avaliando o aprendizado - ensino e aprendizagem de inglês como língua estrangeira
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7/25/2019 Avaliando o Aprendizado - Ensino e Aprendizagem de Ingls Como Lngua Estrangeira
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1aQuesto(Ref.: 201402919508) Frum de Dvidas (0) Saiba (0)
Mark the only option which is not a conseqence of st!yin" #n"lish asa forei"n lan"a"e in a "lo$ali%e! worl!:
we ha&e to reco"ni%e that people learn #n"lish for !ifferent reasons
the stats of teachin" an! learnin" is $ein" affecte!
the lan"a"e is wi!esprea! aron! the worl!
en"lish has the sa'e presti"e as rench as forei"n lan"a"es
learnin" #n"lish also 'eans participatin" in the contry cltre
2aQuesto(Ref.: 20140259594) Frum de Dvidas (0) Saiba (0)
Mark the only sentence which e*presses a 'yth a$ot the #n"lish lan"a"e learnin":
+hil!ren learn secon! lan"a"es qickly an! easily.
,!lts are 'ore self-aware of their !ifficlties when st!yin" "ra''ar.
#n"lish is an international lan"a"e
eople who speak forei"n lan"a"es are 'ore likely to ha&e $etter salaries.#n"lish is ta"ht in /ra%il
3aQuesto(Ref.: 2014029804) Frum de Dvidas (0) Saiba (0)
By 1966, there was an important spread of English language teaching all over Brazil. This wasdue to:
a the !merican movies presented in the country
a the arrival of foreign teachers in the country
a the new theories a"out foreign languages learning
a the franchising system
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a Brazilian government incentives towards English learning
4aQuesto(Ref.: 20140255808) Frum de Dvidas (0) Saiba (0)
hich of the followin" skills are consi!ere! 'ostly recepti&e3
ritin" an! listenin".
peakin" an! writin".
istenin" an! rea!in".
ritin" an! rea!in".
peakin" an! rea!in".
5aQuesto(Ref.: 201402595942) Frum de Dvidas (0) Saiba (0)
Mark the sentence with the wor! which $est co'pletes the followin" sentence: 6lo$ali%ation an! the stats of#n"lish as a ----------lan"a"e are affectin" the teachin" an! learnin" of #n"lish worl!wi!e
worl!
strict
special
local
creati&e
6aQuesto(Ref.: 20140254918) Frum de Dvidas (0) Saiba (0)
hich of the followin" is 7 an e*a'ple of lan"a"e han!icap3
sttterin"
aphasia
!eafness
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cleft palate
color $lin!ness
1aQuesto(Ref.: 2014009584) Frum de Dvidas (0) Saiba (0)
,ccor!in" to rashen; the ------------ acts in a plannin"; e!itin" an! correctin" fnction when three specificcon!itions are 'et: that is; the secon! lan"a"e learner has sfficient ti'e at his
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Mark the option which $est co'pletes the followin" state'ent= >?npt hypothesis is concerne! with-------->.
lo"ical replies
learnin" 'onitorin"
@acqisition@; not @learnin"@
pro"ra' sylla$s
4aQuesto(Ref.: 20140259924) Frum de Dvidas (0) Saiba (0)
?n or!er for the scaffol!in" to $e effecti&e; if a chil! asks a qestion a$ot a particlar topic; the a!lt 'ay firstask the chil!; >ell; what !o yo; think a$ot that3> nce the a!lt knows what the chil! thinks; he can
can pre&ent co'prehensi$le inpt
!eci!e how to con&ince the chil! to accept other i!eas
!eci!e which i!eas to confir' an! which ones to e*ten!
can reAect "ra''atical seqecin"
a$an!on the chil!Bs i!eas
5aQuesto(Ref.: 20140255802) Frum de Dvidas (0) Saiba (0)
,nna is a lan"a"e learner who has starte! st!yin" #n"lish 'any ti'es $ecase she lo&es the lan"a"e. hethinks she cannot speak #n"lish well $ecase she !oesn@t ha&e an aptit!e for lan"a"es. he factor that affectsher learnin" is a
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6aQuesto(Ref.: 20140095858) Frum de Dvidas (0) Saiba (0)
e!ro is a st!ent with hi"h 'oti&ation; self confi!ence an! a "oo! self i'a"e an! a low le&el of an*iety. e can
say that he is $etter eqippe! for------------------a secon! lan"a"e.
