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.

Evaluation of the online heritage interpretation training course: A case of the newly developed heritage interpretation competency training for heritage interpreters

아기다 대구대학교 대학원 2024 국내석사

This thesis paper evaluates the effectiveness of a newly developed online heritage interpretation competency strengthening training courses designed for staff members of the Korea Forest Welfare Institute and on-site heritage interpreters operating in the territory of the Republic of Korea. The evaluation is conducted using Kirkpatrick’s Four Level Training Evaluation Model, encompassing: Level 1: Reaction, Level 2: Learning, Level 3: Behavior, and Level 4: Results. The research objectives include assessing the training program’s relevance to trainees, gauging knowledge acquisition, exploring the application of learned skills, and evaluating the overall outcomes of the training. The research questions focus on the effectiveness of the training on enhancing knowledge and skills of trainees, the application of learning outcomes to improve job performance, the suitability of online platforms for heritage competency training, and the perceived effectiveness of the active learning approach. 1 The author of this thesis is a Global Korea Scholarship scholar sponsored by the Korean Government. Statistical analyses, including factor analysis, reliability, and descriptive analyses, reveal positive outcomes across all levels of the Kirkpatrick Model. Findings indicate a high level of trainee satisfaction with the training sessions, particularly in terms of the comprehensiveness of the training content and establishing the theoretical and practical foundations of heritage interpretation. Positive outcomes are reported regarding knowledge acquisition, the effectiveness of assignments, and the impact of instructor feedback on the professional growth of trainees. The active learning approach is shown to have a transformative impact on trainees, fostering a deeper understanding of forest interpretation and critical thinking. The flexibility of the online learning platform is acknowledged, with suggestions for blending with classroom learning to optimize the educational experience. The training courses receive high praise for their content and theoretical foundations. Results demonstrate a paradigm shift in trainees’ approaches to heritage interpretation. Addressing identified technical concerns, such as refining course titles, improving the online learning experience, and optimizing scheduling, will contribute to further enhancing the effectiveness of the training sessions. The transformative impact on trainees’ perspectives and practices positions the training courses as a valuable contributor to the field of heritage interpretation. Keyword: heritage interpretation, heritage competency training, online learning, active learning.

Estimating Causal Effects of Occupational Exposures on Lung Health in the Presence of Competing Risks

Combs, Mary Ava University of California, Berkeley ProQuest Disser 2023 해외박사(DDOD)

In many longitudinal studies researchers are interested in examining failure times associated with a particular risk in settings where subjects may fail due to only one of multiple competing risks. Using targeted learning, we present a method of estimating the cumulative incidence of the multinomial outcome constructed of all possible risks which does not require independence assumptions among the outcomes. We show analytically and with simulation that this method is suitable within the causal roadmap to provide causal contrasts with natural interpretations. We compare the minimal assumptions required for statistically and epidemiologically unbiased interpretations using this method to those required for cause-specific estimation. We apply this method to estimate the causal effect of average yearly cumulative exposure to metal-working fluids on mortality from chronic obstructive pulmonary disease and cancer among a cohort of autoworkers hired between 1938-1985.

중국 의료 통번역 교육과정 설계 원리 연구 : 번역석사전문과정(MTI) 교육을 중심으로

진혜림 한국외국어대학교 대학원 2026 국내석사

This study addresses the long-standing "systematic void" of medical translation and interpreting (T&I) courses within the Chinese Korean-language Master of Translation and Interpreting (MTI) education system. Against the backdrop of deepening medical cooperation between China and South Korea and the surging demand for cross-border language services, this paper systematically compares the current status and structural dilemmas of medical T&I education in China, Japan, and Korea. By drawing on the experiences of mature educational systems in Europe and the United States, it proposes a set of curriculum design principles and implementation schemes tailored for Chinese Korean MTI programs. Theoretically, the research is grounded in the PACTE translation competence model and Göpferich’s model of competence acquisition stages. It also integrates ISO 21998:2020 and ISO 5060:2024 international standards to establish quality benchmarks. Based on this theoretical framework, the study constructs a three-stage curriculum structure centered on "Basic Cognition – Application & Coordination – Comprehensive Practice" and designs a dual-track training mode focusing on "Translation Practice" and "Intercultural Coordination." The curriculum content integrates the modular structure and clinical workflow of the Korean textbook Medical Korean T&I Practice, while incorporating advanced methodologies from European medical translation education, such as situated learning, scaffolding techniques, and formative assessment. The purpose of this study is not only to fill the gap in Korean medical translation education in China but also to drive a paradigm shift from fragmented skills training to systematic competence construction. It aims to provide a theoretically grounded and practically feasible blueprint for the systematization of Korean MTI medical T&I education in China, offering a reference for interdisciplinary, standardized, and sustainable educational pathways in high-risk professional domains.

