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This paper examines conference preparation (CP) as a skill which veteran interpreters learn and perfect over time. It sets CP in the context of processing models and expertise studies, and identifies the centrality of acquiring knowledge to both subject matter and meeting context and dynamics. Components of CP are identified and discussed. A proposal for a short course on CP is outlined and illustrated in the framework of a simulated session based on an actual conference. While a flexible structure is suggested to make the course adaptable to different curricular and student needs, core ideas are discussed on how CP skills can be introduced to students to facilitate their transition to the world of work.

As of April 2006, fifty-one Korean universities provide translationrelated courses at the undergraduate level. In most cases they use the same methodology employed by the specialized translation and interpretation graduate schools, where students are better prepared for the practical translation classes. The paper argues for distinguishing between undergraduate and graduate programs. Because translating involves communication between both languages and cultures, it requires endless decision-making in order to adjust to linguistic and cultural differences. This paper proposes that criteria for decision- making, or norms, be established to help students make decisions. It provides an actual Translation Text Analysis course as an example and argues for the importance of teaching translation theory to undergraduates.

Research has shown that significant foreign language anxiety is experienced by many students with respect to some aspects of foreign language learning (Horwitz, Horwitz, & Cope, 1986). This study picks up on such a premise to examine whether such results apply to translation education. The purpose of this study is to test the reliability and validity of the Translation Apprehension Test (TAT) adapted from the Writing Apprehension Test by Daly and Miller (1975). A factor analysis is conducted to examine whether the test items form factors that can explain the anxiety experienced by students. The study also examines the relationship between translation anxiety and translation performance to see whether anxiety deters translation performance as it does foreign language. Implications for teaching are also included.

Children's books cover a wide range of target age brackets. In this regard, translation of children's books needs to focus on the particular age group of their readers. This paper is an attempt to categorize explicitation/implicitation in translation for children so as to observe how explicitation/implicitation differs (if it does) according to the age group of target readers. Klaudy's explicitation types will be used as the basis for categorization to this end. First, previous studies on explicitation will be briefly discussed, including that in translation of children's literature. This will be followed by an initial categorization of explicitation types used in translation for children. Then examples of each type will be introduced from different TTs of the same ST. The TTs each cover different target readership in terms of age. It is hoped that the categorization can lead to a better understanding of the nature of children's book translation, a field that is growing rapidly in Korea.

As the volume of translated literary works is increasing, it is up to the researcher on translation to establish a reliable standard for evaluating translated literary works. It is fortunate that recent years have seen an increase in research on this area. The author discusses the subject of evaluation in terms of both theory and practice. The former concerns the overall trend of evaluation and the latter concerns the establishment of a concrete standard. The theoretical aspect of evaluation can be considered from the standpoints of equivalence and acceptability, with the latter getting more relevant in recent times. The practical aspect of evaluation is considered in light of nine standards; namely, “excessive mistranslation,” “simple mistranslation,” “omissions,” “additions,” “incorrect sentences,” “ungrammatical sentences,” “excessive literal translations,” “excessive liberal translations,” and “unrefined translations.” Evaluations are conducted using concrete example sentences. Mistranslation, omissions and additions are classified into excessive and simple. Ungrammatical sentences, incorrect sentences and unrefined translations are classified into a lot and a few. A total of 14 standards are used for evaluation. A translated material is classified into four levels, with the 1st and the 2nd considered acceptable.

The purpose of this paper is to provide for a new curriculum of interpretation-related department. The curriculum of the interpretation department is mainly composed of various courses including general English courses, interpretation and translation theories and practices, and culture and regional studies. However, this study puts emphasis on the emotional factors in performing interpretation. Based on the results and analyses of the previous researches regarding the effect of the emotional variables, this article presents a new curriculum of the interpretation department, which focuses on intensive practices and training. It also suggests a new course which allows prospective interpreters to be mentally prepared for authentic situation. By making suggestions for further research based on empirical studies, this paper provides some meaningful guidelines for the learner-centered and future-oriented curriculum of the interpretation department.

This paper tries to analyse 3 Korean books, which criticize book translation in Korea. As a framework, translation assessment norms, suggested by Lee(2005), was used. With the translation assessment norms framework, criticism of book translation could be categorized systematically. That proves feasibility of the framework. Several sub-norms, such as textuality and pun, revealed new aspects through analysis. Problems in categorization were found: there were criticism cases, in which relativeness to source text norm, effectiveness of target text norm, background norm were altogether related. Further studies are needed to analyze and solve these categorization problems.

The study investigates whether there is a difference in the numbers and the types of errors students make when they interpret from their A into the B language compared to when interpreting from their B into the A language. The participants in this study were nine secondsemester interpretation students of the Korean-English Program at a Graduate School of Translation and Interpretation. The same students were tested interpreting in both directions. Three categories of error were used for analyzing their interpretation performances: Meaning, Language use, and Presentation. The study results show that the students made more Meaning-related errors when working from B into A, and more Language and Presentation-related errors when working from A into the B language.

The study concerns the treatment of inanimate agency in English-Korean translation from the perspective of transitivity within the framework of Halliday's functional grammar. Inanimate agents in English transitivity system pose a problem to the translator because as a rule Korean does not permit inanimate subjects to assume the role of an agent performing conscious actions. Analysis of CNN and ZDNet news stories and their Korean translations revealed the permissibility of inanimate agency in English and Korean is closely related to each language's transitivity system. This also affects the way English inanimate agency is rendered into Korean, giving rise to four major patterns of rendering; Adverbialization, passivization, agent substitution and process switching.

Embarking on an attempt to find the answer to the question of how translation competence can be defined, the present paper first and foremost reviews previous discussions related to the topic at hand in an endeavor to reach a clearer understanding of the essence of translation competence. During this process, the characteristics as well as the limitations of each discourse are identified. Accordingly, this study i) demonstrates that the enumeration of various approaches or models for defining translation competence or the simple listing of its components is not the path to identifying the essence of translation competence, and in turn ii) investigates what the most essential component is among those factors constituting translation competence (114 words).