Earticle

초록

영어

This study examines instructor-mediated stepwise translation activities in an AI-based undergraduate Chinese-to-Korean translation course. The course treated AI outputs as materials for comparison, discussion, and translation decisions rather than as final translations. Each three-session unit was organized around a pair of difficulty-graded texts on the same topic and two activities: AI-assisted revision of learner translations and post-editing of AI-generated draft translations. The data consist of course materials, survey responses from 15 learners, and selected student assignments. The analysis shows that the graded text pair scaffolded source-text comprehension and AI-output evaluation. Learners perceived AI-assisted revision of their own translations as more helpful for learning, while they viewed post-edited AI draft translations as more complete final products. The comparison between lecture plans and student outputs shows how instructor mediation was reflected in learners' prompt use and translation decisions. This study shows that AI-based translation instruction gains educational value when AI use is embedded in instructor-guided activities.

목차

1. 서론
2. 선행연구와 이론적 배경
2.1. 선행연구 검토
2.2. AI 활용 활동과 프롬프트 리터러시
2.3. 텍스트 쌍과 교수자 매개형 비계
3. 연구 방법
3.1. 연구 대상과 자료
3.2. 단계적 수업 자료와 절차
3.2.1. 난이도 등급화 텍스트 쌍의 구성
3.2.2. 교수자 매개형 3차시 수업 절차
3.3. 설문 구성과 분석 방법
4. 분석 및 논의
4.1. 텍스트 쌍의 선행학습 효과
4.2. A활동과 자기 번역의 객관화
4.3. B활동과 AI 산출물의 비판적 검토
4.4. 학습 도움과 산출물 완성도 인식의 비대칭
4.5. 교수자 매개의 작용 방식
4.5.1. 강의안 사전 설계와 산출물 수정의 대조
4.5.2. 교수자 매개의 세 가지 작용과 그 의미
4.6. 학습자가 인식한 효과적 프롬프트 전략
5. 결론
참고문헌

키워드

저자

• 김영인 [ Kim, Young-in | 영남대학교 ]

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