Questão de Inglês — Interpretação de texto | Reading comprehension — VUNESP 2013
InglêsInterpretação de texto | Reading comprehension
- Código
- vu006387
- Banca
- VUNESP
- Órgão
- Prefeitura de Ribeirão Preto - SP
- Ano
- 2013
- Nível
- Superior
A look back across nearly a century of language teaching reveals a cyclical history. The “changing winds and shifting sands” of language teaching methods manifest a new paradigm every quarter of a century or so, with each new paradigm a break from the old but taking with it positive aspects of previous paradigms. These changing methodologies are very much theories in practice. Methods, however, are difficult to define. They manifest themselves in such varieties at times that the term approach may be more accurately descriptive of these general moods. An approach is a general and theoretical view of how language ought to be taught, while a method includes a developed procedure for teaching. The Audiolingual Method, for example, would be better termed an approach because there is such variation within the so-called method and because it is derived from a specific set of theoretical assumptions. We nevertheless refer often to a number of “methods”–since that is the traditional nomenclature–keeping in mind the fuzzy line of distinction between method and approach.(Principles of Language Learning and Teaching, by Douglas Brown. Adapted)In relation to the first two sentences of the text, one can say that
- Athe first sentence introduces an idea which is not carried on to the second one.
- Bthe second sentence represents a paradox in relation to the first one.
- Cthey complement each other, with the second extending the idea of the first one.
- Dthey could be made into a single sentence, beginning with a conjunction such as although.
- Ethe first sentence is a practical example of the second one, leading to a deduction.