🔖 VUNESP | Inglês | 2023 | Questão 56 Comentada | Prefeitura (São Bernardo do Campo - SP) | Professor |🏛️ B3GE™
⬛ TEXTO (clique para abrir / fechar)
Leia o texto para responder às questões de números 56 a 59.
Learning strategies are defined as “specific actions, behaviors, steps, or techniques — such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task — used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand, these strategies become a useful toolkit for active, conscious, and purposeful self-regulation of learning. Learning strategies can be classified into six types; the compensatory strategies, for example, are those that help the learner make up for missing knowledge.
A given strategy is neither good nor bad; it is neutral until the context of its use is thoroughly considered. What makes a strategy positive and helpful for a given learner? A strategy is useful if the following conditions are present: (a) the strategy relates to the L2 task at hand; (b) the strategy fits the particular student’s learning style preferences to one degree or another; and (c) the student employs the strategy effectivety and links it with other relevant strategies. Strategies that fulfill these conditions “make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations” (Oxford 1990, p. 8). Learning strategies can also enable students to become more independent and lifelong learners.
🔗 Texto adaptado de: Rebecca Oxford. Language Learning Styles and Strategies.
🟨 QUESTÃO 56
In the fragment from the first paragraph “Learning strategies are defined as “specific actions, behaviors, steps, or techniques—such as seeking out conversation partners, or giving one self-encouragement to tackle a difficult language task—used by students to enhance their own learning. When the learner consciously chooses strategies that suit his or her learning style and the L2 task at hand”, the underlined verbs mean in the context, respectively,
(A) end up; improve; fit well into.
(B) focus on; complement; correspond.
(C) take up; boost; depend on.
(D) engage in; promote; benefit from.
(E) deal with; increase; fit well into.
🔐 Gabarito (clique para revelar)
🧭 Leitura orientada
A questão cobra leitura semântica contextual dos verbos used, enhance e suit. O foco não é tradução literal, mas o sentido funcional que cada verbo assume no discurso acadêmico.
🔍 Análise alternativa por alternativa (com pegadinhas)
(A) ❌ Errada
Pegadinha: resultado final indevido.
End up sugere consequência ou desfecho, o que não corresponde ao uso deliberado indicado por used.
(B) ❌ Errada
Pegadinha: deslocamento semântico.
Focus on e complement alteram o sentido de aplicação prática e intensificação do aprendizado.
(C) ❌ Errada
Pegadinha: relação de dependência falsa.
Depend on não equivale a suit, que expressa adequação, não dependência.
(D) ❌ Errada
Pegadinha: inversão de papéis semânticos.
Benefit from sugere que o aprendiz se beneficia das estratégias, quando no texto as estratégias é que se ajustam ao aprendiz.
(E) ✅ Correta
Pegadinha: nenhuma — equivalência contextual precisa.
Used = deal with (empregar/lidar com);
Enhance = increase;
Suit = fit well into, indicando adequação funcional.
🧠 Resumo B3GE™ Master
Em provas, verbos comuns costumam ser substituídos por sinônimos plausíveis, mas semanticamente imprecisos. A leitura contextual evita traduções literais e neutraliza pegadinhas clássicas.