학부 통번역전공생의 한영번역 도구로서의 온라인 연어사전과 COCA 사용 경험 반응 연구 : 스크린 레코딩과 인터뷰를 중심으로

다국어 초록 (Multilingual Abstract)

A study on the attitudes of T&I major undergraduates on the use of an online Collocation Dictionary & COCA in A-B translation

The present study draws on the assumption that students’ A-B translation can be produced in better quality which enables more effective communication with target readers by enhancing students’ use of English collocations. And this has been proven through a number of related studies in English Education and Translator education. Based on this, this study ultimately aims to suggest and promote the use of two translation tools focusing on English collocations, namely an Online Collocation Dictionary and COCA, in future A-B translation courses.

To achieve this ultimate goal, the present study was carried out as an exploratory research and a needs analysis. And it tried to answer the following questions: i) how T&I students use these translation tools ii) how do they think about the experiences of using these tools, iii) what are the difficulties they face when using the tools, and iv) what are the pedagogical implications of findings of the present study for undergraduate A-B translation education.

To answer these research questions, the researcher first conducted a pilot study by analyzing two A-B translations conducted by two T&I undergraduates, to see if the three types of collocations suggested by Lee (2014) are observable in students’ translations and verify the use of the tools in this study. Then, five T&I undergraduates were recruited and participated in the present study for 4 weeks. Using these two tools, the participants translated 6 Korean news articles into English, 1 or 2 texts each week, and were asked to screen-record their translation process. After that, they were pre- and post-interviewed every week by the researcher.

The researcher chose participant-oriented and process-oriented approaches as the main research approach. First, the researcher observed students’ translation process using a screen recording program to see how they use the tools; more specifically, their search terms, search orders, common traits or differences among the participants, and others were observed. And the researcher conducted semi-structured interviews which include both structured and unstructured questions. The questions are about their responses regarding the use of the tools and their translation process.

The researcher, then, analyzed the data collected through observations and interviews according to each research question. Research questions 1 to 3 were first answered based on the data from both methods of screen-recording and interviews, and the last research question was deduced by analyzing the answers of the other previous three research questions.

The findings of the study are significant as this study could provide insight on T&I undergraduates regarding their knowledge on English collocations and their use of related tools in A-B translation. For example, it hints at what students need to study when first using the tools, what difficulties they undergo, which is an effective way of using the tools, and their positive and negative attitudes toward using the tools. And these findings could lead to some pedagogical implications which can be actively applied in current or future translation courses such as aligned course designs, teaching methods, and search strategies for students.

Yet, this study is not without its limitations: first of all, it was carried out with five participants and, thus, the size of the data produced is too small for generalization. However, this study is still meaningful as it tried to provide information about the students who are the primary beneficiaries of these tools and the very design and execution of what we call education, which has not been sufficiently studied under this topic so far. Hopefully, this study can serve as a significant start to lead further related studies like those about undergraduate A-B translation education, English collocations in translation and translation tools for A-B translation.

목차 (Table of Contents)

• 제1장 서론 1
• 제1절 연구배경과 동기 1
• 제2절 연구목적 8
• 제3절 연구질문 11
• 제4절 연구방법 12
• 제2장 선행연구 16
• 제1절 연어의 정의와 유형 16
• 제2절 비모국어 학습자를 위한 영어 연어관계 학습 및 교육 18
• 제3절 번역학에서의 연어와 연어 유형 21
• 제4절 번역을 위한 연어관계 학습 및 교육 24
• 제5절 번역에서의 연어관계 학습을 위한 코퍼스의 활용성 26
• 제6절 학생 필요 분석 및 학생 반응 연구의 필요성 30
• 제3장 연구방법 34
• 제1절 파일럿 스터디 37
• 제2절 선정 방법 38
• (1) 도구 선정 38
• (2) 학생 선정 41
• (3) ST 선정 45
• 제3절 관찰 방법 선정 47
• (1) 스크린 레코딩 47
• (2) 인터뷰 51
• 제4절 분석 방법 선정 57
• (1) 관찰 결과 분석 59
• (2) 인터뷰 분석 61
• 제4장 연구결과 66
• 제1절 연구질문 1 67
• 제2절 연구질문 2 88
• 제3절 연구질문 3 103
• 제4절 연구질문 4 127
• 제5장 결론 137
• 참고문헌 142