The impact of socio-cultural factors on translator education in Korea
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The aim of this paper is to analyze socio-cultural features of Korean society and their influence on Korean translation teaching style (student-centered vs. teacher-centered) in comparison with France. This study is primarily based on information collected through interviews, Multiple-Choice Questions (MCQ) and class observation. Whilst the study does not cover translation education of the two countries in its entirety, findings suggest that socio-cultural factors in Korean society - including hierarchy, collectivism, and the tendency of learners to refrain from classroom discussion in favor of teacher-centered teaching methods - has in part induced students adopting a passive attitude toward learning. In addition, the Korean education system is based on rote memorization with MCQ test. Furthermore, the use of MCQ has weakened Korean students’ creativity in translation. Comparatively, it seems that such situations are not as prevalent in France where classes are more often student-oriented, with two-way communication between teachers and students and that the teaching style is influenced by the socio-cultural background of France. It is also characterized by strong individualism, emphasis on flexible/creative thinking, and non-hierarchical interpersonal relations. To improve translator education in Korea and overcome some challenges associated with sociocultural factors in Korean society, three suggestions are offered: a combination of student-led class discussions with constructive input by teachers, enlisting theory to enhance the students’ creative capacity and problem-solving skills, motivating students to foster more proactive learning.
Abstract
The aim of this paper is to analyze socio-cultural features of Korean society and their influence on Korean translation teaching style (student-centered vs. teacher-centered) in comparison with France. This study is primarily based on information collected through interviews, Multiple-Choice Questions (MCQ) and class observation. Whilst the study does not cover translation education of the two countries in its entirety, findings suggest that socio-cultural factors in Korean society - including hierarchy, collectivism, and the tendency of learners to refrain from classroom discussion in favor of teacher-centered teaching methods - has in part induced students adopting a passive attitude toward learning. In addition, the Korean education system is based on rote memorization with MCQ test. Furthermore, the use of MCQ has weakened Korean students’ creativity in translation. Comparatively, it seems that such situations are not as prevalent in France where classes are more often student-oriented, with two-way communication between teachers and students and that the teaching style is influenced by the socio-cultural background of France. It is also characterized by strong individualism, emphasis on flexible/creative thinking, and non-hierarchical interpersonal relations. To improve translator education in Korea and overcome some challenges associated with sociocultural factors in Korean society, three suggestions are offered: a combination of student-led class discussions with constructive input by teachers, enlisting theory to enhance the students’ creative capacity and problem-solving skills, motivating students to foster more proactive learning.
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