Strategije rabe orodij za strojno prevajanje pri pisanju besedil v nemščini kot tujem strokovnem jeziku : doktorska disertacija

Plos, Alenka

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Title:	Strategije rabe orodij za strojno prevajanje pri pisanju besedil v nemščini kot tujem strokovnem jeziku : doktorska disertacija
Authors:	ID Plos, Alenka (Author) ID Jazbec, Saša (Mentor) More about this mentor... ID Zurc, Joca (Comentor)
Files:	DOK_Plos_Alenka_2026.pdf (3,97 MB) MD5: 7F7F6D0EF294818FC9B06407A2FE7943
Language:	Slovenian
Work type:	Doctoral dissertation
Typology:	2.08 - Doctoral Dissertation
Organization:	FF - Faculty of Arts
Abstract:	Pisanje je predmet raziskovanja različnih disciplin, kar se odraža v raznolikosti teoretičnih okvirov. Področje raziskovanja strategij pisanja v tujem jeziku zajema naslednje dimenzije (Manchón, 2018): jezikovno (lastnosti besedil, žanrski vzorci), družbeno-kulturno (odzivi na zahteve diskurzivne skupnosti) in kognitivno-procesno (načrtovanje, oblikovanje, popravljanje). Strojno prevajanje, ki se je z nevronskimi mrežami močno razvilo po letu 2010, odpira mnoga vprašanja njegovega vpliva na strategije pisanja v tujem jeziku in na oblikovanje strojnoprevajalske pismenosti. Raziskave na področju učenja in poučevanja tujih jezikov kažejo pogostost uporabe strojnoprevajalskih orodij učencev ter ambivalentna stališča učiteljev glede njihove vključitve v pouk. Strojnoprevajalska orodja postajajo del sodobnega visokošolskega izobraževanja, tudi v okviru tujih strokovnih jezikov. Namen naše raziskave je bil zato celovito preučiti strategije in vlogo strojnoprevajalskih orodij pri pisanju v nemščini kot tujem strokovnem jeziku. Raziskava je usmerjena v zasnovo ustreznega raziskovalnega instrumenta, identifikacijo strategij piscev, analizo stališč visokošolskih učiteljev in študentov tujega strokovnega jezika do rabe strojnoprevajalskih orodij ter na podlagi teoretičnih in empiričnih ugotovitev oblikovanje priporočil za smiselno integracijo teh orodij v pedagoški proces in strokovno pisno komunikacijo. Uporabili smo integracijo metod, ki združuje podatke kvantitativne raziskave o strategijah rabe strojnoprevajalskih orodij pri pisanju besedil v nemščini kot tujem strokovnem jeziku pri študentih (spletni anketni vprašalnik) ter kvalitativne vpoglede v zaznave študentov (fokusna skupina) in visokošolskih učiteljev (polstrukturirani intervjuji). Rezultati kvantitativnega dela kažejo, da se velika večina študentov pri pisnih nalogah odloča za orodja, ki jih že poznajo, najpogostejša strategija je uporaba istega prevajalnika. Študenti pozitivno ocenjujejo vpliv strojnoprevajalskih orodij na hitrejše razumevanje strokovne terminologije, zmanjšanje strahu pred napakami in širitev besedišča, ob tem pa izražajo zmerno skrb glede prekomernega zanašanja na tehnologijo. Kvalitativni podatki dopolnjujejo ugotovitve kvantitativnega pristopa, in sicer: študenti strojnoprevajalska orodja dojemajo kot naraven del sodobnega učnega okolja, vendar ne kot nadomestilo za učenje jezika. Izpostavljajo potrebo po sistematičnih pedagoških smernicah za učinkovito rabo orodij. Pedagoški pristopi učiteljev vključujejo diskusijo o rabi orodij, kolektivno analizo prevodov, sodelovalno učenje in kritično refleksijo. Učitelji prav tako prepoznavajo dodano vrednost strojnoprevajalskih orodij pri usvajanju strokovnega besedišča, individualizaciji učenja in podpori tujim študentom, hkrati pa opozarjajo na nevarnost nekritične rabe, lažnega občutka znanja ter zmanjšane motivacije za aktivno učenje. Disertacija odpira razpravo o premišljeni integraciji strojnoprevajalskih orodij v učni proces pri učenju tujih (strokovnih) jezikov, da bi lahko sistematična raba teh orodij prispevala k trajnostnemu/dolgoročnemu razvoju tujejezične kompetence (pisne in tudi ustne), ne da bi spodbudila pasivno učenje ali zmanjšala motivacijo za učenje tujega (strokovnega) jezika.
Keywords:	strojni prevajalniki, strategije, nemščina kot tuji strokovni jezik, visokošolsko izobraževanje, pisanje v tujem jeziku
Place of publishing:	Maribor
Place of performance:	[Maribor
Publisher:	A. Plos
Year of publishing:	2025
Number of pages:	1 spletni vir (1 datoteka PDF (IX, 215 str.))
PID:	20.500.12556/DKUM-94165
UDC:	81'25:81'322.4:811.112.2'243.3'276.6(043.3)
COBISS.SI-ID:	276219139
Publication date in DKUM:	23.04.2026
Views:	189
Downloads:	15
Metadata:
Categories:	FF
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License:	CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International

