A tradução como recurso pedagógico no ensino de alemão como língua estrangeira: uma proposta de sequência didática para o ensino de diálogos formais e informais em alemão

Abstract

Translation in foreign language (FL) teaching has proven to be a valuable resource, providing pedagogical benefits by facilitating the assimilation of new information into learners’ prior linguistic knowledge. Translation also enables the comprehension of the FL through the mother tongue, promoting more direct cultural contact and expanding the command of a new culture. It is considered that the use of translation activities as a teaching tool through a didactic sequence can be an excellent pedagogical resource for teaching German as a foreign language. In this regard, the proposal of this paper emerged from studies on pedagogical translation and the advantages of working with translation activities in the FL classroom (Costa, 1998; Klaudy, 2006; Corrêa, 2016). The general objective of this research was to propose a Didactic Sequence (DS) for teaching formal and informal dialogues at a beginner level of German as a foreign language, using translation as a didactic resource based on the model by Dolz, Noverraz, and Schneuwly (2004, p. 82), the definition of which is “a set of school activities systematically organized around an oral or written genre.” Supported by this didactic sequence, we discuss the objectives of the activities, the development of translation tasks, the elements proposed to be addressed, and the stages developed so that learners of German as a foreign language can understand the formal and informal components that define communicative situations in German, as well as comprehend translation as an intercultural communicative activity (Pertel, 2014). This work aimed to promote translation as an activity that mediates information, taking into consideration the purpose and function of the lexical items from a Source Text (ST) to a Target Text (TT) (Nord, 2012), thereby contributing to the teaching practice of the German language in Basic Education. As a result, this study presents a proposal to systematize the development stages of a pedagogical translation activity modeled after a didactic sequence.