repeatin"
!escri$in"
creatin"
acqirin"
copyin"
1aQuesto(Ref.: 2014009594) Frum de Dvidas (0) Saiba (0)
+o'plete the sentence with the $est option. , sylla$s (also crricl') stan!s for a !escription of the------------ of a corse of instrction.
wor!s
contents
qality
or!er
n'$ers
Gabarito Comentado
2aQuesto(Ref.: 201402595955) Frum de Dvidas (0) Saiba (0)
ho says that , lan"a"e is what nati&e speakers say; not what so'eone thinks they o"ht to say3
eachers an! st!ents
trctralists an! $eha&iorists
sychoanalysts
sycholo"ists
/eha&iorists an! "er'ans
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3aQuesto(Ref.: 20140291914) Frum de Dvidas (0) Saiba (0)
+hoose the 'etho! or approach which places an e'phasis on creatin" a physical en&iron'ent that 'akesst!ents feel as rela*e! an! co'forta$le as possi$le. he 'etho! or approach is
!irect 'etho!
physical response
"ra''ar translation
s""estope!ia
co''nicati&e approach
Gabarito Comentado
4aQuesto(Ref.: 2014009044) Frum de Dvidas (0) Saiba (0)
,s teachers with the !esire! skills; knowle!"e an! e*pertise; we ha&e a "reat !eal of power in the classroo'an! it is or responsi$ility to set ---------------- . he at'osphere we set will !eter'ine whether thest!entsC non- lin"istic e'otional nee!s are 'et in the classroo'=
!ates an! ai's
the 'ost i'portant "ra''ar contents
pe!a"o"ical tasks to $e acco'plishe!
the i'portance of tests
interpersonal classroo' cli'ate
5aQuesto(Ref.: 2014009028) Frum de Dvidas (0) Saiba (0)
,!io-lin"alis' sffere! in the two-pron"e! attack on $eha&ioris' an! strctral lin"istics. kinner wascritici%e! $y ---------------$ase! on his own 'o!el of lin"istics; transfor'ational "enerati&e "ra'ar.
+ho'sky
assre
Dewey
Richar!s
ia"et
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6aQuesto(Ref.: 20140291911) Frum de Dvidas (0) Saiba (0)
he state'ent that ther is no perfect 'etho! lea!s to the i!ea that
teachers 'st $e "i!e! $y other people otsi!e the classroo'
teachers are responsi$le for the choice of strate"ies an! ways oflearnin"
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hich of the followin" ite's liste! $elow are e*a'ples of e*trinsic 'oti&ation3
(1) Money
(2) 6ra!es
() ositi&e fee!$ack
(4) self-!eter'ination.
1; 2; 4 only.
,ll of the'.
2; ; 4 only.
1; 2; only.
1; ; 4 only.
Gabarito Comentado
6aQuesto(Ref.: 20140298) Frum de Dvidas (0) Saiba (0)
Teaching is a very personal activity, and it is not surprising that individual teachers "ring toteaching very different "eliefs and assumptions a"out what constitutes effective teaching.
a Teaching is never effective
a Teaching is a collective construction.
a # disagree with the statement a"ove.
a # completely agree with the statement.
a # agree with part of the statement: individual teachers
must choose one "elief and follow it.
1aQuesto(Ref.: 20140058010) Frum de Dvidas (0) Saiba (0)
?n a reflecti&e process yo start $y reco"ni%in" that yo an! yor st!ents
shol! not work to"ether $ecase only teachers know what to !o.
are key persons in learnin" en&iron'ent.
ha&e !ifferent le&els of i'portance: teachers are 'ore i'portant.
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'st follow what pe!a"o"ical coor!inators an! !irectors plan.
are part of !ifferent processes: teachers reflect an! st!ents act.
Gabarito Comentado
2aQuesto(Ref.: 2014025998) Frum de Dvidas (0) Saiba (0)
Ricar!o takes reflection as part of his teachin" process. Ee thinks that a reflecti&e teacher 'akes a !eli$erate'o&e to allow teachers thinkin" critically of their teachin" practice so that their st!ents can
'e'ori%e infor'ation withot effort
!eci!e what teachers !o in their classroo'slearn a$ot ha$it for'ation skills
'a*i'i%e their learnin".
choose the i!eal 'etho!
