Earticle

중국어 어법체계에서 “幫”(돕다)은 동사로 분류된다. 그러나 실제 사용 양상을 볼 때 “幫+NP+VP” 구문으로서 수혜격 목적어를 이끌어내는 전치사적 용법으로서의 용례가 더 많은 비중을 차지한다. 이와 관련하여 “幫”을 “동사 겸 전치사”, “전치사”로 규정하는 논의가 존재한다. 그러나 사전적 정의로 볼 때 “幫”은 여전히 동사로 분류된다. 한편, “幫+NP+VP” 구문은 기본적으로 “~에게 ~를 해 주다”의 의미구조를 지니고 있 다. 그러나 한국인 수용자의 관점에서 볼 때 이에 대한 한국어 대응표현은 이에 국한되지 않으며, “幫+NP+VP” 구문의 의미구조가 더 많은 의미 영역에 걸쳐있음을 발견할 수 있 다. 이상의 특징을 종합해 보면 “幫” 및 관련 구문은 이론적 규정과 실제 사용에서 괴리를 보이며, 특히 한국 학습자의 관점에서 볼 때 기학습된 인지의 틀과 현실적으로 접하는 실 제 용례 사이에서 또 다른 괴리를 자아낸다고 할 수 있다. 이에 본고는 중국어 교재에서 제시되는 “幫”과 관련된 기존의 인지 틀이 실제 상황을 충분히 포괄해 내지 못함을 지적하고, 실제 언어 사용을 반영하는 드라마 콘텐츠의 말뭉 치를 분석하여 “幫” 및 관련 구문의 통사적 특징을 검토하였다. 또한 해당 구문의 한국어 번역어 대응 분석을 통해 “幫+NP+VP” 구문의 의미구조를 분석하였다. 우선, 통사적 특징 측면에서 볼 때 “幫”은 단독 NP보다는 NP+VP를 목적어로 취하는 “幫+NP+VP”의 용례가 과반수를 차지한다. 즉 “幫”이 단일 서술어로 기능하지 않는다는 점에서 전치사로서의 통사 환경이 충분히 갖춰졌음을 지적할 수 있다. 또한 후행 VP가 보이는 행위 지향성을 분석한 결과 92%의 용례에서 VP는 주어 NP를 지향하며, 목적어 위치의 NP는 행위자로서의 기능을 상실함을 확인했다. 이를 통해 “幫”이 전치사로 기능 함을 밝혔다. 또한 한국어 번역어와의 대응 관계를 분석하여 “~에게 ~을 해 주다(돕다)” 외에 “~위 해/대신 하다”, “하다”, “해 두다/놓다”의 의미구조를 지님을 밝혔다. 특히 “하다” 및 “해 두다/놓다”는 시혜성이 퇴색된 상태이며 이를 통해 “幫”이 허화의 과정에 있다는 결과를 도출해 낼 수있다.

In the Chinese grammar system, "幫" (help) is classified as a verb. However, in practical use, it is more often used as a prepositional usage to take a beneficiary object in the phrase "幫+NP+VP". In this regard, there is a discussion that defines "幫" as "verb-and-preposition" and "preposition". However, by dictionary definition, "幫" is still classified as a verb. On the other hand, the phrase "幫+NP+VP" basically has a semantic structure of "to give ~ to ~". However, from the perspective of Korean translation, it can be found that the meaning structure of the phrase "幫+NP+VP" is not limited to this, and the meaning structure of the phrase "幫+NP+VP" spans more semantic areas. Summarizing the above characteristics, "幫" and related phrases show a gap between theoretical regulations and practical use, and from the perspective of Korean learners, another gap can be created between the pre-learned cognitive framework and real-world use cases. In response, this paper pointed out that the existing cognitive framework related to "幫" presented in Chinese textbooks does not sufficiently cover the actual situation, and examined the syntactic characteristics of "幫" and related phrases by analyzing the corpus of drama content that reflects actual language use. In addition, the semantic structure of the phrase "幫+NP+VP" was analyzed through the Korean translation correspondence analysis of the phrase. First of all, in terms of syntactic characteristics, the majority of "幫" is the use of "幫+NP+VP" that takes NP+VP as the object rather than a single NP. In other words, it can be pointed out that the syntactic environment as a preposition is sufficiently equipped in that "幫" does not function as a single predicate. In addition, as a result of analyzing the behavioral orientation seen by the subsequent VP, it was confirmed that in 92% of the use cases, the VP orients the subject NP, and the object NP loses its function as an actor. Through this, it was revealed that "幫" functions as a preposition. In addition, by analyzing the correspondence relationship with the Korean translation, it was revealed that the meaning structures of "to do instead", "do instead". In particular, "do" is in a state in which the benefit of doing has faded, and through this, "幫" can be derived that "幫" is in the process of grammaticalization.

