#Sumário
#Ficha bibliográfica
#Ficha técnica
#Comentários
#Pesquisa
Universidade do Porto Faculdade de Letras da Universidade do Porto Serviços de Documentação e Informação
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 #Menu Inicial#Publicações#Outras publicações/coleções #Para lá da tarefa : implicar os estudantes na aprendizagem de línguas estrangeiras no ensino superior
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#Sumário
Para lá da tarefa
#Übersetzen im Fremdsprachenunterricht
Claudia Ascher
#Documento (.pdf)    
#Abstract
Translation as an activity in foreign language teaching has been a controversial topic of discussions. Especially when applied using the Grammar-Translation-Method (Richards & Rodgers, 2001, pp. 5-7) it has been criticized, among other things, for being an exclusively cognitive method of language learning which does not incorporate a communicative or an emotional approach. Since the second half of the last century and increasingly in the last few years, translation in foreign language teaching and the use of the learner’s mother-tongue seems to be experiencing a renaissance (see i.e. Butzkamm & Caldwell 2009, Cook 2010, Hall & Cook 2012). At the University of Coimbra (Portugal), translation has been a core part of German as a Foreign Language classes for final year students of the Bachelor’s course in Línguas Modernas for many years. Our experience shows that translation in foreign language teaching is not only a tool to improve the learner’s competence in the foreign language (and, also, in their mother-tongue), but also a good way to actively include the learner in the learning process and to involve him or her emotionally as well. After giving a historical-theoretical framework of the topic, the present work will show an example of successful and stimulating use of translation-exercises in the foreign language classroom.
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Data da última atualização: 2021-11-29

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