번역 과정에 나타난 한국어 학습자의 언어문화 이해 양상 연구 : 미국인 고급 학습자를 중심으로

구보미 연세대학교 교육대학원 2013 국내석사

본 연구에서는 사고구술 기법을 통해 미국인 고급 학습자들의 BA(한국어-영어) 번역 과정을 관찰하고, 그 안에 나타난 언어문화 이해 양상을 확인하고자 하였다. BA 번역을 채택한 것은 번역의 요체가 결과가 아닌 과정에 있다는 점에 주목하여, 학습자의 언어 생산 과정이 아닌 이해 과정을 중점적으로 들여다보기 위함이다. 따라서 번역 과정과 의미에 대한 이해를 중시하는 ‘해석적 번역’을 연구에 적용하였다. 또한 그동안 한국어 교육에서의 언어문화가 지나치게 문법 중심이었다는 점을 돌아보며, 언어문화를 ‘언어행위가 발생하는 모든 상황에 관한 언어적인 영역과 문화적인 영역, 화용적인 영역을 모두 포함하는 의미의 총합’으로 보고자 하였다. 고급 학습자라면 일정 수준 이상의 의사소통 능력을 갖추고 있기 때문에 언어문화에 대한 이해력이 높다고 예상할 수 있다. 고급 숙달도에 적합한 언어적 능력과 문화적 이해 능력, 그리고 실제 언어행위를 상황과 맥락에 맞게 이해할 수 있는 화용적 능력이 바로 그것이다. 그러나 고급 학습자가 언어문화를 어떻게 이해하고 있는지에 대해서는 연구된 바가 없다. 따라서 본 연구에서는 해석적 번역을 적용한 BA 번역과 사고구술 기법을 통하여 미국인 고급 학습자들이 언어문화를 어떻게 이해하고 있으며, 번역이 언어문화 교육을 위해 어떻게 활용될 수 있는지 함께 보고자 한다. 이를 위한 구체적인 연구 문제는 다음과 같다. 첫째, 학습자는 어떤 과정을 거쳐 해석적 번역을 하는가? 둘째, 번역 과정에 나타난 학습자의 언어문화 이해 양상은 어떠한가? 셋째, 번역을 활용한 언어문화 교육 방안은 무엇인가? 이러한 연구 문제를 해결하기 위해 국내 한국어 교육 기관에서 한국어 교육을 받고 있는 3명의 미국인 고급 학습자를 선정하여 번역을 하게 하였으며, 번역하는 동안 생각하는 모든 내용을 발화하고 녹음하게 하였다. 연구 절차 및 분석 방법은 다음과 같다. 첫째, 학습자들을 만나 연구 목적과 연구 방법을 설명하였다. 둘째, 해석적 번역의 예를 통해 연구자가 사고구술 기법을 시연하고, 학습자들이 사고구술 기법에 적응할 수 있도록 예비실험을 진행하였다. 셋째, 예비 실험 결과를 바탕으로 1차 면담을 진행하고, 실험의 주의 사항을 파악한 후 본 실험을 진행하였다. 넷째, 실험 결과를 전사하고 1차 분석을 실시한 후 2차 면담과 소감문 작성을 진행하였다. 다섯째, 전문 번역가에게 사고구술 전사 자료에 대한 검증을 의뢰한 후 해석적 번역 과정을 언어적 분석 단계, 의미적 분석 단계, 재구조화 단계로 나누어 학습자들의 언어문화에 대한 이해 양상을 분석하였다. 여섯째, 2차 면담 내용과 전 단계의 분석을 토대로 번역을 통한 언어문화 교육 방안을 마련하였다. 연구 결과를 토대로 다음과 같은 결론을 도출하였다. 첫째, 학습자들은 언어적 지식과 화용론적 전제를 통해 출발어 텍스트의 의미를 이해하였다. 둘째, 출발어 텍스트에 나타난 언어행위를 상황과 맥락에 비추어 화용적 기능이 무엇인지를 파악하고자 하였다. 셋째, 학습자들은 출발어를 도착어로 옮기는 과정에서 화용론적 등가를 성립하는 데 필요한 번역 전략을 사용하였다. 넷째, 학습자들은 언어문화를 이해하는 데 있어서 번역이 도움이 된다고 생각하였으며, 만일 수업의 일환이나 평가 요인으로 번역을 활용한다면 더욱 신중하고 적극적으로 번역할 것이라는 뜻을 밝혔다.