Earticle

The verb ‘ha-’ in Korean is a common verb that is used very frequently. It has various syntactic functions like a main verb, a dummy verb (light verb), and a pro-verb. This study investigates the various aspects of Chinese verbs that are corresponding with ‘ha-’ while interpreting and translating between these two languages. It will be helpful to form the equivalence in interpretations and translations. ‘ha-’ in source language (Korean) can arrive at different verbs in target language (Chinese). In many cases, it corresponds with ‘zuo(作)’. In other cases, one may raise a question in argument whether it should be handled like ‘objective+ha-’ as a specific lexicon or an idiom. Even though ‘ha-’ is used so widely in interpreting and translating, there was no study until yet. Through the investigation about the interpreting and translating examples, we can find there is the tendency that ‘ha-’ in Korean(SL) can be translated into dummy verb in Chinese(TL).

The premise is that student translators should be provided with sufficient room, or a ‘cognitive playground’ in which they can explore solutions to translation problems. This study first gives a review of a widely used method of evaluating the translation process, the Think-Aloud Protocol (TAP) and states the limitations of TAP, followed by an introduction of translation commentaries by student translators as an alternative. The effect of writing translation commentaries accompanying translation assignments as a way to guide students to explore various issues related to translation tasks was examined through a comparison of commentaries by two student translators. Results showed that translation commentaries hold properties of TAP and successfully reflected the translation proficiency.

This paper tries to analyse translation criticism on published books, using concept and sub-categories of translation norms. Analysed in this paper translation criticism divided into shcolars’ (but not in translation studies area) and general readers’. Translation norms as an analysing tool consist of 1) adequacy vs. acceptability, 2) translation policy, 3) directness 4) matricial norm 5) text-linguistic norm. Results are as follows: scholars’ criticism tends to focus on adequacy (accordance with source text culture), whereas general readers point out insufficient acceptability(accordance with source text culture); it seems that translation policy and directness are not the main concern in translation criticism; adequacy vs. acceptability norm is closely related with matricial and text-linguistic norm. The difference of scholars’ and general readers’ criticism tendency implies that different views possibly exist between various reader groups. This point needs further examination. Close relationship between adequacy vs. acceptability and matricial vs. text-linguistic norm also needs further research. The latter may be concrete basis for the former. It it is confirmed, we can make the analysing tool more simple. As for general readers, it is observed that readers, publishing companies and tranlators interact very actively on Internet sites. Although based on limited examples, this paper shows current state of translation criticism by Korean readers.

It has been argued that revision is essential to improve the quality of translation output. What is especially at issue is the question of how to establish the parameters of revision. This is also considered important given the argument that training on revision will help to improve translation competence. Taking this research need into account, the paper focuses on the following two questions: How have the parameters of revision changed over the passage of time?: What are the similarities and dissimilarities of the parameters provided by different scholars? In an effort to answer for these self-raised questions, the paper chronologically looks into the different parameters laid down by three authors (Darbelnet, Horguelin & Brunette, Mossop) and analyses the changes emerged in the process of their research. The result shows that the earlier parameters put priority on linguistic and stylistic concurrences between original texts and translated ones. The earlier stage of research also put more consideration to word- to-word basis than to the context basis. On the contrary, the later parameters begin to take into account functional and more encompassing parameters. These findings from the current research will serve as a reference point for future revision training and useful data for laying down effective parameters for revision.

The purpose of this paper is to review the role and function of interpreters whether it is in a community setting or for consecutive or simultaneous interpretation. Educational institutions are mainly concerned with teaching the rudimentary aspects of interpretation which are important, but at the same time, novice interpreters are often at a loss as to what to do because at school, they have been taught to remain neutral when sometimes the situation asks for a little more input from the interpreter. The amount of input will naturally vary depending on the setting - one would naturally think that community interpreting would probably require the largest amount of extra input, followed by consecutive and lastly simultaneous interpretation. Each mode will be looked at carefully, together with the ethical implications. The results could be used to inform students, before they become professionals, about the various scenarios that could possibly unfold and to arm them with some options that would allow them to react in a pro-active way that is not detrimental to the profession.

Screen translation provides many interesting research topics in that it must meet, or meets, three important criteria: readability, economy of language and representation of both a source and a target culture. Economy of language, among other things, is more strictly obeyed as a rule in screen translation than in other conventional forms of translation. Screen translators should walk a fine line between creation and translation for the purpose of entertainment thus increasing box office revenues. For this reason, however, screen translation in Korea has not so far enjoyed much attention from the academic community of translation studies. Screen translation has been regarded as closer to creation than to translation, or at best, as defective translation. In light of its reflection and influence on the mass culture screen translation deserves more academic attention than ever before. The above-mentioned three criteria interact one another with economy of language being the single most important of all. Studies on screen translation shed much light on education both in translation and simultaneous interpretation because they deal with discourses, texts and images at the same time. This paper looks at when and how these criteria are applied and shows what it means for training future translators and interpreters.

