Questão de Inglês — Ensino da Língua Estrangeira Inglesa — IF-MT 2023
InglêsEnsino da Língua Estrangeira Inglesa
- Código
- qq952411
- Banca
- IF-MT
- Órgão
- IF-MT
- Ano
- 2023
- Nível
- Superior
- Cargo
- Professor do Ensino Básico, Técnico e Tecnológico - Português-Inglês
Rose, D. & Martin, J. (2012) have contributed to what is known as a genre approach to literacy development. According to them, genres are generic categories of written forms. The term is commonly used in literary circles to refer to the major genres of poetry, prose and drama. In relation to literacy studies, genres are broadened substantially, so as to include such generic forms as narratives, descriptions, information reports and procedural texts.According to the authors, it is CORRECT to point that:
- AA genre approach recognizes that individuals progressively learn different forms of writing (e.g. stories, letters, recipes, etc) over time; each form of writing reflects particular language convention and purposes; each form/ genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves three plans: field (the content of the message); mode (the form used to convey that message); and tenor (the way the message is conveyed to achieve an aim with an audience).
- BA genre approach recognizes that individuals progressively learn different forms of listening (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves three plans: field (the content of the message); mode (the form used to convey that message); and tenor (the way the message is conveyed to achieve an aim with an audience).
- CA genre approach recognizes that individuals progressively learn different forms of writing (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/ genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves two plans: field (the content of the message); and mode (the form used to convey that message);
- DA genre approach recognizes that individuals progressively learn different forms of writing (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/ genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves two plans: field (the content of the message); and tenor (the way the message is conveyed to achieve an aim with an audience).
- EA genre approach recognizes that individuals progressively learn different forms of listening (e.g. stories, letters, recipes, etc) over time; each form of listening reflects particular language convention and purposes; each form/genre helps us achieve different social and learning practices; as a result, there is no “single” literacy but a progressive literacy; and each “text” involves two plans: mode (the form used to convey that message); and tenor (the way the message is conveyed to achieve an aim with an audience).