Translation and language learning: AlfraCovalt as a tool for raising learners’ pragmalinguistic and sociopragmatic awareness of the speech act of requesting

Autores

  • Josep R. Guzman Universitat Jaume I, Castellón
  • Eva Alcón Universitat Jaume I, Castellón

DOI:

https://doi.org/10.26512/rhla.v8i2.772

Resumo

Estudos em pragmática da interlíngua têm indicado que as categorias de atos de fala e suas estratégias de realização ocorrem em todas as línguas. Entretanto, não se aplicam da mesma maneira em cada língua. Para explicar esse fenômeno, Leech (1983) e Thomas (1983) dividem a pragmática em duas componentes: pragmalinguística e sociopragmática. Ao lidar com a pragmática, devem-se levar em consideração os meios que podem enfraquecer ou fortalecer a força do enunciado (i.e. conhecimento pragmalinguístico) e o conhecimento dos meios específicos que terão melhores resultados em um determinado contexto sociocultural (i.e. conhecimento sociopragmático). Neste artigo, argumentamos a favor da reconsideração da tradução como uma prática comunicativo-pragmática em contextos de línguas estrangeiras. Primeiro, fornecemos um breve histórico de como a tradução tem sido utilizada no ensino de línguas. Depois, sugerimos uma gama de atividades de tradução que podem beneficiar a aquisição da consciência pragmalinguística e sociopragmática dos aprendizes. Por último, indicamos como o programa AlfraCovalt pode ser utilizado para melhor desenvolver a consciência pragmática do aprendiz.

Downloads

Não há dados estatísticos.

Biografia do Autor

Josep R. Guzman, Universitat Jaume I, Castellón

Professor Doutor da Universitat Jaume I, Castellón, Espanha

Eva Alcón, Universitat Jaume I, Castellón

Professora Doutora da Universitat Jaume I, Castellón, Espanha

Referências

ALCÓN,Eva. Desarrollo de la competencia discursiva oral en el aula de lenguas extranjeras: perspectivas metodológicas y de investigación. In: Muñoz, C. (Ed.). Segundas lenguas: adquisición en el aula. Barcelona: Ariel, 2002. p. 259-272.

ALCÓN, Eva. Does instruction work for learning pragmatics in the EFL context? System, vol. 3,p. 417-435, 2005.

ALCÓN, Eva;SAFONT, Maria P.;MARTÃNEZ-FLOR, Alicia. 2005. Towards a typology of modifiers for the speech act of requesting: a socio-pragmatic approach. RÆL: Revista Electrónica de Lingüística Aplicada, vol. 4, p. 1-35, 2005.

ALCÓNEva, SAFONT,Maria. P. Pragmatic awareness in second language acquisition. In: CENOZ, Jasone; HORNBERGER, Nancy H. (Eds.). Encyclopedia of language and education,vol. 6,Knowledge about language. 2 ed. New York: Springer, 2008.

BACHMAN, Lyle F. Fundamental considerations in language testing. Oxford: Oxford University Press, 1990.

BARDOVI-HARLIG, Kathleen. Evaluating the empirical evidence: grounds for instruction in pragmatics. In: ROSE, Kenneth R.; KASPER, Gabriele. (Eds.). Pragmatics in language teaching.Cambridge: Cambridge University Press, 2001. p. 13-32.

BARDOVI-HARLIG, Kathleen; DÖRNYEI, Zoltan. Do language learners recognize pragmatic violations? Pragmatic versus grammatical awareness in instructed L2 learning. TESOL Quarterly, vol. 32, n. 2, p. 233-259, 1998.

BARDOVI-HARLIG, Kathleen; HARTFORD, Beverly. Input in an institutional setting. Studies in Second Language Acquisition, vol. 18, n. 2, p. 171”“190, 1996.

BROWN, Penelope; LEVINSON, Stephen. C. Politeness: some universals in language usage. Cambridge: Cambridge University Press, 1987.

