Prova IDECAN - 2015 - Colégio Pedro II - Professor - Inglês

Questão 3045130

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

                       Critical Literacy and Foreign Language Education

      Understanding the basic principles of Critical Literacy is vital for establishing a viable relationship between EFL teaching and the general (critical) education of the individual. Critical literacy supporters conceive literacy in broader socio‐cultural and political terms. Critical literacy is mainly derived from post‐structuralism, critical social theory and critical pedagogy. From post‐structuralism, critical literacy has borrowed its methods of critique and the understanding of texts as ideological constructions embedded within discursive systems. Based on critical social theory, critical literacy sees texts as continually subjected to methods of social critique. Finally, because of the influence of critical pedagogy, critical literacy practices need to draw on social justice, freedom, and equity as central concerns. As I am discussing critical literacy and language education in Brazilian contexts, I will highlight the contributions of Paulo Freire's Critical Pedagogy. Freire's contributions to the conceptualization of critical literacy are fundamental, as critical literacy essentially determines a different attitude towards reading. Reading the word is not enough. As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it. Moreover, the critical reading of the word within the world, and vice‐versa, is a tool for social transformation. Consequently, critical pedagogies to literacy centralize issues of social justice and emancipation. How does critical pedagogy enlighten the roles to be played by EFL teaching in the education, for example, about race relations?  

      A major concern of Freire's critical pedagogy as well as for other educators committed to critical forms of education is the development of "critical consciousness." Through critical consciousness, students should come to recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and through their actions in the world. Ultimately, critical literacy is an instrument of power and provides a possibility of transforming the society if the empowered individual wants to.

      Considering the status of English as a lingua franca, materials, especially those de‐signed by publishers in the US and UK, are used for organizing lessons around topics that can be included in classroom activities without causing discomfort, so that the same textbook series can be sold to different parts of the world. Some publishers even have lists of banned topics or rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, isms, and pork) as a rule of thumb.

      The convention of avoidance, then, is related to problems that tend to be purposefully neglected and are those that customarily are the most meaningful issues in real world students' lives. The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy. Teachers of English, as well as any other teacher, face, in their daily teaching, educational challenges that go beyond the imagined protected spaces of schools and the imagined worlds portrayed in textbooks. What seems to be relevant in students' lives are not necessarily common topics included in EFL textbooks, such as ‘Mr. Smith's weekend' or ‘global warming', although these can be considered valid topics to be discussed in classrooms.

      Considering all these challenges, it is necessary to define the role of teacher education in this process. Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects. But, the specific weight on ELT needs to entail criticism of current practices and suggestions for creating new ones.  

(JORGE, M. Critical literacy, foreign language teaching and the education about race relations in Brazil. In: The Latin Americanist, vol. 56, 4, December 2012, pp.  79‐90. Available in: https://www.academia.edu . Accessed on September 24th, 2014.)

The main idea of the text is

• A. the need to suggest new techniques for the teaching of English in Brazil.
• B. the relationship between critical literacy and language education in Brazil.
• C. the role of teacher education concerning language learning in South America.
• D. the use of materials that include uncomfortable topics for most Brazilian students.

Gabarito: B

Comentários

• b-

  A major concern of Freire's critical pedagogy is the development of "critical consciousness." Through critical consciousness, students should recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and actions in the world.

Questão 3045133

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

                       Critical Literacy and Foreign Language Education

      Understanding the basic principles of Critical Literacy is vital for establishing a viable relationship between EFL teaching and the general (critical) education of the individual. Critical literacy supporters conceive literacy in broader socio‐cultural and political terms. Critical literacy is mainly derived from post‐structuralism, critical social theory and critical pedagogy. From post‐structuralism, critical literacy has borrowed its methods of critique and the understanding of texts as ideological constructions embedded within discursive systems. Based on critical social theory, critical literacy sees texts as continually subjected to methods of social critique. Finally, because of the influence of critical pedagogy, critical literacy practices need to draw on social justice, freedom, and equity as central concerns. As I am discussing critical literacy and language education in Brazilian contexts, I will highlight the contributions of Paulo Freire's Critical Pedagogy. Freire's contributions to the conceptualization of critical literacy are fundamental, as critical literacy essentially determines a different attitude towards reading. Reading the word is not enough. As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it. Moreover, the critical reading of the word within the world, and vice‐versa, is a tool for social transformation. Consequently, critical pedagogies to literacy centralize issues of social justice and emancipation. How does critical pedagogy enlighten the roles to be played by EFL teaching in the education, for example, about race relations?  

      A major concern of Freire's critical pedagogy as well as for other educators committed to critical forms of education is the development of "critical consciousness." Through critical consciousness, students should come to recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and through their actions in the world. Ultimately, critical literacy is an instrument of power and provides a possibility of transforming the society if the empowered individual wants to.

      Considering the status of English as a lingua franca, materials, especially those de‐signed by publishers in the US and UK, are used for organizing lessons around topics that can be included in classroom activities without causing discomfort, so that the same textbook series can be sold to different parts of the world. Some publishers even have lists of banned topics or rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, isms, and pork) as a rule of thumb.

      The convention of avoidance, then, is related to problems that tend to be purposefully neglected and are those that customarily are the most meaningful issues in real world students' lives. The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy. Teachers of English, as well as any other teacher, face, in their daily teaching, educational challenges that go beyond the imagined protected spaces of schools and the imagined worlds portrayed in textbooks. What seems to be relevant in students' lives are not necessarily common topics included in EFL textbooks, such as ‘Mr. Smith's weekend' or ‘global warming', although these can be considered valid topics to be discussed in classrooms.

      Considering all these challenges, it is necessary to define the role of teacher education in this process. Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects. But, the specific weight on ELT needs to entail criticism of current practices and suggestions for creating new ones.  

(JORGE, M. Critical literacy, foreign language teaching and the education about race relations in Brazil. In: The Latin Americanist, vol. 56, 4, December 2012, pp.  79‐90. Available in: https://www.academia.edu . Accessed on September 24th, 2014.)

According to the text, critical literacy involves

• A. adopting an interdisciplinary approach in all classes at school.
• B. interpreting texts without any discussion about political and social issues.
• C. consciousness that texts are built upon issues such as ideology, politics and social values.
• D. traditional contents of sociology of education, psychology of education, educational legislation and other subjects.

Gabarito: C

Comentários

• c-

  As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it.

Questão 3045136

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

                       Critical Literacy and Foreign Language Education

      Understanding the basic principles of Critical Literacy is vital for establishing a viable relationship between EFL teaching and the general (critical) education of the individual. Critical literacy supporters conceive literacy in broader socio‐cultural and political terms. Critical literacy is mainly derived from post‐structuralism, critical social theory and critical pedagogy. From post‐structuralism, critical literacy has borrowed its methods of critique and the understanding of texts as ideological constructions embedded within discursive systems. Based on critical social theory, critical literacy sees texts as continually subjected to methods of social critique. Finally, because of the influence of critical pedagogy, critical literacy practices need to draw on social justice, freedom, and equity as central concerns. As I am discussing critical literacy and language education in Brazilian contexts, I will highlight the contributions of Paulo Freire's Critical Pedagogy. Freire's contributions to the conceptualization of critical literacy are fundamental, as critical literacy essentially determines a different attitude towards reading. Reading the word is not enough. As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it. Moreover, the critical reading of the word within the world, and vice‐versa, is a tool for social transformation. Consequently, critical pedagogies to literacy centralize issues of social justice and emancipation. How does critical pedagogy enlighten the roles to be played by EFL teaching in the education, for example, about race relations?  

