Questões de Concursos Públicos - IF-RS - 2016 - IF-RS - Professor - Letras: Português/Inglês

“Since the 1990s, research and theories from cognitive psychology have become increasingly central to our understanding of second language development. Some of these theories use the computer as a metaphor for the mind, comparing language acquisition to the capacities of computers for storing, integrating, and retrieving information. Some draw on neurobiology, seeking to relate observed behaviour as directly as possible to brain activity” (LIGHTBOWN; SPADA, 2013, p.108). The current cognitive perspectives related to second language development are: Information Processing, Usage-based learning and The competition model. Correlate these perspectives with their main propositions: 1. Information Processing 2. Usage-based learning 3. The competition model. A. This perspective sees second language acquisition as the building up of knowledge that can eventually be called on automatically for speaking and understanding. It has suggested that learners must pay attention (use cognitive resources) at first to any aspect of the language that they are trying to learn or produce. The model also suggests that there is a limit to how much information a learner can pay attention to. B. This perspective emphasizes the frequency with which the learners encounter specific features in the input and the frequency with which language features occur together. According to this view learners develop a stronger and stronger network of associations or connections between these features as well as between language features and the contexts in which they occur. C. This perspective is based on the hypothesis that language acquisition occurs without the necessity of a learner's focused attention or the need for any innate brain module that is specifically for language; it can be described as an explanation for language acquisition that takes into account not only language form but also language meaning and language use. Choose the alternative which CORRECTLY correlates these perspectives with their main propositions:

“During the last quarter of the nineteenth century, a revolution took place that affected much of the language teaching used in the twentieth century. The revolt was primarily against the stultifying methods of grammatical explanation and translation of texts which were then popular [...]. In its place, the pioneers of the new language teaching [...] emphasized [...] the naturalness of language learning” (COOK, 2013, p.3). This new proposal generated some common assumptions that have been considered questionable in the past recent years. Choose the alternative that DOES NOT correspond to any of these assumptions:

According to Brown (2001, p.54), “it is appropriate [...] to focus on what we do know, what we have learned, and what we can say with some certainty about second language acquisition. We can then clearly see that a great many of a teacher’s choices are grounded in established principles of language learning and teaching. By perceiving and internalizing connections between practice (choices we make in the classroom) and theory (principles derived from research), our teaching is likely to be enlightened”. The author divided twelve principles into three categories: cognitive, affective and linguistic. Choose the alternative in which ALL the principles correspond to the given category

Considering the whole excerpt, it is possible to say that: I. the author depicts the historical facts, but shows his opinion by using irony; II. the author describes the process by which the USA bought the Alaska territory, which belonged to Russia. III. the statements ‘One sharp satirist' (line 20) and 'One congressman' (line 41) express the author’s own opinions and the ideas of historical characters whose names were not worth mentioning respectively.

The sentence 'But an ingenious man like Baron de Stoeckl was not easily diverted from his main target' (line 28) could be paraphrased only by the following sentence:

The feature voiceless for the 'th' sound in the word 'worthless' (line 38), considering their ideal phonological pronunciation, is the same as in the following pair of words:

The sequence 'was not easily diverted' (line 28) presents the same passive voice structure in all of the following, EXCEPT for:

The clauses 'the castigations would have been comical' and 'had they not influenced American thinking...' present the same grammatical relation as in:

The word 'pay' may be both a noun, as in 'the pay' (line 19) and a verb, as in 'to pay' (line 35) without having to change its spelling. The same may occur to all the words bellow, EXCEPT for:

Consider the statements below: I. The verbs 'claimed' (line 20), 'pointed out' (line 23), and 'affirmed' (line 24) are verbs of saying; II. The sentence 'Alaska contained nothing' (line 20) can be rewritten as 'Alaska did not contain anything'; III. The sentence 'Baron de Stoeckl had disposed of $125,000 in cash' (lines 37) means that the Baron won that sum of money only after the negotiations were finished.