Evaluating the use of machine translation post-editing in the foreign language class

Niño, Ana

doi:10.1080/09588220701865482

Cited by 77 publications

(68 citation statements)

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“…Correa, 2014;French, 1991;Garcia & Pena, 2011;Niño, 2008Niño, , 2009Kliffer, 2005;Richmond, 1994;Shei, 2002;Somers, 2003). Several of these researchers have discussed their experiences with using these types of learning activities.…”

Section: The Use Of Online Translators In the Classroom: L2 Learning mentioning

confidence: 99%

“…Indeed, in an article assessing the merit of post-editing machine translation L2 output (as compared to traditional translating), Niño (2008) Several studies in recent years have found benefits of post-editing an OT's L2 output. For example, Niño (2009) examined survey (qualitative) data on student perceptions of machine translation post-editing, and particularly of OT post-editing (students were advanced-level Spanish learners who had taken a ten-week course focusing on machine translation and post-editing of machine translation).…”

Section: The Use Of Online Translators In the Classroom: L2 Learning mentioning

confidence: 99%

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Using Online Translators in the Second Language Classroom: Ideas for Advancedlevel Spanish

Enkin¹,

Mejías-Bikandi²

2016

laclil

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In this paper, we discuss the benefits of using online translators in the foreign language classroom. Specifically, we discuss how faulty online translator output can be used to create activities that help raise metalinguistic awareness of second language grammar and of the differences between grammatical constructions in the first and second language, which can help with the language learning process. Specific structures for advanced-level Spanish that produce faulty online translator output are explained, and then we provide sample editing-type activities for these structures, as well as anecdotal evidence regarding students' reactions to these tasks. Although the activities discussed are specifically designed for Spanish, they may also be used as a model for other languages. Importantly, these activities may prove helpful for Spanish teachers because these structures are covered in many university-level advanced Spanish grammar courses. These types of activities could also ultimately help students who will be seeking translation-oriented jobs. ENKIN, MEJÍAS-BIKANDI Uso de traductores en línea en la clase de una segunda lengua: ideas para español de nivel avanzado Keywords: ResumenEn este artículo se discuten los beneficios de utilizar traductores en línea en la clase de lengua extranjera. Específicamente, se describe cómo se pueden utilizar resultados incorrectos del traductor en línea para crear actividades que ayuden a crear conciencia metalingüística sobre la gramática de la segunda lengua y las diferencias entre las construcciones gramaticales entre la primera y la segunda lengua, lo cual puede ser de ayuda en el proceso de aprendizaje. Se explican estructuras específicas del español de nivel avanzado que producen resultados incorrectos en el traductor; posteriormente, se suministran muestras de actividades de edición para estas estructuras, así como evidencia anecdótica relacionada con la reacción de los estudiantes ante estas tareas. Aun cuando las actividades presentadas están diseñadas específicamente para español, también pueden ser utilizadas como modelo para otras lenguas. Cabe anotar que estas actividades podrían ser útiles para profesores de español, ya que estas estructuras se cubren en muchos cursos de gramática del español a nivel avanzado. Igualmente, estas actividades podrían ser de utilidad para estudiantes interesados en trabajos relacionados con traducción.Palabras clave: traductores en línea; edición de resultados del traductor en lí-nea; aprendizaje de español a nivel avanzado; conciencia metalingüística; aprendizaje de cláusulas subordinadas en español. Using Online Translators in the Second Language Classroom: Ideas for Advanced-level SpanishUso de tradutores on-line na aula de uma segunda língua: ideias para espanhol de nível avançado ResumoNeste artigo, discutem-se os benefícios de utilizar tradutores on-line na aula de língua estrangeira. Especificamente, descreve-se como podem ser utilizados resultados inadequados do tradutor on-line para criar atividades que ajudem a cons...

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Section: The Use Of Online Translators In the Classroom: L2 Learning mentioning

confidence: 99%

Section: The Use Of Online Translators In the Classroom: L2 Learning mentioning

confidence: 99%

Using Online Translators in the Second Language Classroom: Ideas for Advancedlevel Spanish

Enkin¹,

Mejías-Bikandi²

2016

laclil

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“…of CAT as computer-assisted language learning (CALL), since the 1980s. Somers (2003) and Nino (2008) have presented a background of this literature.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The ''bad model'' unease was further defused by authors who suggested that it could also train learners in revision techniques (French, 1991) and encourage independent learning (La Torre, 1999). In the following decade, Shei (2002) pointed out the advantages of pre-editing (which ''can boost student learning in the cognitive and affective domain''), and Kliffer (2005) and Nino (2008) those of post-editing. Kliffer's study (2005) showed that students post-editing into L2 markedly improved the CAT output, with the weaker students valuing the experience the most and definitely preferring post-editing to translating from scratch.…”

Section: Literature Reviewmentioning

confidence: 99%

“…All of these mentioned studies on CAT for language learning and the others referred to by Somers (2003) and Nino (2008), gathered data using advanced language learners or even translation trainees, never beginners or early intermediate learners. Also, these studies have limited the application of CAT to pre-editing with the aim of gaining a satisfactory CAT output, or post-editing as an alternative to translating directly from the source text.…”

Section: Literature Reviewmentioning

confidence: 99%

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The effect of computer-assisted translation on L2 learners’ mastery of writing

Kazemzadeh¹

2013

IJRSLL

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Computer-Assisted Translation (CAT) is an alternative approach to computer translation that integrates human expertise into the automatic translation process. In this realm, the few studies that deal with Computer Assisted Translation (CAT) as a language learning tool focus on its use by advanced learners, not by beginners. Yet, freely available CAT engines (i.e.Google Translate) position themselves to cater precisely to the needs of learners with a limited command of a second language (L2). Anecdotal classroom evidence points to beginners availing themselves of CAT help, even against the advice of teachers. In order to find out whether CAT could help develop learners' writing skills in L2, some tests were run asking participants to write directly into L2 in one instance and into L1 in another, while pre-editing the L1 and post-editing the L2 within the CAT's Translate.google.com interface. The analysis of the output shows that CAT helps beginners to communicate more, particularly when they have a lesser mastery of the language. The less their mastery of the L2, the greater the difference between the number of words composed with the help of CAT and the number of those written directly into L2. It also helps them to communicate better, with blind marking indicating higher quality when writing with CAT mediation. Looking at the screen recordings, on the other hand, we found that writing directly into L2 requires more effort, as measured by number of pauses, and involves more engagement with the task, as measured by the number of editing interventions.

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Digital Translation

Slatyer¹,

Forget²

2019

The Handbook of Informal Language Learning

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Evaluating the use of machine translation post-editing in the foreign language class

Cited by 77 publications

References 10 publications

Using Online Translators in the Second Language Classroom: Ideas for Advancedlevel Spanish

Using Online Translators in the Second Language Classroom: Ideas for Advancedlevel Spanish

The effect of computer-assisted translation on L2 learners’ mastery of writing

Digital Translation

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