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김영신(Kim Young shin) 한국통번역교육학회 2018 통번역교육연구 Vol.16 No.1
Drawing on a growing body of research which supports the validity of incorporating fictional representation of translation into its theorization, this study aims to discuss the topic of cultural interpretation and court interpretation as represented in Suki Kim’s The interpreter. The two research topics discussed in this study are: (1) How Korean immigrant family interpret the cultural Other, as this family is depicted as people who have lost their language; (2) How strict adherence to work ethics required for court interpreters is implemented by Suzy, court interpreter. Suzy is metaphorically represented as a filter, shadow, mathematician, all of which point to the work ethics of accuracy, fidelity, neutrality, and confidentiality. Nevertheless, in settings marked by conflict and asymmetry, these values present an ethical dilemma for Suzy. This study suggests a further research into the topics of interpreter identity crisis and role conflicts in institutional settings.
김영신,조미헌,Kim, Young-Sin,Jo, Mi-Heon 한국정보교육학회 2006 정보교육학회논문지 Vol.10 No.2
Since the educational guideline on Information and Communication Technology(ICT) was announced, almost every school has taught about ICT during the discretionary classes. Although research on the computer curriculum and comparative studies on computer textbooks have been conducted, a study on the current status of the use of computer textbooks has not been carried out yet. On the basis of such needs, this study was conducted to investigate the current status of the use of computer textbooks in elementary schools(i.e. how teachers use computer textbooks in schools, and what teachers and students think about computer textbooks), and to suggest ideas to be considered in order to improve the quality of computer textbooks. The main finding of this study is that although most teachers use computer textbooks, the frequency of use is low and teachers use the textbook by revising or complementing its content. Also, most teachers respond negatively to some aspects of computer textbooks(i.e. level-based learning, reconstructional facility, systemicity, enhancement of exploring and creative ability, induction of interest, enhancement of self-directed learning, and assignments). In contrast with this result, students respond negatively only to the vocabularies used in computer textbooks. In addition, teachers showed significantly different responses according to their age and teaching experiences, and students demonstrated significantly different responses according to their gender and the frequency of the use of computer textbooks.