The use of online translation (OT) is increasing as more pupils receive laptops from their schools. This study investigates OT use in two groups of Swedish pupils (ages 17-18) studying Spanish as an L3: one group (A) having free Internet access and the spelling and grammar checker of Microsoft Word, the other group (B) using printed dictionaries without Internet access. 112 Spanish essays were collected from the groups. Screencasts of 60 essay writings were recorded, and accompanied by a questionnaire and interviews to 13 pupils. The essays were analysed for morphological, syntactical and lexical accuracy. Significant differences between groups A and B were found for only a few error categories. Group B made a higher percentage of errors all-in-all, committed more mistakes regarding noun/adjective and noun/article agreement, whereas group A made more mistakes concerning verb mood, personal pronouns, and conjunctions. Many errors in group B can be explained by the fact that the pupils had no access to automatic corrective suggestions or automatic translation, as did group A. Flaws in OT can account for pronoun and syntactic errors in group A essays. The differences in correct use of verb mood and conjunctions are more difficult to explain and deserve further investigation.
Este artículo presenta un estudio sobre las estrategias de búsqueda en el traductor de Google empleadas por un grupo de 16 estudiantes suecos del bachillerato (17 a 18 años de edad) en ejercicios de redacción realizados durante su sexto año de estudios de español L3. Los estudiantes utilizaron ordenadores portátiles con acceso a internet y podían usar el traductor de Google para buscar palabras en español. El análisis de aproximadamente 43 horas de grabación de las pantallas durante la escritura de 57 ensayos reveló una compleja trama de estrategias de búsqueda en sueco, inglés y español. Las estrategias incluyeron búsquedas léxicas y morfosintácticas, desde palabras sueltas hasta secuencias más largas. Las búsquedas frecuentemente se caracterizaron por seguir métodos de prueba y error que incluían numerosas traducciones de control de palabras que los estudiantes ya conocían. Las observaciones evidenciaron también ciertos comportamientos en la búsqueda que pueden interpretarse como falta de confianza de los estudiantes en los resultados de su búsqueda así como en su propio conocimiento de la lengua.
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