Foram encontradas 40 questões.
Read the definitions below:
___________________ consists of the mental representations of linguistic rules that constitute the speaker-hearer's internal grammar. This grammar is implicit and is evident in the intuitions which the speaker-hearer has about the grammaticality of sentences.
___________________ consists of the actual use of both linguistic and pragmatic knowledge in understanding and producing discourse.
___________________ consists of the use of the internal grammar in the comprehension and production of language.
___________________ is the knowledge the speaker-hearer has of what constitutes appropriate as well as correct language behaviour and also of what constitutes effective language behaviour in relation to particular communicative goals.
Now decide which terms the definitions above refer to by choosing which alternative presents those terms in the correct order, from top to bottom, according to their definition:
Provas
Questão presente nas seguintes provas
When commenting on types of theories, Larsen-Freeman and Long (1991) refer to two different forms, namely the set-of-law form and the causal-process form. Read the statements below and write SOL (for set-of-law) or CP (for causal-process) in the brackets according to which form of theory they are referring to.
( ) Its statements are often not necessarily related to one another, often having arisen from independent lines of inquiry.
( ) Its statements are (for those who accept them) facts about second language acquisition in need of explanation.
( ) Its statements are not independent but inter-related.
( ) While a statement containing a hypothetical construct might not itself be tested directly, a related statement should be tested, and the latter proven correct, the former will be interpreted as correct too.
( ) Its statements typically do not provide an explanation of the processes they deal with.
The correct ordering for the classification of the statements above, from top to bottom, is
Provas
Questão presente nas seguintes provas
Read the definitions below.
_________________________ of learning hold that an organism's nurture, or experience, is of more importance to development than its nature, or innate contributions. _________________________ are those which purport to explain acquisition by positing an innate biological endowment that makes learning possible. _________________________ are more powerful, all things being equal, than the other two theories, because they invoke both innate and experience factors to explain language learning.
Adapted from Larsen-Freeman and Long (1991)
Keeping the order of the definitions above, which alternative below correctly fills the gaps?
Provas
Questão presente nas seguintes provas
The giant neighbours are more rivals than partners
Feb 4th 2010
China and India: Prospects for Peace. By Jonathan Holslag. Columbia University Press
For a book about two countries whose most recent war was five decades ago, “Prospects for Peace” seems a quirky subtitle. Jonathan Holslag, a Brussels-based think-tanker, argues that, since China’s swift and bloody humiliation of India in 1962, the neighbours have “tottered at least five times on the verge of war”. But the last time troops massed on the border was in 1986. Bilateral trade has boomed, and hundreds of thousands of Indians and Chinese now visit the other country each year, including a succession of senior politicians toasting a beautiful friendship.
As Mr. Holslag explains, however, the relationship is still marked as much by unremitting strategic mistrust as by burgeoning co-operation. His contribution to a recent flurry of India-China books attempts to reconcile these contradictory trends. His conclusions are rather unsettling.
Most of the other books on the area concentrate inevitably on the implications of the two countries’ economic rise. The simultaneous emergence into the global economy of two countries containing nearly two-fifths of the world’s people is after all an unprecedented phenomenon. Moreover, China’s dominance of global manufacturing seems matched by India’s arrival as an important provider of information-technology and other services. Mr. Holslag quotes Zhu Rongji, a former Chinese prime minister: “You are number one in software. We are number one in hardware…Together we are the world’s number one.” That is India’s misfortune. Hundreds of thousands of Indians work in IT* services whereas manufacturing for export provides China with tens of millions of jobs. Mr. Holslag predicts that India will challenge China’s role as the world’s manufacturer, but that seems far-fetched.
This complementarity has been accompanied by a number of alliances of convenience, most notably in resisting pressure from the rich world to agree to fixed targets for limiting carbon emissions. There was even an agreement in 2006 to work together to avoid bidding up the prices of energy resources in third countries.
The limited effect of that pact, however, is one reason to believe Mr.
Holslag’s prognosis of a “fiercer economic rivalry and more aggressive regional diplomacy”. Another is what Lalit Mansingh, a former Indian diplomat, calls “the ghost at the banquet”: China’s increasing diplomatic and military influence in Asia—and India’s fear of it.
