한ㆍ중 전문 통번역 교재 개발을 위한 요구 분석― 부산외대 GSIT 중국인 학습자를 중심으로 ―
Needs analysis for developing Korean-Chinese translation and interpreting textbooks: Chinese students at BUFS’s GSIT
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This study examines the necessity and requirements for professional translation and interpreting (T&I) teaching materials among Chinese students at a Korean Graduate School of Translation and Interpreting (GSIT). Unlike their counterparts at Seoul-based GSITs, many of these students lack prior formal training, making the provision of structured educational resources essential. Drawing on in-depth interviews, the study found distinct differences in perceived needs: 85% of respondents indicated a demand for translation textbooks, while only 30% expressed a similar need for interpreting textbooks. This gap reflects the contrasting modalities of the two practices—translation as a written process and interpreting as an oral one. Participants emphasized that materials are especially needed during the early stages of study. The preferred format includes a foundational textbook paired with an online, regularly updated workbook featuring bidirectional texts. For translation, printed materials were favored as primary or supplementary resources; for interpreting, multimedia resources with current content were preferred for classroom use, with printed materials serving mainly for supplementary or self-study purposes. These findings highlight the need for tailored T&I teaching materials that address the specific characteristics of Chinese learners and the differing demands of translation and interpreting.
Abstract
This study examines the necessity and requirements for professional translation and interpreting (T&I) teaching materials among Chinese students at a Korean Graduate School of Translation and Interpreting (GSIT). Unlike their counterparts at Seoul-based GSITs, many of these students lack prior formal training, making the provision of structured educational resources essential. Drawing on in-depth interviews, the study found distinct differences in perceived needs: 85% of respondents indicated a demand for translation textbooks, while only 30% expressed a similar need for interpreting textbooks. This gap reflects the contrasting modalities of the two practices—translation as a written process and interpreting as an oral one. Participants emphasized that materials are especially needed during the early stages of study. The preferred format includes a foundational textbook paired with an online, regularly updated workbook featuring bidirectional texts. For translation, printed materials were favored as primary or supplementary resources; for interpreting, multimedia resources with current content were preferred for classroom use, with printed materials serving mainly for supplementary or self-study purposes. These findings highlight the need for tailored T&I teaching materials that address the specific characteristics of Chinese learners and the differing demands of translation and interpreting.