학부 1학년생들의 영한번역 과정 중 ST 이해단계에서 나타난 번역문제 유형분석 : 학생들이 지각한 번역문제와 학생들이 비지각한 번역문제 비교를 중심으로

다국어 초록 (Multilingual Abstract)

Analyzing translation problems of first-year undergraduate students in their ST comprehension stage for English-to-Korean translation

The purpose of this study is to identify what translation problems first-year undergraduate students face in their source text (ST) comprehension stage for English-into-Korean translation. In other words, this research examines which parts of English texts students felt were difficult and the reasons why students struggled to understand them.
The students who participated in this study completed three translation tasks for each text; ⅰ) gist translation, ⅱ) full-text translation, and ⅲ) translation revision. After performing the gist translation task, students completed questionnaires through which they identified what problems they had with understanding the given ST, and their answers were classified as Students’ Perceived Translation Problems (PTP). After the second translation task, that is, the full-text translation, students received indirect feedback from the researcher/instructor and were involved in an in-class discussion concerning their translation. In this step, students’ translation errors―both binary errors and non-binary errors due to insufficient understanding―were checked and classified as Students’ Unperceived Translation Problems (UTP). In other words, UTP signifies the types of errors that students committed in translating parts of the ST that they did not mention as their PTP.
This study focused on finding the answers to the following research questions:
1. What are the characteristics of Students’ Perceived Translation Problems (PTP)?
2. If Students’ Perceived Translation Problems (PTP) are solved, does that mean that the students are now fully ready to understand the given English text without any problems?
3. What are the characteristics of Students’ Unperceived Translation Problems (UTP)?
4. What are the differences between Students’ Perceived Translation Problems (PTP) and Students’ Unperceived Translation Problems (UTP)?

Once students’ translation problems were identified, they were categorized based on PACTE’s classification of translation problems: linguistic problems, extralinguistic problems, problems of intentionality, and so on. The ensuing analysis indicates that most of the Students’ Perceived Translation Problems (PTP) were located in the linguistic problems category, while many of Students’ Unperceived Translation Problems (UTP) were classified as intentionality problems. The students were inclined to believe that they could understand given English texts once they gained a full understanding of the texts’ vocabulary and syntactic structures. However, the Students’ Unperceived Translation Problems (UTP) showed that students had difficulty grasping the various meanings conveyed by the same words and/or phrases in depending on the situation, that is, the intentionality of the source text.
The very idea to conduct this study occurred to the researcher/instructor when running a practical English class for first-year undergraduate students. During the semester, the researcher noticed that Students’ Perceived Translation Problems (PTP) were not the major problems; they were other hidden problems, that hindered the students’ understanding. To gather the empirical data for Students’ Unperceived Translation Problems (UTP), the researcher carried out an exploratory study during the summer break with five students. The participants were given ten English texts to translate into Korean that were three paragraph-long.
Although the small number of students prohibits generalization, the study is still meaningful as an exploratory study. The findings indicate that Students’ Perceived Translation Problems (PTP) are different from Students’ Unperceived Translation Problems (UTP), and that teachers should more focus on Students’ Unperceived Translation Problems (UTP) in order to assist their students gaining more comprehensive understanding of English texts.
It is hoped that this study can serve as a starting point for future research endeavors on finding ways to improve undergraduate students’ ST comprehension.

목차 (Table of Contents)

• 제 1 장 서론 1
• 1.1 연구 동기 1
• 1.2 연구 목적 6
• 1.3 연구 질문 7
• 1.4 연구 방법 8
• 제 2 장 선행연구 10
• 2.1 학부번역교육: 무엇(what)을 어떻게(how) 가르칠 것인가? 10
• 2.2 번역과정에서 원천 텍스트(ST)의 이해단계 13
• 2.3 ST 이해단계에서 나타난 학생들의 번역문제 17
• 2.4 학생이 스스로 지각한 번역문제와 비지각한 번역문제 22
• 제 3 장 연구방법 25
• 3.1 예비 연구 25
• 3.2 연구 준비 단계 27
• 3.2.1 참여자 선정 27
• 3.2.2 텍스트 선정 29
• 3.2.3 연구기간 30
• 3.3 연구 수행 단계 31
• 3.3.1 학생들의 번역 과업(task) 34
• 3.3.1.1 과업 1: 요약번역(gist translation) 35
• 3.3.1.2 과업 2: 전체 텍스트 번역(full-text translation) 36
• 3.3.1.3 과업 3: 번역 수정(translation revision) 37
• 3.3.2 연구자의 데이터 도출(elicitation) 38
• 3.3.2.1 서면 질의응답으로 확인한 학생들이 지각한 번역문제 39
• 3.3.2.2 피드백(feedback) 40
• 3.3.2.3 토론(discussion) 42
• 3.4 데이터 분석 44
• 제 4 장 연구결과 48
• 4.1 ST별 학생들의 번역문제: PTP와 UTP 비교 50
• 4.1.1 ST 1: PTP와 UTP 비교 51
• 4.1.2 ST 2: PTP와 UTP 비교 56
• 4.1.3 ST 3: PTP와 UTP 비교 63
• 4.1.4 ST 4: PTP와 UTP 비교 68
• 4.1.5 ST 6: PTP와 UTP 비교 72
• 4.1.6 ST 7: PTP와 UTP 비교 75
• 4.1.7 ST 8: PTP와 UTP 비교 81
• 4.2 연구결과: 학생들의 번역문제 유형 비교 84
• 4.3 논의 87
• 제 5 장 맺음 말 92
• 참고문헌 94
• 부록 99
• Abstract 162