번역 교실에서 사용된 동료피드백의 효과-크리티컬 리터러시를 중심으로-
The Effect of Peer Feedback Applied in a Translation Class-Focusing on Critical Literacy-
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초록
This study explores the effect of the peer feedback used in an English-Korean translation class of the liberal arts course. The translation is a problem-solving process related to various areas generated between two languages. So the peer feedback in the translation class allows students to help each other with suggestions for solving the problem. Under the circumstances of COVID-19, this translation class had an unexpected communication effect, and this study argues that it is the result of critical literacy. The peer commenters learned themselves in various ways to provide comments to translators. They read and compared ST and TT, found errors, mobilized their knowledge to analyze the cause of the error, corrected, supplemented, and provided edited versions. Meanwhile, the translators also gave feedback on the commenters' translation, so both sides applied critical literacy by exchanging their opinions. The exchanged feedback, and communication, contributed to improving students' translation, and the last translation advanced considerably in terms of achievement.
Abstract
This study explores the effect of the peer feedback used in an English-Korean translation class of the liberal arts course. The translation is a problem-solving process related to various areas generated between two languages. So the peer feedback in the translation class allows students to help each other with suggestions for solving the problem. Under the circumstances of COVID-19, this translation class had an unexpected communication effect, and this study argues that it is the result of critical literacy. The peer commenters learned themselves in various ways to provide comments to translators. They read and compared ST and TT, found errors, mobilized their knowledge to analyze the cause of the error, corrected, supplemented, and provided edited versions. Meanwhile, the translators also gave feedback on the commenters' translation, so both sides applied critical literacy by exchanging their opinions. The exchanged feedback, and communication, contributed to improving students' translation, and the last translation advanced considerably in terms of achievement.
참고문헌 (13)
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- 마선미, "번역 및 작문 학습에서 1인 동료 피드백과 협동 동료 피드백의 효과 비교 연구", 통번역교육연구, 18(3), pp.21~38 (2020), 한국통번역교육학회[DOI]
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