학부생을 위한 외국어로의 번역교육 -과정 중심의 협동학습 보고-
Teaching Undergraduates to Translate into Foreign Language
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This paper examines a way to teach undergraduate students who lack competency in a foreign language to translate into a foreign language. To find out the exact competency that the students are deficient in and to set up an effective educational model, the translational competency of students is compared to that of professional translators based on the PACTE model (2011). Two teaching methods are then discussed in order to bridge the gap between both groups. One of them is called process-oriented teaching, where the educators show the students the process of translation instead of commenting on the final translation works of the students, as practiced in many translation classes today. The other method is based on the "jigsaw learning model” (team learning). According to this model, every student should be an expert and search for a solution by working with other "experts”. Both teaching methods were applied to a class with 12 students in order to find out how strong the effect of this model is in a real educational situation. At the end of the semester, the average score of the students improved by 13.42 (of 100). This result was statistically significant.
Abstract
This paper examines a way to teach undergraduate students who lack competency in a foreign language to translate into a foreign language. To find out the exact competency that the students are deficient in and to set up an effective educational model, the translational competency of students is compared to that of professional translators based on the PACTE model (2011). Two teaching methods are then discussed in order to bridge the gap between both groups. One of them is called process-oriented teaching, where the educators show the students the process of translation instead of commenting on the final translation works of the students, as practiced in many translation classes today. The other method is based on the "jigsaw learning model” (team learning). According to this model, every student should be an expert and search for a solution by working with other "experts”. Both teaching methods were applied to a class with 12 students in order to find out how strong the effect of this model is in a real educational situation. At the end of the semester, the average score of the students improved by 13.42 (of 100). This result was statistically significant.
참고문헌 (16)
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