Pragmatic Processing in the Mediation of Multimodal Texts

Abstract

The purpose of this article is to extend a didactic proposal applicable both in L2 teaching (Spanish —ELE— or German —DaF—) and in the training of translators in university education. To this end, we use as tool multimodal text mediation activities proposed by the Common European Framework of Reference for Foreign Language Learning (CEFR). Translation students usually have a deficit in inferential processing which is reflected in their reexpression in the target language. Therefore, the activities presented here as part of a task-based approach show how to encourage learners to activate pragmatic comprehension processes. An empirical validation through surveys among a sample of 72 students shows that the proposal is widely accepted in the classroom as it allows working by objectives and the progressive development of translation competence.