Questão 4122880

• 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)

“Bias” is a word more commonly associated with the idea of partiality, prejudice, predisposition. In the last sentence of the text, the word is used in the expression “bias for best” which, in the context, means that Swain’s main concern was that

• A. students who received the higher grades should actually be the best in their group.
• B. students were given every assistance to perform as best as they could in the tests they were taking.
• C. teachers made every effort to construct tests which were reliable and interesting.
• D. teachers actually helped their students do their tests, which is an absolutely inadequate position.
• E. the higher performance students were favored as test items were prepared for their level in the language.

Gabarito: B

Comentários

• A questão cobra interpretação de um texto sobre testes comunicativos no ensino de línguas estrangeiras.
  
  
  Vamos analisar o enunciado:
  
  
  “Bias" is a word more commonly associated with the idea of partiality, prejudice, predisposition. In the last sentence of the text, the word is used in the expression “bias for best" which, in the context, means that Swain's main concern was that... = “Viés" é uma palavra mais comumente associada à ideia de parcialidade, preconceito, predisposição. Na última frase do texto, a palavra é usada na expressão "preconceito para o melhor", o que, no contexto, significa que a principal preocupação de Swain era que...
  
  
  Vejamos o trecho em questão:
  
  
  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.
  
  
  Tradução:
  
  
  O teste foi pensado de forma que o tema fosse motivador para os alunos e que houvesse informações suficientes para dar credibilidade às tarefas. Houve acesso a dicionários e material de referência, e oportunidade para os alunos revisarem seus trabalhos. A principal preocupação de Swain era "polarizar o melhor" na construção do teste - fazer todos os esforços para apoiar o aluno a fazer o seu melhor no teste.
  
  
  Ao analisar as alternativas  você vai perceber que a alternativa correta apresenta exatamente o que está em negrito na tradução acima. As outras alternativas estão completamente fora de contexto e trazem informações não pertinentes e que não constam do texto.
  
  
  A) ERRADO - students who received the higher grades should actually be the best in their group.  = os alunos que recebessem as notas mais altas deveriam, na verdade, ser os melhores em seu grupo.
  
  
  B) CORRETO - students were given every assistance to perform as best as they could in the tests they were taking. = os alunos recebessem toda a assistência necessária para ter o melhor desempenho possível nos testes que estavam fazendo.
  
  
  C) ERRADO - teachers made every effort to construct tests which were reliable and interesting. = os professores fizessem todos os esforços para construir testes que fossem confiáveis e interessantes.
   
  
  D) ERRADO - teachers actually helped their students do their tests, which is an absolutely inadequate position. = os professores ajudassem seus alunos a fazer os testes, o que é uma posição absolutamente inadequada.
  
  
  E) ERRADO - the higher performance students were favored as test items were prepared for their level in the language. = os alunos com melhor desempenho fossem favorecidos à medida que os itens de teste eram preparados para seu nível no idioma.
  
  
  Gabarito do Professor: Letra B.