Mas’ul muharrirlar: Olimjon Tojiyev

 
 
 
 

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Tilshunoslikdagi zamonaviy yo
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nalishlar: muammo va yechimlar
344 
 
USING TECHNOLOGY IN ENGLISH CLASS; GOOGLE TRANSLATE 
 
Jumabayeva Adolat Sabirovna 
Teacher at Urgench State University.
Foreign Philology Faculty Department Interfaculty foreign languages 
 
Annotation: 
The new era of technology now offers instant translation to and 
from various languages. Technology has significantly altered the way we live and 
has created more opportunities for autonomous language learning. This paper 
focuses on one of these technologies, Google Translate is an instant translation tool 
that can be accessed via a web browser or a software application, which can 
translate words, phrases and full texts from one language to another.
Key words: 
Google translate, translation, vocabulary, phrases, learning 
English 
Teaching English as a foreign language is a difficult and challenging job to do 
since the ability of learners in receiving the lesson may differ from one to another. 
A teacher is required to be creative and innovative in designing the syllabus and 
activity to be conducted in class. One of the ways to teach English is by using Google 
Translate. As everyone knows that google translate is a tool provided by Google Inc. 
that enables the user to get the meaning of the source language into the target 
language. Google Translate is a free machine translation service made available by 
the Google Company for translating texts and messages from one language into 
another. Currently it is accessible through a web interface along with smart phone 
apps and application programming interfaces that can fit into new software. Google 
Translate supports more than 100 languages as well as it is based on Statistical 
Machine Translation, which works by analyzing hundreds of millions of natural 
bilingual text pairs These natural pairs can serve as authentic examples of language 
use from the languages involved.
Since the birth of Grammar-Translation Method in the mid nineteenth century 
researchers have long investigated the use of translation as a methodology for 
learning language skills such as reading, writing, grammar and vocabulary. The 
advent of new electronic tools and technologies has profoundly transformed earlier 
methodologies, providing both language learners and teachers with new avenues to 
explore in the field of language learning. Some scholars believe that due to the needs 
and realities of the current globalized world there is a revival of translation 
approaches to language learning and teaching. [1] Within the last few years, one 
technology that has amply helped learners to develop their language learning skills 

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Tilshunoslikdagi zamonaviy yo
‘
nalishlar: muammo va yechimlar
345 
is Google Translate. Indeed, millions of people around the world use the service for 
translation on a daily basis and a growing number of language learners are using it 
for language learning purposes. However, the advantages and potentials of this new 
technology for language learning have recently been explored by few researchers [3] 
In a study of the writings of a group of beginner learners with low language 
proficiency Garcia & Pena (2011) found that these learners could benefit from using 
machine translation more than the high proficiency learners and there was evidence 
that they preferred to use it even against the will of their instructors. Interestingly, 
they discovered that using machine translation also helps beginner learners to better 
communicate among themselves. Josefsson (2011) concluded that as a supporting 
tool on students mobile phones, Google Translate performed better than the 
traditional dictionaries with its higher speed and accuracy particularly for translation 
of collocations, phrases, and technical words. Another research by Jin & Deifell 
(2013) showed that as an online dictionary, Google Translate was the second most 
widely used online tool by language learners because of its convenience and 
concluded that learners generally used Google Translate as a supplementary tool to 
online dictionaries due to its lack of grammatical explanation. According to the 
findings of some researchers “learners believe the use of online tools such as Google 
Translate accelerates their reading and writing skills in the foreign language while 
reducing their learning anxiety’. However, the other researchers face to the new 
findings with caution as online dictionaries fail to provide the students with clear 
explanations and generally ignore the contexts.
GT is as a translator abounds in the literature is a helpful tool, particularly 
because it is easily accessible and free. Although some recognize that GT provides 
intelligible and acceptable translations, others caution against its use because its 
output is not often accurate Another important factor to consider when using GT as 
a translator is the input and output language selection. Some languages, such as 
English, are far more developed on GT than lesser-known languages. Therefore, the 
accuracy and intelligibility of the output may vary from language to language.
GT is one of the effective for vocabulary learning and the improvement of 
writing and reading. Students could benefit from GT in a self-directed learning 
environment if they were equipped with the appropriate knowledge to use it 
effectively. Building on this idea, using GT in classroom activities could encourage 
learners to study independently and allow them to create their own strategies to work 
out language learning problems.
Being an important member of the “Google family”, Google Translate is 
probably one of the easiest and most accessible tools to help users meet their 
translation needs. Since it offers quick an rather accurate dual translation services in 
a variety of languages, students have discovered the benefits of this application and 

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Tilshunoslikdagi zamonaviy yo
‘
nalishlar: muammo va yechimlar
346 
tend to use it more often both inside and outside the classroom. The reader may have 
used Google Translate and may wonder how it actually works. For the sake of a 
linguistic experiment, the abstract to this paper was almost fully translated from the 
author’s mother tongue (i. e. Uzbek) into English and now appears only with some 
minor stylistic adjustment. So how did and does this translation software actually do 
it? In a rather playful mode, the official YouTube Google video shows an image of 
bilingual elves working for them, but what actually does the job is the statistical 
machine translation. The translation itself is based on various patterns which are 
found in a large number of texts. The Google Translate creators are aware of all the 
challenges involved in proper translations, especially in cases of exceptions, and the 
exceptions to those exceptions. Thus, Google has decided to analyze a vast number 
of documents already translated by humans. These documents come from a variety 
of sources that include different books, etc. One of the underlying principles is that 
Google computers are set to scan for statistically significant patterns. Thus, once 
such chunks have been discovered, such methodology can be applied to similar texts 
in the future. Google Translate developers admit that some languages have fewer 
available chunks and that is why their software did not discover many of them. Also, 
the translation will often depend on a particular language or a language pair. 
Moreover, Google Translate has some undeniable advantages: it is free, instant; it 
offers a variety of languages for input and output; it allows voice recognition, 
translation of entire web pages, and an upload of entire files for instant translation.
Foreign language teachers may wonder what the abovementioned results 
might imply for their own teaching. If vocabulary development seems to be the same 
regardless of pupils’ using GT or printed dictionaries, shall pupils be left to choose 
for themselves? Prohibiting pupils from using GT is probably fruitless, and more is 
gained by showing pupils different ways of using it and discussing together why 
different translations are more or less trustworthy or more or less faulty. This way of 
dealing with GT in the foreign language classroom setting does not take for granted 
that its use will enhance pupils’ language learning, but views GT, rather, as one of 
several tools that are available to learners, and that they will benefit from knowing 
in a less superficial way.
GT can be a useful tool to make language learners write, especially less 
proficient learners who otherwise would not write as much or, perhaps, not at all; it 
is important, though, that language teachers stress that it is improbable that GT in 
itself will improve pupils’ vocabulary learning.