Questões de Língua Inglesa do ano 2009

alternative forms of learning are, ideally, not appropriate categories of method-based pedagogy.

TBLT can be said to be a shift toward alternative means of second/foreign language pedagogy.

all methods that emerged before were just alternative ways to teach fundamentals of the language.

the emergence of a postmethod paradigm is merely the consequence of expanding the boundaries of CLT.

the current teaching trend advocates for creative forms of learning that do not necessarily constitute a strict method.

The author intended to emphasize the words ‘determines’ and ‘context’ as they had been mentioned previously.

The author italicized the word ‘determines’ to stress the idea of causation; the italics in ‘context’ substitutes for quotation marks.

The words ‘determines’ and ‘context’ were italicized for emphasis since they represent ideas exposed by others, not the author himself.

The italics in the term ‘context’ refers to a newly-coined term in LT methodology; the word ‘determines’ in italics reveals that Schmidt was too authoritative in choosing this term.

Both words (‘determines’ and ‘context’) are terms employed by others and explained by the author of this text.

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.