역번역을 통한 중국인 한국어 학습자의 개념전이 현상 연구 : 문장 구성 방법을 중심으로

다국어 초록 (Multilingual Abstract)

This study is aimed at observing conceptual transfer of Chinese Korean learners through back-translation, especially focusing on principles of organizing sentences. The use of back-translation in foreign language education is effective in identifying the learner's error and its cause through the transition from the target language to the native language and from the native language to the target language.
Chinese has the characteristic of implicitly linking logic when constructing sentences. In other words, the comma (,), the semicolon (;), and the colon (:) alone are enough to reveal the meaning without using connective endings or conjunctions that indicate the meaning between the sentence fragments.
In other words, Chinese learners use CS1 to complete sentences in their language when translating from Korean to Chinese. When translating into Korean again, CS1 and CS2 should be used properly and CS2 should be used where necessary. However, there is still a part of the conceptual transfer that has been influenced by CS1 because of the failure of reconstruction to CS2.
In this paper, comparing the back-translation of the test subjects with the original text, it is not as perfect as the original, but there is no problem in understanding. In other words, it can be viewed as ‘a difference that does not matter’. However, as the experimental text was selected as the expository writing, the logical linkage and cohesion were considered as important criteria in sentence construction. Therefore, if the translation was unreasonable or poorly condensed, the original text could not be delivered properly.
On the basis of criteria, the conceptual errors are classified as 1) missing error, 2) response error, and 3) replacement error. And the cause of these errors was found in the Chinese translation.
First of all, the missing error is the case of back-translation without using the connective endings and the demonstratives in the original Korean text. When looking only at the translation, it can be figured out what the sentence is trying to say. However, since it misses connective endings or demonstratives, it fails to convey the meaning of the original text properly.
Next, response error is when the response between the subject, object, and predicates is inappropriate. Previous studies have only revealed that learners do not properly use subjective, objective postpositions or passive verbs, but the reasons have not been clarified. However, this paper is meaningful in that it is a conceptual transfer due to the Chinese non-explicit logical linkage.
   Lastly, the replacement error is a case where the connective endings used in the original Korean text is replaced with another connective endings, so that its meaning is not properly transferred, or the verb is replaced with a noun to create ungrammatical sentences. In particular, it should be noted that since Chinese speakers use a lot of commas, it is customary to use the Korean connective ending ‘-고’ when converting commas into Korean sentences.
According to analysis above, Chinese speakers have difficulty in properly connecting comma-separated sentences, but this is not because they do not know Korean vocabularies or grammar. Instead, Chinese speakers do not try to construct sentences logically because commas are enough to convey their meaning.
This paper is meaningful because it examined the conceptual transfer which was not covered in previous studies through back-translation, and found the reason in the non-explicit logical linkage of Chinese language.

목차 (Table of Contents)

• 제1장 서론 1
• 1.1 연구의 목적 및 필요성 1
• 1.2 연구 방법 4
• 제2장 이론적 배경 6
• 2.1 역번역 6
• 2.1.1 역번역의 정의 및 특징 6
• 2.1.1.1 쌍방향 번역 6
• 2.1.1.2 원문과 역번역문의 비교 7
• 2.1.2 외국어 교육과 역번역의 상관관계 8
• 2.1.3 한국어 교육과 역번역에 관한 선행연구 10
• 2.2 개념전이 14
• 2.2.1 개념전이의 정의 14
• 2.2.2 중-한 번역에 나타나는 개념전이 19
• 2.2.2.1 중국어의 비명시적 논리 연결 19
• 2.2.2.2 문장 구성에서의 개념전이 22
• 2.3 역번역과 개념전이의 적용 방안 26
• 2.3.1 한국어에서 중국어로의 번역 26
• 2.3.2 중국어에서 한국어로의 번역 27
• 제3장 역번역 실험 29
• 3.1 실험 설계 29
• 3.1.1 실험 절차 29
• 3.1.2 실험 참여자 30
• 3.1.3 실험 텍스트 32
• 3.2 실험 결과 34
• 3.2.1 실험 결과 정리 35
• 3.2.2 오류 판단 근거 35
• 제4장 역번역 실험 분석 및 논의 39
• 4.1 개념전이로 인한 누락 오류 현상 39
• 4.2 개념전이로 인한 호응 오류 현상 49
• 4.3 개념전이로 인한 대치 오류 현상 59
• 제5장 결론 64
• 참고문헌 68
• 부록 73
• ABSTRACT 77