Machine translation (MT) is automated translation. It is the process by which computer software is used to translate a text from one natural language (such as English) to another (such as Arabic)
Today most of MT systems are multilingual, they are programmed with more than just two languages. Consequently a MT system can provide a foreign language learner with enough vocabulary whatsoever the language he/she is trying to learn.
"Machine translation provides a solution to the challenges of both market cost-efficiency and fast-paced information generation, allowing a higher throughput of translation for a fraction of the price of human translation"YANISHEVSKY(2009)
These MT systems are not just helpful in knowing a word 's meaning but also useful
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The periodic translation of the same words
The translating of the same words from a time to another using a MT software whether it is on your phone or pc can make these words unforgettable. This will result in raising the learners vocabulary knowledge, which is one of the top goals a foreign language learner wants to achieve. The features current MT provides like a list of the latest translated words and how frequently they have been translated can be useful In keeping the learner in track of the of the words he/she trying to learn at that time.
This technique of using MT is somehow related to learning by repletion, in fact it uses the same principles. One of these principles is continuous repetition of the information until it becomes hard to forget. This method proved its positive impact on learning in some researches
"Even a single repletion of specific words could lead to the establishment of a selective differential representation in memory" Ofen–NOY
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USING THE SYNOMS AND PROCIATION FEATURES
The synonyms, acronyms and pronunciation features most MT software provide nowadays make learners take a step ahead in vocabulary acquisition. knowing the different synonyms of a specific word alongside acronyms can enrich learners vocabulary knowledge in a very good way. The pronunciation features is as useful as the other features, it helps the learners who pronounce words incorrectly .one can use this features to listen to the proper pronunciation for the purpose to current mispronounced words.
When a MT is not the right choise
A MT software can be a useful tool in the acquisition of new words ,synonyms ....and
I like writing all my notes out when studying for a test rather than simply reading off the slides given to me. I use this tactic when studying for every test. I use all of these methods to effectively learn, making me multimodal. In Chapter four we learned that there is more than one type of memory.
The students are then assigned an animal to help remind them of the connected strategy as they practice their reading. This program works off of assuming that the students have knowledge of the graphemic structure of the English language, as well as the phonemes associated with each grapheme. With this prior knowledge in mind, the program teaches students strategies to use these graphemes and corresponding phonemes to decode and comprehend language. These
The act of memorizing and repeating, absorbing only until the next subject lesson of memorizing and repeating comes along. Maybe for some, whose mind works in this way, it is a productive way to learn, I however, need to absorb. I need to be able to relate the information I have learned in order to retain it. I am that person who reads the manuals. I enjoy reading the instruction manual.
Like learning basic math facts without a calculator, cognitive learning requires repeating information over and over again in order to be retained. A few decades ago, research required repetitiveness to fully comprehend a subject because retrieving the information for a second time was just as much of a task as the initial research. When information can be easily retrieved, people tend to spend less time trying to understand the information. It will enter the working memory only to be lost as more information is acquired because it no longer needs to be retained in the brain, it is retained in the history of the search engine (Myers
This assistive technology allows the student to communication by pushing buttons that represent communication configurations. The student will be able to connect unfamiliar words to pictures. The cost
A language sample analysis (LSA) is a tool that generates the coding and transcriptions of a language sample to document the language used every day in various speaking situations (Miller, Andriacchi, & Nockerts, 2016). Language samples are typically 50-100 words in length and are voice-recorded and then transcribed by the clinician. Language samples are done using spontaneous speech, such as typical conversation, or narrative contexts, such as story or event recalls (Miller, Andriacchi, & Nockerts, 2016). The speech-language pathologist (SLP) will take the recording and write out, in the exact words of the child and clinician, every utterance (Bowen, 2011). The SLP will then "code" the sample.
Students are taught how to memorize, like shown in the quote. It is also shown that little time is spent practicing this, and students must figure out how to do so on their own.
How reliable are the two models or theories of the cognitive process of memory, “|…|the process of maintaining information over time” (Matlin, 2005) , known as the multistore model (MSM) and the levels of processing model (LOP)? Both of these models have been widely criticized, but simultaneously they have improved our knowledge and understanding of how the process of memory works. In this essay both of these models of memory will be evaluated by presenting the strengths and limitations of each. The first model, the multistore model, was put forward by Atkinson and Shiffrin (1968) which suggests that the concept of memory involves three stores; the sensory stores, the short-term store (STS), and the long-term store (LTS).
This can be done through repetition, relating it to information already known and organising information into meaningful units (Tangen & Borders 2017, p. 103). The long-term memory is a permanent supply of learnt
In the journal article The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language learners the authors describe the challenges English Language Learners (ELLs) face in mathematics courses at a post-secondary level. In addition, they determined four key features of the English language that can hinder ELLs. They determined that these 4 aspects of language can greatly influence how ELLs students perform on math examinations (Choi, Milburn, Reynolds, Marcoccia, Silva, & Panag, 2013, p.73). Furthermore, this article conducts an assessment to determine if performance on a math exam is related to English language proficiency. Sixty students volunteered to participate in the study, twenty-eight
This model is consistent with Broadbent’s model and it could be interpreted as an elaboration of his model. Atkinson’s and Shiffrin’s model postulates a system with three distinct memory stores; the sensory store, which has a limited capacity of storage for a very short-time of period, the short-term store, with a limited storage capacity, but still greater than the sensory store and the long-term store, with a significantly larger capacity of information storage, that could theoretically retain the information even for a lifetime (Richardson-Klavehn, & Bjork , 2002). The model’s rational was that initially the information was paralleled processed by the buffers of the sensory store and then it was transferred into the short-term store in order to finally reach the long-term memory store (Baddeley, 1997). Additionally, Atkinson and Shiffrin were especially interested on the interaction between the long-term and short-term stores and for this reason they studied the mechanisms of transferring information from the one store to the other. They concluded that even thought the transferring of information from the short-term to the long-term store it may was not always easy, the application of three distinct acquisition strategies could actually substantially aid the transferability and thus the process of learning (Reed, 2012).
A translator may subject him-/herself either to the original text, with the norms it has realized, or to the norms active in the target culture, or in that section of it which would host the end product. Translation is a complicated task, during which the meaning of the source-language text should be conveyed to the target-language readers. In other words, translation can be defined as encoding the meaning and form in the target language by means of the decoded meaning and form of the source language. Different theorists state various definitions for translation.
Note-taking requires understanding, selection of information and written processes. Through note-taking, everyone can list down the key points or words and recording while comprehending new information at the same time. Throughout the note-taking, the components of memory recall can work. According by Aminifard et al.
“You can’t see other people’s point of view when you have only one language,” declared psycholinguist, Frank Smith. Just as it is mentioned in this quote, foreign language is important; therefore, people should learn a foreign language at an early age. When learning a foreign language at an early age, it helps people to concentrate and increase comprehension skills. Also, at a young age, the mind is fresh, so the person can take in more information and can easily master a foreign language. In addition, most secondary schools, universities, and jobs require a foreign language to be known.
CHAPTER I Background and Purpose 1.1. Introduction For a long time, translation has been a controversial issue on whether it can be an instructional tool in language learning classrooms or not. From the beginning of the twentieth century, there has been several arguments against using translation as a language teaching tool. Translation as a language learning activity was considered as being unsuitable within the context of foreign language learning (Brown, 2002).