Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Barreto, Ellen Cristiane Freitas e Silva |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://www.repositorio.ufc.br/handle/riufc/44249
|
Resumo: |
The learning of linguistic structures is essential for communication. It is important to note, however, that the relevance of language structures lies in their meaning in communication. Thus, it is necessary to consider the learning of grammatical structures as from the use. With the rise of the Communicative Approach in Foreign Language Teaching, the task-based approach is also developed. However, the use of translation is still limited, and little explored as a learning tool. We propose here the development of translation tasks as a didactic resource in the learning of grammatical structures. This study aims to investigate in which aspects translation tasks can contribute to the learning of linguistic structures and, consequently, contribute to the development of communication in a foreign language. Thus, we return to some concepts on pedagogical translation presented by Romanelli (2006, 2009). In addition, the study is based on the principles of Skehan (1996) and Ellis (2005) for the elaboration of tasks. Data collection included a group of 10 learners, who were subjected to two oral translation tasks. The first one was carried out without planning, while for the accomplishment of the second task the participants were given a pre-task planning time in dyads. Through the analysis of the results, it was possible to verify the influence of the level of complexity of the structures in the performance of the accuracy in oral translation tasks. In this perspective, the teacher’s intervention is necessary in the pre-task planning stage so that there are gains not only in the performance of the task, but in the learning of the linguistic structures. |
