Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire
Although second or foreign language (L2) learners have embraced online translators, the practice often remains underground in secondary schools, and many studies point to the heterogeneous skills of learners when using these tools. Online translators are, however, potential cognitive tools that coul...
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2025-03-01
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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/8021 |
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| _version_ | 1849738044629843968 |
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| author | Aurélie Bourdais |
| author_facet | Aurélie Bourdais |
| author_sort | Aurélie Bourdais |
| collection | DOAJ |
| description | Although second or foreign language (L2) learners have embraced online translators, the practice often remains underground in secondary schools, and many studies point to the heterogeneous skills of learners when using these tools. Online translators are, however, potential cognitive tools that could facilitate the completion of complex tasks for non-expert learners. The case study presented here is based on the analysis of a semi-directed interview with a high school English teacher and of data collected from two students (dynamic screenshots and self-confrontation interviews). It aims to determine the extent to which the three participants have developed MT literacy, and how their practices can contribute to L2 learning in a school context. The results show that, despite discrepancies between certain practices observed and the specificities of online translators, the students have developed « arts of doing » that may be relevant from a learning perspective. However, the teacher's digital insecurity and the controversial place of cell phones in secondary schools raise questions of legitimacy that may explain some teachers' reluctance to fully integrate these tools into the English classroom. |
| format | Article |
| id | doaj-art-c19b8b5102424ce0a50a2df0bb51f099 |
| institution | DOAJ |
| issn | 1286-4986 |
| language | fra |
| publishDate | 2025-03-01 |
| publisher | Université Marc Bloch |
| record_format | Article |
| series | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| spelling | doaj-art-c19b8b5102424ce0a50a2df0bb51f0992025-08-20T03:06:43ZfraUniversité Marc BlochALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication1286-49862025-03-0128210.4000/13n06Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faireAurélie BourdaisAlthough second or foreign language (L2) learners have embraced online translators, the practice often remains underground in secondary schools, and many studies point to the heterogeneous skills of learners when using these tools. Online translators are, however, potential cognitive tools that could facilitate the completion of complex tasks for non-expert learners. The case study presented here is based on the analysis of a semi-directed interview with a high school English teacher and of data collected from two students (dynamic screenshots and self-confrontation interviews). It aims to determine the extent to which the three participants have developed MT literacy, and how their practices can contribute to L2 learning in a school context. The results show that, despite discrepancies between certain practices observed and the specificities of online translators, the students have developed « arts of doing » that may be relevant from a learning perspective. However, the teacher's digital insecurity and the controversial place of cell phones in secondary schools raise questions of legitimacy that may explain some teachers' reluctance to fully integrate these tools into the English classroom.https://journals.openedition.org/alsic/8021language learningsecondary schoolmetacognitionEnglishliteracymachine translation |
| spellingShingle | Aurélie Bourdais Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication language learning secondary school metacognition English literacy machine translation |
| title | Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire |
| title_full | Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire |
| title_fullStr | Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire |
| title_full_unstemmed | Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire |
| title_short | Littératie de traduction automatique et enseignement-apprentissage de l’anglais en lycée : compétences et arts de faire |
| title_sort | litteratie de traduction automatique et enseignement apprentissage de l anglais en lycee competences et arts de faire |
| topic | language learning secondary school metacognition English literacy machine translation |
| url | https://journals.openedition.org/alsic/8021 |
| work_keys_str_mv | AT aureliebourdais litteratiedetraductionautomatiqueetenseignementapprentissagedelanglaisenlyceecompetencesetartsdefaire |