As Mr. Holslag notes, the defeat in 1962 has left a deep suspicion of China in India’s political, academic and diplomatic circles, which is reflected in public opinion. India claims an area of Chinese-held territory in Kashmir the size of Switzerland, while China claims an area three times larger in what is now Indian Arunachal Pradesh. The border dispute remains unresolved. What had lazily been assumed to be the obvious solution—the status quo, in which each country keeps large swathes of territory claimed by the other—seems, if anything, further away than ever. The political difficulties of selling such a deal in India have long been obvious. But China’s renewed harping on its claim in recent years suggests that it in fact does want more than it already has.
* IT – Information Technology.
The expression “harping on” means
Provas
Questão presente nas seguintes provas
The following are all statements about “interlanguage theory” (IL) made in Ellis (1994). Write T (for true) or F (for false) in the brackets next to them.
( ) The term “interlanguage” was coined by Selinker (1972).
( ) It refers to the interim grammars which learners build on their way to full target language competence.
( ) A common theme to interlanguage theory is the notion of hypothesis testing, i.e. the idea that learners form hypotheses about what the rules of the target language are and then set about testing them, confirming or rejecting them according to evidence.
( ) The process of hypothesis testing takes places largely on a conscious level.
The correct T and F order in the brackets above, from top to bottom, is
Provas
Questão presente nas seguintes provas
On yer bikes
Nov 13th 2009
Jennifer Quigley-Jones: editorial assistant, The World in 2010
London follows the cycles-for-hire fad
In 2010 Boris Johnson will give London cyclists something to smile about.
The mayor plans to launch a bicycle-hire system modelled on similar ones in Paris, Barcelona and a growing number of other cities around the world. With some 6,000 bikes and 400 docking stations, the scheme, at first covering about 17 square miles (44 square kilometres) of central London, should allow quick and relatively cheap access to rental bikes.
There will be difficulties to overcome. Securing land bike stations the busiest parts of London will need strong collaboration Transport for London (TfL), which is commissioning the scheme, the Royal Parks and the nine boroughs involved. Then there’s the cost: £140m ($229m) six years. The aim is that over time the project will pay itself.
BIXI, the company which will provide the bikes and run the programme, has assured TfL that its lab-tested bikes have withstood the equivalent of 15 years’ use; it is offering a five-year or 40,000-mile guarantee. To deter theft, they are fitted with a security gizmo and users will have to pay a credit-card deposit.
A bigger worry may be safety. The bikes will encourage large numbers of new, tentative cyclists to ride—or wobble—onto some of London’s busiest roads. The scheme is expected to generate an extra 40,000 journeys a day.
TfL is supporting numerous cycle-training and safety initiatives throughout London. Plans to have 12 “cycle superhighways” by the end of 2012 should help eventually. Oddly, the rate of accidents appears to decrease as the number of cyclists rises: since 2000 London has had a 107% increase in the number of cycle journeys and a 21% drop in casualties. But drivers in the capital can still reckon on close shaves galore with inexperienced cyclists.
Despite the worries, the goal is to provide a green and healthy way of getting around London—an alternative to the all too frequent misery of the tube and traffic jams. Londoners may agree with President John Kennedy that “Nothing compares to the simple pleasure of a bike ride.”
Source: http://www.economist.com/displaystory.cfm?story_id=14742214
The prepositions that correctly complete the gaps on lines are
Provas
Questão presente nas seguintes provas
Letting herself breathe easy now, Pecola covered her head with the quilt. The sick feeling, which she had tried to prevent by holding in her stomach, came quickly in spite of her precaution. There surged in her the desire to heave, but as always, she knew she would not.
“Please, God,” she whispered into the palm of her hand. “Please make me disappear.” She squeezed her eyes shut. Little parts of her body faded away. Now slowly, now with a rush. Slowly again. Her fingers went, one by one; then her arms disappeared all the way to the elbow. Her feet now. Yes, that was good. The legs all at once. It was hardest above the thighs. She had to be real still and pull. Her stomach would not go. But finally it, too, went away. Then her chest, her neck. The face was hard, too. Almost done, almost. Only her tight, tight eyes were left. They were always left.
Try as she might, she could never get her eyes to disappear. So what was the point? They were everything. Everything was there, in them. All of those pictures, all of those faces. She had long ago given up the idea of running away to see new pictures, new faces, as Sammy had so often done. He never took her, and he never thought about his going ahead of time, so it was never planned. It wouldn't have worked anyway. As long as she looked the way she did, as long as she was ugly, she would have to stay with these people. Somehow she belonged to them. Long hours she sat looking in the mirror, trying to discover the secret of the ugliness, the ugliness that made her ignored or despised at school, by teachers and classmates alike. She was the only member of her class who sat alone at a double desk. The first letter of her last name forced her to sit in the front of the room always. But what about Marie Appolonaire? Marie was in front of her, but she shared a desk with Luke Angelino. Her teachers had always treated her this way. They tried never to glance at her, and called on her only when everyone was required to respond.
