Earticle

초록

영어

This study, noting the possible differences that may exist in learners’ and professors’ perceptions in the course of learning interpretation, has explored the reasons as to why learners find it difficult to process predicate information of the source text during the reformulation stage of Korean-French simultaneous interpretation and the strategies and their effects in addressing the said reasons from the learners’ perspectives. To this end, a Participatory Action Research (PAR) with 8 learners joining throughout the entire process of the study from design to execution was performed. As a result, the study found three reasons as to why learners find it difficult to process predicate information of the ST when forming sentences in French. Moreover, learners in the study suggested themselves different strategies useful for overcoming the said problems, repeated the cycle of planning-acting-observing-reflecting, and ultimately identified 7 strategies. This study stresses the need to expand a participatory action research, ensuring participation, cooperation, and non-hierarchy, to T&I education as well.

목차

1. 서론
2. 이론적 배경
2.1. 서술어의 중요성과 동시통역에서의 서술어
2.2. 참여적 실행연구
3. 연구 방법
3.1. 참여자 및 연구윤리
3.2. 연구절차
3.3. 연구 데이터
4. 연구 결과
4.1. 서술어 정보 처리 어려움의 원인
4.2. 극복 전략과 그 효과
4.3. 가장 효과적인 전략
4.4. 참여적 실행연구로서의 시사점
5. 결론
참고문헌

키워드

저자

• 신나정 [ Shin, Najung | 한국외국어대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  통번역학연구 [Interpreting and Translation Studies]

• 간기

  계간

• pISSN

  1975-6321

• eISSN

  2713-8372

• 수록기간

  1997~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 717 DDC 400