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In Reported Speech, verb tenses always shift back one tense in relation to the tense originally used in direct speech. For example, the direct sentence "Where are you going?" when reported would change to "They asked where were you going?", shifting simple present into simple past.

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According to Bakhtin (1997), discourse genres have minimal influence on the language we use since the immediate social situation is the sole determining factor in the choice of utterances.

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Teaching methods are directly related to the specific objectives and content of disciplines, being applicable universally and independent of students' characteristics.

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In the traditional paradigm, assessment is based on memorization and repetition, while in the complexity paradigm, assessment aims to lead students to reflect and understand, not just to memorize and recite.

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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.