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Translating Past Perfect: An Effective Way to Teach EFL Learners
Byun,Hye Won 한국통번역교육학회 2019 통번역교육연구 Vol.17 No.1
The past perfect tense poses an enormous difficulty for English as Foreign Language (EFL) learners. Not only is this due to linguistical background, but also due to the complex structure of having to understand the past auxiliary verb first and then to add the correct form of past participles. Even so, unlike present perfect where profound researchers have been conducted to apply various pedagogical implications in teaching, past perfect is often taught by grammar drill exercises and at times even lacks the opportunity to use in full sentences. This paper aimed to find out whether use of full sentences in translated method could be more effective than the usual grammar drills in EFL settings. Both the qualitative and quantitative results show that for the mid and low proficiency group, prepositional time phrase at the end of the sentences helped them understand the sequence of the events and to successfully apply past perfect in their translations. This shows that to better teach past prefect to the mid to low group of students, first, time signaling phrases should be added to the translated writing sentences and then, sentences without such phrases should be given for the students to conceptually understand the sequences.
A Study on the Performance Differences in Translating Polysemous Words
Byun,Hye Won 한국통번역교육학회 2019 통번역교육연구 Vol.17 No.3
Polysemous words have widely been recognized as a challenge for English as a Foreign Language (EFL) learners as they would need to understand the multiple senses of polysemous words intuitively. The aim of this study was to apply the use of practical translation method in classroom setting to effectively teach the use of polysemous words. In particular, the focus will also examine whether certain parts of speech could be more effective than others. Results show that even though the students successfully completed the gap filling task, it seems that they were not able to fully translate the polysemous words successfully. This shows that to better understand and acquire the use of polysemous words in English, it could be better to use the translation method and introduce to diverse and various examples of the polysemous words in a full sentence.
Translating Tasks with a Focus on Current Issues during the Online Education Services
Byun,Hye Won 한국통번역교육학회 2021 통번역교육연구 Vol.19 No.3
With the outbreak of COVID-19, online education services suddenly became part of our education environment. Under the circumstances, online education has received positive results for its convenience. However, practical yet feasible classroom design based on online education was not suggested or explored from the learners’ point of view. Therefore, this research aimed to find out if translation tasks with a focus on current issues can enhance the self-studying learners under such unexpected circumstances. Also, if different proficiency levels had any effects, this was also explored. Results show that learners who completed the translation task for the first time felt that focusing on current issues: environmental and climate issues, could be a helpful tool to enhance their learning during the online education services. Next, high proficiency group revealed that although they were not familiar with the translation task, they felt that such task with a focus on current issues would be helpful for improving their extended writing skills. The low proficiency group also agreed on the usefulness of focusing on current issues during the pandemic. The results can provide practical suggestions for the learners and for pedagogical use for the instructors during the online education services.
Translation of the Modal Verbs with the Perfect Aspect of the Korean EFL Learners
Byun,Hye Won 한국통번역교육학회 2019 통번역교육연구 Vol.17 No.4
Modal verbs have always been a challenge for the English as a Foreign Language (EFL) learners as various usages and profound underlying meaning of the modal verbs are difficult to be fully acquired by conventional grammar drill exercises. On top of the difficulties, added burden is given to the learners when they are faced to express a condition that did not really happen in the past. To express this condition, they would not only need to know the meaning of the various modal verbs, but also the 『modal verb + have + past participle』 structure. To ease the burden, this research aimed to investigate how translated teaching method could help the learners, compared to the conventional grammar drill exercises. Both the qualitative and the quantitative results show that the translated method was effective for the learners. Nearly 80% of the students chose the translated method and stated that using this method seem to be effective as they could impose the meaning from the sentence and see the semantic usage of the words. Next. quantitative results show that students were not able to understand the various meanings of the 『modal verb + have + past participle』 structure even though they successfully completed the grammar tests. The results were all consistent from high, mid and the low proficiency levels.
김민근,주혜원,강경필,최병돈,박민석,변영섭,고충원,이건주,김병옥 인제대학교 2006 仁濟醫學 Vol.27 No.-
Acute myocardial infarction(AMI) due to coronary embolism can occur in patients with normal coronary artery. Coronary embolism is believed to be a cause of acute myocardial infarction when emergent coronary angiography shows perfectly normal coronary trees, except for the finding of coronary artery occlusion. In this report, we describe four patients with AMI due to coronary embolism who were successfully treated using a thrombus aspiration device and anticoagulation, and those patients had intracardial thrombus arising from the left atrium due to chronic atrial fibrillation and valvular heart disease. Patients with chronic or paroxysmal atrial fibrillation can present with AMI due to coronary embolism, and thrombus aspiration with percutaneous aspiration device is a feasible treatment option for these patients along with anticoagulation the rapy.
An Analysis on the Performance Differences in Translating the Passive Voice
Byun. Hye Won 한국통번역교육학회 2017 통번역교육연구 Vol.15 No.3
Transitive verbs are variously used in English written texts and there is a clear distinction between transitive and intransitive verbs in English. As various transitive verbs are used, passive voice are often used. Korean written texts, on the other hand, do not give a clear distinction between the two and create a misunderstanding of the English passive structure. This paper aimed to examine the characteristics or performance differences in translating the passive voice and in relation to the performance test scores. A total of 65 university students participated in this research. One of the findings was that the passive voice directly connected with a prepositional phrase yielded different translating patterns. Preposition that functions to connect space, time, or period was translated correctly and separation with the passive voice was successful. However, students with low performance scores had difficulty separating the prepositional phrase and the passive voice. Instead of adding information with the prepositional phrase, the phrase become the agent and the reason for the recipient of the verb.