순차통역 역량 강화를 위한 학부 한영 통역 수업의 시역 훈련 효과 연구

박예진 한국외국어대학교 대학원 2025 국내박사

This study investigates the impact of sight interpreting (SI) training on the development of consecutive interpreting (CI) competence in undergraduate Korean-to-English interpreting classes. Sight interpreting, defined as the oral rendition of written texts, is recognized as a distinct mode of interpreting that shares certain similarities with consecutive interpreting while also exhibiting notable differences. Frequently incorporated into interpreting classes, SI has seen limited investigation in two areas: 1) its pedagogical effectiveness in developing and assessing sub-skills, such as keyword identification, meaning unit segmentation, and information prioritization, and 2) the impact of SI training on CI competence, analyzed through fidelity, target language proficiency, and delivery. To address this research gap, this study employs a Linear Mixed-Effects Model (LMM) to analyze the effects of SI training on CI performance. To complement and contextualize the statistical analysis, qualitative data—including the researcher’s class notes, students’ reflective journals, and weekly brief surveys—were utilized. These qualitative insights highlighted how learners perceived and experienced the impact of SI training, uncovering details that might not be apparent in the statistical results, reinforcing the findings revealed by the statistical analysis. Two groups of students in Korean-English CI courses participated: the experimental group received SI training as part of the course, while the control group followed traditional CI training without SI. Their performances in mid-term and final exams were assessed by six evaluators, and statistical analysis was conducted using an LMM in RStudio. Results indicated that SI training had a significant positive effect on CI competence. The experimental group outperformed the control group in the final exam, with a mean score difference of 1.556 points (p = 0.003), suggesting a cumulative training effect. While mid-term results showed marginal significance (p= 0.059) and demonstrated a positive trend, the final exam confirmed the long-term benefits of SI training for CI enhancement. The findings suggest that repeated SI practice helps students better process source text meaning, structure output in the target language, and enhance delivery, ultimately improving overall interpreting performance. Significant correlations between SI sub-skills and CI performance were observed across the pre-test, mid-term, and final exams, underscoring their consistent interrelation. Further analysis revealed that identifying key words showed the strongest correlation, leading to a 3.27-point increase in CI performance for every 1-point gain in the key word identification score. Additionally, fidelity—evaluating the completeness and accuracy of message delivery—had the highest correlation (+0.772), demonstrating that SI training significantly enhances source text comprehension and accurate information delivery. The experimental group showed significant longitudinal improvement in sight interpreting sub-skills, including key word identification, meaning unit segmentation, and information prioritization, indicating that the benefits of SI training became more pronounced over time. This finding aligns with previous research emphasizing the importance of sustained practice to achieve meaningful gains in interpreting competence. These results have practical implications for interpreter education, suggesting that SI can serve as a complementary training tool in CI courses, especially for undergraduate students. The training helps develop foundational skills, such as text comprehension, analysis, and information processing, while reducing cognitive load. By engaging students in progressive and systematic practice, SI training enables learners to gradually build these fundamental skills, providing a structured pathway for skill acquisition. Moreover, SI training benefits students across all proficiency levels, helping to close gaps among learners and fostering equitable and inclusive learning outcomes in interpreter education. The study acknowledges limitations, including the relatively small sample size, the focus on a specific language pair, and the challenges in controlling external variables. Future research should involve more diverse learner groups, additional language pairs, and extended training periods to validate the findings’ generalizability and to further investigate the long-term effects of SI training on interpreting proficiency.

