It's my turn to post a topic for discussion. I notice in my practicum class a couple of students constantly use electronic dictionaries. In your opinion, does this seriously impact on the development of fluency or any of the skills we're focusing on? Should use be limited for some activities? I look forward to hearing your thoughts on this subject. Thanks!
Dianne
I'd say in my opinion, I prefer they use on a limited basis. But I also see both point of view. Sometime focusing use the electronic dictionaries they may miss the teacher's teaching. I suggest they use at home rather in class.
ReplyDeleteGood point. I have noticed students disconnecting from what's happening in class because they're checking vocabulary. Thanks Carol.
DeleteDianne
Hi Dianne,
ReplyDeletethat's an interesting question as I was previously researching the grammar-translation method (translates native language to target language) vs the direct method (no use of native language). Debbie was also talking about teaching vocab and in her opinion, which I agree with, vocab should not be taught by giving definitions but rather by using it serveral times for the learner to see the context in which it is used by themselves.
In my experience in the Philippines many of the natives there tried to teach me the main language there. Sometimes I would get the jist of what they were trying to show me but other times when I was frustrated I would pull out my phone and use a translation app. This saved me a lot of time and the next time I heard the word I understood what was being said.
So I would have to say that sometimes I think it can be helpful but it should not be the foundation of teaching vocabulary.
Cheers,
Rod
It sounds like it does have some advantages. I guess it would be helpful to find out some appropriate uses for it in the classroom. Thanks Rod.
DeleteDianne
Hi Dianne,
ReplyDeleteI noticed several students doing this in my practicum classes. My perspective is that the classroom is not a good environment for using electronic translation. Perhaps at home while they are studying it can be helpful if they're stuck on a word, or they need a clearer idea. In the real world, I can definitely see the usefulness of instant translation. In the classroom, however, they should be focused on their exercises as they are presented, and translation keeps them tied to a mode that does not allow for inference, creative, or contextual skill development.
In my classes, I noticed that the students who were most reliant on their phones were also the students who did not participate well in group work. The phones helped them disengage from the discussion and tune out the ideas or assistance offered by their classmates (or even their teacher!!!). They might get one word correct, but they miss out on the opportunity to use their words in a social milieu.
Another disadvantage of translators is that they do not allow an opportunity to distinguish subtle differences between synonyms. This often comes down to a feeling or an intent that is completely lost in mechanical translation. This might not be a big deal if you are trying to order a taco at the market, but it does make a difference if you are trying to compose a compelling essay, story, or cocktail conversation.
Hi Ed,
ReplyDeleteThanks. I think you've described some key pedagogical concerns.
Dianne
Hi Dianne,
ReplyDeleteWhat an interesting topic! I see some students search the meaning in their devices and even in the dictionary that is on their tables. I think using the dictionary should be allowed after they can't find out the meaning even after many different ways the teacher uses to explain the meaning of a word. I mean we should teach the students to try to guess the meaning even it is not the exact meaning because in this way they can memorize the meaning for longer time. When they find the meaning in the dictionary they will forget it even few hours later.
Thanks.
Hi Nadia,
ReplyDeleteThanks for your comment. It's a great suggestion. If we gave students these explanations and strategies for using their dictionaries, I wonder if they would choose to monitor themselves?
Dianne
In my experiences and observations in college courses, there are a lot of non-native English speakers who do use these translators for literal purposes. However, I haven't stopped anyone from using it but it must not be used during lecture time. The reason for this is that the concentration is lost for the student as well as the Instructor due to distractions.
ReplyDeleteIt is encouraged for students to avail such technology only as a means to an end. The best solution I've found is to take this as a teachable moment and provide context for the student to understand new vocabulary.
I hope this helps.