목적 : 본 연구의 목적은 국내에 Miller Assessment for Preschoolers(MAP)을 사용하기 위해 필요한 번역, 역번역, 문항수정을 실시하고, 내용타당도를 검증하는 것이다. 연구방법 : 연구는 작업치료(학)과 교수, 번역가, 또는 작업치료사들을 대상으로 번역, 비교‧통합Ⅰ, 역번역, 비교‧통합Ⅱ, 이해도검증, 문항수정의 절차를 거쳤다. 자료 분석은 Microsoft office의 Excel을 이용하여 Content Validity Indices(CVI)를 구하였다. 결과 : 원본 MAP를 번역하여 교수 집단을 대상으로 내용타당도 검증시 평균 3.66±0.40점이었고 item-level CVI (I-CVI) 0.94, overal scale CVI(S-CVI) 0.83으로 나타났다. 원본 MAP과 영어로 역번역한 MAP의 내용타당도를 살펴본 결과는 평균 3.14점으로 나타났고 오류내용은 생략 13회, 용어오류 11회, 대체 6회, 순서오류 6회, 추가 3회로 나타났다. 치료사 9명을 대상으로 이해도 검증을 한 결과, 평균 3.66±0.27점이었고 I-CVI 0.93, S-CVI 0.58로 나타났다. 결론 : MAP의 국내 사용을 위하여 동시타당도, 구성타당도, 검사-재검사신뢰도, 검사자간신뢰도, 내적일치도 연구 등의 연구가 추가적으로 필요하다.

Objective : This study aimed to perform a translation, backward translation, item modification, and test of content validity for Korean version of Miller Assessment for Preschoolers (MAP). Methods : Professors in department of occupational therapy, translators, or occupational therapists participated in the processes of translation, comparison and synthesisⅠ, backward translation, comparison and synthesisⅡ, test of understanding, and modify of items. Content Validity Indices (CVI) was calculated for data analysis by using Microsoft Office Excel. Results : Results of comparison between the original MAP and Korean MAP in professor panels were mean 3.66±0.40, item-level CVI (I-CVI) 0.94, and overal scale CVI (S-CVI) 0.83. In agreement, result of comparison between of the original MAP and backward translated MAP (version English) was mean 3.14. The erroneous content was omission 13 times, the addition 3 times, the substitution 6 times, erroneous terms 11 times, and reordering 6 times. Average of understanding test in the therapist panels was 3.66±0.27. The agreements were I-CVI 0.93 and S-CVI 0.58. Conclusion : Using assessment tools that developed in another country is important to do test of content validity and systematic translation process in Korea. For developing Korean version of MAP, validity and reliability studies need to be followed in near future.

We study translation surfaces in the Euclidean 3-space ��3 and the Gauss map N with respect to the so-called Cheng-Yau operator ☐. As a result, we prove that the only translation surfaces with Gauss map N satisfying ☐N = AN for some 3 × 3 matrix A are the flat ones. We also show that the only translation surfaces with Gauss map N satisfying ☐N = AN for some nonzero 3 × 3 matrix A are the cylindrical surfaces.

The possessive constructions pose a big challenge to an adequate theory of translation between English and Korean. Various relations in English are expressed and some of them are shared by the inflectional possessive one’s, the prepositional possessive construction of, and the determinative possessive one’s own. One-to-one correspondence is hard to find between English and Korean possessives, particularly because wuri the ‘singular we’ is a big part of the Korean possessive constructions in examples such as wuri abeoji ‘my father’ and wuri nampyeon ‘my husband’. The pervasive nature of the constructions also adds to the total effect of difficulty. Drawing on Haspelmath (1997, 2003) and Croft (2001, 2003), we propose a conceptual space and semantic map approach to the translation of possessive constructions between English and Korean. This approach locates each possessive construction on the semantic maps, clearly delimiting the various relations and overlaps in the constructions within and across the languages. The murky relations between the constructions are illustrated to be manageable under the approach. Consequently, this study renders promising further applications of the conceptual space and semantic map approach to the translation of other constructions.

