번역교육에서 ‘독자반응이론’의 효용성 고찰
Applying Reader-Response Theory to Translator Training
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This paper aims to approach Reader-Response Theory from a translator's perspective to shed new light on the multiple translations of the same text. A translator' role as a reader in the translating process has been rather overlooked. The focus has been mainly on the role as a rewriter in the final stage. It is essential to examine the reading activity of a translator, because it accounts for the possibility of different translations of a given text and different evaluations of a given translation. In the course of reading process, an individual reader actively interacts with a text to fill in 'the gaps', 'blanks' or 'spots of indeterminacy' of the text. The reader's activity of filling in the gap for sense-making varies from reader to reader, and even within a single reader at different times. As a result, each translator could translate the same text in a different way as one receives it differently as a reader. The nature of this unique relationship between a text and an individual reader implies two things regarding translator training. Firstly, teachers could have a deep understanding of students' decision-making process by looking into their reading activities. Secondly, translation quality assesment of a given translation will inevitably vary, for each evaluator interacts with the text differently.
Abstract
This paper aims to approach Reader-Response Theory from a translator's perspective to shed new light on the multiple translations of the same text. A translator' role as a reader in the translating process has been rather overlooked. The focus has been mainly on the role as a rewriter in the final stage. It is essential to examine the reading activity of a translator, because it accounts for the possibility of different translations of a given text and different evaluations of a given translation. In the course of reading process, an individual reader actively interacts with a text to fill in 'the gaps', 'blanks' or 'spots of indeterminacy' of the text. The reader's activity of filling in the gap for sense-making varies from reader to reader, and even within a single reader at different times. As a result, each translator could translate the same text in a different way as one receives it differently as a reader. The nature of this unique relationship between a text and an individual reader implies two things regarding translator training. Firstly, teachers could have a deep understanding of students' decision-making process by looking into their reading activities. Secondly, translation quality assesment of a given translation will inevitably vary, for each evaluator interacts with the text differently.
참고문헌 (13)
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