학부 교양영어 수업에서의 기계번역 포스트에디팅: 사용자 인식과 오류를 중심으로
Post-editing in an EFL Reading Class: Focusing on Learners’ Perception and Error Analysis
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In recent years, machine translation post-editing has gained much popularity not only in translator training programs and courses but also in EFL classes. The majority of previous studies, however, largely focused on the impact of machine translation (MT) on L2 writing. Building upon the theories and practices of pedagogical application of MT, and by adopting the concept of translanguaging that legitimises learners’ deployment of full linguistic repertoire including L1, this study explores Korean EFL learners’ perceptions of MT and frequent errors in English-into-Korean post-editing. According to the results of a survey and students’ self-reports of their experience with MT, the use of MT in EFL learning was perceived by the learners as an innovative and positive learning experience. The learners highly appreciated the use of MT in their reading practice and post-editing by pointing out that the use of MT reduces stress and increases motivation to learn English. This study also reveals that post-editing practice can help learners understand deficiencies in free online MT output and raise their awareness of the linguistic structure and subtleties of language.
Abstract
In recent years, machine translation post-editing has gained much popularity not only in translator training programs and courses but also in EFL classes. The majority of previous studies, however, largely focused on the impact of machine translation (MT) on L2 writing. Building upon the theories and practices of pedagogical application of MT, and by adopting the concept of translanguaging that legitimises learners’ deployment of full linguistic repertoire including L1, this study explores Korean EFL learners’ perceptions of MT and frequent errors in English-into-Korean post-editing. According to the results of a survey and students’ self-reports of their experience with MT, the use of MT in EFL learning was perceived by the learners as an innovative and positive learning experience. The learners highly appreciated the use of MT in their reading practice and post-editing by pointing out that the use of MT reduces stress and increases motivation to learn English. This study also reveals that post-editing practice can help learners understand deficiencies in free online MT output and raise their awareness of the linguistic structure and subtleties of language.
참고문헌 (27)
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