Earticle

초록

영어

This study aims to design instructional strategies for fostering multimodal literacy in translation education and to discuss their educational effectiveness. To achieve the goal, it shares instructional experiences from an English-Korean translation graduate course, and analyzes learners' satisfaction and the effectiveness of the program. The course is structured to help learners understand and accept that communication in translation involves not only linguistic elements but also various semiotic modes. The course for improving multimodal literacy is organized into a five-stage process: cultivating attitudes, building knowledge, analyzing multimodal texts, experiencing multimodal text production, and providing feedback. Through these stages, learners engage in a process that spans fromchanging their attitudes toward multimodal texts to actually producing such texts, thereby developing multimodal literacy. The student satisfaction survey revealed that this course positively impacted learners' awareness and competencies, noting that the instructional approach is effective in addressing the changing roles of translators in a digital environment, where the need for diverse expertise is increasingly emphasized. This suggests that such educational strategies can effectively respond to contemporary demands in the field of translation.

목차

Abstract 
I. 서론
II. 이론적 배경
1. 멀티미디어 시대의 번역가 역할과 멀티모달 리터러시의 중요성
2. 멀티모달 리터러시 교육 현황과 기대효과
III. 멀티모달 리터러시 함양을 위한 수업 방안과 사례
1. 수업 구성
2. 연구 참여자
3. 연구 절차 및 내용
IV. 수업 효과 조사
V. 결론
참고문헌

저자

• 신진원 [ Shin, Jin-won | 부산대학교 ]

참고문헌