일본에서 건너온 다정한 마음

오미형 샘터사 2022 월간 샘터 Vol.631 No.-

무녀도를 통해 본 무속문화 번역과 이미지

오미형 한국외국어대학교 통번역연구소 2011 통번역학연구 Vol.15 No.1

This study is to show how important images are in translating different cultures. Out of curiosity about how foreign readers would perceive Korean culture, this study reviews two English translations of Dong-ri Kim's Muneodo to see how cultural references are translated. Muneodo is one of the most prominent works of the author and carries a lot of shamanism-related references. It found that, regardless of translational approaches taken, cultural references are susceptible to changes in their represented images, which can create quite big discrepancies between; relations that the source text has with its readers and that of the target text with its readers; the imagined world that the source text readers conjure up and that of the target text readers; and the understanding of the source text readers and that of the target text readers. Although this occurs in translations from English to Korean too, in consideration that Western readers often lack an understanding of so-called the lesser known language and culture including Korean, further contemplation of cultural references and their images is needed in translation.

아동의 정보처리 유형이 이야기 구조에 따라 이야기 이해에 미치는 영향

오미형,문수백 미래유아교육학회 2004 미래유아교육학회지 Vol.11 No.3

본 연구에서는 아동의 정보처리양식이 이야기 이해에 미치는 영향은 이야기 구조에 따라 다를 것인가를 보고자 하였다. 본 연구의 대상을 표집하기 위해 0시에 위치한 유치원에 재원중인 만 5세 아동 65명을 대상으로 한국판 K-ABC 지능검사를 실시하여 아동의 정보처리유형에 따라 동시처리형 아동 10명과 순차처리형 아동 10명, 총 20명들 무선표집하였다. 이야기 자료는 Broek & Trabasso(1980)등의 이야기 구조 유형의 이론에 근거하실 인과구조의 이야기, 시간구조의 이야기 각각 1편씩을 선정하였고, 비연결구조의 이야기는 기존의 이야기를 연구자가 일화들 간에 인과관계와 논리적인 관계를 파괴시켜 바꾸어 사용하였다. 이야기 회상과 이해도를 측정하여 이야기의 구조에 따른 이야기 회상과 이야기 이해도의 두 개의 하위척도 정수를 종속변인으로 하고, 정보처리 유형을 독립변인으로 MANOVA를 실시하였다. 연구결과 인과구조, 시간구조, 비연결구조 이야기에 따른 이야기 회상과 이해도는 아동의 정보처리유형에 따라 차이가 있는 컷으로 나타났다. Kaufman Assessment Battery for Children(K-ABC) provides a measure of intellectual functioning that was developed and marked with an explicit purpose of planning instructional programs for children experiencing learning problems. As proposed by the test authors, student achievement would be maximized by matching the learner's processing strength, as identified by the K-ABC(sequential or simultaneous), with learning materials or teaching method. However, limited research has tested this proposition. The purpose of this study was to examine the effects of story structure properties on story comprehension in children with a strength in sequential processing or simultaneous processing. Children with high simultaneous-low sequential processing show higher performance in story comprehension and factual retrieval from the story having causation structure or sequential structure than children with high sequential-low simultaneous processing. However, high sequential-low simultaneous processing enjoys their substantial higher score in story comprehension and recalled factual informations from the description structure story than children with high sequential-low simultaneous processing.

대중독자를 위한 통번역 관련 도서 경향분석

오미형 한국통번역교육학회 2014 통번역교육연구 Vol.12 No.1

Translation and Interpretation (T&I) has now become established as both an area of professional practice and field of study. In the process, much discussion has occurred among T&I practitioners and researchers about what constitutes T&I and in which direction it should further develop, etc. However, how Public Readers—a class of readers who are a part of the general public but are creating a culture receptive to books—perceive T&I has not been studied. This study investigates how T&I is portrayed to Public Readers and how it is being discussed among them. After analyzing 454 books on T&I and some online reviews, this paper identifies some areas for improvement and notices that many Public Readers come to understand the nature of T&I practice, not just the skills it involves, and have raised questions about both the system and environment surrounding T&I practice.

