Questão 3478156

• Banca: VUNESP
• Órgão: Prefeitura de Cerquilho - SP
• Ano: 2019
• Provas: VUNESP - 2019 - Prefeitura de Cerquilho - SP - Professor de Educação Básica - Inglês
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Leia o texto e responda à questão.

      In a research project at the University of Illinois, US, Savignon (1972) adopted the term ‘communicative competence’ to characterize the ability of classroom language learners to interact with other speakers, to make meaning, as distinct from their ability to recite dialogs or perform on discrete-point tests of grammatical knowledge.

      At a time when pattern practice and error avoidance were the rule in language teaching, this study of classroom acquisition of language looked at the effect of practice on the use of coping strategies as part of an instructional program. By encouraging students to ask for information, to seek out clarification, or to use whatever linguistic or nonlinguistic resources they could gather to negotiate meaning and stick to the communicative task at hand, teachers were invariably leading learners to take risks and speak in other than memorized patterns.

      Test results at the end of the instructional period showed conclusively that learners who practiced communication in place of laboratory pattern drills performed with no less accuracy on discrete-points tests of grammatical structure. On the other hand, their communicative competence as measured in terms of fluency, comprehensibility, effort and amount of communication in unrehearsed oral communication tasks significantly surpassed that of learners who had had no such practice. Learners’ reactions to the test formats added further support to the view that even beginners respond well to activities that let them focus on meaning rather than formal features.

(Sandra J. Savignon. Communicative language teaching for the twenty-first century. In: Marianne Celce-Murcia. Teaching English as a second or foreign language. Adaptado)

No trecho do terceiro parágrafo “learners who practiced communication in place of laboratory pattern drills performed with no less accuracy on discrete-points tests of grammatical structure.”, o trecho sublinhado pode ser compreendido como

• A. com menor adequação.
• B. com maior adequação.
• C. com semelhante precisão.
• D. com insuficiente precisão.
• E. com menor confiança.

Gabarito: C

Comentários

• Gabarito: C

  with no less accuracy = com não menos precisão ou com semelhante precisão.

  Se meu comentário estiver equivocado, por favor me avise por mensagem para que eu o corrija e evite assim prejudicar os demais colegas.

• A questão cobra interpretação de um texto sobre competência comunicativa em sala de aula.
  
  Vamos analisar o trecho que aparece no enunciado:
  
  Learners who practiced communication in place of laboratory pattern drills performed with no less accuracy on discrete-points tests of grammatical structure. = Alunos que praticavam a comunicação no lugar de exercícios de padrão de laboratório realizaram com não menos precisão em testes de pontos discretos de estrutura gramatical.
  
  Se os alunos tiveram performances não menos precisas, não menos exatas, isso significa que as performances foram igualmente precisas. Se não igualmente, pelo menos semelhantes.
  As únicas duas alternativas que mencionam "precisão" são C e D. Porém, a alternativa D está errada porque diz que a precisão foi insuficiente.
  
  
  GABARITO DO PROFESSOR: ALTERNATIVA C.