문장구역의 제2외국어 학습에서의 활용 — 통번역사와 외국어학습자의 비교실험
Use of Sight Translation in Second Language Acquisition — Comparative experiment between translators and language learners
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This study aims to explore the use of sight translation in second language learning. Translation and language education seem to be close and relevant, but many researches tried to put the two apart as translation was easily stigmatized as an uncomplicated task, code-switching. The greatest damage done to the reputation of translation as a language teaching tool was probably inflicted by the Grammar-Translation itself (Zojer, 2009). This study argues that translation, especially, among several translation practice techniques, sight translation is still a useful method for second language learners. To see whether the translating method that is practiced among translators to read and understand written and oral text faster can be used for second language learners, the study conducted an experiment comparing interpreters and language learners. The participating groups were categorized as professional translators, language learners who practiced chunk reading, which is similar method with sight translation, for 3 years and language learners who practiced chunk reading for 5 months. The comparison was to see if there is a difference between translaters and language learners in terms of errors, segmentation and reading time. And the study also looked into how sight translation can help language learning by comparing results of sight translation and chunk reading. The result was translators' performance was reasonably outstanding among the three groups and their oral translation was well understood without the original text. And the less the language learners practiced chunk reading they took more time to read and comprehend the text and segmented more units in a sentence. After the test, all the participants were asked whether the skill is helpful, all the participants answered that the skill is helpful in raising the reading speed and comprehension level as well as become able to segment meaning units.
Abstract
This study aims to explore the use of sight translation in second language learning. Translation and language education seem to be close and relevant, but many researches tried to put the two apart as translation was easily stigmatized as an uncomplicated task, code-switching. The greatest damage done to the reputation of translation as a language teaching tool was probably inflicted by the Grammar-Translation itself (Zojer, 2009). This study argues that translation, especially, among several translation practice techniques, sight translation is still a useful method for second language learners. To see whether the translating method that is practiced among translators to read and understand written and oral text faster can be used for second language learners, the study conducted an experiment comparing interpreters and language learners. The participating groups were categorized as professional translators, language learners who practiced chunk reading, which is similar method with sight translation, for 3 years and language learners who practiced chunk reading for 5 months. The comparison was to see if there is a difference between translaters and language learners in terms of errors, segmentation and reading time. And the study also looked into how sight translation can help language learning by comparing results of sight translation and chunk reading. The result was translators' performance was reasonably outstanding among the three groups and their oral translation was well understood without the original text. And the less the language learners practiced chunk reading they took more time to read and comprehend the text and segmented more units in a sentence. After the test, all the participants were asked whether the skill is helpful, all the participants answered that the skill is helpful in raising the reading speed and comprehension level as well as become able to segment meaning units.
참고문헌 (23)
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