The purpose of this study is to explore upper secondary school English teachers' beliefs and practices for free online machine translation (FOMT) tools. It is believed that students are using these tools, but the focus of this study is to highlight what teachers think and how they are addressing FOMT usage by students. Participants are currently teaching various English levels in upper secondary schools throughout Sweden and have varying degrees of experience. This study includes a brief background of previous studies detailing teachers' attitudes and methods for incorporating machine translation (MT) in their language teaching. The theoretical framework used for this study is language teacher cognition and translation in language teaching. The results reveal that the previous research conducted in this area has not yet influenced teachers' language classrooms methods. Teachers' education and language learning experience may explain this disconnect to current research. There is a common theme that teachers do not mind using FOMT tools in their personal lives but strongly recommend other sources for their students.

The topic of the thesis is the use of translation exercises in foreign language lessons (namely Spanish). The first part of the thesis deals with the development of foreign language teaching, the status of mother tongue (and translation) in foreign language teaching, positive cross-linguistic transfer and interference. Further, individual methods of foreign language teaching are analyzed. It is stated whether or not the translation exercises are used for each of the methods. In the second part, we find the definition and categorization of the translation and examples of the translation exercises. The last part is focused on stylistics (narrative techniques, writing genres and functional styles). The specifics of translation are listed and the translation exercises are suggested for each functional style.

Submitted by Glauber Assunção Moreira (glauber.a.moreira@gmail.com) on 2018-08-21T13:23:53Z No. of bitstreams: 2 TESE - TATIANY PERTEL SABAINI DALBEN.pdf: 9755637 bytes, checksum: 91dacf87742b594c84690281f352409a (MD5) ficha catalográfica.doc: 240640 bytes, checksum: e252111a859608a785f0f2167f06959a (MD5) / Approved for entry into archive by Setor de Periódicos (per_macedocosta@ufba.br) on 2018-08-21T13:58:02Z (GMT) No. of bitstreams: 2 TESE - TATIANY PERTEL SABAINI DALBEN.pdf: 9755637 bytes, checksum: 91dacf87742b594c84690281f352409a (MD5) ficha catalográfica.doc: 240640 bytes, checksum: e252111a859608a785f0f2167f06959a (MD5) / Made available in DSpace on 2018-08-21T13:58:02Z (GMT). No. of bitstreams: 2 TESE - TATIANY PERTEL SABAINI DALBEN.pdf: 9755637 bytes, checksum: 91dacf87742b594c84690281f352409a (MD5) ficha catalográfica.doc: 240640 bytes, checksum: e252111a859608a785f0f2167f06959a (MD5) / RESUMO Até recentemente, a tradução parece ter sido ignorada no campo da Linguística Aplicada (LA). Nas últimas décadas, porém, começaram a surgir alguns estudos e publicações que enfatizam a necessidade de repensá-la como atividade importante para o processo de ensino/aprendizagem de língua estrangeira (LE) (COOK, 2010). Mesmo assim, poucas pesquisas têm investigado o uso da tradução na formação inicial de professores de LE no Brasil. Dessa forma, este estudo em nível de doutorado tem como principal objetivo verificar e discutir a contribuição da tradução para a formação inicial de professores de língua inglesa (LI) em um curso de graduação em Letras, principalmente com relação ao desenvolvimento da competência linguístico-comunicativa (CLC), da competência comunicativa intercultural (CCI), do processo de conscientização sobre verdades e realidades e da responsabilidade ética do futuro docente. Ao buscar cumprir tal objetivo, esta pesquisa também está i) preenchendo a lacuna existente na literatura das áreas da LA e dos Estudos de Tradução; ii) promovendo discussão em torno da desconstrução de crenças e mitos sobre o uso da tradução em sala de aula de LI; e iii) problematizando a política de ensino com relação ao uso da tradução nesse contexto. Para tanto, esta pesquisa qualitativa, interpretativista, utiliza o método etnográfico para realizar um estudo ocorrido nos dois primeiros semestres do Curso de Letras/Inglês da Universidade Estadual de Santa Cruz (UESC) em Ilhéus, Bahia, em 2014. As descrições das análises exibem os resultados coletados a partir de 4 (quatro) tipos de instrumentos: a) 2 (dois) questionários – 1 (um) para os 31 (trinta e um) professores de LI em formação (PLIF) e 2 (dois) para os 2 (dois) professores formadores (PF); b) 8 (oito) atividades de tradução realizadas pelos PLIF; c) registros etnográficos coletados durante a observação da aplicação de tais atividades em sala de aula; d) 4 (quatro) entrevistas semi-estruturadas – 2 (duas) para os 2 (dois) PF e 2 (duas) para os PLIF. Para o desenvolvimento deste estudo, respaldo-me na perspectiva desconstrutivista (DERRIDA, 1967/1971, 1967/2011; ARROJO, 1986/2002, 1992/2003; OTTONI, 2005), através da qual se pode