한문 학습자의 오역(誤譯) 양상 연구

Abstract

The purpose of this study is to investigate mistranslation aspects of learners of Chinese characters, to analyze the causes, and to present effective measures of teaching. This study is a qualitative research, the preliminary research was conducted for second-graders of high schools, and this study and its follow-up were conducted for second- and third-graders of middle schools. The data were collected via class observation, interviews between teachers and students, individual learning paper of learners, and literature review. The data were analyzed for classification of causes of mistranslation based on lack in basic knowledge of Chinese characters and linguistic knowledge into six categories. The contents of the categories are as follows. First, the mistranslation was caused by inexperiences on particles and segmental reading. Second, the mistranslation was caused by confusion over characters with multiple meanings. Third, the mistranslation might be caused by lack in understanding of part of speech. Fourth, expletive has grammatical functions in sentences, but the learners had difficulty in understanding usage of expletive in sentences. Fifth, the learners performed awkward reading comprehension that did not make sense because they failed to decide sentence structure (or, word order) of Chinese characters. Sixth, mistranslation was caused by that the learners could not confirm rhetoric used in a sentence and were bound by understanding the meanings of each Chinese character. This study began from the question, “What are the causes of mistranslation of learners of Chinese characters?” The author of this study categorized aspects of mistranslation of learners of Chinese characters that had been latently perceived in the process of teaching-learning of Chinese characters, identified the causes of mistranslation, planned measures to reduce mistranslation that were applied to instruction field, and presented measures of effective teaching-learning of Chinese sentences for teachers and students. However, this study is limited in that it could not identify the process of reading of poetry and prose of Chinese characters and that it approached to measures to reduce mistranslation by limited factors such as basic and linguistic knowledge on Chinese characters. Further studies are needed to improve ability of reading comprehension of learners of Chinese characters.