Contrasting Approaches between Jespersen's Nexus and Multiple Subject Constructions in Korean

염행일 한국현대언어학회 1998 언어연구 Vol.14 No.1

This paper is aimed at contrasting Jespersen's nexus in English with multiple subject constructions in Korean. Several distinguishing characteristics and differences have been brought out. In a broad sense, the contrast has been based on the typologieal differences between the nexus and the MSC. It can be said that a nexus represents a subject-predicate configuration, whereas a multiple subject construction repre- sents a topic-comment configuration. The topic function in a subject-predicate construction, as Li and Thompson (1976) report, is set off from the rest of the sentence, while the topic in a multiple subject construction is coded in the sentence structure by a morphological marker. In sum, it seems that the reason the topic-prominent languages, unlike subject-prominent ones, are overwhelmingly verb-final is that the multiple subject construction plays a major role.

순차통역의 교육 -영한순차통역을 중심으로

염행일 한국통번역교육학회 2009 통번역교육연구 Vol.7 No.1

This paper presents conditions for English-into-Korean consecutive interpretation. First, the interpreter's listening and analyzing skills cannot be emphasized too much because he/she cannot interpret what he/she doesn't hear. Second, the interpreter is required to have an efficient note-taking system, from which he/she can process the global meaning as well as the local meaning of the message. Third, in order for the interpreter to perform well, he/she is required to have background knowledge on a specific theme, along with a good linguistic competence. Fourth, a comparison is presented between Korean-into-English interpretation and English-into-Korean interpretation. The two modes of interpretation may be different in terms of notetaking because the verb may be moved to the sentence-initial position to make the performance smooth in the case of interpretation moving from Korean into English. By following the suggestions presented in this paper, it can be assumed that interpreter training for English-into-Korean consecutive interpretation will be successfully implemented.

Strategies in Consecutive Interpretation -With Special Emphasis on Interpretation from Korean into English-

염행일 한국통번역교육학회 2008 통번역교육연구 Vol.6 No.2

세계화의 물결에 따라 각국간의 접촉과 왕래가 보다 빈번해 졌다. 그 결과 통번역에 대한 수요도 증가하였다. 이러한 상황을 배경으로, 본고에서는 순차통역, 특히 한국어→영어 순차통역을 집중적으로 조명해보았다. 순차통역에 관련된 선행연구, 한국어-영어간의 통사적인 차이 및 양언어의 문장유형등을 대조하였다. 순차통역의 수행능력을 제고시키기 위해서는 무엇보다도 연설내용을 기록하는 노트테이킹이 결정적인 역할을 한다는 것은 일반적으로 알려진 사실이다. 통역사가 메시지의 의미가 아닌 단어의 직역에 의존할 경우 오역으로 이어질 가능성이 높다. 그러므로 통역사는 내용기록을 하면서 연설내용을 정확하게 파악할 수 있어야 한다. 그러기 위해서 통역사는 체계적인 훈련을 통하여 자신의 노트테이킹 시스템을 개발하여야 한다. 언어의 구조 및 유형의 관점에서 보면 영어와는 달리 한국어는 화제중심 언어이며 동사가 일반적으로 문미에 위치한다. 그러므로, 양질의 순차통역의 수행을 위하여 다음 세 가지 전략을 제안한다. 첫째, 통역사가 보다 효율적인 내용기록(notetaking)을 위해서는 기호, 약어등을 사용하여 신속하게 메시지의 내용을 기록한다. 둘째 도착어(target language)인 영어로 가능한 한 많은 양의 내용기록을 한다면 영어의 대응어 선 택(equivalence matching)에 필요한 시간을 감소시켜 보다 양질의 통역을 수행할 수 있을 것이다. 셋째, 주술관계(subject-predicate relations)인 영어문장과는 달리 한국어는 화제-평언의 관계(topic-comment relations)로써 동사가 문미(sentence-final)에 위치함으로 도착어인 영어의 어순에 따라 노트테이킹을 하여서 도착어 문장구성(sentence construction)을 위한 변환과정에 소요되는 시간을 절약하여 보다 자연스럽고 유창한 통역을 가능하게 해줄 수 있을 것이다. 이러한 양 언어간의 구조적 차이(syntactic differences)를 고려하여 통역사 노트의 좌측에서 1/3이상의 여백을 남기고 노트를 시작하여, 한국어에서 동사가 문미에서 제시되면 남겨진 공간에 동사를 기록하면 효과적일 수 있다. 이상과 같은 점들을 고려한 체계적인 내용기록(notetaking) 방식을 중심으로 통역을 실행한다면 양질의 한영순차통역이 이루어 질 것으로 확신한다.

Undergraduate Training of Sight Translation : With Particular Stress on the Korean-into-English Speech Text

염행일 한국통번역교육학회 2012 통번역교육연구 Vol.10 No.2

This study has dealt with the level of the speech text appropriate for the training undergraduate interpretation majors, particularly for Korean-into-English sight translation classes. In order to determine a more efficient level of speech text to be used in class, data was collected and analyzed from two types of texts, a formal speech text (FST) and an informal speech text (IST). The results are as follows. As had been expected, the rate of errors and omissions stood at 45% in the case of FST, and 27% in the case of IST, indicating that the rate was much higher in FST than in IST. Interpreters showed delays in the process of handling the Embedded Structure, probably because the sentences were relatively longer and the verb was placed at the sentence-final position. Considering such a high rate of interpretation disruptions, formal speech texts, which usually contain a relatively large number of complicated structures, may not be recommendable for the training of sight translation for undergraduate interpretation majors. Therefore, IST texts, which normally include relatively shorter sentences, may motivate the students more, thereby maximizing the efficiency of sight translation education.

A Study of Undergraduate Education of Simultaneous Interpretation: With Special Emphasis on the Performance Moving from English into Korean

염행일 한국통번역교육학회 2013 통번역교육연구 Vol.11 No.2

This study aims to determine speech texts appropriate for teaching simultaneous interpretation in undergraduate program, particularly from English into Korean. In order to find a more efficient type of text to train undergraduate majors, performance data was collected and analyzed for two levels of texts: official speech text (OST) and unofficial speech text (UST). The findings of the study show: the rate of interpreting disruptions stood at 54% in the case of OST and 35% for UST. These figures indicate that there was a big difference in the rate of errors and omissions between OST and UST. Interpreters waited in varying degrees while interpreting complex sentences, perhaps because of the long gap between the subject and the clausal complement. In view of the level of interpretation disruptions, official speech texts, which basically are loaded with difficult sentence patterns, need to be kept to the minimum while teaching simultaneous interpretation to undergraduate interpretation majors. As a preferable alternative, UST texts, which are basically loaded with easier structures, will provide the students with quality education.

학부 통역교육 -영한 문장구역통역 텍스트를 중심으로

염행일 한국통번역교육학회 2013 통번역교육연구 Vol.11 No.1

This paper has examined the content analysis of sight translation performances by undergraduate interpretation majors moving from English into Korean. Two types of texts were used for this study, a formal speech text (FST) and an informal speech text (IST) with the goal of which type would be more appropriate for the undergraduate training of sight translation. The data showed that the rate of interpretation disruption stood at 36% for FST, and 20% for IST, suggesting that the participants of the study handled the IST text more comfortably than the FST text. The data showed a higher rate of errors in embedded and complex sentence types than in simple sentences, perhaps because of the length of the sentence. On the basis of the results and findings of this study, the IST text type may be more appropriate for the training of sight translation. Therefore, an IST text, which contains more easy and short sentences, free from technical terms and subordinate clauses, is thought to make sight translation education more efficient and effective.

한영 동시통역의 테크닉

염행일 경희대학교 비교문화연구소 2001 외대어문논총 Vol.10 No.-

Simultaneous Interpretation from Korean into English : The consequences of their typological differences

염행일 선문대학교 1995 鮮文論叢 神學.人文.社會科學 編 Vol.- No.5

The purpose of this study is to investigate to what extent typological differences between Korean and English will affect the process of simultaneous interpretation. More specifically, the study will focus on how Korean-speaking simultaneous interpreters express Korean (their source language) structures in English (their target language), given the typological contrast between the two languages. The investigation will describe the problems arising in interpretation and compare different aspects of performance across different levels of interpreters.

한영 동시통역의 테크닉

염행일 경희대학교 부설 비교문화연구소 2001 외대어문논총 Vol.- No.10

This paper deals with the techniques that interpreters can utilize when they perform simultaneously from Korean into English. This study attempts to discuss the six categories of Korean topic-comment structures, single topic, genitive, adverbial, cleft, moved argument, and embedded categories. This study proposes how interpreters should be trained based on the results of different studies and given the typological differences between the two languages. To maximize the efficiency of the interpreter's performance, this paper proposes that the interpreter maintain an appropriate distance behind the speaker in order to allow him/her to be able to determine the functional value assigned to topics and other structural markers of the Korean sentences. The interpreter should also develop prognostic and chunking abilities to handle the above-mentioned Korean structures including the embedded category.

학부통역교육: 한영 순차통역의 교육전략

염행일 한국통번역교육학회 2014 통번역교육연구 Vol.12 No.1

This paper has shed light on the data analysis of Korean-into-English consecutive interpretations performed by the participants. In order to clearly compare the extent of errors by the subjects, two types of texts were employed to conduct this study, a formal speech text (FST) and an informal speech text (IST), with the goal of finding which text would be better for classroom practice. The results of the study disclosed that the rate of errors stood at 53% for FST, and 32% for IST. This shows that the student subjects of the study were able to deal with the IST speech more easily than the FST speech. The data revealed that the embedded and complex sentence structures were far more intractable than the simple sentence constructions. This is probably due to the relatively lengthy sentential structures along with different subordinate clauses. Judging from the differences in the extent of errors, the choice of the IST text is viewed as the best strategy for the undergraduate education of consecutive interpretation. For that reasons, a student-prepared speech will guarantee the most efficient training by highly motivating the students.