A Novel Machine Translation Method for Learning Chinese as a Foreign Language

2014 ◽  
pp. 343-354 ◽  
Author(s):  
Tiansi Dong ◽  
Armin B. Cremers
Keyword(s):  
Foreign Language ◽  
Machine Translation ◽  
Translation Method

The Direct Method

2017 ◽  
Author(s):  
Purwarno
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Direct Method ◽  
Target Language ◽  
Translation Method ◽  
Grammar Translation Method

The Direct Method was the outcome of a reaction against the Grammar Translation Method. It was based on the assumption that the learner of a foreign language should think directly in the target language. According to this method, English is taught through English. The learner learns the target language through discussion, conversation and reading in the second language. It does not take recourse to translation and foreign grammar.

Machine Translation for EFL

Relay Journal ◽  
2019 ◽  
pp. 228-235
Author(s):  
Paul J. Moore ◽  
Phil Murphy ◽  
Luann Pascucci ◽  
Scott Sustenance
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
English Language ◽  
Foreign Language Learning ◽  
Efl Learners ◽  
Technical Developments ◽  
English Language Institute ◽  
Changing Role

This paper reports on an ongoing study into the affordances of free online machine translation for students learning English as a foreign language (EFL) at the tertiary level in Japan. The researchers are currently collecting data from a questionnaire, task performance, and interviews with 10-15 EFL learners in an English Language Institute in a university in Japan. The paper provides some background on the changing role of translation in language learning theory and pedagogy, before focusing literature related to technical developments in machine translation technology, and its application to foreign language learning. An overview of the research methodology is provided, along with some insights into potential findings. Findings will be presented in subsequent publications.

scholarly journals Cross-Language Plagiarism Detection Based on CLAD Method

2019 ◽  
Vol 9 (2) ◽  
pp. 4903-4909
Keyword(s):  
Machine Translation ◽  
Detection Method ◽  
Translation Method ◽  
Plagiarism Detection ◽  
Working Process ◽  
Detection Process ◽  
Document Indexing ◽  
Cross Language ◽  
Multiple Languages ◽  
Analog Detector

This paper describes the cross-language plagiarism detection method CLAD (Cross-Language Analog Detector) between test document and indexed documents. The main difference of this method from existing versions is the detection of plagiarism among multiple languages not only two languages. While translating terms, it used the dictionary-based machine-translation method. CLAD’s working process consists of document indexing and detection process phases. In this paper, we will describe both of these phases.

scholarly journals Machine Translation in Foreign Language Learning Classroom-Learners’ Indiscriminate Use or Instructors’ Discriminate Stance

2020 ◽  
Vol 9 (4) ◽  
pp. 1
Author(s):  
Xiaomin Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Machine Translation ◽  
Language Learners ◽  
Language Proficiency ◽  
Curriculum Design ◽  
Foreign Language Learning ◽  
Technology Tools ◽  
Holistic Understanding ◽  
Self Development

The use of machine translation (MT) tools in language learning classroom is now omnipresent, which raises a dilemma for instructors because of two issues, language proficiency and academic integrity, caused by that fact. However, with the unstoppable development and irresistible use of MT in language learning, rather than entangling with using it or banning it, it is more significant to figure out why learners turn to MT in spite of the prohibition from their instructors and how can instructors guide learners to use it appropriately. Consequently, this paper reviews articles with regard to the reason why learners turn to MT, the practical use of MT in learners’ writing, and some pedagogical solutions for making peace with MT in language learning classroom respectively. Implications can be garnered like that a course for learners of how to use MT tools properly should be included in the curriculum design, and simultaneously, the holistic understanding of these overwhelmingly fast-developed technology tools for instructors should be a part of teachers’ self-development, since instructors without knowledge said technology tools can not fully motivate language learners and implement the pedagogical solutions offered.

scholarly journals Translation in ESL Classes

2015 ◽  
Vol 7 (3) ◽  
pp. 87-107
Author(s):  
Imola Katalin Nagy
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Translation Method ◽  
Language Pedagogy ◽  
Language Classes ◽  
Grammar Translation Method ◽  
The Times

Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

Pedagogical suitability of data-driven learning in EFL grammar classes: A case study of Taiwanese students

2017 ◽  
Vol 23 (5) ◽  
pp. 541-561 ◽  
Author(s):  
Ming Huei Lin ◽  
Jia-Ying Lee
Keyword(s):  
Foreign Language ◽  
Covariance Analysis ◽  
Data Driven ◽  
Translation Method ◽  
Paired Sample ◽  
Empirical Assessment ◽  
Efl Context ◽  
Study Results ◽  
Over Time

This study of 52 undergraduates of English as a foreign language (EFL) involves an empirical assessment of the pedagogical suitability of data-driven learning (DDL) in three Taiwanese grammar classes. One class (16 students) was taught using a traditional deductive approach (TDA), and the others (one of 17 and one of 19 students) were taught using blends of DDL and TDA. The participants’ performance in grammar and their judgments of the teaching effects of DDL were both collected for analysis. Using a covariance analysis, the study results indicate no significant differences between the three classes in grammar proficiency, although paired-sample t-tests reveal significant gains for each class. However, the results of quantifying participants’ perceptions of the treatments over time show clear changes as the experiment proceeded; there was a growing preference for DDL-integrated treatments but a disinclination towards the TDA. Although it seems premature to claim DDL’s pedagogical suitability here, the overall results lend support to the legitimacy of practicing DDL in different educational areas. This is particularly notable for Taiwan’s EFL context, given that most of its grammar classrooms are still employing conventional approaches, including the Grammar Translation method, even if they are not inclined towards them. The article concludes with a discussion of DDL’s effects on future EFL grammar classes and possible avenues for further studies.

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