Questão 1694916

As questões 13 a 15 referem-se ao Texto 4.

Texto 4

(…) In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language, is central. In an attempt to clarify this difference, a scheme was proposed by the American applied linguist Edward Anthony in 1963. He identified three levels of conceptualization and organization, ________ he termed approach, method, and technique.

The arrangement is hierarchical. The

organizational key is that techniques carry out a

method which is consistent with an approach . ..

An approach is a set of correlative

assumptions dealing with the nature of language

teaching and learning. An approach is axiomatic.

It describes the nature of the subject matter to be

taught. .. .

... Method is an overall plan for the

orderly presentation of language material, no part

of which contradicts, and all of which is based

upon, the selected approach. An approach is

axiomatic, a method is procedural. Within one

approach, there can be many methods . ..

... A technique is implementational - that

which actually takes place in a classroom. It is a

particular trick, stratagem, or contrivance used to

accomplish an immediate objective. Techniques

must be consistent with a method, and therefore

in harmony with an approach as well. (Anthony

1963:63-7)

According to Anthony's model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at ________ theory is put into practice and at _____ choices are made about the particular skills to be taught, the content to be taught, and the order in ______ the content will be presented; technique is the level at _____ classroom procedures are described.

(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and Methods in Language Teaching. Cambridge: CUP. 15th edition)

A questão 20 refere-se ao Texto 5.

Texto 5

“In discussing tense, we concentrated on location of a situation. In order to talk about ASPECT, we have to look inside the situation. In terms of its internal dimensions, a situation may be represented as fixed or changing, it may be treated as lasting for only a moment or having duration, and it can be viewed as completed or as ongoing. These are aspectual distinctions.

Because aspect has to do with the kind of situation perceived or experienced, it can be expressed both lexically and grammatically.” (YULE, 2000;62)

According to YULE (2000), when we are discussing tense, we need to look at the location of a given situation. However, when the issue is aspect, we need to look inside the situation itself. Taking into consideration both the lexical and grammatical aspects of the verb, the sentence that describes that at this time I look back at myself in an activity viewed internally as in progress is: