본문 바로가기
KERD
논문KCI 등재

The Effect of L2 Proficiency on Post-editing Machine Translated Texts

정은선
아시아테플 (AsiaTEFL (The Asian Association of Teachers of English As a Foreign Language))|2020.03|Journal of Asia TEFL|제17권 제1호|pp. 182-193

1

조회

0

다운로드

19

인용

0

참고문헌

키워드

L2 writingpost-editingL2 proficiencymachine-translationerror-levels

초록

The present study examines how proficiency in the second language (L2) affects language learners’ ability to post-edit texts that are machine-translated from the learners’ native language (L1) to L2. More specifically, the study investigates how L2 proficiency level affects the degree to which Korean learners of English can discern the accuracy of L1-to-L2 machine-translated (MT) text and whether it affects the level of errors (word, phrase, clause, sentence) that are corrected in the post-editing process. Fifty-nine Korean university students’ proficiency was measured using a cloze test and a writing test. They were then given a source text (Korean) and a machine-translated text (English) and were asked to detect and correct as many errors as they can. The overall results of the study showed that L2 proficiency does have a significant effect on how language learners post-edit machine-translated output. With increasing proficiency, the number of corrections increased especially above the word-level, and significant group differences could be found in post-editing patterns of the MT text. The findings have important pedagogical implications for integrating MT activities in L2 classrooms with learners of different proficiency levels.

Abstract

The present study examines how proficiency in the second language (L2) affects language learners’ ability to post-edit texts that are machine-translated from the learners’ native language (L1) to L2. More specifically, the study investigates how L2 proficiency level affects the degree to which Korean learners of English can discern the accuracy of L1-to-L2 machine-translated (MT) text and whether it affects the level of errors (word, phrase, clause, sentence) that are corrected in the post-editing process. Fifty-nine Korean university students’ proficiency was measured using a cloze test and a writing test. They were then given a source text (Korean) and a machine-translated text (English) and were asked to detect and correct as many errors as they can. The overall results of the study showed that L2 proficiency does have a significant effect on how language learners post-edit machine-translated output. With increasing proficiency, the number of corrections increased especially above the word-level, and significant group differences could be found in post-editing patterns of the MT text. The findings have important pedagogical implications for integrating MT activities in L2 classrooms with learners of different proficiency levels.

참고문헌 (43)

  1. Abraham, L. B., "Electronic discourse in language learning and language teaching", pp.65~83 (2009), John Benjamins
  2. Alderson, J. C., "Reading in a foreign language", pp.122~135 (1984), Longman
  3. Bahri, H., "Google Translate as a supplementary tool for learning Malay: A case study at Universiti Sains Malaysia", Advances in Language and Literary Studies, 7(3), pp.161~167 (2016)
  4. Chang, S-H, "An error analysis of English-Korean AI-based translation", Paper presented at KELTA Conference: English Language Assessment & Technology in the Era of the 4th Industrial Revolution (2018), Korea University
  5. M.-H. Chen, "Developing a corpus-based paraphrase tool to improve EFL learners' writing skills", Computer Assisted Language Learning, 28(1), pp.22~40 (2014), Informa UK Limited[DOI]
  6. Correa, M., "Leaving the"peer"out of peer-editing : Online translators as a pedagogical tool in the Spanish as a second language classroom", Latin American Journal of Content and Language Integrated Learning, 7(1), pp.1~20 (2014)
  7. Crossley, S. A., "Predicting second language writing proficiency : The roles of cohesion and linguistic sophistication", Journal of Research in Reading, 35(2), pp.115~135 (2012)
  8. Cummins, J., "Linguistic interdependence and the educational development of bilingual children", Review of Educational Research, 49(2), pp.222~251 (1979)
  9. Dhakar, B., "A survey of translation quality of English to Hindi online translation systems(Google and Bing)", International Journal of Scientific and Research Publication, 3(1), pp.1~4 (2013)
  10. Cynthia Ducar, "Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate", Foreign Language Annals, 51(4), pp.779~795 (2018), Wiley[DOI]
  11. Enkin, E., "Using online translators in the second language classroom : Ideas for advanced-level Spanish", LACLIL, 9(1), pp.138~158 (2016)
  12. French, R. J., "Computers as a tool in language learning", pp.55~69 (1991), Ellis Horwood Limited
  13. Garcia, I., "Machine translation-assisted language learning : Writing for beginners", Computer Assisted Language Learning, 24(5), pp.471~487 (2011)
  14. Ghasemi, H., "A comparative study of Google Translate translations : An error analysis of English-to-Persian and Persian-to-English translations", English Language Teaching, 9(3), pp.13~17 (2016)
  15. Grant, L., "Using computer-tagged linguistic features to describe L2 writing differences", Journal of Second Language Writing, 9(2), pp.123~145 (2000)
  16. Groves, M., "Friend or foe? Google Translate in language for academic purposes", English for Specific Purposes, 37(1), pp.112~121 (2015)
  17. 황은경, "Korean EFL Learners’ Language Development across Proficiency Levels in Written Productions", 영어교육, 67(3), pp.27~50 (2012), 한국영어교육학회[DOI]
  18. 임희주, "교양영어 수업에서 영어자동번역기 사용에 대한 대학생의 인식 및 태도연구 ― 영작문 수업을 중심으로", 교양교육연구, 11(6), pp.727~751 (2017), 한국교양교육학회
  19. Jarvis, S., "Exploring multiple profiles of highly rated learner compositions", Journal of Second Language Writing, 12(4), pp.377~403 (2003)
  20. Jin, L., "Foreign language learners’ use and perception of online dictionaries: A survey study", MERLOT Journal of Online Learning and Teaching, 9(4), pp.513~533 (2013)
  21. 조수연, "타동성 교체 구문을 활용한 구글 번역기의 영한 번역 평가", 언어와언어학, (61), pp.111~140 (2013), 언어연구소
  22. 정연주, "Predicting Second Language Writing Proficiency in Learner Texts Using Computational Tools", Journal of Asia TEFL, 16(1), pp.37~52 (2019), 아시아테플
  23. "Translation activities in the language classroom" (2009)[URL]
  24. 김경숙, "한국어 속담의 영어 기계번역에 미치는 격조사의 영향—구글번역기를 중심으로—", 언어학, 26(3), pp.139~157 (2018), 대한언어학회[DOI]
  25. Kol, S., "Google Translate in academic writing courses? The EUROCALL Review, 26", The EUROCALL Review, 26, pp.50~57 (2018)
  26. La Torre, M. D., "A web-based resource to improve translation skills", ReCALL, 11(3), pp.41~49 (1999)
  27. Larson-Guenette, J., "It’s just reflex now: German language learners’ use of online resources", Die Unterrichtspraxis, 2013, pp.46(1), 62~74
  28. 이상빈, "학부번역전공자의 기계번역 포스트에디팅, 무엇이 문제이고, 무엇을 가르쳐야 하는가?", 통역과 번역, 19(3), pp.37~64 (2017), 한국통역번역학회[DOI]
  29. 이상빈, "국내학부 번역전공자의 구글 기계번역 포스트에디팅 과정(process) 및 행위 연구", 번역학연구, 19(3), pp.259~286 (2018), 한국번역학회[DOI]
  30. Sangmin-Michelle Lee, "The impact of using machine translation on EFL students’ writing", Computer Assisted Language Learning, 33(3), pp.157~175 (2020), Informa UK Limited[DOI]
  31. Liming Liu, "Noun Phrase Complexity in EFL Academic Writing: A Corpus-Based Study of Postgraduate Academic Writing", Journal of Asia TEFL, 13(1), pp.48~65 (2016), 아시아테플[DOI]
  32. Luton, L., "If the computer did my homework, how come I didn’t get an “A”?", French Review, 76, pp.766~770 (2003)
  33. Niño, A., "Evaluating the use of machine translation post-editing in the foreign language class", Computer Assisted Language Learning, 21(1), pp.29~49 (2008)
  34. Niño, A., "Machine translation in foreign language learning: Language learners’ and tutors’ perceptions of its advantages and disadvantages", ReCALL, 21(2), pp.241~258 (2009)
  35. O’Neill, E. M, "The effect of online translators on L2 writing in French", doctor, pp.2012
  36. O’Neill, E. M., "Measuring the impact of online translation on FL writing scores", The IALLT Journal, 46(2), pp.1~39 (2016)
  37. Ortega, L., "Syntactic complexity measures and their relationship to L2 proficiency : A research synthesis of college-level L2 writing", Applied Linguistics, 24(4), pp.492~518 (2003)
  38. Pae, T-I., "Effects of task type and L2 proficiency on the relationship between L1 and L2 in reading and writing : An SEM approach", Studies in Second Language Acquisition, 40(1), pp.63~90 (2018)
  39. 신혜원, "Linguistic Differences in the Writing Performance of Adolescent EFL Learners: The Influence of Independent and Integrated Tasks", Journal of Asia TEFL, 11(1), pp.125~148 (2014), 아시아테플
  40. Somers, H., "Computers and translation. A translator’s guide", pp.319~340 (2003), Benjamins
  41. Shu-Chiao Tsai, "Using google translate in EFL drafts: a preliminary investigation", Computer Assisted Language Learning, 32(5-6), pp.510~526 (2019), Informa UK Limited[DOI]
  42. White, K., "Our policies, their text : German language students’ strategies with beliefs about web-based machine translation", Die Unterrichtspraxis, 2013, pp.46(2), 230~250
  43. Yoon, H-J., "Linguistic complexity in L2 writing revisited : Issues of topic, proficiency, and construct multidimensionality", System, 66, pp.130~141 (2017)