교수자 가이드에 기반한 자기수정 사례연구

오미형 한국외국어대학교 통번역연구소 2015 통번역학연구 Vol.19 No.4

Learning how to translate a text involves not only the acquisition of linguistic or transfer competence. It also requires students to understand translation strategies and to select the strategy appropriate to the situational and textual contexts. Therefore, a translation class needs to provide an environment in which a student can take action, receive a reaction, and draw learning in a consistent manner. With this understanding, the present study aimed to explore the benefits of guided self-correction as one of the activities during the reaction phase. Whereas students generally translate a text (the action), and others, either a teacher or peers, react to the translation, this study assumed that self-correction can also serve as an effective reaction activity, which may not only help students improve their translation, but more importantly nurture their meta-cognition. Reviewing what students corrected and why, this study found that, even with only the simplest guidance, students were able to identify problems and areas for further improvement in their own translations, and to endeavor to make them better. Certainly, issues indicating potential difficulties that are less marked are not as easily identified as those that are more marked, such as conjunctions and inanimate subjects. Moreover, students were found to achieve different levels of correction, despite identifying the same problem. However, such findings do not indicate limitations to guided self-correction. Rather, the findings suggest the possibility of understanding various types of translation problems that may be commonly experienced, and of identifying individual students who are not gaining optimal advantage of guidance given in class, and who may therefore require a more personalized approach from the teacher.

Teaching with Priorities in Note-taking Principles: A Case Study with Undergraduate Students in English-Korean Consecutive Interpreting Class

오미형 한국통번역교육학회 2015 통번역교육연구 Vol.13 No.2

Note-taking is one of the critical skills for consecutive interpretation. While students have expressed difficulties in mastering this particular skill, the pedagogical discussion on note-taking remains relatively lacking as it is believed to be very personal, and therefore, has no rules. With some principles of note-taking discussed, this study aims to review those principles and identify ones that demand more attention than others from the pedagogical perspective by exploring notes taken from undergraduate students. In class, it would be efficient and effective to address first the difficulties that many students share as opposed to the ones that are less common. The analysis of 90 notations taken by 33 students reveals three principles that students commonly have difficulties in application: employing a vertical structure in a functioning manner; preserving links; utilize abbreviations for long words or phrases. It also showed that many students do not distinguish facts from claims in their notes, which is not discussed much in the principles proposed by previous literature.

정보처리유형에 따른 유아의 이야기 구성능력의 차이

오미형 한국아동교육학회 2005 아동교육 Vol.14 No.1

본 연구에서는 유아의 정보처리 양식에 따라 유아가 구성하는 이야기의 구조와 길이에 차이가 있는지를 살펴보고자 하였다. 연구의 대상을 표집하기 위해 한국판K-ABC 지능검사를 실시하여 유아의 정보처리 유형에 따라 동시처리형 11명과 순차처리형 15명을 무선 표집하였다. 이야기 구성 검사 도구로 글없는 그림책을 사용하였으며 이야기구성력과 이야기의 길이를 측정하였다. 이야기구조와 이야기길이를 종속변인으로 하고 유아의 정보처리양식을 독립변인으로 하여 MANOVA를 실시하였다. 연구결과 유아가 구성한 이01기의 구조와 길이는 유아의 정보처리 유형에 따라 차이가 있는 것으로 나타났다. The purpose of this study was to examine the differences of Story Construction according to children with a strength in sequential processing or simultaneous processing. For sampling the subject of this study, Korean version K-ABC Intelligence Test(Moon, Soo-Back, 1997)was conducted 96 children aged 5 who were attending B kindergarten in U city. As a result of this test, 15 children of sequential processing style and 15 children of simultaneous processing style were sampled randomly. As for test tool, 'story construction from a picture book' which was made by Kraayenoord & Paris, was modified, used. Data was analyzed by MANOVA according to problems. Followings are the results of this study: Firstly, there was no significant difference between sequential processing style and simultaneous processing style in 'metalinguistics' of story construction, but in cases of 'comments about pictures' and 'elaboration and personal involvement', the children group of sequential processing style got statistically higher grades than the children group of simultaneous processing style. And in cases of 'revision strategies' and 'theme/moral' of story construction, the children group of simultaneous processing style got statistically higher grades than the children group of sequential processing style. Secondly, there was significant differences between children's information processing style in story length. That is, the children group of sequential processing style made longer story than the children group of simultaneous processing style.