      A major concern of Freire's critical pedagogy as well as for other educators committed to critical forms of education is the development of "critical consciousness." Through critical consciousness, students should come to recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and through their actions in the world. Ultimately, critical literacy is an instrument of power and provides a possibility of transforming the society if the empowered individual wants to.

      Considering the status of English as a lingua franca, materials, especially those de‐signed by publishers in the US and UK, are used for organizing lessons around topics that can be included in classroom activities without causing discomfort, so that the same textbook series can be sold to different parts of the world. Some publishers even have lists of banned topics or rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, isms, and pork) as a rule of thumb.

      The convention of avoidance, then, is related to problems that tend to be purposefully neglected and are those that customarily are the most meaningful issues in real world students' lives. The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy. Teachers of English, as well as any other teacher, face, in their daily teaching, educational challenges that go beyond the imagined protected spaces of schools and the imagined worlds portrayed in textbooks. What seems to be relevant in students' lives are not necessarily common topics included in EFL textbooks, such as ‘Mr. Smith's weekend' or ‘global warming', although these can be considered valid topics to be discussed in classrooms.

      Considering all these challenges, it is necessary to define the role of teacher education in this process. Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects. But, the specific weight on ELT needs to entail criticism of current practices and suggestions for creating new ones.  

(JORGE, M. Critical literacy, foreign language teaching and the education about race relations in Brazil. In: The Latin Americanist, vol. 56, 4, December 2012, pp.  79‐90. Available in: https://www.academia.edu . Accessed on September 24th, 2014.)

By saying that “Reading the word is not enough.” (§1), Paulo Freire means that

• A. authors in general have great difficulty to express their messages.
• B. readers should not attempt to read a text based on their knowledge of the world.
• C. texts reflect more often than not the ideas of individuals without necessarily mirroring the concepts of the world.
• D. the interpretation of a text is directly connected to questions such as where, when, to whom and why it has been produced.

Gabarito: D

Comentários

• d-

  There is no word without meaning. One of the common L2 classroom observations that embraces a discourse analytical approach is the role of language as a means of communication, whose unit of meaning is the text. The textual production heralds a communiqué on the author's part, a message meant to be the object of dialogue with its reader, whose role isn't tantamount to a passive element in the reading activity, but an interacting subject with their own contributions based on worldviews and personal experiences

Questão 3045139

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

                       Critical Literacy and Foreign Language Education

      Understanding the basic principles of Critical Literacy is vital for establishing a viable relationship between EFL teaching and the general (critical) education of the individual. Critical literacy supporters conceive literacy in broader socio‐cultural and political terms. Critical literacy is mainly derived from post‐structuralism, critical social theory and critical pedagogy. From post‐structuralism, critical literacy has borrowed its methods of critique and the understanding of texts as ideological constructions embedded within discursive systems. Based on critical social theory, critical literacy sees texts as continually subjected to methods of social critique. Finally, because of the influence of critical pedagogy, critical literacy practices need to draw on social justice, freedom, and equity as central concerns. As I am discussing critical literacy and language education in Brazilian contexts, I will highlight the contributions of Paulo Freire's Critical Pedagogy. Freire's contributions to the conceptualization of critical literacy are fundamental, as critical literacy essentially determines a different attitude towards reading. Reading the word is not enough. As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it. Moreover, the critical reading of the word within the world, and vice‐versa, is a tool for social transformation. Consequently, critical pedagogies to literacy centralize issues of social justice and emancipation. How does critical pedagogy enlighten the roles to be played by EFL teaching in the education, for example, about race relations?  

      A major concern of Freire's critical pedagogy as well as for other educators committed to critical forms of education is the development of "critical consciousness." Through critical consciousness, students should come to recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and through their actions in the world. Ultimately, critical literacy is an instrument of power and provides a possibility of transforming the society if the empowered individual wants to.

      Considering the status of English as a lingua franca, materials, especially those de‐signed by publishers in the US and UK, are used for organizing lessons around topics that can be included in classroom activities without causing discomfort, so that the same textbook series can be sold to different parts of the world. Some publishers even have lists of banned topics or rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, isms, and pork) as a rule of thumb.

      The convention of avoidance, then, is related to problems that tend to be purposefully neglected and are those that customarily are the most meaningful issues in real world students' lives. The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy. Teachers of English, as well as any other teacher, face, in their daily teaching, educational challenges that go beyond the imagined protected spaces of schools and the imagined worlds portrayed in textbooks. What seems to be relevant in students' lives are not necessarily common topics included in EFL textbooks, such as ‘Mr. Smith's weekend' or ‘global warming', although these can be considered valid topics to be discussed in classrooms.

      Considering all these challenges, it is necessary to define the role of teacher education in this process. Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects. But, the specific weight on ELT needs to entail criticism of current practices and suggestions for creating new ones.  

(JORGE, M. Critical literacy, foreign language teaching and the education about race relations in Brazil. In: The Latin Americanist, vol. 56, 4, December 2012, pp.  79‐90. Available in: https://www.academia.edu . Accessed on September 24th, 2014.)

Because of the influence of critical pedagogy, critical literacy encompasses

• A. principles of social justice, liberty and equality.
• B. apology for alcohol, religion, sex, narcotics, isms, and pork.
• C. the methodology based on control of thought and censorship.
• D. avoidance of topics such as race discrimination, sexual abuse and bullying.

Gabarito: A

Comentários

• a-

  Based on its theoretical influence, critical literacy practices need to draw on social justice, freedom, and equity as central concerns.

Questão 3045142

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text I

                       Critical Literacy and Foreign Language Education

      Understanding the basic principles of Critical Literacy is vital for establishing a viable relationship between EFL teaching and the general (critical) education of the individual. Critical literacy supporters conceive literacy in broader socio‐cultural and political terms. Critical literacy is mainly derived from post‐structuralism, critical social theory and critical pedagogy. From post‐structuralism, critical literacy has borrowed its methods of critique and the understanding of texts as ideological constructions embedded within discursive systems. Based on critical social theory, critical literacy sees texts as continually subjected to methods of social critique. Finally, because of the influence of critical pedagogy, critical literacy practices need to draw on social justice, freedom, and equity as central concerns. As I am discussing critical literacy and language education in Brazilian contexts, I will highlight the contributions of Paulo Freire's Critical Pedagogy. Freire's contributions to the conceptualization of critical literacy are fundamental, as critical literacy essentially determines a different attitude towards reading. Reading the word is not enough. As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it. Moreover, the critical reading of the word within the world, and vice‐versa, is a tool for social transformation. Consequently, critical pedagogies to literacy centralize issues of social justice and emancipation. How does critical pedagogy enlighten the roles to be played by EFL teaching in the education, for example, about race relations?  

      A major concern of Freire's critical pedagogy as well as for other educators committed to critical forms of education is the development of "critical consciousness." Through critical consciousness, students should come to recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and through their actions in the world. Ultimately, critical literacy is an instrument of power and provides a possibility of transforming the society if the empowered individual wants to.

