한영번역 시 코퍼스 기반 의미운율 교육의 필요성
Corpus-Based Semantic Prosody Teaching, Necessary to be Incorporated into Translation Courses
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According to a brief survey on the purpose of taking interpreting and translation courses, the majority of participating undergraduate students responded that they hoped to improve their English skills and acquire native-like competence through interpreting and translation practices. Given that most of the respondents have learned English in Korea, it is presumed that they would show non-native English speaker weaknesses in English speaking and writing. One of the non-native English speaker weaknesses is collocational errors as it was pointed out in a previous research. Such collocation errors are led to the violation of semantic prosody in writing. It is also witnessed in the students' sentence writing with words that are known to have unfavorable or negative semantic prosody such as ‘cause’, ‘utterly’, and ‘on the receiving end’. Students haven't fully developed native speaker-like intuition in determining specific semantic environment of specific words and phrases. Semantic prosody has received more attention recently as the corpus-based research has widely been adopted in translation studies. It is revealed in a data analysis, the conclusion of which could not be generalized due to the constraint in collecting data that suit the criteria set out in the research, that outbound translators in Korea who translate from Korean to English tend to show some difficulties in maintaining semantically consistent attitudes in their translations. It turns out that the violation of semantic prosody in English translation would influence the ultimate acceptance of the translation by native English speaker readers. Semantic prosody can be best figured out by corpus search. Hence it is necessary to incorporate corpus-based semantic prosody learning into translation courses, which would meet the need of undergraduate students in translation classes and, ultimately, contribute to the quality enhancement of into-B translation.
Abstract
According to a brief survey on the purpose of taking interpreting and translation courses, the majority of participating undergraduate students responded that they hoped to improve their English skills and acquire native-like competence through interpreting and translation practices. Given that most of the respondents have learned English in Korea, it is presumed that they would show non-native English speaker weaknesses in English speaking and writing. One of the non-native English speaker weaknesses is collocational errors as it was pointed out in a previous research. Such collocation errors are led to the violation of semantic prosody in writing. It is also witnessed in the students' sentence writing with words that are known to have unfavorable or negative semantic prosody such as ‘cause’, ‘utterly’, and ‘on the receiving end’. Students haven't fully developed native speaker-like intuition in determining specific semantic environment of specific words and phrases. Semantic prosody has received more attention recently as the corpus-based research has widely been adopted in translation studies. It is revealed in a data analysis, the conclusion of which could not be generalized due to the constraint in collecting data that suit the criteria set out in the research, that outbound translators in Korea who translate from Korean to English tend to show some difficulties in maintaining semantically consistent attitudes in their translations. It turns out that the violation of semantic prosody in English translation would influence the ultimate acceptance of the translation by native English speaker readers. Semantic prosody can be best figured out by corpus search. Hence it is necessary to incorporate corpus-based semantic prosody learning into translation courses, which would meet the need of undergraduate students in translation classes and, ultimately, contribute to the quality enhancement of into-B translation.
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