Use of AI-powered technologies in upper secondary language learning
Current tendencies and future perspectives
DOI:
https://doi.org/10.7146/lt.v9i14.136900Resumé
Sprogteknologier, der er baseret på kunstig intelligens (AI), har påvirket fremmedsprogsundervisningen i mange år, og dette forventes kun at tiltage med introduktionen af værktøjer som ChatGPT. Hidtil har særligt maskinoversættelse udfordret fremmedsprogslærere på danske ungdomsuddannelser, og reaktionen har oftest været at forbyde brugen og dermed ikke integrere teknologien i undervisningen. Det kan imidlertid være problematisk, hvis eleverne alligevel bruger maskinoversættelse, da det bl.a. kan resultere i, at de bruger teknologien på uhensigtsmæssige måder. Ligeledes sker det ofte i dag, at vi støder på maskinoversættelser og andre AI-baserede tekster på internettet. I denne artikel præsenteres en undersøgelse af gymnasieelevers brug af og holdninger til maskinoversættelse. Den indsamlede empiri er baseret på spørgeskemaundersøgelser i sprogfag på HHX og HTX. Undersøgelsen viser en udbredt brug af maskinoversættelse, bl.a. ifm. lektier og afleveringsopgaver. På denne baggrund og med udgangspunkt i teori om digital literacy diskuteres potentielle perspektiver i at inddrage AI-støttede sprogteknologier i fremmedsprogsundervisningen.
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