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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

Figurative language has certain effects on writing as it adds color and interest to the text,

and it can awaken the reader's imagination by creating images in the mind of a reader or a

listener.

Choose the alternative below which contains an example of figurative language from the

excerpt:

English for Specific Purposes teaching often takes, as a point of departure, the analysis

and description of language systems. Basturkmen (2006) examines three language

systems evident in ESP teaching and research – grammatical structures, core vocabulary,

and patterns of text organization.

According to her view and analysis, choose the CORRECT alternative.

English for Business Purposes (or Business English) is an area of great activity and

growth in ESP. Considering what was postulated by Dudley-Evans & St John (1998),

which of the following alternatives DOESN'T present a characteristic of Business English:

Analyze the following statements about evaluation methods in ESP. Consider the

information provided according to its correctness, and then choose the CORRECT

alternative.

I. Questionnaires are generally more wide ranging than checklists and, as they are used

for quantitative information, they need careful construction.

II. Analysis of authentic spoken and written texts, and structured interviews are useful

methods for evaluation.

III. Record keeping includes teacher records of what actually happened in lessons.

According to the text, assessment is useful

Consider the following information about needs analysis regarding its correctness. Then,

choose the CORRECT alternative.

I. Needs analysis can be seen as the corner stone of ESP and it can lead to a very

focused course.

II. The concept of needs analysis hasn't changed since the 1960's.

III. Teachers should study available literature before conducting needs analysis because

the information obtained from clients or students will only be as good as the questions

asked and the analysis of the answers.

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:

All the following alternatives present objectives in teaching English for Specific Purposes

postulated by Basturkmen (2006), EXCEPT:

Tracing and interpreting rhetorical organization is a way of looking at the context rather

than at the functional value of utterances. Although the reader does not consciously think

about rhetorical organization in normal circumstances, it is desirable to be able to trace it if

necessary. In order to make students aware of the significance of rhetorical organization,

it's probably easier to begin with the organization of paragraphs into texts. Which of the

following alternatives presents a suggested activity for group work in order to practice the

organization of paragraphs into texts?

Nuttall (2005) states that understanding a text involves understanding different kinds of

meaning at the same time, and that there are at least four levels of meanings: conceptual,

propositional, contextual, and pragmatic meaning.

Consider the information provided below according to its correctness, and choose the

CORRECT alternative.

I. Concepts, or notions, can be found at any level. Every lexical item embodies a

concept, sometimes simple, sometimes complex.

II. Propositional meaning is the same as signification or plain sense. It is the meaning a

clause or sentence can have even if it is not being used in a context, but it is just

standing on its own.

III. Pragmatic meaning is easily distinguished from contextual meaning, because it

represents the meaning a sentence has only as part of the interaction between writer

and reader.

Concerning reading and reading comprehension, it's CORRECT to state that:

Regarding the interpretation of discourse markers in ESP, analyze the information

provided below and choose the CORRECT alternative.

I. Then, first, at once are signals of the sequence of events.

II. To resume, that is to say, for example are signals of discourse organization.

III. In this respect, in that connection, concerning this are signals of the writer's point of

view.

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