ESL Learners’ Readiness to Use Machine Translation: A Case of a Beginning College English Writing Class
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Recently billions of people in every corner of the world have relied on machine translation(MT) to meet their foreign language needs. The language classroom is not an exception for this phenomenon. However, if we hope to help our students improve their language skills with it, they should be able to detect errors it produces and revise them accurately. In this light, this study explores whether Korean college students are ready to benefit from it for their language development and communication. In the study, eighteen students in a college basic writing class were asked to produce Korean narrative texts and translate the texts into English using MT. Then, they were asked to detect and correct errors in the MT output. The analysis of the MT output manifests its low accuracy and various error types. Further, the analysis of the students' revision works reveals that many students' abilities to both detect and correct errors in the output are limited and that the revision of longer sentence parts tend to be unsuccessful. The study suggests that, despite the results of the study, since its benefits for the learning are too great to be ignored, foreign language teaching professionals should find a way to integrate it to the instruction optimally.
Abstract
Recently billions of people in every corner of the world have relied on machine translation(MT) to meet their foreign language needs. The language classroom is not an exception for this phenomenon. However, if we hope to help our students improve their language skills with it, they should be able to detect errors it produces and revise them accurately. In this light, this study explores whether Korean college students are ready to benefit from it for their language development and communication. In the study, eighteen students in a college basic writing class were asked to produce Korean narrative texts and translate the texts into English using MT. Then, they were asked to detect and correct errors in the MT output. The analysis of the MT output manifests its low accuracy and various error types. Further, the analysis of the students' revision works reveals that many students' abilities to both detect and correct errors in the output are limited and that the revision of longer sentence parts tend to be unsuccessful. The study suggests that, despite the results of the study, since its benefits for the learning are too great to be ignored, foreign language teaching professionals should find a way to integrate it to the instruction optimally.
참고문헌 (29)
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