한일 AB통역 수업 및 평가에 관한 일 고찰 - 순차통역 입문과정 수업의 분석을 통하여
A Study on Korean into Japanese (A-B) Consecutive Interpretation Assessment for Introductory Course Students
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초록
The purpose of this study is to set and apply assessment standards for A to B interpretation with focus on the ability to interpret into language B and analyze the results. By posing questions on the difficulties that students experienced in A to B interpretation and on their educational background, it was found that most of the students learned language B after their childhood and felt lack of dominance in language B themselves. Also analyzed were the difference between things that professors pointed out as their weaknesses and those which students themselves considered to be their problems based on self-assessments of transcription of their recorded interpretation. On these grounds, the assessment criteria were identified, divided into 'Interpretation Assessment'(accuracy,fluency) and 'Language B Assessment'(expression, pronunciation)and given with weights as proposed by precedent studies on survey analysis of interpreter and language user expectations, as well as by student-defined score per category. The paper analyzed the correlation between the total score and the score of each category marked according to these standards through a Wilcoxon signed rank test, and studied principal component analysis results of the difference between students' midterm and final exam performance. It also discusses the issues and problems that were found in applying the assessment standards. This study aims to help students improve skills by helping them realize the categories for which they should practice further by presenting objective data through statistical analysis.
Abstract
The purpose of this study is to set and apply assessment standards for A to B interpretation with focus on the ability to interpret into language B and analyze the results. By posing questions on the difficulties that students experienced in A to B interpretation and on their educational background, it was found that most of the students learned language B after their childhood and felt lack of dominance in language B themselves. Also analyzed were the difference between things that professors pointed out as their weaknesses and those which students themselves considered to be their problems based on self-assessments of transcription of their recorded interpretation. On these grounds, the assessment criteria were identified, divided into 'Interpretation Assessment'(accuracy,fluency) and 'Language B Assessment'(expression, pronunciation)and given with weights as proposed by precedent studies on survey analysis of interpreter and language user expectations, as well as by student-defined score per category. The paper analyzed the correlation between the total score and the score of each category marked according to these standards through a Wilcoxon signed rank test, and studied principal component analysis results of the difference between students' midterm and final exam performance. It also discusses the issues and problems that were found in applying the assessment standards. This study aims to help students improve skills by helping them realize the categories for which they should practice further by presenting objective data through statistical analysis.
참고문헌 (24)
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