Questão 51 — Motivação na Aprendizagem de Línguas (Língua Inglesa) — Fundação VUNESP · Exército Brasileiro — Escola de Saúde e Formação Complementar do Exército (ESFC… 2023

Língua Inglesa Motivação na Aprendizagem de Línguas

Fundação VUNESP 2023

Exército Brasileiro — Escola de Saúde e Formação Complementar do Exército (ESFCEx) · Oficial do Quadro Complementar do Exército · Caderno 012. Prova Objetiva — Modelo de prova (Versão) A

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Texto-base:
Leia o texto para responder às questões de números 47 a 52.
Since ChatGPT can engage in conversation and generate essays and graphs that closely resemble those created by humans, educators worry students may use it to cheat. The main reason students cheat is their academic motivation. Sometimes they are just motivated to get a high grade, whereas other times they wish to learn all that they can about a topic. The decision to cheat or not often relates to how academic assignments and tests are constructed and assessed, not on the availability of technological shortcuts.
Research demonstrates that students are more likely to cheat when assignments are designed in ways that encourage them to outperform their classmates. There is less cheating when teachers assign academic tasks that prompt them to work collaboratively and to focus on mastering content instead of getting a good grade.
An important way to boost students’ confidence is to provide them with opportunities to experience success. For example, suppose students are asked to attempt to design a hypothetical vehicle that can use gasoline more efficiently than a traditional car. Students who struggle with the project can use ChatGPT to break down the larger problem into smaller challenges or tasks. ChatGPT might suggest they first develop an overall concept for the vehicle before determining the size and weight of the vehicle and deciding what type of fuel will be used. Teachers could also ask students to compare the steps suggested by ChatGPT with steps that are recommended by other sources.
(Kui Xie e Eric M. Anderman. http://www.theconversation.com. 06.06.2023. Adaptado)

Read this short except.
There are three areas where our behaviour can directly influence our students’ continuing participation: goals and goal setting; learning environment; interesting classes.
(J. Harmer, The practice of English language teaching. 4th ed. Essex: Pearson Longman, 2007. Adaptado)
The task proposed in the last paragraph of the text on ChatGPT illustrates the following motivational behavior on the part of teachers:

Selecione uma alternativa A) the establishment of short-term aims that contribute to the attainment of a broader goal. B) the focus on long-term learning goals that will mean high achievements by the students. C) the assignment of topics that correspond to students’ personal interests. D) the facilitation or adaptation of tasks so as to maintain students’ attention to them. E) the creation of a challenging language environment.

Resolução comentada

A tarefa de dividir o problema em etapas menores ilustra metas de curto prazo a serviço de uma meta maior.

O ChatGPT divide o grande projeto em tarefas menores (conceito, tamanho, peso, combustível), gerando pequenas conquistas que levam ao objetivo maior. Isso corresponde ao estabelecimento de metas de curto prazo que contribuem para uma meta mais ampla (A), ligado a 'goals and goal setting' de Harmer.

Análise das alternativas

B) O foco da tarefa está nas etapas imediatas, não em metas de longo prazo. C) Nada indica tópicos ligados a interesses pessoais. D) Não se trata de adaptar a tarefa para manter a atenção. E) Não há criação de um ambiente linguístico desafiador.

Referência: Harmer, The Practice of English Language Teaching, 4th ed. (2007).

Resolução comentada do VaiConcursos.