관련 논문AI추천

Machine Translation Errors and L2 Learners’ Correction Strategies by Error Type and English Proficiency윤채원, 전유아한국영어교육학회 · 영어교육2022 · 제77권 제3호기계번역의 오류 양상과 사후수정(post-editing)이L2 쓰기 적절성에 미치는 영향신동광, 전유아한국영어교과교육학회 · 영어교과교육2022 · 제21권 제1호ESL Learners’ Readiness to Use Machine Translation: A Case of a Beginning College English Writing Class류호열외국학연구소 · 외국학연구2023 · 제63호학부 교양영어 수업에서의 기계번역 포스트에디팅: 사용자 인식과 오류를 중심으로박혜선, 최진실한국번역학회 · 번역학연구2023 · 제24권 제1호Students’ Perceptions of the Use of Online Machine Translation in L2 Writing안수진, 정은선한국멀티미디어언어교육학회 · 멀티미디어 언어교육2020 · 제23권 제2호한영 기계번역 포스트 에디팅에 대한 경험적 고찰: 학부 교육 과정 및 결과를 중심으로마승혜통번역연구소 · 통번역학연구2018 · 제22권 제1호

이 간행물의 다른 논문 (25건)

The Effects of Affective Input Enhancement on Second Language Development in Japanese University StudentsRen Oyamapp. 1-17Input-based Instruction of English Personal Pronouns to Young Korean LearnersMin-Chang Sung, Haewon Kim, 김현우pp. 18-33Conditions and Tasks: The Effects of Planning and Task Complexity on L2 Speaking김나영pp. 34-52The Effects of Extensive Reading on Turkish Learners’ L2 Reading/Writing Performance and Foreign Language Self-ConceptMelda Yılmaz, Derin Atay, Mustafa ERpp. 53-69Lexical Richness of One-Minute Speaking Task by Science and Technology University StudentsWareesiri Singhasiri, Thiwaporn Thawarompp. 70-86
원문 보기