Since the establishment of the first graduate school specializing in interpretation and translation in 1979, some twelve graduate schools are now educating would-be interpreters and translators in Korea. This article examines the problem of the too many educational institutes and suggests undergraduate level interpreter training as an alternative. When undergraduate students receive consecutive interpretation training while studying their own major other than interpretation, they might possibly work as a temporary interpreter when necessary. In this context, multi-media language laboratories have been found to be effective tools to teach interpreting to large classes. Listening comprehension training was carried out in the lab using sound editing software which transmits part of the digital sound wave to the students' computers. Cloze testing was also possible as students wrote their answers on their own computer monitors while professor quickly checked students' monitors through the network system. Sight translation was done by scrolling down parts of sentences on the students' monitors while they did sight translation wearing their headsets which were being monitored by the professor. For consecutive interpretation, original speech was played back while students took notes before recording their interpreted version on their own computer.

This study aims to apply process-oriented research methodology to teaching translation. As Wilss (1996, p. 193) refers to translation teaching as "an 'open field' which calls for experiment and innovation", this paper claims to accept that translating and translation study have subjectivity features, and the need for controlling the subjectivity. Amidst criticisms raised within translation studies on result-oriented education, the usefulness of TAP is emphasized as a research methodology focused on the process of translation. After conducting an experiment using TAP to 7 translation-learners, the data is analyzed to identify problems revealed in the process of translation, and suggestions are made to improve the existing teaching methodology. As a result of the TAP experiment, the subjects' consciousness about language interference and mother tongue competence were found to be problems. Focusing on the data that same or similar Korean expressions have been repeated in problematic TT segments, this paper calls for the need for understanding 'translator creativity' on the part of both translation teachers and students, and explores the possibility of applying the concept in teaching translation.

Metacognitive evaluation introduced in this study assumes that if more value were added to self-evaluation, students may build up confidence by realizing that they have the potential to make more progress. To do that requires a self-monitoring mechanism to go in parallel with the teacher’s monitoring process. Another point worth mentioning to justify the need for self-evaluation is that students spend more time practicing in groups or individually outside class than in class with the teacher. This indicates that self-evaluation can come in handy by effectively making maximum use of practicing when students are on their own as well. Up till now, it has been well proven in many areas that metacognitive approaches can make a significant difference. In this context, this paper will demonstrate how metacognition can add value to teaching interpretation from a pedagogical standpoint by encouraging students to self-evaluate. It is hard, however, for novice learners to self-evaluate and make progress without understanding the fundamental cause of their shortcomings. Therefore, this paper also attempts to introduce metacognition, its strategies and its application to interpretation evaluation in the classroom.

Freelance interpreters, by definition, work with a variety of topics. Though personal preferences might determine how an interpreter prepares, there are, nevertheless, several steps that are common among all interpreters. No interpreter would, while preparing for a conference, fail to research terminology and background information. Furthermore, as the Internet becomes more widespread, interpreters are increasingly resorting to this tool. The area in which the Internet has been most useful appears to be science and technology. Regardless of the language combination, economic and finance-related meetings are the undisputed leader, followed by political and IT-related topics. Another major change in the field is the increased use of powerpoint material. These results were found through a survey conducted of Korean conference interpreters to determine how they prepared for their conferences. The overwhelming majority of respondents answered that they based their preparations on the documentation provided, supplemented by an Internet search. Other alternatives included consulting experts and referring to documentation from previous conferences. Though other answers were not affected by the language combination, the preparation time varied depending on the languages. An average of 3-5 days was spent to prepare for a conference. It was found that those who had more experience spent less time preparing compared to those who had less experience.

A holistic method of evaluating interpretation seems to be accepted without problem in interpreting schools. However when the profile of the teacher is different, this can have an effect on student grades. In particular, language combination of the teacher is important in the evaluation of AB interpretation, since in Korea many Korean teachers whose A language is Korean are in charge of AB interpretation class. The evaluation criteria also needs to be examined. Are the criteria different from those of interpretation into A, not to mention the differences with translation? This paper aims to show the differences in evaluation criteria according to different teacher profiles. The profile here includes essentially language combination and interpreting experience. Since the teacher applies his or her own criteria, the students’ evaluation may be different. The results observed in this case study can be a starting point for further study on elaborating a model of AB interpreting evaluation in order to permit the students to get an idea of interpreting quality norms through evaluation criteria.