학습자 자립을 위한 ‘생각하기’ 번역 수업방식
A ‘Thinking’ translation teaching method aimed at increasing learner autonomy through self-reflection conference.
0
조회
0
다운로드
5
인용
0
참고문헌
키워드
초록
Now, ‘learner-centered’ is a buzzword in translation education and a social constructivist approach, in which knowledge is not viewed as discovered but constructed by a learner, is highly accepted. In keeping with this, this paper focuses on learner autonomy (hereafter LA) and critical thinking in the interests of helping learners break away from a teacher beyond classrooms. LA is defined here as a concept pertaining to understanding of translation, translation competence, and affective factors of learners, and ‘self-reflection’ is an essential element for realizing it. A ‘thinking’ teaching method has been adopted in an undergraduate translation class to foster LA. In this method, before any explanation and lecture by a teacher, students perform translation-related activities, think back, and write a reflective writing(hereafter RW) freely about their feelings, thoughts, opinions, learning, etc. RW here is a useful way of looking into the learning process and of measuring the level of the learner’s LA as it reveals the strengths and weaknesses of a learner and the learner’s' self-reflection. A questionnaire has been conducted to assess whether or not the ‘thinking’ method was helpful in promoting the learners' LA and if so, in what way. Discussions are made based on the RW and the results of the questionnaire.
Abstract
Now, ‘learner-centered’ is a buzzword in translation education and a social constructivist approach, in which knowledge is not viewed as discovered but constructed by a learner, is highly accepted. In keeping with this, this paper focuses on learner autonomy (hereafter LA) and critical thinking in the interests of helping learners break away from a teacher beyond classrooms. LA is defined here as a concept pertaining to understanding of translation, translation competence, and affective factors of learners, and ‘self-reflection’ is an essential element for realizing it. A ‘thinking’ teaching method has been adopted in an undergraduate translation class to foster LA. In this method, before any explanation and lecture by a teacher, students perform translation-related activities, think back, and write a reflective writing(hereafter RW) freely about their feelings, thoughts, opinions, learning, etc. RW here is a useful way of looking into the learning process and of measuring the level of the learner’s LA as it reveals the strengths and weaknesses of a learner and the learner’s' self-reflection. A questionnaire has been conducted to assess whether or not the ‘thinking’ method was helpful in promoting the learners' LA and if so, in what way. Discussions are made based on the RW and the results of the questionnaire.
참고문헌 (35)
- 남원준, "학부번역수업에서 학생과의 소통: 번역과정 중심 번역교육의 실현을 위한 학생프로필, 번역브리프, 번역저널의 분석을 중심으로", 영미연구, 31, pp.233~256 (2014), 영미연구소
- 김혜영, "번역교육에서의 동료 평가 및 동료 감수의 효과", 통역과 번역, 11(2), pp.39~63 (2009), 한국통역번역학회
- 신지선, "통번역학 연구 현황과 향후 전망 I", pp.383~436 (2013), 한국문화사
- 이계연, "실제적인 번역교수법, 무엇을 선택할 것인가?(자가감수와 피드백을 중심으로)", 한국외국어대학교 통역번역연구소 논문집, 6, pp.1~15 (2002)
- 이상빈, "학부 번역전공자의 교정교열(revision)에 관한 사례연구: 번역역량에 따른 비교의 관점에서", 번역학연구, 14(5), pp.169~194 (2013), 한국번역학회
- 이향, "번역물 감수(revision)의 정의", 통역과 번역, 5(1), pp.163~181 (2003), 한국통역번역학회
- 이향, "번역이란 무엇인가" (2008), 살림
- 이혜승, "학부 통번역 교육 현황 및 교육 방법 연구 - 토론과 논쟁 중심의 강좌 운영 사례 보고", 통번역학연구, 16(2), pp.179~198 (2012), 통번역연구소
- 정연일, "번역 수업에 있어서 번역브리프의 역할", 한국외국어대학교 통역번역 연구소 논문집, 6, pp.171~186 (2003)
- 조상은, "창조성 훈련을 위한 번역 수업 제안 - '토론식 협동 수업'을 중심으로-", 통역과 번역, 10(2), pp.175~195 (2008), 한국통역번역학회
- Bernardini, S., "Translation in undergraduate degree programs", pp.17~30 (2004), John Benjamins
- Brumfit, C. J., "The communicative approach to language teaching", pp.183~191 (1979), Oxford University Press
- 정호정, "Translation revision student workshop as an effective translation education tool: A case study of revising a cultural comic book", 영미연구, 23, pp.73~105 (2010), 영미연구소
- Facione, P. A., "Professional judgment and the disposition toward critical thinking. Millbrae" (1999), The California Academic Press
- Fox, O., "Developing translation competence", pp.115~130 (2000), J. Benjamins Pub
- Hurtado-Albir, A., "Competence-based curriculum design for training translators", The Interpreter and Translator Trainer, 1(2), pp.163~195 (2007)
- Johnson, D. W., "Learning together and alone" (1991), Prentice Hall
- National assessment of college student learning:Identifying the college graduates’ essential skills in writing, speech and listening, and critical thinking, "Jones E. A.", National Center for Educational Statistics, US Department of Education, Office of Educational Research and Improvement, ~, pp.OERI publication NCES 93-001 (1995)
- Kenny, M. A., "Discussion, cooperation, collaboration : The impact of task structure on student interaction in a web-based translation exercise module", The Interpreter and Translator Trainer, 2(2), pp.139~164 (2008)
- Kiraly, D., "A social constructivist approach to translator education" (2000), St. Jerome
- Kiraly, D., "Innovation and e-learning in translator training: Reports on online symposia", pp.27~31 (2003), Universitat Rovira I Virgili, Servei de Publicacions
- Li, Defeng, "Teaching business translation : A task-based approach", The Interpreter & Translator Trainer, 7(1), pp.1~26 (2013)
- Little, D., "Learner autonomy 1 : Definitions, issues and problems" (1991), Authentick
- Massey, Gary., "Process-oriented translator training and the challenge for e-learning", Meta, 50(2), pp.626~633 (2005)
- Orlando, M, "Evaluation of translations in the training of professional translators: At the crossroads between theoretical, professional and pedagogical practices", The Interpreter and Translator Trainer, 5(2), pp.293~308 (2011)
- Way, C., "Translator and interpreter training: Issues, methods and debates", pp.88~103 (2008), Continuum
- Widdowson, H. G., "Explorations in applied linguistics 2", pp.201~212 (1984), Oxford University Press
- Zhong, Y., "Teaching translators through self-directed learning", The Interpreter and Translator Trainer, 2(2), pp.203~220 (2008)
- Asmari, A. A., "Practices and prospects of learner autonomy:Teachers' perceptions", English Language Teaching, 6(3), pp.1~10 (2013)
- "Integrating critical thinking skills into the classroom"[URL]
- Costa, A., "Deeper learning through the habits of mind, Driving question: How can habits of mind make learning deeper?", P21 Blogazine, 1(9) (2014)
- Huang, K., "An investigation of students' attitudes to the utilization of the communicative translation teaching (CTT) in college english translation classrooms", Journal of Global Business Management, 7(2), pp.1~8 (2011)
- "Paradigm shift: Understanding and implementing change in second language education" (2001)[URL]
- Smith, K. M., "Enhancing learner autonomy through CALL : A new model in EFL curriculum design", CALICO Journal, 30(2), pp.252~278 (2013)
- "Critical thinking: Why is it so hard to teach?" (2007)[URL]