영어자동번역기 활용이 고등학생 영어 글쓰기에 미치는 영향
A study on the use of machine translator and its effects on high school students’ English writing
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The purpose of this study is to find out Korean high school students’ general perceptions and attitudes toward the use of an online machine translator, and to examine what changes occur in the frequency of errors in Korean high school students’ writings through the use of the machine translator. For this, a survey was conducted among 173 Korean high school students to examine their perceptions and attitudes about using a machine translator. Out of the 173 students, six were randomly selected to be interviewed about the use of a machine translator. An error-tagged learner corpus consisting of 42,701 words of the students’ writings was analyzed using WordSmith Tools 7.0 to examine the change in error frequency. The findings of the study revealed the following. First, a machine translator was commonplace and useful tool for the students. Second, students used a machine translator more for writing than for reading. Third, depending on their English level, students employed different strategies when using a machine translator. Fourth, the frequent error types differed according to whether or not a machine translator was used by the student. Fifth, the total number of errors was reduced by using a machine translator. Last, the effect of using a machine translator on the change of error frequency was different depending on each error type.
Abstract
The purpose of this study is to find out Korean high school students’ general perceptions and attitudes toward the use of an online machine translator, and to examine what changes occur in the frequency of errors in Korean high school students’ writings through the use of the machine translator. For this, a survey was conducted among 173 Korean high school students to examine their perceptions and attitudes about using a machine translator. Out of the 173 students, six were randomly selected to be interviewed about the use of a machine translator. An error-tagged learner corpus consisting of 42,701 words of the students’ writings was analyzed using WordSmith Tools 7.0 to examine the change in error frequency. The findings of the study revealed the following. First, a machine translator was commonplace and useful tool for the students. Second, students used a machine translator more for writing than for reading. Third, depending on their English level, students employed different strategies when using a machine translator. Fourth, the frequent error types differed according to whether or not a machine translator was used by the student. Fifth, the total number of errors was reduced by using a machine translator. Last, the effect of using a machine translator on the change of error frequency was different depending on each error type.
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