표현바꾸기(paraphrase)와 통역의 유사성
How can paraphrase enhance interpreting competence?
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Paraphrasing has been employed as a useful exercise to enhance the interpretation competence for a long time. Its effect in advancing the interpretation skills has also been proven by a number of researches (Russo, 2011). This paper attempts to find out the relationships between paraphrasing and interpreting from the psycholinguistic and computational linguistic researches and set up an educational model with it. Firstly, interpreting as well as paraphrasing makes use of similar strategies, such as substitution, the reordering of information, etc. Secondly, the substitution of synonyms is essential for both actions. Retrieving synonyms, one of the paradigmatic responses in word association tests, has been regarded as important evidence for a well-developed competence in a language. Thirdly, it is possible that a connection with more than one expression can neutralize the linguistic form of a concept -- or "message" as Seleskovitch (1978) calls it -- and make it non-verbal. Excellency in paraphrasing, therefore, can be considered as a competence to build a “message”, which is necessary for high-quality interpreting. On the grounds of those findings, the teaching methods using paraphrasing have been developed.
Abstract
Paraphrasing has been employed as a useful exercise to enhance the interpretation competence for a long time. Its effect in advancing the interpretation skills has also been proven by a number of researches (Russo, 2011). This paper attempts to find out the relationships between paraphrasing and interpreting from the psycholinguistic and computational linguistic researches and set up an educational model with it. Firstly, interpreting as well as paraphrasing makes use of similar strategies, such as substitution, the reordering of information, etc. Secondly, the substitution of synonyms is essential for both actions. Retrieving synonyms, one of the paradigmatic responses in word association tests, has been regarded as important evidence for a well-developed competence in a language. Thirdly, it is possible that a connection with more than one expression can neutralize the linguistic form of a concept -- or "message" as Seleskovitch (1978) calls it -- and make it non-verbal. Excellency in paraphrasing, therefore, can be considered as a competence to build a “message”, which is necessary for high-quality interpreting. On the grounds of those findings, the teaching methods using paraphrasing have been developed.
참고문헌 (21)
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