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➧ PROVA DE LÍNGUA INGLESA: CONSULPLAN-2015-PM-DUQUE DE CAXIAS-PROFESSOR. Prova aplicada em 12/07/2015.
➧ BANCA/ORGANIZADOR: www.consulplan.net.
➧ PADRÃO / COMPOSIÇÃO DA PROVA: 20 questões do tipo (A,B,C,D).
➧ GABARITO:
01-C, 02-A, 03-B, 04-B, 05-A
06-B, 07-A, 08-A, 09-D, 10-C
11-A, 12-B, 13-B, 14-A, 15-A
16-D, 17-C, 18-D, 19-B, 20-B
21-C
➧ TEXT I: Read the text to answer 01, 02, 03, 04, 05, 06 and 07.
The role of consciousness in L2 acquisition
When children acquire their L1 they seem to do so without conscious effort. In contrast, especially adults, seem to have to work hard and to study the language consciously in order to succeed. This comparison is not entirely accurate, however, for L2 learners, even adult ones, are also capable of “picking up” language in much the same way as children do in L1 acquisition. At stake here is one of the most controversial issues in SLA – the role of consciousness.
Two opposing positions can be identified. Stephen Krashen has argued the need to distinguish “acquired” L2 knowledge (i.e. implicit knowledge of the language) and “learned” L2 knowledge (i.e. explicit knowledge about language). He claims that the former is developed subconsciously through comprehending input while communicating, while the latter is developed consciously through deliberate study of the L2. However, as we will shortly see, this claim is controversial. So, too, is Krashen’s claim that the two knowledge systems are entirely independent of one another and that “learned” knowledge can never be converted into “acquired knowledge”. This contradicts skill‐building theories of L2 acquisition, according to which learners can achieve grammatical accuracy by automatizing “learned” knowledge through practice.
Richard Schmidt has pointed out that the term “consciousness” is often used very loosely in SLA and argues that there is a need to standardize the concepts that underlie its use. For example, he distinguishes between consciousness as “intentionality” and consciousness as “attention”. “Intentionality” refers to whether a learner makes a conscious and deliberate decision to learn some L2 knowledge. It contrasts with “incidental learning”, which takes place when learners pick up L2 knowledge through exposure. Schmidt argues that no matter whether learning is intentional or incidental, it involves conscious attention to features in the input.
This distinction is important and helpful. It helps us to see that when Krashen talks about “acquisition” being “incidental” and “subconscious” he has failed to recognize that “incidental” acquisition might in fact still involve some degree of conscious “attention” to input. In other words, learning incidentally is not the same as learning without conscious attention.
(Ellis, Rod. Second Language Acquisition.
Oxford University Press, 1997. P. 54‐55.)
01 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
According to the text, Krashen defines “learned” L2 knowledge as
A) oral accuracy reached by automatizing through practice.
B) implicit knowledge constructed on language information.
C) knowledge prospered advisedly through the willful study.
D) explicit knowledge converted into heedless improvement.
02 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
Learning incidentally is not the same as learning without conscious attention because:
A) Subconscious attainment comprises awareness to some extent.
B) Exposure determines how learners will pick up the L2 knowledge.
C) Individuals have different levels of attention due to their interests.
D) Intentionality is the degree to reach enduring incidental acquisition.
03 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
“Takes place” (3rd par) means
A) remains.
B) happens.
C) changes.
D) disappears.
04 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
Schmidt argues second language learning always involves
A) random attention.
B) deliberate thought.
C) conscious exposure.
D) grammatical accuracy.
05 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
“At stake” (1st par) does NOT mean
A) at risk.
B) at issue.
C) in question.
D) at question.
06 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
In
“learning is intentional or incidental, it involves... input” (3rd par),
the gerund is a/an
A) verb.
B) noun.
C) adjective.
D) determiner.
07 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
Krashen has fallen into controversy when he claims that
A) knowledge systems are autonomous.
C) L2 skill‐building abilities are innate.
B) knowledge is automatized learning.
D) knowledge comes through practice.
➧ TEXT II: Read the text to answer 08, 09, 10 and 11.
How is English for Specific Purposes (ESP) different from English as a Second Language (ESL)?
