TRACING THE FOOTPRINT OF WORLD ENGLISHES ON MACHINE TRANSLATION TOOLS

Yıl 2024, Cilt: 5 Sayı: 1, 39 - 58, 06.07.2024

Rabia İrem Durmuş , İsmail Yaman

https://doi.org/10.51533/insanbilimleri.1437362

Cited By: 2

Öz

With the rise in the population who uses English as a Foreign or Second lan-
guage, World Englishes has become more focus of English language teaching field
specialists. As a consequence, English varieties which are present in supplementary
tools used in the process of language teaching and learning took on a new mea-
ning. As one of the commonly used supplementary tools is machine translation
tools, the current study aims to explore the machine translation outputs tendency
considering grammar-based, spelling-based, and lexical variations between varie-
ties of Englishes regarding Google Translate outputs. Source texts were extracted
from Turkish National Corpus. A total of seventy-three Turkish to English machi-
ne translation outputs were examined regarding two dominant varieties, American
English and British English, with the aim of figuring out the machine translation
tendency of translation outputs. The analysis of the research showed that Google
Translate provides users with mostly American English compared to British English.

Anahtar Kelimeler

World Englishes, English Language Teaching, Translation studies

Dünya İngilizcelerinin Makine Çevirisi Araçlarına Yansımasının İncelenmesi

Öz

İngilizceyi yabancı dil veya ikinci dil olarak kullanan nüfusun artmasıyla birlikte Dünya İngilizceleri kavramı, İngilizce öğretimi alan uzmanlarının daha fazla odak noktası haline geldi. Sonuç olarak, dil öğretimi ve öğrenimi sürecinde kullanılan yardımcı araçlarda kullanılmakta olan İngilizce çeşitleri yeni bir anlam kazanmıştır. Yaygın olarak kullanılan tamamlayıcı araçlardan biri çeviri makineleri olduğundan, bu çalışma, Google Çeviri çıktılarına ilişkin İngilizce çeşitleri arasındaki dilbilgisi tabanlı, yazım tabanlı ve sözcüksel farklılıkları dikkate alarak makine çevirisi çıktılarının İngilizce eğilimini ortaya çıkarmayı amaçlamaktadır. Kaynak metinler Türkçe Ulusal Derlemi’nden alınmıştır. Çeviri çıktılarının makine çevirisi eğilimini ortaya çıkarmak amacıyla, iki baskın tür olan Amerikan İngilizcesi ve İngiliz İngilizcesi ile ilgili olarak Google Çeviri üzerinden yapılan toplam yetmiş üç Türkçe'den İngilizce'ye çeviri incelenmiştir. Araştırmanın analizleri, Google Çeviri sisteminin kullanıcılara İngiliz İngilizcesine kıyasla çoğunlukla Amerikan İngilizcesi yer alan çeviriler sağladığını göstermiştir.

Anahtar Kelimeler

Dünya İngilizceleri, İngiliz Dili Eğitimi, Çeviri Çalışmaları

Kaynakça

• Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social Research, 7(1), 111.
• Awayed‐Bishara, M. (2021). Linguistic citizenship in the EFL classroom: Granting the local a voice through English. TESOL Quarterly, 55(3), 743-765.
• Bin Dahmash, N. (2020). ‘I Can’t Live Without Google Translate’: A Close Look at the Use of Google Translate App by Second Language Learners in Saudi Arabia. Arab World English Journal (AWEJ), 11.
• Chang, J. (2016). The ideology of American English as standard English in Taiwan. Arab World English Journal (AWEJ), 7(4).
• Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (Sixth). Oxon: Routledge. Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174).
• Çekiç, A. (2009). Should we use American English to Improve Students’ Listening Skills?. Novitas-ROYAL (Resear- ch on Youth and Language), 3(2).
• Fitria, T. N. (2023). English Accent Variations Of American English (Ame) And British English (Bre): An Implication in English Language Teaching. Journal of English Teaching, Literature and Linguistics, 3(1), 1-16.
• Groves, M., & Mundt, K. (2015). Friend or foe? Google Translate in language for academic purposes. English for Specific Purposes, 37, 112-121.
• Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL quar- terly, 40(1), 157-181.
• Kachru, B. B. (1992). World Englishes: Approaches, issues and resources. Language teaching, 25(1), 1-14. Khan, R. (2022). Importance of British and American English among Pakistani Graduates: A Retrospective Study. Agathos, 13(1), 193-201. Kirkpatrick, A. (2007). World Englishes: Implications for International Communication and English Language Teaching. Cambridge University Press.
• Klimova, B., Pikhart, M., Benites, A. D., Lehr, C., & Sanchez-Stockhammer, C. (2023). Neural machine translation in foreign language teaching and learning: a systematic review. Education and Information Technologies, 28(1), 663-682.
• Lindqvist, N., & Soler, J. (2022). World Englishes in ELT textbooks in Swedish upper secondary schools. World Englishes.
• Matsuda, A. (2019). World Englishes in English language teaching: Kachru’s six fallacies and the TEIL paradigm. World Englishes, 38(1-2), 144-154.
• Medvedev, G. (2016). Google translate in teaching English. Journal of teaching English for specific and aca- demic purposes, 4(1), 181-193.
• Modiano, M. (2009). EIL, native-speakerism and the failure of European ELT. English as an international langua- ge: Perspectives and pedagogical issues, 58-77.
• Philipson, R. (1992). Balzac in Zanzibar: the Swahili novel as disseminator of bourgeois individualism. Research in African Literatures, 23(3), 85-98.
• Solmaz, O. (2020). World Englishes instruction in an ELT department in Turkey. International Journal of Curriculum and Instruction (IJCI), 12(2), 474-493.
• Solmaz, O. (2021). EFL Teacher Candıdates’ Inner Cırcle English Preferences and the Factors Behind Them. Elekt- ronik Sosyal Bilimler Dergisi, 20(77), 75-97.
• Tsai, S. C. (2019). Using Google Translate in EFL drafts: a preliminary investigation. Computer Assisted Language Learning, 32(5-6), 510-526.
• 58 Tracing the Footprint of World Englishes on Machine... İBD, 2023, Cilt 5, Sayı 1, Sayfa 39-58
• Üresin, F., & Karakaş, A. (2019). Investigation of Turkish EFL teachers’ views about standard languages, dialects and language varieties through the lenses of English and Turkish. The Literacy Trek, 5(2), 1-24.
• Van Lieshout, C., & Cardoso, W. (2022). Google Translate as a tool for self-directed language learning. Language Learning & Technology, 26(1), 1-19.
• Van Rensburg, A., Snyman, C., & Lotz, S. (2012). Applying Google Translate in a higher education environment: Translation products assessed. Southern African linguistics and applied language studies, 30(4), 511-524.
• Watzke, J. L., Miller, P. C., & Mantero, M. (Eds.). (2022). Language and Power. IAP Wu, Y., Schuster, M., Chen, Z., Le, Q. V., Norouzi, M., Macherey, W., ... & Dean, J. (2016). Bridging the gap between human and machine translation. Google’s neural machine translation system. arXiv preprint arXiv:1609.08144.
• Yaman, İ. (2015). Exploring ELT students’ awareness of the differences between the British and American varieties of English. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 153-164.