역번역을 활용한 한국 시조 이해 교육 연구 - 영어권 한국어 고급 학습자를 대상으로 -

김영 ( Jin Y Ing ),고정희 ( Ko Jeong-hee ) 연세대학교 언어연구교육원 한국어학당 2020 외국어로서의 한국어교육 Vol.59 No.-

This study aimed to present the availability and implications of back-translation learning methods in Korean sijo education as a foreign language. Results were based on the understanding of Korean sijo by advanced English-speaking Korean learners using back translation. In this study, the significance of back translation as a method of learning sijo is summarized as follows: First, learner-centered activities that encourage learners to participate exist; second, reading native texts can help obtain “advanced knowledge;” third, results are an exploratory process involving learners’ independent thinking; and fourth, awareness of diversity in interpretation encourages freedom to express views on texts. This study selected Hwang Jin-i’s sijo “A Long Night of Winter Solstice” as an experimental text and categorized the understanding of English-speaking advanced learners of the Korean language using back translation into “accepting the meaning of text through reading translations,” “interpretation of the meaning of text through back translations,” and “deeper understanding of the text by comparing back translations with source texts.” Advanced English-speaking Korean learners showed attitudes related to actively organizing the meaning of sijo while performing back translation; they continued to interpret the text by mobilizing their own experience and knowledge through the back translation process. The different order of words in the mother tongue and Korean also led to difficulty in switching to the target language. The following implications were derived based on the understanding of advanced English-speaking Korean learners using back translation. First, the teacher should effectively adjust the primary response the learner sees after reading the translation text. Second, proper educational measures from teachers are needed when learners spend a considerable amount of time on a single poem. Third, the cultural context of learners should be extended after comparing the back translated and source texts. (Seoul National University)

역(逆)번역을 활용한 문학번역 교육 - 신경숙의 『엄마를 부탁해』의 한국어↔스페인어 번역을 중심으로

박소영 한국스페인어문학회 2019 스페인어문학 Vol.0 No.92

How do we teach literary translation into an L2 language? Is there any way to improve learners’ translation and literary competence at the same time? Is there any possible way to provide learners with different linguistic and literary levels in a single class? This study was rooted in these realistic concerns of translation training. As such this study suggests that back-translation could be applied to literary translation classes with students and teachers whose L1 does not correspond with a target language. For this purpose, the Korean-Spanish back-translation task of Por Favor, Cuida De Mamá by Aurora Echevarría was assigned to 16 undergraduate and postgraduate students. As a result, it was found that literary translation, which was considered to be ‘impossible’ by some learners at first, could be practiced in a learner-centered way: they could identify their own weaknesses; share more concrete translation strategies in peer-reviews; evaluate their works tracing discrepancies between their back-translation and the professionally translated text at all linguistic and translation strategic levels. They also had a chance to think about why stylistic considerations should be emphasized in literary translation apart from linguistic transfer. In conclusion, back-translation can be used to improve not just proficiency in a target language but also to enhance students’ translation and literary competences in a multidimensional way.

한국어(韓國語) 쓰기에서의 역번역 활동(活動) 사례 연구 -활동(活動) 결과(結果) 비교(比較)와 학습자(學習者) 인식(認識)을 중심(中心)으로-

류다정(柳多情) ( Ryu Da-jeong ),양명희(梁明姬) ( Yang Myung-hee ) 한국어문교육연구회 2021 어문연구(語文硏究) Vol.49 No.4

본 연구는 한국어 쓰기에서 역번역 활동을 활용하였을 때의 효과와 학습자의 인식을 고찰하고자 하였다. 이를 위해 한국어 고급 수준 학문 목적 학습자를 대상으로 역번역 활동을 활용한 쓰기 실험을 진행하였으며, 활동 전·후에 따른 글쓰기 결과물을 비교 분석하였다. 또한 설문조사와 개별 인터뷰를 통해 역번역 활동에 대한 학습자들의 인식을 확인하였다. 연구 결과, 역번역 활동은 학습자에게 본인의 쓰기에 대한 부족한 부분을 알게 하고 이를 보완하게 하여 좀 더 수준 높은 쓰기를 하는 데에 도움을 주었으며, 특히 텍스트의 구조와 표현을 익히는 데에 긍정적인 역할을 하였다. 그리고 교사의 도움 없이 학습자 스스로 쓰기 능력을 발전시켰다는 점에서 자기 주도적 쓰기 방안으로서의 효과와 가능성을 엿볼 수 있었다. 역번역 활동에 대한 학습자 인식 조사에서는 전반적으로 높은 만족도를 보였으며 흥미롭고 쓰기에 대한 자신감을 향상시킬 수 있는 방안이라는 결론을 도출할 수 있었다. 본고는 한국어교육에서 역번역 활동의 교육 기제 가능성을 살피고 학습자의 한국어 쓰기에서 긍정적인 변화 양상과 효과를 밝히는 사례연구라는 점에서 의의가 있다. The purpose of this study is to examine the effects of using back-translation activities in Korean writing and learners’ perceptions of them. To do so, writing experiments using back translation activities were conducted on Korean language learners interested in acquiring advanced level proficiency, and their writing results were compared and analyzed before and after these activities were completed. Additionally, surveys and individual interviews confirmed the perception of back translation activities among learners. The study revealed that back translation activities enabled learners to realize their mistakes in writing and helped them to write higher-quality texts by addressing these weaknesses. Therefore, this contributed particularly to learning text structure and expression. Moreover, the effect and potential of back translation as a self-directed writing method was apparent by the fact that learners developed their writing skills on their own and without assistance of teachers. According to the learner perception survey, learners reported high satisfaction in general, and as a result, it was concluded that back translation activities improved learner’s confidence in writing and learners showed more interest. As a case study, this paper offers meaningful insight into the possibilities of educational mechanisms for back translation activities in Korean language education and demonstrates positive changes to and impacts on learners’ Korean writing.

스포츠사회과학 분야 학술지 설문연구와 역번역 사용동향

천버이,한준영 한국체육측정평가학회 2017 한국체육측정평가학회지 Vol.19 No.3

The survey method is one of the most frequently adopted research methods in social sciences of sport for a long time. Influx of survey questionnaires have been developed in different languages, and many domestic researchers have utilized many foreign survey questionnaires after a translation process. Or, researchers tend to use survey questionnaires that were already translated for previous studies that might lose its equivalence at a certain degree. However, many experts in translation have suggested that translating an original survey questionnaire should be a better way for establishing a proper equivalence. Given that, many previous studies have already employed the back translation technique in behavioral and bio-physical sciences. Nonetheless, lack of research as to back translation have been reported in social sciences of sport. Thus, the present study attempted to verify how many social science studies in sport utilized quantitative research methods including survey methods; how many social science studies of sport employed survey questionnaires from either a direct translation, a previously translated from previous literature, or a domestic survey; and, how many of the survey have utilized back translation techniques. So, 4 professional journals in social sciences of sport were selected, and 1,597 published articles of the journals from 2006 to 2016 were analyzed by using descriptive analyses, chi-square tests, and a Kruskal-Wallis test(a=.05). The results indicate that the quantitative method (50.5%) and the survey (41.5%) got less chosen although many research have still frequently utilized them in social sciences of sport. Also, many pre-translated survey questionnaires with modifications from previous literature were employed instead of direct translation from an original survey questionnaire. Lastly, only the 8.6% of the journal articles using survey questionnaires employed the back translation. In conclusion, the present study confirmed that social sciences of study have comparatively less used the back translation, and to establish validity and reliablity of a survey study the back translation should be adopted more. 스포츠사회과학에서 설문연구는 빈번히 사용되는 방법이다. 다수의 설문지는 국외에서 개발되어 직접 번역되거나기 번역된 번역본을 사용하기도 한다. 하지만, 학자들은 원 설문지를 역번역을 통해 번역의 정확성을 기해야한다고지적한다. 이에 일반 사회과학 분야나 행동과학, 자연과학 분야에서는 역번역의 사용이 비교적 다수 보고되고 있으나, 스포츠사회과학 분야에서의 사용 및 사용 동향 보고는 부족하다. 이 연구는 스포츠사회과학에서 양적연구로서설문연구가 최근 어느 정도 활용되는지, 어느 정도의 설문연구들이 국내외의 설문지를 사용하며, 국외 설문지를 번역하는데 역번역을 활용하는지 확인하기 위해, 2006년부터 2011년까지 스포츠사회과학 분야의 네 종류의 주요 학술지에 게재된 1,597편의 논문을 내용분석 하였으며, 기술분석과 카이스퀘어 테스트를 활용하였다. 연구결과는 여전히 양적연구방법(50.5%)과 설문연구(41.5%)가 스포츠사회과학에서 주요한 연구방법으로 채택되고 있지만 그 빈도가 최근 들어 줄어드는 추세이다. 그리고 다수의 기존 설문지를 한 연구에 혼용되며, 번역본 설문지를 통한 연구가많아 번역의 정확성에 대한 의문이 제기된다. 마지막으로, 정확한 설문지 번역을 위해 역번역이 추천되는 방법이나, 최근까지 스포츠사회과학 분야 연구들은 역번역이 낮은 수준(8.6%)으로 활용되고 있음을 이 연구는 지적하며, 향후설문연구에서 역번역의 적극적 사용을 제언한다.

유학생 역번역문에 나타난 어휘 연구

박은정 국제한국언어문화학회 2019 한국언어문화학 Vol.16 No.1

본고는 한국어 학습자들의 역번역문에 관련된 것으로, 학습자들의오류 분석이 아니라 역번역문에 나타난 ‘문제 없는 차이’를 살펴보는연구이다. 고급학습자들의 역번역 문장에 나타나는 어색함, 즉 문제없는 차이는 언어 간 영향을 그 원인으로 들 수 있다. 한국어의 ‘거부감’을 ‘거부심’으로 역번역하거나 원문의 ‘활동’을 ‘행동’으로 역번역한 것들은 언어 간 영향으로 볼 수 있다. 문제가 없는 차이인 유의어로역번역한 어휘나 표현들은 상황에 따라 서로 대체될 수 없다는 것도알아야 한다. 예를 들어 ‘25년간’과 ‘25년 동안’ 이 바꾸어 쓸 수 있는유의 관계어지만 접미사와 명사라는 품사의 차이로 띄어쓰기에 차이가 있다는 것, 그리고 ‘생활 방식’ ‘방법 모색’ 처럼 함께 어울려 사용되는 어휘들에서 ‘방식’과 ‘방법’을 서로 대체해 사용할 수 없다는 것등 각각의 관계를 인지하고 있어야 한다. ‘방식’과 ‘방법’, ‘활동’과‘행동’처럼 같은 의미의 한자어를 포함하고 있는 어휘들은 약간의 의미 차이로 문맥에 따라 사용이 달라질 수 있으므로 유의해야 할 어휘들이다. 학습자들은 유의 관계의 어휘들뿐만 아니라 공기하는 어휘를 학습해야 제대로 된 번역을 할 수 있을 것이다. 또한 원문과 동일한어휘로 번역을 하지 않더라도 원문의 의미와 달라지지 않으면 문제가 되지 않는 번역이라는 사실을 고급학습자들이 알아야 하며 훌륭한 번역을 하기 위해서는 같은 내용을 전달하는 데 있어서도 다양한어휘와 표현으로 할 수 있어야 한다, 본 연구는 번역학을 위한, 특히고급 한국어 학습자들을 위한 한국어 교육에서 고려되어야 할 교육내용에 시사하는 바가 크다고 본다. 고급학습자들이 번역을 하는 과정에서 언어 간 영향으로 나타나는 어휘 선택 양상을 통해 그동안 한국어교육에서 간과되었던 부분들이 번역전공 고급학습자에서는 중요한 교육항목들이 될 수 있음을 보여주고 있다는 점에서 의의를 찾을 수 있을 것이고 본 연구의 결과는 번역 전공 학습자들뿐만 아니라그 외 고급학습자들을 위한 한국어 교육에도 유용한 기초 자료가 될것으로 기대한다. Journal of the International Network for Korean Language and Culture 16-1, 157-186. This study explores Korean learners’ back translation texts. The way that learners use Korean in back translation texts is different from how they use it in free writing. As there is an original text with which to compare the translation, back translation can be a way of examining how diversely the Korean language is expressed by advanced learners. The results of this study show that back translation can improve translation skills and show what contents are needed for Korean translation education, particularly regarding what advanced Korean learners in TOPIK Level 6 should know for professional translation. Learners tend to regard differences between the original text and their back translation text as mistakes; however, differences between the original text and the back translation text do not necessarily indicate translation errors. Learners should know exactly how their back translation differs from the original text. Although some of the discrepancies that occurred while learning Korean or practicing how to write sentences are not problematic, some may cause serious problems in translation. Either words or expressions may be substituted with others, but, in Korean translation classes, Korean advanced learners should fully understand the differences between the two. ‘25년간 and ‘25년 동안’ are synonyms and can be substituted with each other; however, parts of speech are different as suffixes and nouns. It is also important to be aware of the relationship between words that are used together, such as ' 생활 방식' and '방법 모색', and words that contain the same meaning as ' 방법'and ‘방식’ and '활동' and '행동' and that they may vary in context with a slightly different meaning. This implies that learners must learn not only words in synonymy but also those in co-occurrence relation in order to use Korean properly. Additionally, learners must know that even though they translate the original text with different words or different sentential structures than used initially, their translation is not problematic if the meaning is similar to that of the original text. learners should know that translation in to other words or expressions does not matter if they do not translatein to the same vocabulary as the original, and ,in order to make a good translation, they must be able to use various words and expressions to convey the samething. This study implies a lot about educational contents that should be considered in Korean translation education. This thesis is significant in that it tells us that something that has been disregarded in Korean education so far can be an important aspect of education in translation studies.(Daegu University)

한국어 역번역문에 나타난 ‘이/가, 은/는’의 번역 양상과 그에 따른 인식 연구

허용(Heo, Yong),박은정(Park, Eun-jung) 한국언어문학회 2016 한국언어문학 Vol.99 No.-

The purpose of this paper is to look at how foreigners with advanced Korean skills translate 이/가 and 은/는 in original Korean text in the back-translation of B(Korean) → A(mother tongue) → B(Korean) and examine their perceptions in two surveys based on it. A look at the use and recognition patterns of top-notch Korean learners in translation majors shown showed the type of translation into 이/가 and 은/는 and the type of translation into 이/가 → 은/는 ‘은/는 → 이/가 and there were examples of translations that were unusually omitted. First, the type translation into 이/가 → 은/는 showed that learners would recognize the meaning function of contrast by relying on a word with the opposite meaning and would unconditionally translated it as 은/는 without recognizing the relationship between subject and descriptive language. The second type of ‘은/는 → 이/가 translation, 은/는 is a translation of old information into 이/가 . Becourse simply recognizing the meaning function of the old information as a simple subject. and because of a weak perception of the subject of the sentence, the main word of the sentence was translated as 이/가 rather than 은/는. Finally, the type of omission that does not translate to 은/는 or 이/가 is a 은/는 , which is not replaced by 이/가’. Through the analysis of the reverse translation, the learners could see that they were interpreting and translating with an emphasis on meaning. Korean learners were able to check the semantic functions of ‘은/는’ they had not been exposed to in the course of learning Korean. This study may be meaningful in that it was conducted on top-notch learners of Korean language using a learning translation method called back-translation. Furthermore, the fact that the researchers analyzed the text of the Korean-More speaker in reverse translation, rather than using arbitrary sentences as an analysis target, is different from the discussions of ‘은/는’ and ‘이/g가’ so far.

Content Validity of a Korean-Translated Version of a Fullerton Advanced Balance Scale: A Pilot Study

Gyoung mo Kim 한국전문물리치료학회 2015 한국전문물리치료학회지 Vol.22 No.4

The purpose of this study were to translate the Fullerton Advanced Balance (FAB) scale into Korean and to verify the content validity by utilizing a back-translation method with a view to assessing balance function and the risk of falling in a clinical research setting. This research was conducted in six steps. First, three Korean physical therapists translated the FAB scale into Korean. Second, two bilingual professors of physical therapy and a physical therapist evaluated translation conformity of Korean-translated FAB scale. In the third and fourth steps, twelve physical therapists evaluated the degree of translation comprehension, and a translator back-translated the Korean FAB scale into the original language. Fifth, a bilingual professor of physical therapy and two native speakers evaluated the technical and conceptual equivalence between the original and translation versions. In this process, inappropriate translated items were revised using recommended substitute words or sentences, and all items were evaluated on the basis of three points or more on a rating scale in terms of translation comprehension, and the technical and conceptual equivalence of the back-translation. In the sixth and last step, the translation verification committee completed the final Korean version. The above process indicated that the content validity of the Korean-translated FAB scale was established by means of systematic translation methods, and it can therefore be used to assess balance function and the risk of falls in a clinical research setting.

한국어 역번역문에 나타난 ‘이/가, 은/는’의 번역 양상과 그에 따른 인식 연구

허용(Heo, Yong),박은정(Park, Eun-jung) 한국언어문학회 2019 한국언어문학 Vol.109 No.-

The purpose of this paper is to look at how foreigners with advanced Korean skills translate 이/가 and 은/는 in original Korean text in the back-translation of B(Korean) → A(mother tongue) → B(Korean) and examine their perceptions in two surveys based on it. A look at the use and recognition patterns of top-notch Korean learners in translation majors shown showed the type of translation into 이/가 and 은/는 and the type of translation into 이/가 → 은/는 ‘은/는 → 이/가 and there were examples of translations that were unusually omitted. First, the type translation into 이/가 → 은/는 showed that learners would recognize the meaning function of contrast by relying on a word with the opposite meaning and would unconditionally translated it as 은/는 without recognizing the relationship between subject and descriptive language. The second type of ‘은/는 → 이/가 translation, 은/는 is a translation of old information into 이/가 . Becourse simply recognizing the meaning function of the old information as a simple subject. and because of a weak perception of the subject of the sentence, the main word of the sentence was translated as 이/가 rather than 은/는. Finally, the type of omission that does not translate to 은/는 or 이/가 is a 은/는 , which is not replaced by 이/가’. Through the analysis of the reverse translation, the learners could see that they were interpreting and translating with an emphasis on meaning. Korean learners were able to check the semantic functions of ‘은/는’ they had not been exposed to in the course of learning Korean. This study may be meaningful in that it was conducted on top-notch learners of Korean language using a learning translation method called back-translation. Furthermore, the fact that the researchers analyzed the text of the Korean-More speaker in reverse translation, rather than using arbitrary sentences as an analysis target, is different from the discussions of ‘은/는’ and ‘이/g가’ so far.

한국어 관용구의 기계 번역 양상 연구-{‘마음’+서술어} 형태를 중심으로-

이지용 한국어의미학회 2022 한국어 의미학 Vol.78 No.-

This study attempted to examine how items classified as idioms in Korean are translated through machine translation based on artificial neural networks. in the standard Korean dictionary The results of 14 items presented as idioms translated into English through Google Translator, Kakao Translator, and Papago Translator were compared focusing on the equivalence of the semantic and morphological aspects. This study looked at how the corresponding items were realized in the translation of the title words and examples, and whether the result of the title control translation was applied to the example translation, that is, the result of the title control translation and the result of the example translation were consistent in the same translator. In order to confirm the accuracy of the results translated into English, a BLEU evaluation was conducted to compare them with back translation and human-performed translation. Based on the results of this analysis, the results derived according to the translator were compared, and the types were classified based on form and semantic relevance. The significance of this study can be found in that it suggested the direction of the parts and utilization measures that machine translation should supplement to contribute to improving the quality of the translator through various aspects of the translation results.

중한 기계 번역의 한계 - 한국어 보조용언 구성과 보조사의 역번역을 중심으로 -

정 진 우리말글학회 2023 우리말 글 Vol.98 No.-

본 연구의 목적은 한국어 보조용언 구성과 보조사를 중심으로 중한 기계 번역의 한계를 고찰하는 데에 있다. 본고에서는 신문 사설의 한국어 원문과 중국어 번역문을 수집하고, 중국어 번역문을 기계 번역 엔진을 통해 한국어로 역번역하였다. 그리고 한국어 원문과 한국어 역번역문을 대조한 결과는 다음과 같았다. 보조용언 구성 ‘-고 있다’, ‘-어 오다’, ‘-어 있다’, ‘-어 주다’, ‘-게 되다’는 역번역문에서 누락되는 경우가 많았고 ‘-어야 하다’는 누락되거나 ‘-을 것이다’로 잘못 번역되는 것이 발견되었다. 그리고 보조사 ‘은’은 주격조사 ‘이’로 실현되거나 누락되었고 보조사 ‘이나’는 누락되는 경우가 많았다. 마지막으로 보조사 ‘도’는 목적격조사 ‘을’로 실현되거나 누락되거나 다른 문장 성분의 위치에서 잘못 실현되는 것이 관찰되었다. 이러한 중한 기계 번역의 한계는 포스트 에디팅 가이드라인이나 중국인 학습자의 한국어 생산 시 주의사항으로 활용될 수 있을 것이다. The purpose of this study is to examine the limitations of Chinese-Korean machine translation with a focus on Korean auxiliary verbs and auxiliary postpositional particles. In this study, Korean newspaper editorials, along with their corresponding Chinese translations, were collected. The Chinese translations were then back-translated into Korean through machine translation. The results of the comparisons between the original and back-translated texts were as follows. Auxiliary verb constructions “-ko issta,” “-e ota,” “-e issta,” “-e cwuta,” and “-key toyta” were often omitted in the back-translations, while “-eya hata” was either omitted or mistranslated as “-ul kesita.” The auxiliary postpositional particle “un” was either often translated as the subject marker “ka” or omitted. Furthermore, the particle “ina” was often omitted. Lastly, the particle “to” was translated as the object marker “ul,” omitted, or mistranslated in another component of the sentence. These limitations of Chinese-Korean machine translation can be used as post-editing guidelines or precautions for Chinese learners of Korean.