Translation as a Methodology: Contrastive Reflections on Teaching French as a Foreign Language
DOI:
https://doi.org/10.35819/tear.v14.n2.a7861Abstract
Translation plays an inevitable role in the teaching and learning of foreign languages. It is commonly used by learners as an initial strategy, especially through literal translation, drawing on languages already in their repertoire. However, this strategy is not always effective, even between languages belonging to the same linguistic family. No matter how close they may be, there are also other ways of organizing and naming the world. In this study, far from viewing it as an obstacle, we recognize translation as a strategic resource when used consciously and functionally. Far from viewing it as an obstacle, we recognize translation as a strategic resource when used consciously and functionally in situations where linguistic contrast – as in the case of phraseology assimilation, for example – is able to promote awareness of the forms specific to the language being learned. Thus, after reviewing the place of translation in the history of teaching French as a foreign language and the role of the learner’s linguistic repertoire, we focus on the study of phraseology – more specifically collocations, their interface with teaching, and the perspective of functional translation. The latter is explored in two ways in this work: on the one hand, as part of the methodology of a survey of collocations; on the other hand, as a teaching proposal based on a contrastive perspective. This proposal takes the form of a digital educational resource with self-correcting exercises, aimed at Brazilian learners of French as a foreign language.
Keywords: Teaching French as a foreign language. Digital educational resource. Translation.
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