The document discusses a study involving 22 students focused on the grammar translation method and its impact on language learning. It highlights issues such as fossilization, reliance on translation as a learning strategy, and preferences for closed-ended activities, which influenced students' interlanguage development. Observations and analyses revealed common mistakes and the role of instruction in shaping students' beliefs and learning hypotheses.

1. Stefanelli, Anabela Gisele
CAECE UNIVERSITY

2.  The group was formed by 22 students
 Grammar Translation Method
 Translate from the FL to L1
 Close-ended activities

3.  Interlanguage System : unique, transactional and
permeable.
 Conjuction of previous and new knowledge.
 Fossilization
 Learning Hypotheses
 Translation: a knowledge-based activity

4.  Observations of classes
 Questionnaries
 Analysis of students’ productions : writing assignment

5.  Patterns of interaction: in pairs or in groups.
 Preferences for closed-ended activities.
 Translation: a commonly used strategy
 Common mistakes: absence of sentence subject
 Literal meaning of words.

6.  L1 and the construction of the Interlanguage system
 Differences among both codes.
 Use of literal meaning of words.
 Absence of other learning strategies
 Rote learning
 Instruction influenced students’ beliefs and
conceptions.

7.  Translation may caused fossilization
 Instruction may influence students’ learning
hypotheses and strategies.
 Students were not able to “think” the FL.
 Interlanguage construction on L1 premise.

8. “Tradutorre, traditore”