순차통역과 노트테이킹의 상관관계 실증적 연구 - 노한 순차통역 수업 사례를 중심으로
Descriptive Analysis of the Correlation between Consecutive Interpretation and Note-taking: A Case Study of Note-taking for Russian-Korean Consecutive Interpretation
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The purpose of this article is to provide the descriptive analysis of the correlation between consecutive interpretation and note-taking. For this purpose the research has been done on the base of the analysis of the students' note-takings and the results of consecutive interpretation term-test. At first I evaluated students' performance of consecutive interpretation, and analyzed each student's note-taking in order to see whether there would be any difference in note-takings between students with high grades and with low grades of CI performance. The results of research showed that there were overt differences in note-takings between student groups with high and low grades, which meant well-done note-taking helped their CI performance done well. And it was found that languages of note-taking was decided not by A language-B language or by Source Language - Target Language, but by A language for choosing one's own predominant language - mother tongue or by Source Language for minimizing one's efforts of transcoding between languages. This study may find meanings in that it has verified the issues in previous studies on CI and note-taking and provides the useful teaching methods.
Abstract
The purpose of this article is to provide the descriptive analysis of the correlation between consecutive interpretation and note-taking. For this purpose the research has been done on the base of the analysis of the students' note-takings and the results of consecutive interpretation term-test. At first I evaluated students' performance of consecutive interpretation, and analyzed each student's note-taking in order to see whether there would be any difference in note-takings between students with high grades and with low grades of CI performance. The results of research showed that there were overt differences in note-takings between student groups with high and low grades, which meant well-done note-taking helped their CI performance done well. And it was found that languages of note-taking was decided not by A language-B language or by Source Language - Target Language, but by A language for choosing one's own predominant language - mother tongue or by Source Language for minimizing one's efforts of transcoding between languages. This study may find meanings in that it has verified the issues in previous studies on CI and note-taking and provides the useful teaching methods.
참고문헌 (11)
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