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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)
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