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As Director Bong Joon Ho’s film “Parasite” made history at the Academy Awards, becoming the first non-English language film to claim four oscars, his interpreter Sharon Choi also came into spotlight. This study aims to see how the public perceives interpreters on social media through the case of Sharon Choi by sampling the video-sharing website Youtube(www.youtube.com). A dataset of 4,192 comments was collected from the top 10 most viewed youtube videos on ‘Bong Joon Ho’s acceptance speech’ using Selenium, a Python library. Keyword analysis, association analysis and LDA topic modeling were conducted on the dataset to derive insights on users’ perception of the interpreter. The results show that the most frequently mentioned keyword in the comments was “tongyeok” meaning both “interpretation” and “interpreter” in Korean. The analysis of keywords associated with the word “interpretation” revealed that the interpreter’s delivery skills, expressive skills, understanding ability, and quick wits were the main reasons for the positive response towards the interpreter from the viewers. The four main topics derived from the comments were “Bong’s human qualities and acceptance speech”, “interpreter’s appearance and language ability”, “interpreter’s interpretation skills”, and “general comments about Bong’s award-winning and interpretation”.

With an increasing interest in a process-oriented translation education, a screen-recording program, which captures all movements on a computer screen and thus has been used to study a translator’s black box, has started to be incorporated into classroom settings. In domestic translation studies, however, an attempt to utilize the program as a process-oriented pedagogical tool has not yet been reported, and against this background, this study aims to explore the educational effects of the program. For this purpose, nine students were asked to observe their translation process using the program and submit a process log before receiving a feedback from their instructor. The post-task survey was carried out to investigate what students learned from reflective practice using the screen recording program. The survey results showed an overwhelmingly positive response of students, shedding some light on the potential of a screen-recording program in an educational context. According to the survey results, a task of observing their own translation process through screen recording helped students better understand their translation workflow, and the instructor’s feedback also contributed to an increased awareness of translation process.

This article is designed to roughly sketch how and in what form the concept of ‘the other’ appears in the translation studies. The idea of ‘the other’, both in translation discourse and humanities, is often understood as something that is not oneself. In other words, it signifies other individuals, languages, cultures, and world views, as they are different from one’s own. One can agree that various types of the other have appeared in the translation discourse from its beginning to the current age. However, rather than attempting to survey all the known types of the other, due to the limited length of this particular essay, it will focus specifically on the types of the other that emerged after 2001, at the ethical, socio-political, and ecological turn.

This study reviews articles about “machine translation” from Arts and Humanities journals covered in KCI-Journal Database between 2011 and early 2020. It examines a total of 121 articles in two stages. First, it reveals six major topics addressed in the previous works, namely “errors in machine translation,” “machine translation versus human translation” (and “comparison of translation machines”), “linguistic analysis of machine translation,” “perceptions of free online machine translation (FOMT),” “translation machines as an educational tool,” and “machine translation post-editing and pre-editing.” Second, this study reviews the 121 articles in terms of the “nature of research (conceptual research versus empirical research)” and “research method” (as a comprehensive notion, including “participants,” “material,” “translation machines,” “language pairs,” and “directionality in translation”). The study also discusses limitations of the previous studies and areas in which future researchers could build on previous findings.

This paper reports on action research aimed at developing a course on advanced consecutive interpreting to reduce gap between classroom learning and actual consecutive interpreting situations. Based on situated learning and cognitive apprenticeship theories, a 16-week course was designed and implemented at a graduate school of interpretation and translation in Korea to expose students to various situational elements of real-world interpreting events. For data analysis, class materials were categorized into four types: audio materials with interpretation, video materials, presentation slides, and others. The researcher’s reflective notes, students’ course evaluation, and student survey results were analyzed to identify strengths and weaknesses of the pilot course design. The overall course evaluation was highly positive. In the survey, students responded that they enjoyed the experiences of interpreting in various situations that resemble real-world interpreting and that they were able to learn to adapt to unexpected situations and be more mindful of the audience when interpreting. Pedagogical implications are discussed based on a critical reflection on the course implementation.

Drawing on the notion of theme in Systemic Functional Linguistics (SFL), this paper examines the theme systems of Korean statutes and their English translations. In SFL, the theme is an element that serves as the point of departure of a message, and the remainder of the message is the rheme. Because textual meaning is expressed through textual structure, translators need to be aware of thematic mechanisms in both the source and target languages to effectively convey the intended message across different languages. This paper analyzed the themes of clauses in 110 articles of three Korean statutes―the Criminal Act, Civil Act, and Administrative Procedures Act―and their English translations by the Korean National Law Information Center, to examine the extent to which the contents and grammatical functions of the source text clauses agreed with those of the target text clauses. Analysis indicated that the thematic choices of the English translated texts largely reflected those of the Korean source texts. Except in some cases, deviations from the thematic choices of the source text generally seemed to derive from translation strategies that accounted for the grammatical and syntactic differences, thematic structure of the preceding clauses, and the delivery of information. By shedding light on the textual meaning in legal translations, this paper draws attention to the thematic choices in legal translations―from Korean into English―from the theoretical perspectives of SFL. The findings offer some useful insight into translation strategies and have implications for translator training and translation quality assessment.

Translators generally use a bilingual dictionary to find equivalences between two different languages. However, one disadvantage of existing dictionaries is that they do not immediately reflect new expressions and their real usage. In this context, Web as corpus serves as a useful translation dictionary. In this article, we investigated Korean-French translation equivalences of certain keywords related to an infectious disease, COVID-19, from the Web as corpus. We took translated words or expressions suggested by existing Korean-French dictionary, and searched for them using the Web as a corpus to ascertain their real-life usages. We confirmed that while existing dictionaries play an important role in translation, they have some restrictions. While this finding does not mean that the Web as corpus wholly substitutes existing bilingual dictionaries, we confirmed that it could support the dictionaries in identifying the real usage of target language or in recognizing real-world expressions used by native speakers.

This paper attempts to bring attention to contributions that text analysis may provide for improving students’ performance in an accreditation test. The paper takes an example of the Australian interpreting accreditation system, one of the exemplary accreditation institutions in the world (Hale et al., 2012: 10). The Australian case may be of use to the Korean interpreting circles that have had an increased interest in recent years in adopting its own interpreting accreditation system (e.g. Park 2016). Of all the different contributors that help determine success in the test, including language ability and cognitive efficiency, text analysis seems to also have a significant role to play in increasing students’ chance of success in the test. As a theoretical framework, this paper uses Systemic Functional Linguistics’ method of thematic development and grammatical metaphor. The main data includes two English source texts and eight students’ consecutive interpreting of those texts. The students’ interpreting was drawn from recordings and notes taken during their accreditation exams. The findings of the analysis show that, while successful test-takers handled zig-zag patterns and grammatical metaphors without serious issues, unsuccessful students missed, deleted and/or mistranslated the aforementioned elements that affected the comprehensive interpretation.