Link:	http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:	The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:	06.08.2025

Secondary language

Language:	English
Title:	Strategies for using machine translation tools when writing texts in German as a foreign language for specific purposes
Abstract:	Writing is the subject of research in various disciplines, which is reflected in the diversity of theoretical frameworks. The field of research into foreign language writing strategies encompasses the following dimensions (Manchón, 2018): linguistic (text characteristics, genre patterns), socio-cultural (responses to the demands of the discursive community), and cognitive-processual (planning, drafting, revising). Machine translation, which has developed significantly since 2010 with neural networks, raises many questions about influence on foreign language writing strategies and the cultivation of machine translation literacy. Research in the field of foreign language learning and teaching shows the frequent of use of these tools by learners, and the ambivalent attitudes of teachers towards their inclusion in teaching. Machine translation tools are becoming part of modern higher education, including in the context of foreign professional languages. The aim of our research was therefore to comprehensively examine the strategies and role of machine translation tools in writing in German as a foreign professional language. The research focuses on the design of an appropriate research instrument, identifying writers' strategies, analysing the beliefs of higher education teachers and students of foreign professional languages towards the use of machine translation tools, and, based on theoretical and empirical findings, formulating recommendations for the meaningful integration of these tools into the teaching process and specialized written communication. A mixed methods approach was employed, integrating quantitative research data on strategies for utilising machine translation tools when composing texts in German as a foreign professional language among students (via an online questionnaire) with qualitative insights into the perceptions of students (through focus groups) and university teachers (semi-structured interviews). The results of the quantitative part show that the majority of students opt for tools they are already familiar with when writing assignments, with the most common strategy being to use the same translation tool. Students positively assess the impact of machine translation tools on faster understanding of specialized terminology, reducing fear of mistakes, and expanding vocabulary, while expressing moderate concern about over-reliance on technology. The findings of the quantitative approach are complemented by qualitative data, which indicate that students perceive machine translation tools as a natural component of the modern learning environment, but not as a substitute for language learning. The necessity for systematic pedagogical guidelines to facilitate effective utilisation of tools is emphasised. Teachers' pedagogical approaches include discussion of tool use, collective analysis of translations, collaborative learning, and critical reflection. Teachers also recognize the added value of machine translation tools in acquiring specialized vocabulary, individualizing learning, and supporting foreign students, while at the same time, they warn of the dangers of uncritical use, a false sense of knowledge, and reduced motivation for active learning. The dissertation opens a discussion on the thoughtful integration of machine translation tools into the learning process in foreign (professional) language learning, so that the systematic use of these tools can contribute to the sustainable/long-term development of foreign language competence (both written and oral) without encouraging passive learning or reducing motivation for learning a foreign (professional) language.
Keywords:	machine translation tools, strategies, German as a foreign professional language, higher education, writing in a foreign language

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