Earticle

초록

영어

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.

목차

Abstract
 I. 서론: 학습자 중심의 번역교육
 II. 학습자 자립(Learner autonomy)과 비판적 사고(Critical thinking)
 III. 실제 수업사례
  1. 연구배경, 연구목적 및 연구방법
  2. ‘생각하기’ 수업방식
  3. 성찰기록에 나타난 학습자 사고의 예시 및 설문조사 결과
 IV. 토론과 결론
 참고문헌
 부록1: 통번역 수업의 ‘생각하기’ 수업방식에 대한 설문조사
 부록2: 학습자의 성찰기록 예시
 부록3: 설문조사 질문 1-5에 대한 결과: 학습자 자립관련 자가평가
 부록4: 설문조사 질문 6-10에 대한 답변 예시: ‘생각하기’ 수업 평가

저자

• 김련희 [ Kim, Ryonhee | 동덕여자대학교 ]

참고문헌