Read the excerpt.

The standard-language ideology has been under attack for some time. Two discourses were active in the 1960s in opposition to it. One was centred around the Idea that what would later be called outer-circle varieties should be treated as valid and encouraged to be endonormative. Through the work of Kachru and Smith in the 1980s, this developed into the World Englishes position, arguing for teaching varieties independent of inner-circle culture and appropriate to the needs of local users. World Englishes focuses on and celebrates the differences between and individuality of varieties, as used on their home ground within a community of speakers. The other development of the 1960s was what came to be called ‘Real English’, which focuses on the actual spoken usage of inner-circle native speakers of all varieties and is critical of the status that is granted the minority of standard-language users and written grammar. A critique of these positions argues that, in fact, in any country, the standard language and the prestige accent are associated with power, and worldwide it is Standard English with an American or RP accent that is ‘powerful’ in this way. To fail to teach these is to deprive learners of the power that might accrue to them from having the standard. Such an argument serves to maintain established power relations, although this does not mean that it outlines a bad strategy for an individual.

MELCHERS, Gunnel; SHAW, Philip; SUNDKVIST, Peter. World Englishes. London and New York: Routledge. Taylor & Francis Group, 2019, p. 205. (Adapted).

On reading the excerpt, we can infer that, according to the text, that

Excerpt 1

We are interested in communication between native and non-native speakers for one very important reason: this is the kind of communication for which all teachers are essentially preparing students. Regardless of the level of our students, whether they are beginners or already near-native speakers, if they want to use their second language, they need to enter this type of communication. We need to help them to participate in this communication with dignity and power, and to close the gap between their language skill and those of the native speakers. In order for us to prepare our students in this way, we must be knowledgeable about the specific nuances of verbal communication between native and non-native speakers.

The most obvious distinction between the language performance of native and non-native speakers is the dramatic difference in levels of language accuracy and fluency. While native speakers usually talk effortlessly, naturally and correctly; non-native speakers consistently experience difficulties in expressing their thoughts, struggle for the right words, and typically lack confidence in their communication. When trying to speak a foreign language, non-native speakers think extensively in their own native language and, worse, they often translate directly from their native language into the foreign language. This frequently leads them to create utterances that do not make sense to native speakers, further diminishing their confidence in their speaking ability and often causing them to dread native speakers’ questions that they are then likely to answer very abruptly and awkwardly.

SHEKHTMAN, Boris; KUPCHANKA, Dina. Teaching Foreign Language on the Basis of the Native Speaker’s Communicative Focus. California: MSI Press, 2007. (Adapted).

Excerpt 2

From a sociocultural perspective, language phenomena reflect contextual needs, which, together with learner needs, have implications for language teaching. These phenomena pertain to both language use and language learning; the former is a function of an interaction of attitude, function, context, and competence; the latter has to do with language educational systems, institutional practices, and learner beliefs and attitudes. Understanding these components that inform language use and learning is a prerequisite to any pedagogical innovation. To understand English language use and learning within the context of Taiwan, a study delineated a sociolinguistic profile of English use and learning within a four-dimensional framework: attitude, function, pedagogy, and learner beliefs. Data were both quantitative and qualitative and included teacher, learner, and parent questionnaire responses and interview accounts.

This chapter presents only a small part of the study concerning teacher educators’ perceptions of English language teaching and learning in Taiwan. The interview accounts contribute to a fuller understanding of present day English teaching and learning in Taiwan, where curricular innovation has been both encouraged and challenged. Another reason for presenting this qualitative part of the much larger study is that it provides rich information necessary for in-depth analysis and addresses research questions for which quantitative methods alone are insufficient.

SAVIGNON, Sandra (Ed.). Interpreting Communicative Language Teaching. Contexts and Concerns in Teacher Education. New Haven and London: Yale University Press, 2002. (Adapted).

In these two excerpts of texts, there is a discussing teaching non-native speakers to communicate. According to their reading, choose the alternative that best presents the views carried out by the texts.

Read this excerpt from the introduction of a book dealing with communicative approach and communicative language teaching. With the exception of the first and the last sentence of the paragraph, the others have been scrambled. Choose the option that best reorganizes the whole paragraph in a logical way.

1. One reason for this divide is that while the communicative approach drew its initial inspiration from linguistics, it now looks increasingly related to educational theory, psychology and ethnography.

2. In other words, nowadays, although linguistics is still necessary as it has a part to play in communicative language approach, for many practitioners it has only a supporting role.

3. About fifteen or twenty years ago applied linguists and language teaching specialists thought they had found the great overarching principle that would guide the development of the subject into the twenty-first century: the communicative approach.

4. We do not agree with this present status of linguistics, so we aim in this book to show that linguistics does indeed have the potential to be a star, to match the performance of those players at present strutting the stage.

5. Yet today it seems that there is a deep and uncomfortable divide in the field of communicative approach which relates to linguistics.

But first we need to look at the linguistic origins of the communicative approach, then trace its drift away from its parent discipline.

MELROSE, Robin. The Communicative Syllabus. A Systemic-Functional Approach to Language Teaching. London and New York: Printer, 2015, p. 01. (Adapted).

This book is directed at two readerships who, until a few years ago, used to be one (or virtually one): applied linguists and language teaching specialists.

No texto, a autora Emily Udell estabelece uma relação de comparação entre a inteligência artificial generativa e as bibliotecas. Essa relação está adequadamente representada na sentença:

Which choice is INCORRECT?

Which sentence correctly uses a causative structure in a natural way?

The question: Can you solve our energy crisis? , made by Ralph, the dog character is given in the direct speech. Choose the alternative with its appropriate conversion into the reported speech:

Which are countable and uncountable nouns examples in the comic strip:

In Mr. Big Oil's last statement: Solar and Wind isn't feasible there is a different use of subject and verb agreement, such as in:

The questions Mr. Oil Company asked Ralph: You want coal? You want oil and gas? You want nuclear energy? You want solar or wind power? are acceptable forms in colloquial English. In standard English, however, the word order of those sentences is applied for the affirmatives. The option with the correct interrogative word order is: