{"id":90277,"date":"2021-12-27T03:00:42","date_gmt":"2021-12-27T02:00:42","guid":{"rendered":"https:\/\/www.cde.ual.es\/?p=90277"},"modified":"2022-09-06T10:11:46","modified_gmt":"2022-09-06T08:11:46","slug":"how-machine-translation-impacts-language-learning","status":"publish","type":"post","link":"https:\/\/www.cde.ual.es\/en\/how-machine-translation-impacts-language-learning\/","title":{"rendered":"How machine translation impacts language learning"},"content":{"rendered":"

Although the use of machine translation tools does impact how one learns a new language, they can also be an important ally for language teachers.<\/p>\n

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Whether it be to decode a menu in a foreign country or make sense of a website, for many the use of web-based machine translation (MT) systems like Google Translate, DeepL and Bing have become a go-to tool. It\u2019s also become an important tool for those learning English as a second language. \u201cMany students studying English as a second language use MT to support their learning,\u201d says Natalia Resende<\/a>, a Marie Sk\u0142odowska-Curie<\/a> research fellow affiliated with the ADAPT Centre<\/a>, part of Dublin City University<\/a>. \u201cThanks to the easy access they have to these applications via their phones, students can get instant translations by simply entering text, taking a picture, or even by speaking.\u201d However, because MT output isn\u2019t always completely correct, Resende wondered whether their use would impact how English is learned. \u201cAre MT users influenced by its output in such a way that they change their linguistic behaviour in the second language to mirror what they read or hear via the MT?\u201d she asks. With the support of the EU-funded MTrill project, she decided to find out.<\/p>\n<\/div>\n

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Adapting language behaviour<\/h3>\n

To start, Resende conducted a survey of 90 Brazilian Portuguese L2 English speakers to learn how and why they use web-based MT applications. What she found was that students primarily use these applications to support their English speech, as well as a resource for learning new vocabulary. Next, to understand whether these applications could actually influence the student\u2019s cognitive processing, Resende used a syntactic priming experiment. The goal of this experiment was to see whether participants\u2019 language behaviour in English would change after they used the Google Translate app. To illustrate, take for example the sentence \u2018the office table was broken\u2019. Because this word order does not exist in Portuguese, Portuguese speakers will typically say \u2018the table of the office was broken\u2019. However, after seeing that the MT app translated the sentence to the more challenging \u2018the office table was broken\u2019, the students adapted their language behaviour to mirror Google Translate\u2019s alternative structure when describing images in English. \u201cThis experiment shows that exposure to an English syntactic alternative can lead to that same syntactic alternative being reused in subsequent speech, even when it is not the speaker\u2019s preferred English syntactic alternative,\u201d remarks Resende. \u201cAlthough this may be correct, they get there without learning the grammatical rules behind the sentence.”<\/p>\n<\/div>\n

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An ally in language learning<\/h3>\n

Despite any shortcomings, Resende says that language programmes shouldn\u2019t see MT as the enemy, but as an ally. \u201cThis research shows that translation tools not only minimise language barriers, they can also be used by language teachers as an ally in the language learning process,\u201d she adds. \u201cHowever, because bad translation solutions can influence users\u2019 linguistic behaviour, language technology developers should consider this impact on human cognition when developing these systems.\u201d Resende says she hopes to address some of these challenges and lingering questions in future research initiatives. Already, her groundbreaking research conducted within the MTrill project has been published in numerous leading academic journals and presented at various conferences. It\u2019s also inspired further research, including projects that are replicating the study in language pairs other than Portuguese and English.<\/p>\n<\/div>\n

More information<\/h3>\n

CORDIS – Results in Brief<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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