⬛ TEXTO 3 — Leia o texto a seguir para responder às questões de 30 a 34:
These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching.
Foreign language pronunciation instruction in a communicative language teaching context: amounts, practices and beliefs
The aim of this research was to examine three important components of foreign language pronunciation instruction and the connections between them: amount, actual practices, and teachers’ beliefs. The data consisted of 45 video-recorded lessons in French-as-a-foreign-language in six secondary schools in Norway and semistructured interviews conducted with the same teachers whose instruction was previously video-recorded. The video-recorded lessons were analysed for amount and actual practices of pronunciation instruction and the interviews were analysed for teachers’ background in and beliefs about phonetics and pronunciation pedagogy. Results indicated that: (1) on average, pronunciation instruction accounted for a very small part of the teaching time (less than 2%); (2) despite the emphasis on segmentals and suprasegmentals in pronunciation teaching literature, explicit teaching of segmental and suprasegmental features of speech was rare in the recorded material; (3) there is a need for more training in and knowledge of phonetics and pronunciation pedagogy. These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching and to define factors that may account for the difficulty of making pronunciation instruction an integral part of language teaching.
🔗 Texto adaptado de: Altijana Brkan; Eva Thue Vold. Disponível em: https://www.uv.uio.no/
34. In the fragment from the last sentence “These findings might be used to address concerns regarding the role of pronunciation instruction in foreign language teaching”, the modal verb in bold introduces
(A) a recommendation.
(B) an urgency.
(C) a necessity.
(D) a possibility.
(E) an obligation.
💡 Gabarito: (D)
🧭 1️⃣ Leitura orientada da questão
A questão avalia o valor semântico do modal might. No contexto acadêmico, esse modal é usado para indicar cautela interpretativa.
O autor não afirma que os achados serão usados, mas que podem vir a ser usados.
📝 2️⃣ Análise técnica das alternativas
(A) ❌
Incorreta. Might não expressa conselho ou recomendação direta.
(B) ❌
Incorreta. Não há ideia de urgência ou imediatismo.
(C) ❌
Incorreta. Necessidade costuma ser expressa por must ou need to.
(D) ✅
Correta. Might indica possibilidade, comum em textos
acadêmicos para evitar afirmações categóricas.
(E) ❌
Incorreta. Obrigação é expressa por modais como must ou have to.
⚠️ 3️⃣ Armadilhas clássicas da VUNESP
A VUNESP testa frequentemente a diferença entre possibilidade e obrigação, sobretudo com modais acadêmicos como may e might.
🧠 4️⃣ Resumo B3GE™ Master
✔ Might = possibilidade
✔ Uso acadêmico cauteloso
✔ Evita afirmações absolutas
🔎 Gabarito confirmado: (D)