한국어교육에서의 통번역 수업 특성 연구:교수자의 배경에 따른 차이를 중심으로
A study on the characteristics of translation classes in Korean language education: focusing on the teachers’ backgrounds
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study explores aspects of the ‘Translation in Korean Teaching’ (TIKT) class in which there is a convergence between Korean language teaching and professional translation and interpreting teaching. As the TIKT classes are taught by teachers with Korean language or professional translation and interpreting backgrounds, we interviewed eight teachers to look into their teaching practices in the TIKT class, conducting in-depth and keyword analyses. In the analysis of the interviews, we examined various aspects such as class goals, class activities, teachers and learners’ roles, and identified some differences among the groups in terms of their strategies to achieve teaching goals, organizations of teaching content and procedures, and specific teaching techniques. First, TIKT teachers followed Korean language teaching procedures but adopted professional translation and interpreting teaching techniques. Second, the keyword analysis of the interviews revealed the teachers employed different learning reinforcement strategies in their classes reflecting their educational and professional backgrounds. The results of the study are meaningful in that they reveal how TIKT classes are implemented by the teachers with different educational and professional backgrounds, thereby providing some clues as to how to further rationalize its teaching in the future.
Abstract
This study explores aspects of the ‘Translation in Korean Teaching’ (TIKT) class in which there is a convergence between Korean language teaching and professional translation and interpreting teaching. As the TIKT classes are taught by teachers with Korean language or professional translation and interpreting backgrounds, we interviewed eight teachers to look into their teaching practices in the TIKT class, conducting in-depth and keyword analyses. In the analysis of the interviews, we examined various aspects such as class goals, class activities, teachers and learners’ roles, and identified some differences among the groups in terms of their strategies to achieve teaching goals, organizations of teaching content and procedures, and specific teaching techniques. First, TIKT teachers followed Korean language teaching procedures but adopted professional translation and interpreting teaching techniques. Second, the keyword analysis of the interviews revealed the teachers employed different learning reinforcement strategies in their classes reflecting their educational and professional backgrounds. The results of the study are meaningful in that they reveal how TIKT classes are implemented by the teachers with different educational and professional backgrounds, thereby providing some clues as to how to further rationalize its teaching in the future.
참고문헌 (20)
- 곽중철, "통번역대학원의 영-한 동시통역 수업모형 개발을 위한 사례연구-교과분석과 학습자 요구분석을 중심으로", 통번역학연구, 19(4), pp.1~21 (2015)
- 권문화, "다국적 한국어 학습자를 위한 통번역 수업 연구 : 다중문식성에 기반한 교수․학습 활동을 중심으로", 문화교류와 다문화교육, 12(2), pp.25~47 (2023)
- 김성숙, "포스트 휴먼 시대의 한국어교육을 위한 블렌디드 교육과정 개발", 외국어로서의한국어교육, 47, pp.53~80 (2017)
- 김현진, "프로젝트 수업의 구성 방안 연구", 한국어교육, 17(1), pp.101~131 (2006)
- 민병곤, "한국어교육학 개론" (2020), ㈜태학사
- 허지운, "세계영어의 영한통역을 위한 효과적 교수법 모색", 번역학연구, 15(1), pp.331~364 (2014)
- 정철자, "학습자 중심의 통역 교육 사례 연구", 통번역학연구, 17(4), pp.157~177 (2013)
- 이지은, "온라인 및 블렌디드 러닝에 대한 통번역 교수자들의 인식 조사 연구", 번역학연구, 17(1), pp.81~106 (2016)
- 한혜민, "플립드 러닝을 적용한 한국어교육의 효과 연구", 박사, pp.2018
- Carreres, Á., "Translation in language teaching : insights from professional translator training", The Language Learning Journal, 39(3), pp.281~297 (2011)
- Coulthard, M., "Advances in spoken discourse analysis", pp.242~254 (1992), Routledge
- Cook, G, "Translation in Language Teaching" (2010), Oxford University Press
- Kim, D., "Flipped interpreting classroom : flipping approaches, student perceptions and design considerations", The Interpreter and Translator Trainer, 11(1), pp.38~55 (2017)
- Laviosa, S., "Translation and Language Education: Pedagogic Approaches Explored" (2014), Routledge
- Li, D., "Teaching Business Translation", The Interpreter and Translator Trainer, 7(1), pp.1~26 (2013)
- Li, D., "Project-based learning in teaching translation : students’ perceptions", The Interpreter and Translator Trainer, 9(1), pp.1~19 (2015)
- Sachtleben, A., "Pedagogy for the multilingual classroom : interpreting education", The International Journal for Translation & Interpreting Research, 7(2), pp.51~59 (2015)
- Sinclair, J., "Toward an Analysis of Discourse" (1975), Oxford University Press
- Wells, G., "Reevaluating the IRF sequence : A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom", Linguistics and education, 5(1), pp.1~37 (1993)
- "한국어-현지어 통번역과정 개발사업추진" (2021)[URL]