@inproceedings{resende-way-2020-mtrill,
title = "{MT}rill project: Machine Translation impact on language learning",
author = "Resende, Nat{\'a}lia and
Way, Andy",
editor = "Martins, Andr{\'e} and
Moniz, Helena and
Fumega, Sara and
Martins, Bruno and
Batista, Fernando and
Coheur, Luisa and
Parra, Carla and
Trancoso, Isabel and
Turchi, Marco and
Bisazza, Arianna and
Moorkens, Joss and
Guerberof, Ana and
Nurminen, Mary and
Marg, Lena and
Forcada, Mikel L.",
booktitle = "Proceedings of the 22nd Annual Conference of the European Association for Machine Translation",
month = nov,
year = "2020",
address = "Lisboa, Portugal",
publisher = "European Association for Machine Translation",
url = "https://aclanthology.org/2020.eamt-1.69",
pages = "497--498",
abstract = "Over the last decades, massive research investments have been made in the development of machine translation (MT) systems (Gupta and Dhawan, 2019). This has brought about a paradigm shift in the performance of these language tools, leading to widespread use of popular MT systems (Gaspari and Hutchins, 2007). Although the first MT engines were used for gisting purposes, in recent years, there has been an increasing interest in using MT tools, especially the freely available online MT tools, for language teaching and learning (Clifford et al., 2013). The literature on MT and Computer Assisted Language Learning (CALL) shows that, over the years, MT systems have been facilitating language teaching and also language learning (Nin ̃o, 2006). It has been shown that MT tools can increase awareness of grammatical linguistic features of a foreign language. Research also shows the positive role of MT systems in the development of writing skills in English as well as in improving communication skills in English(Garcia and Pena, 2011). However, to date, the cognitive impact of MT on language acquisition and on the syntactic aspects of language processing has not yet been investigated and deserves further scrutiny. The MTril project aims at filling this gap in the literature by examining whether MT is contributing to a central aspect of language acquisition: the so-called language binding, i.e., the ability to combine single words properly in a grammatical sentence (Heyselaar et al., 2017; Ferreira and Bock, 2006). The project focus on the initial stages (pre-intermediate and intermediate) of the acquisition of English syntax by Brazilian Portuguese native speakers using MT systems as a support for language learning.",
}
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<abstract>Over the last decades, massive research investments have been made in the development of machine translation (MT) systems (Gupta and Dhawan, 2019). This has brought about a paradigm shift in the performance of these language tools, leading to widespread use of popular MT systems (Gaspari and Hutchins, 2007). Although the first MT engines were used for gisting purposes, in recent years, there has been an increasing interest in using MT tools, especially the freely available online MT tools, for language teaching and learning (Clifford et al., 2013). The literature on MT and Computer Assisted Language Learning (CALL) shows that, over the years, MT systems have been facilitating language teaching and also language learning (Nin ̃o, 2006). It has been shown that MT tools can increase awareness of grammatical linguistic features of a foreign language. Research also shows the positive role of MT systems in the development of writing skills in English as well as in improving communication skills in English(Garcia and Pena, 2011). However, to date, the cognitive impact of MT on language acquisition and on the syntactic aspects of language processing has not yet been investigated and deserves further scrutiny. The MTril project aims at filling this gap in the literature by examining whether MT is contributing to a central aspect of language acquisition: the so-called language binding, i.e., the ability to combine single words properly in a grammatical sentence (Heyselaar et al., 2017; Ferreira and Bock, 2006). The project focus on the initial stages (pre-intermediate and intermediate) of the acquisition of English syntax by Brazilian Portuguese native speakers using MT systems as a support for language learning.</abstract>
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%0 Conference Proceedings
%T MTrill project: Machine Translation impact on language learning
%A Resende, Natália
%A Way, Andy
%Y Martins, André
%Y Moniz, Helena
%Y Fumega, Sara
%Y Martins, Bruno
%Y Batista, Fernando
%Y Coheur, Luisa
%Y Parra, Carla
%Y Trancoso, Isabel
%Y Turchi, Marco
%Y Bisazza, Arianna
%Y Moorkens, Joss
%Y Guerberof, Ana
%Y Nurminen, Mary
%Y Marg, Lena
%Y Forcada, Mikel L.
%S Proceedings of the 22nd Annual Conference of the European Association for Machine Translation
%D 2020
%8 November
%I European Association for Machine Translation
%C Lisboa, Portugal
%F resende-way-2020-mtrill
%X Over the last decades, massive research investments have been made in the development of machine translation (MT) systems (Gupta and Dhawan, 2019). This has brought about a paradigm shift in the performance of these language tools, leading to widespread use of popular MT systems (Gaspari and Hutchins, 2007). Although the first MT engines were used for gisting purposes, in recent years, there has been an increasing interest in using MT tools, especially the freely available online MT tools, for language teaching and learning (Clifford et al., 2013). The literature on MT and Computer Assisted Language Learning (CALL) shows that, over the years, MT systems have been facilitating language teaching and also language learning (Nin ̃o, 2006). It has been shown that MT tools can increase awareness of grammatical linguistic features of a foreign language. Research also shows the positive role of MT systems in the development of writing skills in English as well as in improving communication skills in English(Garcia and Pena, 2011). However, to date, the cognitive impact of MT on language acquisition and on the syntactic aspects of language processing has not yet been investigated and deserves further scrutiny. The MTril project aims at filling this gap in the literature by examining whether MT is contributing to a central aspect of language acquisition: the so-called language binding, i.e., the ability to combine single words properly in a grammatical sentence (Heyselaar et al., 2017; Ferreira and Bock, 2006). The project focus on the initial stages (pre-intermediate and intermediate) of the acquisition of English syntax by Brazilian Portuguese native speakers using MT systems as a support for language learning.
%U https://aclanthology.org/2020.eamt-1.69
%P 497-498
Markdown (Informal)
[MTrill project: Machine Translation impact on language learning](https://aclanthology.org/2020.eamt-1.69) (Resende & Way, EAMT 2020)
ACL