AZCALL 2020
Virtual Conference
Translation Technologies in SLA: Analysis of the Last Decade Research (2009-2019)
Jhonatan Henao-Muñoz; University of Arizona
Luz Adriana Guzmán Hernández; Antonio de Nebrija University, Spain
Biographies
Jhonatan Henao-Muñoz is a M.A. Candidate in Hispanic Linguistics, and M.A. Candidate in French Linguistics and Second Language Learning and Teaching. His research focuses on the acquisition of Romance languages as Second and Third Languages, Corpus Linguistics, Translation in Language Teaching, and TELL. Currently, he is the PI of Translation in the Second Language Classroom study, a project awarded with the National Center for Interpretation Research Fellowship of the University of Arizona, that inquires actors and factors in the language classroom, both instructors and students, and the syllabi and textbooks, in order to identify attitudes, beliefs, and practices on translation in teaching and learning. http://profejhon.tk/
Adriana Guzmán Hernández is a M.A. Candidate in Applied Linguistics. Her research focuses on Second Language Acquisition, TELL, and Translation in Language Teaching. Currently, she is working on her masters thesis related to Metacognitive Strategies and Language Learning Improvement. In addition, she is the co-PI of Translation in the Second Language Classroom study, a project awarded with a National Center for Interpretation Graduate Research Fellowship of the University of Arizona, that inquires actors and factors in the language classroom, both instructors and students, and the syllabi and textbooks, in order to identify attitudes, beliefs, and practices on translation in teaching and learning.
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Abstract
Our paper presents a critical analysis of the implementation of translation technologies in the second language acquisition field within the 2009-2019 decade. Firstly, we offer an overview of the previous studies that have implemented and discussed translation in language teaching (TiLT) as well as the use of machine translation (MT) in the second language classroom. Secondly, we describe the data selection procedures and outline categories based on the data's patterns. Subsequently, we highlight interdisciplinary intersections between Technology-Enhanced in Language Learning (TELL) and Translation Studies (TS). Finally, we present and discuss the results of research conducted using data from twenty (20) articles selected.
Our study follows a four-phases identification procedure proposed by Gao et al. (2012), also implemented by Hattem & Lomicka (2016), which allowed us to select twenty (20) articles to build the data set. This consists of research articles that focus on the use of machine translators for L2 learning. Therefore, The selected articles are empirical approaches presenting qualitative and/or quantitative data derived from observation or experimental studies. Hence, anecdotical and theoretical studies relying merely on the use of translation in classroom were excluded.
The present research seeks to answer: (1) What has the focus of translation technologies been on L2 teaching and learning? (2) how have translation technologies been used for L2 learning? And (3) which are the insights and shortcomings that the current study provides for present and future implementation of translation technologies in SLA? Preliminary results bring awareness for intersection of TELL and TS for specific language skills, they suggest that the use of MT lacks teacher and learner training, however students show positive attitude towards its use, while teachers express skepticism.