The most important difference lies in the learners and their purposes for learning English. ESP students are usually adults who already have some acquaintance with English and are learning the language in order to communicate a set of professional skills and to perform particular job‐related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners.
However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides.
As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and increases their motivation. The students’ abilities in their subject‐matter fields, in turn, improve their ability to acquire English. Subjectmatter knowledge gives them the context they need to understand the English of the classroom. In the ESP class, students are shown how the subject‐matter content is expressed in English. The teacher can make the most of the students' knowledge of the subject matter, thus helping them learn English faster.
The term “specific” in ESP refers to the specific purpose for learning English. Students approach the study of English through a field that is already known and relevant to them. This means that they are able to use what they learn in the ESP classroom right away in their work and studies. The ESP approach enhances the relevance of what the students are learning and enables them to use the English they know to learn even more English, since their interest in their field will motivate them to interact with speakers and texts.
A teacher that already has experience in teaching English as a Second Language (ESL), can exploit her background in language teaching. She/He should recognize the ways in which her/his teaching skills can be adapted for the teaching of English for Specific Purposes. Moreover, she/he will need to look for content specialists for help in designing appropriate lessons in the subject matter field she/he is teaching.
(Available: http://www.usingenglish.com/articles/teaching‐english‐for‐specific‐purposes‐esp.html. Adapted.)
08 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
One of the ESP teachers’ strategy to adapt lessons to students’ needs is
A) team work.
B) reading skills.
C) computer science.
D) business knowledge.
09 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
In
“The teacher can make...faster.” (3rd par),
THUS introduces a/an:
A) Adding.
B) Balancing.
C) Similarity.
D) Consequence.
10 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
The word “specific” is used in ESP because
A) learners focus one of the four abilities.
C) learners have explicit goals for learning.
B) English learners know it is potentialized.
D) most adult learners are never in a daze.
11 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
In
“An ESP program...assessment of purposes” (1st par)
ASSESSMENT does NOT mean:
A) denial.
B) estimate.
C) evaluation.
D) determination.
➧ TEXT III: Read the text to answer 12, 13, 14, 15, 16, 17 and 18.
Strategies for Developing Reading Skills
Language instructors are often frustrated by the fact that students do not automatically transfer the strategies they use when reading in their native language to reading in a language they are learning. Instead, they seem to think reading means starting at the beginning and going word by word, stopping to look up every unknown vocabulary item, until they reach the end. When they do this, students are relying exclusively on their linguistic knowledge, a bottom‐up strategy. One of the most important functions of the language instructor, then, is to help students move past this idea and use top‐down strategies as they do in their native language. Effective language instructors show students how they can
adjust their reading behavior to deal with a variety of situations, types of input, and reading purposes. They help
students develop a set of reading strategies and match appropriate strategies to each reading situation. Strategies that can help students read more quickly and effectively include:
1. Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a
reading selection;
2. Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content;
3. Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions;
4. Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up; and,
5. Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text.
Instructors can help students learn when and how to use reading strategies in several ways.
By modeling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning,
and paraphrasing. This shows students how the strategies work and how much they can know about a text before they
begin to read word by word.
By allowing time in class for group and individual previewing and predicting activities as preparation for in‐class or out‐of‐class reading. Allocating class time to these activities indicates their importance and value.
By using cloze (fill in the blank) exercises to review vocabulary items. This helps students learn to guess meaning
from context.
By encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies.
When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language.
Reading to Learn
Reading is an essential part of language instruction at every level because it supports learning in multiple ways.
Reading to learn the language: Reading material is language input. By giving students a variety of materials to read, instructors provide multiple opportunities for students to absorb vocabulary, grammar, sentence structure, and discourse structure as they occur in authentic contexts. Students thus gain a more complete picture of the ways in
which the elements of the language work together to convey meaning.
Reading for content information: Students' purpose for reading in their native language is often to obtain information about a subject they are studying, and this purpose can be useful in the language learning classroom as well. Reading for content information in the language classroom gives students both authentic reading material and an authentic purpose for reading.
