An Effective Way to Analyze Learner’s Acquisition of the Subjunctive Mood
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Translated writing methods have started to gain grounds with the help of the automated translated machines. Such devices have enabled various quantitative findings to reveal the positive effects of the self-correcting system and to increase learner motivation. However, qualitative analysis to further examine the writer mistakes and error patterns were still in need. Therefore, this paper by giving Korean-to-English translation tasks for the subjunctive mood in target aimed to reveal the patterns and common mistakes for the EFL learners. Findings revealed that translators overused the perfect tense in their independent clause and at times even build the clause with the passive voice when all the translations were all created in active voice. Next, in the if-clause, translators often misused the modal verbs and the following structure after the modal verbs. Such findings could suggest practical teaching suggestions for the teachers and also for the translators using the automated translated machines for extended writing compositions.
Abstract
Translated writing methods have started to gain grounds with the help of the automated translated machines. Such devices have enabled various quantitative findings to reveal the positive effects of the self-correcting system and to increase learner motivation. However, qualitative analysis to further examine the writer mistakes and error patterns were still in need. Therefore, this paper by giving Korean-to-English translation tasks for the subjunctive mood in target aimed to reveal the patterns and common mistakes for the EFL learners. Findings revealed that translators overused the perfect tense in their independent clause and at times even build the clause with the passive voice when all the translations were all created in active voice. Next, in the if-clause, translators often misused the modal verbs and the following structure after the modal verbs. Such findings could suggest practical teaching suggestions for the teachers and also for the translators using the automated translated machines for extended writing compositions.
참고문헌 (12)
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