Augmented linguistic analysis skills: Machine translation and generative AI as pedagogical aids for analyzing complex English compounds

Abstract

In this article, our aim is to assess the efficacy of machine translation tools and state-of-the-art generative AI platforms such as ChatGPT in fostering enhanced linguistic analysis skills among students in order to improve their understanding of the language. Our case study deals with the analysis of complex English compounds—a known challenge for French learners of English as a second language. Our investigation centers on students’ ability to identify the head noun within complex noun phrases, both in full sentences and in press titles. The study involved two distinct cohorts: students in their third and final year of an undergraduate program in applied foreign languages, and students in their second and final year of a master's program in professional translation. We evaluated the participants’ ability to identify head nouns—a necessary skill for comprehending complex noun phrases—under two conditions: (i) without the aid of any linguistic tools and (ii) with the assistance of machine translation outputs by a generic online translator. Subsequently, we explored the capabilities of advanced generative AI tools—in this instance ChatGPT—of correctly identifying head nouns. Our results show that students may benefit from the presence of machine translation outputs, albeit with varying degrees of success. Our experimentation with ChatGPT shows that, given appropriate prompts, the tool is capable of identifying head nouns, suggesting that generative AI tools may be a more effective tool in helping students analyze and understand complex noun phrases in English.