화자의 발화속도, 발음, 소음이 통역 청취에 미치는 영향 : 스페인어-한국어 순차통역을 중심으로

이은성 韓國外國語大學校 通飜譯大學院 2022 국내박사

Listening comprehension is a fundamental skill in interpreting, but limited researches have been done on the interpreters’ listening comprehension, and most of them only focus on simultaneous interpreting. For this reason, the present thesis aims at contributing to fill this gap by identifying factors that affect the listening for consecutive interpreting, and by empirically investigating three factors (speakers’ accent, speech rate and noise). In the listening phase of consecutive interpreting, interpreters not only have to listen and understand, but also to take note of what speakers say. In this sense, the present thesis identified the 9 factors affecting listening and understanding, and the 6 factors affecting note-taking. As it is impossible to empirically deal with all of them here, I carried out experiments with the 3 factors (speakers’ accent, speech rate and noise) to measure its impact on listening for consecutive interpreting. The subjects were 8 Spanish-Korean interpreters. In the experiment on speech rate, 8 texts were presented to the subjects at 4 speech rates: 90 wpm(words per minute), 110 wpm, 130 wpm and 150 wpm. According to the results, the ideal speech rate for consecutive interpreting is between 90 wpm and 110 wpm, and a 20 wpm increase over 110 wpm causes approximately a 10% decrease in listening performance. In the experiment on accent, the subjects were asked to listen to 7 speakers with familiar and unfamiliar accents. According to the results, unfamiliar accents were found to have statistically significant but not important impact on the subjects’ listening performance. This can be explained assuming that the subjects generally had sufficient available processing capacity to process unfamiliar accents. In the experiment on noise, the 9 texts were presented with three types of noise(white noise, multitalker noise in Spanish, and multitalker noise in Korean) and three SNR levels(0dB, +5dB, +10dB). According to the results, the white noise didn’t have significant impact on the subjects’ listening performance in all of the SNR levels, while the two types of multitalker noise caused significant deterioration only in 0dB SNR. This may be due to that the listening for consecutive interpreting involves the complicated processing of linguistic meaning, and thus the listening for consecutive interpreting is more vulnerable to the linguistic noise.

순차통역과정에 대한 고찰

김진희 啓明大學校 2004 국내석사

본 논문은 순차통역 과정의 고찰을 통해서, 외국어 숙달과 훈련중심의 통역학습과정으로 인해 간과될 수 있는 통역의 이론적인 부분을 살펴보고, 이를 통해서 통역 학습과정에서 다소 보충적인 요소로 인식되었던 언어외적인 지식의 중요성을 재조명하여 통역의 충실성을 높일 수 있는 방안을 살펴보고자 한다. 순차통역을 이해분석, 의미도출, 재표현의 3단계로 정의하였고 각 단계여서 요구되는 통역사의 언어적, 언어외적인 면을 지적하였다. 이해분석 과정에서 제시된 3가지 이론들을 언어적, 언어외적인 요소의 상호보완적 활용이라는 공통분모를 가지고 있으며, 이를 바탕으로 본 연구에서는 통합모델을 제시하였다. 이해분석 과정을 통해 의미도출화가 일어나고, 통역사는 기억력과 노트테이킹을 활용하여 연사의 메시지를 기억하게 된다. 언어외적인 지식을 활용으로 기억에 대한 부담과 노트테이킹 의존도를 줄일 수 있다. 도착어로 발화하는 재표현 단계에서도 언어외적인 지식을 통한 청중과의 공감대 형성, 즉 언어외적인 프레임 공유가 연사의 메시지 전달에 주요한 역할을 하였다. 순차통역의 각 단계는 통역사에게 언어적 요소와 언외적인 부분의 적극적인 활용을 요구하고 있으며 이 두 요소가 상호보완적인 관계를 성립하지 못하고 언어적 또는 언어외적인 지식에만 국한되는 경우 통역의 충실성을 보장할 수 없다. 그러나 언어외적인 지식은 통역사가 이미 갖고 있는 배경지식을 바탕으로 실제 통역을 통해서 습득되는 경우가 일반적이다. 그리고 각 통역현장에서 요구되는 언어외적인 지식은 다양하기 때문에 정형화된 형태의 교육을 통한 언어외적인 지식의 배양은 쉽지 않다. 본 논문은 통역 이론에 대한 수업을 통해 통역과정에서 언어외적인 요소의 중요성을 전달할 수 있다고 본다. 또한 다양한 통역 주제에 학생들을 노출시키고, 같은 통역 주제에 대해 다양한 상황을 적용하여 청중의 눈높이에 맞는 통역연습을 해 본으로써 언어외적인 지식을 활용토록 유도할 수 있다고 생각한다.

