Translation tasks and L2 teaching through the output hypothesis
a possible interface
Keywords:
Teaching, Foreign language, TranslationAbstract
The present study aims to investigate the existence of an interface between translation activities in L2 classroom and the functions of Swain’s output hypothesis. To theoretically support this research, we considered the studies from Swain (1985, 1993, 1995, 1998, 2000a, 2000b), and other studies related to output hypothesis. The methodology provided the conduction of a practical experiment with a translation activity, where participants were eight undergraduate students, in which they made an activity in pairs, and it was audio recorded. In conclusion, we observed if during the translation activity, the participants noted gaps, formulated hypotheses and if they reflected metalinguistically about the L2. The results show that the functions occur interwoven, in a juxtaposed manner within the cognitive processes required by the task.
Downloads
References
BALBONI, P. E. A tradução no ensino de línguas: história de uma difamação. Tradução Maria Teresa Arrigoni. In-Traduções, v. 3, n. 4, 2011. Disponível em: https://periodicos.ufsc.br/index.php/intraducoes/article/view/62244. Acesso em: 15 out. 2019.
BRANCO, S. O. Teorias da tradução e o ensino de língua estrangeira. Horizontes de Linguística Aplicada, v. 8, n. 2, p. 185-199, 2009.
BRANCO, S. O. As faces e as funções da tradução em sala de aula estrangeira. Cadernos de Tradução, v. 1, n. 27, p. 161-177, 2011.
D’ELY, R. C. S. F. A focus on learners’ metacognitive processes: the impact of strategic planning, repletion, strategic planning plus repetition, and strategic planning for repetition on L2 oral performance. 2006. Tese (Doutorado em Letras) – Universidade Federal de Santa Catarina, Florianópolis, 2006.
FERRONI, R. O papel da língua materna na sala de língua. In-Traduções, v. 3, n. 5, 2011.
GASS, S. Input interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
GASS, S. M. Input and interaction. In: DOUGHTY, C. J.; LONG, M. L. (ed.). The handbook of second language acquisition. Oxford: Blackwell, 2005. p. 224-225.
GIESTA, L. C. A tradução como estratégia no ensino de língua inglesa em cursos de licenciatura. Cultura &Tradução, João Pessoa, v. 1, n. 1, p. 1-9, 2011.
GUARÁ-TAVARES, M. G. The relationship among pre-task planning, working memory capacity and L2 speech performance: a pilot study. Linguagem & Ensino, v. 12, p. 165-194, 2009.
HANAOKA, O. Output, noticing and learning: an investigation into the role of spontaneous attention to form in a four-stage writing task. Language Teaching Research, v. 11, n. 4, p. 459-479, 2007.
IZUMI, S. Output, input enhancement, and the noticing hypothesis: an experimental study on ESL relativization. Studies in Second Language Acquisition, v. 24, p. 541-577, 2002.
IZUMI, S. Comprehension and production processes in second language learning: in search of the pyscholinguistic rationale of the output hypothesis. Applied Linguistics, v. 24, n. 2, p. 168-196, 2003.
IZUMI, S. et al. Testing the output hypothesis: effects of output on noticing and second language acquisition. Studies in Second Language Acquisition, v. 21, p. 421-452, 1999.
LANTOLF, J. P.; THORNE, S. L. Sociocultural theory and second language learning. In: VANPATTEN, B.; WILLIAMS, J. Theories in second language acquisition: an introduction. Mahwah: Routledge, Taylor & Francis Group, 2008.
LONG, M. H. Native speaker/non native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, v. 4, n. 2, p. 126-141, 1983.
LUCINDO, E. S. Tradução e ensino de línguas estrangeiras. Scientia Traductiones, Florianópolis, v. 1, n. 3, p. 1-10, 2006.
PICA, T. Second language acquisition, social interaction, and the classroom. Applied Linguistics, v. 8, n. 1, p. 3-21, 1987.
QI, D. S.; LAPKIN, S. Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, v. 10, p. 277-303, 2001.
SANTORO, E. Tradução e ensino de línguas estrangeiras: confluências. Cadernos de Tradução, v. 1, n. 27, 2011.
SHEHADEH, A. Comprehensible output, from occurrence to acquisition: an agenda for acquisitional research. Language Learning, v. 52, n. 3, p. 597-647, 2002.
SHEHADEH, A. Learner output, hypothesis testing, and internalizing linguistic knowledge. System, v. 31, p. 155-171, 2003.
SWAIN, M. Communicative competence: some roles of comprehensible input and comprehensible output in its development. In: GASS, S. M.; MADDEN, C. (ed.). Input in Second Language Acquisition. Roley, MA: Newsbury House, 1985. p. 235-253.
SWAIN, M. The output hypothesis: just speaking and writing aren’t enough. Canadian Modern Language Review, v. 50, n. 1, p. 158-164, 1993.
SWAIN, M. Three functions of output in second language learning. In: COOK, G.; SEIDLHOFER (org.). Principles and practice in applied linguistics. Oxford University Press, 1995. p. 125-144.
SWAIN, M. Focus on form classroom second language acquisition through conscious reflection. In: DOUGHTY, C.; WILLIAMS, J. (org.). Focus on form. Cambridge: Cambridge University Press, 1998. p. 64-81.
SWAIN, M. The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In: LANTOLF, J. P. (ed.). Sociocultural theory and second language learning. Oxford: Oxford University Press, 2000a. p. 97-114.
SWAIN, M. Task-based second language learning: the uses of the first language. Language Teaching Research, v. 4, n. 3, p. 253-276, 2000b.
SWAIN, M. Learner output, hypothesis testing, and internalizing linguistic knowledge. System, v. 31, p. 155-171, 2003.
SWAIN, M.; LAPKIN, S. Problems in output and the cognitive processes they generate: a step towards second language learning. Applied Linguistics, v. 16, p. 371-391, 1995.
WEISSHEIMER, J. Working memory capacity and the development of L2 speech production. 2007. Tese (Doutorado em Letras) – Universidade Federal de Santa Catarina, Florianópolis, 2007.
Downloads
Published
How to Cite
Issue
Section
License
The copyright of the articles published in Cadernos de Pós-Graduação em Letras belongs to the authors, who grant the Mackenzie Presbyterian University the exclusive rights to publish the content. Total or partial reproduction is prohibited without due authorization from the Editorial Committee, except for study and research.