      Considering the status of English as a lingua franca, materials, especially those de‐signed by publishers in the US and UK, are used for organizing lessons around topics that can be included in classroom activities without causing discomfort, so that the same textbook series can be sold to different parts of the world. Some publishers even have lists of banned topics or rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, isms, and pork) as a rule of thumb.

      The convention of avoidance, then, is related to problems that tend to be purposefully neglected and are those that customarily are the most meaningful issues in real world students' lives. The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy. Teachers of English, as well as any other teacher, face, in their daily teaching, educational challenges that go beyond the imagined protected spaces of schools and the imagined worlds portrayed in textbooks. What seems to be relevant in students' lives are not necessarily common topics included in EFL textbooks, such as ‘Mr. Smith's weekend' or ‘global warming', although these can be considered valid topics to be discussed in classrooms.

      Considering all these challenges, it is necessary to define the role of teacher education in this process. Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects. But, the specific weight on ELT needs to entail criticism of current practices and suggestions for creating new ones.  

(JORGE, M. Critical literacy, foreign language teaching and the education about race relations in Brazil. In: The Latin Americanist, vol. 56, 4, December 2012, pp.  79‐90. Available in: https://www.academia.edu . Accessed on September 24th, 2014.)

Which alternative describes the conflict between publishers in the US and UK and the suggestions of the OCEM regarding topics to develop critical literacy?

• A. The former supports the idea of approaching controversial topics but the latter rejects it.
• B. The OCEM suggest banning controversial topics from school materials while the aforementioned publishers favor their inclusion.
• C. Both agree that such topics should be included in school materials but that only students in the third year of high school should be exposed to them.
• D. Whereas the American and British publishers avoid topics that may cause discomfort, there is a recommendation for such themes in the OCEM.

Gabarito: D

Comentários

• d-

  The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy.

Questão 3045145

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text I

                       Critical Literacy and Foreign Language Education

      Understanding the basic principles of Critical Literacy is vital for establishing a viable relationship between EFL teaching and the general (critical) education of the individual. Critical literacy supporters conceive literacy in broader socio‐cultural and political terms. Critical literacy is mainly derived from post‐structuralism, critical social theory and critical pedagogy. From post‐structuralism, critical literacy has borrowed its methods of critique and the understanding of texts as ideological constructions embedded within discursive systems. Based on critical social theory, critical literacy sees texts as continually subjected to methods of social critique. Finally, because of the influence of critical pedagogy, critical literacy practices need to draw on social justice, freedom, and equity as central concerns. As I am discussing critical literacy and language education in Brazilian contexts, I will highlight the contributions of Paulo Freire's Critical Pedagogy. Freire's contributions to the conceptualization of critical literacy are fundamental, as critical literacy essentially determines a different attitude towards reading. Reading the word is not enough. As stated in Freire's work, reading the word and reading the world should be intrinsically related, as any text is embedded in comprehensive contexts of social, historical, and power relations that generate it. Moreover, the critical reading of the word within the world, and vice‐versa, is a tool for social transformation. Consequently, critical pedagogies to literacy centralize issues of social justice and emancipation. How does critical pedagogy enlighten the roles to be played by EFL teaching in the education, for example, about race relations?  

      A major concern of Freire's critical pedagogy as well as for other educators committed to critical forms of education is the development of "critical consciousness." Through critical consciousness, students should come to recognize and feel disposed to remake their own identities and sociopolitical realities through their own meaning‐making processes and through their actions in the world. Ultimately, critical literacy is an instrument of power and provides a possibility of transforming the society if the empowered individual wants to.

      Considering the status of English as a lingua franca, materials, especially those de‐signed by publishers in the US and UK, are used for organizing lessons around topics that can be included in classroom activities without causing discomfort, so that the same textbook series can be sold to different parts of the world. Some publishers even have lists of banned topics or rely informally on the acronym PARSNIP (politics, alcohol, religion, sex, narcotics, isms, and pork) as a rule of thumb.

      The convention of avoidance, then, is related to problems that tend to be purposefully neglected and are those that customarily are the most meaningful issues in real world students' lives. The avoided topics are also close to the ones suggested by OCEM as topics that should be present in Brazilian schools to promote critical literacy. Teachers of English, as well as any other teacher, face, in their daily teaching, educational challenges that go beyond the imagined protected spaces of schools and the imagined worlds portrayed in textbooks. What seems to be relevant in students' lives are not necessarily common topics included in EFL textbooks, such as ‘Mr. Smith's weekend' or ‘global warming', although these can be considered valid topics to be discussed in classrooms.

      Considering all these challenges, it is necessary to define the role of teacher education in this process. Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects. But, the specific weight on ELT needs to entail criticism of current practices and suggestions for creating new ones.  

(JORGE, M. Critical literacy, foreign language teaching and the education about race relations in Brazil. In: The Latin Americanist, vol. 56, 4, December 2012, pp.  79‐90. Available in: https://www.academia.edu . Accessed on September 24th, 2014.)

The pronoun THIS in “This encompasses the traditional contents of sociology […]” (§ 5) refers to

• A. teacher education.
• B. the role of the teacher.
• C. criticism of current practices.
• D. traditional contents of sociology.

Gabarito: A

Comentários

• a-

  Teachers should be seen as transformative agents and their education should be focused upon this perspective. This encompasses the traditional contents of sociology of education, psychology of education, educational legislation and other subjects.

Questão 3045148

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

Decide whether the following statements are true or false, according to the text above and then choose the right alternative:

I. Comprehension of a text involves understanding of all its words.

II. Children learn how to read naturally, without the support of reading strategies instruction.

III. The development of the lexical system of the language and reading comprehension abilities takes place simultaneously.

IV. The knowledge of transparent words is not beneficial for learners of English as a SL or a FL.

• A. Only IV is false.
• B. Only III is correct.
• C. I and III are correct.
• D. II, III and IV are false.

Gabarito: B

Comentários

• b-

  I. There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

  II. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words

  III. Vocabulary and reading comprehension growth occurs side by side even for beginning readers.

  IV. For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English.

Questão 3045151

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Falso Cognatos | False Cognates

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

All the following English words have a cognate pair in Portuguese, EXCEPT:

• A. Cell.
• B. Letter.
• C. Fabric.
• D. Encounter.

Gabarito: C

Comentários

• Letter pode ser tanto carta quanto letra.

• Fabric = tecido, pano, estrutura, textura

  Já a Fábrica = Factory

• Encounter -- é "encontro" mesmo, mas diferente de meeting.

• c-

  fabric - structure or framework. the ~ of society 2- cloth or a material that ressembles cloth

Questão 3045154

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

Indicate the item whose underlined word in the excerpt taken from the text IS NOT an instance of nominalization:

• A. “[…] word building […]” (§ 2)
• B. “Recognizing some words […]” (§ 2)  
• C. “Teaching strategies to children […]” (§ 3)
• D. “[…] before advancing to comprehension […]” (§ 1)

Gabarito: D

Comentários

• d-

  If we want to use a verb after a preposition, it must be in its present participle form (aka its -ing form). It is not possible to use an infinitive after a preposition.

