🔐 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
A teacher decides to use this text about competences with advanced level adult students in a foreign language class. One of the activities involves searching for the sense of what the text is all about. In order to find the information required, the students should apply the reading strategy named
inference.
prediction.
skimming.
scanning.
deduction.
🔐 Abrir GABARITO
🔐 Abrir QUESTÃO COMENTADA (leitura guiada + pegadinhas)
🧭 Leitura orientada
A questão avalia o uso adequado de estratégias de leitura, considerando o objetivo específico da atividade proposta.
🔍 Análise da situação
A atividade descrita consiste em:
“searching for the sense of what the text is all about”
Ou seja, os alunos precisam identificar o sentido geral, a ideia principal ou o tema global do texto, sem foco em detalhes específicos.
🧠 Núcleo de sentido
✔ Busca da ideia geral.
✔ Leitura rápida e global.
✔ Ignora detalhes pontuais.
🔍 Análise alternativa por alternativa (com pegadinhas)
(A) ❌ Errada
Pegadinha: inferência envolve deduzir informações implícitas,
não captar o sentido global.
(B) ❌ Errada
Pegadinha: prediction ocorre antes da leitura,
quando se antecipa o conteúdo.
(C) ✅ Correta — GABARITO
Skimming é a estratégia usada para obter
uma visão geral do texto de forma rápida.
(D) ❌ Errada
Pegadinha: scanning é usada para localizar
informações específicas.
(E) ❌ Errada
Pegadinha: deduction refere-se a raciocínio lógico,
não a estratégia de leitura.
🧠 Resumo B3GE™ Master
✔ Questão sobre estratégias de leitura.
✔ Ideia geral → skimming.
✔ Informação específica → scanning.
✔ Atenção ao objetivo da tarefa proposta.
🔎 Gabarito confirmado: (C)