프로젝트 기반 학습 환경에서 번역툴을 활용한영상번역 교육 가능성 탐구
Technology-assisted Audiovisual Translation Education: The Feasibility of CAT Tools and the Implications of the Project-based Learning Approach
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초록
본 연구는 PBL 환경에서 번역툴을 활용한 영상번역 교육 가능성을 탐구하고 PBL 교육 설계 시 고려해야 할 시사점을 파악하는 것을 목적으로 한다. 대학원 통번역학과 학생 15명을 대상으로 국제회의에 제출된 영어 강연 동영상을 음성-텍스트 변환툴인 브루(Vrew)와 CAT툴인 메모큐(MemoQ)를 활용해 한국어 자막을 작성하도록 하는 프로젝트를 설계·실행했다. 연구 결과, 학생들은 현실 세계에서의 번역 수행과 툴 사용방법을 알게 되었으며, 그 과정에서 자율적으로 문제를 해결하고 번역 과정을 자체적으로 조정했다. 대부분의 학생이 조원과 함께 일하는 것이 도움이 되었다고 답했다. 메모큐는 사용자 교육 시간이 더 필요한 것으로 드러났으며, 브루는 음성인식 기능의 한계로 적용이 시기상조인 것으로 나타났다.
Abstract
This study explores the feasibility of incorporating translation assistance tools into the subtitling process as part of project-based audiovisual translation education. Fifteen graduate students majoring in interpretation and translation were grouped into teams with each team given a task of creating Korean subtitles for an English lecture video for an international conference, using a speech-to-text tool, Vrew, and a CAT tool, MemoQ. It is revealed that the PBL approach was effective in nurturing students’ abilities. They learned how translation is done in the real world and how to resolve problems arising in the process while effectively adjusting their translation process. Most of the students answered that working with a partner was helpful. However, it is discovered that more pre-project user training is necessary for MemoQ and that use of Vrew is premature due to its weak speech recognition function.
참고문헌 (10)
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