Questão 3045157

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Vocabulário | Vocabulary

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

In Text 2, the author states: “Recognizing some words is clearly necessary and central to reading.” (§ 2). In the field of Semantics, there are a number of relations of meaning, such as ‘synonym’ and ‘antonym’. There are also other important relations that children should learn at an early age, namely ‘homophone’ and ‘homograph’. Identify the pairs of words below that exemplify, respectively, each of these two latter relations:

• A. knew / new X bow / bow
• B. there / their X prey / pray
• C. lead / lid X wind / wind
• D. to / too X some / sum

Gabarito: A

Comentários

• A - knew / new /nu:/ X bow /bau/ / bow /bəu/

  B - there / their /δɛ :/ X prey / pray /prei/

  C- lead /li:d/ / lid /lid/ X wind /waund/ / wind /wind/

  D- to / too /tʃu:/ X some / sum /sʌm/

  ____________________________________________________________________________________________________________________________________________________________

  Homographs are words that are spelled the same, and don't sound the same! Homophones are words that sound the same, but aren't spelled the same!

  examples of homophones:

  dual - duel

  flew - flu

  vain - vane

  _____________________________________________

  examples of homographs:

  bass (fish) - bass (music instrument)

  lead (chemical element) - lead (verb)

  live (verb) - live (adjective)

  _____________________________________________

  https://www.businessinsider.com/the-difference-between-homophones-homonyms-and-homographs-2015-9

  https://englishstudyhere.com/homophones/20-example-of-homophones/

Questão 3045160

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Plural dos substantivos | Plural of nouns; Substantivos e compostos | Nouns and compounds

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

In relation to word building, young readers will be better off learning early the morphemes forming plural nouns. To read and speak appropriately, a child should identify a number of irregular and foreign plural forms, namely:

• A. oxen, criteria, boxes, loaves
• B. geese, mice, children, syllabi
• C. meanings, dice, strategies, teeth
• D. spectra, matches, bacteria, analyses

Gabarito: B

Comentários

• Plural irregular dos substantivos é marcado pela ausência do "-s".

• Os plurais regulares são formados acrescentando-se "es" ou apenas "s" ao final da palavra no singular. Os plurais irregulares não seguem essa regra.

  geese (gansos) => plural de goose (ganso)

  mice (ratos) => plural de mouse (rato)

  children (crianças) => Plural de child (criança)

  syllabi (programas de estudo/ resumos / sumários) => plural de syllabus (programa de estudo / resumo / sumário)

• b-

  geese - goose

  mice - mouse

  hildren - child

  syllabi - syllabus

• O item B é o único que não traz plural regular (uso de "S")

• oxen, criteria, boxes (regular), loaves

  geese, mice, children, syllabi

  meanings, dice, strategies (regular), teeth

  spectra, matches (regular), bacteria, analyses

Questão 3045163

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Voz Ativa e Passiva | Passive and Active Voice

Text II

                               Reading Comprehension Instruction

      There are widespread and erroneous perceptions that children must know all of the words before they can comprehend a text and that they must comprehend it at the literal level before advancing to comprehension at the inferential level.

      Recognizing some words is clearly necessary and central to reading. It is important for children to acquire a set of strategies for figuring out the meanings of words and apply these strategies so that words are recognized automatically. Four groups of strategies exist: (1) common graphophonic patterns (e.g., at in cat, hat, bat), (2) high‐frequency or common words used in sentences (e.g., the, a, or), (3) word building (e.g., morphemes, as play in plays, played, playing, playful), and (4) contextual supports gathered through the meanings of sentences, texts, and illustrations. These word recognition strategies are taught as children are engaged in reading and are considered effective in fluency instruction.

      Vocabulary and reading comprehension growth occurs side by side even for beginning readers. They each require explicit instruction and lots of reading of stories including repeated readings to teach phonics, to develop sight vocabulary, and to teach children how to decode words; guided retelling using questions that prompt children to name the characters, identify the setting (place and time), speak to the problem, tell what happened, and how the story ended; repeated checking for information; and drawing conclusions. Teaching strategies to children early, explicitly, and sequentially are three key characteristics of effective vocabulary and reading comprehension instruction.

      For those who are learning English as second or foreign language, take advantage of their first language knowledge to identify cognate pairs, which are words with similar spellings, pronunciations, and meanings in English. To identify the degree of overlap between the two languages is a strategy that has been demonstrated to be effective for Spanish‐ literate children: learn the words for basic objects (e.g., dog, cat, house, car) that English‐only children already know; review and practice passages and stories through read‐alouds in order to accelerate the rate at which words can be identified and read; and engage in basic reading skills including spelling.

(PHILLIPS, L.M, NORRIS, S. P. & VAVRA, K.L. Reading Comprehension Instruction (pp. 1‐10). Faculty of Education, University of Alberta.   Posted online on 2007‐11‐20 in: http://www.literacyencyclopedia.ca)

An important strategy for understanding and interpreting meanings and intentions in texts is the knowledge of the reasons why the writer opted between active and passive constructions. In this respect, SWAN (2008:410) comments that: “In a passive clause, we usually use a phrase beginning with by if we want to mention the agent ‒ the person or thing that does the action, or that causes what happens. (Note, however, that agents are mentioned in only about 20 per cent of passive clauses.)”

In text II, the passive construction is employed several times, as in:

“[…] so that words are recognized automatically.” (§ 2)

“These word recognition strategies are taught as children […]” (§ 2)

“[…] a strategy between the two languages that has been demonstrated to be effective […]” (§ 4)

The explanation for the omission of the passive by‐agent in these sentences is found in:

• A. To avoid a long subject
• B. To emphasize the action.
• C. To avoid naming the agent so as not to assign or admit responsibility
• D. To emphasize the "doer" of the action as a way of revealing his actions.

Gabarito: B

Comentários

• b-

  In passive voice one may omit the agent because he's either unknown or it's implied or unimportant. In the sentences above, omitting the action doer enables the stressing out of the main verbs

Questão 3045166

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text III

Different ways of reading include:

●  ______________ […]: rapidly reading a text in order to get the gist, or the main ideas or sense of a text. For example, a reader might use this strategy when reading a film review in order to see if the reviewer liked the film or not.

●  ______________: reading a text in search of specific information, and ignoring everything else, such as when consulting a bus timetable for a particular time and destination.

[…]

A teaching approach, […], aims to help learners to become more effective readers by training them in the sub‐skills of reading, and by teaching them reading strategies. Some of the sub‐skills of reading are:

●  using contextual and extra‐linguistic information (such as pictures, layout, headlines) to make ______________ regarding what the text is about

●  understanding words and identifying their grammatical function

●  guessing the meaning of words from context

●  recognizing grammar features, such as ______________, and ‘unpacking’ the syntax of sentences

●  identifying the topic of the text, recognizing topic changes

●identifying text‐type, text purpose, and text organization, and identifying and understanding ______________ and other cohesive devices (…)  

●  identifying key information from less important information

●  inferring the writer’s attitude  

●  identifying what ______________ in a text refer to.

(THORNBURY, S.  An A‐Z of ELT – A dictionary of terms and concepts used in English Language Teaching.   Oxford: Macmillan Publishers Limited, 2006. pp. 190‐191.)

Identify the correct sequence of the missing words in the text:

( 1 ) word endings

( 2 ) predictions

( 3 ) skimming

( 4 ) discourse markers  

( 5 ) scanning  

( 6 ) pronouns

• A. (5), (3), (2), (4), (6), (1).
• B. (3), (5), (2), (1), (4), (6). 
• C. (3), (5), (4), (1), (6), (2).
• D. (5), (2), (3), (1), (4), (6).

