Abstract
In this paper, we discuss the benefits of using online translators in the foreignlanguage classroom. Specifically, we discuss how faulty online translator outputcan be used to create activities that help raise metalinguistic awareness of secondlanguage grammar and of the differences between grammatical constructionsin the first and second language, which can help with the language learningprocess. Specific structures for advanced-level Spanish that produce faulty onlinetranslator output are explained, and then we provide sample editing-type activitiesfor these structures, as well as anecdotal evidence regarding students’ reactionsto these tasks. Although the activities discussed are specifically designedfor Spanish, they may also be used as a model for other languages. Importantly,these activities may prove helpful for Spanish teachers because these structuresare covered in many university-level advanced Spanish grammar courses. Thesetypes of activities could also ultimately help students who will be seeking translation-oriented jobs. doi:10.5294/laclil.2016.9.1.6
Highlights
Researchers have noted that second language (L2) educators may be wary of online translators (OTs), as they are seen as tools that provide learners with shortcuts that may negatively affect their L2 acquisition (Correa, 2014; Luton, 2003; Williams, 2006)
Since these types of structures are typically covered in grammar courses of this level, the explanation and subsequent activities may be helpful for Spanish language educators
This paper is practical in nature, and it is the hope that it will help foreign language educators who teach advanced-level Spanish grammar courses with designing activities that utilize OTs
Summary
Researchers have noted that second language (L2) educators may be wary of online translators (OTs), as they are seen as tools that provide learners with shortcuts that may negatively affect their L2 acquisition (Correa, 2014; Luton, 2003; Williams, 2006). The author explains that OTs could be used as a tool to raise metalinguistic awareness, as well as metalinguistic awareness of grammatical differences between the L1 (English) and L2 (Spanish), and points to several examples where OTs generate imperfect translations, and could be useful for the classroom, where learners can edit this output (and the input). Of specific interest to the present paper, is the research done with post-editing/correcting L2 output, since our focus is on how activities can help raise L2 metalinguistic awareness (as defined above), which can be extended to highlighting differences in the L1 and L2. If the teacher controls the input text in such a way that the MT [machine translation] output errors are relevant and appropriate for the students, post-editing into the foreign language can provide an excellent form-focused activity that can help the students develop their grammatical and lexical accuracy. O’Neill (2012) examined the effect of OT use for writing in third and fourth semester French students, and found that OT use did not have a negative impact on L2 writing, and might have a positive influence
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