Earticle

초록

영어

The study began from the critical thinking that translation class in university should be designed for practicality reflecting students’ interests and actual needs. To this end, textuality theory is applied to suggest criteria for evaluation of translation works. A teaching method to enable learners to apply the theory to self-evaluate one’s translation and solve questions and thus improve competence is also proposed. In practical translation education, the criteria for evaluating textuality has significance not in judging the correctness of a translation work but in guiding students to find principles and methods for good translation in its actual process. In the course of teaching, instructors, rather than identifying errors and giving answers, should guide students to analyze the goals of a given translation and find answers on their own. In this regard, the study presents the seven textualities of Beaugrande & Dressler (1981) and applies them on the source and the target text (i.e. translation output) actually covered in class to examine textuality transition issues in the process of students’ translation. As a viable approach to improve practical translation competence, the study proposes to divide translation class into three stages, i.e. before translation, execution of translation and classroom teaching. This approach may help learners to self-evaluate their works and find answers to questions on their own and consequently improve their translation competence for practical use.

목차

Abstract
 1. 서론
 2. 실무중심 번역 교육
  2.1. 개념과 필요성
  2.2. 대상과 목표
  2.3. 텍스트성(textuality)과 번역 평가
 3. 실무중심 번역 교육 방법론
  3.1. 텍스트 선정
  3.2. 번역 수업 설계
 4. 결론
 참고문헌

키워드

텍스트성 결속구조 결속성 의도성 용인성 정보성 상황성 상호텍스트 성 textuality cohesion coherence intentionality acceptability informativity situationality intertextuality

저자

• 홍경아 [ Hong, Kyung-a. | 가톨릭 대학교 ]

참고문헌

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