According to Kumaravadivelu (1994, p. 36) teachers can assist their learners' adequate grammar construction best by designing classroom activities "in such a way as to give free play to those creative principles that humans bring to the process of language learning . . . [and] create a rich linguistic environment for the intuitive heuristics that the normal human being automatically possesses" (Macintyre, 1970, p. 108).

The alternative that presents an activity to activate intuitive heuristics for grammar learning is

“There have been many studies of group work and the interaction between learners in pairs in classrooms or in simulated classroom contexts”. (Lightbown 2000, p. 439)

Among other results, this research has shown that these learners can

“I don’t know”; “I don’t understand”; “I don’t want ___”; “Can I have __?”; “What’s your name?”, “I’m very sorry”; “No thank you”; “How much does ___ cost?”.

The sentences above exemplify __________ expressions.

“Norris and Ortega (2000) distinguished four types of measurement: meta-linguistic judgment (e.g., a grammaticality judgment test); selected response (e.g., multiple choice); constrained constructed response (e.g., gap-filling exercises); free constructed response (e.g., a communicative task)” (Ellis 2008, p. 5).

According to Ellis’s Principle 10 that refers to assessing second language proficiency, it is important to measure learners’ proficiency through

Na organização de Dias e Cristóvão (2009), O livro didático de língua estrangeira, Magno e Silva contribui com um capítulo, no qual investiga se os livros didáticos tolhem ou contribuem para o desenvolvimento da autonomia.

Segundo essa autora, para fomentar comportamentos autônomos em sala de aula, quanto à relação: livro didático – autonomia, é preciso

Para que os alunos sejam capazes de obter uma compreensão inferencial do texto, é preciso desenvolver, entre outras, atividades do tipo

“As dúvidas dos alunos são respondidas pelos colegas e deixam de ser responsabilidade exclusiva do professor. Da mesma forma, o professor não é o único a sugerir fontes de informação ou a indicar tarefas. Há uma troca entre os aprendizes e o professor também aprende com seus alunos.” (Paiva 2001, p. 272).

Outras vantagens do ensino virtual frente à sala de aula tradicional são

Todo gênero tem características indissociáveis, que exclui a/o

Variation is an important concept when learning a second/foreign language. Formality x informality; spoken x written language; impersonal x tactful x familiar styles; literary or elevated language, and geographical x national varieties are all types of language variation.

The correspondence between type of variation = example is CORRECT in alternative 30

In teaching reading, research has contributed to identify that bottom-up procedures can help learners enhance their top-down text processing skills. A framework for teaching reading in three phases – pre-reading, during-reading and after-reading – is the basis for developing reading skills as part of the second/foreign language learning process.

Typical activities in the pre-reading phase DO NOT include