CESGRANRIO 2011 • Inglês • SEAD-RN • Questão 29 • Professor

Cesgranrio
B3GE™ • Questão Comentada
CESGRANRIO 2011 • Questão Comentada
Secretaria de Estado da Administração do Rio Grande do Norte • Professor de Inglês
📄 Prova Oficial ✓ Gabarito Oficial
29
B3GE™ • Concursos Públicos Questão
CESGRANRIO 2011 • SEAD-RN • Professor de Inglês
📘 Lexical Context | 13. Core Vocabulary | 11. Education
Text I
The on-line magazine ELTNEWS interviews Catherine Walter and Michael Swan, co-authors of several books and courses designed to teach English as a Foreign Language 

         ELTNEWS
         How has the ELT (English Language Teaching) scene changed since you started in the profession?
         Catherine
         [5] Mostly in terms of the materials available, I think. When I began teaching, classroom materials were thin on the ground, and creating materials for classes took up a lot more of teachers’ time than it does now. This gives today’s teachers a great start - they can [10] see lots of examples of good practice and look at how to build on it. In fact, in many cases, good materials have led professional developments. For example, the growth of interest in learner independence would not have taken off as it has without the excellent [15] self-study books, CDs, readers and so on that are available today. […]
         Michael
         Things have changed enormously. […] Textbooks were pretty unattractive. Applied Linguistics was in [20] its infancy. The buzz-words from the research front were ‘structural syllabus’, ‘audio-visual’ and ‘language laboratory’. Professional associations scarcely existed. All this has changed, mostly for the better. There is excellent professional training. We have a [25] wealth of good textbooks. Applied Linguistics is a long-established and productive field of research. We are supported by several very professional professional associations. Language teaching now has so many components that it’s difficult to list them all.
         [30] One thing that worries me, though, is that language itself (especially grammar and pronunciation) has tended to disappear from language teaching, at least in the UK-based orthodoxy of the last twenty years. Learning a foreign language centrally involves learning [35] the key structures, phonology and vocabulary of that language, and no amount of activity-based fluency practice can compensate if that is neglected.
         ELTNEWS
         How should one respond to a teacher who says [40] that fluency in English is more important than knowing the rules?
         Michael
         Boots might be more important than socks, but most people find it useful to have both. Fluency and [45] accuracy are not alternatives - students need to be fluent in reasonably good English, not in a highly deviant interlanguage. And knowledge of rules can help with this. We believe that, in ways that are not completely understood, declarative knowledge can [50] often aid the development of procedural knowledge - so that knowing some grammar rules can help some students to learn English. […] Unpopular as it may have been recently, practice of forms is important for the development of fluency in a foreign language. We [55] seem to accept that if musicians are good they must have practiced scales. We also know that learner drivers have to practice coordinating the different pedals, but there is a certain resistance to language learners’ needing to practice forms.
         ELTNEWS
         [60] Dictionaries are being made available over the Internet and students can now practice their English from a variety of interactive English-learning Web sites. What role can technology play in the teaching [65] and study of foreign languages?
         Catherine
         Anything that can make practice of forms more attractive will help learners to develop fluency more readily. Some people are more willing to spend [70] time on a game-like activity on a computer than in a classroom; for these people, technology can be a real boom. 
         As interactive sites get more sophisticated, it should be possible for individual learners to take [75] the path that suits them towards mastery of forms - perhaps not the same path for each form or each learner. […]
         ELTNEWS
         What has been your greatest satisfaction from [80] working in the ELT industry?
         Catherine
         Can I have two? One would be the pleasure of putting people in touch with one another: teachers from Russia with teachers from the UK; people [85] teaching refugees from Ethiopia in Israel with people teaching East Asian refugees in Thailand; the Literacy Strategy team of the UK’s Department for Education and Employment with EFL grammar experts. 
         And the other would be the buzz that I get when a [90] teacher comes up after a presentation and says “I’ve been teaching for a long time. But I really learned how to teach from the teacher’s books to your courses.” We put a lot of time and effort into those teacher’s books, trying to think carefully how to make them [95] useful to teachers in different situations, and I think it has made a small difference to the profession.
         Michael
         And three for me. Firstly, the fascination of working with language, such a complex cognition [100] that is exclusively human. Secondly, the privilege of being able to work with and for so many different kinds of people, with such multifarious and endlessly engaging ways of thinking and being. And thirdly, the satisfaction that comes from building bridges between [105] people – and from finding ways of helping people to succeed in the most defying of all enterprises: learning to communicate well in a foreign language.

🔗 Texto adaptado de:
Available at: http://www.eltnews com/features/interviews/2001/06/interview_with_michael_swan_an.html. Retrieved on: 27 Oct. 2011.

What does Michael Swan say that can help in the development of procedural knowledge?

A

It is not very clear what can help.

B

Oral exercises can do the trick.

C

The knowledge of deviant interlanguage is the solution.

D

Activity-based fluency practice may help.

E

Conscious knowledge of grammar rules can help.

📊 Revisão da questão
B3GE™ Simulados • Concursos Públicos • Inglês
Cesgranrio • SEAD-RN • Professor
Questão 29 • Gabarito: (E)
Enunciado:

What does Michael Swan say that can help in the development of procedural knowledge?

(A) It is not very clear what can help.
(B) Oral exercises can do the trick.
(C) The knowledge of deviant interlanguage is the solution.
(D) Activity-based fluency practice may help.
(E) Conscious knowledge of grammar rules can help.
🔎 Leitura Orientada
A questão avalia a competência de 📖 Reading & Interpretation, especificamente a taxonomia de 13. Core Vocabulary (Lexical Context). A moldura temática está indexada sob o macrotema de conteúdo 11. Education, exigindo o domínio terminológico da Linguística Aplicada focado na correlação entre declarative knowledge e procedural knowledge no bilinguismo. O comando baseia-se nos gatilhos explícitos e conceituais "procedural knowledge" e "can help". O candidato precisa estabelecer a equivalência conceitual exata entre o conhecimento declarativo e o conhecimento consciente das regras de gramática, validando como um auxilia o desenvolvimento do outro segundo a tese do autor.

Para chancelar a inferência legítima e validar o gabarito oficial, confronta-se o construto avaliado com a dedução contextual correta:
[Declarative Knowledge] ➔ [Conscious Knowledge of Grammar Rules] ➔ [Aids Procedural Knowledge] ➔ Option E
A Engine de distratores atua por meio de distorções semânticas e quebras lógicas: generaliza de forma excessiva dúvidas sobre mecanismos internos para fingir que nada é claro (A), introduz termos fora do escopo do trecho como exercícios orais (B), inverte radicalmente a valência da interlíngua desviante transformando um problema em solução (C) ou tenta falsificar a função da prática de fluência baseada em atividades (D).
🟢 GABARITO VERDÃO: (E)
A alternativa (E) é o gabarito oficial. Michael Swan aponta textualmente nas linhas 48-51 que o conhecimento declarativo pode auxiliar o desenvolvimento do conhecimento procedimentado ("declarative knowledge can often aid the development of procedural knowledge"). A banca constrói o acerto ao realizar a perfeita equivalência conceitual e terminológica de "declarative knowledge" para "conscious knowledge of grammar rules".
🧠 Regra B3GE™ • Régua das 7 Inteligências Cognitivas:

01. Comando (Command): Identificar, segundo Michael Swan, qual elemento é capaz de auxiliar diretamente o desenvolvimento do procedural knowledge.
02. Gatilho (Trigger): Isolar os termos "procedural knowledge" e "can help" como âncoras de busca textual e conceitual na passagem indicada.
03. Operação (Operation): Mapear e correlacionar a sinonímia técnica entre o conhecimento consciente de regras gramaticais e o constructo de conhecimento declarativo.
04. Evidência (Evidence): Rastrear o bloco literal das linhas 48-51 que crava que knowing some grammar rules can help some students to learn English.
05. Discriminação (Discrimination): Pulverizar a alegação de falta de clareza (A), descartar inserções espúrias de exercícios orais (B), e invalidar as inversões lógicas sobre interlíngua (C) e práticas de fluência (D).
06. Validação (Validation): Selar a equivalência técnica de que mapear conscientemente a estrutura formal ampara a sedimentação do conhecimento procedimental.
07. Decisão (Decision): Marcar com segurança e autoridade técnica a alternativa E na folha de respostas seguindo o protocolo B3GE™.
📝 Análise das alternatives (Mapeamento de Restrições Sintático-Regenciais)
(A) ❌ REJEITADA
Tipo B3GE: 02. Generalização Excessiva (Distorção de Sentido)
Manipula o fato de os processos mentais internos não serem totalmente devassados pela ciência e estende isso a uma suposta escuridão teórica total, alegando falsamente que não há clareza alguma sobre o que ajuda o estudante.
(B) ❌ REJEITADA
Tipo B3GE: 01. Fora do Escopo
Injeta o construto prático de "oral exercises" como panaceia metodológica. Embora comum em debates pedagógicos, a expressão e a ideia estão completamente ausentes do feixe de evidências textuais delimitado para a questão.
(C) ❌ REJEITADA
Tipo B3GE: 06. Inversão de Relação Lógica (Contradição Direta)
Provoca um curto-circuito argumentativo ao colocar a interlíngua desviante ("deviant interlanguage") — combatida veementemente por Swan no parágrafo anterior — no pedestal de "solução" para o desenvolvimento linguístico.
(D) ❌ REJEITADA
Tipo B3GE: 06. Inversão de Relação Lógica (Contradição Direta)
Atribui à prática de fluência baseada em tarefas a função de motor do conhecimento procedimental, colidindo com a advertência explícita do autor de que essa linha prática não supre de forma isolada a falta do alicerce formal.
(E) 🟢 GABARITO VERDÃO
Tipo B3GE: 13. Equivalência Terminológica (Item Correto)
Chancela cirurgicamente a relação de causa estabelecida no texto. Une o termo técnico do texto ("declarative knowledge") ao seu significado operacional idêntico: o conhecimento consciente e formalizado das regras estruturais da língua.
🧠 Resumo B3GE™ Master
Para blindar o seu raciocínio contra as armadilhas de vocabulário e terminologia técnica na Cesgranrio, ative os seguintes protocolos:

O Filtro da Homologação de Sinônimos Técnicos (⚖️): Em exames de alta performance para cargos técnicos ou de magistério, a banca frequentemente substituirá os termos jargônicos do texto (como declarative) por suas definições operacionais (como conscious knowledge of rules). Rastrear e validar essa ponte conceitual é a chave do acerto.
O Filtro do Bloqueio de Valências Invertidas (🚫): Avalie friamente a carga axiológica de cada termo. Se um conceito é pintado no texto com cores de erro ou anomalia crônica, rejeite de forma imediata qualquer alternativa que o promova a "solução" ou "atalho benéfico" para o aprendizado.
O Filtro da Contenção de Práticas Clássicas (🔎): Cuidado com opções que trazem métodos de ensino consagrados (como exercícios orais ou foco em tarefas). Eles funcionam como distratores de alta sedução profissional porque são pedagogicamente corretos no mundo real, mas inválidos no teste por estarem fora do escopo do texto sob análise.
🏛️ Classificação B3GE™ Final
SILO 2 (Competência): 📖 Reading & Interpretation
Taxonomia Core: 13. Core Vocabulary (Lexical Context)
SILO 3 (Macrotema): 11. Education
Subtema Técnico: Domínio terminológico da Linguística Aplicada: a correlação entre declarative knowledge e procedural knowledge no bilinguismo.