http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
개별검색 DB통합검색이 안되는 DB는 DB아이콘을 클릭하여 이용하실 수 있습니다.
통계정보 및 조사
예술 / 패션
<해외전자자료 이용권한 안내>
- 이용 대상 : RISS의 모든 해외전자자료는 교수, 강사, 대학(원)생, 연구원, 대학직원에 한하여(로그인 필수) 이용 가능
- 구독대학 소속 이용자: RISS 해외전자자료 통합검색 및 등록된 대학IP 대역 내에서 24시간 무료 이용
- 미구독대학 소속 이용자: RISS 해외전자자료 통합검색을 통한 오후 4시~익일 오전 9시 무료 이용
※ 단, EBSCO ASC/BSC(오후 5시~익일 오전 9시 무료 이용)
Korea’s T & I education began when Graduate School of Interpreting and Translation(GSIT) was established in 1979 at Hankuk University Foreign Studies(HUFS). GSIT has been developing through 3 stages of T&I education (initiation, transition and evolution). In the initiation period, GSIT mixed foreign language education with that of T & I, during which the faculty recognized that the two fields are quite different from each other. GSIT introduced and implemented the European model of T & I curriculum, but witnessed certain limits due to the lack of teaching materials, expert faculty, training facilities, etc. In the transition period, expert professors took up the education, back home after studying T & I or linguistics in Europe and other regions abroad. They took the process-oriented approach which was apt for the first stage of T & I education, focusing on the curriculum itself, rather than on the final T & I products. In the final and evolution period, GSIT’s education encouraged the critical thinking of the students, listened to their various viewpoints and let them set up their own conceptual framework. During the same period, T & I research became active, publishing a total of 1,011 papers in 3 top Korean T & I journals until the first half of 2014. At the same time, demand and supply in the T & I market also underwent a lot of changes. T & I curriculum has been sensitive to the market changes and it is now divided into translation major and interpreting major. Korea’s T & I experts should carefully consider the desirable direction of T & I education, curriculum, market and research activities from now on.
In Korea, translation and interpreting (T&I) has grown into a popular undergraduate major since the nation’ s first undergraduate T&I program was launched in 2001 at Kyung Hee University. Currently, in Seoul alone, three major universities provide their own English T&I degree program in which 60 undergraduate students or more are enrolled every year. Undergraduate T&I courses are also offered in non-English T&I departments (e.g. Department of Chinese Interpretation and Translation) and non-T&I departments (e.g. Department of English Literature, Department of Hotel Tourism and Convention). Against this background, this study diagnoses the current situation of Korea’s undergraduate T&I training and education by looking into the nation’s Big 3, namely HUFS’s EICC, Dongguk University’s ELIT, and Kyung Hee University’s Interpretation & Translation.
This paper examines the need for teaching professional ethics in translator and interpreter training. This study looks into the availability and overall status of ethical training offered from the current curriculum of major graduate schools for interpretation and translation in Korea. Then, a group of interpreters/translators who also work as instructors at training institutions participated in a focus group interview. Participants discussed: first, the type of ethics training they had received before and after joining the practice of interpretation and translation; second, ethical dilemmas,and third, the need for teaching ethical issues to future professionals. The findings of curriculum review and focus group interview suggest that both the quantity and quality of professional ethics training should be improved so that translators and interpreters in the field make a decision with confidence when faced with an ethical issue.
In 1979, a graduate school with a hitherto unusual name opened its door at the Hankuk University of Foreign Studies in Seoul "Graduate School of Simultaneous Interpretation and Translation”, as the school GSIT, HUFS was called at that time. Until then, translation and interpreting had not been considered as proper occupational activities in Korea. It was actually not known which people with what kind of qualifications performed translation or interpreting. It was therefore a completely novel idea that translators and interpreters should be trained in a high educational institution. And in the end, GSIT proved to be a huge success. GSIT drew a great deal of public attention and many talented young people. The hitherto accumulated T & I needs in society and the trend of globalization had their part in GSIT’s popularity. As the only educational institution of T & I for the first 18 years and beyond, GSIT has written key chapters in the history of T & I in modern Korea. This article summarizes GSIT's footsteps in order to discuss the developments of the past four decades in Korea in T & I education and studies, in the T & I profession and the economic and sociocultural aspects of those developments. Based on the results of the discussion, the current situation of T & I in Korea is observed with a focus on the “professionality” so as to derive tasks for the future.
The Education and Training on Judicial Interpretation and Translation in Japan: A study on the Osaka University’s Program. Interpreting and Translation Studies 13-2, pp. 45-64 Recently, the exchange of people who come and go to foreign countries is active along with advances in globalization. Under the circumstances civil disputes and criminal cases to which foreigners are related increase. However, as Cho (2009) pointed out, the certification exam and the qualification system for judicial interpreters are not yet ready in Japan. Moreover, the opportunity of education is limited, particularly in terms of training language skills. The main subject of this paper is focusing on the program of judicial interpretation and translation studies in Osaka University to explore an ideal method of education for the future. It classifies the “Response Paper,” which contains studerts' comments for their class, according to contents, and clarifies the problems of each subject. This paper found out that the program of judicial interpretation and translation studies in Osaka University was by and large an enhanced and systematic program. As Cho (2009) pointed out, however, the program lacked sufficient training in terms of language skills. There is an urgent need for this program to balance the theoretical "education" and the practical "training".
'Reading in Translation and Interpreting Studies' is a theory teaching course provided by GSIT HUFS(Hankuk University of Foreign Studies) since 2011. Because interpretation and translation practice courses are major concern of GSIT curriculum as well as of students, how to organize the exceptional theory course and its educational value need to be argued. This paper gives a lecturer's organization case of the course for Korean-Russian major students and discusses meaning of theory teaching at GSIT. In sum, the theory course could be a chance that students think thoroughly about the profession and elements of translation/intepretation. Moreover it could develop independent, logical, and more extensive thinking and large-scale information processing ability.