<쿵푸 팬더> 시리즈 사례연구를 통해 본 아동 대상애니메이션 번역 전략

오미형 한국외국어대학교 통번역연구소 2014 통번역학연구 Vol.18 No.1

Children are a specific group of readers as they differ from adultsin many ways because they are still developing both physically andmentally. Children also have a limited reservoir of words to expressthemselves and to understand others fully. As with any otherproducts or services for children, animation films and theirtranslations need to take such differences into account in order toperform their intended function. This study aims at examining how translation of animation filmsaccommodates such specificities of children as the main audienceand discuss what needs to be further done. For the analysis, thesubtitled and dubbed translations of Kung Fu Panda 1 and Kung FuPanda 2 are reviewed. The analysis reveals several translationtechniques that are used to help children understand the moviebetter and to make the movie more entertaining; using simple andplain language, making pronouns and contextual informationexplicit, inserting new wordplay into places where no wordplay isfound, using slangs/vulgar expressions and buzzwords, and utilizingsound or mimetic words. Given the characteristics of children, someof these techniques demand a more careful approach while otherspresent opportunities to meet the specific needs of children. As in other translations, many elements influence the translation ofchildren's animation films. Among them, the readers (i.e., children)should be given priority in determining the translational strategiesbecause children, unlike any other groups of readers, have verydistinct characteristics as well as a larger potential to be affected bythe translation outputs.

언어유희 한영자막번역 전략의 다양성

오미형 한국통번역교육학회 2010 통번역교육연구 Vol.8 No.2

This study aims to explore translational strategies that can produce functional subtitles of wordplay. Wordplay is one of the most challenging units for translators as it is based on the linguistic features of a given language. Yet, there have not been enough studies to veil a practical guide on its translation. To fill this gap, the paper analyzed 50 Korean movies and identified subtitling strategies for wordplay. It found literal translation is applicable only in certain situations. But, when it is not such a case, wordplay can be and is being translated functionally with modification in its form or referential meaning. Besides, replacement and even omission can be utilized to deliver a functional subtitle of wordplay in movies. Such results confirm that solid decision-making and a little bit of creativity on the translator's side can deliver subtitles that serve the purpose of the text, the movie, better than simple transposition or literal translation.

수행의 관점에서 본 학습자 주도 통역 학습

오미형 한국통번역교육학회 2012 통번역교육연구 Vol.10 No.3

There have been many efforts made to improve human performance of various kinds. Interpreting, as one kind of such human performance, is something that we can improve by analyzing the current performance, identifying a gap between the current performance and the one we desire, devising a strategy to address the gap, implementing the strategy and assessing its effectiveness. This study aims to provide novice students with an experience to acquire procedural knowledge and incorporate the process of performance improvement into their learning. To this end, the study asked students to record their interpretation and analyzed it to identify problems and causes. After students redid the interpretation, they evaluated the effectiveness of their strategies. The analysis of the students' retrospective records revealed that students are quiet capable of improving their performance; they successfully described the problems in their performance at many layers; they considered various factors that may lead to such problems; they also conducted trouble-shootings targeted at the problems they found; finally, they contemplated whether their strategies were successful or not and described further issues to tackle on.