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This study attempts to explore the roles and nature of creativity in interpretation process with pedagogical implications. One of the most crucial aspects of the creativity is problem solving capability and this paper looked into how creative problem solving capability is defined and implemented in the context of simultaneous interpretation. The study particularly reviews the unique roles intuition plays in the development of creativity. The paper found that insights are very important in enhancing and maintaining creativity and intuition can stimulate and reinforce the insights. Also suggested was the fact that the development stages of intuition are commensurate with the development sequences of creativity in problem solving. Recommendations for further studies are included.

Nowadays, it can be seen that translation education programs are being consistently expanded at undergraduate level in Korea, And, with ever-developing IT industry, a dramatic change is observed in translation market worldwide, which will continue for some time in the future. With these two aspects in mind, this paper would like to put undergraduate translation education in Korea in perspective and reexamine them to see if they are headed on the right track. An examination has been made of undergraduate-level translation education with respect to the education goal and curriculum. Internet-based data have been collected regarding sixteen university programs in Korea and discussions follow based on the analysis of the data. This paper attempts to establish the goal of undergraduate translation education, as differentiated from that of graduate-level education. The goal should be to cultivate a cross-cultural mediator who understands the basic concept of translation and translator and knows how to translate. It also presents a future-oriented undergraduate translation education model, in which translation can be taught in a general education program focusing on the basic knowledge and skills as well as in a major program pursuing translator expertise.

In recent decades there has been a growing awareness of the cities’ role as an impetus for economic growth home and abroad, and similarly a growing willingness to develop strategies to market cities. Increasingly efforts are being made to create attractive brand slogans and Korean cities have actively adopted brand slogans, many of which are in English. Against this backdrop, this research paper explores English brand slogan of local cities, basing itself on the assumption that these English city brand slogan are a form of translation, or rewriting, of such cities. The most prevalent forms of city brand slogans collected for this study are adject + city name, noun + city name, exclamation/possessive pronoun + city name, slogans with alliteration/ rhyme, and compound word/newly-coined word. With such traits in common, English city brand slogans of local cities are short in length and contain easy words, which are readily accessible for readers home and abroad.

The objective of this study is to identify the standards used in education for the evaluation of interpretation. To this end, a survey was carried out on professors and lecturers at the graduate school of translation and interpretation at Ewha Womans University and at Hankuk University of Foreign Studies who had participated in the assessment of students’ graduation exams. As a result, it was found that participants in the survey considered the most important standards to be accuracy of content and logic, and delivery, while an estimation of the expectations of listeners showed that intelligibility also proved to be a useful standard. In addition, it was found that elements presented by Kurz including logical cohesion, sense consistency, completeness, voice, accent, and fluency were also helpful standards for evaluation. Other standards that respondents mentioned included ability to deal with emergencies (reaction), ethical sense, knowledge on the subject matter (non-linguistic knowledge), linguistic fluency, speed of utterance, and ability to communicate. Based on these results, further research will be carried out in order to prepare more detailed evaluation standards and expand the scope of the survey with the objective of establishing a set of uniform standards for the evaluation of interpretation.

This paper introduces and explains the general concept of “cultural translation” put forward by Homi K. Bhabha. As opposed to the traditional concept of translation (simply put, a linguistic transfer or substitution), Bhabha’s translation is concerned with “negotiation between [hybrid] cultures” and “the condition and process of human migration.” This paradigmatic nature of cultural translation enables translation researchers to reflect on its four theoretical values. First and foremost, it helps Pierre Bourdieu’s field theory to better conceptualize the so-called translation field. Second, it fills some voids left by polysystem theory. Third, it intrinsically emphasizes the importance and relevance of a “top-down” translation. Fourth, its interdisciplinarity has great potential to extend the depth and breadth of translation studies.

This paper studies on the translation assessment of rendering English literary works into Korean translations. There are a variety of aspects and methods on the translation assessment. The present study focuses on the linguistic fidelity to ST as an assessment category. Faithful translation corresponds to equivalent translation. Also, it is considered to complete communicative speech act between ST and TT. This paper analyzed syntactic meaning, vocabulary meaning, pragmatic problem and honorific system difference in translating literary works from English into Korean version. So far many literature translations have been transferred literally regardless of contextual meaning or coherence and cultural equivalence. Accordingly, it is no wonder that there are many strange expressions and the examples of mistranslation in TT. Literary translation is another literary act embodying the spirit, idea and style of ST. To produce genuine equivalent translation, translators should consider situational context and linguistic or non-linguistic context between ST and TT. Consequently, we can acquire effective method and strategy of literary translation through literary translation assessment.