Gabarito: B

Comentários

• b-

  Skimming and scanning are reading techniques that rely on rapid eye movement and keywords to work quickly through text. Skimming is reading rapidly in order to get a general overview of the written work, whereas scanning is reading rapidly in order to find some specific information

Questão 3045169

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

                       Identity and Interaction: a sociocultural linguistic approach

      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

Choose the best ending for the following sentence, according to the text: In order to understand the construction of identity, __________________________________.

• A. it is necessary to focus on one method of analysis
• B. the researcher should make salient the aspect he or she wants to analyse
• C. it is ideal to analyse the negotiations in conversations as a single line of research
• D. it is advisable to take into account a variety of aspects from different lines of research

Gabarito: D

Comentários

• d-

  Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

Questão 3045172

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text IV

                       Identity and Interaction: a sociocultural linguistic approach

      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

By reading the text, we can infer that, according to Bucholtz and Hall,

• A. identity is restricted to the individual.
• B. identity is constructed within interaction.
• C. identity evolves irrespective of discourse.
• D. identity is mainly a psychological phenomenon.

Gabarito: B

Comentários

• b-

  Identity formation is a social occurrence that takes place within a relationship borne out of interactions and socially meaningful roles. A teacher is framed as such when situated in his common milieu, namely, a classroom environment. Likewise, a preacher owes his frame to his setting, which contributes to accrue to his identity according given the situational context

• identity is constructed within interaction. - Identidade é construída dentro (através) de interações.

• A resposta é

  The present article offers one way of understanding this body of work by anchoring identity in interaction.

  Logo, alternativa B

Questão 3045175

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Formação de palavras (prefixos e sufixos) | Word formation (prefix and suffix)

Text IV

                       Identity and Interaction: a sociocultural linguistic approach

      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

The alternative that shows the same process of word formation as in INTERACTIONAL ‒ APPROACH – SOCIOCULTURAL is, respectively:

• A. themselves ‒ transform ‒ within
• B. scholarship ‒ further – elsewhere
• C. complexity ‒ reason ‒ discovering
• D. intersubjectively ‒ achieved – fundamental

Gabarito: B

Comentários

• b-

  interactional/ scholarship - noun + suffix

  approach/further - used as a verb. originally a different speech part

  sociocultural/elsewhere - two distinct morphemes combining to form a new unit of meaning

  Compounds are made of bound roots. Compounds borrowed from Latin and Greek morphemes preserve this characteristic, as in interactional, photograph, iatrogenic and scores of other classical words. Compounds can also combine different parts of speech. Common couplings include adjective-noun (dry run, blackberry, roughhouse), verb-noun (pick-pocket, cutthroat, dry cleaners) and verb-particle (where 'particle' is a word designating spatial expression to complete a literal or metaphorical path), as in run-over, passer-through. At times these compounds may differ in the part of speech of the whole compound vice the part of speech of its components.

• There is a variety of word formation processes, of which the mostly important are:

  Rhyming compounds - from two rhyming words. associated with child talk and called hypocoristic language:e.g.: lovey-dovey, easy-peasy

  Derivation - word creation by modification of a root without adding other roots, often changing a part of speech. Affixation is the most common type.

  Blending - the merge of two words based on sound structure. It usually combines roots or affixes along their edges: one morpheme ends before the next one starts. e.g.:mockumentary (mock + documentary); yurp (yawn + burp); hangry (hungry + angry); smog (smoke + fog)

  Clipping - abbreviation of a word that had one part cut off the rest. Classical example: cinema for cinematograph

  Acronyms - a word formed from the initial letters of a phrase. e.g.: Scuba - self-contained underwater breathing apparatus. Laser - light aplification by simulated emission ofg radioation. Radar - radio detecting and ranging

  Reanalysis - unconsciously changing the morphological boundaries of a word, rendering an old morph unrecognisable. e.g.: Hamburger, originally steak chopped in the Hamburh style

  Analogy - taking an existing word as a stem and form other words from its morphemes, changing one of them while maintaining its overall meaning. e.g.: carjack and hijack, whose meaning evolves around 'jack'

  Novel creation - a made-up word. This word formation process is often assigned to words without a known etymological origin. e.g.: blimp, freelance etc

  Creative respelling - spelling change to relate the speaker to the root word. often used in advertising, marketing and character naming. e.g.: Plak Attak, slytherin, Kruncha

  Coinage - word formation process where a new word is created either deliberately or accidentally from seemingly nothing. e.g.: aspirin, escalator, heroin.

Questão 3045178

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Palavras conectivas | Connective words

Text IV

                       Identity and Interaction: a sociocultural linguistic approach

      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

The conjunction BECAUSE in “Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment.” (§ 1) could be replaced without change of meaning, by

• A. due to.
• B. as for.
• C. in order that.
• D. due to the fact that.

Gabarito: D

Comentários

• Gabarito D.

  Because pode ser substituído por Due to the fact that;

  Because of pode ser substituído por Due to (preste atenção no OF, é because OF)

  Para quem quer mais detalhes, deixarei abaixo o link da minha fonte:

  https://www.youtube.com/watch?v=canfQnLuI8s

• d-

  because - as, since, for, given that, due to the fact that

  The remainder of the answer choices call for the subjunctive mood

Questão 3045181

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Adjetivos | Adjectives; Uso dos adjetivos | Use of adjectives

Text IV

                       Identity and Interaction: a sociocultural linguistic approach

      Different research traditions within sociocultural linguistics have particular strengths in analyzing the varied dimensions of identity outlined in this article. The method of analysis selected by the researcher makes salient which aspect of identity comes into view, and such 'partial accounts' contribute to the broader understanding of identity that we advocate here. Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths  ‒  including the microanalysis of conversation, the macroanalysis of ideological processes, the quantitative and qualitative analysis of linguistic structures, and the ethnographic focus on local cultural practices and social groupings  ‒  calls attention to the fact that identity in all its complexity can never be contained within a single analysis. For this reason, it is necessary to conceive of sociocultural linguistics broadly and inclusively. The five principles proposed here  ‒  Emergence, Positionality, Indexicality, Relationality, and Partialness  ‒ represent the varied ways in which different kinds of scholars currently approach the question of identity. Even researchers whose primary goals lie elsewhere can contribute to this project by providing sophisticated conceptualizations of how human dynamics unfold in discourse, along with rigorous analytic tools for discovering how such processes work. While identity has been a widely circulating notion in sociocultural linguistic research for some time, few scholars have explicitly theorized the concept. The present article offers one way of understanding this body of work by anchoring identity in interaction. By positing, in keeping with recent scholarship, that identity is emergent in discourse and does not precede it, we are able to locate identity as an intersubjectively achieved social and cultural phenomenon. This discursive approach further allows us to incorporate within identity not only the broad sociological categories most commonly associated with the concept, but also more local positionings, both ethnographic and interactional. The linguistic resources that indexically produce identity at all these levels are therefore necessarily broad and flexible, including labels, implicatures, stances, styles, and entire languages and varieties. Because these tools are put to use in interaction, the process of identity construction does not reside within the individual but in intersubjective relations of sameness and difference, realness and fakeness, power and disempowerment. Finally, by theorizing agency as a broader phenomenon than simply individualistic and deliberate action, we are able to call attention to the myriad ways that identity comes into being, from habitual practice to interactional negotiation to representations and ideologies.