3aQuesto(Ref.: 2014005804) Frum de Dvidas (0) Saiba (0)
Mark the option which $est co'pletes the followin" sentence: ?n reflecti&e teachin"; yo e*a'ine yor work sothat yo consi!er alternati&e ways of ascertainin" that yor st!ents learn. o; yo are a$le-------------- thatwhich yo i'ple'ent an! how yo i'ple'ent it.
to repeat
to fi*
to !e'an!
to 'onitor
to copy
Gabarito Comentado
4aQuesto(Ref.: 201400044) Frum de Dvidas (0) Saiba (0)
hoose the option which "est completes the following sentence: /eveloping a critical perspective
on our own "ehavior re(uires the dispositions of openmindedness, responsi"ility, andwholeheartedness that /ewey highlighted a long time ago. #mplicit in the type of colla"orative and
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cooperative environment is the element of.
caring
trust
satisfaction
manipulation
individuality
5aQuesto(Ref.: 2014025951) Frum de Dvidas (0) Saiba (0)
Mark the option which $est co'pletes the state'ent C. Fy"otsky a!&ocates that the role of a psycholo"istshol! $e to n!erstan! how h'an social an! 'ental acti&ity is or"ani%e! thro"h cltrally constrcte!------------C
$eliefs
stories
"ra!es
artefacts
!rea's
Gabarito Comentado
6a
Questo(Ref.: 2014025954) Frum de Dvidas (0) Saiba (0)
+arolina is a teacher in&ol&e! in the reflecti&e process. hene&er she "i&es a task an! notices her st!ents arenot followin" it properly; she is a$le to stop an! chan"e !irections. he process she ses is
reflection-in-action
reflection-on-action
reflection an! action
sccess in reflection
$eliefs an! &ales
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1aQuesto(Ref.: 20140254922) Frum de Dvidas (0) Saiba (0)
Rea! the followin" accont fro' a lan"a"e learner: >hen rea!in" a te*t in #n"lish an! co'in" across any
nknown &oca$lary; ? ne&er stop rea!in" to check the 'eanin" of the wor!. ?nstea!; ? try to "ess the'eanin" fro' conte*t.> his se of lan"a"e learnin" strate"ies is an e*a'ple of ----.
affecti&e strate"ies
'e'ory-relate! strate"ies
social strate"ies
'etaco"niti&e strate"ies
co'pensatory strate"ies
Gabarito Comentado
2aQuesto(Ref.: 20140298880) Frum de Dvidas (0) Saiba (0)
#n line with the recent shift of emphasis from the notion of training to that of development, the
idea of teacher e+ploration or an e+ploratory approach functions as a sort of
e+plicit ways to design a lesson.
li"erating tool for teachers from the pressure of identifying a "est or "etter way of
teaching.
permanent guidance for teachers.
portfolio of new teaching activities.
rules to "e followed.
3aQuesto(Ref.: 20140254920) Frum de Dvidas (0) Saiba (0)
hich of the followin" can $e consi!ere! lan"a"e learnin" strate"ies3
(1) repeatin" new &oca$lary on a !aily $asis=
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(2) interactin" with nati&e speakers of the lan"a"e=
() rea!in" newspapers in the forei"n lan"a"e=
(4) listenin" to son"s in the forei"n lan"a"e.
nly an! 4.
nly 1 an! 2.
nly 1 an! 4.
,ll of the'.
7one of the'.
4aQuesto(Ref.: 20140291955) Frum de Dvidas (0) Saiba (0)
?n the process of teachin"learnin" forei"n lan"a"es; who shol! $e 'ore interete! in o$ser&in" classroo'practices
teachers the'sel&es
coor!inatorssper&isors
st!ents
researchers
Gabarito Comentado
5aQuesto(Ref.: 20140254921) Frum de Dvidas (0) Saiba (0)
------ lan"a"e strate"ies are those which ena$le learners to 'aniplate the lan"a"e 'aterial in !irect ways.
'etaco"niti&e
'e'ory-relate!
in!epen!ent
co"niti&e
co'pensatory
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6aQuesto(Ref.: 201402558505) Frum de Dvidas (0) Saiba (0)
Goana is a /ra%ilian st!ent of #n"lish. hile watchin" fil's; she 'akes a list of interestin" e*pressions shehears an! tries to pt the' into se. /y !oin" so; she is 'akin" se of ---.
