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Title:Stališča visokošolskih učiteljev do rabe strojnoprevajalskih orodij pri pisanju v nemščini kot tujem strokovnem jeziku
Authors:ID Plos, Alenka (Author)
Files:URL https://journals.uni-lj.si/Vestnik/article/view/23098/20209
 
.pdf RAZ_Plos_Alenka_2025.pdf (1019,46 KB)
MD5: 27E3BEB1A50DFD7E17DC096A0AB22FD2
 
Language:Slovenian
Work type:Scientific work
Typology:1.01 - Original Scientific Article
Organization:EPF - Faculty of Business and Economics
Abstract:V sodobnem svetu so strojnoprevajalska orodja, kot sta npr. Google Translate in DeepL Translator, postala pomemben pripomoček v vsakdanji, strokovni ter poklicni komunika-ciji v tujem jeziku in tudi v procesu učenja tujih jezikov. Njihova enostavna uporaba in dostopnost vplivata na načine učenja in poučevanja tujih (strokovnih) jezikov ter odpirata pedagoška in etična vprašanja. Če je bilo strojno prevajanje pred leti predvsem predmet raziskav na področju prevodoslovja, se danes intenzivneje povezuje z raziskovanjem uče-nja tujega jezika, še posebej angleščine, precej manj raziskav pa najdemo za druge jezi-kovne pare. Prispevek obravnava stališča visokošolskih učiteljev do uporabe strojnopreva-jalskih orodij pri pisanju v nemščini kot tujem strokovnem jeziku. V ospredju je vprašanje, kako učitelji vrednotijo in vključujejo strojnoprevajalska orodja v učni proces in proces razvijanja pisne spretnosti. Kvalitativna empirična raziskava je pokazala, da intervjuvani učitelji večinoma izražajo pozitivna stališča do vključevanja strojnoprevajalskih orodij kot podpornega sredstva pri poučevanju in pisanju v tujem strokovnem jeziku. Učitelji prepoznavajo njihovo vlogo pri razvoju terminološkega znanja in izboljšanju razumevanja strokovnega besedišča ter spodbujanju avtonomnega učenja, še posebej pri tujih študentih. Poudarjajo pa potrebo po kritični rabi orodij ter izpostavljajo pomen ohranjanja razvoja lastnih pisnih spretnost. Uporaba strojnoprevajalskih orodij ni razumljena kot goljufija, temveč kot del naravnega tehnološkega napredka, pod pogojem, da je njihova raba tran-sparentna in skladna z akademsko integriteto. Prispevek tako odpira razpravo o pomenu razvoja pedagoških strategij za učinkovito vključevanje teh orodij v visokošolski pouk tujega strokovnega jezika ter izpostavlja potrebo po oblikovanju dobrih praks, ki laične uporabnike (neprevajalce) vodijo k nujni kritični uporabi strojnoprevajalskih orodij.
Keywords:strojnoprevajalska orodja, tuji strokovni jezik, visokošolski učitelji, stališča učiteljev, pisanje
Publication status:Published
Publication version:Version of Record
Publication date:26.12.2025
Year of publishing:2025
Number of pages:str. 143-157
Numbering:Vol. 17, no. 1
PID:20.500.12556/DKUM-96823 New window
UDC:[811.112.2:37.091.3]:81'322.4
ISSN on article:2350-4269
COBISS.SI-ID:266620931 New window
DOI:10.4312/vestnik.17.143-157 New window
Publication date in DKUM:29.01.2026
Views:99
Downloads:8
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a journal

Title:Vestnik za tuje jezike
Publisher:Znanstvena založba Filozofske fakultete, Znanstvena založba Filozofske fakultete, Založba Univerze v Ljubljani
ISSN:2350-4269
COBISS.SI-ID:269600256 New window

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:University teachers’ attitudes toward the use of machine translation tools in writing in German as a foreign language for specific purposes
Abstract:In the modern world, machine translation tools, such as Google Translate and DeepL Translator, have become an important tool in everyday personal and professional com-munication in foreign languages, as well as in the process of learning foreign languages. Their ease of use and accessibility are influencing the ways in which foreign languages (for specific purposes) are learned and taught, and raising pedagogical and ethical ques-tions. Whereas machine translation was in the past mainly the subject of research in the field of translation studies, it is now more intensively linked to research on foreign language learning, especially English, and much less research can be found on language pairs that do not include English. The paper examines the university teachers’ perspec-tives on the use of machine translation in writing in German as a foreign language for specific purposes. It focuses on how teachers assess and incorporate machine translation tools into the teaching and process of developing writing skills. Based on a qualitative empirical study, the findings reveal predominantly positive attitudes toward the integra-tion of such tools as supportive resources in teaching and writing in a foreign language for specific purposes. Teachers acknowledge the role of these tools in developing termino-logical knowledge, enhancing the understanding of specialized vocabulary, and fostering autonomous learning, especially among foreign students. However, they emphasize the need for critical use of these tools and highlight the importance of maintaining the devel-opment of learners’ own writing skills. The use of machine translation is not perceived as academic dishonesty, but rather as part of natural technological progress, provided their use is transparent and aligned with academic integrity. The paper thus opens a discussion on the importance of developing pedagogical strategies for the effective integration of these tools in the higher education foreign languages teaching and underlines the need to establish good practices that guide non-expert users (non-translators) toward the neces-sary critical use of machine translation.
Keywords:machine translation, foreign language for specific purposes, university teach-ers, teachers’ beliefs, writing


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