Earticle

The purpose of this study is to explore ways of improving teaching models used in English into Korean simultaneous interpreting classrooms. In particular, the aim is to examine and describe the simultaneous interpreting curriculum of the GSIT, HUFS and to identify trainees' learning needs in the training of simultaneous interpretation from English into Korean. A qualitative case study methodology was employed to investigate the needs of simultaneous interpreting trainees, based on the various linguistic difficulties they face during simultaneous interpreting. Data was collected from student journals containing the students' weekly reflections on their simultaneous interpreting skills and the sentences they think are the most challenging to interpret. By conducting a curriculum and needs analysis, which is the first step in the establishment of any teaching model, this study provides a useful reference for trainers of simultaneous interpreting in planning and designing their teaching model.

The purpose of the present paper is to explore the translation practice of terms of Korean studies into Russian and to propose the necessity for building DB and studying it with a particular focus placed on the effective and consistent terminology in the field of Korean studies. In translating Korean materials into foreign languages, in this paper, Russian, there exists various problems such as the standard rule of translation of Korean terms. To solve these problems individual researchers and translators have difficulties and should have created one’s own Russian terms, which requires lots of time and energy. However due to lack of DB system many of these terms have not shared between researchers and translators, which often causes many different kinds of translation of one concept, or mistranslation, and as a result even misunderstanding. In this regards, it would be helpful to study the Russian terms of Korea studies and provide the useful Russian DB of Korean Studies to everybody who needs. Furthermore, when Russian DB of Korean studies would be prepared, it can hopefully be a model for other foreign languages or a subject of comparative studies between terms in various foreign languages, which consequently contribute to the standardization of terminology in Korean studies all over the world.

Learning how to translate a text involves not only the acquisition of linguistic or transfer competence. It also requires students to understand translation strategies and to select the strategy appropriate to the situational and textual contexts. Therefore, a translation class needs to provide an environment in which a student can take action, receive a reaction, and draw learning in a consistent manner. With this understanding, the present study aimed to explore the benefits of guided self-correction as one of the activities during the reaction phase. Whereas students generally translate a text (the action), and others, either a teacher or peers, react to the translation, this study assumed that self-correction can also serve as an effective reaction activity, which may not only help students improve their translation, but more importantly nurture their meta-cognition. Reviewing what students corrected and why, this study found that, even with only the simplest guidance, students were able to identify problems and areas for further improvement in their own translations, and to endeavor to make them better. Certainly, issues indicating potential difficulties that are less marked are not as easily identified as those that are more marked, such as conjunctions and inanimate subjects. Moreover, students were found to achieve different levels of correction, despite identifying the same problem. However, such findings do not indicate limitations to guided self-correction. Rather, the findings suggest the possibility of understanding various types of translation problems that may be commonly experienced, and of identifying individual students who are not gaining optimal advantage of guidance given in class, and who may therefore require a more personalized approach from the teacher.

This study is part of the author’s critical reflection of how Translation and Interpreting Studies (TIS) terms have been translated into Korean. To share his views about how TIS terms should be translated, the author provides a detailed analysis of six terms, namely, ‘community interpreting’ (e.g., k'ŏmyunit'i t'ongyŏk, chiyŏksahoe t'ongyŏk), ‘cultural translation’ (e.g., munhwapŏnyŏk, munhwaso pŏnyŏk), ‘trans-creation’ (e.g., ch'angchochŏk pŏnyŏk, ch'angchochŏ kin pŏnyŏk, t'ŭlaensŭk'ŭlieisyŏn), ‘translator’ (e.g., pŏnyŏkka, pŏnyŏkcha, pŏnyŏksa), ‘GILT’ (kilt'ŭ, defined as Globalization, Internationalization, Localization, and Translation), and ‘womanhandling’ (in feminist translation). The author shows how he has translated these terms (in his own articles), and explains why some Korean translations may be inappropriate.

A surgery consent form is a document that provides the patient with overall information on the surgical treatment involved and shows that he or she is giving an informed consent based on such information. This study analyzes the use of the medical terminology and the textual forms in Korean-into-English translation of surgery consent forms in the light of the genre conventions of the source and target cultures. This study chooses three sets of texts: Korean surgery consent forms (STa/STb), English translations of the Korean surgery consent forms (TTa/TTb), and surgery consent forms originally written in English (STe). This paper centers upon the level of difficulty of the medical terminology used in the texts and the variations in the formal aspect of the surgery consent forms. The findings of this study are as follows: First, there are variations between STa/STb and TTa/TTb, and between TTa/TTb and STe in the use of professional terminology, and the textual form. The level of difficulty of the terminology used in TTa/TTb has been found to be generally higher than that of the terminology in STe. Second, unlike the STa/STb and TTa/TTb that emphasize the expository aspect of the text by omitting the party who gives the surgical treatment involved and the party who receives it, STe frequently mentions the two parties explicitly as the sentential subject before asking for a consent. To target receivers who are used to both the target culture and the target language, and who have no knowledge of the professional terminology, the surgery consent forms may be difficult to understand. For this reason, when a text that belongs to a genre whose conventions are different in the two cultures involved, the target text needs to be produced in accordance with the textual conventions of the target culture, not the source culture.

This study examined the satisfaction with education among Graduate School of Interpretation and Translation students and developed a model to measure their satisfaction based on questionnaire responses. Through exploratory factor analysis, six factors which include educational content, educational environment, counseling service, school reputation, student support, and administration were identified. Reliability analysis was used to examine the correlation of the six extracted factors. In order to confirm the goodness of fit of the previous factor analysis model, this study utilized AMOS. Firstly, a confirmatory factor analysis was performed to assess the model fit. As a result, administration variable, which had a low standardized regression weight, was removed from the model. Secondly, this study conducted hierarchical confirmatory analysis by adding a new latent variable, satisfaction with education. Structural Equation Modeling (SEM) was applied to test the model and the results of AMOS output proved that GSIT students’ satisfaction with education was affected by the five factors including educational content, educational environment, counseling service, student support, and school reputation. The results also showed that both educational content and educational environment did not have significant impact on satisfaction with education, while school reputation had little influence. Among other factors, counseling service had a strong correlation with educational satisfaction of the students.

한국문학의 해외 번역 현황에 관한 대표적 연구는 한국문학번역원의 위탁을 받 아 연세대학교 유럽문화정보센터에서 진행한『한국문학의 외국어 번역』(2004) 과『한국문학의 해외수용과 연구』(2005)를 꼽을 수 있다. 이들 연구는 세계 주요 언어권에 소개된 한국문학 작품을 조사 분석하여 한국문학의 외국어번역을 과거와 현재로 나눠 점검하고 미래의 발전 방향을 모색하는 한편, 해외의 언론 매체에서 한국 문학이 어떻게 수용되고 소개되었는지, 전문가 집단이라 할 수 있는 작가와 비평가와 학자들이 한국 문학을 어떻게 받아들이고 평가하는지, 일 반 독자들이 한국 문학 작품을 어떻게 대하고 있는지, 그 현황과 문제점을 분석 한 한국문학의 해외 소개 현황에 대한 체계적인 연구의 출발점이라 할 수 있다. 이들 연구에서 기반하고 있는 번역서지 목록은 2002년 12월까지 조사된 목록 인바, 그 사이 많은 문학 작품들이 번역 출판되어, 그에 대한 재점검의 필요성 이 제기되었다. 본 연구는 이와 같은 선행연구의 뒤를 이어 2000년 이후 2015년 6월말 현재까지 어떤 한국문학이 언제, 어디에서, 누구에 의해 번역되 었는지, 프랑스어 번역 출판 현황과 문제점에 대해 고찰해 보고자 한다. 또 2000년을 기점으로 해서 그 이전까지의 번역 출판의 특성과 그 이후의 특성 사 이에 어떤 차이점이 발견되는지, 어떤 점에서 긍정적, 부정적인 변화가 감지되 는지 살펴보고자 한다.

This paper argues for an enlarged translation criticism that brings literary criticism into its fold. To make this possible, a non-evaluative approach to translation criticism is proposed utilizing three principles: first, the principle of recovery references Paul Ricoeur’s idea that translation is about remembering and mourning to argue that there are things lost in translation worth recovering; second, the principle of charity assumes that what is translated is the best of all possible translations so as to unencumber the critic in doing the work of literary criticism; third, the principle of significance states that what is deemed worthy of recovery should be narratively meaningful. To illustrate how these principles can work in practice, two problematic cases of literary translation are analyzed using Shin Kyung-sook’s Please Look After Mom as text. The first case, which involves references to seasons that are omitted in the target text, is used to show how such translation shifts are handled differently within the framework of a non-evaluative translation criticism in contrast to evaluation. In justifying their recovery, it is suggested that the omitted seasonal references express Mom’s voice, which can be viewed as representing nature and cyclicality in the novel. The second case, an obligatory linguistic shift that conflates two different narrative voices in the novel, is used to expand the analysis of cyclicality to include the concept of true cyclicality. Mom’s final moment in Please Look After Mom is then discussed as a rare of example of true cyclicality of time in narrative. It is hoped that this paper’s non-evaluative approach to translation criticism will open the door for translators, scholars and educators to also become literary critics.