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Building upon previous research on cognitive baggage, this paper aims to expand the current literature by exploring the role of such baggage in the process of translation. Cognitive baggage is crucial in cross- cultural translation, as communication does not take place in a vacuum, but rather in a world of shared knowledge and experience. Hence, when the source and target text readers are separated by culture and have little or no shared cognitive baggage, there will be a large gap that the translator will have to bridge if the target text reader is to understand the text in a manner similar to the way source text reader would understand it. And this is where the cognitive baggage established in the source text culture must be reestablished in the target text, as communication starts from a shared base. Based on a clearer understanding of cognitive baggage, this paper seeks to find out how the translator can communicate to the target text reader the equivalent information and connotations as were communicated to the source text reader by the source text. To this end, this paper will illustrate concrete compensation or translation strategies that enable source and target text readers to have shared cognitive baggage. The translations that serve as the bases for the explanation of translation strategies are taken from literatures that contain a number of cultural elements, thereby requiring the translator to employ active and diverse compensation mechanisms.

This study examined the beginning translation competence of language learners as to what sub-competencies or elements of their competence contribute to improving their translations. To do this, English into Korean translation was made by 27 senior English-major college students, who were divided into three groups (X-group, BK-group, and Vocab-group), and their translations were evaluated holistically in terms of meaning and form and translation errors were analyzed also. Vocab-group was provided with a word list from the English text with the Korean meanings. BK-group was given a Korean parallel text which dealt with the subject of the target text. X-group translated with no such word list and Korean text. Self-ratings were also conducted questioning their ‘interest in translation/interpretation’, ‘general current affairs knowledge’, ‘knowledge of the text subject’, and ‘knowledge of the text vocabulary’. It turned out that Vocab-group excelled BK-group and X-group in their translation, whereas BK-group and X-group showed little differences. The self-ratings exhibited similar results: Vocab-group evaluated themselves especially highly on the vocabulary knowledge and BK-group rather low on the subject knowledge. It was also found that their ratings of the vocabulary knowledge correlated with their translation systematically and positively and this wasn't the case with the subject knowledge. The findings here show that knowledge of the text vocabulary, not knowledge of the text subject, is a major element which helps producing higher-quality translation. and this is so at least for novice translators.

The market’s demand for quality interpretation is rising, following the increasing number of international conferences and the institutes for training interpreters. On the other hand, the curriculum and methodologies of graduate schools specializing in this field are stereotyped without showing significant changes, although gradual improvement following the models of advanced European schools is sometimes witnessed. But the conditions of the Korean interpretation market call for far-reaching changes. Therefore, it is now time to rethink the existing system and look for fresh approaches. The correct assessment of the current states of the teachers, students in addition to the practicing interpreters who were trained by today’s system will help the schools find an ideal way to the training methods satisfying the needs of the market.

Data is an essential part of carrying out CIR, in particular in research related to understanding the process of interpreting by comparing the ST and TT of SI. The paper reviews current discussions on data collection and preparation, where the issue of sharing interpretation data is being discussed. In order to share data, it is proposed that a set of standardized and agreed upon transcription conventions be used and that the data be transcribed in a manner allowing the machine to read the data. For a look into the actual practice of how data is collected and prepared, this paper reviews 15 articles from two journals published in Korea. It also discusses ways to make the collection and preparation of data more effective and efficient for future research.

This study aims to identify shifts in transitivity system when translating a children's book from English to Korean. Roald Dahl's “James and the Giant Peach” and its Korean translation were used for the analysis. It has been found out that there are more than four categories in the transitivity shift : 1)shifting from passive voice in ST to active voice in TT 2) shifting from active voice in ST and passive voice in TT 3) simultaneous ommission of an agent and a verb in a complex sentence 4) simple shifts in transitivity system. Linguistic differences in English and Korean and a need to develop particular strategies for translating children's literature are found to be attributable to the process shifts.

Political discourse or political texts cover a variety of text types or genres, and they are frequently used not only at classes of interpretation but at various conferences, meetings where involves interpretation. This paper purports to develop an awareness for some phenomena typical for political texts, focusing on allusions and metaphoric expressions, which are one of the characteristic features of political texts and raise difficulties in the p개cess of interpretation. Metaphoric Expressions and allusions are used in political texts to arouse a strong emotional or affective response to the listner and can provide information and a framework within which to view issues. Consequently, those who interprete these expressions are faced with the question of how to preserve the intended meaning and function of them in a restricted time limit. By making suggestions for further research based on developing teaching methodology this paper provides some practical methods of training interpreters in dealing with metaphoric expressions in classes.

Following two surveys conducted in 2003 and 2005 on the topic of interpreting into B, this article aims to narrow the focus and to study any changes that occur in note-taking techniques or habits that manifest themselves when interpreting into B. A questionnaire was sent out to AIIC members across the world and the results were compiled. This article analyzes the results to understand how interpreters feel about the role of note-taking when interpreting into B.The overwhelming majority of the respondents felt that directionality did not affect the way the notes were taken or the language.

Generally, translators utilize various tools to help readers better understand the message, and aim to convey and ultimately make their translation more coherent and more appropriate and relevant in the cultural context of the target language. Indeed, in an intercultural literary translation, figurativeness, comparison and metaphor, all of which build the intertextuality of a source text, present a major challenge to the translators. This study examines strategies used by the translator to rebuild the intertextuality and to ensure coherence and relevance of the target text, culture of which differs almost completely from that of the source text.

The purpose of this study is to look at the problems in the current training of interpreters and translators and to provide solutions. As a result of this study, it was found that the following seven areas need to be improved: the way the qualifying exam is conducted to determine which students will study conference interpretation including simultaneous interpretation and which will only do consecutive interpretation and translation; strengthening sight translation courses; introduction of a course of simultaneous with text; capacity building course for students to approach new subject matter; English courses for non-English majors; translation for publication; and increased specialization of foreign faculty. While students in the past were content with being interpreters and translatorssimply conveying the message, today applicants are most interested in becoming multi-players. Therefore, schools of interpretation and translation can take the lead by expanding the scope of the training program and searching for ways that interpreters and translators can play numerous roles.