An investigation of the potential of machine translation and post-editing to advance students’ learning of Chinese and English languages in higher education
Year: 2024
Type: dissertation
Abstract: Introduction 1 1.1 Contextualisation of the study 2 1.2 Research design and significance 5 1.3 Structure of the thesis 8 2 SLA, translation, and translanguaging 2.1 Second language acquisition (SLA) -selected theories 2.1.1Incidental/implicit vs intentional/explicit learning 2.1.2Interactionist SLA theory 2.1.3The role of L1 and multilingualism in SLA 2.2 Translation in SLA 2.2.1 The rehabilitation of translation in language teaching 2.2.2Translation and translanguaging in language teaching 2.2.3Translation in processing input and output in language learning 2.3 Chapter summary 3 Machine translation and post-editing 3.1 Machine translation (MT) technology in language education 3.1.1Development of MT 3.1.2Teaching staff and students' perceptions of MT 3.1.3Using MT as a pedagogical tool in language classrooms 3.2 MT and PE in translation studies 3.2.1 HT and MT+PE in translation 3.2.2MT and PE for multilingual researchers 3.3 Positioning the current study 3.4 Chapter summary 4 Methodology 4.1 Research methodology and frameworks 4.1.1Action research 4.1.2Action research framework for this study 4.1.3Pedagogical translation framework 4.2 Action Research Study for Student Group1 (SG1) 4.2.1 Research site and participants 4.2.2Research design and procedure 4.3 Action Research Study for Student Group 2 (SG2) 4.3.1 Research site and participants 4.3.2Research design and procedure 4.4 Data coding and analysis 4.4.1 Assembling data 4.4.2Coding data 4.4.3Comparing data 4.4.4Building meanings and interpretations 4.5 Ethical consideration 4.6 Chapter summary 5 Advanced learners of Chinese using MT and PE in an L2 Chinese learning context: Findings 5.1 Students' use of MT in L2 Chinese learning 5.1.1Students' translation processes and strategies 5.1.2Students' purposeful use of MT 5.1.3MT and PE capabilities 5.2 MT and PE capabilities to advance L2 Chinese learning 5.2.1 Increasing efficiency in reading 5.2.2 Improving accuracy in L2 text comprehension and production 5.2.3 Enhancing understanding of grammar and vocabulary 5.2.4 Increasing confidence in language learning 5.2.5 Raising awareness of appropriate use of MT 5.3 Teacher-researcher reflection and reflexivity informing praxis 5.4 Chapter summary 6 Chinese-speaking postgraduate students using MT and PE in EMI higher education: Findings 6.1 Students' purposeful use of MT in postgraduate EMI studies 6.1.1Using MT as a multilingual dictionary for words and phrases 6.1.2Using MT as a resource to support academic reading 6.1.3Using MT as a resource to support academic writing 6.1.4Using MT as a tool to help maintain academic integrity 6.1.5Using MT as a resource to cross-check and evaluate MT output 6.1.6MT and PE capabilities 6.2 MT and PE capabilities to advance L2 English learning 6.2.1 Increasing efficiency in reading 6.2.2 Improving accuracy in L2 text comprehension and production 6.2.3 Increasing opportunities for learning vocabulary and grammar 6.2.4 Increasing confidence in academic learning 6.2.5 Raising awareness of appropriate use of MT 6.3 Chapter summary 7 Widening the lens: SLA, translation, translanguaging 7.1 Implications of MT and PE: Human-machine interaction in SLA 7.1.1MT making 'comprehensible input' possible: Reading and comprehension 7.1.2MT output as 'feedback' to check meaning and form 7.1.3MT+PE entailing both meaning-focused and form-focused learning 7.2 Implications of MT and PE: Human-machine interaction in translation 7.2.1 MT as a resource in HT processes 7.2.2MT+PE as a strategy combination to facilitate translation 7.2.3MT+PE as a strategy combination to support comprehension and paraphrasing 7.2.4MT and PE expanding cognitive skills and linguistic capabilities 7.3 Implications of MT and PE: Human-machine interaction in translanguaging 7.3.1 Purposeful use of MT enhancing multilingual learning and capability 7.3.2Translanguaging and transknowledging towards multilingualism iii 7.3.3Academic writing and academic integrity 7.4 Chapter summary 8 Conclusion 8.1 Key contributions and research significance 8.1.1Multilingual learners' five purposeful uses of MT 8.1.2MT and PE to advance learning of language and knowledge 8.1.3MT and PE towards multilingualism 8.2 Concluding reflections 8.3 Limitations 8.4 Recommendations 8.4.1 HT, MT and PE as complementary strategies 8.4.2MT and PE teaching design 8.4.3 MT+PE to support paraphrasing and summarising 8.4.4 Future research Reference list Appendices Appendix 4.1 Participant information and consent forms (SG1) Appendix 4.2 Questionnaires (SG1) Glossary and abbreviations AI Artificial IntelligenceIn this study, AI is recognised as a rapidly growing field of study in computer science that replicates human intelligence and has close associations with human language technology (HLT). CALL Computer-assisted language learningThe term refers to the use of technology for language learning and teaching purposes and has become a sub-field in the study of language education. CEFR Common European Framework of Reference for LanguagesThis is an international standard for describing language proficiency, consisting of six levels: A1, A2, B1, B2, C1 and C2.Learners at A1 and A2 are at beginner and pre-intermediate levels (basic user); at B1 and B2 they are at intermediate and upper-intermediate levels (independent user); at C1 and C2 they are at advanced and proficiency levels (proficient user). CMI Chinese Medium InstructionThis term refers to teaching and learning academic disciplines through Chinese as medium of instruction for students whose L1 is different from Chinese.Although CMI is not the main focus in this study, the findings of this research have implications for language pedagogy in CMI contexts.
Author: Chang, Li-Ching
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: Baidu
OpenAlex ID: W7216626770