Questões de Língua Inglesa da VUNESP

#Questão 1126121 - Língua Inglesa, Vocabulário | Vocabulary, VUNESP, 2025, Prefeitura de Sertãozinho - SP, Professor de Educação Básica II - Inglês

Read the text to answer question from.

Two concepts – acquisition and learning – play key roles in the study of language. Although there are people who use the two terms interchangeably, in reality they embody two different processes in the development of communicative competence. Language acquisition is an intuitive and subconscious process, similar to that of children when they develop their mother tongue – natural, incidental, and often unconscious. Language learning, by contrast, is a conscious process that involves studying rules and structures.

Talking about the rules and structures of a language not only implies knowing the grammatical and spelling rules, but also understanding how that language is used in social contexts. For example, to show affection in a personal letter, we can say goodbye with “sending you hugs and kisses”, but not with “I would like to provide you with a hug”. Understanding which words tend to appear together and the level of formality they carry (known as “register”) is part of knowing a language.

By understanding acquisition and learning, we can improve our performance as learners. Immersing ourselves in an environment where the language we want to learn is used can foster acquisition, as can classes that encourage more communicative ways of learning which replicate situations that could arise in real contexts. Nevertheless, a grammatical explanation will help us to learn the rules of the language. The key is to combine the two approaches.

(Vazquez-Calvo, B. 2023. Adaptado)

In the second paragraph, the author mentions that “Understanding which words tend to appear together… is part of knowing a language.” In this sense, collocations should be part of our concerns. Mark the alternative in which the collocation is used correctly.

A)

The place was flooded due to strong rain.

B)

The room was dark, except for a beam of light.

C)

The problem is difficult to hold under control.

D)

We arrived at the beach in pretty weather.

E)

Heavy wind damaged many house roofs.

#Questão 1123283 - Língua Inglesa, Sinônimos | Synonyms, VUNESP, 2025, Prefeitura de Itapevi - SP, Professor Educação Básica II - Inglês

Leia o texto para responder à questão.

ELF: English as a lingua franca

The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.

The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.

(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)

Na frase do segundo parágrafo “These features often involve typical errors that most English teachers would correct and remediate”, a palavra em negrito pode ser corretamente substituída por:

A)

which

B)

whose

C)

whom

D)

who

E)

what

#Questão 1126122 - Língua Inglesa, Ensino da Língua Estrangeira Inglesa, VUNESP, 2025, Prefeitura de Sertãozinho - SP, Professor de Educação Básica II - Inglês

Read the text to answer question from.

Two concepts – acquisition and learning – play key roles in the study of language. Although there are people who use the two terms interchangeably, in reality they embody two different processes in the development of communicative competence. Language acquisition is an intuitive and subconscious process, similar to that of children when they develop their mother tongue – natural, incidental, and often unconscious. Language learning, by contrast, is a conscious process that involves studying rules and structures.

Talking about the rules and structures of a language not only implies knowing the grammatical and spelling rules, but also understanding how that language is used in social contexts. For example, to show affection in a personal letter, we can say goodbye with “sending you hugs and kisses”, but not with “I would like to provide you with a hug”. Understanding which words tend to appear together and the level of formality they carry (known as “register”) is part of knowing a language.

By understanding acquisition and learning, we can improve our performance as learners. Immersing ourselves in an environment where the language we want to learn is used can foster acquisition, as can classes that encourage more communicative ways of learning which replicate situations that could arise in real contexts. Nevertheless, a grammatical explanation will help us to learn the rules of the language. The key is to combine the two approaches.

(Vazquez-Calvo, B. 2023. Adaptado)

In the first paragraph, the author states that

A)

both acquisition and learning are processes.

B)

the words acquisition and learning may be used interchangeably.

C)

learning is conscious, and therefore must happen in school.

D)

teenagers go through learning, not acquisition.

E)

acquisition and learning happen at the same time since birth.

#Questão 1123284 - Língua Inglesa, Interpretação de texto | Reading comprehension, VUNESP, 2025, Prefeitura de Itapevi - SP, Professor Educação Básica II - Inglês

Leia o texto para responder à questão.

ELF: English as a lingua franca

The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.

The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.

(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)

English as a lingua franca can be differentiated from other languages or from other varieties of English in that it

A)

is no one’s native language, and therefore has no native speakers.

B)

is recent, if compared to other dialects the world around.

C)

has been developed to facilitate international interaction.

D)

aims at challenging elite varieties of English.

E)

follows no particular lexico-grammatical rules.

#Questão 1126126 - Língua Inglesa, Voz Ativa e Passiva | Passive and Active Voice, VUNESP, 2025, Prefeitura de Sertãozinho - SP, Professor de Educação Básica II - Inglês

Read the text and answer question.

Disappointment with both grammar-translation and audiolingual methods for their inability to prepare learners for the interpretation, expression, and negotiation of meaning, along with enthusiasm for an array of alternative methods increasingly labeled communicative, has resulted in no small amount of uncertainty as to what are and are not essential features of CLT. Thus, this summary description would be incomplete without brief mention of what CLT is not.

CLT is not exclusively concerned with face-to-face oral communication. The principles of CLT apply equally to reading and writing activities that involve readers and writers engaged in the interpretation, expression, and negotiation of meaning; the goals of CLT depend on learner needs in a given context. CLT does not require small-group or pair work; group tasks have been found helpful in many contexts as a way of providing increased opportunity and motivation for communication. However, classroom group or pair work should not be considered an essential feature and may well be inappropriate in some contexts. Finally, CLT does not exclude a focus on metalinguistic awareness or knowledge of rules of syntax, discourse, and social appropriateness. The essence of CLT is the engagement of learners in communication in order to allow them to develop their communicative competence. Terms sometimes used to refer to features of CLT include process oriented, task-based, and inductive, or discovery oriented. Inasmuch as strict adherence to a given text is not likely to be true to its processes and goals, CLT cannot be found in any one textbook or set of curricular materials. In keeping with the notion of context of situation, CLT is properly seen as an approach or theory of intercultural communicative competence to be used in developing materials and methods appropriate to a given context of learning. And contexts change.

(Celce-Murcia, M. 2001. Adaptado)

The excerpt from the text “group tasks have been found helpful” is an example of passive voice. In the sentences below, the one that allows the use of passive voice is

A)

He had been waiting for his friend for a long time.

B)

The birds flew to the South because of the winter.

C)

There are several reasons why we might not go.

D)

You cannot change the sentence into passive voice.

E)

What are some examples of intransitive verbs?

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