Machine Translation in a Modern Languages Curriculum

Lewis, Derek

doi:10.1080/0958822970100305

Cited by 18 publications

(13 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Presumably this overall attitude has not changed since the late 90s. In contrast, Lewis () observes that students initially have low expectations of WBMT and shows that they are disappointed with the raw linguistic output; only the students who engage further with the software end up with positive or realistic attitudes about it . However, according to Williams (), it is not important whether students initially evaluate WBMT positively or negatively, as long as they do reflect on it; only then will they have the opportunity to develop critical perspectives of these tools and their role in learning and communicating in German.…”

Section: Review Of the Literaturementioning

confidence: 99%

“…For translation from German into English, WBMT is particularly flawed when working with texts containing large amounts of pragmatic information and polysemous lexical items (Calude, ) . In addition to word choice, problems typically involve syntax and style (Lewis, ). According to Lewis, the user must also consider text type and target readership to judge the quality of output, determine whether comprehensibility is impaired, and ultimately, improve the machine‐generated output.…”

Section: Review Of the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Our Policies, Their Text: German Language Students' Strategies with and Beliefs about Web‐Based Machine Translation

White

Heidrich

2013

Die Unterrichtspraxis

View full text Add to dashboard Cite

Most educators are aware that some students utilize web-based machine translators for foreign language assignments, however, little research has been done to determine how and why students utilize these programs, or what the implications are for language learning and teaching. In this mixed-methods study we utilized surveys, a translation task, and interviews to discover some of the students' beliefs and strategies in using such tools. Our results suggest that students hold a range of beliefs about the usefulness of machine translators for writing assignments, and that many of them can articulate and reflect upon the strategies that they use. We discuss implications for the use of machine translation in the foreign language curriculum based on the example of university German. §

show abstract

Section: Review Of the Literaturementioning

confidence: 99%

Section: Review Of the Literaturementioning

confidence: 99%

Our Policies, Their Text: German Language Students' Strategies with and Beliefs about Web‐Based Machine Translation

White

Heidrich

2013

Die Unterrichtspraxis

View full text Add to dashboard Cite

show abstract

“…for that particular text, and getting them to underline and correct the erroneous MT output for a particular purpose.Getting the students to enter terms and/or grammatical information into a commercial MT system’s dictionary. Lewis (1997) reported on the efficiency of this activity in a group of students of German who found the entering of grammatical information into an MT dictionary a useful experience, especially for weak students for whom it provided a stimulus to investigate different areas of basic grammar such as gender, agreement or prepositional verbs.The use of parallel corpora with or without MT output. The author has used it in advanced specialised language lessons and it has proved to be beneficial for error identification and correction, to teach how to translate common problematic expressions, for style improvement and for phraseology/terminology.…”

Section: Practical Examples Of Using Mt For Language Teaching Purposesmentioning

confidence: 99%

Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

Niño¹

2009

ReCALL

134

132

View full text Add to dashboard Cite

This paper presents a snapshot of what has been investigated in terms of the relationship between machine translation (MT) and foreign language (FL) teaching and learning. For this purpose four different roles of MT in the language class have been identified: MT as a bad model, MT as a good model, MT as a vocational training tool (especially in the form of translation memories, pre-editing and post-editing), and MT as a ''CALL tool''. Subsequently, some of the implications of the use of MT and of free online MT for FL learning are outlined and discussed along with practical examples for language teaching purposes. Finally, qualitative data, drawn from our empirical investigation are presented as synthesized findings pertaining to the perceptions of language learners and tutors in relation to the use of MT and, in particular, free online MT as a language tool.

show abstract

“…The professional literature linking MT and foreign language education has explored the need for MT in the curriculum of translation programs (Lewis, 1997;McCarthy, 2004), comprehensibility and acceptability of translated texts (Leffa, 1994;Petrarca, 2002), the relationship between MT and English as a global language (Cribb, 2000), and techniques for detecting plagiarism and work produced by WBMT software (Luton, 2003). This paper aims to explain WBMT to readers who may not be very familiar with it or who would find it useful to have a model for presenting this tool to students.…”

Section: Introductionmentioning

confidence: 99%

Web-Based Machine Translation as a Tool for Promoting Electronic Literacy and Language Awareness

Williams

2006

Foreign Language Annals

View full text Add to dashboard Cite

This article addresses a pervasive problem of concern to teachers of many foreign languages: the use of Web‐Based Machine Translation (WBMT) by students who do not understand the complexities of this relatively new tool. Although networked technologies have greatly increased access to many language and communication tools, WBMT is still ineffective for translating text into another language, especially when the user of the software is not able to make grammaticality and acceptability judgments in the target language. This article explains some specific limitations of WBMT (with examples from French) and provides a pedagogical plan for teachers to present this tool to students in order to promote language awareness and electronic literacy, which could help reduce the widespread misuse of this tool by students.

show abstract

Machine Translation in a Modern Languages Curriculum

Cited by 18 publications

References 1 publication

Our Policies, Their Text: German Language Students' Strategies with and Beliefs about Web‐Based Machine Translation

Our Policies, Their Text: German Language Students' Strategies with and Beliefs about Web‐Based Machine Translation

Machine translation in foreign language learning: language learners’ and tutors’ perceptions of its advantages and disadvantages

Web-Based Machine Translation as a Tool for Promoting Electronic Literacy and Language Awareness

Contact Info

Product

Resources

About