Machine translation-assisted language learning: writing for beginners

García, Ignacio; Pena, Maria Isabel Cristino

doi:10.1080/09588221.2011.582687

Cited by 157 publications

(179 citation statements)

References 8 publications

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“…Garcia & Pena, 2011;Niño, 2009;Williams, 2006). We believe that the explicit discussion and analysis of errors made by OTs may be used to raise metalinguistic awareness of the L2 (Spanish in our case) and of grammatical differences between the L1 (English in our case) and L2 (Spanish).…”

Section: Introductionmentioning

confidence: 78%

“…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%

“…We also believe that by using Google Translate, this paper will be applicable for many readers. This is because the majority of OT usage occurs with ones that are free to use, such as Google Translate (Garcia & Pena, 2011). Lastly, one important caveat to note, however, is that OTs are becoming increasingly better at producing the correct output.…”

Section: Structures Of Interest and Online Translationsmentioning

confidence: 99%

See 2 more Smart Citations

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: Introductionmentioning

confidence: 78%

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

confidence: 99%

Section: Structures Of Interest and Online Translationsmentioning

confidence: 99%

See 1 more Smart Citation

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

Enkin¹,

Mejías-Bikandi²

2016

laclil

View full text Add to dashboard Cite

show abstract

“…The role of writing in the foreign language classroom needs, however, to be taken into greater consideration; most teachers would hopefully say that its purpose is to practice and improve pupils' abilities to use the language, and in that case, OT should probably be used sparingly, as suggested by researchers stating that it does not improve language learning (Garcia & Pena, 2011;Niño, 2008Niño, , 2009O'Neill, 2012;Steding, 2009). This is, nevertheless, an area that needs further research rather than a priori sentiments of rejection.…”

Section: Discussionmentioning

confidence: 99%

“…This is evident in foreign language classes when it comes to writing in the studied language. Teachers are often heard complaining about pupils using online translation (OT) services, such as Google translate; however, the number of studies on pupils' use of OT in foreign language writing, especially concerning younger pupils, is still scarce, with exceptions from recent years such as Niño (2008Niño ( , 2009, Steding (2009), Garcia andPena (2011), andO'Neill (2012). Teachers' and pupils' ideas of OT are often based more on personal beliefs and prejudices, rather than on detailed data.…”

Section: Introductionmentioning

confidence: 99%