingual Practice: Global English and Cosmopolitan Relations", Canagarajah advocated for a translingual approach to English language teaching and learning. Mark the alternative in which a core assumption of translinguism is correctly described.
A
Translinguism tries to separate competences and draw rigid lines so that different languages are kept pure.
B
Learners have separate competences for separately labeled languages.
C
Texts and talk must necessarily feature one language at a time.
D x
Languages are not necessarily at war with each other; they complement each other in communication.
E
A language is a pure, but complex, system and different languages are often kept apart.
4
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Learning strategies contribute to personal development in general. Learning strategies allow:
A
to enhance learning by blocking L2 proficiency.
B x
the development of autonomous, self-directed learning.
C
the development of the teachers' self-criticism.
D
the development of the student's lack of self-confidence.
E
to assist the processing of forgetting new information.
5
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There is a general belief regarding how children and adults perform in an L2. Even though generalizations are difficult to support; in this matter, we can observe the performances of children and adults in learning and using a foreign language tend to be quite:
A
extraordinary.
B
similar.
C x
different.
D
defective.
E
perfect.
6
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Overall, people who suffered some kind of deprivation either financial, educational, social, etc., are inclined to develop emotional problems. Which of the following may negatively affect the learning of an L2?
A
The sense of jelousy.
B
The sense of selfishness.
C
Lack of empathy.
D x
Low self-confidence.
E
Surprise.
7
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Teaching writing skills depends on the teaching purpose, whether its focus is on academic writing or general writing, for instance; but also on the learner's profile. In the very beginning, the first writing tasks meant for young learners should focus on:
A
have students reproduce a wide array of rhetorical constructions.
B
helping students design their own phrases and sentences with autonomy and creativity.
C
tackle the differences between academic and informal writing skills.
D
invite learners to assimilate the differences between digital and paper-based writing.
E x
devote attention to letter and word recognition.
8
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8
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The teaching of listening skills has also been affected by growing technologization, mass migration and globalization. When it comes to listening instruction, it is correct to affirm that:
A
in the 1980s, listening instruction was committed to the development of bottom-up linguistic processing, inviting students to detect words, contractions, limits between sentences, individual sounds and combinations of sounds.
B
neither bottom-up nor top-down skills have been proven successful in the classroom when taught in isolation.
C x
in the 1970s, listening instruction focused on the development of top-down skills, activating students' prior linguistic and cultural knowledge.
D 
contemporary approaches to listening pedagogy have prioritized bottom-up skills.
E
the teaching of listening skills has remained intact over the past decades.
9
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At Elementary School (Ensino Fundamental I), ELT should promote the development of different competences. Regarding ELT in Secondary Schools, the BNCC establishes that:
A
English teachers do not have to bear in mind specific goals for each grade, since they should be free from any curricular restraints.
B
only very general goals should be pursued, but it must remain completely up to teachers the selection of curricular components.
C
specific grammatical contents should be taught at each particular grade but makes room for teachers' agency in so far as they remain responsible for the selection of textual genres and discursive abilities, for example.
D x
each one of the five main pivots (orality, writing, reading, linguistic knowledge and intercultural dimension) should be organized in terms of the abilities, thematic units, and objects of knowledge assigned to them.
E
ELT should prioritize five fields: arts, personal life, academic practice, media and journalism, and public life.
10
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To make foreign language teaching truly social interactionist, the PCNs recommend the activation and development of the three types of knowledge. According to the PCNs, systemic knowledge can be best defined as:
A x
knowledge on different levels of linguistic organization.
B
knowledge compatible with the linguistic competence demanded by the text.
C
knowledge that provides readers with clues and expectations on how texts are supposed to be organized.
D
knowledge on discursive practices in the social world.
E
knowledge constructed via previous experiences in the social world.