?nterference fro' first lan"a"e.
he inflence of her 'other ton"e.
ra"'atics.
rashen@s natral or!er hypothesis.
an"a"e learnin" strate"ies.
1aQuesto(Ref.: 201402919840) Frum de Dvidas (1) Saiba (0)
e can say that #n"lish is reco"ni%e! as lin"a franca $ecase
itBs the lan"a"e of pop stars
its "ra''ar is easy
it has official or special stats in at least 5 contries
itBs a $eatifl lan"a"e
itBs the lan"a"e of kin"s
2aQuesto(Ref.: 20140299080) Frum de Dvidas (1) Saiba (0)
0ead the following statement and choose the only option which does not fit the ideas e+pressed
in it: /avid raddol 219934 is dou"tful not only of the a"ility of the tongue to continue tomaintain its position as the lingua franca in the world, "ut also of the nativespea-ers a"ility to
maintain their position as representatives of the tongue.
eople who adopt the English language as a second language create their own
intellectual property and e+port goods and services to other countries.
5nly those who spea- English as native spea-ers will "e a"le to have a
successful interaction with people in other countries.
eople who adopt the English language as a second language "elieve they can
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e+press their own values and identities.
There is a growing assertiveness among countries adopting English as a second
language that English is now their language.
The English usage in the ne+t century will not locate the native spea-ers andnativespea-ing countries at the centre of the glo"al use of English.
3aQuesto(Ref.: 201402919884) Frum de Dvidas (1) Saiba (0)
he "lo$ali%e! worl! has chan"e! the relationship a'on" nations in relation to forei"n lan"a"es $ecase
st!ents are not intereste! in stt!yin" forei"n lan"a"es
so'e lan"a"es only ha&e technolo"ical prposes
there are new co'ercial relationships
so'e cltres are 'ore i'portant than others
so'e st!ents are 'ore intelli"ent than others
4aQuesto(Ref.: 201402551009) Frum de Dvidas (1) Saiba (0)
Gohn is a st!ent at inter'e!iate le&el of lan"a"e learnin". Eis teacher has re&ise! the first an! secon!con!itionals in a pre&ios lesson an! to!ay he is "oin" to $e e*pose! to sentences in the thir! con!itional. hisis the first ti'e he will co'e across sa'ples of lan"a"e in the thir! con!itional $t the teacher is "oin" to'ake reference to what they know a$ot the first an! the secon! in or!er to e*pan! on the s$Aect of the thir!con!itional. his is an e*a'ple of which of rashen@s theories3
he ,ffecti&e ilter Eypothesis.
he 6ra''ar Eypothesis.
he Monitor Eypothesis.
he 7atral r!er Eypothesis.
he ,cqisition-earnin" Eypothesis.
Gabarito Comentado
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5aQuesto(Ref.: 201402551005) Frum de Dvidas (1) Saiba (0)
hich of the followin" state'ents are tre a$ot rashen@s ,cqisition-earnin" hypothesis3
(1) here are two in!epen!ent syste's of secon! lan"a"e perfor'ance: the acqire! an! the learne! syste'.
(2) he >learne!> syste' is the pro!ct of the s$conscios process.
() he >acqire!> syste' is a &ery si'ilar process to the one a chil! n!er"oes when learnin" a first lan"a"e.
7one of the'.
,ll of the'.
2 an! .
1 an! 2.
1 an! .
6aQuesto(Ref.: 2014029904) Frum de Dvidas (1) Saiba (0)
hoose the option which "est fits the ideas presented in the following paragraph: %ome peoplesupport a "elief that the promotion of the English language undermines cultural diversity.
%ome sociolinguists perceive this process as linguistic imperialism pointing out that
government agencies and private enterprises, primarily in the 7 and the %, e+port
educational materials and operate language schools as a way to e+tend their sphere of
influence.
That is good "ecause teachers feel safer if they do not present English varieties
That is not true "ecause English is not such a dominant force in world affairs
ultural diversity has nothing to do with language.
%ome sociologists say that the English language deserves "eing considered more
prestigious than others "ecause !merican and British culture is richer than others.
