“Adults and adolescents can ‘acquire’ a second language”
(Lightbown 2000, p. 439).
In the sentence above, the word acquire is used to refer to
Interlanguage and developmental sequences are fundamental to understand
second/foreign language learning. Teachers should understand these concepts because
they can provide a lot of information on learners’ progress.
To gather accurate information on progress requires that teachers pay attention to their
learners’
Ellis (2008) discusses ten principles that should guide teachers to promote “instructed
second language acquisition”. He also provides teaching suggestions for each of the ten
principles. This is one of his suggestions:
“Ensure that learners are developmentally ready to acquire a specific target feature.
However, this is probably impractical as teachers have no easy way of determining what
individual students know. It would necessitate a highly individualized approach to cater to
differences in developmental level among the students” (p. 3).
This suggestion is given to put principle __________ into practice
Para algumas pessoas “o papel do livro didático é magistral… É usado frequentemente
como um programa de ensino: o que está no livro é ensino; o que não está, não é nem
ensinado nem testado”
(Higgins 1988, p. 62).
Tal compreensão do livro didático está ultrapassada porque hoje seu papel é o de
23
As expressões ‘feel free’, ‘make a cup of coffee’, ‘do the homework’, ‘draw up a contract’, ‘set a price’ e ‘conduct negotiations’ são exemplos de
“Aprendemos a moldar nossa fala às formas do gênero e, ao ouvir a fala do outro,
sabemos de imediato ... a dada estrutura composicional prever-lhe o fim, ou seja, desde o
início, somos sensíveis ao todo discursivo ... Se não existissem os gêneros do discurso e
se não os dominássemos, se tivéssemos que criá-los pela primeira vez, no processo da
fala, se tivéssemos de construir cada um de nossos enunciados, a comunicação verbal
seria quase impossível.”
(Bakhtin 1992, apud Koch e Elias 2006, p. 105-106).
Esse trecho implica a existência de uma competência
About the uses of the present perfect, it is INCORRECT to say that it is used to express actions of
English makes a distinction between major and minor word-classes.
The alternative in which the correspondence between words and word class is
INCORRECT is
Listening is made difficult given the characteristics of spoken language. Of the many traits that have been identified as affecting the processing of speech, learners initially attribute their comprehension difficulties to the
Opinion-gap activities have a limitation attributed to its
A syllabus has roles NOT associated to that of a/an
Read the following excerpt and answer questions 53, 54 and 55:
Whereas General English Language teaching tends to set out from point A toward an often
pretty indeterminate destination, setting sail through largely uncharted waters, ESP aims to
speed learners through to a known destination. The emphasis in ESP on going from A to B
in the most time- and energy-efficient manner can lead to the view that ESP is an
essentially practical endeavor. Nevertheless, within ESP there are proposals and
counterproposals, arguments and counterarguments about the nature of the destination
(views of what is meant by knowing a language for special purposes) and the best way of
getting there (views of learning and teaching). Thus, although practical in orientation, ESP,
like any other language teaching enterprise, is based on ideas about the nature of
language, learning, and teaching.
Source: BASTURKMEN, Helen. Ideas and options in English for specific purposes. Mahwah: Lawrence
Erlbaum Associates, Inc., Publishers, 2006. p. 9
According to Basturkmen, ESP
Basturkmen (2006) presents four macrostrategies used in teaching. She also points out
that the term macrostrategy was coined by Stern (1992) to refer to an overriding
methodological principle covering a wide variety of classroom techniques and procedures
at the planned level of teaching.
Consider the information provided below according to its correctness, and choose the
CORRECT alternative.
I. There are Input-based strategies and Output-based strategies.
II. In a predominantly output strategy, students are provided with input as the basis for
production and then are required to perform tasks.
III. In a predominantly input strategy, students are primarily provided with language input
inasmuch as exposure to it is understood to promote learning.
Dudley-Evans & St John (1998), after examining a few definitions of ESP from a few
different authors, postulate their own definition of English for Specific Purposes using the
concepts of absolute characteristics and variable characteristics.
Which of the following alternatives presents an absolute characteristic for them?
Regarding ESP evaluation, it's CORRECT to state that:
