번역 교육을 둘러싼 테크놀로지 담론

전미연 한국통역번역학회 2005 통역과 번역 Vol.7 No.1

The astonishing development of technology accompanied with the phenomenon of globalization, has dramatically altered the translation activity and the translation market. Translation scholars seem to recommend that integrating technology in translation classes is the most effective way to help students adapt to the new environment. Examining how technology is represented by these scholars, we realize that it carries new discourses about translation, translator and the translation teaching. The technology is perceived almost exclusively as a tool for translators to help translate faster which in turn will help in becoming more competitive in the marketplace. This synchronic approach to technology seems to reinforce the instrumentalist approach to translation already dominant in translation schools. Translation tends to be considered primarily as an instrument of communication which is treated as a commercial product regardless of its content and influence on society. As a result, the socio-cultural significance of translation and its transmissive aspect are largely overlooked. While its technical dimension has seen growth, the translation is first and foremost a form of mediation, which gains significance both in synchronic and diachronic transfer of meaning. Therefore translation schools should be responsible for the training of students not as highly qualified language technicians but as real cultural mediators.

中国文化日译课程的开发与教学实践研究

马婷婷(Tingting Ma) YIXIN 출판사 2024 教育教学研究论丛 Vol.2 No.10

As an important way of external communication and dissemination of Chinese nation’s ideological and cultural, Chinese culture external translation is an important way to improve national cultural soft power and the influence of Chinese culture. At present, the discourse quality of Chinese culture external translation needs to be improved. It is necessary to offer cultural translation courses, highly integrate Chinese culture and translation practice, and cultivate excellent foreign language talents who understand both China and foreign countries. The development and construction of Chinese culture Japanese translation courses not only cultivate students’ Japanese translation ability, but also enhance students’ cultural confidence and sense of responsibility for cultural dissemination. Explore more scientific and effective ways and methods of course construction from aspects such as course objectives, teaching concepts, teaching contents and methods, evaluation and feedback. 中国文化外译作为中华民族思想文化对外交流与传播的重要方式,是提高国家文化软实力和中华文化影响力的重要途径。目前中国文化外译的话语质量有待提高,有必要开设文化翻译类课程,将中国文化与翻译实践高度融合,培养融通中外的优秀外语人才。中国文化日译课程的开发与建设,不仅培养学生日语翻译能力,同时提升学生的文化自信及文化传播的责任感。从课程目标、教学理念、教学内容与方法、评价与反馈等方面探索更为科学有效的课程建设的途径和方法。

학부 문화번역 수업에서 기계번역을 활용한 교육방안 모색

홍승연(Seungyeun Hong),윤미선(Miseon Yoon),최은경(Eun-Kyoung Choi) 한국외국어대학교 영미연구소 2022 영미연구 Vol.56 No.-

번역 교육은 언어적 차원만이 아니라, 문화간 커뮤니케이션과 영미문화에 대한 이해증진 등 문화적 차원에서도 이루어져야 한다는 인식이 대두되고 있다. 이에 본 연구는 학부 번역교육이 문화적 차원에서 어떻게 이루어져야 할지 탐구하고자 영미권에서 출판된 문화텍스트, 소설 『파친코』를 문화번역 실습과정에 적용하고 기계번역을 학습 도구로 활용하였다. 『파친코』는 한국계 미국 작가 이민진이 2017년 미국에서 출간한 작품으로 일제강점기부터 해방 이후인 1980년대까지 4대에 걸친 재일교포 가족의 이야기를 담고 있다. 소설 속에는 한국 문화와 관련된 요소들이 다수 포함되어있으며, 이러한 문화적 요소는 기계번역 결과 적절하게 표현되지 않았고 오류도 많았다. 학생들은 실습 과정에서 파친코의 기계번역 결과물을 보고 원문 속 문화적 요소는 무엇이며, 그 문화적 요소를 도착문화권에 맞게 어떻게 번역하는 것이 효과적인가 논의를 이어갔다. 연구결과 문화번역 수업에서 학부 학생들을 효과적으로 교육할 수 있는 방안을 제시하면 다음과 같다. 첫째, 문화 및 문화특정항목에 대한 개념정리가 더욱 상세하게 이루어져야 할 필요가 있다. 둘째, 텍스트 상에 명시적으로 표현되어 있지 않지만 맥락상 문화적 요소로 판단되는 지점을 학생들이 충분히 논할 수 있도록 원문 텍스트에 대한 선행학습이 철저히 이루어져야 한다. 셋째, 문화텍스트 속에 숨겨진 문화적 암시정보를 찾아내어 전달할 수 있는 능력을 함양시키는 과정이 필요하다. 본 연구는 번역교육 과정에서 기계번역을 학습도구로 적용하고 문화텍스트의 기계번역 결과물을 활용하면 번역에 대한 학생들의 사유를 효과적으로 확장시킬 수 있음을 보여주었다. The purpose of this study is to explore how the undergraduate translation course should incorporate more training in cultural aspects. The English novel, Pachinko, was used as a translation practice text in the cultural translation class, and machine translation (MT) was applied as a learning instrument. Pachinko was published in the United States in 2017 by Korean American author Min Jin Lee, and tells the story of four generations of Korean-Japanese family members from the Japanese colonial period to the 1980s after liberation. The novel includes a large number of culture-specific items (CSI) related to Korea, as a result the machine-translated text has many errors. The students discuss what types of CSI are found in the source text (ST), and learn how to better translate these cultural elements in Pachinko's MT results. This study presents three effective methods to educate undergraduate students in cultural translation class. First, the concept of culture and CSI should be more clearly taught. Second, the source text (ST) must be thoroughly explained in order that students can discuss the cultural elements that are not explicitly expressed in the text. Third, students should be educated to find implied contextual information in cultural text. This study has shown that MT can be used as a learning instrument to expand students' thoughts on translation.

창의적 표현 능력 신장을 위한 국어과의 교수 학습 전략 방안 : 문화 텍스트적 관점에서의 번역 동화 이해와 감상 표현을 중심으로

권순희,서명옥 한국초등국어교육학회 2006 한국초등국어교육 Vol.32 No.-

본 연구는 번역 동화를 문화라는 표지로 이해하고 읽어 가자는 의도에서 시도된 연구이다. 언어에는 문화가 반영되기 마련이고 텍스트에도 문화가 반영되기 때문이다. 번역 동화를 ‘문화’라는 표지(marked)로 이해하고 읽어 가자는 의도에서 문화 텍스트적 관점이라고 명명하였다. ‘문화 텍스트적 관점’으로 번역 동화에 나타난 언어 문화를 분석하고 이해하도록 초등학생에게 교육하고자 연구가 이루어졌다. 세계화 정보화 시대에 대응해 나갈 미래의 일꾼을 위한 연구 과제로 번역 동화는 언급하지 않을 수 없는 분야이다. 번역 동화를 읽으면서 한국 문화와 외국 문화 사이에서 다양한 방법으로 문화 요소를 탐구하는 과정은 창의적 사고 능력을 신장시키는 것은 물론 국어교육의 새로운 방향을 설정할 수 있다. 본 연구는 이야기 구조, 문화 탐구를 포함한 이야기 탐구의 방법으로 번역 동화를 읽고, 독서 후 창작 활동을 학교 현장에 적용한 것이다. 국어교육 내용학 차원에서 교수 학습 모형이 창안되어야한다는 생각으로 이야기 구조 학습 모형, 이야기 탐구 학습 모형, 창의적 표현 학습 모형을 제안하였다. 세 단계의 교수 학습 모형으로 각 단계별 교수 학습 과정안과 학습지를 소개하였다. 학습지는 3차시로 구성되었다. 1차시의 “이야기 속으로”와 2차시의 “먼나라 이웃나라”는 번역 동화의 이해와 감상을 위한 학습지이다. 3차시의 “생각을 담는 항아리”는 창의적 표현을 위한 학습지이다. 세 가지 학습지는 본고에서 개발한 교수 학습모형에 비추어 만들어진 것이다. 학년별로, 단원별로 구성의 차이를 둘 수 있으며, 세 가지 틀 안에서 변형 적용할 수 있다. Text as well as language reflects culture. In the point that translated children's story should be understood and read as a mark of culture, a reading education method was suggested for elementary school students. The culture-inquiring process through reading translated children's story can enlarge original thinking ability of children and this kind of education can open a new direction of Korean education. Children's hybrid thinking ability as well as logical, analytical, and critical thinking ability can be developed through comparing and analyzing linguistic culture phenomena of translated children's story. On the basis of the contents, children's story teaching methods such as story structure teaching method, story and culture inquiry teaching method, and creative expression teaching method were proposed. Three levels of teaching and learning model were suggested with each level teaching plan and handbook for students. The first level handbook “Into the story” and second level handbook “The remote country and neighboring country” are for understanding and appreciation of translated story. The third level handbook “Jar incorporating one's thinking” is for creative expression. These three handbooks were made on the basis of teaching and learning model developed in this study. The handbook can have differences in the construction according to the grades and units and also can be modified and applied within the suggested three level frames.

문화 텍스트적 관점의 번역 동화 이해 교육

권순희 ( Soon Hee Kwon ) 한국독서학회 2006 독서연구 Vol.0 No.15

Text as well as language reflects culture. In the point that translated children`s story should be understood and read as a mark of culture, a reading education method was suggested for elementary school students. The ratio of translated children`s stories and comics in the published children`s books in 2002 were 46.8% and 41.4%, respectively. Although studies on the translated children`s story are very important for Korean education of children, little has been studied. The culture-inquiring process through reading translated children`s story can enlarge original thinking ability of children and this kind of education can open a new direction of Korean education. Children`s hybrid thinking ability as well as logical, analytical, and critical thinking ability can be developed through comparing and analyzing linguistic culture phenomena of translated children`s story. A German traditional tale ‘The Frog Prince’, an England fiction ‘Alice in Wonderland’, and an American fiction ‘Charlie and the Chocolate Factory’ were analyzed in the point of characters (a primary internal factor of text), expression (a primary external factor of text), and the writer`s sense of values (a fundamental factor of text). These factors can be education contents of the translated children`s story. On the basis of the contents, children`s story teaching methods such as culture inquiry teaching method, story analysis teaching method, story structure teaching method, and taking perspective teaching method were proposed.

Korean Mathematics Teacher Educators` Response on the Mathematics Teaching Efficacy Beliefs Instrument

( Do Hyoung Ryang ),( Thompson Tony ),( Shwery Craig ) 한국수학교육학회 2011 수학교육연구 Vol.15 No.3

The Mathematics Teaching Efficacy Beliefs Instrument is one of the most popular instruments used to measure elementary preservice teachers` efficacy beliefs in mathematics teaching. The instrument was, however, developed in the United States and is perhaps not appropriate for other cultures. In this study, the instrument was translated into Korean and carefully reviewed by Korean mathematics teacher education professors. Analysis of the review indicated that eight out of the 21 items were appropriate while the others needed to be revised. Items were identified as inappropriate due to awkwardness, multiple meanings, tense disagreements, and vagueness. These items were modified to better fit the Korean context. The instrument was revised with two versions: one for elementary and the other for secondary preservice teachers.

翻译教学中的语篇信息分析

채려리,최창원 중국인문학회 2016 中國人文科學 Vol.0 No.62

The theory of discourse analysis plays an important role in teaching translation. From the perspectives of intertextuality, cultural context and cohesive devices, this article explains that only after the theories and methods of discourse analysis are introduced into translation teaching can a better teaching result be achieved.

다문화 영화 외국인의 한국어 오류 현상과 한·영 자막 번역 양상 : 영화 <방가? 방가!>를 중심으로

김연주(Kim, Yeon ju),김명순(KimMyung-soon) 한국통번역교육학회 2021 통번역교육연구 Vol.19 No.4

The aim of this paper is to analyze the statue of languages errors found in Korean subtitles involved by foreigners who speak in Korean, a foreign language in their position, in the film <He s on duty> and research the statue of subtitle translation from Korean to English to find if the characteristics and errors of foreigners Korean utterance are reflected in target language. In addition, it is reflected the difficulties and position of foreign workers living in Korea in aspect of social context. 9% of languages errors were found among all foreigners’ Korean subtitles and these errors found in Korean subtitles weren’t reflected in English subtitles. And among 4 types of translation strategies – omission, contraction, maintain, expansion, maintain strategy was utilized the most followed by expansion. This research is meaningful in that it is embraced to contemplate one of the most representative Korean multi-cultural films in terms of social context, characters language context, and translational context, with reflecting the necessity of considering characteristics of characters when subtitle translating.

글로벌 한국학 과정 설계 - D대학교 유학생 교육과정을 중심으로 -

박소연 ( Park Soyeon ),최은경 ( Choi Eun-kyung ),최윤곤 ( Choi Yun-gon ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.2

The purpose of this study is to design Korean studies course so as to improve effective class management and learning satisfaction of international students studying at Korean universities. Currently, the percentage of foreign students at Korean universities is increasing, and the universities have to keep trying to attract the students due to the decline in the schooling population in Korea and the globalization index reflected in the university evaluation. While they are usually very active in recruiting international students, their policies on the students' post-admission scholastic ability and post-graduation plans are very insufficient. As a way to solve this problem, we tried to design a global Korean Studies course by analyzing the cases of D University and the Korean studies programs that are opened at major universities in Korea. D University has more than 1,000 foreign students attending undergraduate courses each year, but only about 20 credits for Korean language courses and classes related to Korea are available. Indeed, these classes alone are not enough for them to be prepared for major courses, and the problems caused by this are weighing heavily on university members (professors, Korean students, and foreign students). There are only eight undergraduate schools with Korean studies courses in Korea. These schools can be classified by three criteria. First, they can be divided into schools offering Korean studies course with Korean language education programs and Korean studies course only. Secondly, they can be divided into schools for Korean and international students together, and foreigners only. Only four schools are open exclusively for international students. Third, the status of Korean studies major at each universities can be examined on the grades of graduation requirement. According to the criteria, they can be divided into departments which have the status of a single major and that of a double major only. In many cases, a department dedicated to foreigners has a status as a double major. In this study, we proposed a new 'Global Korean Studies Course' for international students studying at Korean universities. In the first stage, 'The Korean Language & Culture Program for the Liberal Arts', Korean and Korean culture classes are designed to enhance international students' understanding of Korea. and their Korean language skills. Stage 2, 'The Common Major Program' enables the students of various majors to take basic curriculum in global Korean studies. In Stage 3 set as ‘Basic Major Course and Professional Program’, students are required to complete one or more major classes in Korean language education, Korean translation & interpretation, and Korean culture. This global Korean Studies course will have the effect of improving the Korean language skills of foreign students and adaptation of undergraduate courses before major courses, and training experts in each field with an overall understanding of Korea.

셰익스피어 영상번역과 젠더

조성원 ( Jo Seong Won ) 한국비교문학회 2004 비교문학 Vol.32 No.-