Machine Translator: A Better Way to Improve Extended Writing
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초록
Recently, machine translators (MTs) are readily available for English for Foreign Language (EFL) learners. They not only provide efficient information about the target language but has been proven to help learners in their extended compositions. Various researches have also found that MTs could not only improve fluency and cohesion, but also could be a valuable tool for self-studying learners. Self-editing and self-monitoring were also feasible with this device. However, although previous findings made contribution in examining the use and field of learning, only few paid attention to the learners’ performance with error analysis. For this purpose, this paper examined the practical use of MT in class setting and found out that although learners slightly prefer the direct method compare to the translation method of writing. Results from the error patterns revealed that low proficiency level learners could benefit from MT in that they can readily spot simple grammatical mistakes like the use of modifiers, the correct use of verbs, the right connectors and so forth. Results also revealed that this group of learners were not also not exposed to MTs and even by familiarizing with such devices could easily help their writing performances.
Abstract
Recently, machine translators (MTs) are readily available for English for Foreign Language (EFL) learners. They not only provide efficient information about the target language but has been proven to help learners in their extended compositions. Various researches have also found that MTs could not only improve fluency and cohesion, but also could be a valuable tool for self-studying learners. Self-editing and self-monitoring were also feasible with this device. However, although previous findings made contribution in examining the use and field of learning, only few paid attention to the learners’ performance with error analysis. For this purpose, this paper examined the practical use of MT in class setting and found out that although learners slightly prefer the direct method compare to the translation method of writing. Results from the error patterns revealed that low proficiency level learners could benefit from MT in that they can readily spot simple grammatical mistakes like the use of modifiers, the correct use of verbs, the right connectors and so forth. Results also revealed that this group of learners were not also not exposed to MTs and even by familiarizing with such devices could easily help their writing performances.
참고문헌 (11)
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