6 Só será permitido o uso de dicionário INGLÊS/INGLÊS. 8 Utilize para rascunhos o verso de cada página deste Caderno.

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1 Confira se os dados contidos na parte inferior desta capa estão corretos e, em seguida, assine no espaço reservado para isso. Se, em qualquer outro local deste Caderno, você assinar, rubricar, escrever mensagem, etc., será excluído do Exame. Este Caderno contém 05 questões discursivas referentes à Prova da Língua Estrangeira escolhida pelo candidato. Não destaque nenhuma folha. Se o Caderno estiver incompleto ou contiver imperfeição gráfica que impeça a leitura, solicite imediatamente ao Fiscal que o substitua. Será avaliado apenas o que estiver escrito no espaço reservado para cada resposta, razão por que os rascunhos não serão considerados. Escreva de modo legível, pois dúvida gerada por grafia, sinal ou rasura impli cará redução de pontos. 6 Só será permitido o uso de dicionário INGLÊS/INGLÊS. 7 Use exclusivamente caneta esferográfica, confeccionada em material transparente, de tinta preta ou azul. Em nenhuma hipótese se avaliará resposta escrita com grafite. 8 Utilize para rascunhos o verso de cada página deste Caderno. 9 Você dispõe de, no máximo, três horas, para responder as 5 questões que constituem a Prova. 10 Antes de retirar-se definitivamente da sala, devolva ao Fiscal este Caderno. Assinatura do Candidato:

2 As questões de 01 a 05, cujas respostas deverão ser redigidas EM PORTUGUÊS, referem -se ao texto abaixo. THE SCIENCE OF ASKING QUESTIONS Nora Cate Schaeffer and Stanley Presser University of Wisconsin, Madison Research on the wording of survey questions flourished in the first two decades after the modem sample survey was invented, culminating in Stanley Payne's 1951 classic, The Art of Asking Questions. With the notable exception of research on acquiescence, attention to wording then waned over the next quarter of a century. In the past two decades, there has been a revival of interest by survey methodologists, who have drawn on and contributed to work by cognitive psychologists, conversation analysts, and others to lay a foundation for the science of asking survey questions. The standardized survey interview is a distinct genre of interaction with unique rules, but it shares many features with ordinary interaction because social and c onversational norms as well as processes of comprehension, memory, and the like are imported into the interview from the situations in which they were learned and practiced. As a result, contributions to the science of asking survey questions also enhance our understanding of other types of interviews and of social interaction in general-many processes can be studied "in surveys as in life" (Schuman & Ludwig 1983). Methodologists have applied information-processing models from cognitive psychology to explain how questions are answered in survey interviews (Sirken et al. 1999, Sudman et al. 1996, Tourangeau et al. 2000), and these models have influenced much of the research that we review here. At the same time, there has been renewed attention to how the in terviewer and respondent interact (Schaeffer & Maynard 1996, Maynard et al. 2002). There is an intricate relationship among the survey question as it appears in the questionnaire, the rules the interviewer is trained to follow, the cognitive processing of the participants, the interaction between the interviewer and respondent, and the quality of the resulting data. In an interviewer -administered survey, the question that appears on the screen or the page may be modified in the interaction that ultimately produces an answer, and in a self-administered survey, conventions learned in other social contexts may influence how a respondent interprets the questions presented (e.g., Schwarz 1994). Nevertheless, we proceed here as though the text of the question the respondent answers is the one that appears in the questionnaire, although in one section we review recent experiments that modify the traditional practices associated with standardization. Researchers must make a series of decisions when writing a survey question, and those decisions depend on what the question is about. Our review is structured around the decisions that must be made for two common types of survey questions: questions about events or behaviors and questions that ask for evaluations or attitudes. Although there are several other types of questions (e.g., about knowledge and sociodemographic characteristics), many survey questions are of one of these two types. In some cases, research suggests an approach that should increase the reliability or validity of the resulting data, for example, labeling all the categories in a rating scale. In other cases, the literature only suggests how different design alternatives, such as using a checklist instead of an open question, lead to different results without clearly showing which approach is best or even clearly specifying what best means. Disponível em: Acesso em: 05 jun UFRN Exame de Proficiência 2010_1 Inglês Ciências Humanas e Sociais 1

3 Questão 1 O que ocorreu em termos de pesquisa, segundo os autores, nas duas últimas décadas. Questão 2 Explique em consiste o gênero survey interview UFRN Exame de Proficiência 2010_1 Inglês Ciências Humanas e Sociais 2

4 Questão 3 Resuma a idéia contida no terceiro parágrafo do texto. Questão 4 A revisão apresentada pelos autores está estruturada em torno de duas decisões. Comente -as. UFRN Exame de Proficiência 2010_1 Inglês Ciências Humanas e Sociais 3

5 Questão 5 Traduza o fragmento textual abaixo no espaço reservado para isso. Seu texto deverá apresentar clareza e estar bem articulado tanto em termos estruturais quanto de sentido. In some cases, research suggests an approach that should increase the reliability or validity of the resulting data, for example, labeling all the ca tegories in a rating scale. In other cases, the literature only suggests how different design alternatives, such as using a checklist instead of an open question, lead to different results without clearly showing which approach is best or even clearly spec ifying what best means. ESPAÇO DESTINADO AO TEXTO DEFINITIVO UFRN Exame de Proficiência 2010_1 Inglês Ciências Humanas e Sociais 4