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윤호숙 ( Yoon Ho-sook ) 한국일어일문학회 2023 日語日文學硏究 Vol.124 No.0
最近、機械翻訳はニューラル機械翻訳技術を活用し、100ヵ国を超える言語に翻訳できるサービスを提供しているだけでなく、音声翻訳まで支援している。そして、インターネットに接続できない海外の一部地域でも通訳·翻訳サービスが可能なUSB型ジニートーク·オブ·プレーンが発売されており、機械が自ら翻訳する方法を学ぶ水準に進化した。このような急変する時代に合わせて、大学でも機械翻訳関連科目の開発が必要だと言える。しかし、ポストエディット教育をする前に語学能力と翻訳能力の育成が欠かせないという点も忘れてはならない。 Recently, machine translation uses neural machine translation technology to not only provide services that can translate into more than 100 languages, but also support speech translation. In addition, USB-type Genie Talk of Plane, which enables interpretation and translation services in some overseas regions where there is no internet connection, has been released, and has evolved to a level where machines can learn how to translate by themselves. It can be said that it is necessary to develop machine translation-related educational courses at universities in accordance with such a rapidly changing era. However, we must not forget that it is essential to develop language skills and translation skills before conducting post-editing education.
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한국인일본어학습자의 일본문화 관심도에 관한 일고찰 -일본어교재를 개발하기 위한 시점을 중심으로-
윤호숙 ( Youn Ho-sook ),윤정훈 ( Yoon Jeong-hun ),최진희 ( Choi Jin-hui ) 한국일어일문학회 2016 日語日文學硏究 Vol.99 No.1
국제사회와의 관계 속에서 일본어 학습의 문화 이해와 문화 학습의 중요성에 의해 한국인일본어학습자가 구체적으로 어느 분야에 관심을 가지고 있는지에 대한 조사가 필요하다. 그러나 기존연구에서는 일본어교육의 관심도에 관한 연구는 그리 많지 않고 특히 문화에 관한 관심도 연구는 대부분이 제2언어에 있어서의 동기부여의 요인 가운데 하나로 다루어지고 있다. 따라서 본고에서는 한국인일본어학습자를 대상으로 일본문화에 대한 관심도에 관해 상세하게 고찰하였다. 그 결과 한국인일본어학습자가 높은 관심을 나타내고 있는 일본문화는 `일본의 미디어` `일본의 일상생활(특히 식문화)` `일본 여행`이고 낮은 관심도를 나타내고 있는 일본문화는 `일본의 개요` `일본의 대중문화`라는 것을 알 수 있었다. 따라서 향후 한국인을 대상으로 한 일본어교육 시 필요한 학습항목에 관해 알 수 있었으며 한국인일본어학습자가 높은 관심도를 나타내고 있는 `일본의 미디어` `일본의 일상생활` `일본 여행`이 앞으로 일본어 수업과 교재개발 시 가장 우선시되어야 할 학습내용이라고 생각된다. 그러나 관심도가 낮은 항목이라고 해도 교육적인 관점에서 필수적으로 학습해야 할 내용은 존재한다. 즉, 학습자가 관심이 높다고 해서 `일본의 미디어` `일본의 일상생활` `일본 여행`에만 너무 국한되면 교육의 기본 가치가 문제시 될 수 있을 것이다. 따라서 일본어와 일본 문화를 학습할 때 전제가 되는 `일본의 개요` 등은 교재개발과 수업에 반드시 고려해야 하며 `유학` 등 장기체류를 희망하는 학생들에게는 `일본의 생활 정보`에 관한 학습내용도 필요하다. 본고의 의의는 선행연구에 비해 구체적인 조사항목을 추출하여 세부적으로 한국인일본어학습자의 관심도를 조사할 수 있었으며 일본어교육과 교재개발에 고려할 점을 시사하였고 학습내용의 방향성을 규명하였다는 점이다. 또한 본 연구를 통해 규명된 한국인일본어학습자의 일본문화에 관한 관심도를 더욱 검토하여 금후 일본어 교육과 교재개발에 적극 활용하려고 한다. Due to the importance of the cultural understanding on learning Japanese and learning culture of the target language in international relations, an investigation on the interest of Korean learners of Japanese is required. However, there were not much research conducted on this area which concerned in Japanese language education in previous studies. Especially, cultural impact has been merely dealt with as a motivational factor in the second language acquisition. Therefore, this study tried to review as detailed the degree of the interest in Japanese culture of Korean learners of Japanese as possible. In the result of that, Korean learners of Japanese are highly interested in Japanese culture such as “Japanese Media”, “Japanese daily life style (Specially about food)” and “Travel to Japan” whereas “Overview of Japan” and “Japanese public Culture” are less popular. Thus, this issue of learning items is needed for the Korean learners of Japanese in future and the items like “Japanese Media”, “Japanese daily life style” and “Travel to Japan” are considered to put in priority when people make lesson plans and its textbooks. However, the parts which the learners felt less interested in is also needed to be considered carefully since there are some learnable contents in it. In other words, it