학생 중심 번역교육을 위한 코퍼스 활용에 관한 고찰 —선행연구를 중심으로—

남원준 한국통번역교육학회 2014 통번역교육연구 Vol.12 No.3

The present study offers an overview of the literature on applying corpora to translator education. In particular, this paper attempts to review the literature based on the perspectives of laying the foundation for student-centered translator education. The recent discourse in translator education centers around the shift from the previous transmissionist approach where we are dependent on the instructor’s personal knowledge, experience, know-how and intuition to the present student-centered approach where students assume a more active role and engage in learning through discovery. And it has been suggested that corpora offer a bright future in order to enable students to search and test their translation hypotheses whenever they encounter translation problems and absorb the information offered by the corpora. For this, this paper elaborates on the benefits of applying corpora to the classroom. The author hopes that the present study contributes to some extent to the ongoing discussion on how to apply corpora to undergraduate translator education in Korea.

학부 통번역교육에 관한 일고찰 - 선행연구의 주요 논점에 관한 설문조사를 중심으로

남원준 한국외국어대학교 통번역연구소 2009 통번역학연구 Vol.13 No.1

The present study aims to i) identify what has been mainly discussed in the literature regarding the undergraduate education of interpretation and translation in Korea; ii) conduct interviews with faculty and survey undergraduate students for their opinions and suggestions; and iii) lay the platform on which in-depth discussion on the future of the Korean undergraduate education of interpretation and translation can take place. After a review of literature as well as the analyses of interviews and surveys, the study indicates some room for improvement in current practices of undergraduate programs and offers several suggestions on ways for improvement. The study has been designed and carried out in the hopes that initiate further discussions on the undergraduate education of interpretation and translation in Korea.

영한 순차통역 학생 자기평가와 교수자 평가 비교 연구

남원준,스티븐김 한국외국어대학교 통번역연구소 2024 통번역학연구 Vol.28 No.4

This preliminary study is the first in a series of studies aimed at improving the self-assessment of undergraduate translation and interpreting students. Self-assessment is crucial to developing self-directed learning skills and enabling formative assessment - key components of lifelong learning competence. The study looks at the consecutive interpreting performance of two cohorts: eight students (4-5 sessions) from Autumn 2023 and six students (3-4 sessions) from Spring 2024. The accuracy of the students' self-assessments was compared with the teachers' assessments. Three key findings emerged: i) the correlation between student self-assessments and instructor ratings increased progressively from week 1 to week 4; ii) high-performing students' self-assessments were more closely aligned with instructor ratings; and iii) the greatest agreement between student and instructor ratings occurred when rating accuracy. This initial study sets the stage for future research to develop better teaching methods for self-assessment in translation and interpreting education. The findings suggest several implications for teaching, which are discussed along with plans for longer-term research.

‘고전’번역이론의 살아 숨 쉬는 가치를 찾아서: 환경의 변화에도 통번역교육에 있어 잊지 말아야할 것들

남원준 한국번역학회 2019 번역학연구 Vol.20 No.4

This article is presented as part of an effort to rediscover the value of translation theory. In light of recent developments in the world of translation and interpreting (T&I), which is especially propelled by technological advancements, many argue for swift adaptation of T&I-related technology and some even voice concerns over the future of T&I. Against this backdrop, the present article examines these recent developments and their implications drawing on the literature in translation studies. In particular, the literature on remote interpreting, machine translation, machine translation post-editing, and transcreation are reviewed. Despite these recent developments as well as the call for introducing these T&I-related technology to the T&I curricula, this article argues that the very essence of T&I education should not be overlooked. In other words, although students should learn how to incorporate T&I-related technological tools in their daily T&I activities, they have and will always have to internalize the very mechanism of the act of T&I. And for this, translation theory provides a sturdy framework based on which students can further improve their T&I competence. Several student translations and ensuing corrective feedback are illustrated to demonstrate the role of conceptual tools as examples of how translation theory can serve this pedagogical purpose. The author hopes that this article is construed as an effort to rediscover and underscore the value of translation theory that may otherwise be shelved in our minds because it’s considered to be simply ‘classical’.