She also knew that when one of the girls at school wanted to be particularly insulting to a boy, or wanted to get an immediate response from him, she could say, ‘Bobby loves Pecola Breedlove! Bobby loves Pecola Breedlove!’ and never fail to get peals of laughter from those in earshot, and mock anger from the accused.
It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights – if those eyes of hers were different, that is to say, beautiful, she herself would be different. Her teeth were good, and at least her nose was not big and flat like some of those who were thought so cute. If she looked different, beautiful, maybe Cholly would be different, and Mrs. Breedlove, too.
Maybe they'd say, “Why, look at pretty-eyed Pecola. We mustn't do bad things in front of those pretty eyes. “
Each night, without fail, she prayed for blue eyes. Fervently, for a year she had prayed. Although somewhat discouraged, she was not without hope. To have something as wonderful as that happen would take a long, long time. Thrown, in this way, into the binding conviction that only a miracle could relieve her, she would never know her beauty. She would see only what there was to see: the eyes of other people.
(…)
She walks down Garden Avenue to a small grocery store which sells penny candy. Three pennies are in her shoe – slipping back and forth between the sock and the inner sole. With each step she feels the painful press of the coins against her foot. A sweet, endurable, even cherished irritation, full of promise and delicate security. There is plenty of time to consider what to buy.
She climbs four wooden steps to the door of Yacobowski's Fresh Veg. Meat and Sundries Store. A bell tinkles as she opens it. Standing before the counter, she looks at the array of candies. All Mary Janes, she decides. Three for a penny. The resistant sweetness that breaks open at last to deliver peanut butter – the oil and salt which complement the sweet pull of caramel. A peal of anticipation unsettles her stomach.
She pulls off her shoe and takes out the three pennies. The grey head of Mr.
Yacobowski looms up over the counter. He urges his eyes out of his thoughts to encounter her. Blue eyes. Blear-dropped. Slowly, like Indian summer moving imperceptibly toward fall, he looks toward her. Somewhere between retina and object, between vision and view, his eyes draw back, hesitate and hover. At some fixed point in time and space he senses that he need not waste the effort of a glance.
He does not see her, because for him there is nothing to see. How can a fifty-two-year-old white immigrant storekeeper with the taste of potatoes and beer in his mouth, his mind honed on the doe-eyed Virgin Mary, his sensibilities blunted by a permanent awareness of loss, see a little black girl? Nothing in his life even suggested that the feat was possible, not to say desirable or necessary.
Edited from Morrison, Toni. The Bluest Eye. Book of the Month Club,
Inc 1998, pages 35-36.
The sentence “Although somewhat discouraged, she was not without hope”, means the same as:
Provas
Questão presente nas seguintes provas
Letting herself breathe easy now, Pecola covered her head with the quilt. The sick feeling, which she had tried to prevent by holding in her stomach, came quickly in spite of her precaution. There surged in her the desire to heave, but as always, she knew she would not.
“Please, God,” she whispered into the palm of her hand. “Please make me disappear.” She squeezed her eyes shut. Little parts of her body faded away. Now slowly, now with a rush. Slowly again. Her fingers went, one by one; then her arms disappeared all the way to the elbow. Her feet now. Yes, that was good. The legs all at once. It was hardest above the thighs. She had to be real still and pull. Her stomach would not go. But finally it, too, went away. Then her chest, her neck. The face was hard, too. Almost done, almost. Only her tight, tight eyes were left. They were always left.
Try as she might, she could never get her eyes to disappear. So what was the point? They were everything. Everything was there, in them. All of those pictures, all of those faces. She had long ago given up the idea of running away to see new pictures, new faces, as Sammy had so often done. He never took her, and he never thought about his going ahead of time, so it was never planned. It wouldn't have worked anyway. As long as she looked the way she did, as long as she was ugly, she would have to stay with these people. Somehow she belonged to them. Long hours she sat looking in the mirror, trying to discover the secret of the ugliness, the ugliness that made her ignored or despised at school, by teachers and classmates alike. She was the only member of her class who sat alone at a double desk. The first letter of her last name forced her to sit in the front of the room always. But what about Marie Appolonaire? Marie was in front of her, but she shared a desk with Luke Angelino. Her teachers had always treated her this way. They tried never to glance at her, and called on her only when everyone was required to respond.
