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This paper examines the use of the topic marker nun and the topic- comment construction in English-Korean simultaneous interpretation. The nun-marked topic in a topic-comment construction has been analyzed during the recent years by discourse and conversation analysts as having two discursive functions: a "forward-looking" function, which ties the topic to the prior discourse and a "backward-looking" function, which relates the topic to the subsequent discourse(Bak, 1991; Kim, 1999, 2001; Lee, 1986; Hwang, 1987). In this paper, it is argued that the function of the topic marker nun is strategically exploited by English-Korean simultaneous interpreters to relieve time and information processing constraints. Based on an analysis of two sets of interpretation data, nun is examined as a reformulation organizing device for simultaneous interpreters using Korean as a target language. It is proposed that nun functions to achieve discursive coherence and economy of expression in interpretation, to coordinate word order differences between Korean and English and to create syntactic flexibility in the interpreter's structuring of utterances. The findings suggest that language-specific devices such as the topic marker nun present real options as a reformulation strategy in actual interpreting settings and underscore the importance of exploring language-specific issues to overcome linguistic and information processing constraints in simultaneous interpretation.

This study examined the English-Korean translation processes of a professional translator and a college student using a think-aloud protocol(TAP) method. The goal of the study was to find the differences, if any, of a translator and a language learner in terms of translation behaviors, strategies, and cognitive processes. The findings are as follows: First, the language learner showed limited translation behaviors and rather simple cognitive processes, whereas the translator exhibited a variety of behaviors and complex cognitive processes. Second, the language learner had difficulties understanding the source text and failed to convey the message of the text. Furthermore, the Korean target text produced by her was sometimes incomprehensible. On the other hand, the translator made great efforts to find the most acceptable and appropriate Korean equivalents. Third, the language learner's strategies of solving translation problems were limited to dictionary search and the analysis of sentence structures. However, the translator tried to deal with the problems (mostly at the production stage) from multiple perspectives, taking into account various - formal and functional - aspects of the languages. The findings point to two realities: One is the language learner's incompetence in both Korean and English and the other is the language learner's lack of understanding of what translation is. The pedagogical implications of the findings are: (1) The improvement of language learners' competence in both A language and B language should be the first priority in the university-level translation education; (2) Translation methodology is an indispensable element in the university translation curricula, which, together with background knowledge, could serve to compensate for the lack of language competence; (3) A better understanding of translation per se and professional translators is required on the part of language learners. In conclusion, it should be realized that most of the recipients of the translation education at the university level are not prospective translators, and so the education for language learners should be differentiated from that tailored to professional and amateur translators.

The words derived from Chinese, which account for more than half of the Korean vocabulary, often give rise to mistakes in the interpretation and translation between the two languages. The process of interpretation and translation can be summarized as reading-deverbalization-re- expression, according to the interpretative theory of Marianne Lederer. In this process, deverbalization is often hampered by the Chinese- derived words in the interpretation and translation between Chinese and Korean. This stands in the way to free and substantial re- expression, thereby undermining readability and accuracy of the target language and, in the worst cases, distorts the speakers' or writers' message.This paper aims to show that the Chinese-derived words are the key reasons hindering deverbalization, based on the analysis of the recording of international conferences and published translations.Before going into the main part of the paper, an introduction to the Chinese-derived words causing linguistic interference before looking into the words shared by the two languages. Examples of interference will then be discussed in Chinese-Korean interpretation, Chinese- Korean translation and Chinese-Korean dictionary.Linguistic interference is not limited to these two languages. It is also often found in Korean and Japanese, another Asian language depending on Chinese-derived words. So, interpreters and translators must work hard aiming for perfection of his or her work, armed with a clear understanding of interference, which is a serious obstacle of the advancement of interpretation and translation.

Regardless of the quality of interpreters involved, it is possible that conference interpreters can fail to perform well due to a lack of adequate preparation on the part of the sponsor or other matters related to the speakers. To prevent this from happening, an interpreter should try to understand the nature of the situations he or she might encounter. Interpretation can be conducted in a situation where a written text for speech, a text in slide form, a text written in English but read by a non-native speaker is prepared, or there is no prepared text. If there is a prepared text for speech, there can be situations where the speaker reads the text too quickly or simply touches upon the important points. An interpreter, therefore, should not only try to obtain the speech text but also acquire information as to the proceedings, amount of time allowed for each speaker, the length of the text, and the speakers delivery habits. If it is not possible for interpreters to do so, it is preferable to rely on the orally delivered remarks rather than the speech text itself and when the speaker speaks too quickly, they should try to convey the gist of what is said. It is best for an interpreter to prepare for the conference interpretation together with the sponsor and speakers. These preparatory efforts can enable interpreters to meet unexpected challenges. An international conference usually has surprises for the interpreters involved. However, the sense of accomplishment after the work can not be matched by anything else.

The study examines errors in translation of speech acts in literary dialogues and their impact on the integrity of translation. For this purpose, it chose one Korean translation of a modern American novel and analyzed translation errors associated with speech acts.The analysis indicates that errors in speech act translation are detrimental to the integrity of the translation on two dimensions. First, they distort individual speech acts. Second, when a mistranslated speech act occurs in a series of speech acts sequentially connected, it disrupts that sequence and, thereby, the text act the sequence constitutes as a whole.It is claimed that the ultimate consequence of such errors is a breakdown in communication between the author (as a storyteller) and the reader (as his audience) by hampering the reader's access to the structure of events described in the story and, by extension, to its evolving plot.In the conclusion, some suggestions are made about how speech act translation can be incorporated into professional translator training programs.

