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This study aims to examine learner responses to instructor feedback in consideration of personality factors and to explore feedback strategies tailored to personality types. To this end, this study introduced a discussion-based class and feedback methods that took into account personality factors and undertook action research targeting first-year students in the Korean-Japanese department of the Graduate School of Interpretation and Translation over two semesters. Furthermore, this study investigated whether there were any differences in learner responses according to personality types based on a qualitative analysis of survey responses and in-depth interview transcripts, and proposed feedback strategies tailored to each personality type. The analysis results can be summarized as follows: First, students exhibited a high level of satisfaction with feedback based on personality factors. The survey showed that out of 16 first-year students, all except one responded that feedback that took into account personality types was helpful. Second, there were differences in feedback preferences according to each personality type. More specifically, there were noticeable differences in students’ feedback preferences between written feedback and oral feedback, process-oriented and result-oriented types and specific feedback and concise feedback, and in the acceptance of and method used to convey positive feedback. It is hoped that the results of this study will contribute to providing individualized feedback in translation classes in the future.

This study delves into the correlation between sight translation and consecutive interpretation within the frame of a Korean-English undergraduate consecutive interpretation course. It addresses the noticeable lack of empirical research surrounding the educational benefits and effectiveness of sight translation training. The learners' feedback was collected through a survey questionnaire, aimed at assessing their satisfaction with sight translation training and perceptions of its impact on consecutive interpretation improvement. This survey data were complemented by insights gleaned from instructor observations and student journals, providing a multifaceted view of the pedagogical dynamics. The results indicate a prevailing sense of satisfaction among learners regarding sight translation exercises. There is also a firm belief regarding these exercises' role in bolstering consecutive interpretation skills. Specifically, learners reported that these exercises significantly aid in comprehending the source text, identifying key words, and understanding meaning units. Despite this, the learners presented a skeptical attitude towards the potential impact of sight translation training on memory span improvement. Furthermore, the differing views on language interference among learners prompt a deeper exploration of sight translation’s pedagogical impacts for de-verbalization. This research provides preliminary empirical suggestions of a link between sight translation training and improved consecutive interpreting, warranting thorough scrutiny in the future.

The purpose of this study is to examine the current trends in audiovisual translation research and discuss future research directions. The data for this paper was collected through the Korea Citation Index (KCI) website (www.kci.go.kr), and the data collection period was from 2014 to 2022. For the data search, we targeted five representative journals each on interpreting and translation and cinematography, and a total of 17 keywords were used as search terms. After analyzing the collected articles by year, research topic, language, language orientation, and theme, we found that two main characteristics are emerging in the field of audiovisual translation research: first, research topics have become more refined and specific, and new areas of interest are emerging within them. The second is that approaches to research have diversified. This is likely due to advances in video technology, the emergence of new media, and the changing perceptions of translation studies in society at large. The emergence of new video technologies and media will further increase the need for in-depth research on audiovisual translation, and it will be important to determine the appropriateness of audiovisual translation in different languages and cultures. In addition, as the boundaries of translation studies expand, the role and importance of translation studies will grow.

LGBT themes now commonly feature in mass media worldwide, making them more accessible to children and young adults. However, these themes have been scarce in literature targeting young readers of South Korea, until recently. This study argues that translations have paved the way for development and reception of LGBT themes in literature for young readers in South Korea. LGBT-themed publications for children and young adults, both translations and indigenous books, are analyzed diachronically, to show that translations have introduced these themes in South Korea’s literature for children and young adults. Recommended book lists over time are also examined to further illustrate the growing acceptance and integration of LGBT themes in literature for young readers. Given the influential role recommended boook lists play in South Korea’s education sector, inclusion of LGBT themes in the lists can indicate their reception in South Korea’s literature for young readers. The process of development and reception of LGBT books is explained through Even-Zohar's polysystem, highlighting how LGBT themes in South Korea's literature for young readers have evolved and interacted with the socio-cultural context of increased exposure to these themes.

Interpreter training programs had shunned online training courses in preference for in-person courses because technical problems and limited interactions have cast doubt about the effectiveness of online training. However, the pandemic-induced public health risks and the advancement of video conferencing technology seem to have changed the landscape of online classes. Interpreter trainers, having experienced online training during the pandemic, have had opportunities to compare two modes of interpreter training, online and in-person. This paper examines online and in-person classroom interactions in consecutive interpreting training, focusing on corrective feedback. The study throws some light on the similarities and differences between the two modes of interpreting classes through quantitative and qualitative analyses of classroom discourse. The quantitative analysis indicates that turn takings in in-person classes far outnumber those in online classes, but the qualitative analysis through the analysis of classroom discourse reveals little difference in terms of feedback interactions per se. The findings suggest that depending on the training context, the online interpreter training can also serve as an effective training mode, and call for further research.