발행기관 내 간행물

  • 간행물 내 검색 검색
  • 간행물 또는 권/호를 "-전체-" 선택하시면 통합 검색이 가능합니다

통번역교육연구

검색결과 :
11
전체선택 Endnote Refworks
This paper conducted an analysis to recognize the current status of interpretation education and problems related to the publication and use of textbooks and to find out the degree of compliance with the demand for undergraduate interpretation education in the four textbooks. First of all, regarding the goals and contents of the undergraduate interpretation education, unlike graduate schools, we should focus on basic introductions of interpretation and improvement of target language skills. It also pointed out that due to the limitations of the language ability and background knowledge of undergraduate learners, the focus should be on training that analyzing the contents of the text and deriving its meaning. Then we analyzed the composition, contents, and training methods of interpretation materials for undergraduates published in Korea. Through this, we could see that there is a gap between the reality of the professional interpretation and the reality of undergraduate interpretation education in the existing textbooks, and we could recognize that various approaches are needed to explain and introduce words and useful expressions.
This study analyzed the current status of translated texts included in the elementary Korean textbooks revised by 2015 national curriculum. It compared them to those included in the elementary Korean textbooks revised by 2007 national curriculum. First, the number and proportion of translated texts has increased, and this feature is remarkable in second-grade textbooks. Second, as for the text type, novels are the majority, but the proportion of non-literary texts has increased and the detailed types have also diversified. Third, the countries of authors have diversified not only to Western cultures, but also to East and Africa. However, most of the source language of translated texts is English. Fourth, the topics of the translated texts have also diversified into human values, emotions, education, living, language, life, art, nature, and wisdom. However, rather than being used as materials for learning these topics, the translated texts were used as learning materials to achieve the achievement standards for each content area such as listening-speaking, reading, writing, grammar, and literature suggested in the Korean language curriculum in order to improve the overall Korean language ability of learners.
This study comprehensively discusses the curriculum design, class operation process, the self-assessment results of instructor and learners, and educational effects of the PBL-based translation class for undergraduate foreign language majors, searching for the relationship between the collaboration of human translator and MT tools, which ultimately results in the enforcement of human translators’ competence. In the PBL-based translation classes using AI translation tools, the fact that separately massive efforts and activities of instructor and learners were more added in comparison with general class operation experience is necessary to reconsider in the perspective of the efficiency and effectiveness of class. In addition, with the development of MT tools and rapidly expanding of its general application area, it is expected that the experience in PBL-based class can be shared as a guideline for related curriculum design and its application in the future.
Subject deletion is a common phenomenon in Korean whereas it is not allowed in French. This makes translators of Korean literature into French burdened with finding what the deleted subject is and how it should be expressed in translation. We examined two translated versions of Plaza Hotel by Mi-wol Kim in order to see how they dealt with the deleted subjects in the original work. Of the 176 deleted subjects in the first-person original version. Le Plaza Hotel translated 141 subjects(80.1%) overtly, whereas Ĥôtel Plaza translated 136 subjects(77.3%) with overt subjects. Comparing these results with the English and German translations of Plaza Hotel by Han-sik Kim et al.(2019), we found a slight difference, but they all used a common strategy to recover the deleted subjects and translate them. The French translators used overt subjects most often, or changed them into the objective case or a noun phrase with a possessive adjective. Both translations changed the sentence structure of 20% of the cases, or combined the sentences so that there would not be deleted subjects as in the original version.
The title of a movie is supposed to summarize and condense the content of the movie. The title should also be evocative and operative, working with its semantic value and connotations. Such traits of a movie title make its translation particularly difficult for the translator who can not resort to context to clarify or supplement the meaning. In other words, the translation of movie titles encompasses the task of not only giving it meaning bust also making it appealing and catchy to potential customers. Therefore, the translator is faced with a trick work of translating the message in a faithful but creative way. Based on this observation, this study collected 100 English movie titles and their Korean translations to discuss the dominant translation methods adopted by Korean translators. The translated methods are divided into 7 categories; free and localized translation; literal translation; partial translation; transliteration; new English title; original title + Korean counterpart. The finding of this study shows that free and localized titles outnumbers the other methods, while the literal translation of originals makes up only a small proportion of the collected data. The analysis and discussion highlights the importance of considering socio-cultural context surrounding the activity of translation.