      It is no overstatement to assert that the age of identity is upon us, not only in sociocultural linguistics but also in the human and social sciences more generally. Scholars of language use are particularly well equipped to provide an empirically viable account of the complexities of identity as a social, cultural, and ‒ most fundamentally ‒ interactional phenomenon. The recognition of the loose coalition of approaches that we call sociocultural linguistics is a necessary step in advancing this goal, for it is only by understanding our diverse theories and methods as complementary, not competing, that we can meaningfully interpret this crucial dimension of contemporary social life.

(BUCHOLTZ, M.; HALL, K. Identity and interaction: a sociocultural approach. In: Discourse Studies, vol 7 (4‐5). London: SAGE, 2005. pp. 585‐614.)

Analyse the underlined words in the given sentence from the text and identify the one that DOES NOT function as an adjective. “Although these lines of research have often remained separate from one another, the combination of their diverse theoretical and methodological strengths […] calls attention to the fact that identity in all its complexity can never be contained within a single analysis.” (§ 1).

• A. all
• B. their
• C. these
• D. another

Gabarito: D

Comentários

• d-

  The only word that isn't used as a modifier is another, the remainder of the answer choices comprises of pronouns that modify the accompanying noun in some manner

Questão 3045184

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text V

[…] Language teachers can ill afford to ignore the sociocultural reality that influences identity formation in the classroom, nor can they afford to separate the linguistic needs of learners from their social needs. In other words, language teachers cannot hope to fully satisfy their pedagogic obligations without at the same time satisfying their social obligations. They will be able to reconcile these seemingly competing forces if they “achieve a deepening awareness both of the sociocultural reality that shapes their lives and of their capacity to transform that reality” (van Manen, 1977, p. 222). Such a deepening awareness has a built‐in quality that transforms the life of the person who adopts it. Studies by Clandinin, Davies, Hogan, and Kennard (1993) attest to this self‐transforming phenomenon:

As we worked together we talked about ways of seeing new possibility in our practices as teachers, as teacher educators, and with children in our classroom. As we saw possibilities in our professional lives we also came to see new possibilities in our personal lives. (p. 209)

(KUMARAVADIVELU, B. Toward a Post‐method Pedagogy. In: Tesol Quarterly, vol.35, No. 4, Winter, 2001, p.544.)

Choose the alternative best related to what Kumaravadivelu suggests about post‐method teachers:

• A. Transformation takes place in the classroom and affects learners more than teachers.
• B. The empowerment of learners will not lead to satisfying teachers' pedagogic obligations.
• C. Post‐method teachers are supposed to cope with both students' linguistic and social demands.
• D. By fostering identity formation in the classroom, it will be possible to teach learners about social skills.

Gabarito: C

Comentários

• letra C - Post‐method teachers are supposed to cope with both students' linguistic and social demands.

• c-

  Methods are too prescriptive, assuming too much about a context before it has even been identified, This makes them overgeneralised in their potential application to practical situations

Questão 3045187

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text V

[…] Language teachers can ill afford to ignore the sociocultural reality that influences identity formation in the classroom, nor can they afford to separate the linguistic needs of learners from their social needs. In other words, language teachers cannot hope to fully satisfy their pedagogic obligations without at the same time satisfying their social obligations. They will be able to reconcile these seemingly competing forces if they “achieve a deepening awareness both of the sociocultural reality that shapes their lives and of their capacity to transform that reality” (van Manen, 1977, p. 222). Such a deepening awareness has a built‐in quality that transforms the life of the person who adopts it. Studies by Clandinin, Davies, Hogan, and Kennard (1993) attest to this self‐transforming phenomenon:

As we worked together we talked about ways of seeing new possibility in our practices as teachers, as teacher educators, and with children in our classroom. As we saw possibilities in our professional lives we also came to see new possibilities in our personal lives. (p. 209)

(KUMARAVADIVELU, B. Toward a Post‐method Pedagogy. In: Tesol Quarterly, vol.35, No. 4, Winter, 2001, p.544.)

Considering the expression “can ill afford” in the excerpt […] “Language teachers can ill afford to ignore […]” (first lines of the text), we can say that language teachers

• A. are aware of the necessity of helping their students shape their identities.
• B. barely consider the influence of reality in their students' identity formation.
• C. badly perceive the influence of sociocultural aspects in their students' identity formation
• D. should definitely account for sociocultural influence in the formation of their students' identities.

Gabarito: D

Comentários

• d-

  Teachers should always take into account teh students' cultural background and their social differences and perspectives, which plays a defining role in their endeavour as second language learners

Questão 3045190

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text VI.

                            Critical Discourse Analysis

      We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important "symbolic" resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e.g. media usage. In many situations, ordinary people are more or less passive targets of text and talk, e.g. of their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do.

      On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more ‒ and more influential ‒  discourse (and more properties) are by that definition also more powerful.

      These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves.

(van DIJK, T. A. Critical Discourse Analysis. In: SCHIFFRIN, D.; TANNEN, D.; HAMILTON, H. (eds.).   The Handbook of Discourse Analysis, Wiley‐Blackwell, 2003. pp. 352‐371.)

The author van Dijk suggests that for the analysis of the relations between discourse and power, access to specific forms of discourse is itself a power resource. Which of the following statements best relates to this premise?

• A. Some people have control over everyday talk.
• B. Most people have control over all sorts of discourse.
• C. Some people have control over more influential discourse.
• D. A few ordinary people are passively controlled by text and talk.

Gabarito: C

Comentários

• c-

  Those who have more control over more ‒ and more influential ‒ discourse (and more properties) are by that definition also more powerful.

Questão 3045193

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text VI.

                            Critical Discourse Analysis

      We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important "symbolic" resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e.g. media usage. In many situations, ordinary people are more or less passive targets of text and talk, e.g. of their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do.

      On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more ‒ and more influential ‒  discourse (and more properties) are by that definition also more powerful.

      These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves.

(van DIJK, T. A. Critical Discourse Analysis. In: SCHIFFRIN, D.; TANNEN, D.; HAMILTON, H. (eds.).   The Handbook of Discourse Analysis, Wiley‐Blackwell, 2003. pp. 352‐371.)

A cohesive text is created in many different ways. Halliday and Hasan (1976) identify five general categories of cohesive devices that create coherence in texts. The sentence below introduces prominently one of those categories. Which is it?

“[…] professors control scholarly discourse, teachers educational discourse, journalists media discourse, and politicians policy and other public political discourse.” (§ 2)

• A. ellipsis
• B. reference
• C. substitution
• D. lexical cohesion

Gabarito: A

Comentários

• a-

  Cohesive device or types of cohesion consist of five such as reference, conjunction, substitution, ellipsis, and lexical cohesion.

  1-Referencing- There are two referential devices that can create cohesion:

  a- Anaphoric reference - when the writer refers back to someone or something that has been previously identified

  b- Cataphoric reference - a reference forward rather than backward in the discourse. Something is introduced before it is defined

  2- Conjunction is a part of speech that connects words, phrases, or clauses that are called the conjuncts of the conjunctions.

  3- Ellipsis - word omission when the phrase must be repeated.