효율적인 한일순차/한일동시 통역에 대한 연구 : 목소리 성질을 중심으로

지아련 부산외국어대학교 통역번역대학원 2014 국내석사

인간은 자신의 의지를 표현하기 위해 다양한 행동을 한다. 아주 먼 옛날 우리의 조상들은 원시적인 몸짓과 다양한 행동, 얼굴 표정, 의미 없는 소리로 자신의 의사를 다른 사람에게 전달해왔다. 하지만 언어의 탄생으로 의사전달이 쉬워지고 의미가 명확해짐에 따라 자신의 생각을 체계적으로 대화하거나 글로 작성할 수 있고, 이해를 돕기 위해 그림을 그리거나 동영상으로서 표현을 하기도 한다. 이렇듯 다양한 의사전달 방법 중에서 누구나 가장 쉽게 표현하고 많이 쓰이는 방법은 바로 개인의 목소리를 통한 대화라 할 수 있다. 미국의 사회 심리학자인 앨버트 메라비언(Albert Mehrabian)에 따르면 우리가 언어를 통해 의사소통을 할 때 영향을 미치는 세 가지요소 즉 정보, 음성, 태도중 목소리의 영향력은 38%, 표정과 태도의 영향력은 각각 35%, 20%인 반면 정보가 미치는 영향력은 고작 7%에 불과하다고 말한바 있다. 따라서 의사전달에서 목소리는 많은 영향력을 미치는 요소 중 하나이며, 의미전달의 성공조건이기도 하다. 서로 다른 언어를 사용하는 사람들의 대화를 통한 의사전달 방법은 하나의 언어로 통일하지 않는 한 서로의 의미전달을 위한 통역이 필요하다. 통역이라는 언어 행동의 목적은 두 개의 언어 간 정보 전달 및 정보교환에 있으며, 통역사는 발화자의 출발언어를 수신한 다음 수신된 내용을 적절하게 이해해서 청중들의 언어, 즉 도착언어로 전환하는 것이다. 따라서 본 연구의 목적은 한일순차/한일동시 통역을 공부하는 학습자들의 실력 향상에 있어 중요하다고 여겨지는 통역의 내용과 표현 외에도 평소 소홀하기 쉬운 목소리의 중요성에 초점을 맞추어 연구하고자 한다.

중한·한중 노트테이킹 방법 연구 : 사례조사를 중심으로

장예 부산외국어대학교 2012 국내석사

在交替传译中笔记(Notetaking)是帮助译员记忆的手段,其作用是帮助译员把精神集中在讲话的内容上,并在翻译的时候起到提醒的作用.因此笔记应该记什么,怎么记,用哪种语言记等问题对于译员来说十分重要,但是至今为止可供在校生参考的资料多局限在中英和韩英,中韩,韩中交替传译笔记的相关资料还为数不多.本论文首先对笔记与交替传译的联系即什么样的交替传译是成功的交替传译? 成功交替传译的评价标准是什么? 该评价标准与笔记由什么样的联系? 等问题进行分析,然后结合先行研究对笔记的特点,基本原则以及常用符号等进行归纳总结,接着结合中韩两国语言的结构及表达差异分析中韩,韩中交替传译笔记的特点,最后以韩国国内翻译研究生院(梨花女子大学翻译研究生院,釜山外国语大学翻译研究生院)母语分别为中国,韩国以及双重母语的1,2年级在校生为对象进行中韩,韩中交替传译事例调查,通过调查分析笔记对交替传译的影响并找出调查对象的笔记问题进行分析,以母语和年级为单位进行分类比较,总结出中韩,韩中交替传译笔记的记录方法.

