Cognitive Functions of Translation in L2 Writing

Göpferich, Susanne

doi:10.1002/9781119241485.ch22

Cited by 12 publications

(28 citation statements)

References 48 publications

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“…L2 composition is generally taught via a process-based approach through which learners are encouraged to engage in the recursive process of pre-writing, composing multiple drafts, and extensive revision based on teacher or peer feedback (Ferris & Hedgcock, 2011). The use of L1 is typically discouraged throughout the L2 writing process because of the negative transfer that can result from cross-linguistic differences between languages (Göpferich, 2017). However, numerous studies have found pedagogical benefits of L1 use in L2 writing.…”

Section: Machine Translation As a Language Learning Toolmentioning

confidence: 99%

Effects of using machine translation to mediate the revision process of Korean university students’ academic writing

Lee

Briggs

2020

ReCALL

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In recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.

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Section: Machine Translation As a Language Learning Toolmentioning

confidence: 99%

Effects of using machine translation to mediate the revision process of Korean university students’ academic writing

Lee

Briggs

2020

ReCALL

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“…Si la traductologie a pu élaborer des ressources qui lui sont propres grâce à une disciplinarisation émancipatrice, l'heure serait peut-être venue d'envisager les rapports entre traductologie, rédactologie et didactique des langues dans une optique d'enrichissement mutuel. Les appels à réhabiliter la traduction dans l'enseignement des langues (e.g., Cook, 2010;Gentil, 2018;Göpferich, 2017) pourraient bien jeter les bases de tels rapprochements.…”

Section: How Translation and Terminology Studies Might Help -L'apportunclassified

Translanguaging and Multilingual Academic Literacies: How Do We Translate That into French? Should We? Pour en faire quoi ? (et pourquoi s'en faire?)

Gentil¹

2020

OLBIWP

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Translanguaging has become an inescapable notion in the anglophone literature on multilingual education. Questions thus arise as to whether and how it should be imported into francophone educational discourse, which has developed parallel vocabularies and orientations. The stakes are not only terminological — how to import a notion with ill-defined contours from one discursive universe to another — but pedagogical and political: what value could be added by the notion of translanguaging, either translated or borrowed as is, not only in addressing the needs of plurilingual writers who, like francophone educators, must reconceptualize English disciplinary discourses in another language, but also in creating more equitable conditions for the circulation of ideas across linguistic and national lines? To tackle these questions, this paper draws on two sources of insight: strategies for cross-lingual mediation developed in translationand terminology studies, and lessons from the import of literacy into francophone discourse in the 1990s and 2000s. Existing uses and translations of translanguaging are then reviewed, and new translation equivalents proposed to render and clarify the multiple meanings of translanguaging and operationalize the notion in French. In keeping with a translanguaging approach, the paper translanguages about translanguaging, deepening our understanding of it through more than one linguistic lens. Keywords: Translanguaging, translation and writing pedagogy, multilingual terminology, multilingual academic literacies, crosslingual reading and composing, international circulation of ideas

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“…In these degree programs, students with English as a foreign language (EFL) face the highly demanding task of acquiring discipline-specific knowledge, communication skills, and, importantly, academic writing skills predominantly or even exclusively in a foreign language. Göpferich (2017) cautions that the requirement of writing academic texts in the L2 . .…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…Those whose second-language skills are so limited as to impede discovery of meaning through second-language writing can benefit from invention and exploration of ideas in their first language, especially in the prewriting and planning stages. (p. 204) In a similar vein, Göpferich (2017) argues that resorting to the dominant language during FL academic writing processes can provide "a reduction in complexity, particularly at the macro-level . .…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

Translanguaging for Cognitive Relief in FL Academic Writing

Machura¹

2020

OLBIWP

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In the present study, two groups of German undergraduates taking a course in English Linguistics at a midwestern German university were compared in terms of their attitudes towards translanguaging, their translanguaging behaviour during foreign-language academic writing processes, and the quality of their foreign-language texts. One group was taught with a translanguaging teaching approach, the other group was taught monolingually in English. Students in the translanguaging group became aware of the benefits translanguaging can have during foreign-language academic writing processes. Students’ translanguaging behaviour during foreign-language academic writing is discussed in two case studies. Importantly, more students in the translanguaging than in the English group improved their ability to distinguish between relevant and irrelevant information in academic texts, a finding that underscores the didactic importance of translanguaging in tertiary education. Keywords: translanguaging, tertiary education, academic writing, beliefs and attitudes, FL text quality

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Cognitive Functions of Translation in L2 Writing

Cited by 12 publications

References 48 publications

Effects of using machine translation to mediate the revision process of Korean university students’ academic writing

Effects of using machine translation to mediate the revision process of Korean university students’ academic writing

Translanguaging and Multilingual Academic Literacies: How Do We Translate That into French? Should We? Pour en faire quoi ? (et pourquoi s'en faire?)

Translanguaging for Cognitive Relief in FL Academic Writing

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