1aQuesto(Ref.: 2014029912) Frum de Dvidas (0) Saiba (0)
That is not proper to say that distance learning programs can
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"e in accordance to each teachers "eliefs.
provide varied language solutions to students8 needs.
e+pand language learning opportunities to a great num"er of students.
reach people regardless of where they live.
ma-e human and material resources availa"le to a great num"er of students.
2aQuesto(Ref.: 201402991) Frum de Dvidas (0) Saiba (0)
ar- the only option which does not ma-e part of the tenets which have an impact on a learner
interlanguage progression.
comprehensi"le input.
negotiation of meaning.
comprehensi"le inta-e.
comprehensi"le output.
learning of meaningless rules
3aQuesto(Ref.: 2014020291) Frum de Dvidas (0) Saiba (0)
Mark the only option which !oes not co'plete the followin" sentence:> echnolo"y in secon! lan"a"e teachin"is i'portant $ecase it
connects classroo's in the worl!
also presents ne"ati&e effects of co'pter se in ter's of ine*perience or a&ersion;
pro&i!es athentic e*a'ples of the tar"et cltre
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en"a"es st!ents in the learnin" process
can present an! process infor'ation
4aQuesto(Ref.: 2014029105) Frum de Dvidas (0) Saiba (0)
e all a"ree that the e'ploy'ent of new 'e!ia has a h"e inflence on teachin" an! learnin" lan"a"es. hatBs correct to say that applyin" technolo"ical tasks at or p$lic shools
can $e a !ifficlt task
!oes not interest or st!ents
can $e an easy task
is not part of e&ery!ay tasks
has $een a !esire always acco'plishe! $y teachers
5aQuesto(Ref.: 20140255805) Frum de Dvidas (0) Saiba (0)
hich of the followin" is an e*a'ple of #-R??763
Dicto-co'position.
Gornal.
Dictation.
entence copyin".
6i!e! writin".
6aQuesto(Ref.: 2014020298) Frum de Dvidas (0) Saiba (0)
ociocltral perspecti&es on lan"a"e learnin"; as inflence! $y the work of Fy"otsky (antolf H ,ppel; 1994=arschaer; 199); pro&i!e a co'ple'entary position that consi!ers lan"a"e learners in !irect relation to
their econo'ical con!itions.
their physical con!itions.
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their learnin" con!itions.
their psycholo"ical con!itions
their social an! cltral srron!in"s an! con!ition.
1aQuesto(Ref.: 2014009580) Frum de Dvidas (0) Saiba (0)
eirce !e&elope! a ------------- theory that is at once "eneral; tria!ic an! pra"'atic.
se'iotic
sociolo"ical
natral
ecolo"ical
psycholo"ical
Gabarito Comentado
2aQuesto(Ref.: 201400158) Frum de Dvidas (0) Saiba (0)
+hoose the option which $est co'pletes the sentence: he teachers shol! 'ake se of se'iotic si"ns ($othiconic an! sy'$olic) in the lan"a"e teachin" process to pro&i!e a $etter n!erstan!in" in the tar"et lan"a"e;to "ain acceleration an! perhaps the 'ost i'portant; to a&oi! -----------------in the classroo'.
!iscipline pro$le's
interaction
teacher a$sence
cross-cltral failre
research
3aQuesto(Ref.: 20140204450) Frum de Dvidas (0) Saiba (0)
hat are the principles for the +o''nicati&e Metho! in e'iotics3 ne option !oes not apply.
a&orite acti&ities are= social interaction acti&ities= con&ersation an! !iscssion sessions; !ialo"es; pairan! "rop !iscssions an! role plays.
he co''nicati&e lan"a"e teachin" ai's to !e&elop certain lan"a"e skills an! fnctions $y sin" thetar"et lan"a"e an! co''nicati&e acti&ities
he co''nicati&e lan"a"e teachin" 'akes se of any acti&ity which wol! help the learners to "eten"a"e! in athentic (real) co''nication.
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t!ents se lan"a"e as a 'eans of e*pressin" &ales an! their concerns
,cti&ities shol! $e i'a"inary.
