Translation Tasks for Learning Collocations: Effects of Machine Translation plus Post-editing and Sight Translation
Tóm tắt
This study tested the effectiveness of employing translation tasks to enhance students’ use of collocations in spoken English. Two intact classes from a university in Taiwan participated in this study. Both classes first were taught a reading text with a focus on comprehension. Afterwards, while the control group had a free discussion on topics related to the reading, the experimental group completed two translation tasks. The first was a post-editing task in which students edited a Chinese translation of the reading generated by Google Translate. The second was a sight translation task in which the students orally translated part of the Chinese translation back into English. In the posttest, the experimental group used more target vocabulary correctly than the control group. Through a questionnaire, students in the experimental group reported that the two translation activities were helpful for learning to use collocations correctly in spoken English.
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