Question must be answered based on the following sentences.

“She cast doubt on the reliability of the witness’s testimony.”;

“The company bore the brunt of the economic crisis.”;

“The scientist drew a distinction between correlation and causation.”;

“The lawyer raised an objection during the trial.”

In the sentences, the collocations in bold can be best interpreted as:

In the novel If Beale Street Could Talk, James Baldwin creates a first-person narrator to denounce, among other things, the structural racism that characterizes the U.S. prison system. Analyzing the lexical and grammatical resources present in the excerpt, it is correct to state that:

Experts have suggested a shift from the previously popular model of instructor-based teaching to a more student-oriented approach, known as active learning. Accordingly, active learning deals with

Question must be answered based on the following text.

Consider a classroom where learners engage in "reflection and sharing," openly discussing their experiences and feelings related to language learning in a supportive group setting. Reflection and sharing is used as a technique within the Community Language Learning (CLL) method, which emphasizes creating a collaborative and emotionally safe learning community (Curran, 1976).

Adapted from: SHENASSA, Alex. Approach, Method, and Technique in Language Teaching (2024). Available at: https://www.atcbc.com/atc/approach-method-technique.html

Based on the pedagogical scenario described above, one can say that Community Language Learning is underpinned by

Question must be answered based on the following passage.

Reports generally use the present tense to describe general truths and factual information. Passive voice is frequently employed to maintain objectivity, and technical vocabulary is preferred to convey precise information.

Adapted from: https://www.pdst.ie/primary/literacy/writing-report-genre

Considering the following sentence from a laboratory report:

"The laboratory staff measures the chemical concentrations in each solution."

One can say that the most grammatically correct and academically appropriate passive construction for a report is:

Question must be answered based on the following excerpt.

In the past ten years of the project, we have implemented teletandem in three ways: institutionally, institutionally non-integrated, and institutionally integrated teletandem (Cavalari & Aranha, 2014). The three distinctions are important. First, because they situate the actions of the Teletandem Brasil Project. These actions differ from many private/business initiatives of online collaboration to learn foreign languages that are available on the internet (...). Basically, the Teletandem Brasil Project has always been institutional, that is, the practicing students were always enrolled in the courses of both universities.

Adapted from: TELLES, João A. “Learning foreign languages in teletandem: resources and strategies”. Available at: https://www.scielo.br/j/delta/a/yDgwtkLRKj5ftZ86ddKVggm/?format=html&lang=en.

Considering the excerpt above, teletandem can be understood as a language policy once

Question must be answered based on the following sentence.

Sony has invested millions of dollars in the development of Blu-Ray technology. The success of Blu-Ray is therefore vital for the company’s future.

Adapted from: ESTERAS, Santiago Remacha. Infotech: English for computer users (4th ed.). Cambridge University Press. 2008.

In the sentence above, the word “therefore” can be replaced, while maintaining the semantic value and preserving the logical relationship between the two clauses, by:

Question must be answered based on the following excerpt.

In an English for Specific Purposes (ESP) course, the reading component necessitates a careful balance between the development of specific reading skills and language proficiency. Several critical skills, as mentioned in T. Dudley-Evans and M. J. St John’s Developments in ESP: a Multidisciplinary Approach (1999) are essential to be learned or transferred into the new language.

Adapted from: YARKULOVNA, Saidova Surayyo. Developing reading skills and comprehension in English for Specific Purposes (2023). Available at: https://zienjournals.com/index.php/jpip/article/view/4215/3495

Regarding reading skills in the ESP context, it is correct to state that

Question must be answered based on the following text.

Despite Brazil’s linguistic plurality, the myth of monolingualism persists, delineating a “linguistic territory” conceived as uniform. Language policies have historically been slow to acknowledge the country’s multilingual and plurilingual realities, although instruments such as the National Inventory of Linguistic Diversity (2010) represent notable exceptions.

Adapted from: GUIMARÃES, Felipe Furtado; FINARDI, Kyria Rebeca; CASOTTI, Janayna Bertollo Cozer. Internationalization and language policies in Brazil: what is the relationship? (2019). Available at: https://www.scielo.br/j/rbla/a/7yRjFPFBGHnxFzfrhYWvcJd/?lang=en

In the context of internalization, multilingualism, as a linguistic policy, is most accurately conceptualized as:

Question must be answered based on the following text.

It appears to me to be useful to simplify the descriptive framework and make a two-part distinction: principles and procedures. The term, principles, may be operationally defined as a set of insights derived from theoretical and applied linguistics, cognitive psychology, information sciences, and other allied disciplines that provide theoretical bases for the study of language learning, language planning, and language teaching. The term thus includes not only the theoretical assumptions governing language learning and teaching but also those governing syllabus design, materials production, and evaluation measures. Similarly, procedures may be operationally defined as a set of teaching strategies adopted/adapted by the teacher in order to accomplish the stated and unstated, short- and long-term goals of language learning and teaching in the classroom. Thus, certain elements of Antony’s approach and method, and Richards and Rodgers’ approach and design can be subsumed under principles. Classroom events, activities, or techniques can be covered under procedures. The terms principles and procedures are not new; they are implicit in the literature and are being used widely, though not uniformly or consistently.

Adapted from: KUMARAVADIVELU, B. Understanding language teaching: from method to postmethod. New Jersey/London: Lawrence Erlbaum Associates, Publishers, 2006.

According to the text, throughout the history of language teaching, the concepts of Approach, Method, and Technique have been defined in different ways by different scholars. Even Kumaravadivelu proposes his own two-part framework. Considering these perspectives and the hierarchical relationship among Approach, Method, and Technique, one can conclude that: