Leia os dois textos para responder às questões de números 55 a 59.

Text 1

When they talk about the teaching of vocabulary, teachers are usually referring to the teaching of single words. However, vocabulary knowledge involves considerably more than just knowing the meaning of a given word in isolation: it also involves knowing the words that, with very high frequency, tend to co-occur with it. These patterns, or collocations, are important in vocabulary learning because the meaning of a word has a great deal to do with the words with which it commonly associates. If collocational associations are not learned as part of L2 vocabulary knowledge, the resulting irregularities will immediately mark the learner’s speech or writing as deviant or odd in some way and as decidedly non-native. Native speakers of English, for example, refer to “spoiled” butter as rancid butter and “spoiled” milk as sour milk, but not as *sour butter or *rancid milk.

(Jeanette S. deCarrico. Vocabulary learning and teaching. In: Marianne Celce-Murcia. 3r ed. Teaching English as a second or foreign language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002. Adaptado)

Text 2

The most basic kind of lexical item is also the most familiar — the individual word. But there are in the English language common phrases which are found so frequently that they function almost like lexical items in their own right. Take phrases such as by the way, in a way, in the way. A good knowledge of the grammar of English, and an extensive vocabulary, will not be sufficient to ensure that the learner speaks English like a native, or speaks well, or effectively. Phrases such as “by the way”, and institutionalized expressions, such as “what’s the matter?” and “Nice to meet you” should be included in learning materials as they provide valuable resources to the acquisition of competence.

Students have a tendency to read word-by-word; even identifying any multi-word chunks is difficult without appropriate awareness-raising activities. Training in identification of multi-word items provide a new and important activity for teachers within the Lexical Approach.

(Michael Lewis. The lexical approach. HeinleCengage. 2002. Adaptado)