4aQuesto(Ref.: 20140204448) Frum de Dvidas (0) Saiba (0)
+o'plete the sentence with the 'ost sita$le wor!: >?t can $e sai! that; se'iotics is a fn!a'ental isse to $econsi!ere! in lan"a"e teachin" pe!a"o"y; $ecase it helps the in!i&i!al to !e&elop his ------------- at all le&elsof perception.
technical knowle!"e
life"ra''atical options
&isal skills
co"niti&e facilities
5aQuesto(Ref.: 20140204449)Frum de Dvidas (0) Saiba (0)
hat are the principles of sitational lan"a"e teachin"3 Mark the sentence which is not correct:
,ccracy in pronnciation an! "ra''ar is always appreciate!
,nalysis is $etter than analo"y.
an"a"e learnin" is a ha$it for'ation
t!ents an! teachers shol! ha&e the ato-control o&er the strctre of lan"a"e se.
t!ents shol! a&oi! 'akin" 'istakes
Gabarito Comentado
6aQuesto(Ref.: 2014001545) Frum de Dvidas (0) Saiba (0)
?n the task-$ase! acti&ities; there is a &ariety of interactional patterns like; pair work; "rop work; "a'es; roleplays. ?n this respect; the ce-car!s; pictres an! the acti&ity car!s are acti&ely se! as the------------ele'entsof a forei"n lan"a"e teachin" corse.
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in!i&i!al
research
strctral
collecti&e
se'iotic
1aQuesto(Ref.: 201402558512) Frum de Dvidas (0) Saiba (0)
hile teachin" the oral lan"a"e; a teacher insiste! on the se of fillers to help learners "ain ti'e whileprocessin" lan"a"e $efore sayin" it alo!. he se of fillers is ---.
ne of the skills in lan"a"e learnin"., 'istake in pronnciation.
art of first lan"a"e acqisition.
, lan"a"e learnin" strate"y for oral skills.
, featre se! $y a non-nati&e speaker .
Gabarito Comentado
2aQuesto(Ref.: 2014020000) Frum de Dvidas (0) Saiba (0)
hich concept; accor!in" to Fan ier; !oes not concern an ecolo"ical approach to lan"a"e an! lan"a"elearnin"3
Di&ersity
atterns; syste's
trctral knowle!"e
#'er"ence
Relations
Gabarito Comentado
3aQuesto(Ref.: 2014025580) Frum de Dvidas (0) Saiba (0)
he kin! of rea!in" skills in which the rea!er has to rea! a te*t fast an! search for specific infor'ation is knownas ---.
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cannin".
6essin".
ki''in".
rocess rea!in".erfor'ance.
4aQuesto(Ref.: 2014025580) Frum de Dvidas (0) Saiba (0)
Rea! the followin" !ialo"e $etween a teacher an! a st!ent:
ID#7:Mr aylor; ? &isits 'y "ran!parents at the weeken!s.
#,+E#R: >? &isit 'y "ran!parents>. Repeat.
ID#7: ? &isit 'y "ran!parents
#,+E#R: +lass; repeat; ? &isit 'y "ran!parents.
+,: ? &isit 'y "ran!parents
#,+E#R: 6oo!. /y ha&in" the class an! the st!ent repeat the strctre se&eral ti'es; the teacher is focsin"on ...
he co"niti&e aspect of lan"a"e teachin".
he interpersonal relationship teacher-st!ent.
he interactional aspect of lan"a"e teachin".
he affecti&e !o'ain of learnin" a lan"a"e.
he i'itati&e aspect of lan"a"e teachin".
5aQuesto(Ref.: 20140255815) Frum de Dvidas (0) Saiba (0)
ne of the !ifferences $etween #,?76 an! R??76 is that the for'er is >ti'e-$on!; !yna'ic; transient>while the latter is >space-$on!; static; per'anent>. Ea&in" this in 'in! we can say that:
hat is written in a historical te*t can $e altere! in any 'o'ent.
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poken te*ts; once ttere!; can $e chan"e!.
?f a person says the sa'e thin" in two !ifferent conte*ts; the 'essa"e will $e the sa'e.
, written 'essa"e can $e acesse! at any ti'e.
hat so'eone says can $e re&iewe! an! e!ite!.
6aQuesto(Ref.: 20140255801) Frum de Dvidas (0) Saiba (0)
hen teachin" the spoken lan"a"e; the concern with the natral flow of lan"a"e is known as ---.
,ffection.
lency.
,ccracy.
#*chan"e.
?nteraction.
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