Efectos del traductor de Google sobre la diversidad léxica: el desarrollo de vocabulario entre estudiantes de español c omo lengua extranjera

• Kent Fredholm ^[1]
  1. [1] Karlstad University and Uppsala University
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Vol. 13, Nº. 26, 2019 (Ejemplar dedicado a: "Literacidad y aprendizaje de lenguas"), págs. 98-117
• Idioma: español
• Títulos paralelos:
  • Effects of Google translate on lexical diversity: vocabulary development among learners of Spanish as a foreign language
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo presenta los resultados de un estudio longitudinal sobre el desarrollo de vocabulario entre un grupo de estudiantes suecos de español como lengua extranjera. Durante un año escolar, los estudiantes (N=31) escribieron cuatro redacciones en español, una prueba previa y una prueba posterior. 15 estudiantes usaron un diccionario imp reso como herramienta de traducción, 16 el Traductor de Google (GT). El desarrollo de vocabulario escrito fue medido como el cambio de diversidad léxica entre la prueba previa y la prueba posterior, utilizando el índice de Guiraud. Los resultados muestran que el uso de GT da una diversidad léxica mayor mientras los alumnos lo usan, un efecto que desaparece cuando GT no se utiliza más. Los resultados indican la necesidad de una comprensión más profunda de estructuras lingüísticas y de léxico, un enfoque refo rzado en el vocabulario en la enseñanza de idiomas extranjeros, y una extensión más amplia de enseñanza de herramientas de traducción

  • English

    This article presents the results of a longitudinal study of vocabulary development among Swedish upper secondary school pupils of Spanish as a foreign language. During one schoolyear, the pupils (N=31) wro te four essays in Spanish, a pre - test and a post - test. 15 pupils used a printed dictionary as translation tool, 16 used Google Translate (GT). Vocabulary development was measured as the change in lexical diversity from pre - test to post - test, using Guiraud’ s index. The results show that the use of GT leads to higher degrees of lexical diversity as long as it is used, but that the effect vanishes when the tool is no longer used. The results point to the need for a deeper understanding of language structure an d lexicon, a reinforced focus on vocabulary in foreign language teaching, and a widened range of explicit instruction of translation tools and strategies.

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