번역수업의 교수자 피드백 및 학습자 만족도 연구 —통번역대학원 석사과정을 중심으로
Feedback in Master’s Translation Courses: Instructor Approaches and Student Receptivity
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This study aims to gain an integrated perspective on perceptions by learners and instructors toward feedback methods in translation studies training provided at graduate schools of translation and interpreting, and to explore their application in translation training. To realize these goals, the study presents the following research questions. (1) What feedback methods do teachers at graduate schools of translation and interpreting provide during translation classes? (2) What factors have an impact on how instructors provide feedback methods during translation classes? (3) How do learners react to different method of feedback provided during translation classes in the BA direction? (4) What common factors and differences exist between instructors and learners’ perceptions regarding the feedback methods being provided? Based on analysis results, the following conclusions can be reached. First, learners recognize the benefits of indirect feedback but prefer direct feedback. Second, interactive feedback is necessary between instructors and learners. Third, learners have a high level of acceptance for mid-term assessment feedback and process-oriented feedback.
Abstract
This study aims to gain an integrated perspective on perceptions by learners and instructors toward feedback methods in translation studies training provided at graduate schools of translation and interpreting, and to explore their application in translation training. To realize these goals, the study presents the following research questions. (1) What feedback methods do teachers at graduate schools of translation and interpreting provide during translation classes? (2) What factors have an impact on how instructors provide feedback methods during translation classes? (3) How do learners react to different method of feedback provided during translation classes in the BA direction? (4) What common factors and differences exist between instructors and learners’ perceptions regarding the feedback methods being provided? Based on analysis results, the following conclusions can be reached. First, learners recognize the benefits of indirect feedback but prefer direct feedback. Second, interactive feedback is necessary between instructors and learners. Third, learners have a high level of acceptance for mid-term assessment feedback and process-oriented feedback.
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