🔐 Abrir TEXTO DE APOIO (material-base da questão)
Communicative language competence can be considered as comprising several components: linguistic, sociolinguistic and pragmatic. Each of these components is postulated as comprising, in particular, knowledge and skills and know-how. Linguistic competences include lexical, phonological, syntactical knowledge and skills and other dimensions of language as system, independently of the sociolinguistic value of its variations and the pragmatic functions of its realisations.
Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence.
Pragmatic competences are concerned with the functional use of linguistic resources (production of language functions, speech acts), drawing on scenarios or scripts of interactional exchanges. It also concerns the mastery of discourse, cohesion and coherence, the identification of text types and forms, irony, and parody. For this component, even more than the linguistic component, it is hardly necessary to stress the major impact of interactions and cultural environments in which such abilities are constructed.
QUESTÃO
Sociolinguistic competences include being aware of the type of register used in communication. In the following sentences, the only exchange that needs adjustment as to degree of formality is
Teacher to student: I’ve reviewed your homework, and it’s excellent work. Well done!
Flight attendant to passengers: Your luggage may be stored under the seat in front of you or in an overhead locker compartment.
Spouse to spouse: Honey, did you get the groceries? I need to start making dinner!
Student to teacher: I’m having a hard time understanding Shakespeare’s language. Little help here?
Chair to members of the board: Firstly, I want to say that we recognise the importance of meeting shareholder expectations.
🔐 Abrir GABARITO
🔐 Abrir QUESTÃO COMENTADA (leitura guiada + pegadinhas)
🧭 Leitura orientada
A questão avalia a competência sociolinguística, especificamente a adequação do registro de linguagem (grau de formalidade) à situação comunicativa.
🔍 Análise do conceito
Competência sociolinguística envolve saber:
• quem fala com quem;
• em que contexto;
• com que grau de formalidade;
• e com que finalidade.
Um desajuste ocorre quando o nível de formalidade não corresponde à relação entre os interlocutores.
🧠 Núcleo de sentido
✔ Relações hierárquicas exigem maior formalidade.
✔ Relações íntimas admitem linguagem informal.
✔ Situações institucionais pedem registro formal ou neutro.
🔍 Análise alternativa por alternativa (com pegadinhas)
(A) ❌ Adequada
Professor e aluno: tom formal e encorajador,
perfeitamente apropriado.
(B) ❌ Adequada
Comissário de bordo e passageiros: registro formal e impessoal,
típico de instruções públicas.
(C) ❌ Adequada
Cônjuges: linguagem informal e afetiva,
adequada à intimidade.
(D) ✅ Inadequada — GABARITO
Estudante e professor: a expressão
“Little help here?” é excessivamente informal
para uma relação acadêmica hierárquica,
exigindo ajuste de formalidade.
(E) ❌ Adequada
Presidente e membros do conselho: linguagem formal,
apropriada a contexto corporativo.
🧠 Resumo B3GE™ Master
✔ Questão de sociolinguística aplicada.
✔ Registro deve adequar-se à situação comunicativa.
✔ Relações hierárquicas pedem maior formalidade.
✔ Alternativa (D) rompe essa adequação.
🔎 Gabarito confirmado: (D)