TEACHING STUDENTS HOW TO USE ONLINE TRANSLATORS AND E-MAIL TO PROMOTE

INTERACTION WITH ENLGISH NATIVE SPEAKERS

Krizzalis Natali Velazco Flores

Cecilia Portocarrero Molina

Autonomous LearningAutonomous learning is defined by Holec (1981) as “the capacity of taking control of one's own learning.” Autonomy not just as a learning situation but a process.

The autonomous learner “takes a (pro-) active role in the learning process, generating ideas and availing himself of learning opportunities, rather than simply reacting to various stimuli of the teacher” (Thanasoulas, 2000).

Computer-mediated Communication

CMC gives the students the opportunity to practice their English outside the classroom through e-mail, social networks, and blogs.

Keypals Students communicate with English native speakers via e-mail and, if possible, establish a friendship. Fosters and enhances student's autonomy.Exposure to new/authentic vocabulary & written expressionAbility to apply and practice latent knowledgeDevelopment of reading and writing skills

(Harrison & Kitao, 2005).

Translation in the Language Learning ProcessTranslation can be beneficial to foreign language learning:1. To improve verbal agility.

2. To expand students’ vocabulary in L2.

3. To develop their style.

4. To improve their understanding of how languages work.

5. To consolidate L2 structures for active use.

6. To monitor and improve the comprehension of L2.

“Translation into L1 of text containing a recently learned L2 language item reinforces structural, conceptual and sociolinguistic L1/L2 differences.”

(Alton, 2013)

Online Translators: Google TranslateThis can be beneficial for learners:

Gives them the chance to rely on their L1 to notice posible mistakes in the L2 texts.Engages them in the tasks, so more learning can happen.Can enhance students analytical skills, as to become more competent users of these tools.

(García, 2010)

Procedure of the activity: stage 11. Students were asked to bring lyrics of songs they like in

English.

2. Students responded to some questions about the use of online resources. (Before translating)

3. Students were explained how to use Google Translate.

4. Students translated a piece of the song.

5. Students analyzed the translated text.

6. Students answered reflective questions about the use of Google Translate in order to clarify doubts and see if they understood the procedure of using it.

Questions and AnswersQuestions asked before:

What resources do you use when you do not understand a word or a sentence in English? (dictionaries, encyclopedias, online translators)

Do you use online resources? If your answer is yes, write what online resources you use.

Do you know about online translators? (e.g. Google Translate)

If you know, what do you think about them? Are they useful?

Questions asked after: What do you think about the use of Google Translate? What is the procedure that you followed? Do you think it is easy to use? What is the main problem of its use? If you used it before, do you think you can use it in a better way? Do you think you can learn from it? (e.g. vocabulary, idioms)

Procedure of the activity:Stage 2• Students were asked to think about things they would like to know

about a person from England.

• Teacher presented some phrases, farewells and questions that students could include in their e-mails.

• Teacher showed a model of an e-mail sent by her on which she included the phrases and an example of how to share personal information with a new person.

• Students did a draft of an e-mail.

• Students corrected their grammatical and spelling mistakes along with the teachers.

Procedure of the activity: stage 3•After introducing and guiding students

through the use of Google Translate, they sent an e-mail to different people from England . The purpose of this was to promote the interaction with English Native Speakers and increase students’ motivation and learning. When they received an answer, students used Google Translate to understand the message.

Conclusions. • Students’ lack of confidence when

using Google Translate. Teacher guides and prepares them to use it. Students’ awareness of their previous knowledge of the target language.

Students’ lack of motivation. Teacher promotes the use of E-mail as a mean to interact with English Native Speakers and use the language in real communication.

Students doubts about the authenticity of the activity.

Teacher can answer the e-mails. Teacher can use other resources to promote the use of Google Translate. (such as messages in magazines, newspapers, song lyrics)

ReferencesAlton, D. (2013) L1 in the l2 Classroom. Yeah or Nay? Humanising Language Teaching, 15 (2). Retrieved May 10, 2014, from http://www.hltmag.co.uk/apr13/sart07.htm

Benson, P. (2006) Autonomy in language teaching and learning. Retrieved May 10, 2014, f rom http://www4.pucsp.br/inpla/benson_artigo.pdf

Dagiliené I. (2012) Translation as a Learning Mehtod in English Language Teaching. Studies About Languages, 21. Retrieved May 10, 2014, from http://www.kalbos.ktu.lt/index.php/KStud/article/view/1469/2164

Garcia, I. (2010) Can Machine Translation Help the Language Learner? Retrieved May 10, 2014 from http://conference.pixel-online.net/ICT4LL2010/common/download/Proceedings_pdf/TRAD02-Garcia.pdf

Harrison, M. & Kitao, S. (2005) Keypal Friendship and Their Influences on Learner Development. CALL-EJ Online 7 (1). Retrieved May 10, 2014, from http://callej.org/journal/7-1/Harrison-Kitao.html

Shrum, J. & Glisan, E. (2010) Teacher's Handbook. Contextualized Language Instruction. Boston, MA: Cengage.

Thanasoulas, D. (2000) What is Learner Autonomy and How can It Be Fostered? The Internet TESL Journal, 5 (11). Retrieved May 10, 2013, from http://iteslj.org/Articles/Thanasoulas-Autonomy.html

Villas, I. (2013) L1 in the L2 classroom: from a sin to a possibilty. Retrieved May 10, 2014 f rom http://isabelavillasboas.wordpress.com/category/use-of-l1-in-the-l2-classroom/

Wikipedia. Computer-mediated communication. Retrieved May 10, 2014, from http://en.wikipedia.org/wiki/Computer-mediated_communication