Questões de Concursos Públicos - Inglês

SRID values must be in the range of 32-bit unsigned integers, with these restrictions: - SRID 0 is a valid SRID but cannot be used with DROP SPATIAL REFERENCE SYSTEM. - If the value is in a reserved SRID range, a warning occurs. Reserved ranges are [0, 32767] (reserved by EPSG), [60,000,000, 69,999,999] (reserved by EPSG), and [2,000,000,000, 2,147,483,647] (reserved by MySQL). EPSG stands for the European Petroleum Survey Group. - Users should not drop SRSs with SRIDs in the reserved ranges. If system-installed SRSs are dropped, the SRS definitions may be recreated for MySQL upgrades. Available at: . Access on: 6 Mar. 2021. According to the presented excerpt from the documentation, mark the correct alternative.

A If SRSs installed by the system are removed, the SRS definitions cannot be recreated.

B The value 62,983,467 for SRID triggers a warning.

C The value -15 is a valid SRID.

D The value 0 is an invalid SRID and can be used with DROP SPATIAL REFERENCE SYSTEM.

E An SRID value can be any integer, as long as it fits within a 32-bit representation.

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Read the text below and complete the gap. ___________, or a person’s preferred or habitual ways of learning, can affect strategy use and learners outcome. Therefore learners need to be aware of their style so they can develop style-stretching skills for learning and using a foreign language. The alternative that best completes the sentence is

The Communicative Approach is used by many teachers around the world and studied by many important authors including Leffa It is NOT appropriate to say, according to Leffa, that in the Communicative Approach:

According to Leffa, the ideal foreign language teacher needs to have certain characteristics. The ideal foreign language teacher characteristics’ are:

Celse-Murcia, in her book Teaching English as a Second or Foreign Language, stablishes central principles of four current approaches to language teaching. The four approaches are:

Krashen is an important author that deals with language acquisition. In his book Second Language Acquisition and Second Language Learning, he shows that findings on first language influence on second language performance are quite consistent with findings and hypotheses from other apparently nonrelated areas, and that they contribute to a clear theoretical picture of second language acquisition and performance. I. First language influence appears to be strongest in complex word order and in word-for-word translations of phrases. II. First language influence is weaker in bound morphology. III. First language influence seems to be strongest in acquisition poor environments. According to his research findings, the correct affirmatives are:

There are three preferences in common Learner Styles, according to Celse-Murcia: perceptual preference, personality preference, and processing preference. According to perceptual preference, we can say that auditory, visual and kinesthetic are styles and the only one of them with the correct description below is:

Leffa on his book Ensino e Aprendizagem mentions the importance of differentiating learning and acquisition. According to Leffa:

The cognitive approach is a well known one among teachers and researchers of foreign languages. Concerning the principles of the four current approaches to language teaching that CelseMurcia presents in her book Teaching English as a Second or Foreign Language, the cognitive approach stablishes that:

“In the field of language teaching, the term syllabus has both practical and theoretical meanings. In a practical sense, it is an actual plan of course. In theoretical sense, it refers to a specific way to conceptualize what language is and how language is learned so that the materials can be selected and prepared for the classroom.” (CELSE-MURCIA, 2014) The items that can be considered examples of syllabuses are: I. Task-based syllabus, skill-based approaches, lexical syllabus II. Negotiated syllabus, project-based language learning, lexical syllabus III. Grammatical syllabus, notional-functional syllabus, text-based syllabus IV. Task-based syllabus, content-based instruction, grammatical syllabus The correct affirmatives are: