A Suggestion on the Global Competence for Interpretation and Translation

유선영 국제인문사회연구학회 2022 Studies on Humanities and Social Sciences (SHSC) Vol.4 No.1

A Suggestion on the Global Competence for Interpretation and Translation Seonyoung You* Abstract: This study examined the concept of PISA Global Competence Assessment and reconstructed it into a diagram to analyze the categories required for interpretation and translation training and research, discussing the learning methods needed for interpretation and translation. As a result of the analysis, based on the PISA Global Competence, as a way to strengthen the global competence of interpretation and translation training, it should be implemented based on three objectives: First, develop interpretation and translation ability through various English learning activities and interpretation tasks. Second, improve speaking and writing skills, including writing and reading, and foster communication skills. Third, have an inclusive attitude of understanding cultural diversity and accepting differences between cultures and a balanced view of important international issues. This is because translation is an education that seeks to foster global communication skills and culturally global awareness, so it focuses on understanding cultural diversity, which is the cultivation of global citizens at the same time as improving foreign language skills, and flexible views on international affairs and issues. Key Words: Interpretation and Translation Training, Global Competence, PISA, Communication Skills □ Received: June 20, 2022, Revised: June 30, 2022, Accepted: June 30, 2022 * Sejong University English-Literature, Seoil University ex-professor (Email: ystandhal@naver.com) A Suggestion on the Global Competence for Interpretation and Translation Seonyoung You* Abstract: This study examined the concept of PISA Global Competence Assessment and reconstructed it into a diagram to analyze the categories required for interpretation and translation training and research, discussing the learning methods needed for interpretation and translation. As a result of the analysis, based on the PISA Global Competence, as a way to strengthen the global competence of interpretation and translation training, it should be implemented based on three objectives: First, develop interpretation and translation ability through various English learning activities and interpretation tasks. Second, improve speaking and writing skills, including writing and reading, and foster communication skills. Third, have an inclusive attitude of understanding cultural diversity and accepting differences between cultures and a balanced view of important international issues. This is because translation is an education that seeks to foster global communication skills and culturally global awareness, so it focuses on understanding cultural diversity, which is the cultivation of global citizens at the same time as improving foreign language skills, and flexible views on international affairs and issues. Key Words: Interpretation and Translation Training, Global Competence, PISA, Communication Skills □ Received: June 20, 2022, Revised: June 30, 2022, Accepted: June 30, 2022 * Sejong University English-Literature, Seoil University ex-professor (Email: ystandhal@naver.com)

Using Sight Translation in Simultaneous Interpreting Class

Chikako TSURUTA 한국통역번역학회 2012 통역과 번역 Vol.14 No.1

The paper will consider, based on existing literature and the author’s own experience, how sight translation (ST) can be incorporated into simultaneous interpreter training classes. ST is the rendering orally of a text written in one language into another language. This approach is used regularly by conference interpreters, including the author, to prepare for actual conference interpreting assignments. It can also be employed as a training tool, as discussed by Viaggio, S (1995) and Weber, W (1990). Having become aware of the real potential of using ST inside and outside of the classroom, and based on the work of the two interpreting trainers mentioned above, the Conference Interpreting Program at Tokyo University of Foreign Studies (TUFS) is now actively using ST for both English-to-Japanese and Japanese-to-English interpreting training. There are two possible approaches to using sight translation in such classes at TUFS: (1) the use of only the text, or (2) the use of the text together with an audio of the actual rendition of the text. Adoption of both approaches in her graduate-level (M.A.) second-year simultaneous interpreting class has convinced the author that the utilization of ST in simultaneous interpreting classes can teach students to be time and effort-effective. That, however, is provided that the following caveats are observed: (1) the need to find most efficient words in expression is met; (2) word-for-word translations are strictly avoided; and, (3) the focus of the exercise is on the content of the message. Since in ST training the coordination and management of constrained resources are crucial factors, it is essential for students to learn how and where to employ their limited resources to achieve optimal performance.

문장구역 훈련과 순차통역 능력 향상에 관한 학부 학습자 인식

박예진,남원준 한국통역번역학회 2023 통역과 번역 Vol.25 No.2

This study delves into the correlation between sight translation and consecutive interpretation within the frame of a Korean-English undergraduate consecutive interpretation course. It addresses the noticeable lack of empirical research surrounding the educational benefits and effectiveness of sight translation training. The learners' feedback was collected through a survey questionnaire, aimed at assessing their satisfaction with sight translation training and perceptions of its impact on consecutive interpretation improvement. This survey data were complemented by insights gleaned from instructor observations and student journals, providing a multifaceted view of the pedagogical dynamics. The results indicate a prevailing sense of satisfaction among learners regarding sight translation exercises. There is also a firm belief regarding these exercises' role in bolstering consecutive interpretation skills. Specifically, learners reported that these exercises significantly aid in comprehending the source text, identifying key words, and understanding meaning units. Despite this, the learners presented a skeptical attitude towards the potential impact of sight translation training on memory span improvement. Furthermore, the differing views on language interference among learners prompt a deeper exploration of sight translation’s pedagogical impacts for de-verbalization. This research provides preliminary empirical suggestions of a link between sight translation training and improved consecutive interpreting, warranting thorough scrutiny in the future.

동시통역 능력 배양을 위한 문장구역 훈련 시스템 개발

김상원,이지민,박기현,안동혁 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.3

This paper discusses the development of a system for sight translation practice. Sight translation refers to reading a written text and orally conveying the message into the target language simultaneously. It is one of the training methods designed to improve simultaneous interpreting skills. This method is popular among graduate students majoring in translation and interpretation. The paper-based sight translation practice as a way of honing simultaneous interpreting skills has several limitations: first, students go back to the part they have already read. In simultaneous interpreting, however, backtracking is impossible because it involves a spoken language. Second, it is difficult for students to recognize the pace of their training, and they cannot maintain a constant speed owing to the lack of tools for control. Finally, when they resume the training after a pause, they have to take redundant steps of calculating the number of the remaining words against the duration to measure their training performance, thus negatively affecting the training efficiency. Therefore, in this paper, we propose a training system that enables students to practice sight translation without such drawbacks and we evaluate the functionalities of the training system. 이 논문에서는 통역 능력 배양을 위한 문장구역 훈련 시스템 개발에 대해 논의하고자 한다. 문장구역은 지면상의 텍스트를 눈으로 순차적으로 읽어가며 동시에 통역하는 것을 의미한다. 이 훈련법은 동시통역을 익히기 위한 수단으로 일반적으로 사용되고 있으며 대학원에서 통번역을 전공하는 학생들이 자가 학습 시 자주 이용하고 있다. 동시통역 능력 배양으로서의 문장구역 훈련에는 몇 가지 한계가 존재한다. 첫 번째, 원어 청취를 통해 수행되는 동시통역과는 달리 문장구역은 지면상의 텍스트를 눈으로 읽어 수행하는 것이기 때문에 문장을 앞으로 거슬러서 통역하는 경우가 발생할 수 있어 학습 효과가 떨어질 수 있다. 두 번째, 학습자가 어느 정도 속도로 학습 중인지 스스로 인지하기 어렵고 일정한 기준이 없기 때문에 진행속도가 일정하지 않았다는 점이다. 마지막으로, 텍스트를 보고 훈련을 진행하다 중단 후 재시작할 경우 지면상 단어 개수와 시간을 다시 측정해야하기 때문에 학습효율이 저하되었다. 따라서 본 연구에서는 이러한 약점을 보완한 문장구역 연습 시스템을 개발하고 기능을 검증하였다.

한류 문화와 통・번역 교육을 위한 소고(小考)-관용어(慣用語)를 중심으로

유선영 한국통번역교육학회 2020 통번역교육연구 Vol.18 No.1

This study focused on idioms for interpretation and translation training for the Korean Wave culture in an era where the status of our country is increasing and global interest is increasing. Following K-Pop, K-Beauty, the catalyst for the Korean Wave, stands at the center of the Korean Wave culture. At a time when even new idioms with a positive view of Korea are emerging due to the Korean Wave culture craze, I explored to find the need and significance of research by analyzing idioms for interpretation and translation training. Therefore, it is hoped that this research will pave the way for the recognition of the importance of the study of idioms for interpretation and translation training amid the Korean Wave culture craze. Also, it will be meaningful to raise awareness of the necessity of interpretation and translation training in the international environment, while also speculating and reconsidering the influence of culture formation and exchange. In the future, active research for the development of the Korean Wave culture should be continued so that cultural mutual understanding can be exercised in the field of interpretation and translation.

통.번역 교육의 글로벌 역량 강화에 관한 소고(小考)

유선영(You, Seonyoung) 한국통번역교육학회 2020 통번역교육연구 Vol.18 No.3

This study examined the concept of PISA 2018 Global Competence Assessment and reconstructed it into a diagram to analyze the categories required for interpretation and translation training and research, discussing the learning methods needed for interpretation and translation. As a result of the analysis, based on the PISA 2018 Global Competence, as a way to strengthen the global competence of interpretation and translation training, it should be implemented based on three objectives: First, develop interpretation and translation ability through various English learning activities and interpretation tasks. Second, improve speaking and writing skills, including writing and reading, and foster communication skills. Third, have an inclusive attitude of understanding cultural diversity and accepting differences between cultures and a balanced view of important international issues. This is because translation is an education that seeks to foster global communication skills and culturally global awareness, so it focuses on understanding cultural diversity, which is the cultivation of global citizens at the same time as improving foreign language skills, and flexible views on international affairs and issues.

학부 통역교육에서 탈언어화 적용에 관한 연구

강수정 중국학연구회 2013 중국학연구 Vol.- No.65

This study proposes an educational model on undergraduate Chinese interpreting class based on the interpretative theory-based approach. In specialized graduate schools, students with a fairly high level of language skills learn interpreting-related concepts and repeat interpreting training. For specialized graduate school students, foreign languages are something to be trained in, not something to learn, and the focus of training in specialized graduate school is on “Reformulation” based on the interpretative theory-based approach. The goal of undergraduate interpreting class, however, lies in both “improvement of foreign language skills” and “basic understanding of interpreting” as undergraduate students have problems with listening and understanding foreign languages. It is important, in particular, to establish the concept of “equivalence” as undergraduate students are accustomed to a type of correspondence-centric training based on symbol switching of languages or characters. Furthermore, “Deverbalization” training is required in interpreting classes. “Deverbalization” is a process that a student cannot develop simply through theory-based learning or speaking exercises. Instead, it requires systematic training. Through this article, the author argues that at undergraduate levels, where clear direction of interpreting classes is yet to be established, the focus should be on “Deverbalization training” and that the rationale of undergraduate interpreting classes could be found only when this process is based on integrated approach under which training in undergraduate and graduate programs are linked.

학부 중한번역수업에서의 번역이론 적용가능성- 해석이론 중심의 고찰

한정은 한국통역번역학회 2014 통역과 번역 Vol.16 No.1

This paper attempts to examine and analyze the translated texts of the undergraduate students participated in a translation class based on interpretive theory of translation and to see the feasibility to apply atranslation theory in undergraduate translation classes. Undergraduate translation education appears to be focused language educating, it needsto be balanced translation theories and translation practices to develop training methods according to students’ language proficiency. As theobject of analysis, we chose the translated texts that undergraduate students had no difficulties to understand source texts to exclude theanalysis of linguistic errors. Many of the the translated texts of the undergraduate students revealed the problem of code switching, dividedinto two groups: a word-for -word literal translation and asentence-for-sentence literal translation. Students have difficulties tounderstand that words have to be re-expressed in various meanings depending on the context. And not understand semantic relationships between sentences. The main concepts of the interpretive theory oftranslation including the concept of deverbalization will help to eliminatethe habits of code switching that often appear when translating.

개항기 번역관의 신설과 운영

백옥경 서울역사편찬원 2014 서울과 역사 Vol.- No.88

The main purpose of this study is to examine the background of establishing an official translator system in the period of Port Opening and how to run that system. Since the period of Port Opening, I tried to study the situation to meet the need of times which the system of translator had to be set up and the effort of how much they tried to train competent people in the Western oriented international changing order. In the Eastern Asian order focused on Ming and Qing, Chosun which developed the diplomatic relation got busy to contact with Western countries and had a growing interest in translating and interpreting. Thus the government of Dynasty made a try to establish the education institute like Dongmoonhak(a government school for training official English interpretator) or Yookyoungongwon(the Royal English School) to teach a foreign language and they tried to raise up talented people. Moreover, talent who were trained at this institute were recruited as translator, had a plan to use negotiating the foreign policy. Chosun’s translators appeared around times of turning out Dongmoonhak’s graduates from 1885(the 22th year of Gojong who was Chosun’s King). They were deployed for Western officers, Maritime Customs and diplomatic officers to be appointed in Chosun newly. They spoke English, Russian, Japanese, made a difference from the previous translators. Also, because they belonged to Tongrikoysubtongsangsamuamun (that was the foreign office), but the previous translators belonged to Sayeokwon, they had a difference to play their roles. They translated papers and interpreted basically, and also did a foreign policy. But, Translators were not served as a higher position in the system. They were appointed as from 9th to 5th Pooms which was a lower position, routinized to work for a long-term, even if they had 30 month-term. It could be known that Chosun’s awareness about translating was still lower than now, considering the point that they also was not excepted even if their major were a western language. There were three types of translator to be appointed as an official. The first type was those who graduated from Dongmoonhak or Yookyoungongwon. They studied English and were majorities of translators. The 2nd type was Japanese translators, and was able to do activities of translating with the base of prominen tability of Japanese language. The 3rd type was people who came from the area near to foreign country, those who studied oversea, or those who learned a foreign language to contact with foreigners. By the way, most of translators had experienced the Western culture directly or indirectly. They also had aimed at the Westernization better than their tradition. It was encouraging cases with the point of that time that somebody among Yangban class had entered into the translating job, free from their traditional value. Translators had got to learn a foreign language when they took charge of a foreign policy, or got the opportunity to expand their knowledge through oversea service. Therefore, they had been growing a professional bureaucracy taking charge of diplomacy and modern technology. Besides, some of them introduced scientific technology which was necessary for accepting Western knowledge to Chosun through their translating, sought to Chosun’s civilization, enlightenment, and national prosperity with participating in the activities of Dokribheophoi(Independent Association), contributed to change the traditional order and the system. 본 연구에서는 개항기 번역관의 제도적 설치 배경과 그 운영을 살펴보는데 주목적이 있다. 개항 이래 서양 중심의 국제질서로의 변화 속에서 번역관이 설치되어야 하였던 시대적 요구와 그에 부응하기 위한 통번역 인재 양성 노력을 고찰하고자 하였다. 명, 청 중심의 동아시아 질서 속에서 외교 관계를 전개해 나갔던 조선은 개항 전후 서양과의 접촉이 활발해지면서, 서양 언어의 통역 및 번역에 대한 관심이 커지게 되었다. 따라서 정부는 동문학이나 육영공원과 같은 외국어 교육기관을 설치하여 외국어에 능통한 인재를 양성하고자 하였다. 더불어 이곳에서 양성된 인재들을 번역관으로 충원하여 대외 교섭에 활용하려는 구상을 가지고 있었다. 조선의 번역관은 동문학 졸업생이 배출되는 시기를 전후한 1885년(고종 22)부터 나타난다. 이들은 주로 해관, 해외 주재 공관, 조선에 부임해 온 서양인 고용인들을 위해 배치되었다. 이들은 전공 언어 면에서 영어, 러시아어, 일어를 구사하여, 기존의 역관들과는 차이가 있었다. 또한 역관들이 사역원 소속이었던 데 비해, 근대적 외교기관이었던 통리교섭통상사무아문에 속하여 있었으므로 기대되는 역할에도 차이가 있었음을 알 수 있다. 이들은 문서 번역과 통역을 기본 업무로 하면서, 대외 교섭상의 실무를 담당하였다. 하지만 번역관들은 제도적으로는 그리 높은 대우를 받는 편은 아니었다. 대체로 9~5품의 중하위 관직에 임용되었으며, 30개월의 임기에도 불구하고 장기 근무가 상례화되어 있었다. 이는 서양어 전공이라도 예외가 아니라는 점에서, 여전히 통역이라는 업무에 대한 조선사회의 인식이 매우 낮았음을 보여준다. 번역관에 임용되는 인물들은 크게 세 부류로 나뉘는데, 그중 하나는 동문학이나 육영공원 등의 외국어 교육기관 출신들이었다. 이들은 영어 전공자로서, 번역관 중에 다수를 차지한다. 두 번째는 역관 출신이었다. 이들은 대개 일본어 전공자로, 특출한 일본어 실력을 바탕으로 번역관 활동이 가능하였다. 세 번째는 외국과의 교류 지역 출신, 해외 유학이나 외국인과의 개별 접촉을 통해 외국어를 습득한 인물들이 포함되어 있었다. 그런데 번역관들은 대부분 직간접적으로 서양을 체험한 경험이 있었다. 또한 이들은 전통보다는 서구화를 지향하는 인물들이었다. 특히 양반들 중에서도 전통적 가치체계에 얽매이지 않고 번역관에 진출한 사례가 다수 나타나는 것은, 당시 시대상에 비추어볼 때 매우 고무적인 현상이었다. 번역관들은 대외 실무를 담당하는 과정에서 서양 외국어를 익히거나 해외 근무를 통해 자신들의 견문을 더욱 넓힐 수 있는 기회를 얻었다. 따라서 번역관들은 개항기 이후 서구화 과정 속에서 외교 및 근대적 기술 분야를 담당하는 전문 관료로 성장해 나갔다. 뿐만 아니라 그들 중 일부는 서구 지식의 수용에 필수적인 번역을 통하여 과학 기술을 조선에 소개하거나, 독립협회 활동에 적극 참여하여 문명개화와 부국강병을 추구하며, 전통질서나 체계를 변화시키는 데 기여해 나갔다.

동시통역을 위한 학습자 문장구역 전략 연구

허지운 한국통번역교육학회 2020 통번역교육연구 Vol.18 No.2

This study investigates sight translation strategies of learners of interpreting. Sight translation serves as a useful tool for practicing consecutive and simultaneous interpretation. It is particularly useful for developing strategies for simultaneous interpretation. In order to explore the diverse strategies employed by learners and understand the difficulties in conducting sight translation from Korean to English arising from syntactic differences between the two languages, this study, conducted a sight translation experiment on 20 learners of interpreting. Participants were divided into two groups – 10 learners with simultaneous interpreting skills and 10 learners with only consecutive interpreting skills. The result indicates that learners with simultaneous interpreting skills are more prone to transform meaning units in ST into sentences in TT; participants prefer to interpret segments containing verbs into sentences in TT; segments without verbs present difficulties in predicting the verb and formulating output in the target language.