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RISS 인기검색어
- 검색키워드
- 저자 : ( Karen Chung-chien Chang ) (검색결과 2 건)
- 무료
- 기관 내 무료
- 유료
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A Re-reading of Sacrifice to Detect Lao She`s Irony
( Karen Chung-chien Chang ) 이화여자대학교 통역번역연구소 2017 T&I review Vol.7 No.-
characterized by light-hearted humor. However, when China encountered all the chaos at the end of the Qing Dynasty, this writer turned to irony and satire. Sacrifice, a short story, was published in 1935 and translated into English by George Kao in 1975. When this story was translated, the last few pages were left out and the story ending changed. Although all translation works involve certain degrees of rewriting, Kao`s change of the story ending from tragic to happy is totally inadequate in showing Lao She`s use of irony. Through reviewing Lefevere`s rewriting theory, Kao`s translation thought and style from his major works, and the various ironies built up in this work, this analysis argues that a re-translation in which the ending is preserved can better help English readers to appreciate this short story.
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A Measure for Sight Translation Anxiety : Questionnaire Development and Validation
Karen Chung-chien Chang 이화여자대학교 통역번역연구소 2016 T&I review Vol.6 No.-
Recently, interpretation studies have tapped into the issue of anxiety, trying to identify the stress factors for students learning this discipline. Although many studies have been conducted on the instruction and learning of consecutive and simultaneous interpretation, the research related to sight translation (ST) is scarce. ST is the practice of interpreters reading the source text but delivering the rendition orally, making this practice more similar to interpreting in nature. ST is suggested to be taught as a preparatory course (Ilg and Lambert 2004) for those learning interpreting, and learners of interpretation face shared challenges and concerns. For these reasons, this study aimed at putting together a questionnaire for measuring anxiety-triggering factors for ST learners, so instructors could design their course activities to increase both learner interest and learning effectiveness. The questionnaire previously proposed by Lu and Liao (2012) was modified and refined through factor analyses. The original 34 items were narrowed down to 21 items, covering five subscales: learners’ concerns about evaluation (both from their peers and instructor), cognitive challenges in ST, worries about English competence, anxiety in ST performance, and attitudes of learning ST.
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