Simultaneous interpretation (SI) and translation are different in many ways, albeit, at deep structure level, they involve the common nature of conveying meaning in one language to another. These differences between the two modes of communication include the comprehension process, the extent of multi-processing, anticipation, time pressure, and the quality of the final production. To examine this question, simultaneously interpreted Korean version and translated texts of an American Presidential Debate were analysed. The total number of syllables in the SI version proved to be 92% of the original English speech while the translated version had 160% of the same speech. No statistically significant difference between the number of syllables in the SI and translation versions at sentence level was found when the sentences in which no SI was performed were excluded from the calculation. This shows that interpreters try to utter as many syllables as possible to convey the meaning once they succeed in processing a certain segment. Correlations between the number of syllables in the original speech and the translation at sentence level were higher (r=0.87, p<0.05) than in the original speech while SI was (r=0.47, p<0.05). A graph demonstrates that the translation/original speech ratio pattern was consistent around 150% while the SI/original speech ratio fluctuated much. In the translated version, there was little loss of detail while the SI omitted portions of the speech and left some sentences awkward and incomplete. It would be reasonable to attribute this loss to the extreme multi-processing involved in SI rather than to the incompetence of interpreters.

This paper purports to explore the process of translating specific words by focusing on how Russian modal particles are translated into Korean. This endeavor generally consents to the claim that the unit of translation should be a whole discourse or text, rather than a word. However, it will be pointed out that there are cases where a single word, including a modal particle, proves to be a serious obstacle in translating. This issue carries extra significance in case the translation is conducted between languages that have different grammatical categories, i.e., one with modal particles and one without. As a grammatical category that expresses various subjective emotional and psychological attitudes of the speaker to the content of utterance, modal particles present a substantial obstacle to translation into a language without modal particles. Various morphological changes are needed in order to cope with this difficulty, particularly when working with languages such as Russian and German, which have numerous modal particles. Against this backdrop, this paper sketches representative theoretical views of the problem involving translating words in different grammatical category structures, with a focus on illustrating the role and function of modal particles in the Russian language. Having identified three different strategies employed in translating these particles into Korean, this paper stresses that the meaning conveyed by Russian modal particles can be delivered in Korean in a different way. In conclusion, it will be emphasized that structural or grammatical differences in languages can and should be overcome in the process of translation by transpositioning the focus away from the word to the text.

The purpose of this paper is to review the pedagogy of interpretation and translation. With the proliferation of schools of interpretation and translation, both at the undergraduate and graduate levels, it is important to have an understanding of the process involved in teaching consecutive and simultaneous interpretation as well as translation. Students must first be given a theoretical framework to base their studies on before they begin the practical aspects so that they can be armed with the tools needed to engage in their profession. Based on this sound foundation as well as linguistic fluency, students can begin to learn the basics of interpretation and translation, while curriculum planners need to keep the theoretical framework and process in mind when devising curricula. This paper will begin with a short overview of theory and its place in the discipline, followed by a step-by-step introduction of the pedagogy of consecutive and simultaneous interpretation as well as translation. The process espoused in this paper is based on the E.S.I.T. method or th orie du sens which has been widely accepted around the world as well as the author's personal experience in teaching interpretation and translation from Korean into English for over thirteen years.

This paper purports to explore the Interpretive Theory of Translation, or the Theory of Sense, as an integrated model in the field of Translation Studies. First, claims in favor of developing and establishing integrated models, together with their respective rationales, will be reviewed and contrasted to 'theoretical particularism' models. Requirements for integrated models will be identified as the basis for evaluating the validity and explanatory power of the theory in question. The second part of the discussion will be devoted to putting the theoretical fabric of the theory in perspective. The 'triangular model' of translation and its key components, i.e., deverbalization and reformulation, will be looked at in depth. Anchor concepts such as actualization and cognitive complements will also be addressed in the context of the translation process. It will be shown along the way that the approach originally concerned with conference interpretation basically meets the requirements of an integrated model: the comprehensibility of the study's scope, the explanatory power to account for the 'triad of (translation) situation, process, and its product,' and the incorporation of seemingly disparate and diverse aspects of translation in its integrative theoretical framework. The conclusion will indicate the need for complementing what can be seen as a superficial 'armchair theory' with efforts to articulate the claims so as to accommodate the need for more rigorous empirical verification in the future.

The purpose of this paper is to study the quality of interpretation and translation or how faithful the interpreter or translator has been in rendering the original. What exactly is meant when we talk about faithfulness? Most agree that the message has to be understood and transmitted. While interpretation involves instantaneous communication, there is a time lag in translation. This paper will study whether the time factor affects faithfulness. In translation, a translator must be faithful to the author's intended meaning and not the individual words; the translator must be faithful to the target language; and the translator must be faithful to the target readers. Unlike translation, most interpretation acts takes place in real time. The interpreter must grasp the message instantaneously and then convey the message immediately. Though there is a difference in the length of the output for simultaneous and consecutive interpretation, this does not interfere with the degree of faithfulness. A faithful interpretation is judged by the content and the tone, which produce the same cognitive and emotional effects.