Questão de Inglês — Interpretação de texto | Reading comprehension — IF-MT 2018
InglêsInterpretação de texto | Reading comprehension
- Código
- qq368838
- Banca
- IF-MT
- Órgão
- IF-MT
- Ano
- 2018
- Nível
- Superior
- Cargo
- Português/Inglês
Extract 1The history of technology in language teaching could not be linear in a country like ours where social differences prevent technologies such as paper, the book, and even the electricity is within everyone's reach. Many obsolete technologies, such as the slide projector, for example, have never reached in certain schools. The computer has already been integrated into the language teaching of some institutions and many teachers have already adopted a didactic material accompanied by CD-Roms. It has already been possible to observe a gradual change of many who rejected in principle the innovations brought by the computer and the Internet. Although this technology continues to be seen by some as a miracle cure and by others as something to be feared. It is quite possible that the computer does not reach everyone, but it is necessary to remind that neither the book nor the computer will be miracles in the learning process. The success of acquiring a foreign language depends on the learner’s insertion in activities of social practice of language (…).(PAIVA, V. L. M, O USO DA TECNOLOGIA NO ENSINO DE LÍNGUAS ESTRANGEIRAS: breve retrospectiva histórica 2017, pag. 14 - Disponível em: http:// www.veramenezes.com/techist.pdf)Extract 2(…) I no longer need to make the case for computers to be provided in education, because computers are there in abundance in all their modern forms. We may see traditional computers in labs, teachers and students walking around with laptops or tablet PCs, and many people will have a mobile phone in their pocket that is capable of doing rather more than the mainframe computers that started computer-assisted language learning in the 1960s. I do recognise that there are many kinds of digital divide, and that this is not true everywhere.What can put teachers off using technologyWhat is still sometimes an issue is the reliability of these technologies for classroom use. This can discourage teachers from making use of technology as often as they would want to. It's compounded by the fact that, if these teachers are working in schools, they are faced with classes of learners who may, on the surface at least, appear to be more digitally competent than their teachers are. Learners can therefore challenge their teachers, in ways that put the latter off using the technologies that could potentially make such a difference to what happens in the classroom. (…)(Motteram, G., The benefits of new technology in language learning. Disponível em:https://www.britishcouncil.org/voices-magazine/the-benefits-newtechnology-language-learning. 18 September 2013.)According to the extracts we can say:
- ABoth authors defend the same idea about new technologies in the classroom; it is accessible to everyone and can contribute a lot for learning a foreign language when it is used in the classroom.
- BOnly Paiva says that new technologies in the classroom may help students to improve their level of English.
- CPaiva points in her paper that the use of technology in Brazil is not easy because it is not available to everybody, and it is necessary to provide learners social contexts for using the language. Motteram claims that some teachers do not use technology in the classroom because they should face with some students who are more competent than the teachers themselves.
- DMotteram points that teachers have a diversity of new technology appliances available at school and at students’ houses, and this can help students acquire a foreign language better.
- EPaiva and Montteram show the importance of using new technologies in the classroom and how these new technologies can help teachers and students during the teaching and learning process.