Questão FC225364
5. What did she hope would happen later?
Interpretação de Textos (Understanding)
CESGRANRIO · 2010
In the question below you will be analyzing a reading activity that an EFL (English as a Foreign Language) teacher has prepared for her students in the 8th grade (8o ano do Ensino Fundamental).
| READ THE TEXT AND ANSWER THE FOLLOWING QUESTIONS. Yesterday I saw the palgish flester gollining begrunt the bruck. He seemed very chanderbil, so I did not jorter him, just deapled to him quistly. Perhaps later he will besand cander, and I will be able to rangel to him. 1. What was the flester doing, and where? 2. What sort of a flester was he? 3. Why did the writer decide not to jorter him? 4. How did she deaple? 5. What did she hope would happen later? |
UR, Penny. A Course in Language Teaching – Practice and Theory. Cambridge: Cambridge University Press, 2001, p. 143.
It can be said that Activity 1 can be described by all of the explanations below EXCEPT
- a pointless exercise for any purpose in an EFL reading class due to the fact that the words in the text are not English but invented words that mean nothing.
- a reading assignment that shows students that it is possible to answer all of the comprehension questions without recognizing most of the words in a text.
- an unsuitable exercise in testing reading comprehension because it does not reflect if the students have really understood the main information in the text.
- an illustrative case of an activity in which students will not have much difficulty in answering the questions, though they will not provide proof of effective reading.
- an inadequate task to evaluate reading skills since one can answer the questions by reproducing the information in the passage and not show understanding of the ideas embedded in the text.
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Comentário do professor
A assertiva é equivocada: a atividade não é inútil só porque contém palavras inventadas. Mesmo com vocabulário desconhecido, os alunos conseguem recuperar sentido a partir do contexto e da estrutura do texto.
Isso explora a técnica de compensação, em que o leitor usa conhecimento prévio e sinais contextuais para fazer inferências sobre significado. A compreensão não precisa ocorrer palavra a palavra; é possível obter a compreensão global do enunciado.
Pedagogicamente, a tarefa treina estratégias de leitura (como identificar a ideia principal, inferir e tolerar lacunas lexicais) e promove autonomia. Para alunos do 8º ano de EFL, é um exercício válido para desenvolver habilidades leitoras além do reconhecimento lexical.
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