O aspecto contextual da textualidade via LSF numa intervenção pedagógica sobre a atividade tradutória

Abstract

This article aims at reporting on part of a study whose purpose was to investigate the development of in-training translators’ bilingual subcompetence and meta-reflection (HURTADO ALBIR, 2005; PACTE, 2003; VASCONCELLOS; PAGANO, 2005; and others) on aspects concerning textuality/texture (HALLIDAY; MATTHIESSEN, 2014), in the Portuguese-English linguistic pair. The reported on part deals solely with the aspect relative to the relationship between texts and context. The research, oriented by SFL and translation studies, was developed via a pedagogical intervention and carried out with BA students in English and Translation at State University of Ceará. The corpus consisted of the answers given to questions in five pedagogical activities and the comments provided in initial and final interviews. The results pertaining to Activity 1 – about the texts-context relationship –, and the comments made in the final interview demonstrated an increase in the participants’ level of bilingual subcompetence and in the level of their meta-reflexive capacity as for the aforementioned aspect, having led to an increment in their skills at reading (in a broad sense), which, consequently, influences their translation choices.