Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners

L2 Journal Pub Date : 2022-01-21 DOI:10.5070/l214151328
Jun Xu
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Abstract

While the use of machine translation (MT) in the classroom has been explored from various perspectives, the relationship between language proficiency and MT use regarding learners’ behaviors and beliefs remains unclear in the research literature. This study focused on four Japanese learners with various language proficiencies from a fourth-year Japanese language class (two advanced-level, one intermediate-high, and one novice-high level) and investigated how they edited self-written text with MT by examining the scope and types of revisions they made as well as their perceptions about using MT for editing. The data included four types of drafts of a writing assignment: (1) D1 (self-written drafts in Japanese without the help of MT); (2) D2 (revised corresponding drafts in L1 provided by MT); (3) D3 (drafts in Japanese provided by MT based on D2); (4) D4 (revised drafts based on comparison of D1 and D3) and their reflection papers. The results show that the four participants adopted various ways of editing self-written text. While all the participants’ revisions are at local levels, the two advanced level learners primarily focused on vocabulary revision while the other two learners’ revisions extended to the sentence level. The findings also show that the advanced-level and intermediate-high-level learners have various degrees of positive attitudes toward using MT. In contrast, while the positive effects of MT use are acknowledged, the novice-high level learner also feels ashamed and dishonest when using MT. This article concludes with insights that can assist instructors in facilitating MT as a pedagogical tool for language learning and teaching with diverse students. This study shown that four participants with different levels original vocabulary
机器翻译的熟练程度与使用:以四个日语学习者为例
虽然人们从不同的角度探讨了机器翻译在课堂上的使用,但从学习者的行为和信念来看,语言熟练程度与机器翻译使用之间的关系在研究文献中尚不清楚。本研究聚焦于四年级日语班的四名不同语言水平的日语学习者(两名高级,一名中高级,一名初级),并通过检查他们所做的修改范围和类型以及他们对使用机器翻译进行编辑的看法,调查他们如何使用机器翻译编辑自写文本。数据包括四种类型的写作作业草稿:(1)D1(不借助MT的自写日文草稿);(2) D2 (MT提供L1中相应的修改稿);(3) D3 (MT基于D2提供的日文草稿);(4) D4(根据D1和D3的比较修订的草案)及其反思文件。结果表明,四名参与者采用了不同的编辑自写文本的方式。两名高水平学习者的复习主要集中在词汇的复习上,而另外两名学习者的复习则扩展到了句子的复习上。研究结果还表明,高水平和中高水平学习者对使用机器翻译都有不同程度的积极态度。相比之下,在承认机器翻译使用的积极作用的同时,初级高水平学习者在使用机器翻译时也会感到羞耻和不诚实。本文的结论可以帮助教师促进机器翻译作为一种教学工具,用于不同学生的语言学习和教学。本研究表明,四名参与者具有不同水平的原创词汇
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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