In most English classes, translation is one of the most popular performance tasks preferred by many educators. It is also used to practice grammar items as well as check students’ understanding. This study tested 61 college students in general English classes. Two groups were formed, English-Korean translation and Korean-English translation groups. Both groups were tested with the texts of the same contents. It was found that students used the repetitive Korean expressions with progressive aspect when they were asked to do English-Korean translation. However, with the Korean-English translation, they produced different sentences, but their sentences were often incorrectly translated. When translation is used in English classes, educators need to utilize a variety of translation strategies rather than using the same ones. Also understanding different contexts should be considered when students translate the texts.
Unlike other translations, subtitles are made through multiple channels such as images, actors speeches, and background musics. Messages appearing in subtitles are likely to consist of essential information due to the operations of these channels. The purpose of this study is to examine nine subtitle translation strategies proposed by Cintas & Remael(2007) and offer an appropriate alternative. Their subtitle translation strategies included stylistic translation techniques, shift techniques, and translation techniques, such as explicitation, word reproduction, and compensation. And the boundary between the translation strategy and these techniques was ambiguous, and above all, their translation strategies looked like an elephant in the room. In addition, they were difficult to see as a consistent translation strategy that could be applied across subtitle translations. In fact, the subtitle translation prefers condensed or clear expressions due to physical constraints. This requires a reduced translation in which expressions with condensed meaning are registered in the subtitles. Accordingly, this study suggests that the subtitle translation strategy should be the reduced translation, which is applicable at the full subtitle text.
This study aimed to explore the performance differences in translating the present participle and the gerund functioning differently in the sentences into Korean. More specifically, it examined the discernment between the present participle and the gerund, both of which end with - ing. To that end, a total of 66 high school second year students as well as three AI translators (Papago, Google, and Kakao i) participated in the study. They translated six sentences having both the present participle in the present progressive tense and the gerund used as subject and subject complement in the sentences. One point was assigned to each sentence, implying the total score was 6, and the collected data were analyzed using the EXCEL program. One of the findings was that the students outperformed in translating the gerund, while the AI translators performed better in translating the present participle. Another finding was that the students and the AI translators employed varying wording for the same words and expressions in their translations. Another finding was that the types of register were varying in their translations. Given the intriguing findings, this study could be used as a guide for implementing translating activities and utilizing AI translators in English classroom.
Recently, machine translators (MTs) are readily available for English for Foreign Language (EFL) learners. They not only provide efficient information about the target language but has been proven to help learners in their extended compositions. Various researches have also found that MTs could not only improve fluency and cohesion, but also could be a valuable tool for self-studying learners. Self-editing and self-monitoring were also feasible with this device. However, although previous findings made contribution in examining the use and field of learning, only few paid attention to the learners’ performance with error analysis. For this purpose, this paper examined the practical use of MT in class setting and found out that although learners slightly prefer the direct method compare to the translation method of writing. Results from the error patterns revealed that low proficiency level learners could benefit from MT in that they can readily spot simple grammatical mistakes like the use of modifiers, the correct use of verbs, the right connectors and so forth. Results also revealed that this group of learners were not also not exposed to MTs and even by familiarizing with such devices could easily help their writing performances.
The purpose of this research is to analyze effective and aesthetic effects in translating poems from Korean into English. This study analyzes the aspects of Yun Dong-joo s poems translated into English, and examines the commonalities and differences of the original Korean poetry as the image, rhyme, poetry, and sentiment of Yun Dong-joo s poems are in English. The purpose of this study is to discuss the developmental direction of Korean poems translated in English. Translators should try to incorporate poetry metaphors, rhymes, musicality, and cultural elements as much as possible in the translation process. Translators must have foreign language skills to make poems easy to read in the target language while being faithful to the original contents and expressions. In addition, it is necessary to fully understand the cultural background of the society in which the poetry was created, and have a literary literacy to understand poetry in depth.
This article explores how James Scarth Gale (1863-1937)’s, a presbyterian missionary to Korea from 1888 to 1927, social perspective is reflected in his translation discourse, based on the archival research of James Scarth Gale Papers preserved in the University of Toronto. Previous studies evaluated Gale rather dichotomously as either negative or positive to Korean religions and cultures, but this study attempts to shed light on his position emphasising social integratedness, as well as religious unity, and argues that such position is consistently revealed in his translation discourse of Korean religion and Bible.
1