A Comparative Study on Cohesive Devices Used in Describing Participants in Korean and English Texts and its Pedagogical Implications in Kor - Eng Translation
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Cohesion is a critical textual element that facilitates interpretation of messages in a text by creating links between lexical items. Many cohesive devices, which are categorized into grammatical and lexical cohesive devices, are used to create cohesiveness and add rhetorical function in texts. The devices, however, are not unilaterally employed across all languages. The frequency of specific devices observed in texts varies depending on languages. When it comes to describing participants in a text, repetition is commonly used in Korean texts, while reference or meronomy are frequently used in English texts. With regard to the meronomy, it serves a crucial function in English texts to enhance the rhetorical function of the text. However, Korean student translators are not used to applying the device while translating texts into English. When their translations were examined, none of the students who participated in this research deployed meronomy in creating cohesive links to describe a participant repeatedly in translation, which shows a stark contrast to previously examined English texts where meronomy is frequently employed when a participant is repeatedly referred to in a text. Students then learned how to use meronomy in translation and applied what they learned in their second translation. Findings from this study reveals the pedagogical implications in teaching the concept and importance of meronomy as a critical cohesive device that can be used in translations into English.
Abstract
Cohesion is a critical textual element that facilitates interpretation of messages in a text by creating links between lexical items. Many cohesive devices, which are categorized into grammatical and lexical cohesive devices, are used to create cohesiveness and add rhetorical function in texts. The devices, however, are not unilaterally employed across all languages. The frequency of specific devices observed in texts varies depending on languages. When it comes to describing participants in a text, repetition is commonly used in Korean texts, while reference or meronomy are frequently used in English texts. With regard to the meronomy, it serves a crucial function in English texts to enhance the rhetorical function of the text. However, Korean student translators are not used to applying the device while translating texts into English. When their translations were examined, none of the students who participated in this research deployed meronomy in creating cohesive links to describe a participant repeatedly in translation, which shows a stark contrast to previously examined English texts where meronomy is frequently employed when a participant is repeatedly referred to in a text. Students then learned how to use meronomy in translation and applied what they learned in their second translation. Findings from this study reveals the pedagogical implications in teaching the concept and importance of meronomy as a critical cohesive device that can be used in translations into English.
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