CANALE, Michael. From communicative competence to communicative language pedagogy. In: RICHARDS, Jack. C.; SCHMIDT, Richard W. (Eds.). Language and communication. London: Longman, 1983. p. 2-27.

CANALE, Michael; SWAIN, Merril. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, vol. 1, p. 1-47, 1980.

CELCE-MURCIA, Marianne; DÖRNYEI, Zoltán.; THURRELL, Sarah. Communicative competence: a pedagogically motivated model with content specifications. Issues in Applied Linguistics, vol. 6, p. 5-35, 1995.

COOK, Misty; LIDDICOAT, Anthony J. 2002. The development of comprehension in interlanguage pragmatics: the case of request strategies in English. Australian Review of Applied Linguistics, vol. 25, 19-39.

CRYSTAL, David. (Ed). The Cambridge encyclopedia of language.2 ed. New York: Cambridge University Press, 1997.

FELIX-BRASDEFER, J. César. Interlanguage refusals: linguistic politeness and length of residence in the target community. Language Learning, vol. 54, n. 4, p. 587-653, 2004.

GARCÃA, Paula. Pragmatic comprehension of high and low level language learners. Teaching English as a Second or Foreign Language, vol. 8, p. 1-10, 2004.

GOODWIN, Charles.; DURANTI,Alessandro. Rethinking context: an introduction. In: DURANTI, Alessandro, GOODWIN, Charles. (Eds.). Rethinking context: language as an interactive phenomenon. Cambridge: Cambridge University Press, 1992. p. 1-42.

GRANT, Lynn.; STARKS, Donna. Screening appropriate teaching materials. Closings from textbooks and television soap operas. International Review of Applied Linguistics, vol. 39, p. 39-50, 2001.

GUZMAN PITARCH, Josep R.; SERRANO, Alvar. Alineamiento de frases y traducción: AlfraCOVALT y el procesamiento de corpus.Sendebar, vol. 17, p. 169-186, 2006.

GUZMAN PITARCH, Josep R.; MIQUEL, Francesc. In press. Splitting sentences for a parallel corpus using regular expressions.HASSALL, T. J. Requests by Australian learners of Indonesian. Unpublished doctoral dissertation. Canberra: Australian National University, 1997.

HOUSE, Julianne. Forthcoming. Using translation and interpreting to increase L2 pragmatic competence. In: ALCÓN, Eva; MARTÃNEZ-FLOR, Alicia. Investigating pragmatics in foreign languagelearning, teaching and testing.Clevedon: Multilingual Matters.

HYMES, Dell. On communicative competence. In: PRIDE, John B.; HOLMES, Janet (Eds.). Sociolinguistics: selected readings.Harmondsworth: Penguin, 1972. p. 269-293.

JUNG, Ji-Yung. Issues in acquisitional pragmatics. Working papers in TESOL and Applied Linguistics, vol. 2, p. 1-34, 2002.

KASPER, Gabriele. Pragmatic comprehension in learner-native speaker discourse. Language Learning, vol. 34, p. 1-20, 1984.

KOIKE, Dale A. Pragmatic competenceand adult L2 acquisition. Speech acts in interlanguage. Modern Language Journal, vol. 73, n. 3, p. 79-89, 1989.

KOIKE, Dale. A. Transfer of pragmatic competence and suggestions in Spanish foreign language learning. In: GASS, Susan M.; NEU, Joyce (Eds.). Speech acts across cultures: challenges to communication in a second language.New York: Mouton de Gruyter, 1996. p. 257-281.

LEECH, Geoffry. The principles of pragmatics. London: Longman, 1983.

LEVINSON, Stephen. Pragmatics. Cambridge: Cambridge University Press, 1983.

LI, Duanduan. The pragmatics of making requests in the L2 workplace: a case study of language socialization Canadian Modern Language Review, vol. 57, n. 1, p. 58-87, 2000.

LOCASTRO, Virginia. An introduction to pragmatics:social action for language teachers.Michigan: Michigan Press, 2003.

LORENZO-DUS, Nuria. Compliment responses among British and Spanish university students: a contrastive study. Journal of Pragmatics, vol. 33, p. 107-127, 2001.

