Questões de Língua Inglesa da Fundação de Estudos Superiores de administração e Gerência (ESAG)

Vygotsky considers two different levels in children's development. The first one is the complex psychological function which is the result of the development/learning process already done. And the second one represents the improvement in children's complex psychological function, which is given to them through mediation in the teaching/learning process.

These two levels of development are respectively:

• A.

  Learning Development and Children's Process Development.

• B.

  Learning Development Zone and Zone of Real Development.

• C.

  Real Development Level and Zone of Proximal Development.

• D.

  Zone of Proximal Development and Zone of Learning Development.

According to Silva (Silva, T. 1991) there are at least four central approaches in Second Language writing instruction. These approaches are:

• A.

  Controlled Composition, Current-Traditional Rhetoric, the Process Approach , and English for Specific Purposes.

• B.

  Writing Approach, Controlled Rhetoric, Comprehension Approach, and Current Traditional Approach.

• C.

  Writing Instruction Process, Writing Approach, the Process Approach, and the Discourse Process.

• D.

  Current-Traditional Rhetoric, Theoretical Writing Approach, the Process Approach, and the Writing Process.

The approach considers revision fundamental to the process of writing. It is recursive and consists of various changes performed in a written text while it is being written or after it. These are characteristics of:

• A.

  The Writing Instruction Process.

• B.

  Theoretical Writing Approach.

• C.

  The Process Approach

• D.

  Written Language Acquisition.

Write (1) for the actions with communicative characteristics, and (2) for the actions with non-communicative characteristics.

• A.

  1, 2, 1, 2, 1.

• B.

  2, 1, 1, 2, 1.

• C.

  2, 2, 1, 1, 2.

• D.

  1, 2, 2, 1, 1.

"The Western World gave its contribution to the learning process proposing that learning is first socially established and apprehended through social interaction by the individual learner" (in Bohn, H., 2001). Bohn is stating a proposition made by:

• A. Del Hymes.
• B. Vygotsky.
• C. Chomsky.
• D. Lenneberg

Cognitive abilities, tactics, techniques, language processing, conscious plans, and problem solving procedures are terms related to:

• A.

  Language.

• B.

  Behavior.

• C.

  Theory.

• D.

  Strategy

Two complementary modes compose classroom interaction: One refers to talk with a pedagogical formal language goal. The other mode refers to talk without a pedagogical formal language goal. They are not static, there can be an overlapping between them. These two modes are called respectively:

• A.

  Language goal mode and meaning mode.

• B.

  Focus-on-meaning mode and focus-on-form mode.

• C.

  Focus-on-form mode and focus-on-meaning mode.

• D.

  Communication mode and Focus-on-form mode

The following are examples of basic reading strategies:

• A.

  Finding reading material that is at the reader's level, making a strong effort to read with perfect pronunciation, and planning how to read the text.

• B.

  Integrating reading and writing, using of extensive reading and analyzing the information acquired.

• C.

  Reading simplified texts, finding similar words in the text, making comparisons and remembering words.

• D.

  Planning how to read a text, monitoring to see how reading is going, checking to see how much the text was understood, and making ongoing summaries.

Guessing the appropriate meaning by using clues from the surrounding context and using a dictionary to get detailed sense of what individual words mean are reading strategies which can be used when:

• A.

  The reader encounters unknown words and structures.

• B.

  The reader needs to contextualize the text s/he is reading.

• C.

  You need to teach reading for a long time.

• D.

  The writer needs different words to express his/her ideas.

According to David Nunan (1999) a natural teacher is:

• A.

  Someone who has some fluency in English but has not received much "formal training".

• B.

  Someone who was born with the skills needed to be a teacher.

• C.

  Someone who is involved with educational matters since the early years of his/her life.

• D.

  Someone who has received professional preparation and higher education on teaching.