View Content #17917

by Julie Sykes, CASLS Director

Online translators, and their capability of dealing with larger amounts of text, present a new challenge for learners and language teachers. It is not uncommon to hear an instructor lamenting a composition that has undoubtedly been created using online translation. However, despite the valid concerns of many, recent research has indicated many ways in which online translators can be used strategically to enhance language development.

Engaging learners in tasks that make explicit use of online translation for learning can be especially powerful. A number of possible activities can lead to meaningful use of online translation. We highlight four below. See Polio (2008) and Jin and Deifell (2013) for more detailed description of each.

1. Ask learners to analyze a text that has been translated into their native language from a target language text. This can include discussion of patterns. Beginning and intermediate learners can be given texts to read and analyze. What are the common errors translators make? What is good and bad use? Furthermore, advanced learners can be asked to correct a text originally produced by a translator in the target language.
2. Have learners research multiple sites to ensure the most accurate meaning. It is important to encourage learners to check multiple sites to ensure the most accurate meaning, especially in the case of complex structures or advanced level content. Learners report this as a common strategy they already use (see Jin and Deifell, 2013), but is also worth explicitly exploring to help reinforce the lack of one-to-one correspondence between many words and phrases. The most commonly used sites reported by learners include Google Translate and wordreference.com.
3. Teach learners to use online translators to explore grammar questions and come up with their own solutions. For example, what pronouns or prepositions are most commonly used with certain phrases? What structures most accurately portray actions in the future?
4. Use online translators to explore pragmatics. For examples, how are common requests realized or in what ways is implicature missing from online translations.

Regardless of one's teaching and learning context, a myriad of online dictionaries and translation tools are available. Teaching learners to use them in meaningful ways can have positive results and, ideally reduce their misuse in the language classroom.

References

Jin, L. and Deifell, E. (2013). Foreign Language Learners' Use and Perception of Online Dictionaries: A Survey Study. Merlot Journal of Online Learning and Teaching, 9(4), 515-533.

Polio, C. (2008). Making the most of online translators in foreign language classes. CLEAR Newsletter, 12(2), 1, 4.