would cause some problems when instructors only focus on this area which learners prefer to learn. Therefore, the part like “Overview of Japan”, a prerequisite to learn Japanese language and its culture, must be considered in the process of lesson planning and textbook development.Also“General information about living in Japan”is recommended to learners who want to stay in Japan for a longer period. The significance of this study is identifying the direction and we can examine the specific survey items which detailed in Korean Japanese learner`s interest. To further examine the interest of the Japanese culture, Korean Japanese learners will identify through this study. They can take advantage of the future development of Japanese language education and textbooks.Media`, `Japan`s daily life`, `Travel to Japan`. Therefore, the part like `Overview of Japan`, a prerequisite to learning the Japanese language and its culture, must be considered in the process of lesson plan and textbook development. Also, `General information about living in Japan` is recommended to the learners who want stay in Japan for a longer period of time. The significance of this study is identifying the direction and we were able to examine the extract specific survey items detailed in interest in Korean Japanese learners in comparison to the previous study was uninteresting points to consider in the Japanese education and textbook development considering the high learning content future needs was is that. To further examine the interest of the Japanese culture, Korean Japanese learners identified through this study will try to take advantage in the future development of Japanese language education and textbooks.
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윤호숙 ( Yoon Ho-sook ) 한국일어일문학회 2024 日語日文學硏究 Vol.128 No.-
デジタル環境の急速な発展に伴い、日本語翻訳教育の環境も素早い変化が必要だが、依然としてアナログ的な従来の伝統方式を維持していることが問題視されている。本稿では、機械翻訳の誤用を確認し、学習者にポストエディティングを行った後、韓国人日本語学習者の日韓機械翻訳の修正遂行能力について調べるとともに、問題点を分析し考察を行った。その結果、不正確な意味の語彙、文法、欠落など、機械翻訳のエラーが深刻であり、学習者のポストエディティングを通じて機械翻訳に対する修正が多く行われていることが分かった。しかし、修正が間違っている場合もあり、学習者によってポストエディティングの結果の差も大きかった。したがって、機械翻訳が人間翻訳を完全に取って代わり、より良い翻訳ができるという従来の評価は、今後改善が必要になるものと見られる。さらに、機械翻訳関連の教育課程を導入してポストエディティング教育を行い、機械翻訳ポストエディターを育ててこそ、急変する社会環境で淘汰されない人材養成が可能になると考える。 With the rapid development of the digital environment, the environment for Japanese translation education needs to change quickly, but it is still seen as a problem because it continues to maintain the traditional analog method. In this paper, after confirming errors in machine translations and post-editing by learners, we examined the ability of Korean learners of Japanese to correct Japanese-Korean machine translations, and analyzed and discussed the issues. The results showed that errors in machine translation, such as incorrect vocabulary, grammar, and omissions, were serious, and that many corrections were made to machine translation through post-editing by learners. However, some corrections were incorrect, and there were large differences in post-editing results depending on the learner. Therefore, the conventional assessment that machine translation can completely replace human translation and even produce better translations needs to be reevaluated. Furthermore, we believe that by introducing an educational curriculum related to machine translation, implementing post-editing education, and nurturing future machine translation post-editors, we will be able to cultivate human resources who will not be weeded out in a rapidly changing social environment.
KCI
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