  4- Substitution - A word is replaced by another, more general word. e.g.: "Which ice-cream would you like?" – "I would like the pink one,"

  5- lexical cohesion - Lexical cohesion refers to the way related words are chosen to link elements of a text. There are two forms: repetition and collocation. Repetition uses the same word, or synonyms, antonyms, etc. For example, "Which dress are you going to wear?" – "I will wear my green frock," uses the synonyms "dress" and "frock" for lexical cohesion. Collocation uses related words that typically go together or tend to repeat the same meaning. An example is the phrase "once upon a time".

  https://en.wikipedia.org/wiki/Cohesion_(linguistics)

Questão 3045196

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Sinônimos | Synonyms

Text VI.

                            Critical Discourse Analysis

      We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important "symbolic" resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e.g. media usage. In many situations, ordinary people are more or less passive targets of text and talk, e.g. of their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do.

      On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more ‒ and more influential ‒  discourse (and more properties) are by that definition also more powerful.

      These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves.

(van DIJK, T. A. Critical Discourse Analysis. In: SCHIFFRIN, D.; TANNEN, D.; HAMILTON, H. (eds.).   The Handbook of Discourse Analysis, Wiley‐Blackwell, 2003. pp. 352‐371.)

Select the expression that CANNOT be considered a synonym for spell out in “[…] and it is one of the tasks of CDA to spell out these forms of power.” (lines 12, 13)

• A. make plain
• B. go into detail
• C. throw light upon
• D. go down the line

Gabarito: D

Comentários

• d-

  spell out - make plain, clarify, clear up, elucidate, explain, explicate, expound, illuminate, demonstrate

Questão 3045199

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Palavras conectivas | Connective words

Text VI.

                            Critical Discourse Analysis

      We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important "symbolic" resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e.g. media usage. In many situations, ordinary people are more or less passive targets of text and talk, e.g. of their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do.

      On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more ‒ and more influential ‒  discourse (and more properties) are by that definition also more powerful.

      These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves.

(van DIJK, T. A. Critical Discourse Analysis. In: SCHIFFRIN, D.; TANNEN, D.; HAMILTON, H. (eds.).   The Handbook of Discourse Analysis, Wiley‐Blackwell, 2003. pp. 352‐371.)

Choose the alternative with the same meaning of as in “[…] communication is an important ‘symbolic’ resource, as is the case for knowledge and information (van Dijk 1996).” (§ 1) is:

• A. He works as a waiter.
• B. Her skin was white as snow.
• C. Leave everything just as you found it.
• D. As it was getting late, we took the children home.

Gabarito: C

Comentários

• SYMBOLIC RESOURCE.....onde está o simbolic resource em "C"?

• Gabarito C.

  Alguém para explicar?

  Eliminei as letras A e B pois o AS está sendo usado em comparação....mas daí letra C...não entendi

• c-

  As is being as a conjunction, meaning the same as "in the way (that)". In the other options it's used either as a preposition or as a similarity agent, to say how identical two (or more) things are

• Não entendi essa

Questão 3045202

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text VI.

                            Critical Discourse Analysis

      We have seen that among many other resources that define the power base of a group or institution, access to or control over public discourse and communication is an important "symbolic" resource, as is the case for knowledge and information (van Dijk 1996). Most people have active control only over everyday talk with family members, friends, or colleagues, and passive control over, e.g. media usage. In many situations, ordinary people are more or less passive targets of text and talk, e.g. of their bosses or teachers, or of the authorities, such as police officers, judges, welfare bureaucrats, or tax inspectors, who may simply tell them what (not) to believe or what to do.

      On the other hand, members of more powerful social groups and institutions, and especially their leaders (the elites), have more or less exclusive access to, and control over, one or more types of public discourse. Thus, professors control scholarly discourse, teachers educational discourse, journalists media discourse, lawyers legal discourse, and politicians policy and other public political discourse. Those who have more control over more ‒ and more influential ‒  discourse (and more properties) are by that definition also more powerful.

      These notions of discourse access and control are very general, and it is one of the tasks of CDA to spell out these forms of power. Thus, if discourse is defined in terms of complex communicative events, access and control may be defined both for the context and for the structures of text and talk themselves.

(van DIJK, T. A. Critical Discourse Analysis. In: SCHIFFRIN, D.; TANNEN, D.; HAMILTON, H. (eds.).   The Handbook of Discourse Analysis, Wiley‐Blackwell, 2003. pp. 352‐371.)

Identify the illocutionary force of the professor's utterance below:

Professor to Undergraduates during a class at the university: “How's that paper doing? It's due on Monday.”

(Adapted from: http://ccat.sas.upenn.edu/~haroldfs/dravling/illocutionary.html. Accessed on October 24, 2014.)

• A. A polite inquiry about the progress of the paper.
• B. A demand that the paper be brought on Monday.
• C. A request for the students to hand in the paper before Monday.
• D. A proposal for a new assignment to be handed in at a later date.

Gabarito: B

Comentários

• (B)

  "Professor to Undergraduates during a class at the university: “How's that paper doing? It's due on Monday. ”

  A demand that the paper be brought on Monday.

  Tradução-->"Professor de Graduação em aula na universidade: “Como vai esse papel? É para segunda-feira. ”

  Uma exigência de que o jornal seja levado na segunda-feira.

• b-

  He queries the students on their assignment with the intent to remind them of its deadline

  In speech-act theory, illocutionary force refers to a speaker's intention in delivering an utterance or to the kind of illocutionary act the speaker is performing.

  https://en.wikipedia.org/wiki/Illocutionary_act

Questão 3045205

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text VII

      The term ‘assessment literacy’ has been coined in recent years to denote what teachers need to know about assessment. Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge. More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching. […] Knowing and understanding the key principles of sound assessment and translating those into quality information about students’ achievements and effective instruction are considered essential.

(BERGER, A. Creating Language ‐ Assessment Literacy: A Model for Teacher Education. In: HÜTTNER, J.; MEHLMAUER‐LARCHER, B.; REICH, S. (eds.)   Theory and Practice in EFL Teaching Education: Bridging the Gap. Multilingual Matters, 2012. pp.57‐82.)

Within a “broader understanding” of the concept of assessment, teachers should reflect upon their practice taking some questions into account. Which of the four questions below SHOULD NOT be a priority for assessment concerned with effective instruction?

• A. How will the type of assessment selected affect my students?
• B. Will this type of assessment tell students about the achievement outcomes we, teachers, value?
• C. How can I actively apply test data in a way that students' performance will impact on teaching procedures?
• D. Can I formulate tests, decide on the values for each question and correct them mainly according to my acquired, formal knowledge?

Gabarito: D

Comentários

• d-

  More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching.

Questão 3045208

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text VII

      The term ‘assessment literacy’ has been coined in recent years to denote what teachers need to know about assessment. Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge. More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching. […] Knowing and understanding the key principles of sound assessment and translating those into quality information about students’ achievements and effective instruction are considered essential.

(BERGER, A. Creating Language ‐ Assessment Literacy: A Model for Teacher Education. In: HÜTTNER, J.; MEHLMAUER‐LARCHER, B.; REICH, S. (eds.)   Theory and Practice in EFL Teaching Education: Bridging the Gap. Multilingual Matters, 2012. pp.57‐82.)

