Questões de Concurso

Communicative competence consists of grammatical competence as well as sociolinguistic competence, that is, factors governing successful communication. Considering such idea, developed by Hymes (1972), and discussed by Kumaravadivelu in Understanding Language Teaching: From Method to Postmethod (2006), associate the factors to its respective definition.

FACTORS
1 - Setting 2 - Participants 3 - Ends 4 - Key 5 - Instrumentalities 6 - Norms 7 - Genres

DEFINITIONS

( ) refers to categories of communication such as lecture, report, essay, poem and so forth.
( ) refers to the manner and tone (serious, sarcastic, etc.) of the utterance.
( ) refers to the place and time in which the communicative event takes place.
( ) refers to conventions of interaction and interpretation based on shared knowledge.
( ) refers to speakers and their role relationships.
( ) refers to the unstated objectives the participants wish to accomplish.
( ) refers to the channel (oral or written) and the code (formal or informal).

A sequência correta é:

Analiza la relación entre las aserciones para responder correctamente a la cuestión.

I - La idea de que el bilingüismo puede afectar de algún modo la personalidad y las emociones de un individuo parece inconcebible
PORQUE

II - lo que pensamos de nosotros mismos y de nuestro entorno, y cómo sentimos, está fuertemente influenciado por el lenguaje.

Sobre las aserciones es correcto afirmar que

“Vonnegut teve o topete de dizer que pontos e vírgulas são ‘hermafroditas que não representam absolutamente nada’”.

Além da citação, a outra marca linguística do português do Brasil presente nessa passagem do texto é, fundamentalmente, o(a)

O estudo da língua inglesa não pode ser encarado de forma singular. O desafio é entender a complexidade da língua nas diversas manifestações culturais. Portanto, deve-se visualizá-la de forma:

The institutional curriculum requires an English for Academic Purposes (EAP) module, which is essential for graduation and aims to enhance international research collaboration. A group of students refuses to engage actively, citing the perspective that English represents ‘linguistic imperialism’ and that participation validates cultural and economic imposition (Linguicism). You, as the person responsible for Internationalization, must develop a strategy to address this resistance.
Based on the critical perspective that you must go beyond methodology to consider political issues, analyze the following proposed actions and choose the correct alternative.
I. Initiate a mandatory, analytical seminar where students collectively debate how English is used in their field’s research, emphasizing that active engagement is key to preventing selfexclusion from global knowledge. II. Remove the EAP module from the curriculum, respecting the students’ resistance as a political decision to reject linguistic imperialism. III. Focus on improving students' grammar and vocabulary to native standards, dismissing their political arguments as irrelevant to communicative skills. IV. Promote a discussion where the EAP course is reframed to focus on English as a Lingua Franca (ELF), highlighting its use by non-native speakers to publish and circulate Global South research. V. Transfer the course to the History department, arguing that the political issues related to English are not the responsibility of the Internationalization Office.