Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice
The recent advent of more powerful machine translation (MT) tools has significant implications for foreign language teaching and learning. While current research and pedagogical guidelines on MT in the foreign and second language classroom have focused primarily on survey data, less is known about h...
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2021-08-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
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| Online Access: | https://journals.openedition.org/alsic/5705 |
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| _version_ | 1850110884523802624 |
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| author | Emily A. Hellmich |
| author_facet | Emily A. Hellmich |
| author_sort | Emily A. Hellmich |
| collection | DOAJ |
| description | The recent advent of more powerful machine translation (MT) tools has significant implications for foreign language teaching and learning. While current research and pedagogical guidelines on MT in the foreign and second language classroom have focused primarily on survey data, less is known about how students actually use MT tools. The current article chronicles a computer tracking study of novice learners of French as a Foreign Language (n=26) as a way to inform this field of research. Drawing on diverse data sources (screen-recorded observations, retrospective recalls, post-interviews) and a Critical Incident Technique analytical approach, the article showcases the actions and cognitive processes related to MT that both supported and hindered student participants in their foreign language writing. Supportive behaviors and mindsets centered on a specific awareness of MT tool limitations paired with appropriate action while detrimental behaviors and mindsets centered on inappropriate input, lack of output analysis, and time. Suggestions for how these use-based findings might inform how MT is discussed in the language classroom conclude the article. |
| format | Article |
| id | doaj-art-43e3718eb0624ba7b0889bde94984e71 |
| institution | OA Journals |
| issn | 1286-4986 |
| language | fra |
| publishDate | 2021-08-01 |
| publisher | Université Marc Bloch |
| record_format | Article |
| series | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| spelling | doaj-art-43e3718eb0624ba7b0889bde94984e712025-08-20T02:37:45ZfraUniversité Marc BlochALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication1286-49862021-08-0124110.4000/alsic.5705Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical PracticeEmily A. HellmichThe recent advent of more powerful machine translation (MT) tools has significant implications for foreign language teaching and learning. While current research and pedagogical guidelines on MT in the foreign and second language classroom have focused primarily on survey data, less is known about how students actually use MT tools. The current article chronicles a computer tracking study of novice learners of French as a Foreign Language (n=26) as a way to inform this field of research. Drawing on diverse data sources (screen-recorded observations, retrospective recalls, post-interviews) and a Critical Incident Technique analytical approach, the article showcases the actions and cognitive processes related to MT that both supported and hindered student participants in their foreign language writing. Supportive behaviors and mindsets centered on a specific awareness of MT tool limitations paired with appropriate action while detrimental behaviors and mindsets centered on inappropriate input, lack of output analysis, and time. Suggestions for how these use-based findings might inform how MT is discussed in the language classroom conclude the article.https://journals.openedition.org/alsic/5705FFLcomputer trackingmachine translationpedagogy |
| spellingShingle | Emily A. Hellmich Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication FFL computer tracking machine translation pedagogy |
| title | Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice |
| title_full | Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice |
| title_fullStr | Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice |
| title_full_unstemmed | Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice |
| title_short | Machine Translation in Foreign Language Writing: Student Use to Guide Pedagogical Practice |
| title_sort | machine translation in foreign language writing student use to guide pedagogical practice |
| topic | FFL computer tracking machine translation pedagogy |
| url | https://journals.openedition.org/alsic/5705 |
| work_keys_str_mv | AT emilyahellmich machinetranslationinforeignlanguagewritingstudentusetoguidepedagogicalpractice |