A tradução pedagógica enquanto recurso para a aquisição de vocabulário em língua estrangeira a partir do gênero meme

Abstract

In recent years, the main questions about translation as a pedagogical resource for the teaching and learning of foreign languages have been less and less focused on its viability and increasingly on the effective ways of using it. Assuming that translation may help in the development of communicative skills, in this research, we proposed to investigate pedagogical translation as a resource for the acquisition of foreign language vocabulary through the use of the meme genre. We based our investigation on the studies about pedagogical translation by Lucindo (2006), Romanelli (2009), Liberatti (2012) and others. We also grounded our research on the studies of acquisition of foreign language vocabulary (NATION, 2001; ZILLES, 2001; CARDOSO; MOTA, 2011) and proposed a discussion about the characteristics of the meme genre (HUNTINGTON, 2013; WIGGINS, BOWERS, 2014; HORTA, 2015), considering the general aspects of multimodal texts (KRESS, VAN LEEWEN, 2006; VIEIRA, SILVESTRE, 2015; CARVALHO, 2016) and their implications in the English classroom (LIMA; RODRIGUES, 2014; MACIEL; TAKAKI, 2015; ALMEIDA; AMARAL, 2018). The methodology adopted consists of qualitative action-research procedures in which we presented a proposal for a didactic sequence (DS) focusing on the meme genre, the translation activities that involve it and the context of a public school in Brazil. The research was carried out with 13 students of the 1st year of high school of a public school in Maracanaú in the state of Ceara. Data were collected using two questionnaires, two vocabulary tests and the researcher's field notes on the activities performed. The results showed a vocabulary gain of 16%, indicating that translation activities based on the digital meme genre contributed to the broadening of the lexical repertoire of students, as well as promoted greater motivation and involvement with language learning.