The Impact of Machine Translation on English Vocabulary Acquisition: Target Language Accuracy
DOI:
https://doi.org/10.61841/b6cmjw17Keywords:
Impact, vocabulary mastery, mobile translation, ESOLAbstract
It becomes experienced by most people to encounter and find out the meaning of foreign language in a text. The availability of Machine Translation (MT) since 2000s appearing in some platforms give the users’ options in such easy way through clicked and linked. For the Speakers of Other Languages (ESOL), MT contributes to their understanding of a text or submitting related assignments. It assists them who want to read and write in their native language. The use of MT is in line with the study of Second Language (L2) for ESOL as its role to support the vocabulary acquisition of target language. This paper discusses the effect of translation towards new words acquisition when they are given texts taken from the Internet. As the existence of language technologies which have the functions of automatic detection of lexical subject and translation, it eases the students to get the meaning of a word and its translation easily in the target language. The results of this study show that they get the advantage by using this MT as increasing the accuracy on lexical subject. On the other hand, it contributes negatively in long term phase in field of its accuracy as well. This study also presents the understanding of impact on the MT on language learning.
Downloads
References
[1] Sweet, H. (1964). In: Mackin, R. (Ed). The practical study of languages. A guide for teachers and learners.
Oxfors University Press. Sheen, R. (1996).
[2] The advantage of exploiting contrastive analysis in teaching and learning a foreign language: Int. Rev. Appl.
Linguist, 24, 183-197.
[3] Cook, G. (2010). Translation in language teaching: An argument for reassessment. Oxford University Press.
[4] Krashen, S.D. (1981). Second language acquisition and second language learning. Pergamon press.
[5] Stieglitz, G.J. (1955). The Berlitz method. Mod. Lang. J. 39, 300-310.
[6] Stern, R. (1996). Fundamental concepts of language teaching. Oxford University Press.
[7] Cook, V. (2001). Using the first language in the classroom. Can. Mod. Lang. rev. 57, 402-423.
[8] Asher, J. J. (1986). Learning another language through actions: The complete teachers’ guide book, 3rded. Sky
Oaks Publications.
[9] Levine, G.S. (2003). Student and instructor beliefs and attitudes about target language use, first language use,
and anxiety. Report of a questionnaire study. Mod. Lang. J. 87, 343-364.
[10]Prince, P. (1996). Second language vocabulary learning: The role of context versus translations as a function
of proficiency. Mod. Lang. J, 80, 478-496.
[11]Jiang, N. (2000). Lexical representation and development in a second language. Appl. Linguist. 21, 47-77.
[12]Kroll, J.F., & Sunderman, G. (2003). Cognitive processes in a second language learners and bilinguals: The
development of lexical and conceptual representations. Blackwell Publishing Ltd.
[13]Laufer, B., & Girsai, N. (2008). Form focused instructions in second language vocabulary learning: a case for
contrastive analysis and translation. Appl. Linguist. 29, 694-716.
[14]Sheppard, F. (2011). Medical writing in English: The problem with google translate. La Presse Medicale,
40(6), 565-566.
[15]Kirchhoff, K., Turner, M., Axelrod, A., & Saavedra, F. (2011). A statistical machine translation to public
health information: A feasibility study. Journal of the American Informatics Association, 18(3), 473-478.
[16]Van Rensburg, A., Synman, C., & Lotz, S. (2012). Applying google translate in a higher education
environment: Translation products assessed. Southern African Linguistics and Applied Language Studies,
3(4), 511-524.
[17]Groves, M., & Mundt, K. (2015). Friend or foe? Google translate in language for academic purposes. English
for specific purposes, 37(1), 112-121.
[18]Mundt, K., & Groves, M.J. (2016). A double edged sword: The merits and the policy implications of google translate in higher education. European Journal of Higher Education, 6(3), 1-15. 2x
[19]Bahri, H., & Mahadi, T.S.T. (2016). Google translate as a supplementary tool for learning Malay: A case study at Universiti Sains Malaysia. Advances in Language and Literary Studies, 7(3), 162-167.
[20]Josefsson, E. (2011). Contemporary approaches to translation in the classroom: A study of students, attitudes and strategies. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-5929
[21]Laufer, B., & Hill, M.M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Lang. Learn. Technol. 3, 58-76.
Downloads
Published
Issue
Section
License
Copyright (c) 2020 AUTHOR
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
