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 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)