인지 관련성 이론에 근거한 한국인 성인 학습자의 영화 언어유희 번역 양상
An Analysis of Korean Adult Learners' Wordplay Translation Based on Cognitive Relevance Theory
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Puns are a type of wordplay with multiple meanings. Although widely used in English, they are not taught in many English classrooms, and it is not easy for students to notice and decipher puns themselves. This study conducted an activity that engaged learners in collaboratively translating puns into Korean. To do this, a total of 130 college students from multiple disciplines participated over a period of fifteen weeks. They watched movie scenes and learned translation strategies (Díaz-Pérez, 2014) for puns from the perspective of Cognitive Relevance Theory. According to this theoretical framework, translations should be based on interpretive resemblance. Students tried to provide optimal relevance so that readers could process puns with minimal effort. The results showed that students used various strategies, but in particular, they preferred to use diffuse paraphrase and editorial technique resulting in a lower degree of interpretive resemblance between the source text and the target text. This study implies that translating puns should be adopted and implemented in English courses. Educational implications are also discussed.
Abstract
Puns are a type of wordplay with multiple meanings. Although widely used in English, they are not taught in many English classrooms, and it is not easy for students to notice and decipher puns themselves. This study conducted an activity that engaged learners in collaboratively translating puns into Korean. To do this, a total of 130 college students from multiple disciplines participated over a period of fifteen weeks. They watched movie scenes and learned translation strategies (Díaz-Pérez, 2014) for puns from the perspective of Cognitive Relevance Theory. According to this theoretical framework, translations should be based on interpretive resemblance. Students tried to provide optimal relevance so that readers could process puns with minimal effort. The results showed that students used various strategies, but in particular, they preferred to use diffuse paraphrase and editorial technique resulting in a lower degree of interpretive resemblance between the source text and the target text. This study implies that translating puns should be adopted and implemented in English courses. Educational implications are also discussed.
참고문헌 (54)
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