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.

코퍼스를 활용한 번역연구에 관한 담론 —선행연구를 중심으로—

남원준 한국통번역교육학회 2012 통번역교육연구 Vol.10 No.1

The present study offers a brief history of corpora and the underlying beliefs in incorporating corpora to translation studies so as to lay the basis for future research in corpus-based translation studies. For this, the paper first begins with a brief description of the history of corpora in translation studies: as Baker (1993) points out, corpora presented the ideal solution for combining the British tradition of text analyses (Stubbs, 1996/1998) and descriptive translation studies. Then, the paper offers a typology of corpora as well as the major findings made in the discipline using each type of corpora. In particular, the study attempts to focus its attention on the target-orientedness of the discipline such as regularities discovered via corpora (e.g. simplification, normalization, explicitation) as well as corpora's use in educating prospective translators using bilingual comparable and parallel corpora. The author hopes that the present paper offers an opportunity to explore the potentials and limitations of corpus-based translation studies in order to lay the groundwork for future research.

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.

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.

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.

Translation Strategies and Their Implications for Translation & English Pedagogy

남원준 한국통번역교육학회 2009 통번역교육연구 Vol.7 No.1

본 연구는 한영번역교과과정에서 번역전략의 학습과 적용이 갖는 교육적 효과에 관해 천착한다. 특히, 3단계로 나누어 진행된 사례연구를 통해 번역전략기반의 교육적 접근이 번역교육은 물론, 영어교육에도 효과가 있다는 점을 보이며 이를 교육현장에 적용할 것을 제안한다. 본 접근을 통해 학습한 학생들은 번역전략을 선택ㆍ적용하는 과정에서 번역원문을 다양한 각도에서 분석, 검토, 사고함으로써 이전보다 향상된 한영번역을 수행할 수 있었다. 이러한 과정을 통해 배양된 능력은 번역교육을 통한 영어교육 또는 영어교육을 통한 번역교육을 위하여 반드시 필요한 요소이며, 두 학문분과 간의 관계에 대한 연구에 있어 연계점으로 간주할 수 있다. 보다 구체적으로 살펴보면, 본 연구에서는 3단계의 과제수행을 통해 우선 번역원문의 어떤 부분이 번역문제(translation problem)인지를 규명하고, 학생들이 이를 어떻게 번역하는지를 분석한 후, 어떠한 번역전략(translation strategies)이 적용될 수 있는지를 살펴보고, 어떻게 학생들이 이러한 전략을 실제 번역에 적용함으로써 향상된 번역을 수행하는지를 알아본다. 이를 통하여 번역전략기반의 접근이 번역교육과 영어교육에 어떠한 함의를 갖는지를 살펴본다.

번역교육에서의 코퍼스 적용

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

학부번역수업에서 학생과의 소통 : 번역과정 중심 번역교육의 실현을 위한 학생프로필, 번역브리프, 번역저널의 분석을 중심으로

남원준 한국외국어대학교 영미연구소 2014 영미연구 Vol.31 No.-

The present study describes my experience of communicating with undergraduate students in my Intro to T&I class through the means of student profiles, translation briefs, and translation journals. Based on a literature review, this paper argues that the past pedagogical model of product-oriented translation teaching should be replaced or complemented by a more process-oriented approach. Students were asked to submit student profiles (language background, career aspirations, etc.) and translation briefs (text-in-situation), and translation journals so as to enable students to express the difficulties they faced when carrying out translation tasks as well as the various factors they considered. All of this helped to improve the level of communication between the instructor and the students, and customized feedback was able to be given. The present study argues for a process-oriented approach since students need to continue their learning process, and thus acquire each sub-competence of translator competence well beyond graduation, which will lay the foundation for life-long learning.

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.