아동문학 영한번역의 '규범' 연구 : 가독성(可讀性)과 가화성(可話性)을 중심으로 = (A) Study on 'Norms' in English-Korean Translation of Children's Literature

다국어 초록 (Multilingual Abstract)

This study aims at proposing norms in translating children's literature from English into Korean. Despite the great demand in Korea for translated children's books, the genre has always been an overlooked area in the evolution of literature translation. Hence, introducing appropriate translational norms would be conducive to producing high quality translations.
The quality of translation is particularly important in children's literature when we take into account the pedagogical values of the literature. Children's literature plays a vital role in the moral and cognitive development of language and personality in children. Such literature has a clear goal of educating children as well as entertaining them. Making an acquaintance with good literary works is one of the first ways a young child learns language and develops literacy. Accordingly, it is essential for translators of children's books to recognize the value of the literature and translate them in a way that fulfills their pedagogical goals. If some important requirements of Korea's children's literature were to be proposed as norms in translating children's books, they could influence the translator's decision process.
In this regard, this study proposes translational norms for children's literature. In the process of developing these norms, I considered 'speakability' as well as 'readability' because children's books are often read aloud to children by adults. The norms for translating children's literature suggested in this study are presented below.
First, in order to enhance readability, long and complex sentences of ST(Source Text) ought to be translated into short and simple ones. Comprehensibility is the prerequisite factor in children's literature for achieving the pedagogical goals. English and Korean have different sentence structure. In English, the verb comes right after the subject and is followed by the object. In Korean, however, the verb comes at the end of a sentence following the object. Therefore, Korean readers should wait until the end to grasp the idea of the sentence. If too much information is placed between subject and verb, the comprehension of young readers will be reduced.
Second, in order to improve readability, explicitation ought to be employed in translating children's literature. Explicitation takes place when the information implied in ST needs to be made explicit in TT(Target Text). The most frequently used explicitation method in the study is optional explicitation which translators employ when they find it necessary for a better understanding on the part of readers.
Third, in order to increase speakability, translators should use as many Euisung-oh (onomatopoeias) and Euitae-oh (mimesis) as possible in translating children's literature. When read aloud, these provide auditory pleasure with particular rhythm coming from the repetition of syllables or words. The use of Euisung-oh and Euitae-oh in Korean children's books is strongly recommended due to their vital role in the process of children's language acquisition.
However, Euisung-oh and Euitae-oh are more developed in Korean than in English. Accordingly, unless translators are aware of the importance of Euisung-oh and Euitae-oh in children's literature, translated texts would not contain many of them, which necessitates establishing an active use of Euisung-oh and Euitae-oh as a translational norm.
Finally, in consideration of speakability, sentence types of ST need to be shifted when translating children's literature. An analysis of translated picture books showed that declarative sentences or imperative sentences of ST were often changed into direct quotations or interrogative sentences, particularly, rhetorical questions. Compared with declarative sentences, rhetorical questions for persuasion or emphasis have a more dramatic effect and add vividness to a story. For this reason, if the shift of sentence type is suggested as a translational norm, children would have more fun listening to a story.
In this study, the four norms in translating children's literature in consideration of readability and speakability were proposed. Translators for children's books are expected to consider the norms suggested above to help children to discover the enjoyment of reading and further develop a life-long reading habit.

목차 (Table of Contents)

• 목차
• 1. 서론 = 1
• 1.1 연구의 필요성과 목적 = 1
• 1.2 연구방법 및 대상 = 5
• 2. 아동문학 특성과 번역의 규범 = 9
• 2.1 아동문학 번역 선행연구 = 9
• 2.2 우리나라 아동도서의 출판현황 = 15
• 2.3 아동문학의 정의 = 19
• 2.4 아동문학의 목표와 교육적 가치 = 22
• 3. 규범의 개념 = 29
• 3.1 규범의 정의 = 29
• 3.2 번역학의 규범이론 = 30
• 3.2.1 체스터만의 규범이론 = 32
• 3.2.2 투리의 규범이론 = 39
• 3.2.3 허만스의 규범이론 = 44
• 3.3 번역의 규범과 스코포스 이론 = 48
• 3.3.1 스코포스 이론의 개념 = 48
• 3.3.2 아동문학 번역과 스코포스 이론 = 51
• 3.3.3 스코포스 이론에 대한 비판 = 55
• 4. 가독성을 고려한 번역의 규범 = 63
• 4.1 아동문학과 가독성 = 63
• 4.2 문장의 길이와 구조에 관한 규범 = 77
• 4.2.1 긴 문장은 나누어 번역하기 = 79
• 4.3 명시화 규범 = 109
• 4.3.1 생략된 부분의 명시화 = 113
• 4.3.2 중성적 표현의 명시화 = 124
• 4.3.3 접속어의 명시화 = 131
• 4.3.4 호칭어의 명시화 = 135
• 4.3.5 그림의 명시화 = 137
• 5. 가화성을 고려한 번역의 규범 = 142
• 5.1 아동문학과 가화성 = 142
• 5.1.1 소리내어 읽어주는 활동의 의의 = 145
• 5.1.2 가화성이 높은 아동문학의 조건 = 150
• 5.2 의성어 · 의태어 사용 규범 = 173
• 5.2.1 의성어로 표현하기 = 196
• 5.2.2 의태어로 표현하기 = 200
• 5.3 문장형태 변환 규범 = 205
• 5.3.1 평서문을 의문문으로 변환 = 208
• 5.3.2 평서문을 직접인용문으로 변환 = 214
• 5.3.3 명령문을 의문문으로 변환 = 216
• 6. 결론 = 219
• 참고문헌 = 223
• 3. 부록 = 234
• ABSTRACT = 247