Tradução Como Ferramenta No Ensino de Inglês
Tradução Como Ferramenta No Ensino de Inglês
Tradução Como Ferramenta No Ensino de Inglês
RESUMO
No contexto do Ensino de Língua Inglesa, a tradução tem sido um tópico amplamente explorado e
questionado a cerca de seu sucesso. O objetivo desse artigo é mostrar como a tradução pode ser
usada como uma poderosa ferramenta auxiliadora no processo de ensino-aprendizagem em língua
Inglesa, especialmente no que tange vocabulário. Acredita-se que através da tradução o aluno possa
obter uma maior compreensão do vocabulário extraído dos conteúdos específicos que serão
apresentados através de atividades de tradução: intralingual, interlingual e intersemiótica (Jakobson,
1952). Para tanto, o trabalho utilizou como arcabouço teórico-metodológico as tipologias de tradução
propostas por Jakobson (ibid) e o método de pesquisa-ação baseado no ciclo de Nunan (1992) para
criar atividades relacionadas ao uso da tradução no ensino de vocabulário. Através dos materiais
didáticos desenvolvidos, percebeu-se que a utilização da tradução como ferramenta de
ensino/aprendizagem contribuiu para a desmistificação do conceito de tradução como sendo
simplesmente uma mera procura de equivalentes de uma língua para outra.
ABSTRACT
In the context of English Language Teaching, translation has been a topic widely explored and
questioned about its successful use. The objective of this article is to show how translation can be used
as a powerful tool helping the process of teaching and learning English Language, especially
vocabulary. It is believed that through translation the student can obtain more comprehension of the
vocabulary extracted from specific contents that will be presented through translation activities:
Intralingual, Interlingual and Intersemiotic. To achieve this, this study draws on a theoretical and
methodological framework based on the translation typology proposed by Jakboson (1952) and on the
action research cycle put forward by Nunan (1992) in order to create activities related to use of
translation in vocabulary teaching. By means of the didactic materials developed, it was noticed that the
use of translation as a teaching/learning tool has contributed to the desmistification of the notion of
translation as simply a mere search of equivalents from one language to another.
INTRODUÇÃO
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Professora de Inglês da Rede Pública de Ensino – Formada em Letras = Anglo Português -
Inglês
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FUNDAMENTAÇÃO TEÓRICA
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três momentos facilitando o trabalho com essa ferramenta deixando claro que ela
não é simplesmente uma decodificação entre 2 signos lingüísticos distintos (i.e.
translation proper)
MÉTODO
Coleta de Dados
d) fornece vários índices que podem ser usados para medir o progresso do aluno;
PROCEDIMENTOS DE ANÁLISE
ANÁLISE
Comprehension Text
Pre Reading: Answer the question below, before reading the text:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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6) Do you live with a super hero in your house, in your neighborhood, in your city?
If yes, who is he or she?
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___________________________________________________________________
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The person I’d like to describe is someone onto whom everybody projects their
major responsibilities. They always believe that this person will solve any
problem or situation, he is the great example for everyone, the great advisor
and the one from whom good results are always expected. It means, the
infallible, the super hero.
The super hero is the one who describes a great deed with a great joy and
receives the following answer: I’ve already known! He is the person that
manages his and everyone professional, personal and family life and he always
shows that everything is easy to be accomplished.
If you live with a super hero, but you are not one, try to remember if at any time
you asked him if he was happy, tired or felt alone. We believe that he is so
strong that doesn’t need such a human concern.
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Super heroes don’t exist but it is easy to know that some persons are great
reference to others (Adapted from Super Herois Existem - Fernando Valerio, by
Jeane Nassar Hannuch)
Fonte: http://www.drfernandovalerio.com.br/blog/2007/12/25/os-super-herois-existem/
Post-Reading: Now, you read the text. Answer these questions, in English or
Portuguese, according to it:
3) In which part f the text did you find the information of questions number 1 and 2?
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6) Do you agree with the author’s opinion when he says that super heroes don’t
exist? Why?
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7) What was the author’s message in this text about super heroes?
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VILAINS TABLE
Read the texts bellow about the Batman’s villains and complete the table with the
name and adjectives of them. (http://www.cartoonnetwork.com/tv_shows/thebatman/)
JOKER
A maniacal harlequin whose bizarre appearance and unerring instinct for the absurd
have earned him a reputation as the most dangerous criminal in the annals of crime.
