학부 비영어과 통역교육 : 프랑스어 통역 평가를 중심으로

신나정 한국외국어대학교 통번역대학원 2020 국내박사

The number of undergraduate interpreting courses offered for the past fifteen years has increased due to rising interest in interpretation and translation in Korea and mounting demand on practice-oriented undergraduate classes. A variety of research on how to adapt undergraduate education objectives, establish related curricula, develop pedagogic methods, design syllables, and survey learners' perceptions reflect such situations. Assessment is essential to learners in providing feedback on "where is the margin for improvement" as well as feedforward on "what is required to achieve improvement," as it is to professors in offering methods to check if they have fulfilled the intended educative goals and opportunities to readjust syllables thereby. However, most of the precedent researches have limited discussions on undergraduate interpreting performance assessment, and very few are nevertheless focusing on Korean-English majors. Therefore, this study aims to investigate how professors in non-English majors are assessing undergraduate learners whose foreign language learning period and proficiency level are not comparable with English-major students. We will then narrow down our research focus to situations that the Korean-French interpreting department faces and explore whether graduate schools' assessment criteria can be applied as-is to undergraduate learners or how we can modify those criteria to fit undergraduate students if necessary. This study conducted in-depth interviews with ten undergraduate professors from Japanese, Chinese, French, Spanish, German, Russian, Arabic majors. Also, six professors from the Korean-French department at the graduate school of interpretation and translation assessed and compared interpreting performance results between undergraduate and graduate students for the same source text. They were asked to determine the ranking, respectively, and provide detailed descriptions of students' performances. We carried out interviews with them after the assessment ended. The results were as follows: First, professors teaching undergraduate students tend to distribute source texts beforehand due to students' lack of proficiency or intended linguistic improvement through more preparations. For test materials, they also used texts that were previously shared. Second, most undergraduate professors tend to provide holistic assessment in the class since it was hard to definitize criteria, and demoralization caused by public feedback was most concerned. They showed no marked preference as to which assessment, holistic or analytic, they want to provide in a test. However, the number of analytic assessment cases where they take off points for every incorrect part against pre-set criteria tended to increase. Third, professors applied 2~5 simplified criteria in an undergraduate class such as language transfer (i.e., foreign language to native language), public speaking, voice, eye contact, and native language fluency. Fidelity was found to be narrowly applied because test materials had already been shared throughout the semester. Still, some professors answered that faithful interpreting should be most prioritized despite undergraduate circumstances beyond control, indicating that relative weight for fidelity should be carefully reconsidered in the undergraduate context. Fourth, a "holistic but almost analytic" assessment is applied at graduate schools of interpretation and translation. It is hard to tell either approach is preferred, but relatively detailed criteria (up to 15) are observed. In contrast to undergraduate context, professors at graduate schools are on common ground in that fidelity is the most critical standard. Fifth, undergraduate learners demonstrated substantially the same low proficiency, suggesting that it seemed almost pointless to adopt relative evaluation based on rigid standards. Most of them were pointed out a lack of fidelity, natural language transfer, enthusiasm, appropriate note-taking, proper tone, and tension control. Fidelity was chosen as the weakest point, and target language fluency, speed, terminology, and smoothness were pointed out next. Unlike fidelity, the above four error types are also committed by graduate learners. Indeed, undergraduate learners tend to commit errors more frequently. Sixth, it seems unnecessary to modify graduate schools' assessment approaches to fit them for undergraduate conditions but still required to adjust the severity and the number of assessment criteria. The precedent research suggests a variety of different assessment criteria for undergraduate learners, but this study insists that we should lessen the application's rigidness as well as simplify complicated standards. More weight should be placed on language transfer, public speaking, and fidelity, rather than delivery, fluency, completeness, and register. Our interview results indicate that fidelity should still be prioritized even with its minor role in the undergraduate context. Undergraduate interpreting classes aim to raise understanding of interpretation and translation and to sharpen one's foreign language proficiency, which predisposes teachers to be blind to the importance of fidelity. Such practice should be put into the equation, and it is necessary to gradually incorporate fidelity in the undergraduate context, in parallel with the current education purpose of enhancing foreign language proficiency. This study conducted in-depth interviews with a limited number of professors. Thus it is hard to generalize the results. Situations varied depending on majors, professors' educational backgrounds (i.e., whether they have earned the degree of interpretation and translation), and work experiences. In the meantime, situations the Korean-French major is facing differ from what other majors are encountering. Nevertheless, this study is expected to trigger wide-ranging discussions on undergraduate interpreting assessments that have been limited on the table. In particular, the study's significance lies in that we attempted to investigate actual situations faced by non-English majors; compare the performance results between undergraduate and graduate learners for the same source text and analyze how both groups are different; propose what should be pursued in undergraduate interpreting assessment based on the comparison results.

