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Implicit Instruction of Direct and Indirect Object Pronouns in Spanish through Technology-Mediated Task-Based Language Teaching
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Thirty Years of Machine Translation in Language Teaching and Learning: A Review of the Literature
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In: L2 Journal, vol 14, iss 1 (2022)
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A “Hands-On” Approach to Raise Awareness of Technologies: A Pilot Class and its Lessons
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In: L2 Journal, vol 14, iss 1 (2022)
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Abstract:
Despite attempts to discourage the use of machine translation (MT), we have observed that students continue to rely on it. Are teachers powerless? We believe not! Consistent with a range of solutions proposed in previous publications, we hypothesized that a “hands-on” approach would be effective in helping students raise awareness of the benefits and limitations of machine translation. This approach strives to reframe machine translation from an object of interdiction to an object of critical reflection. Hence, we created, implemented, and evaluated a 50-minute online lesson during Fall 2020. Our aim was to guide students toward a critical awareness of various machine translation tools [Google Translate (GT), WordReference.com (WR), French dictionaries] by choosing carefully crafted machine translation examples and asking students to correct them in class (“post-editing”). We also tried to track any potential change in the students’ representations via a confidential pre- and a post-survey, and an audio-record of the interactions in class. One of our main results is that a majority of the students had already built complex representations and clever usages of machine translation before the class, much more than what we had expected. This allows us to reflect on what kind of impacts can or cannot be expected from such a class and to discuss the benefits and limits of such an approach to better integrate translation tools into second language teaching.
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Keyword:
Google Translate; Machine Translation; second language pedagogy; second language teaching
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URL: https://escholarship.org/uc/item/3ds2d55b
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| 6 |
Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom
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In: L2 Journal, vol 14, iss 3 (2022)
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| 7 |
The use of online translators by students not enrolled in a professional translation program: beyond copying and pasting for a professional use
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In: EAMT2022 (European Association for Machine Translation) ; https://hal.archives-ouvertes.fr/hal-03656029 ; EAMT2022 (European Association for Machine Translation), Jun 2022, Ghent, Belgium ; https://eamt2022.com/ (2022)
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Translation literacy in additional language learning : closing the conceptual divide between translation and language education ...
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Massey, Gary. - : Vereinigung für Angewandte Linguistik in der Schweiz, 2022
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Neural machine translation and language teaching : possible implications for the CEFR ...
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COMMUNICATIVE APPROACH TO TEACHING FOREIGN LANGUAGES ... : КОММУНИКАТИВНЫЙ ПОДХОД К ОБУЧЕНИЮ ИНОСТРАННЫМ ЯЗЫКАМ ...
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Application of cognitive linguistics in explaining the use of foreign prepositions ... : Применение когнитивной лингвистики при объяснении употребления иностранных предлогов ...
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| 16 |
Challenges and responses: A Complex Dynamic Systems approach to exploring language teacher agency in a blended classroom
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| 17 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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| 18 |
Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries
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In: Languages; Volume 7; Issue 1; Pages: 35 (2022)
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| 19 |
A Systematic Review on Oral Interactions in Robot-Assisted Language Learning
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In: Electronics; Volume 11; Issue 2; Pages: 290 (2022)
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