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 Learning
Autonomous 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 expression
Ability to apply and practice latent knowledge
Development of reading and writing skills
(Harrison & Kitao, 2005).
Translation in the Language
Learning Process
Translation 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 Translate
This 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.
(Garca, 2010)
Procedure of the activity: stage 1
1. 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 Answers
Questions 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)
References

Alton, 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
Dagilien 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