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영어

The present article explores the potential of customized feedback and describes efforts made by an instructor and his students to track student progress in a fourth-year undergraduate course. As is mostly the case, unfortunately, students who have gone through the same program do not make similar improvements; some excel and others less so. In fact, many students are left confused after not having achieved the learning objectives of a course at the end of a semester. This article focuses its attention on those students. By diversifying communication channels and building a stronger rapport with students, the instructor was able to better identify what was troubling them. This article approaches this as going through thresholds: i) a threshold that an instructor must pass to better understand student's individual needs and ii) identify his/her respective “threshold concepts,” which is understood as "certain concepts, or certain learning experiences, (...) from which a new perspective opens up, allowing things formerly not perceived to come into view" (Land, 2018: ix). This study illustrates the efforts made to identify the strengths of individual students, point out area(s) of improvement, and suggest ways for improvement (study methods, tasks).

목차

1. 들어가는 말
2. 이론적 배경
2.1. 순차통역 교육연구: 학생별보다는 수강생 전체에 주목
2.2. 통역 피드백 연구: 맞춤형 피드백 연구 강화 필요성
2.3. 학생과 순차통역을 공부할 때의 ‘문지방 개념’
3. 연구방법
4. 분석 사례: 학생별 통역공부 이야기
4.1. 학생A: 원문을 들으면서 노트테이킹이 뒤처져(lag)
4.2. 학생B: 긴장에 익숙해지기
4.3. 학생C: 대응표현 환기
4.4. 학생D: 언어간섭, 직역투 탓에 영어 collocation의 오류
4.5. 맞춤형 피드백을 위한 제언
5. 나가는 말
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저자

• 남원준 [ Nam, Won Jun. | 한국외국어대학교 ]

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