This paper examines question types used during courtroom examinations and how they are rendered by interpreters in interpreter-mediated courtroom examinations. This study, which draws on the naturalistic data of courtroom examinations, corroborates earlier findings that closed questions are predominant in Korean courtroom examinations and that different question types are used in examination-in-chief and cross-examination. The analysis of interpreted questions reveals that interpreters deviate from original questions, frequently failing to preserve the pragmatic meaning of the original question and asking more questions than originally asked in order to obtain substantive responses. This paper points out two additional issues in courtroom examination which may influence interpreting, namely indirect questioning and multiple questions. Examiners frequently ask questions indirectly, not addressing the witness in the first person. Examiners ask multiple questions, which makes it difficult for lay witnesses to rebut or respond to propositions and questions contained therein. These phenomena tend to lead interpreters to modify original questions. This paper concludes that court interpreters should be aware of questioning strategies of examiners and the importance of preserving the pragmatic meaning of questions during the examination, and finally calls for legal professionals to reflect on their questioning practices and cooperate with interpreters for better communication in the courtroom.

The aim of this paper is to discuss methodological problems in applying lexical bundle analysis to translation research and to suggest one useful way to utilize the technique by demonstrating its process with the use of a corpus of Korean translations of English contemporary novels and a comparable non-translational corpus of Korean novels originally written in the language. The paper suggests that application should vary depending on the purpose of research and cautions against using frequency data of the lexical bundle lists in support of various claims of translation features or universals. Instead of relying on frequency comparison, the paper, in keeping with Baker(2004)’s recommendation, recommends focusing selectively on those lexical bundles judged to be associated with translator’s choice rather than those appearing to mirror the characteristics of source texts.

The general assumption is that professional translation education should not be provided until the postgraduate level. However, as a newly emerging trend, various translation curricula are being developed and provided to undergraduate students. This can be taken as the outcome of efforts to reflect the desires of undergraduate students who would like to take more pragmatic courses. This is true not only for English departments but also for French and other non-English language departments. In the latter, a considerable number of translation-related courses have been opened. The present study begins with the question of whether the currently established translation courses provided at the college level can actually satisfy the desires and needs of students. The first part of this study provides a review of different discussions regarding translation education conducted mainly within English departments. This study then moves to discussions taking place in non-English-language departments, including French departments, which have quite different conditions and circumstances than those found in their English counterparts. Lastly, by examining different cases, this study suggests key considerations for developing more constructive and practical translation education curricula.

Experts agree that two approaches should be adopted in a foreign language classroom: integrating the four main language skills, i.e., listening, reading, speaking, and writing, and helping students relieve their anxiety. To address both needs, this paper proposes and examines a new approach to foreign language teaching: incorporating translation/interpretation practice into the foreign language classroom. The potential of translation/ interpretation as a pedagogical instrument in foreign language teaching is three-fold. Firstly, it helps create a learning environment where students can use language in a communicative environment with many specific contextual clues. Secondly, it helps students feel mentally less burdened because translation/interpretation does not involve a creative production of a new text with new information, and instead asks students to process already given information. Thirdly, incorporating translation/interpretation into the teaching of a foreign language is an effective way of triggering the four main language skills at the same time in the foreign language classroom. With these assumptions, this paper attempts to explore the potential of translation/interpretation activity as a pedagogical instrument of foreign language teaching with an experiment implemented in an undergraduate translation/ interpretation classroom. Following the introduction in Chapter 1, Chapter 2 recaps relevant research results on the anxiety factor in the foreign language classroom, the need to approach language teaching in a communication-promoting way, and the effectiveness of integrating the four main language skills. Chapter 3 introduces the experiment design focusing on a comparison in subjective comfort and sense of achievement between a control and an experimental group when asked to perform a spontaneous speech on a specific topic chosen in relation to a pre-announced broader subject area. Chapter 4 discusses the experiment results with possible explanation proposals. The conclusion summarizes the implications of the present experiment for foreign language pedagogy, followed by the limitations of the present research together with future research issues along these lines.

Korean interpreters often have to interpret not only into their mother tongue but also into their B language and therefore, to be a competitive interpreter, she must continue to improve her B language. Even interpreters who have lived in their B language country feel the need to maintain their B language as they continue to work as interpreters. The duration of the interpreter’s stay in the B language country can affect which area of the language they need to focus on to improve their B language. The longer they stay in the B language country, the less they will have to focus on improving comprehension and expression of the language in general, and instead focus more on understanding and expressing specialized terminology. Once they begin working as conference interpreters, they focus more on improving expression rather than comprehension. To improve listening, in particular, compared to English, Japanese and Chinese, European language interpreters tend to use the Internet and pod cast more.