형태소 분석을 이용한 장기간 사회문제 특성 분석 및 응용

신나정 남서울대학교 2019 국내석사

우리 사회는 현재 거대한 전환기에 있다. 성장이 둔화되고 있으며, 불균형이 커지고 있다. 기후 변화로 인한 질병, 자연 재해 및 재해가 빈번하게 진행되고 있으며, 양극화로 인해 경쟁이 치열한 분야에서의 성장하는 반면 동시에 낮은 출산율과 고령화가 매우 빠른 속도로 진행되고 있다. 그간 다양한 분야에서 과학 기술 혁신 정책은 급속도로 증가하고 있었으나 사회 문제에 대한 과학 기술 혁신 정책의 대응은 미온적이었다. 사회 문제의 해결은 과학 혁신 정책이라기보다 사회 정책 분야로 간주되어 왔기 때문에 산업의 경쟁력을 강화하고 경제 성장을 촉진하기 위한 산업 혁신 정책으로써 주로 과학 기술 혁신 정책이 개발되었다. 최근 복지 문제의 증가로 보건, 안전, 환경, 에너지, 주거 및 교통과 같은 공공 및 복지 연구 및 개발 프로젝트가 보강되었지만 아직까지 국민들에게 밀접하게 이어질 정도로 개발되진 않은 정도다. 최근 4차 산업혁명에 의해 사회가 변화함에 따라 사회과학의 분야에 있어서도 영향을 미쳤다. 이에 사회과학 분야에서도 IT를 도입하기 시작한 움직임이 보였다. 2000년대 복지부문에서 IT기술과 접목한 사업을 검토하며 정부에서도 이를 반영하기 시작한 것이다. 현재의 상황 변화는 사회적 이슈를 해결하고 사회 통합을 발전시키는 기술적 혁신을 필요로 한다. 새로운 사회문제가 발생하고 기존의 사회적 문제가 증가함에 따라 우리 사회의 발전이 제한되고 있다. 이와 관련하여 '사회적 혁신 정책'이 요구된다. 이는 과학 활동에 대한 사회적 정당성을 약화시키는 사회적 이슈 해결 비용과 사회적 문제 해결 혁신 정책의 주요 문제에 대응하고, 사회 서비스를 향상시키며 집단의 혁신 역량을 향상시키는 것을 목표로 한다. 기존에 전통적인 사회문제 연구는 소수의 지식인들이 하나의 문제를 대상으로 설문지나 인터뷰 등으로 하여금 오랜 기간에 걸쳐 케이스 연구를 진행하는 방식으로 진행했다. 해당 사회문제에 대해 미시적인 접근으로 하여금 당사자에게 보다 구체적인 정보를 수집해 특성을 파악하는 면에 있어서 현실성이 높으나 이를 수행하는 인원의 수가 적었고, 기간 또한 오래 걸린다는 문제점이 있었다. 본 연구에서는 앞서 설명한 문제점을 해결하고자 사회문제 해결을 위해 형태소를 기반으로 해결책을 찾아내고 원인을 파악하는 방법을 제안한다. 본 연구에서는 뉴스기사로 텍스트 마이닝을 통하여 각 10년 이상 지속된 사회문제 저출산, 노인빈곤, 청년실업에 대해 텍스트 마이닝을 함으로써 각 사회문제의 형태소로 하여금 원인을 파악하고 해결책을 제시하는데 실마리를 파악하는 것을 목적으로 했다. 실험결과 모든 세 사례에서 논문에서 다루지 않았던 해결책을 신문기사에서 제시하는 경우가 있었다. 이로써 논문과 신문기사를 병행할 시 사용한 텍스트 마이닝을 통해 해결책을 보다 폭 넓게 확인할 수 있어 뉴스기사 또한 해결책 제시를 위한 하나의 도구로 사용될 수 있다는 가능성을 확인했다. 또한 몇몇 해결책의 특성을 확인해본 결과 논문에서 제기되었던 내용이 실제로 정책으로써 진행되어 이후에 해당 진행사항을 바탕으로 해결책을 수정해야하는 부분에 대해 언급하는 사항을 뉴스기사에서 파악할 수 있었다. 해당 이를 통해 정책을 제고하는데 전략적인 방안을 제시하고자 한다. 키워드(핵심어): 사회문제, TF-IDF, 형태소분석, 뉴스기사, 논문, 원인, 해결 Our society is currently in a huge transition period. Growth is slowing and imbalances are growing. Climate change-related diseases, natural disasters and disasters are frequent, and polarization is leading to growth in areas of intense competition, while low birth rates and aging are occurring at a very rapid pace. Although science and technology innovation policies have been increasing rapidly in various fields, the response of science and technology innovation policies to social problems has been lukewarm. Since the solution of social problems has been regarded as a social policy area rather than a science innovation policy, science and technology innovation policy has been developed mainly as an industrial innovation policy to strengthen the competitiveness of industry and promote economic growth. The recent welfare problem has reinforced public and welfare research and development projects such as health, safety, environment, energy, housing and transportation, but it has not yet developed enough to reach the public. Recent changes in society by the Fourth Industrial Revolution have also affected the field of social science. In the social sciences, there has been a move to introduce IT. In the welfare sector of the 2000s, the government has begun to reflect on projects that have been integrated with IT technology. Current situation changes require technological innovation to solve social issues and develop social cohesion. As new social problems arise and existing social problems increase, the development of our society is limited. In this regard, 'social innovation policy' is required. This aims to address the major issues of social problem solving costs and social problem solving innovation policies that weaken social justification for scientific activities, improve social services and improve group innovation capacity. In the past, traditional social problem research has been conducted by a small number of intellectuals in a way to conduct case studies for a long period of time through questionnaires or interviews. There is a problem that the micro-approach to the social problem concerned has a high reality in terms of collecting more specific information to the parties and characterizing it, but the number of persons performing it is low and the period is also long. In this study, we propose a method to find out the solution based on the morpheme and solve the problem. In this study, text mining is used as a news article for textbooks on low social problems, aged poverty, and youth unemployment that lasted for more than 10 years. Experimental results show that in all three cases, a solution was presented in a newspaper article that was not covered in the paper. As a result, we confirmed the possibility of using news texts as a tool for presenting a solution because text mining used in conjunction with papers and newspaper articles can be seen more widely. I also checked the characteristics of some of the solutions and found out that the content in the article actually went through the policy and that later on I had to revise the solution based on the progress. I would like to suggest a strategic plan to enhance the policy through this. Key word(Guide word) : Social Issues, TF-IDF, Morphological Analysis, News Articles, Papers, Causes, Solving