Questões de Língua Inglesa do ano 2025

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     Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.

(Jeremy Harmer. How to teach English, 1998. Adaptado)

Leia o texto a seguir e responda à questão:

     Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.

(Jeremy Harmer. How to teach English, 1998. Adaptado)

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       The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.

(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)

Leia o texto a seguir para responder à questão:

       The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.

(Altijana Brkan, Eva Thue Vold. https://www.uv.uio.no. Adaptado)

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     Inside the classroom, some learners seem to take advantage of what is going on more than others. Aware of this, teachers will frequently say that successful students possess some or all of the following characteristics.

1. A willingness to listen: good learners listen to what is going on – not just in the sense of paying attention, but also in terms of really listening to the English that is being used, soaking it up with eagerness and intelligence.

2. A willingness to try new things: many good learners are not afraid to ‘have a go’. They are prepared to try things out and see how it works. Of course, not all successful language learners are extroverts, but the urge to use the language (loudly or quietly) is an important one.

3. A willingness to think about how to learn: good learners bring or invent their own study skills when they come to a lesson. They think about the best way to memorize vocabulary, the best way to read a text (slowly, translating every word? Or quickly, trying to get a general understanding?), the best method of drafting and re-drafting a piece of writing.

4. A willingness to ask questions: although some teachers can become irritated by students who are constantly asking difficult (and sometimes irrelevant) questions, the urge to find out why is part of a successful learner’s equipment.

5. A willingness to accept correction: good learners are prepared to accept corrections if it helps them. They are keen to get feedback from the teacher and act upon what they are told. But this only works where teachers are able to offer constructive criticism. It involves teachers in judging their students’ responses to correction so that they can act accordingly.

(Jeremy Harmer. How to teach English, 1998. Adaptado)