PENGUIN
Like Bruce Wayne, Oswald Cobblepot is the heir to a fortune. But the similarities stop
there. “Ozzy” is rude, selfish, arrogant, and homely. Employing the use of highly
trained birds, Penguin – as he calls himself – is determined to rebuild the Cobblepot
name by criminal means.
CATWOMAN
Catwoman is Gorham’s greatest cat burglar. She gets her name not only because of
her profession, but also because of her cat-like qualities. Cunning, stealthy, and
mysterious, she is neither super-hero nor arch-villain.
NAME ADJECTIVES
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There are some meanings about the villains´ adjectives. Try to discover what the
adjectives are.
3) Doing things, or done, with stealth (in a quite or secret way). _______________.
5) Thinking first of one’s own interests needs, without concern for others.
_________________.
SYNONYMS
Here you have some words, and you will search in an online dictionary the meaning
of them and write it in English:
1) Scary:_____________________________________________________
2) Painful:____________________________________________________
3) Noisy:_____________________________________________________
4) Full:______________________________________________________
5) Sick:______________________________________________________
6) Far:_______________________________________________________
7) Busy:_____________________________________________________
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COMICS
No time for
4) Now, drink
that, Alfred. I
I’m the Batman. And
your tea, Sir. I’ll protect my city
have to go. from these criminals
5)
Now Gotham
Let´s go, I can see
City can sleep in
Batmachine the Joke.
peace.
!
14) 15)
I will follow
Who is behind this them.
crime? Maybe the
Joke robbed the
bank.
16)
WHOOCH!!!
POOOW!
WHACK!!!!!
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Now, you are going to match the adjectives with their pictures, after finishing this
exercise, you will have the opposites too.
13) SLOW 14) FUN 15) OLD 16) PRETTY 17) STRONG
18) YOUNG
( ) ( ) ( ) ( ) ( )
( ) ( ) ( ) ( ) ( )
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( ) ( ) ( ) ( ) ( )
( ) ( ) ( )
AMERICAN CAPTAIN:
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Grow in a poor family, Was soldier, Muscular, Strong, Tall, Star, Red, blue, white
clothes, Shield, Gloves, Mask, Has a name of a nation, Perfect body, Enemy:
Red Skull
SUPERMAN:
Born in other planet, X ray sight, Can fly quickly, Almost unlimited strength,
Super sense, Red and blue clothes, Cape, Very handsome, Good reporter,
Weakness : Kryptonite, Enemy: Lex Luthor
IRON MAN:
Rich family, Had an accident in a battlefield, Has an armor with super powers,
Was alcoholics, Founder of the Avengers, Powers: super strength and speed,
created a government agency to maintain the world peace
SPIDERMAN:
Orphans, Smart, Super radioactive insect, Blue and red clothes, Mask, Scale
building, towers, Girlfriend: Mary Jane, Villains: Venon, Dr Octopus, Vulture,
Sand man.
In groups of 4 students, create you super hero. Use the adjectives that you’ve
learned to describe him.
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You can draw or use the computer to create through specific sites, as:
www.zineacesso.com/2007/06/22/crie-seu-proprio-super-heroi/ or
http://marvelkids.marvel.com/create_your_own_superhero.
After the creation of a super hero, the groups glue the draw in the classroom and will
change the information between the others groups.
Each group will try to discover who the super hero is and glue the information in it.
With all the information that each super hero has, the groups will create a comic
using their super hero.
In the end the comics made by the groups will be a comic book with the super heroes
that they create.
Perspectiva do Aluno
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30% dos alunos quando aprendem uma palavra nova esquecem a anterior;
Análise do Professor
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Por tudo que foi observado pelo professor, o produto final que os
alunos apresentaram, o aproveitamento foi muito positivo. Todos os grupos
realizaram por completo todas as atividades e mesmo aqueles alunos que não
queriam fazer nada, eram chamados a atenção pelos próprios colegas para
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participarem. A única atividade que demorou mais que o previsto foi a dos
quadrinhos, mas ainda assim pode-se perceber e mostrar que a tradução pode ser
uma ferramenta importante e até mesmo bem divertida.
CONCLUSÃO
REFERÊNCIAS
DUFF, Alan. Translation (Resource Books for Teachers). 1989. Oxford University
Press.