학부 통역수업 : 무엇을, 어떻게 평가하는가?

신나정 한국외국어대학교 통번역연구소 2019 한국외국어대학교 통번역연구소 학술대회 Vol.2019 No.12

통역 스터디에서 ICT 툴 활용의 가능성 - 사운드클라우드(SoundCloud)와 오다시티(Audacity)를 중심으로 -

신나정 한국통역번역학회 2022 통역과 번역 Vol.24 No.2

Unlike the interpreting education community in Korea, which provided synchronous mode of online learning using video conferencing platforms during the spread of COVID-19, interpreting education institutions abroad such as EMCI Universities provided both synchronous and asynchronous education using various ICT tools. Noting this fact, this study aims to introduce a music sharing platform, “SoundCloud” and a recording and editing program, “Audacity” and propose these tools can be effectively used in self learning sessions of interpreting. In addition, this paper identifies pros and cons of each tool, based on users’ experience and suggests potential areas of application. In a group interview, interviewees noted that the two platforms offer many benefits when they are used for a wide range of applications including interpreting practice and number conversion without time and space constraints, while they reduce psychological stress during practice sessions, leading to higher motivation.

한-불 동시통역 표현 단계에서 원문의 서술어 정보 처리에 대한 참여적 실행연구

신나정 한국외국어대학교 통번역연구소 2021 통번역학연구 Vol.25 No.3

This study, noting the possible differences that may exist in learners’ and professors’ perceptions in the course of learning interpretation, has explored the reasons as to why learners find it difficult to process predicate information of the source text during the reformulation stage of Korean-French simultaneous interpretation and the strategies and their effects in addressing the said reasons from the learners’ perspectives. To this end, a Participatory Action Research (PAR) with 8 learners joining throughout the entire process of the study from design to execution was performed. As a result, the study found three reasons as to why learners find it difficult to process predicate information of the ST when forming sentences in French. Moreover, learners in the study suggested themselves different strategies useful for overcoming the said problems, repeated the cycle of planning-acting-observing-reflecting, and ultimately identified 7 strategies. This study stresses the need to expand a participatory action research, ensuring participation, cooperation, and non-hierarchy, to T&I education as well.

자기주도적 통역학습방법으로서 자기평가의 교육적 효과에 대한 실행연구

신나정 한국외국어대학교 통번역연구소 2017 통번역학연구 Vol.21 No.3

This action research analyzes pedagogical effects of self-assessment in interpreter training, particularly for novice learners. Nine graduate students were assigned to over three weeks of self-assessment of their Korean-French consecutive interpreting performances and requested to find solutions for the problems identified through their self-assessment. They also expressed their opinions of pros and cons. The analyzed data show that self-assessment is a very effective pedagogical and self-directed learning tool for novice learners in the fact that once they get accustomed to peer assessment, the process will help them, as a next step, to diagnose their performances and to establish a detailed plan to overcome their weaknesses. At the same time, one of the main findings of this research is that the self-assessment can be a meaningful support tool for the trainer. Becoming capable of assessing one’s own interpreting performance, the trainees started to take the initiative in their learning process and thus practiced by themselves even when the trainer was not able to listen to every trainee's performance and assess it due to restricted class hours.

학부생 프랑스어-한국어 통역의 특징과 평가 기준

신나정 ( Shin Najung ) 한국프랑스어문교육학회 2021 프랑스어문교육 Vol.73 No.-

최근 국내 학부에서는 통번역수업 혹은 통번역학과를 개설하는 사례가 급증하였다. 그런데 전문대학원생 대비 학부생의 경우, 통번역 수행에 필요한 언어적 지식 및 언어외적 지식을 충분히 갖추지 않고 있고, 통번역수업을 수강하거나 통번역학과에 진학한 동기 역시 외국어 능력을 향상시키는 것이다. 이는 곧 학부 통번역교육이 교육목표, 교육과정, 교수법 등의 측면에서 전문대학원과는 확연히 차별화되어야 함을 의미하며, 학부생들이 수행한 통번역 결과물 평가에 있어서도 마찬가지이다. 본 연구는 연구자가 담당하고 있는 두 개의 통역수업에 대한 간단한 소개 후, 통번역대학원 교수자들이 학부생의 프랑스어-한국어 통역을 평가하여 도출한 정량적 데이터와 정성적 데이터를 바탕으로 학부생 통역 결과물이 어떠한 특징을 보여주는지 상세히 살펴본다. 또한, 평가 후 실시한 평가자 심층 인터뷰 답변과 평가 결과를 종합하여 학부 통역교육에서 학습자의 통역을 평가할 때 우선 적용해야 할 것으로 판단되는 기준은 무엇인지에 대해 고찰한다. 연구 결과, 학부생 통역 평가 시에는 평가 기준의 개수 및 우선순위에 있어 전문대학원생 통역 평가와 대비하여 조정이 필요한 것으로 나타났다. Nombreux sont aujourd'hui les établissements universitaires qui proposent des cours d'interprétation et de traduction en premier cycle ou créent même un cursus à part entière. Or par rapport aux apprentis traducteurs et interprètes, les étudiants en licence ont un niveau linguistique relativement faible et la motivation qui prime est d'enrichir leur bagage linguistique. Par conséquent, l'enseignement de l'interprétation et de la traduction en premier cycle universitaire doit se différencier de la formation de master en termes d'objectifs et de méthodes pédagogiques. Il en va de même pour l'évaluation de l'interprétation. Le présent article vise d'abord à présenter les cours d'interprétation dont l'auteure est chargée, puis à apporter un éclairage sur les caractéristiques saillantes des prestations d'interprétation réalisées par les étudiants en licence. Enfin, il propose des critères prioritaires qui devraient entrer en ligne de compte. Il ressort de cette étude que l'enseignant devrait simplifier les critères d'évaluation et en redéfinir les priorités.

원문 대조 여부에 따른 통역 평가 비교

김한식,남슬기,변려화,신나정,이진현,한성숙 한국외국어대학교 통번역연구소 2018 한국외국어대학교 통번역연구소 학술대회 Vol.2018 No.10

Teachers, in general, appraise students' interpreting performance by comparing coherence between source and target texts. However, most target audiences for interpretation are not given the source text for comparison. In this study, five evaluators in total assessed the interpretations of two texts by five graduate students of interpreting and translation, respectively. The evaluation involved two rounds of appraisal―without and then with source text comparison. The evaluators adopted two types of evaluation, i.e. quantitative type for scoring and descriptive type for highlighting good and bad. In the evaluations of interpreting performances for the two texts, the rankings of students changed after comparing their interpretations against the source text. This study intends to discuss the methods to assess interpreting performance by analyzing differences between evaluations with and without source text comparison.

통역사가 선택한 핵심정보의 형태적 특징

남슬기,성미경,손영은,신나정,최수연,한성숙,정혜연 한국통역번역학회 2018 통역과 번역 Vol.20 No.2

This paper focuses on two questions: what kind of linguistic features the so-called ‘essential information’ possesses, if embedded in the context and whether professional interpreters have group characteristics in distinguishing between essential and secondary information. To answer these questions, an empirical study was conducted in which seven professional interpreters and 77 students were asked to select essential information from two different types of text. Especially carefully examined were focus information (recognizable by Korean focus-markers according to Lee (2000)), predicate and proper names. All in all, the results of the two groups do not differ much from each other, but in details, professional interpreters showed some group-specific features. Interpreters were more inclined to omit deducible information as well as chose discourse markers more often than students. The rate of topic-information was higher for interpreters than it was for students. As for the sentence functional distribution of the essential information, the predicate, object and subject were frequently selected in this order. Based on these results, professional interpreters’ comprehension process – compared to those of non-interpreters – is remodelled.

통역의 평가방식에 따라 평가결과는 어떻게 달라지는가?: ST 미대조 시와 대조 시의 차이를 중심으로

김한식,남슬기,변려화,신나정,이진현,한성숙 한국외국어대학교 통번역연구소 2019 통번역학연구 Vol.23 No.1

This dissertation focused on the fact that discrepancies exist between evaluation of interpretation in an educational setting where interpretation is mostly evaluated by comparing the interpreted results with the source text and evaluation of interpretation in the field and analyzed what kind of differences were observed upon evaluating identical interpretation results by five evaluators-first by comparing the results with the source text and then evaluating the results without the source test. Based on quantitative evaluation, there was a slight change in the ranking of the students when the interpretation results were compared with the source text as opposed to evaluation without comparison and the average score decreased due to additional score deductions in accuracy; one can surmise that a more stringent and strict evaluation was conducted in the case where the source text was consulted. Descriptive evaluation analysis indicated that vocal factors such as vocalization, accent and corrective speech amount to 65.5% of the total evaluation keywords in evaluation without source text evaluation where such factors carried more importance than textual factors (27.3%) such as accuracy and logic. The ratio of textual factors increased in source text-based evaluations compared to evaluation without checking the results against the source text, but the ratio of vocal factors was nonetheless more pronounced. More importance needs to be shifted to vocal factors which primarily takes into consideration the receiver of the interpretation and appropriate guidance on such multifaceted evaluation rubrics should be given to learners in addition to textual factors such as accuracy and logic.