학부 비영어과 통역교육 : 프랑스어 통역 평가를 중심으로

신나정 한국외국어대학교 통번역대학원 2020 국내박사

The number of undergraduate interpreting courses offered for the past fifteen years has increased due to rising interest in interpretation and translation in Korea and mounting demand on practice-oriented undergraduate classes. A variety of research on how to adapt undergraduate education objectives, establish related curricula, develop pedagogic methods, design syllables, and survey learners' perceptions reflect such situations. Assessment is essential to learners in providing feedback on "where is the margin for improvement" as well as feedforward on "what is required to achieve improvement," as it is to professors in offering methods to check if they have fulfilled the intended educative goals and opportunities to readjust syllables thereby. However, most of the precedent researches have limited discussions on undergraduate interpreting performance assessment, and very few are nevertheless focusing on Korean-English majors. Therefore, this study aims to investigate how professors in non-English majors are assessing undergraduate learners whose foreign language learning period and proficiency level are not comparable with English-major students. We will then narrow down our research focus to situations that the Korean-French interpreting department faces and explore whether graduate schools' assessment criteria can be applied as-is to undergraduate learners or how we can modify those criteria to fit undergraduate students if necessary. This study conducted in-depth interviews with ten undergraduate professors from Japanese, Chinese, French, Spanish, German, Russian, Arabic majors. Also, six professors from the Korean-French department at the graduate school of interpretation and translation assessed and compared interpreting performance results between undergraduate and graduate students for the same source text. They were asked to determine the ranking, respectively, and provide detailed descriptions of students' performances. We carried out interviews with them after the assessment ended. The results were as follows: First, professors teaching undergraduate students tend to distribute source texts beforehand due to students' lack of proficiency or intended linguistic improvement through more preparations. For test materials, they also used texts that were previously shared. Second, most undergraduate professors tend to provide holistic assessment in the class since it was hard to definitize criteria, and demoralization caused by public feedback was most concerned. They showed no marked preference as to which assessment, holistic or analytic, they want to provide in a test. However, the number of analytic assessment cases where they take off points for every incorrect part against pre-set criteria tended to increase. Third, professors applied 2~5 simplified criteria in an undergraduate class such as language transfer (i.e., foreign language to native language), public speaking, voice, eye contact, and native language fluency. Fidelity was found to be narrowly applied because test materials had already been shared throughout the semester. Still, some professors answered that faithful interpreting should be most prioritized despite undergraduate circumstances beyond control, indicating that relative weight for fidelity should be carefully reconsidered in the undergraduate context. Fourth, a "holistic but almost analytic" assessment is applied at graduate schools of interpretation and translation. It is hard to tell either approach is preferred, but relatively detailed criteria (up to 15) are observed. In contrast to undergraduate context, professors at graduate schools are on common ground in that fidelity is the most critical standard. Fifth, undergraduate learners demonstrated substantially the same low proficiency, suggesting that it seemed almost pointless to adopt relative evaluation based on rigid standards. Most of them were pointed out a lack of fidelity, natural language transfer, enthusiasm, appropriate note-taking, proper tone, and tension control. Fidelity was chosen as the weakest point, and target language fluency, speed, terminology, and smoothness were pointed out next. Unlike fidelity, the above four error types are also committed by graduate learners. Indeed, undergraduate learners tend to commit errors more frequently. Sixth, it seems unnecessary to modify graduate schools' assessment approaches to fit them for undergraduate conditions but still required to adjust the severity and the number of assessment criteria. The precedent research suggests a variety of different assessment criteria for undergraduate learners, but this study insists that we should lessen the application's rigidness as well as simplify complicated standards. More weight should be placed on language transfer, public speaking, and fidelity, rather than delivery, fluency, completeness, and register. Our interview results indicate that fidelity should still be prioritized even with its minor role in the undergraduate context. Undergraduate interpreting classes aim to raise understanding of interpretation and translation and to sharpen one's foreign language proficiency, which predisposes teachers to be blind to the importance of fidelity. Such practice should be put into the equation, and it is necessary to gradually incorporate fidelity in the undergraduate context, in parallel with the current education purpose of enhancing foreign language proficiency. This study conducted in-depth interviews with a limited number of professors. Thus it is hard to generalize the results. Situations varied depending on majors, professors' educational backgrounds (i.e., whether they have earned the degree of interpretation and translation), and work experiences. In the meantime, situations the Korean-French major is facing differ from what other majors are encountering. Nevertheless, this study is expected to trigger wide-ranging discussions on undergraduate interpreting assessments that have been limited on the table. In particular, the study's significance lies in that we attempted to investigate actual situations faced by non-English majors; compare the performance results between undergraduate and graduate learners for the same source text and analyze how both groups are different; propose what should be pursued in undergraduate interpreting assessment based on the comparison results.

