동시통역을 위한 예비훈련법 실태에 관한 고찰－교수자와 학습자의 비교 분석－

Abstract

Among the many definitions of simultaneous interpreting, which can vary by text or methodology, this study, by focusing on the interpreting process, defines simultaneous interpreting as a form of multitasking. In interpreting, multitasking which can be elaborated as the practice of simultaneously carrying out the following set of procedures: listening, understanding, transferring and confirming what has been transferred. The capacities required of interpreters include language competence, knowledge of the given topic, and interpreting skills. To help develop these capacities, interpreter training involves a diverse set of preparatory training that aims at enhancing vocabulary, information processing and analytical skills, and quick responsiveness. Most of these training methods have been developed by interpreting education institutions in the West. It has been over 35 years since the establishment of specialized educational institutions in interpreting and translation in Korea, but there have not been in-depth surveys or research carried out on preparatory training methods, despite many questions arisen among trainers and students about their effects. The aim of this study lies in examining the various preparatory training methods in simultaneous and consecutive interpreting currently being applied in educational institutions in Korea, for the purpose of seeking effective methods in interpreter training. This paper focuses on studying the effects of preparatory training in simultaneous interpreting, based on surveys that involve both trainers and students in the field..