서-한 동시통역 교육을 위한 섀도잉 교수법의 함의

Abstract

This case study analyzes the positive effects of shadowing method in interpretation. From the point of view of the traditional interpretation teaching, this method makes the students repeat the speaker’s words without thinking analytically about the message that the speaker wants to let the public know through his speech. This article pursuits to open a broader perspective for professors and students on the shadowing method because as result can illustrate very specific details on where and how the students make mistakes during their listening and shadowing process and also helps the professors know which students have more talent for the simultaneous interpretation. Shadowing can be used not only as a teaching and learning method but also as a good parameter to select qualified candidates for Spanish-Korean simultaneous interpretation in Korea. In case of Korean students, there is a big difference in terms of shadowing capabilities according to the experience of living or length of their stay in Spanish speaking countries. Also it is very important to recognize that the Korean students feel very comfortable in the classroom with Korean speakers even when they deliver their speeches in Spanish language and that these learning circumstances are not recommendable because in a real situations of simultaneous interpretation the students will experience less confidence and commit more failures when they have to listen native speakers with unfamiliar expressions, voices and accents.