Tarefas de tradução e ensino de l2: uma investigação dos processos cognitivos pelo viés da hipótese da produção

Abstract

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. For this, the present study assumes that translating is language production, considering translation as re-creation of meaning effects (Santoro, 2011) and thus, we analyzed if the functions of the Output Hypothesis emerge during a translation activity in a pedagogical nature, to be held. 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. Based on the transcription of these recordings, the data was analyzed with a view to investigate whether the mental processes in which students embark relate to the functions of Swain`s Hypothesis. 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. The results imply in news ways of considering the pedagogic translation in the foreign language classroom and it also implies in new necessities in the foreign language teachers’ training.