Questões sobre Interpretação de Texto

describe the past challenges in TESOL Methods from a historical perspective.

criticize the interpretation of the three major shifts in TESOL Methods as challenging trends.

comment on the three major shifts in TESOL Methods and their influences on current challenging trends.

blame the three major shifts in TESOL Methods for all the current problems in language teaching.

endorse the inappropriateness of the three major shifts in TESOL Methods as guidelines for current challenging trends.

While the high L2 group sounded less accented, more comprehensible and more fluent than the low L2 group, the NS group performed better than both L2 groups in these measures.

Undue or long pauses, repetitions and false starts are dysfluencies imperceptible by listeners.

Since the NS group members had their fluency affected by additional cognitive demands of high workload conditions, fluency measures may be a good indicator of cognitive overload.

Both the amount of retained information and the listeners’ perception of speech are affected by the workload.

It is not necessary to refine the scale of language proficiency within realistic scenarios.

It is pointless to monitor and extract relevant data from the communications of pilots and air traffic controllers.

There is an urgent need of highly-specialized equipment to simulate the workplace context for pedagogical purposes.

There must be lifelike L2 training and assessment in air traffic controller–pilot communication under workload conditions.

There is no link between performance dissimilarities and language proficiency in the communication between pilots and air traffic controllers.

the communicative environment in the learners’ workplace does not reflect the challenges of real life communication.

learners will only meet their objective provided they are offered intensive language training and rehearsal in their workplace.

ESP instructors need to be fully knowledgeable in the technical skills required in the learners’ workplace.

ESP instructors are expected to have a general idea of the professional tasks and interactional needs of the learners without a thorough background in technical issues.

ESP instructors must develop an extensive knowledge of aviation as well as of Aviation English in order to help learners cope with the everyday challenges of their workplace.

alternative forms of learning are, ideally, not appropriate categories of method-based pedagogy.

TBLT can be said to be a shift toward alternative means of second/foreign language pedagogy.

all methods that emerged before were just alternative ways to teach fundamentals of the language.

the emergence of a postmethod paradigm is merely the consequence of expanding the boundaries of CLT.

the current teaching trend advocates for creative forms of learning that do not necessarily constitute a strict method.