According to Kumaravadivelu (1994, p. 36) teachers can assist their learners' adequate
grammar construction best by designing classroom activities "in such a way as to give free
play to those creative principles that humans bring to the process of language learning . . .
[and] create a rich linguistic environment for the intuitive heuristics that the normal human
being automatically possesses"
(Macintyre, 1970, p. 108).
The alternative that presents an activity to activate intuitive heuristics for grammar learning
is
“There have been many studies of group work and the interaction between learners in
pairs in classrooms or in simulated classroom contexts”.
(Lightbown 2000, p. 439)
Among other results, this research has shown that these learners can
“I don’t know”; “I don’t understand”; “I don’t want ___”; “Can I have __?”; “What’s your
name?”, “I’m very sorry”; “No thank you”; “How much does ___ cost?”.
The sentences above exemplify __________ expressions.
“Norris and Ortega (2000) distinguished four types of measurement: meta-linguistic
judgment (e.g., a grammaticality judgment test); selected response (e.g., multiple choice);
constrained constructed response (e.g., gap-filling exercises); free constructed response
(e.g., a communicative task)”
(Ellis 2008, p. 5).
According to Ellis’s Principle 10 that refers to assessing second language proficiency, it is
important to measure learners’ proficiency through
Na organização de Dias e Cristóvão (2009), O livro didático de língua estrangeira, Magno
e Silva contribui com um capítulo, no qual investiga se os livros didáticos tolhem ou
contribuem para o desenvolvimento da autonomia.
Segundo essa autora, para fomentar comportamentos autônomos em sala de aula,
quanto à relação: livro didático – autonomia, é preciso
Para que os alunos sejam capazes de obter uma compreensão inferencial do texto, é preciso desenvolver, entre outras, atividades do tipo
“As dúvidas dos alunos são respondidas pelos colegas e deixam de ser responsabilidade
exclusiva do professor. Da mesma forma, o professor não é o único a sugerir fontes de
informação ou a indicar tarefas. Há uma troca entre os aprendizes e o professor também
aprende com seus alunos.”
(Paiva 2001, p. 272).
Outras vantagens do ensino virtual frente à sala de aula tradicional são
Todo gênero tem características indissociáveis, que exclui a/o
Variation is an important concept when learning a second/foreign language. Formality x
informality; spoken x written language; impersonal x tactful x familiar styles; literary or
elevated language, and geographical x national varieties are all types of language
variation.
The correspondence between type of variation = example is CORRECT in alternative
30
In teaching reading, research has contributed to identify that bottom-up procedures can
help learners enhance their top-down text processing skills. A framework for teaching
reading in three phases – pre-reading, during-reading and after-reading – is the basis for
developing reading skills as part of the second/foreign language learning process.
Typical activities in the pre-reading phase DO NOT include
According to Prabhu (1987), the use of the mother tongue in task-based reasoning-gap activities is
According to Kumaravadivelu (1994), teachers should follow 10 principles from his
strategic framework that includes, among them, maximizing learning opportunities and
activating intuitive heuristics.
About maximizing learning opportunities, it is CORRECT to state that
“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