동시 및 순차통역을 위한 분야별 어휘집

정유구 선문대학교 통역번역대학원 2006 국내석사

오늘날 사회는 점차 복잡, 다양화되고 있다. 또한 발전일로를 걷고 있는 과학과 커뮤니케이션 기술로 인해 국가 및 민간차원의 교류도 매우 활발해 지고 있다. 이러한 상황에서 전문 통역사의 수요가 늘고 역할이 비중을 더해가는 것도 무리가 아닐 것이다. 그러나 전문분야에서의 동시통역이란 결코 쉬운 일이 아니다. 통역대학원에서 받는 훈련은 물론 특정분야에서 쓰이는 단어나 표현들을 정확히 알고 있어야 동시적인 통역이 가능한데 이를 모두 암기하고 있기란 상당히 도전이 되는 일이다. 이러한 점들을 감안할 때, 본 논문은 동시 및 순차통역을 보다효율적으로 준비하고 신속, 정확하게 수행하게 해 줄 것이다. 분야별 용어와 표현이 예문과 함께 수록되어 있어 통역 전 또는 통역 시 활용한다면 효과적일 것이다. Today, our society is getting more complicated and diverse. Moreover, thanks to ever developing science and communications technology, exchanges between nations and people have dramatically increased. In this regard, it is nothing strange that the demand for professional interpreters is on the rise and they play an ever important role in the international arena. However, simultaneous interpretation is never easy. Not only hard training at the Graduate School of Interpretation and Translation (GSIT), but also knowing specialized words, expressions and knowledge is necessary for simultaneous interpretation. Thus, memorizing them by heart is a very challenging task. Regarding these circumstances, this thesis will enable interpreters to perform more accurate and successful simultaneous and consecutive interpretation. If you take a closer look at the words and expressions in each category before and during your work, you will find this very effective and helpful.

한중 순차통역 평가 기준 연구 : 도착어 텍스트 내적 차원을 중심으로

Yao Kang 韓國外國語大學校 通飜譯大學院 2019 국내박사

Despite the fact that consecutive interpretation is the most commonly used type of interpretation, studies related to quality evaluation of consecutive interpretation are severely lacking. There have been a variety of interpretation evaluation criteria developed by a number of interpretation and translation education researchers, however, these criteria have limitations when applied to assessing Korean-Chinese consecutive interpretation due to their finality, systemicity, and concreteness. Therefore, this study developed evaluation criteria that can be practically deployed in Korean-Chinese consecutive interpretation education by analyzing 560 interpretation result texts secured over two years under the classification of four groups of interpreters: native Korean speakers, native Chinese speakers, Han speakers, and Korean-Chinese speakers. In this study, evaluation for interpretation was divided into interpretation skill assessment and language proficiency assessment, depending on the purpose of each evaluation. Language proficiency assessment was further specified to result assessment and language performance assessment, specifically, between two dimensions of the result assessment: 1) intertextual level and 2) intratextual level. This study specifically focused on the latter’s evaluation criteria. The evaluation criteria suggested by this study have a clear purpose of being utilized in Korean-Chinese consecutive translation and interpretation education rather than as a standard to be used in every language pair. Furthermore, this study overcame traditional grammar-oriented evaluation criteria, and for the first time ever it expanded the scope of research into areas of logic, grammar, and rhetoric, with specific criteria that belong to each category, while specifically depicting the content and format of each evaluation standard using actual interpretation cases to secure systemicity and concreteness. With this system, educators can not only identify skilled categories, unskilled categories, and specific problems in Chinese proficiency during Korean-Chinese interpretation, but learners can also detect their mistakes during interpretation while easily identifying methods to solve problems by checking detailed explanations of specific examples and statuses of different error categories, which will contribute to interpretation performance enhancement. Throughout this process, we learned a few implications during the analysis of learners’ interpretation results. One was that errors made by learners during consecutive interpretation were not limited to the previously and commonly mentioned grammar issues, but errors also appeared in relatively neglected areas, such as logic and rhetoric. This emphasizes the need to pursue comprehensive education courses that include wide-ranging interpretation categories, including logic, grammar, and rhetoric, instead of merely focusing on grammar. Furthermore, these errors were caught frequently among native Chinese speakers as well as native Korean speakers, which demonstrate that learners do not sufficiently acknowledge mistakes that they frequently make. Therefore, error analysis and awareness training need to be added to the interpretation education process. As the exchanges between Korea and China increasingly deepen, comprehensive research and systemic education should develop to nurture talented interpreters. Despite some possible shortcomings, we hope that this study will contribute to Korean-Chinese interpretation education in the future.

