피드백 커뮤니케이션에 대한 학습자 인식 통번역대학원 번역수업 수강생 대상 설문조사 연구
Feedback Communication in Translation Class from the Learners Perspective
0
조회
0
다운로드
11
인용
0
참고문헌
키워드
초록
This survey research looks into the ways feedback is communicated in translation classes from the learners' perspective. A survey was designed for this purpose, and answered by 126 students from two graduate schools specialized in translator education in Seoul. By helping us understand the learners’ perception on the feedback mechanism of translation classes, this study can be of benefit to the teachers as well as students. As it has turned out, collaborative learning and interactive feedback is very common, and even the most important activity, in translation classes, whether feedback is provided by teachers or students. Statistical analyses such as correlation, t-test, and linear regression on the collected data and new variables defined therefrom have revealed that class satisfaction is heavily dependent on feedback satisfaction, which is in turn bounded by many other factors such as gender, teachers' high contribution to feedback offerings, and learners’ preference to interactive feedback and their perception on peer feedback.
Abstract
This survey research looks into the ways feedback is communicated in translation classes from the learners' perspective. A survey was designed for this purpose, and answered by 126 students from two graduate schools specialized in translator education in Seoul. By helping us understand the learners’ perception on the feedback mechanism of translation classes, this study can be of benefit to the teachers as well as students. As it has turned out, collaborative learning and interactive feedback is very common, and even the most important activity, in translation classes, whether feedback is provided by teachers or students. Statistical analyses such as correlation, t-test, and linear regression on the collected data and new variables defined therefrom have revealed that class satisfaction is heavily dependent on feedback satisfaction, which is in turn bounded by many other factors such as gender, teachers' high contribution to feedback offerings, and learners’ preference to interactive feedback and their perception on peer feedback.
참고문헌 (29)
- 곽중철, "통번역대학원의 통역 수업 모형 - 협력학습 중심의 영한 순차통역 강의 연구", 통번역학연구, 16(2), pp.85~114 (2012), 통번역연구소
- 김계수, "조사연구방법론" (2011), 한나래출판사
- 김구, "사회과학 계량분석의 이해와 활용(제2판)" (2010), 비엔엠북스
- 김대영, "프랑스의 번역 수업 방식 및 평가 연구—파리 통번역 대학원(ESIT)와 파리3대학 수업 관찰을 중심으로", 번역학연구, 14(5), pp.67~93 (2013), 한국번역학회
- 김대영, "학부 차원에서의 전문 번역 교육 가능성", 통번역학연구, 18(1), pp.41~57 (2014), 통번역연구소
- 김병섭, "편견과 오류 줄이기-조사연구의 논리와 기법" (2010), 법문사
- 김성봉, "액션러닝기반 교양수업 만족도 요인분석", 교양교육연구, 7(2), pp.273~299 (2013), 한국교양교육학회
- 김연희, "교사 피드백과 동료 피드백의 본질 및 두 피드백이 한국 대학생들의 영작문 향상에 미치는 영향", 박사, 영어영문학과, pp.2014
- 김연희, "과정 중심의 작문 수업에서 교사 피드백과 동료 피드백의 유형 및 특징", 언어학 연구, (29), pp.1~26 (2013), 한국중원언어학회
- 김혜영, "번역교육에서의 동료 평가 및 동료 감수의 효과", 통역과 번역, 11(2), pp.39~63 (2009), 한국통역번역학회
- 성초림, "번역 교육 현장에서의 번역물 품질 평가-한국외대 통역번역대학원 교강사 설문을 중심으로", 번역학연구, 2(2), pp.37~56 (2001)
- 오택섭, "사회과학 데이터 분석법②" (2003), 나남출판
- 이계연, "실제적인 번역교수법, 무엇을 선택할 것인가? - 자가감수와 피드백을 중심으로", 통번역학연구, 6, pp.103~124 (2002)
- 이미경, "학부과정 번역수업에서의 피드백 방법에 따른 효과 및 학습자의 피드백 인식 비교", 번역학연구, 12(3), pp.141~168 (2011), 한국번역학회
- 이상빈, "국내 학부 통역전공자 인식 조사: 통역 교육 및 통역사 직업에 관한 소규모 설문조사를 기반으로", 번역학연구, 14(4), pp.91~113 (2013), 한국번역학회
- 정양수, "영어쓰기 과정에서 제공되는 피드백의 유형과 제공방법에 대한 학습자의 요구분석 연구", 현대영미어문학, 30(1), pp.31~56 (2012), 현대영미어문학회
- Babbie, E. R., "사회조사방법론 (11판)" (2007), 도서출판그린
- Dillenbourg, P., "What do you mean by collaborative learning?", Collaborative-learning: Cognitive and Computational Approaches, pp.1~19 (1999)
- Gokhale, A. A., "Collaborative learning enhances critical thinking", Journal of Technology Education, 7(1), pp.22~30 (1995)
- Grami, G. M. A., "Online collaborative writing for ESL learners using blogs and feedback checklists", English Language Teaching, 5(10), pp.43~48 (2012)
- Harris, J., "Doing collaborative reflection in the professional experience", Australian Journal of Communication, 40(2), pp.33~45 (2013)
- Hong Jiang, "Feedback in Interpreter Training", 통역과 번역, 13(1), pp.161~174 (2011), 한국통역번역학회
- Lim, H., "A framework for a course in translation", 통번역학연구, 6, pp.145~162 (2002)
- Marzban, A., "Collaborative negotiated feedback versus teacher-written feedback : Impact on iranian intermediate EFL learners writing", Theory and Practice in Language Studies, 4(2), pp.293~302 (2014)
- Mohammadi, M., "Recast and metalinguistic feedback in teaching and learning L2 writing : A comparative study", The Journal of Asia TEFL, 6(3), pp.227~244 (2009)
- Nottingham, S., "Feedback in clinical education, part I : Characteristics of feedback provided by approved clinical instructors", Journal of Athletic Training, 49(1), pp.49~ (2014)
- Payne, A., "An empirical analysis of student satisfaction influential factors in online learning", Contemporary Issues in Education Research, 2(1), pp.37~52 (2011)
- Peterson, R. A., "A meta-analysis of Cronbach's coefficient alpha", Journal of consumer research, pp.381~391 (1994)
- Wakabayashi, R., "The effects of the peer feedback process on reviewers' own writing", English Language Teaching, 6(9), pp.177~192 (2013)