Questões de Língua Inglesa da Fundação para o Vestibular da Universidade Estadual Paulista (VUNESP)

In the third paragraph, the sentence – The myth of a pedagogically tidy model is much more difficult to sustain now that many dictionaries and grammars are based on corpus research. – clearly implies that

• A.

  new grammars and dictionaries now provide better pedagogical tools for teachers of English as a foreign language (EFL).

• B.

  dictionaries and grammars which are based on corpus research tend to include the many mistakes that native speakers make.

• C.

  new pedagogical models are much better organized nowadays due to the use of computerized language corpora.

• D.

  many traditional dictionaries and grammars for learners of English have been revised with the help of computer corpora.

• E.

  corpus research has shown that real language use does not always follow the rules traditionally prescribed in traditional course books.

The excerpt from the last sentence in the text – the myth of a standard language becomes more difficult to maintain – states that

• A.

  whether it is British or American English, EFL teachers have to choose a standard.

• B.

  there is no one better model of English to be followed in EFL.

• C.

  with the increase of non-native EFL teachers, nativelike models are disappearing.

• D.

  new democracies refuse to follow British or American models in EFL.

• E.

  formal language usage has all but disappeared in EFL teaching.

According to the text,

• A.

  the most important factor in the use of the Internet in English teaching is that it provides a real sense of audience for students’ writing.

• B.

  there are many possible valid uses for the Internet in the classroom as long as they are connected with the appropriate teaching goals.

• C.

  people cannot use the Internet adequately if their command of English is too poor.

• D.

  both computer skills and Internet skills have to be taught by the EFL teacher before students can effectively use the Internet.

• E.

  unless students have the necessary language proficiency, the use of the Internet in class can be detrimental to teaching goals.

In the fragment from the second sentence of the text – One rationale is found in the belief that the linguistic nature of online communication... – the word rationale could be replaced, with no change in the sense of the sentence, by

• A.

  justification.

• B.

  possibility.

• C.

  knowledge.

• D.

  request.

• E.

  wish.

In the phrase random online activities in the second paragraph, the word random is used to mean that these activities are

• A.

  too difficult for the students.

• B.

  adequate but somewhat too complex.

• C.

  attractive and meaningful.

• D.

  lacking a regular plan or purpose.

• E.

  important and, at the same time, poorly planned.

No trecho da última frase do texto – Clarifying course goals is thus an important first step... – a palavra thus é um marcador discursivo que tem a ideia de

• A.

  consequência lógica.

• B.

  contraste com o elemento precedente.

• C.

  exemplificação.

• D.

  sequenciamento frasal.

• E.

  generalização.

De acordo com o primeiro parágrafo,

• A.

  os aprendizes devem ser expostos a uma ampla gama de situações reais, a fim de utilizarem adequadamente as formas corretas da língua.

• B.

  nem tudo que os aprendizes produzirão em sala de aula partirá de modelos previamente trabalhados, pois a criatividade é fundamental nessa etapa.

• C.

  a sala de aula não reproduz sempre situações absolutamente naturais do cotidiano e as atividades de ensino devem levar em conta essa característica.

• D.

  a pedagogia utilizada em sala de aula deve ter elementos que reproduzam o mais aproximadamente possível as situações do mundo real.

• E.

  as formas linguísticas utilizadas pelos aprendizes devem estar perfeitamente corretas, a fim de não reforçar usos inadequados a uma situação.

The text indicates that Task-Based Language Teaching

• A.

  tends to go back to the principles advocated by the structural view of language teaching, mainly to those of the audiolingual approach.

• B.

  associates the teaching of language form to that of language use for communicative purposes.

• C.

  emphasizes the teaching of oral language (phonology) instead of that of written language in its several diverse forms and uses.

• D.

  puts communicative-type exercises above all other activities done in the class period to foster real pratice.

• E.

  advocates the use of real tasks in order to expose students to correct forms of language to be used in class.

The excerpt from the first sentence of the text – Language classrooms are unnatural by design – implies that language classrooms

• A.

  should be planned to avoid too much natural lighting.

• B.

  are not designed with the specific function of teaching languages.

• C.

  cannot reproduce the same situations found in nature.

• D.

  should not be considered as the best place to learn a foreign language.

• E.

  are not meant to necessarily replicate daily life situations.

O trecho do segundo parágrafo – In the Task-Based Language Teaching framework, form-focused work is presented in the form of enabling skills, so called because they are designed to develop skills and knowledge that will ultimately facilitate the process of authentic communication. – indica claramente que, na abordagem “Task-Based”,

• A.

  os aprendizes devem demonstrar capacidade total de manipulação das formas linguísticas.

• B.

  o estudo das formas linguísticas nada mais é do que um meio para se chegar a um fim.

• C.

  a comunicação autêntica, enquanto objetivo de ensino, prescinde do estudo da forma.

• D.

  exercícios envolvendo o estudo das formas linguísticas devem ser evitados na sala de aula.

• E.

  as habilidades que permitem a comunicação autêntica só podem ocorrer na vida real.