Earticle

This study aims at providing meaningful insights on the mediating function of dialogue interpreters in contrast to the function of conference interpreters. While there is usually only one speaker for a duration of time in conference interpreting and the speaker’s utterances are regarded as a given text with the interpreter being viewed as a one-way conduit of information, there are at least two main interlocutors in dialogue interpreting and there is a dynamic interaction among the participants of the dialogue. The main role of the interpreter in dialogue interpreting is regarded more as a mediator than a mere translator. Dialogue interpreters are physically located between the main interlocutors at the place where the dialogue occurs. It is performed in dialogical circumstances in both directions, and the interpreter often changes his or her footings during the conversation. Furthermore, the interpreter often participates actively in the conversation as one of the interlocutors of the conversation. As a result, the dialogue interpreter contributes to the expedition of the conversation between the main interlocutors as a mediator for them.

As proverbs are created, accepted and developed by common people, they reflect the unique thoughts and sense of values derived from cultures of the communities the people belong to. Therefore, a cultural approach to translation should be applied in an effort to appropriately comprehend and translate proverbs. In order to prevent any possible meaning confusion and untranslatability during the proverb translation process, paraphrasing practice to find translational equivalences should be implemented. In addition to these activities, the semantic interpretation and reconstruction drills need to be attempted to render the translation better. This article attempts to explicate the significance of intercultural understanding of proverbs in the translation processes with theoretical explanation on equivalences and correspondence and actual translation samples.

Common universalities exist in interpretation and translation of all languages. However, as interpretation and translation are communication processes that require language as a medium, it is undeniable that individual linguistic characteristics affect the end results of interpretation and translation to a considerable degree and that language is a crucial factor in interpretation and translation. Therefore, the characteristics of individual language are manifested, in one way or the other, in the end results. This thesis attempts to examine similarity between the Korean and Japanese languages from the aspects of syntax, phonetics, and vocabulary. Moreover, interference and the EVS (Ear-voice Span) are mentioned as the effects of similarity on Japanese-Korean interpretation and translation. Although empirical evidence on the EVS is still lacking, as the research on the EVS is still in its initial phase, further proof will be provided in future studies.

Children’s literature is characterized by its dual audience. Depending on whether the average reader is a child or an adult, Alice in Wonderland can be a literary classic or a children’s book. This paper sets out to explore how difference in target readership affects translation of same ST. Three Korean translations of Alice in Wonderland are compared and analyzed-one aimed at children, and the other two at adults as target readers. As different target readers imply tenor shift among the register variables, elements which are deemed to relate to tenor shift are compared and analyzed. It is suggested that certain translation strategies are strongly related to tenor variation. This study can be a starting point towards identifying strategies and norms for translating children’s books.

An increasing number of schools for interpretation include courses that are designed to mirror “actual conference setting (hereafter ACS)” in their curriculum, considering them to contribute to the development of students in ways that regular interpretation classes can not. Although there appears to be a consensus on the merits of creating ACS in interpretation pedagogy, not much has been mentioned about what are the specific advantages of such classes or attempts have been made to look into whether the intended objectives of the instructors or students do, in fact, have been achieved. The aim of this paper is to explore three issues. Firstly, can the ACS class be considered a worthwhile complement to other teaching methods? Secondly, the specific and additional pedagogical advantages to be gained from such method compared to others. Thirdly, what precise form should such method consist of. Based on a survey conducted of thirty students and ten instructors at GSIT, it was revealed that students and instructors do not necessarily have same expectations with regard to ACS classes. Nonetheless, this method can prove to be an efficient way of teaching interpretation provided that instructors are aware of the limitations in replicating the exact same conference environment in class and teaching objectives are articulated clearly beforehand.

The paper explores some methods that can be effective in helping Korean students in Korean-to-English translation courses reduce linguistic errors in TL presentation. For most Korean students, English is acquired as a foreign language. So, it is only natural that their English translations suffer from a variety of linguistic errors resulting from a lack of native sensitivity to the TL system. Christian Nord (1991) emphasizes teaching students ways to use supplementary resources such as parallel texts as a way of alleviating the difficulties involved in translating into foreign languages. Along the same line of reasoning, the author suggests three methods that Korean students can use to detect and correct linguistic errors in English translations - use of parallel texts, use of Internet text search engines for verifying expressions and use of some innovative functions of electronic dictionaries. Effective use of such methods can prevent linguistic error correction from dominating Korean-to-English translation classes and contribute to enhancing the student’s problem-solving ability in translating into English.

Creativity denotes a person’s capacity to produce new or original ideas, inventions or works of art. A creative product is defined as both novel and appropriate for the task. At first sight, translating activity could be regarded as something which is the opposite of creativity, as translators work consists in rendering the text, which is given by ST author. This paper aims to show that translating in general, not limited to literary translation, involves creativity, sometimes to a similar degree to that involved in the writing of an independent text. This paper also purports to prove that success in problem-solving tasks is very often linked to creativity, analyzing Russian-Korean translation of political texts through empirical experiment using TAP.

The astonishing development of technology accompanied with the phenomenon of globalization, has dramatically altered the translation activity and the translation market. Translation scholars seem to recommend that integrating technology in translation classes is the most effective way to help students adapt to the new environment. Examining how technology is represented by these scholars, we realize that it carries new discourses about translation, translator and the translation teaching. The technology is perceived almost exclusively as a tool for translators to help translate faster which in turn will help in becoming more competitive in the marketplace. This synchronic approach to technology seems to reinforce the instrumentalist approach to translation already dominant in translation schools. Translation tends to be considered primarily as an instrument of communication which is treated as a commercial product regardless of its content and influence on society. As a result, the socio-cultural significance of translation and its transmissive aspect are largely overlooked. While its technical dimension has seen growth, the translation is first and foremost a form of mediation, which gains significance both in synchronic and diachronic transfer of meaning. Therefore translation schools should be responsible for the training of students not as highly qualified language technicians but as real cultural mediators.

Teaching Advanced English writing to translators requires adapting traditional TESL strategies to meet a new list of objectives: writing skills of future translators. Instructors trained in TESL should understand advanced-level student needs, especially into-B translation students. The native speaker Advanced English instructor can learn much from research in TESL and translation studies, and can integrate that information into his/her own methodology for (1) assessing student writing proficiency in the target language and (2) planning lessons to meet the writing needs of translation students.