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
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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
“Although the purpose of such [pedagogic] framework is to help teachers become
autonomous decision makers, it should, without denying the value of individual autonomy,
provide adequate conceptual underpinnings based on current theoretical, empirical, and
pedagogic insights so that their teaching act may come about in a principled fashion”.
(Kumaravadivelu 1994, p.31)
When the author mentions principled fashion, he is referring to
According to Lightbown, already in 1985 it was possible to identify the beginning of a
divide in SLA research – those who focused on theoretical issues and those whose
interest rested on answering pedagogical questions. Yet, in spite of different specific goals,
SLA researchers share some common goals
(Lightbown 2000, p. 437-438).
The unifying goals in those researchers’ agenda aim to identify and better understand the
issues below, EXCEPT
According to Ellis (2008, p. 2) “in the view of most researchers, competence in a second
language is primarily a matter of implicit knowledge”.
Implicit knowledge has these specific characteristics, EXCEPT
According to Songhori, “like any other model/approach, however, Munby’s model is not
without its critics … West (1994: 9-10) mentions the shortcomings of the Munby’s model in
terms of four headings” (2008, p. 8).
Among the limitations of Munby’s model, ______ is NOT one of them.
According to Songhori (2008) the different approaches to investigating needs include -
target situation, strategy or learning needs, present situation, deficiency, means, register,
discourse, and genre analyses. He refers to Dudley-Evans and St. John’s (1998) model
“which encompasses all the above-mentioned approaches” (Songhori, 2008, p. 20) and
includes analyses of the environmental situation; personal information about learners;
language information about learners; learner's lacks; learner's needs from course;
language learning needs; professional information about learners; how to communicate in
the target situation
(Songhori, 2008, p. 21).
Select the alternative with the CORRECT correspondence between Songhori’s and
Dudley-Evans and St. John’s areas of investigating needs.
“Sökmen [(1997)] menciona quatro tipos de atividades de elaboração semântica” (Tomitch
2009, p. 128).
A descrição: “envolve a apresentação de uma palavra aos aprendizes e estes se engajam
então numa associação livre onde verbalizam palavras relacionadas que lhes vêm à
memória, organizando, logo a seguir, as listas de palavras em um diagrama” (Tomitch
2009, p. 128) se refere à atividade de
De acordo com Paiva (2001), entre os aspectos negativos associados ao ensino em ambiente virtual NÃO se evidencia o aumento