In the sentence “Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge” (§ 1), examples of ________________ can be identified. Choose the word that best completes the blank:

• A. exegeses
• B. anaphora
• C. exophora
• D. cataphora

Gabarito: B

Comentários

• b-

  'it' is a back reference to a previously stated idea or phrase; namely, ‘assessment literacy'

  ________________________________________________________________________________________________

  Types of Referential Devices:

  Anaphora- occurs when the writer refers back to someone or something that has been previously identified, to avoid repetition.

  Cataphora -is the opposite of anaphora: a reference forward as opposed to backward in the discourse.

  exophora -is reference to something extralinguistic, i.e. not in the same text, and contrasts with endophora. Exophora can be deictic, in which special words or grammatical markings are used to make reference to something in the context of the utterance or speaker.

  Exegesis- is a critical explanation or interpretation of a text, especially a religious one. Traditionally the term was used primarily for work with the Bible.

Questão 3045211

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Text VII

      The term ‘assessment literacy’ has been coined in recent years to denote what teachers need to know about assessment. Traditionally, it was regarded as the ability to select, design and evaluate tests and assessment procedures, as well as to score and grade them on the basis of theoretical knowledge. More recent approaches embrace a broader understanding of the concept when taking account of the implications of assessment for teaching. […] Knowing and understanding the key principles of sound assessment and translating those into quality information about students’ achievements and effective instruction are considered essential.

(BERGER, A. Creating Language ‐ Assessment Literacy: A Model for Teacher Education. In: HÜTTNER, J.; MEHLMAUER‐LARCHER, B.; REICH, S. (eds.)   Theory and Practice in EFL Teaching Education: Bridging the Gap. Multilingual Matters, 2012. pp.57‐82.)

Match the descriptions that apply to summative, formative or diagnostic assessment. Note that more than one description can apply to one type of assessment.

I. It can help the teacher to identify students' current knowledge of a subject.

II. It provides feedback and information during the instructional process.

III. It takes place when learning has been completed and provides information and feedback that sum up the teaching and learning process.

IV. It is typically given to students at the end of a set point.

• A. Diagnostic (IV), formative (II), summative (I, III).
• B. Diagnostic (III), formative (I, IV), summative (II).
• C. Diagnostic (I), formative (II), summative (III, IV).
• D. Diagnostic (IV), formative (I, II), summative (III).

Gabarito: C

Comentários

• c-

  Diagnostic assessment is to identify students' current knowledge of a subject as well as their skill sets and capabilities

  Formative assessment evolves around giving feedback and information during the learning process

  Summative assessment takes place after the formal learning period is over and when a more hands-on approach is expected from the learner. examples of summative assessment include proficiency tests, professional cert exams, term papers, portfolios, peer review articles etc

Questão 3045214

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text VIII

“When I first lived in Saudi Arabia, I tended to answer questions in Arabic about my health (the equivalent of ‘ ‘How are you’?) with the equivalent of my familiar routine responses of ‘Okay’ or ‘Fine’. However, I eventually noticed that when I asked a similar question, people generally answered with a phrase that had the literal meaning of ‘Praise to God’. I soon learned to use the new expression, wanting to be pragmatically appropriate in that context. My first type of answer wasn't ‘wrong’ (my vocabulary and pronunciation weren't inaccurate), but it did convey the meaning that I was a social outsider who answered in an unexpected way.”

             (YULE, G. Pragmatics. Oxford: Oxford University Press, 1996. pp.5.)

The narrative illustrates the fact that Pragmatics is concerned with:

• A. “the study of the relationship between linguistic forms and the users of those forms” (YULE, 1996:4)
• B. “the study of the relationships between linguistic forms and entities in the world, that is, how words literally connect to things” (YULE, 1996:4)
• C. “the formal relation of signs to one another and relations of signs and the objects to which they are applicable” (MORRIS, 1938, apud LEVINSON)
• D. “the study of the relationship between linguistic forms, how they are arranged in sequence and which sequences are well formed” (YULE, 1996:4)

Gabarito: A

Comentários

• a-

  In linguistics and related fields, pragmatics is the study of how context contributes to meaning. Pragmatics encompasses phenomena including implicature, speech acts, relevance and conversation. Theories of pragmatics go hand-in-hand with theories of semantics, which studies aspects of meaning which are grammatically or lexically encoded. The ability to understand another speaker's intended meaning is called pragmatic competence.

  The sentence "You have a green light" is ambiguous. Without knowing the context, the identity of the speaker or the speaker's intent, it is difficult to infer the meaning with certainty. For example, it could mean:

  • the space that belongs to you has green ambient lighting;
  • you are driving through a green traffic signal;
  • you no longer have to wait to continue driving;
  • you are permitted to proceed in a non-driving context;
  • your body is cast in a greenish glow;
  • you possess a light source which radiates green; or
  • you possess a light bulb with a green surface.

  https://en.wikipedia.org/wiki/Pragmatics#Ambiguity

Questão 3045217

• Banca: IDECAN
• Órgão: Colégio Pedro II
• Ano: 2015
• Provas: IDECAN - 2015 - Colégio Pedro II - Professor - Inglês
• Disciplina: Inglês
• Assuntos: Aspectos linguísticos | Linguistic aspects

Text VIII

“When I first lived in Saudi Arabia, I tended to answer questions in Arabic about my health (the equivalent of ‘ ‘How are you’?) with the equivalent of my familiar routine responses of ‘Okay’ or ‘Fine’. However, I eventually noticed that when I asked a similar question, people generally answered with a phrase that had the literal meaning of ‘Praise to God’. I soon learned to use the new expression, wanting to be pragmatically appropriate in that context. My first type of answer wasn't ‘wrong’ (my vocabulary and pronunciation weren't inaccurate), but it did convey the meaning that I was a social outsider who answered in an unexpected way.”

             (YULE, G. Pragmatics. Oxford: Oxford University Press, 1996. pp.5.)

According to the principles of Pragmatics, Text 8 illustrates an example of:

• A. Overlapping
• B. Backchanneling
• C. Temporal deixis
• D. Dispreferred acts

Gabarito: D

Comentários

• (D)

  "but it did convey the meaning that I was a social outsider who answered in an unexpected way.”

  -"mas transmitiu o significado de que eu era uma pessoa social de fora que respondeu de maneira inesperada."

• d-

  Overlapping - simultaneous talk by two or more conversational participants, irrespective of any awareness of interruption.

  Backchanneling - occurs when one participant is speaking and another participant interjects responses to the speaker. A backchannel response can be verbal, non-verbal, or both. Backchannel responses are often phatic expressions, primarily serving a social or meta-conversational purpose, such as signifying the listener's attention, understanding, or agreement, rather than conveying significant information. Examples include such expressions as "yeah", "uh-huh", "hmm", and "right".

  Temporal deixis - concerns itself with the various times involved in and referred to in an utterance. Examples include the use of time adverbs like now, then, already in addition to verbal tenses and contextual time clues.

  dispreferred acts - In pragmatic studies, dispreferred acts contrast with preferred acts. While the latter means an expected or acceptable response, the former implies an unexpected response or reaction to an inquiry. e.g.: You ask someone what their favourite candy is and he replies by saying what sort of car he likes to drive. It turns out that dispreferred acts are most common when encountering an unfamiliar culture. for instance, in Korea, it's a grave social offence to hand something to an older person without holding it with both hands. A westerner unaware of such a social convention may be more liable to committing said faux pas. The same applies with spoken language, further reinforcing the notion that it is inextricable from culture.