She also knew that when one of the girls at school wanted to be particularly insulting to a boy, or wanted to get an immediate response from him, she could say, ‘Bobby loves Pecola Breedlove! Bobby loves Pecola Breedlove!’ and never fail to get peals of laughter from those in earshot, and mock anger from the accused.
It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights – if those eyes of hers were different, that is to say, beautiful, she herself would be different. Her teeth were good, and at least her nose was not big and flat like some of those who were thought so cute. If she looked different, beautiful, maybe Cholly would be different, and Mrs. Breedlove, too.
Maybe they'd say, “Why, look at pretty-eyed Pecola. We mustn't do bad things in front of those pretty eyes. “
Each night, without fail, she prayed for blue eyes. Fervently, for a year she had prayed. Although somewhat discouraged, she was not without hope. To have something as wonderful as that happen would take a long, long time. Thrown, in this way, into the binding conviction that only a miracle could relieve her, she would never know her beauty. She would see only what there was to see: the eyes of other people.
(…)
She walks down Garden Avenue to a small grocery store which sells penny candy. Three pennies are in her shoe – slipping back and forth between the sock and the inner sole. With each step she feels the painful press of the coins against her foot. A sweet, endurable, even cherished irritation, full of promise and delicate security. There is plenty of time to consider what to buy.
She climbs four wooden steps to the door of Yacobowski's Fresh Veg. Meat and Sundries Store. A bell tinkles as she opens it. Standing before the counter, she looks at the array of candies. All Mary Janes, she decides. Three for a penny. The resistant sweetness that breaks open at last to deliver peanut butter – the oil and salt which complement the sweet pull of caramel. A peal of anticipation unsettles her stomach.
She pulls off her shoe and takes out the three pennies. The grey head of Mr.
Yacobowski looms up over the counter. He urges his eyes out of his thoughts to encounter her. Blue eyes. Blear-dropped. Slowly, like Indian summer moving imperceptibly toward fall, he looks toward her. Somewhere between retina and object, between vision and view, his eyes draw back, hesitate and hover. At some fixed point in time and space he senses that he need not waste the effort of a glance.
He does not see her, because for him there is nothing to see. How can a fifty-two-year-old white immigrant storekeeper with the taste of potatoes and beer in his mouth, his mind honed on the doe-eyed Virgin Mary, his sensibilities blunted by a permanent awareness of loss, see a little black girl? Nothing in his life even suggested that the feat was possible, not to say desirable or necessary.
Edited from Morrison, Toni. The Bluest Eye. Book of the Month Club,
Inc 1998, pages 35-36.
From the text, it is possible to infer that
Provas
Questão presente nas seguintes provas
Letting herself breathe easy now, Pecola covered her head with the quilt. The sick feeling, which she had tried to prevent by holding in her stomach, came quickly in spite of her precaution. There surged in her the desire to heave, but as always, she knew she would not.
“Please, God,” she whispered into the palm of her hand. “Please make me disappear.” She squeezed her eyes shut. Little parts of her body faded away. Now slowly, now with a rush. Slowly again. Her fingers went, one by one; then her arms disappeared all the way to the elbow. Her feet now. Yes, that was good. The legs all at once. It was hardest above the thighs. She had to be real still and pull. Her stomach would not go. But finally it, too, went away. Then her chest, her neck. The face was hard, too. Almost done, almost. Only her tight, tight eyes were left. They were always left.
Try as she might, she could never get her eyes to disappear. So what was the point? They were everything. Everything was there, in them. All of those pictures, all of those faces. She had long ago given up the idea of running away to see new pictures, new faces, as Sammy had so often done. He never took her, and he never thought about his going ahead of time, so it was never planned. It wouldn't have worked anyway. As long as she looked the way she did, as long as she was ugly, she would have to stay with these people. Somehow she belonged to them. Long hours she sat looking in the mirror, trying to discover the secret of the ugliness, the ugliness that made her ignored or despised at school, by teachers and classmates alike. She was the only member of her class who sat alone at a double desk. The first letter of her last name forced her to sit in the front of the room always. But what about Marie Appolonaire? Marie was in front of her, but she shared a desk with Luke Angelino. Her teachers had always treated her this way. They tried never to glance at her, and called on her only when everyone was required to respond.
