영-한 문장구역 수행의 어려움 - 학습자의 수행 및 회상 데이터를 결합한 예비조사
Difficulties learners face in performing English-into-Korean sight translation - A pilot study combining students' performance and retrospective data
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Despite its wide use in the everyday work environment of interpreters, sight translation as a form of interpreting has received little attention from scholars and educators to this day. Although sight translation shares features with written and oral translation, existing experimental studies have revealed that it is a rather unique act of language transfer in both cognitive and target text error & stylistic terms. The role of sight translation in the curricula is often based on the premise that it is an act similar to interpretation and its practice can thus contribute to enhancing interpreting skills. As reasonable as such a rationale may be, it tends to overlook the importance of educators to train students in sight translation as a type of professional interpreting rather than a supplementary exercise for consecutive/simultaneous interpretation. Because the set of challenges in performing sight translation are complex and unique, it is only natural that a search for sight translation pedagogy should start by looking into difficulties students encounter in their actual performance. The current pilot study analyses student performance data derived from the classroom to identify challenges learners face in English-into-Korean sight translation. This study employs both qualitative and quantitative methods of data collection to reach a fuller understanding of the difficulties and their causes.
Abstract
Despite its wide use in the everyday work environment of interpreters, sight translation as a form of interpreting has received little attention from scholars and educators to this day. Although sight translation shares features with written and oral translation, existing experimental studies have revealed that it is a rather unique act of language transfer in both cognitive and target text error & stylistic terms. The role of sight translation in the curricula is often based on the premise that it is an act similar to interpretation and its practice can thus contribute to enhancing interpreting skills. As reasonable as such a rationale may be, it tends to overlook the importance of educators to train students in sight translation as a type of professional interpreting rather than a supplementary exercise for consecutive/simultaneous interpretation. Because the set of challenges in performing sight translation are complex and unique, it is only natural that a search for sight translation pedagogy should start by looking into difficulties students encounter in their actual performance. The current pilot study analyses student performance data derived from the classroom to identify challenges learners face in English-into-Korean sight translation. This study employs both qualitative and quantitative methods of data collection to reach a fuller understanding of the difficulties and their causes.
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