한국어-스페인어 맥락 기제 통역 행위에 대한 고찰 : 공적담화(Public discourse)의 인간 통역과 기계번역의 대조를 중심으로

오주아 한국외국어대학교 통번대학원 2026 국내박사

This dissertation examines consecutive interpreting in single-speaker public discourse within the political and diplomatic domain, with particular attention to how human interpreting actions emerge through variations in contextual mechanisms that shape textual production. Rather than treating interpreting solely as a process of linguistic transfer, this study approaches interpreting as an activity in which interpreters actively reorganize discourse under situational, temporal, and audience-related constraints. These patterns are examined in comparison with outputs produced by neural machine translation (NMT) systems and large language model (LLM)–based translation. Empirical data were collected through a series of controlled experiments involving master’s students in their final semester, who performed consecutive interpretations of presidential speeches and international forum presentations. For the same source texts, NMT and LLM translation outputs were generated and analyzed. In order to further distinguish interpreting from post-editing behavior, the same human participants were also asked to post-edit NMT outputs, allowing for a direct comparison between interpreting agency and post-editing intervention. The analysis indicates that human interpreters do not simply reproduce source-text structures. Instead, they frequently adjust sentence boundaries, reorganize information, and reinforce levels of formality in response to the communicative situation and the intended audience. At the same time, certain elements of the source text are occasionally left unrealized. These omissions, however, are better understood as the result of selective restructuring under time pressure rather than as straightforward errors. NMT outputs, by contrast, show persistent features of translationese, including repetitive use of identical connectives such as y, which often reduces textual readability. Difficulties were also observed in cases requiring inferential recovery of ellipted elements, sometimes leading to distorted representations of the original information. LLM-based translations demonstrate more flexibility than NMT in adjusting sentence boundaries and performing inference, although this tendency appears to be strongly influenced by prompt design. While recent advances in large language models have expanded the scope of machine translation, this study proceeds from the assumption that such systems remain fundamentally constrained in handling contextual risk in political discourse. What is particularly noteworthy is that LLM outputs occasionally introduce information absent from the source text or remove parts of the speaker’s utterance without explicit justification. From the perspective of political and diplomatic interpreting, such behavior raises serious concerns related to risk management. By foregrounding the role of contextual mechanisms in consecutive interpreting, this study clarifies qualitative differences between human interpreting, machine translation, and post-editing practices. Rather than evaluating machine translation performance per se, this dissertation uses machine-generated outputs as a contrastive lens through which the nature of human interpreting agency becomes visible. It further argues that while human–machine collaboration in public discourse settings may become increasingly common, such collaboration requires a cautious framework supported by clearly defined and domain-sensitive guidelines.

의미단위 순차적 동시통역

이신일 선문대학교 통역번역대학원 2006 국내석사

Simultaneous interpretation is one of the most complex information processing tasks. Due to the inherent difficulties, simultaneous interpretation often overloads the processing capacity of interpreters. Sometimes, it may be impossible for interpreters to simultaneously interpret every original sentence into the target language without many errors. In this regard, this research focuses on one of the interpretation methods which reduces overload that interpreters face when they interpret simultaneously from English into Korean. To maximize the efficiency of simultaneous interpretation, this paper proposes 'a more efficient simultaneous interpretation method based on idea groups & consecutiveness' with detailed examples.