MÁRQUEZ-REITER, Rosina. Linguistic politeness in Britain and Uruguay. A contrastive studies of requests and apologies.Amsterdam: John Benjamins, 2000.

MARTÃNEZ-FLOR, Alicia. Forthcoming. The effect of an inductive-deductive teaching approach to develop learners’ use of request modifiers in the EFL classroom. In: ALCÓN, Eva (Ed.). Learning how to request in an instructional language learning context.Bern: Peter Lang.

MARTÃNEZ-FLOR, Alicia.; USÓ-JUAN, Esther. Learners’ use of request modifiers across two University ESP disciplines. Ibérica, vol. 12, p. 23-41, 2006.

NIEZGODA, Kimberly; RÖVER, Carsten. Pragmatic and grammatical awareness. In: ROSE, Kenneth. R.; KASPER, Gabriele. (Eds.). Pragmatics in language teaching. Cambridge: Cambridge University Press, 2001. p. 63-79.

OLSHTAIN, Elite; BLUM-KULKA,Shoshana. Degree of approximation: nonnative reactions to native speech act behaviour. In: GASS, Susan; MADDEN,Carolyn. (Eds.), Input in second language acquisition. Rowley, MA: Newburry House, 1985. p. 303-325.

ROSE, Kennth R.; NG, Kwai-Fong. Inductive and deductive teaching of compliments and compliment responses. In: ROSE, K. R.; KASPER, Gabriele. (Eds.). Pragmatics in language teaching. Cambridge: Cambridge University Press, 2001. p. 145”“170.

ROSE, Kennth R. An exploratory cross-sectional study of interlanguage pragmatic development. Studies in Second Language Acquisition, vol. 22, p. 27-67, 2000.

SAFONT, Maria. P. Forthcoming. The speech act of requesting. In: ALCÓN, Eva. (Ed.). Learning how to request in an instructional language learning context. Bern: Peter Lang.SAFONT, Maria. P. Third language learners: pragmatic production and awareness. Clevedon: Multilingual Matters, 2005.

SCHMIDT, Richard. Consciousness, learning and interlanguage pragmatics. In: KASPER, Gabriele.; BLUM-KULKA, Shoshana. (Eds.). Interlanguage pragmatics. New York, Oxford University Press, 1993. p. 21-42.

SCHMIDT, Richard. Attention. In: ROBINSON, Peter (Ed.). Cognition and second language instruction. New York: Cambridge University Press, 2001. p. 3-33.

SCOLLON, Ron; SCOLLON,Suzie. Wong. Intercultural communication: adiscourse approach. Oxford: Blackwell, 1995.

SIFIANOU, Maria. Politeness phenomena in England and Greece: across-cultural perspective. Oxford: Oxford University Press, 1999.

TAKAHASHI, Satomi. Pragmatic transferability. Studies in Second Language Acquisition, vol. 18, p. 189-223, 1996.

THOMAS, Jenny. Cross-cultural pragmatic failure. Applied Linguistics, vol. 4, p. 91-112, 1983.

WASHBURN, Gay N. Using situation comedies for pragmatic language teaching and learning. TESOL Journal, vol. 10, n. 4, p. 21-26, 2001.

Downloads

Publicado

2011-04-09

Como Citar

Guzman, J. R., & Alcón, E. (2011). Translation and language learning: AlfraCovalt as a tool for raising learners’ pragmalinguistic and sociopragmatic awareness of the speech act of requesting. Revista Horizontes De Linguistica Aplicada, 8(2), 238. https://doi.org/10.26512/rhla.v8i2.772

Edição

v. 8 n. 2 (2009): Tradução no Ensino de Línguas

Seção

Artigos

Licença

Licença Creative Commons
A Revista Horizontes de Linguística Aplicada de http://seer.bce.unb.br/index.php/horizontesla/index é licenciado sob uma Licença Creative Commons Atribuição-Uso não-comercial-Vedada a criação de obras derivadas 3.0 Unported.

 

    1. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
    2. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.