번역교육에서의 코퍼스 적용

남원준 한국통번역교육학회 2014 한국통번역교육학회 학술대회 자료집 Vol.2014 No.2

하수슬러지 고형연료탄의 중금속 함량 및 용출 특성 연구

남원준,정봉진,정현태,윤희철,김현배,이보원,이나연 한국폐기물자원순환학회 2009 젊은 연구자 학술연구발표회 Vol.8 No.0

Identifying the causes of errors in students' consecutive interpreting performances: Looking for hints in student journals & interviews with students

남원준 한국통번역교육학회 2012 통번역교육연구 Vol.10 No.2

The present study describes my experience of teaching undergraduate translation and interpreting (T&I) majors how to improve their performance in Korean-into-English (K-E) consecutive interpreting (CI). The present study i) offers an account of classroom interactions in a fourth-year K-E CI course designated for advanced students; ii) describes how students performed CI in the classroom; iii) analyzes student journals and interviews with students; and iv) attempts to identify the causes of the errors in student CI performances. In essence, this paper argues the need to identify causes of CI errors students frequently commit in the classroom so that they can continue to make progress in their CI performances. A lot of times, critiques in the CI classroom focus almost entirely on the production phase of CI. Nonetheless, a CI error in the production phase is almost always the effect of a certain cause that can be traced back to the reception phase. By providing customized feedback that befits the particular student's level, students will be able to aim for a reachable goal and make progress in phases.

Corpora & Revision in Translator Education: An Action Research-based Case Study on the Application of Corpora to the Korean-into-English Translation Classroom with Revision as a Complementary Resource

남원준 한국번역학회 2015 번역학연구 Vol.16 No.4

학부통역교육에서의 통역 저널: Al Gore의 『불편한 진실(An inconvenient truth)』 통역수업을 중심으로

남원준 한국통번역교육학회 2014 통번역교육연구 Vol.12 No.1

The present study describes my experience of using Al Gore's presentations on the documentary film An inconvenient truth(2006) as the source text in Advanced English-into-Korean consecutive interpreting course. This paper aims to i) examine students' interpreting journals in which students analyze for themselves what influenced their consecutive interpreting performances so as to fully appreciate the pedagogical implications of student journals; ii) investigate what sort of difficulties students experience when having to describe the details of the various audio-visual materials used by the speaker; and iii) suggest several teaching methods that would help students overcome such difficulties. For this, the present study lays down the premises by stressing the need for a more student-centered approach in translator and interpreter education especially at the undergraduate level through the means of self-directed learning and task-based teaching, etc. Then, the paper describes the basic steps of consecutive interpreting, and analyzes the student performances as well as the submitted student interpreting journals of three students who struggled particularly due to the presence of audio-visual materials.

Teaching Consecutive Interpreting at the Undergraduate Level: Application of Theory to a Performance-oriented Class

남원준 한국외국어대학교 영미연구소 2013 영미연구 Vol.28 No.-

The present study describes my experience of applying theory to a performance-oriented class titled Intensive English-into-Korean Consecutive Interpreting for third-year students at an undergraduate T&I program and demonstrates how applying theoretical models to a performance-oriented class assists both instructors and students to better identify where students need to improve in their consecutive interpreting (CI) performance. More specifically, this paper i) combines the various theories of CI suggested in the literature; ii) proposes an integrated model of CI; and iii) applies the model to my class and reviews the results through the means of (original speech vs. student interpreting performance) text analysis, retrospective student journals, and in-class discussions. The suggested integrated model of CI assumes that many students often fail to realize that CI is a very complex multi-tasking act and that the ultimate goal of CI education is to enable autonomous or self-directed learning. Through the means of the integrated model of CI and other educational tools, this paper suggests that students can learn how to evaluate their own CI performances and thus in due course realize autonomous learning.