Questão 4122862

• Banca: VUNESP
• Órgão: Prefeitura de São José dos Campos - SP
• Ano: 2019
• Provas: VUNESP - 2019 - Prefeitura de São José dos Campos - SP - Professor II - Língua Inglesa
• Disciplina: Inglês
• Assuntos: Interpretação de texto | Reading comprehension

Leia o texto e responda à questão.

    For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.

    Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.

    One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.

    Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.

(Andrew D.Cohen. Second Language Assessment. IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)

In the last sentence from the second paragraph Canale

• A. questions subtly the use of multiple-choice tests to assess oral interaction skills.
• B. defends the idea that feedback should be seen as the main component of tests.
• C. criticizes methods which give low priority to language evaluation.
• D. tries to explain why objective tests have not been regularly used to evaluate orality.
• E. suggests that feedback is an element of effective lessons, which explains the low priority given to it in tests.

Gabarito: A

Comentários

• A questão cobra interpretação de um texto sobre testes comunicativos no ensino de línguas estrangeiras.
  
  
  Vamos analisar o enunciado:
  
  
  In the last sentence from the second paragraph Canale ... = Na última sentença do segundo parágrafo Canale...
  
  
  Vejamos o trecho em questão, o segundo parágrafo, com a última sentença destacada em negrito:
  
  
  Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
  
  
  Tradução:
  
  
  Canale (1984) aponta que um bom teste não é apenas aquele que é válido, confiável e prático em termos de aplicação e pontuação, mas sim aquele que é aceito como justo, importante e interessante pelos participantes do teste (os professores) e usuários de teste (os alunos). Além disso, um bom teste tem potencial de feedback, recompensando professores e alunos com informações claras, ricas, relevantes e generalizáveis. Canale sugere que a aceitabilidade e o potencial de feedback muitas vezes receberam baixa prioridade, explicando assim o curioso fenômeno dos testes de múltipla escolha que afirmam avaliar as habilidades de interação oral.
  
  
  Analisando a última sentença, podemos deduzir que Canale não crê que testes de múltipla escolha possam avaliar as habilidades de interação oral com eficácia.
  
  
  Analisando as alternativas teremos:
  
  
  A) CORRETO - questions subtly the use of multiple-choice tests to assess oral interaction skills. = questiona sutilmente o uso de testes de múltipla escolha para avaliar as habilidades de interação oral.
  
  
  B) ERRADO - defends the idea that feedback should be seen as the main component of tests. = defende a ideia de que o feedback deve ser visto como o principal componente dos testes.
  Não consta na última sentença.
  
  
  C) ERRADO - criticizes methods which give low priority to language evaluation. = critica métodos que dão baixa prioridade à avaliação da linguagem.
  Não consta na última sentença.
  
  
  D) ERRADO - tries to explain why objective tests have not been regularly used to evaluate orality. = tenta explicar por que testes objetivos não têm sido usados regularmente para avaliar a oralidade.
  Ele apenas diz que os testes de múltipla escolha afirmam avaliar as habilidades de interação oral, mas nada é mencionado sobre a regularidade dos testes.
  
  
  E) ERRADO - suggests that feedback is an element of effective lessons, which explains the low priority given to it in tests. = sugere que o feedback é um elemento de aulas eficazes, o que explica a baixa prioridade dada a ele nos testes.
  Nada é mencionado nesta sentença sobre aulas eficazes.
  
  
  
  Gabarito do Professor: Letra A.

• Gabarito A - questions subtly the use of multiple-choice tests to assess oral interaction skills