‘마음’과 ‘mind’의 말뭉치 분석 및 한국인 영어 학습자의 의미전이 오류
A Contrastive Corpus Analysis on ‘maum’ and ‘mind’ and the Korean English Learners’ Perceptions and Usage of the Two Concepts in Translation Tasks
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초록
The present study examines the English–Korean spoken corpus with its focus on comparing the usage of the Korean word maum and the English word mind and then analyzes the results of an experiment on the two words by Korean high school learners and college first-year students. The research involves both English-Korean and Korean- English translations and a survey on their understanding of the two terms. The contrastive corpus analysis findings show that the meanings of maum are not equivalent to those of the English word mind. Maum carries broader semantic concepts such as the spiritual and fundamental features of self-nature not encompassed in the English word mind. In addition, the task results revealed that Korean learners of English experience difficulties in decoding and encoding the two concepts into Korean and English. Their L1 semantic transfer and translation errors show their lack of fluent interpreting skills. These errors are mostly caused by stepping a blind step of treating them as an equivalent. The study emphasizes the importance of contrastive semantic analysis in vocabulary teaching and the necessity of a user-friendly dictionary explicating the meanings of words that have culture-loaded concepts.
Abstract
The present study examines the English–Korean spoken corpus with its focus on comparing the usage of the Korean word maum and the English word mind and then analyzes the results of an experiment on the two words by Korean high school learners and college first-year students. The research involves both English-Korean and Korean- English translations and a survey on their understanding of the two terms. The contrastive corpus analysis findings show that the meanings of maum are not equivalent to those of the English word mind. Maum carries broader semantic concepts such as the spiritual and fundamental features of self-nature not encompassed in the English word mind. In addition, the task results revealed that Korean learners of English experience difficulties in decoding and encoding the two concepts into Korean and English. Their L1 semantic transfer and translation errors show their lack of fluent interpreting skills. These errors are mostly caused by stepping a blind step of treating them as an equivalent. The study emphasizes the importance of contrastive semantic analysis in vocabulary teaching and the necessity of a user-friendly dictionary explicating the meanings of words that have culture-loaded concepts.
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