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According to Machado (2009), knowledge about text genres is irrelevant for constructing meaning, as text interpretation is independent of its generic structure.

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Returning assessments to students with additional notes, not just indicating what is correct or incorrect, is a recommended strategy to avoid embarrassment and encourage self-assessment.

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In a noun phrase, the nucleus is always a noun or a noun pronoun. Though it may contain modifiers, determiners, adjectives, and other elements, the nucleus of the phrase is the noun, which provides the main meaning of the expression. Therefore, all noun phrases will have a noun as their central element.

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When reporting direct yes-no questions in Reported Speech, it is common to introduce a subordinate clause with "if" or "whether". So it is correct to say that the reported sentence "She asked if you were going home" is properly adapted to reported speech.

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The classic definition of competence, proposed by Chomsky, addresses only the knowledge of language structures and rules, without considering its social function.

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General Didactics is independent of the specific didactics of teaching subjects because its main function is to generalize processes and procedures obtained from the investigation of the sciences that underpin teaching and learning, without considering the methodological peculiarities of each discipline.

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Communicative Language Teaching prioritizes the structural teaching of the English language, without considering communicative proficiency as the main objective.

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Canale and Swain proposed a model of communicative competence that includes four types of competence: grammatical, sociolinguistic, discourse, and strategic, each playing a fundamental role in the effective use of language.

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In the process of reading texts in a foreign language like English, it's essential to have a broad vocabulary knowledge to fully comprehend the text, since the use of authentic texts in the classroom requires students to be able to decode them without any issues, it makes it possible to effectively approach the text in class.

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Studies related to reading strategies highlight that the reader's prior knowledge does not significantly influence the comprehension of reading texts in a foreign language.