Questões Concurso DECEA

we will be kept busy uncovering the stories that underlie the recent developments in TESOL methods.

the challenges of the three recent paradigms in ESL/ EFL methods will impose other personal stories of learning processes.

the situation of Language Teaching practices in imperialistic countries is quite different from the context he has analyzed in this article.

he has run out of space to comment further on the three changing tracks in TESOL methods and how they will impact globalization.

he does not really intend, in this article, to discuss the consequences of globalization and world Englishes on language teaching methodologies.

a historical survey of trends in the EFL scenario.

a journal entry of an in-service teacher diary in her first teaching experience.

a state-of-the-art essay taking stock on recent developments in TEFL.

a textbook on language teaching methodologies for pre-service teachers.

an essay on how to overcome the fear of teaching.

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.