ABSTRACT

This study applies multimodal conversation analysis to examine how pupils of L2 English in Sweden make use of online translation tools (OTTs), i.e. bilingual dictionaries and Google Translate, in a range of digital collaborative writing tasks. The collection of sequences where pupils use OTTs comes from 31 hours of video-recorded data from four Swedish upper-secondary schools. In contrast to previous research on OTTs, this multimodal micro-analytic study examines the process of using OTTs and links it to the written product, by analysing actions on the screen accompanied by embodied pupil interaction. Thus the analyses track: (1) how and when pupils deploy OTTs, (2) whether the tools help them to resolve lexical gaps and other lexical issues and (3) what problems arise in the process. The study also discusses what help can be offered to overcome the encountered difficulties of using OTTs.

摘要

本研究应用多模态对话分析来检验瑞典的 L2 英语学生如何在一系列数字协作写作任务中使用在线翻译工具 (OTT)，即双语词典和谷歌翻译。学生使用 OTT 的序列集合来自四所瑞典高中的 31 小时视频记录数据。与之前对 OTT 的研究相比，这项多模式微观分析研究检查了使用 OTT 的过程并将其与书面产品联系起来，通过分析屏幕上的动作以及具体的瞳孔交互。因此，分析跟踪：(1) 学生如何以及何时部署 OTT，(2) 工具是否帮助他们解决词汇空白和其他词汇问题，以及 (3) 在此过程中出现了哪些问题。该研究还讨论了可以提供哪些帮助来克服使用 OTT 时遇到的困难。