Using Machine-Translated Texts to Generate L3 Learners’ Metalinguistic Talk
Eva Thue Vold · 2018
This study examines how upper secondary school students of French as a foreign language talk about language when such talk is triggered by machine-translated texts. It explores whether and how machine-translated texts can engage students in metalinguistic talk and help them adopt an analytical and critical perspective on language use. The students&s; discussions, which took place in small achievement-based groups, were audio-recorded and subsequently analysed with regard to the students&s; use of grammatical terms, comments about various error types and time spent in collaborative dialogue. The article concludes that the use of machine-translated texts to develop students&s; metalinguistic awareness has considerable potential, but training, scaffolding techniques and guidance from the teacher are of paramount importance, especially for low and medium achievers.