Leia o texto para responder às questões de 39 a 46.

Unlike the carefully scripted dialogue found in most books and movies, the language of everyday interaction tends to be messy and incomplete, full of false starts, interruptions and people talking over each other. From casual conversations between friends, to bickering between siblings, to formal discussions in a boardroom, authentic conversation is sometimes hard to understand, even chaotic. It seems miraculous that anyone can learn language at all given the haphazard nature of the linguistic experience.

For this reason, many language scientists – including Noam Chomsky, a founder of modern linguistics – believe that language learners require a kind of glue to rein in the unruly nature of everyday language. And that glue is grammar: a system of rules for generating grammatical sentences. Children then only need to learn whether their native language is one, like English, where the verb goes before the object (as in “I eat sushi”), or one like Japanese, where the verb goes after the object (in Japanese, the same sentence is structured as “I sushi eat”) – or so the thinking goes.

But new insights into language learning are coming from an unlikely source: artificial intelligence. A new breed of large AI language models can write newspaper articles, poetry and computer code and answer questions truthfully after being exposed to vast amounts of language input. And even more astonishingly, they all do it without the help of grammar.

Even if their choice of words is sometimes strange, or nonsensical, not very subtle, one thing is very clear: the overwhelming majority of the output of these AI language models is grammatically correct. And yet, there are no grammar templates or rules hardwired into them – they rely on linguistic experience alone, messy as it may be.

(https://theconversation.com/ai-is-changing-scientists-understanding-of-language-learning-and-raising-questions -about-an-innate-grammar-190594. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

Leia o texto para responder às questões de números 32 a 38.

Two of the factors to play a part in language teaching and learning are:

Learner Characteristics – Who are the learners that you are teaching? What is the ethnic, linguistic, and religious heritage? What are their native languages, levels of education, and socioeconomic characteristics? What life experiences have they had that might affect their learning? What are their intellectual capacities, abilities, and strengths and weaknesses? How would you describe the personality of any given learner? These and other questions focus attention on some of the crucial variables affecting both learners’ successes in acquiring a foreign language and teachers’ capacities to enable learners to achieve that acquisition.

Linguistic factors –No simpler question is one that probes the nature of the subject matter itself. What is it that the learner must learn? What is language? What is communication? What does it mean when we say someone knows how to use a language? What is the best way to describe or systematize the target (second) language? What are the relevant differences (and commonalities) between a learner’s first and second language? What properties of the target language might be more difficult or easier for the learner to master? The language teacher needs to understand the system and functioning of the second language and the differences between the first and the second language of the learner. It is one thing for the teacher to speak and understand a language and yet another matter to attain the technical knowledge required to understand and explain the system of that language - its phonemes, morphemes, words, sentences, and discourse structures.

(BROWN, H.Douglas. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)

The Future Of Accounting: How Will Digital Transformation Impact Accountants?

In business, as in life, change is the only true constant. From mitigating unprecedented business disruptors to adapting to new operational paradigms, professionals in all industries find themselves dealing with major changes — many of them driven by emerging technologies.

Accounting is no exception. The profession has moved far beyond mere bookkeeping and payroll, and like its partner procurement, it’s taking an increasingly strategic role for forward-thinking businesses. While some pundits say accounting has a dim future in the digital world of tomorrow, technologies such as cloud-based data management, process automation and advanced analytics are actually poised to further elevate accountants in new and empowering ways.

As far back as 2015, industry leaders were sounding the death knell for accountants, convinced emerging technologies — particularly automation — would end in death by digital for accountancy as we know it. And as recently as 2019, accountants surveyed by Robert Half on the impact of automation on their profession expressed concerns about being replaced, having fewer opportunities for creative problem-solving and an overdependence on tech in completing daily tasks.

Yet, the events between then and now, including the Covid-19 pandemic, have instead shown that accountants, like other professionals, need to worry much more about adaptation than replacement.

There's no question that digital transformation has radically changed the playing field. Big data has become a rich resource that needs to be tapped to compete effectively. But for businesses ready to leverage the potential of digital tools, this shift is an opportunity, not a threat.

[…]

Both the skill set and the job description for tomorrow's accountant will be greatly expanded, while still hewing to the core competencies of the profession. Supported by technology in a collaborative setting, accounting teams will be populated with both dedicated accounting professionals and subject matter experts from other areas of the business

Tomorrow's accountants may play an advisory role, welcoming business intelligence and procurement professionals and working to chart a strategic sourcing plan. They could leverage data management tools, including augmented reality, to humanize and contextualize spend data for the C-suite to make better decisions based on long-term value rather than return on investment alone.

With more diverse skill sets and greater technical acumen, accountants can bring their own expertise to teams in other business units, providing crucial financial intelligence, refining budgets or ensuring compliance. […]

As a function, accounting may become less about refining one's skill set through certifications and more about core competencies that grow over time, with a focus on lifelong education and skill development required to take on a complex, ever-changing business environment.

Automation and other data-driven technologies are poised to free accountants, not constrain them. Organizations that understand the potential and importance of these technologies — and invest in the tools and training required to help their accountants take full advantage — will be ahead of the curve. Tomorrow's accountants will play a more creative and strategic role in their companies. As a result, their businesses will not only enjoy more efficient workflows and reap more useful insights from their accounting processes, but help strengthen their own resiliency, agility and competitive footing.

Adapted from: https://www.forbes.com/sites/forbestechcouncil/2021/05/19/the-future-of-accounting-how-will-digital-transformation-impact-accountants/?sh=343b437853fb