Questão 4122868

• 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)

A communicative reading comprehension test could include an activity with the following instruction:

• A. “Read this recipe for a chocolate cake and then look up in the dictionary the names of ingredients you have not learned yet.”
• B. “Read the page of house ads in myhouse.com, choose the house you would really like to rent or buy, and convince your partner about it.”
• C. “Scan this “Letter to the Editor” for words you are not familiar with, and select to check only those that seem the most relevant to you.”
• D. “First skim through the text silently, then read it out loud and instruct your friends to ask you questions about its content.”
• E. “Read the synopsis for “Game of Thrones”; next, mark the statements as true (T) or false (F), according to the text.

Gabarito: B

Comentários

• A questão cobra interpretação de um texto sobre testes comunicativos no ensino de línguas estrangeiras.
  
  
  Vamos analisar o enunciado:
  
  
  A communicative reading comprehension test could include an activity with the following instruction: = Um teste de compreensão de leitura comunicativa pode incluir uma atividade com as seguintes instruções:
  
  
  Um teste de compreensão de leitura comunicativa é um teste no qual o aluno deve fazer uma leitura e posteriormente realizar uma atividade comunicativa, que envolva comunicação, interação entre falantes.
  
  
  Analisando as alternativas teremos:
  
  
  A) ERRADO - “Read this recipe for a chocolate cake and then look up in the dictionary the names of ingredients you have not learned yet."  = “Leia esta receita de bolo de chocolate e procure no dicionário os nomes dos ingredientes que você ainda não aprendeu."
  Neste caso, não há interação entre falantes.
  
  
  B) CORRETO - “Read the page of house ads in myhouse.com, choose the house you would really like to rent or buy, and convince your partner about it."  = “Leia a página de anúncios internos em myhouse.com, escolha a casa que você realmente gostaria de alugar ou comprar e convencer seu parceiro sobre isso."
  
  
  C) ERRADO - “Scan this “Letter to the Editor" for words you are not familiar with, and select to check only those that seem the most relevant to you."  = “Leia esta“ Carta ao Editor "em busca de palavras com as quais você não está familiarizado e selecione para marcar apenas aquelas que parecem mais relevantes para você."
  Neste caso, não há interação entre falantes.
  
  
  D) ERRADO - “First skim through the text silently, then read it out loud and instruct your friends to ask you questions about its content."  = “Primeiro folheie o texto silenciosamente, depois leia em voz alta e instrua seus amigos a fazer perguntas sobre o conteúdo."
  Neste caso, o texto não levou à comunicação entre pessoas. A tarefa apenas demanda que o aluno instrua seus amigos a fazer perguntas sobre o conteúdo. É uma tarefa escolar, feita em sala de aula. Embora seja uma atividade oral, não é uma tarefa comunicativa.
  
  
  E) ERRADO - “Read the synopsis for “Game of Thrones"; next, mark the statements as true (T) or false (F), according to the text. = “Leia a sinopse de“ Game of Thrones "; a seguir, marque as afirmações como verdadeiras (T) ou falsas (F), de acordo com o texto.
  Neste caso, não há interação entre falantes.
  
  
  Gabarito do Professor: Letra B.