Reading for cultural knowledge and awareness: Reading everyday materials that are designed for native speakers can give students insight into the lifestyles and worldviews of the people whose language they are studying. When students have access to newspapers, magazines, and Web sites, they are exposed to culture in all its variety, and monolithic cultural stereotypes begin to break down.
When reading to learn, students need to follow four basic steps:
1. Figure out the purpose for reading. Activate background knowledge of the topic in order to predict or anticipate content and identify appropriate reading strategies.
2. Attend to the parts of the text that are relevant to the identified purpose and ignore the rest. This selectivity enables
students to focus on specific items in the input and reduces the amount of information they have to hold in short‐term
memory.
3. Select strategies that are appropriate to the reading task and use them flexibly and interactively. Students' comprehension improves and their confidence increases when they use top‐down and bottom‐up skills simultaneously
to construct meaning.
4. Check comprehension while reading and when the reading task is completed. Monitoring comprehension helps students detect inconsistencies and comprehension failures, helping them learn to use alternate strategies.
(Available: http://www.nclrc.org/essentials/reading/stratread.htm. Adapted.)
12 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
An example of a bottom‐up strategy in the text is
A) using prior information.
B) checking of new words.
C) reviewing photo captions.
D) activate genre knowledge.
13 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
When predictions about discourse structure are made
A) knowledge of text genre fizzles.
B) text typology knowledge is used.
C) native language command follows.
D) new strategies purposes backslide.
14 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
One of stages followed when a student reads to learn is:
A) Information processing techniques’ singling out.
B) Recognizing cultural value other than one’s own.
C) Reading authentic materials aiming natural input.
D) Reading everyday materials designed for natives.
15 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
The word “match” (1st par) means
A) fit.
B) avoid.
C) harass.
D) overlook.
16 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
In
“One of the most important…strategies” (1st par)
“move past” means
A) oppose.
B) weed out.
C) defy.
D) transcend.
17 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
Since reading supports learning in multiple ways,
it also enhances
A) authentic social contexts.
B) native languages’ spread.
C) a wider world perception.
D) some cultural stereotypes.
18 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
“By using cloze exercises to review vocabulary items.” (5th par)
follows the same pattern of gerund use as:
A) That will help them approach a reading task.
B) Relying on linguistic knowledge is dangerous.
C) He got information about what he’s studying.
D) My children are accustomed to reading books.
➧ TEXT IV: Read the text to answer 19, 20 and 21.
'We need community cohesion': Ministers' pledge to end era of multiculturalism by appealing to 'sense of British identity'
By Charles Walford for The Daily Mail
UPDATED: 15:58 GMT, 21 February 2012
The English language and Christian faith will be restored to the centre of public life, ministers pledged today.
Communities Secretary Eric Pickles heralded the end of state‐sponsored multiculturalism by vowing to stand up for ‘mainstream’ values by strengthening national identity. He said the government will celebrate what people in England
have in common, rather than what divides them, and he called for local communities to use events such as the Big Lunch or the Queen’s Diamond Jubilee and inter‐faith activities to bring together people of different backgrounds.
Mr Pickles said there will be a strategy on community cohesion and integration which calls for people to come
together around shared values.
He accused the previous Labour administration, and its equalities minister Harriet Harman, of taking the country
down ‘the wrong path’ by encouraging different communities to live separate lives.
Migrants will be required to speak English, the number of official documents translated into other languages will be
reduced and councils will be allowed to hold prayers at the start of meetings.
New education standards will bar schools from teaching which ‘undermines fundamental British values’, said
today’s document from his Department for Communities and Local Government.
(Available: http://www.dailymail.co.uk/news/article‐2104049/Eric‐Pickles‐signals‐end‐multiculturalism‐says‐Tories‐stand‐majority.)
19 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
According to the context “mainstream” values are:
A) Essential to keep us biased.
B) Those which will join people.
C) Able to set apart backgrounds.
D) More important than religions.
20 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
About the text, it is true that it
A) praised multiculturalism.
B) blamed multiculturalism.
C) condoned multiculturalism.
D) concealed multiculturalism.
21 – (CONSULPLAN-2015-PMDC/RJ-PROFESSOR)
In
“There will be a strategy on… shared values” (3rd par)
WHICH refers back to
A) values.
B) people.
C) strategy.
D) community.
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