She also knew that when one of the girls at school wanted to be particularly insulting to a boy, or wanted to get an immediate response from him, she could say, ‘Bobby loves Pecola Breedlove! Bobby loves Pecola Breedlove!’ and never fail to get peals of laughter from those in earshot, and mock anger from the accused.
It had occurred to Pecola some time ago that if her eyes, those eyes that held the pictures, and knew the sights – if those eyes of hers were different, that is to say, beautiful, she herself would be different. Her teeth were good, and at least her nose was not big and flat like some of those who were thought so cute. If she looked different, beautiful, maybe Cholly would be different, and Mrs. Breedlove, too.
Maybe they'd say, “Why, look at pretty-eyed Pecola. We mustn't do bad things in front of those pretty eyes. “
Each night, without fail, she prayed for blue eyes. Fervently, for a year she had prayed. Although somewhat discouraged, she was not without hope. To have something as wonderful as that happen would take a long, long time. Thrown, in this way, into the binding conviction that only a miracle could relieve her, she would never know her beauty. She would see only what there was to see: the eyes of other people.
(…)
She walks down Garden Avenue to a small grocery store which sells penny candy. Three pennies are in her shoe – slipping back and forth between the sock and the inner sole. With each step she feels the painful press of the coins against her foot. A sweet, endurable, even cherished irritation, full of promise and delicate security. There is plenty of time to consider what to buy.
She climbs four wooden steps to the door of Yacobowski's Fresh Veg. Meat and Sundries Store. A bell tinkles as she opens it. Standing before the counter, she looks at the array of candies. All Mary Janes, she decides. Three for a penny. The resistant sweetness that breaks open at last to deliver peanut butter – the oil and salt which complement the sweet pull of caramel. A peal of anticipation unsettles her stomach.
She pulls off her shoe and takes out the three pennies. The grey head of Mr.
Yacobowski looms up over the counter. He urges his eyes out of his thoughts to encounter her. Blue eyes. Blear-dropped. Slowly, like Indian summer moving imperceptibly toward fall, he looks toward her. Somewhere between retina and object, between vision and view, his eyes draw back, hesitate and hover. At some fixed point in time and space he senses that he need not waste the effort of a glance.
He does not see her, because for him there is nothing to see. How can a fifty-two-year-old white immigrant storekeeper with the taste of potatoes and beer in his mouth, his mind honed on the doe-eyed Virgin Mary, his sensibilities blunted by a permanent awareness of loss, see a little black girl? Nothing in his life even suggested that the feat was possible, not to say desirable or necessary.
Edited from Morrison, Toni. The Bluest Eye. Book of the Month Club,
Inc 1998, pages 35-36.
Considering the sentence “…he need not waste the effort of a glance”, it is correct to state that
Provas
Questão presente nas seguintes provas
Schumann's Pidginization Hypothesis and Acculturation Model (reviewed in Larsen-Freeman and Long 1991, pp. 251-258) is an attempt to account for naturalistic second language acquisition (SLA) as a by-product of acculturation. Read the following statements, then decide which are correct according to Schumann's approach.
I. - Both pidginization and early naturalistic SLA involve development in a second language (SL) of the means necessary to satisfy only one of the three basic functions of language: the referential, or communicative function, i.e. that dealing simply with getting and giving information in inter-group communication. Neither pidgins nor early SLs develop forms to handle the other two functions of a native language, i.e. the integrative function, used to mark one's identity in society, or the expressive function, used to fulfil certain psychological needs, such as one's attitude towards what one is saying, since these are often handled by the learner's first language (L1) in intra-group communication. Schumann claims that early SLs and pidgins shared several linguistic features because each was governed by the same underlying simplification processes, themselves the product of their restricted function.
II. – Schumann claims that pidgins and early SLs are exactly the same, because the same simplification processes are at work in producing each, the extent of the simplification and reduction being a function of the social and psychological distance between the learner, both as a member of a group and as an individual, respectively, and speakers of the target language. He believes that, as a learner later attempts to use his or her SL for integrative and expressive purposes, the interlanguage (IL) shall complexify structurally. That is, expansion of the functions of the IL will lead to a corresponding growth in linguistic form. This process Schumann initially viewed as analogous to creolization, which is what happens when the first-generation children of pidgin speakers learn the parents' (restricte
Provas
Questão presente nas seguintes provas
Cadernos
Caderno Container