번역교육시 번역평가모델 활용의 필요성 고찰
Applying Translation Quality Assesment Models to Translator Training
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This paper proposes to apply various Translation Quality Assessment models to translation teaching in consideration of the importance of assesment. Translation assessment has been an area of heated debate and controversy due to its subjective, incoherent and unsystematic nature. Despite these shortcomings, translation assessment plays a pivotal role in the process of learning and teaching translation. Accordingly, familiarizing both students and teachers with various TQA models is in dire need. For students, TQA models could raise students’ awareness of the yardstick they are evaluated against in the near future, help students acquire systematic assessment skills, and teach them to effectively defend themselves in case of disagreement over how to define translation errors. TQA models are also conducive to teaching translation on the part of instructors. Various models could expose students to clients’ diverse perspectives at various levels, enabling teachers to avoid insisting upon their particular criteria. In addition, TQA models can be employed to effectively address students’ weaknesses with the specified categories. For these reasons, this paper proposes various TQA models be actively explored and applied in translation classroom for both students and teachers.
Abstract
This paper proposes to apply various Translation Quality Assessment models to translation teaching in consideration of the importance of assesment. Translation assessment has been an area of heated debate and controversy due to its subjective, incoherent and unsystematic nature. Despite these shortcomings, translation assessment plays a pivotal role in the process of learning and teaching translation. Accordingly, familiarizing both students and teachers with various TQA models is in dire need. For students, TQA models could raise students’ awareness of the yardstick they are evaluated against in the near future, help students acquire systematic assessment skills, and teach them to effectively defend themselves in case of disagreement over how to define translation errors. TQA models are also conducive to teaching translation on the part of instructors. Various models could expose students to clients’ diverse perspectives at various levels, enabling teachers to avoid insisting upon their particular criteria. In addition, TQA models can be employed to effectively address students’ weaknesses with the specified categories. For these reasons, this paper proposes various TQA models be actively explored and applied in translation classroom for both students and teachers.
참고문헌 (30)
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