프랑스의 번역 수업 방식 및 평가 연구—파리 통번역 대학원(ESIT)와 파리3대학 수업 관찰을 중심으로
A study of teaching style and evaluation method found in translation courses based on class observation in University of Paris III and ESIT
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Many western researchers divide translation training into two types: school translation at the university level and professional translation at the higher educational institution level (above university). However, several researchers now emphasize an integrated training by introducing professional translation at the university level. Through such training, students develop translation competency and knowledge which are largely shaped by the teaching style of professor, and are being assessed regularly to check on their improvements. Under these circumstances, the goal of training, teaching style, and assessment are closely intertwined, and each plays a prominent role in translation education. Moreover, the sociocultural factors of a given country may shape teaching methods of a professor. The aim of this paper is to investigate how the goal of training and the teaching style (student-centered vs. professor-centered) are influenced by socio-cultural factors as well as by assessment methods (process-oriented vs. result-oriented, validity/reliability of evaluation). The analysis of five classes of ESIT and two classes of L.E.A. of University Paris 3 in France conducted in 2010, revealed that the two schools adopted a student-oriented teaching style with two-way communication between professor and students, and that the teaching style is influenced by a unique socio-cultural background of France characterized as strong individualism, emphasis on flexible/creative thinking, and non-hierarchical interpersonal relations to name a few. While both ESIT and L.E.A. have in place an assessment criteria which incorporates factors such as validity and reliability, the two schools also stressed a process-oriented assessment with IPDC (Integrated Problem and Decision Reporting) which allow students to solve issues faced in translation and develop good judgment by applying tried-and-proven methods. We want to propose three courses namely lecture-active, research-oriented, and language-enhancement (for both source and target languages) in the curriculum of L.E.A. by building on the basic comprehension equation of the source-text proposed by Gile (1995) in order to accomplish the goal of introducing professional translation as a learning method at the university level.
Abstract
Many western researchers divide translation training into two types: school translation at the university level and professional translation at the higher educational institution level (above university). However, several researchers now emphasize an integrated training by introducing professional translation at the university level. Through such training, students develop translation competency and knowledge which are largely shaped by the teaching style of professor, and are being assessed regularly to check on their improvements. Under these circumstances, the goal of training, teaching style, and assessment are closely intertwined, and each plays a prominent role in translation education. Moreover, the sociocultural factors of a given country may shape teaching methods of a professor. The aim of this paper is to investigate how the goal of training and the teaching style (student-centered vs. professor-centered) are influenced by socio-cultural factors as well as by assessment methods (process-oriented vs. result-oriented, validity/reliability of evaluation). The analysis of five classes of ESIT and two classes of L.E.A. of University Paris 3 in France conducted in 2010, revealed that the two schools adopted a student-oriented teaching style with two-way communication between professor and students, and that the teaching style is influenced by a unique socio-cultural background of France characterized as strong individualism, emphasis on flexible/creative thinking, and non-hierarchical interpersonal relations to name a few. While both ESIT and L.E.A. have in place an assessment criteria which incorporates factors such as validity and reliability, the two schools also stressed a process-oriented assessment with IPDC (Integrated Problem and Decision Reporting) which allow students to solve issues faced in translation and develop good judgment by applying tried-and-proven methods. We want to propose three courses namely lecture-active, research-oriented, and language-enhancement (for both source and target languages) in the curriculum of L.E.A. by building on the basic comprehension equation of the source-text proposed by Gile (1995) in order to accomplish the goal of introducing professional translation as a learning method at the university level.
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