considerar a tradução uma prática de leitura, de interpretação, um processo produtor e transformador de significados que ocorre a partir de um jogo marcado pela ausência de um centro ou de uma ‘origem’, um movimento de suplementariedade do qual fazem parte aspectos diversos que compõem a escritura (écriture). As análises demonstraram que, através da tradução, os PLIF desenvolveram aspectos da CLC (ALMEIDA FILHO, 1993/2002, 2014), pois adquiriram conhecimento sobre a estrutura da LI e demonstraram saber usá-la para construir seus textos traduzidos. Além disso, os professores em formação desenvolveram habilidades, atitudes e conhecimentos que compõem a CCI (KRAMSCH, 1993; BYRAM, 1989, 1997; BYRAM et al., 2002), como, por exemplo, a elaboração de conhecimentos plurais sobre línguas, culturas e sociedades; a superação de preconceitos linguísticos e culturais; a abertura para aceitação das diferenças; a ampliação dos conceitos de língua e cultura, dentre outros. Por fim, as análises também indicaram que a prática da tradução favoreceu o processo de conscientização sobre verdades e realidades (FREIRE, 1979, 2002) dos PLIF, os quais, ao fim e ao cabo, se revelaram sujeitos crítico-reflexivos, curiosos e questionadores das verdades absolutas, além de terem desenvolvido a percepção sobre a sua responsabilidade ética (FREIRE, 1996/2013) que deve permear sua prática educativo-crítica. / ABSTRACT Until recently, translation seems to have been ignored in the field of Applied Linguistics (AL). However, in the last decades, it has become a theme of some researches and publications which claim it must be ‘reintroduced’ within the foreign language (FL) teaching classroom (COOK, 2010). All the same, little investigation has yet been done on the implications of its use for undergraduate English language (EL) students pursuing their certification in Brazil. In this line of thought, this PhD research proposes to verify and discuss the contribution of translation as a practice for the professional preparation of pre-service EL teachers in the undergraduate course of Letras, especially concerning the development of the linguistic-communicative competence (LCC), the intercultural communicative competence (ICC), the process of consciousness about truths and realities and ethical responsibility. In pursuit of such an objective, this work also: i) bridges the gap in the literature in the areas of AL and Translation Studies; ii) promotes discussions on the deconstruction of beliefs and myths about the use of translation within the FL classroom; and iii) problematizes teaching politics regarding the use of translation in this context. Therefore, this qualitative, interpretative research used ethnographic methods to carry out a study in the first and second semesters of an undergraduate group of EL students in the State University of Santa Cruz (UESC) in Ilhéus, Bahia, in 2014. Through the analysis, I searched to understand and describe the results collected from 4 (four) types of instruments: a) 2 (two) questionnaires – 1 (one) for the 31 (thirty) students and another for the 2 (two) professors); b) 8 (eight) translation and reflective activities undertaken by the students in the classroom; c) ethnographic notes collected from class observations; d) and 4 (four) semi-structured interviews – 2 (two) for the 2 (two) professors and 2 (two) for the students. As for the interpretation of data and the development of the study, I relied on the deconstructive perspective (DERRIDA, 1967/1971, 1967/2011; ARROJO, 1986/2002, 1992/2003; OTTONI, 2005), which views translation as a reading and interpretative practice, a process of meanings production and transformation, that occurs as a play within language characterized by the absence of a center or origin, a move of supplementarity formed by various aspects that compose the writing (écriture). The results show that through the use of translation in EL classrooms, Letras undergraduate students are able to develop aspects of the LCC (ALMEIDA FILHO, 1993/2002, 2014), once they acquired knowledge about the structure of the EL and demonstrated to know how to use it to communicate through their translated texts. Moreover, the results also indicated that through the practice of translation, these students could develop ICC abilities, attitudes and knowledge (KRAMSCH, 1993; BYRAM, 1989, 1997; BYRAM et al., 2002), such as plural knowledge about languages, cultures and societies; overcoming linguistic and cultural prejudice; improvement of the concepts of language and culture, among others. Finally, the analysis also showed that translation can favor the process of consciousness about truths, realities and practices (FREIRE, 1979, 2002), since the undergraduate EL students became more curious and inquisitive about pre-established and absolute truths. It has promoted a critical-reflexive attitude towards various aspects and contributed to the development of the perception of their ethical responsibility (FREIRE, 1979, 2002, 1996/2013) and, as such, pervade their critical practice in education.