Interests in learning strategies began with the publication of papers collectively known as the "good language learner" studies (Cohen; Weaver, 1998). Since then, hundreds of studies have been generated that look at different aspects of learning strategies and their roles in language learning. In an effort to make sense of the huge database and numerous research findings in this area, Oxford (1990, as cited in Cohen; Weaver, 1998) differentiates learning strategies into four categories: cognitive, metacognitive, affective and social (Oxford, 2002, p.121).

Oxford. L.Language Learning Strategies in a Nutshell: Update and ESL Suggestions.In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 11 - pages 121 -132.

Identify the learning strategies as exposed by Oxford (2002) by matching each definition to the CORRECT category.

1. Cognitive
2. Metacognitive
3. Affective
4. Social

( ) This strategy deals with the planning, monitoring, and evaluation of language learning activities. For example, students may develop a plan for monitoring their progress by constantly comparing their current level of proficiency with the course goals outlined in the curriculum.
( ) This strategy involves the identification, retention, and retrieval of language elements. For example, students may use memory-enhancing strategies (e.g., the keyword method) to help them remember new words.
( ) This strategy refers to actions learners take to interact with users of the language. For example, students may deliberately seek out opportunities to use the target language with native speakers of the language.
( ) This strategy serves to regulate emotions, attitudes, and motivation. For example, students may read linguistically simplified books to develop a positive attitude toward reading materials.

Choose the CORRECT sequence.

"Teachers may wonder "which way they ought to go" before they enter a classroom. This usually means that teachers need to plan what they want to do in their classrooms. So, lesson planning involves decisions about the pedagogical dimensions of the lesson. But another important aspect of a lesson concerns the management of learners during the lesson. This includes eliciting students´ attention, maintaining their engagement in the lesson, and organizing them into pairs or groups." (Farrell, 2002, p.30)

FARRELL, T. S. C. Lesson Planning In: RICHARDS, J. C. & RENANDYA. W.A. Methodology in Language Teaching: an Anthology of Current Practice. Cambridge: Cambridge University Press 2002. Chapter 3 - pages 30-39.

After reading about the importance of lesson planning, match the CORRECT information to the number in the following Lesson Plan.



( ) 1. Reading materials - article from a book on sports 2. Television 3. Whiteboard
( ) To teach the students how to skim for main idea of the passage - identify key words.
( ) Students have learned how to locate information by reading and finding the main sentence of each paragraph.
(  ) 
( ) 

( ) Arouse interest. Activate schema for sport
( ) 



Choose the CORRECT sequence.

According to some applied linguists, CLT was a very important approach, but it has some critical points that should be considered. 

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.

Choose the item(s) that point(s) the criticism to the CLT approach.

I. Difficulties in defining which functions of language (or which tasks) should be presented to students (and in which sequence).
II. Dividing teaching into functions of language or tasks brings the negative argument of teaching atomization, i.e., of breaking the language in small pieces that do not form a coherent whole.
III. The debate if it is possible to have "real-life communication" in a classroom setting.
IV. The inability of CLT to adapt to the various contexts of language teaching, such as cultural contexts that posit a hierarchy between students and teachers.

Choose the CORRECT alternative.

Concerning the history of teaching English as a foreign language, in the 70s, teachers faced another approach to teaching. Language was not seen as a set of sentences anymore, but as a set of communicative events.

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025. 


Judge the items as ( T ) TRUE or ( F ) FALSE according to the Communicative Approach.

( ) Instead of organizing the syllabus based on grammar topics (simple past, simple present, if clauses, etc.), the organization is focused on developing students´ communicative competence.
( ) Classes based on Communicative Language Teaching (CLT) tend to be more teacher-centered, with a greater emphasis on teacher-student interactions and situations where the language must be used by students for communicative purposes.
( ) Errors are viewed as part of development, and most of the time are not corrected immediately. ( ) The role of the teacher in CLT is to promote situations where students need to communicate in their mother tongue.
( ) Students must be exposed to authentic materials, that is, language as it is actually used in daily routines in the real world.

Choose the CORRECT sequence.

"Teaching is characterized by many factors, such as teachers´ beliefs, preferences, personalities, and one of the factors that mostly influences teaching is the method, which holds systematic procedures prescribed to the teacher based on linguistic theory or legal documents." (Piazza, 2024, p.3)

PIAZZA, Paulo Thiago. The historical development of english as a foreign language teaching in brazilian schools: methods and legal documents. Revista Contribuciones a Las Ciencias Sociales, São José dos Pinhais, v.17, n.6, p. 01-23, 2024. Disponível em: https://ojs.revistacontribuciones.com/ojs/index.php/clcs. Acesso em: 10 mai. 2025.

According to Larsen-Freeman and Anderson (2011, p.38 apud PIAZZA, 2024, p. 5), in a class based on the GrammarTranslation method, the "fundamental purpose of learning a language is to be able to read literature written in the target language".

Choose the item that IS NOT applied to the Grammar-Translation method.

Em relação à opção metodológica indicada pelos PCNs, a proposta é tomar o conhecimento linguístico do aluno como ponto de partida para definir o que será desenvolvido, considerando o valor da linguagem nos diferentes círculos sociais (PCN - EM, 1998, p. 17). Com base nesse princípio, as tarefas de ensino da língua na sala de aula devem:

Os PCN (1998, p. 24) adotam uma perspectiva sociointeracionista da linguagem. Segundo essa perspectiva, "a língua é um sistema de signos histórico e social que possibilita ao homem significar o mundo e a realidade. A partir disso, essa perspectiva da linguagem pressupõe que:

Considerando a concepção de linguagem apresentada no texto, é INCORRETO afirmar que:

Com base na concepção discursiva de linguagem defendida no texto, é CORRETO afirmar que:

Na última estrofe, o poeta afirma: "Senão, que restará de ti, nadador? / Nada, nadador." Nesse trecho, o valor argumentativo decorre da: