Foram encontradas 50 questões.
Text V, for questions from 29 through 33.
1 In recent literature, the concept of the ideal teacher
has gained some notoriety, especially in relation to the native
English-speaking teacher (NEST) / non-native
4 English-speaking teacher (non-NEST) dichotomy. It appears
that the glory once attached to the NEST has faded, and an
increasing number of English language teaching experts
7 assert that the ideal teacher is no longer a category reserved
for NESTs. It is becoming a generally accepted view that
outstanding teachers cannot be squeezed into any
10 pigeonhole: all outstanding teachers are ideal in their own
ways, and as such are different from each other. The concept
of ideal teacher resists clear-cut definitions, because there
13 are too many variables to consider.
In order to get a better grasp of the ideal teacher,
however, let us suppose that all the variables are kept
16 constant momentarily, except for the language proficiency
component. In relation to non-NESTs, the question arises:
Does somebody with a better command of English stand a
19 better chance of becoming an ideal teacher? In other words:
Is a more proficient speaker a more efficient teacher as well?
All other things being equal, the answer is yes: the ideal
22 non-NEST is someone who has achieved near-native
proficiency in English. The importance of this attribute is
seldom questioned in the literature. Britten (1985) claims that
25 have an excellent command of English is a major selection
criterion and a good predictor of a non-NEST’s professional
success. Lange (1990) rates language proficiency as the
28 most essential characteristic of a good language teacher, and
Murdoch (1994) calls it the bedrock of the non-NEST’s
professional confidence. Liu’s (1999) study conducted among
31 non-native TESOL students at a university in the United
States confirms that English-language proficiency is generally
recognized as a make-or-break requirement in English as
Second Language environments as well. Therefore, it must
be a valid claim that the most important professional duty that
non-NESTs have to perform is to make linguistic
37 improvements in their English.
Péter Medgye. When the Teacher Is a Non-native Speaker. In: Celce-
Murcia (ed.) Teaching English as a Second or Foreign
Language. Heinle&Heinle, 2001, p. 440 (adapted).
Based on the fragment below, choose the incorrect alternative.
“Therefore, it must be a valid claim that the most important professional duty that non-NESTs have to perform is to make linguistic improvements in their English.”
Provas
Text V, for questions from 29 through 33.
1 In recent literature, the concept of the ideal teacher
has gained some notoriety, especially in relation to the native
English-speaking teacher (NEST) / non-native
4 English-speaking teacher (non-NEST) dichotomy. It appears
that the glory once attached to the NEST has faded, and an
increasing number of English language teaching experts
7 assert that the ideal teacher is no longer a category reserved
for NESTs. It is becoming a generally accepted view that
outstanding teachers cannot be squeezed into any
10 pigeonhole: all outstanding teachers are ideal in their own
ways, and as such are different from each other. The concept
of ideal teacher resists clear-cut definitions, because there
13 are too many variables to consider.
In order to get a better grasp of the ideal teacher,
however, let us suppose that all the variables are kept
16 constant momentarily, except for the language proficiency
component. In relation to non-NESTs, the question arises:
Does somebody with a better command of English stand a
19 better chance of becoming an ideal teacher? In other words:
Is a more proficient speaker a more efficient teacher as well?
All other things being equal, the answer is yes: the ideal
22 non-NEST is someone who has achieved near-native
proficiency in English. The importance of this attribute is
seldom questioned in the literature. Britten (1985) claims that
25 have an excellent command of English is a major selection
criterion and a good predictor of a non-NEST’s professional
success. Lange (1990) rates language proficiency as the
28 most essential characteristic of a good language teacher, and
Murdoch (1994) calls it the bedrock of the non-NEST’s
professional confidence. Liu’s (1999) study conducted among
31 non-native TESOL students at a university in the United
States confirms that English-language proficiency is generally
recognized as a make-or-break requirement in English as
Second Language environments as well. Therefore, it must
be a valid claim that the most important professional duty that
non-NESTs have to perform is to make linguistic
37 improvements in their English.
Péter Medgye. When the Teacher Is a Non-native Speaker. In: Celce-
Murcia (ed.) Teaching English as a Second or Foreign
Language. Heinle&Heinle, 2001, p. 440 (adapted).
Choose the correct alternative based on the fragment below:
“It is becoming a generally accepted view that outstanding teachers cannot be squeezed into any pigeonhole…”
Provas
Text V, for questions from 29 through 33.
1 In recent literature, the concept of the ideal teacher
has gained some notoriety, especially in relation to the native
English-speaking teacher (NEST) / non-native
4 English-speaking teacher (non-NEST) dichotomy. It appears
that the glory once attached to the NEST has faded, and an
increasing number of English language teaching experts
7 assert that the ideal teacher is no longer a category reserved
for NESTs. It is becoming a generally accepted view that
outstanding teachers cannot be squeezed into any
10 pigeonhole: all outstanding teachers are ideal in their own
ways, and as such are different from each other. The concept
of ideal teacher resists clear-cut definitions, because there
13 are too many variables to consider.
In order to get a better grasp of the ideal teacher,
however, let us suppose that all the variables are kept
16 constant momentarily, except for the language proficiency
component. In relation to non-NESTs, the question arises:
Does somebody with a better command of English stand a
19 better chance of becoming an ideal teacher? In other words:
Is a more proficient speaker a more efficient teacher as well?
All other things being equal, the answer is yes: the ideal
22 non-NEST is someone who has achieved near-native
proficiency in English. The importance of this attribute is
seldom questioned in the literature. Britten (1985) claims that
25 have an excellent command of English is a major selection
criterion and a good predictor of a non-NEST’s professional
success. Lange (1990) rates language proficiency as the
28 most essential characteristic of a good language teacher, and
Murdoch (1994) calls it the bedrock of the non-NEST’s
professional confidence. Liu’s (1999) study conducted among
31 non-native TESOL students at a university in the United
States confirms that English-language proficiency is generally
recognized as a make-or-break requirement in English as
Second Language environments as well. Therefore, it must
be a valid claim that the most important professional duty that
non-NESTs have to perform is to make linguistic
37 improvements in their English.
Péter Medgye. When the Teacher Is a Non-native Speaker. In: Celce-
Murcia (ed.) Teaching English as a Second or Foreign
Language. Heinle&Heinle, 2001, p. 440 (adapted).
From the text V, it can be concluded that
Provas
Text V, for questions from 29 through 33.
1 In recent literature, the concept of the ideal teacher
has gained some notoriety, especially in relation to the native
English-speaking teacher (NEST) / non-native
4 English-speaking teacher (non-NEST) dichotomy. It appears
that the glory once attached to the NEST has faded, and an
increasing number of English language teaching experts
7 assert that the ideal teacher is no longer a category reserved
for NESTs. It is becoming a generally accepted view that
outstanding teachers cannot be squeezed into any
10 pigeonhole: all outstanding teachers are ideal in their own
ways, and as such are different from each other. The concept
of ideal teacher resists clear-cut definitions, because there
13 are too many variables to consider.
In order to get a better grasp of the ideal teacher,
however, let us suppose that all the variables are kept
16 constant momentarily, except for the language proficiency
component. In relation to non-NESTs, the question arises:
Does somebody with a better command of English stand a
19 better chance of becoming an ideal teacher? In other words:
Is a more proficient speaker a more efficient teacher as well?
All other things being equal, the answer is yes: the ideal
22 non-NEST is someone who has achieved near-native
proficiency in English. The importance of this attribute is
seldom questioned in the literature. Britten (1985) claims that
25 have an excellent command of English is a major selection
criterion and a good predictor of a non-NEST’s professional
success. Lange (1990) rates language proficiency as the
28 most essential characteristic of a good language teacher, and
Murdoch (1994) calls it the bedrock of the non-NEST’s
professional confidence. Liu’s (1999) study conducted among
31 non-native TESOL students at a university in the United
States confirms that English-language proficiency is generally
recognized as a make-or-break requirement in English as
Second Language environments as well. Therefore, it must
be a valid claim that the most important professional duty that
non-NESTs have to perform is to make linguistic
37 improvements in their English.
Péter Medgye. When the Teacher Is a Non-native Speaker. In: Celce-
Murcia (ed.) Teaching English as a Second or Foreign
Language. Heinle&Heinle, 2001, p. 440 (adapted).
According to the text V,
Provas
Text V, for questions from 29 through 33.
1 In recent literature, the concept of the ideal teacher
has gained some notoriety, especially in relation to the native
English-speaking teacher (NEST) / non-native
4 English-speaking teacher (non-NEST) dichotomy. It appears
that the glory once attached to the NEST has faded, and an
increasing number of English language teaching experts
7 assert that the ideal teacher is no longer a category reserved
for NESTs. It is becoming a generally accepted view that
outstanding teachers cannot be squeezed into any
10 pigeonhole: all outstanding teachers are ideal in their own
ways, and as such are different from each other. The concept
of ideal teacher resists clear-cut definitions, because there
13 are too many variables to consider.
In order to get a better grasp of the ideal teacher,
however, let us suppose that all the variables are kept
16 constant momentarily, except for the language proficiency
component. In relation to non-NESTs, the question arises:
Does somebody with a better command of English stand a
19 better chance of becoming an ideal teacher? In other words:
Is a more proficient speaker a more efficient teacher as well?
All other things being equal, the answer is yes: the ideal
22 non-NEST is someone who has achieved near-native
proficiency in English. The importance of this attribute is
seldom questioned in the literature. Britten (1985) claims that
25 have an excellent command of English is a major selection
criterion and a good predictor of a non-NEST’s professional
success. Lange (1990) rates language proficiency as the
28 most essential characteristic of a good language teacher, and
Murdoch (1994) calls it the bedrock of the non-NEST’s
professional confidence. Liu’s (1999) study conducted among
31 non-native TESOL students at a university in the United
States confirms that English-language proficiency is generally
recognized as a make-or-break requirement in English as
Second Language environments as well. Therefore, it must
be a valid claim that the most important professional duty that
non-NESTs have to perform is to make linguistic
37 improvements in their English.
Péter Medgye. When the Teacher Is a Non-native Speaker. In: Celce-
Murcia (ed.) Teaching English as a Second or Foreign
Language. Heinle&Heinle, 2001, p. 440 (adapted).
In relation to the text V, it can be assumed that
Provas
This is a movement based on the proposition that all language teaching should be tailored to the specific learning and language use needs of identified groups of students – and also sensitive to the sociocultural context in which these students will be using English.
Celce-Murcia, 2001, p. 43.
The paragraph above summarizes the basis of a movement abbreviated as
Provas
About teacher’s role in the following language teaching methods or approaches, choose the correct alternative.
Provas
Choose the incorrect alternative concerning some principles that underlie the Audiolingual as a language teaching method or approach.
Provas
A avaliação é um dos mais importantes instrumentos do processo de ensino e aprendizagem. Acerca desse assunto, assinale a alternativa correta.
Provas
About the sounds of North American English and the points of articulation, choose the correct alternative.
Provas
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