The purpose of this study is to suggest a plan for developing translation textbooks for lectures at universities in Vietnam in order to improve the Korean language interpretation and translation skills of Vietnamese learners. To this end, this study a...
The purpose of this study is to suggest a plan for developing translation textbooks for lectures at universities in Vietnam in order to improve the Korean language interpretation and translation skills of Vietnamese learners. To this end, this study analyzed the current status of interpretation and translation education in Vietnamese universities and already published translation and interpretation textbooks, and also analyzed the demand for the development of interpretation and translation textbooks for teachers, learners, and related workers in the Korean language department at universities in Vietnam. In addition, it identified the points that need to be supplemented in the university interpretation and translation textbooks currently used in Vietnam, and suggested development plans for lecture interpretation and translation textbooks that respond based on the needs of teachers, learners, translators, and practitioners.
In order to develop Korean-Vietnamese interpretation and translation textbooks for learners in Korean (language) departments in Vietnam, it is necessary to understand the actual situation of Korean interpretation and translation in the field of interpretation and translation education. In addition, considering the characteristics of Korean translation education, it is necessary to fully understand the needs of Korean (language) department teachers and learners in Vietnam and the work situation and role of Korean-Vietnamese interpreters and translation workers. In this article, we would like to address the following topics.
First, the components of interpretation and translation skills, interpretation and translation education, and the principles of development of Korean translation and interpretation textbooks are identified. Second, the actual situation of Korean-Vietnamese interpretation and translation education in Korean (language) departments in universities in Vietnam is analyzed. The educational reality to be analyzed includes educational goals, curriculum, and used textbooks, and based on the actual situation analysis, the strengths and weaknesses of existing Korean translation and interpretation textbooks were distinguished. Third, a demand survey was conducted at universities in Vietnam for the development of Korean-Vietnamese translation textbooks suitable for learners of the Korean language department, and the results were analyzed. In other words, it is to investigate and analyze the level of awareness, satisfaction, and demand for Korean-Vietnamese interpretation and translation education currently being performed by learners in the Korean language department and teachers in charge of the subject. In addition, in order to understand what Korean language is necessary for job performance, the job contents of Korean-Vietnamese interpreters and translation workers were investigated, and the needs of current Korean-Vietnamese interpreters and translation workers were investigated and analyzed. Fourth, based on the previous basic research, the goal of Korean-Vietnamese interpretation and translation education for Korean (language) learners at four-year universities in Vietnam was finally set, the curriculum and syllabus were designed, and the characteristics of Korean-Vietnamese translation were comprehensively developed. Considering this, a corresponding textbook development plan was proposed.
This study was discussed from the perspective of Korean language education as a second foreign language conducted overseas, especially in Vietnam, rather than Korean language education conducted in Korea. Based on the scope and contents of the above research, the composition of this study is as follows.
In Chapter 1, the necessity and purpose of this study were clarified, and previous studies were reviewed. In addition, research contents, research methods, and procedures were identified.
In Chapter 2, as a theoretical background, the principles of interpretation and translation were explored from the content of interpretation and translation education. Chapter 3 looked at the current status of Korean language interpretation and translation education at universities in Vietnam, and in particular, analyzed the aspects of Korean-Vietnamese translation textbooks published in Vietnam. After selecting and analyzing representative textbooks among them, problems that exist in Korean interpretation and translation education were presented, and then applied to the textbook composition plan.
In Chapter 4, based on the analysis of existing Korean-Vietnamese interpretation and translation textbooks, Korean-Vietnamese translation textbooks were developed by Korean learners (132 people), teachers (30 people), and interpreting and translation workers (66 people). Through the demand for textbooks, the perception, satisfaction, and demand for textbooks used in Korean language departments at four-year universities in Vietnam were investigated and the results were analyzed. And the results of the analysis were reflected in the textbook development plan. In addition, in-depth interviews were conducted with five instructors in charge of interpretation and translation classes to have a practical perspective on Korean language interpretation and translation education and interpretation and translation textbooks in Vietnam.
In Chapter 5, based on the results of analyzing the needs of learners, teachers, and interpreters and translators in Chapter 4, the principles and directions for developing Korean interpretation and translation textbooks were presented, and the Korean-Vietnamese translation textbooks used in universities in Vietnam were presented in detail. In addition, by presenting the actual unit composition based on the curriculum and syllabus, an appropriate method of composition of Korean-Vietnamese interpretation and translation textbooks was also presented.
Finally, in Chapter 6, the contents discussed above were summarized and organized, and the shortcomings in the development of logic, the limitations of the study, and future tasks were reviewed.