Translation Studies (TS) in South Korea has been successfully institutionalized over the last two decades. But its status as an independent discipline is often questioned, which calls for translation scholars to reflect on the next steps that should be taken for TS to become a full-fledged discipline. This study tries to address this issue by examining how European translation scholars have systematically structured sources and material accumulated in TS to effectively spread knowledge about translation and interpreting. Among numerous initiatives to create dictionaries, encyclopedias, and bibliographies, this paper focuses on two interrelated projects, namely Translation Studies Bibliography (TSB) and Handbook of Translation Studies (HTS). It also discusses the conceptual map with which each of the two projects organizes different approaches, fields, ideas, and theories. Finally, the paper puts forward suggestions to apply these initiatives to Korean contexts and, in particular, stresses the importance of the “meta-approach” for driving the discipline’s growth in South Korea.

Modern translation studies have flourished since the last half of the 20th century partly because of the exponential increase of the volume and types of texts translated and partly because of EU requirements that all the documents should be translated into all the official languages (23 languages as of 2009) which forced people to realize the importance of effective and efficient translation method. In an attempt to provide a theoretical framework for this newly emerging discipline, Holmes proposed a map of translation studies. In this map, he divided translation studies into two branches: pure and applied. The pure branch is further divided into theoretical and descriptive; and the applied branch is divided into translation education, translation aids, translation policy, and translation criticism. According to Chesterman, some of the concepts, norms, strategies and values in the pool of contemporary translation studies are from previous generations. Chesterman introduces five supermemes that come up again and again in the history of translation: source-target, equivalence, untranslatability, free-vs- literal, and all-writing-is-translating. Building up from these five supermemes, he introduces eight major stages in the development of translation studies from ancient times: words; the words of God; rhetoric; logos; linguistic science; communication; target; and cognition. In this paper, an attempt is made to provide analysis, critical assessment and classification of various branches of contemporary translation studies building on the concepts introduced by Holmes and Chesterman. The analysis reveals that the modern translation studies could indeed be divided into pure and applied branches as Holmes suggested. The pure branch could also be divided into theoretical and descriptive branches. But unlike Holmes’ map, the pure branch is divided into translation methodology oriented translation studies and translation research method oriented translation studies. The descriptive branch is divided into linguistically oriented translation studies; culturally oriented translation studies; medium oriented translation studies; and specific text type and genre oriented translation studies. The applied branch is divided into translation education, translation evaluation and translation aids.

목적 : 본 연구의 목적은 국내에 Miller Assessment for Preschoolers(MAP)을 사용하기 위해 필요한 번역, 역번역, 문항수정을 실시하고, 내용타당도를 검증하는 것이다. 연구방법 : 연구는 작업치료(학)과 교수, 번역가, 또는 작업치료사들을 대상으로 번역, 비교 통합 I, 역번역, 비교 통합 II, 이해도검증, 문항수정의 절차를 거쳤다. 자료 분석은 Microsoft office의 Excel을 이용하여 Content Validity Indices(CVI)를 구하였다. 결과 : 원본 MAP를 번역하여 교수 집단을 대상으로 내용타당도 검증시 평균 $3.66{\pm}0.40$점이었고 item-level CVI(I-CVI) 0.94, overal scale CVI(S-CVI) 0.83으로 나타났다. 원본 MAP과 영어로 역번역한 MAP의 내용타당도를 살펴본 결과는 평균 3.14점으로 나타났고 오류내용은 생략 13회, 용어오류 11회, 대체 6회, 순서오류 6회, 추가 3회로 나타났다. 치료사 9명을 대상으로 이해도 검증을 한 결과, 평균 $3.66{\pm}0.27$점이었고 I-CVI 0.93, S-CVI 0.58로 나타났다. 결론 : MAP의 국내 사용을 위하여 동시타당도, 구성타당도, 검사-재검사신뢰도, 검사자간신뢰도, 내적일치도 연구 등의 연구가 추가적으로 필요하다.

Objective : This study aimed to perform a translation, backward translation, item modification, and test of content validity for Korean version of Miller Assessment for Preschoolers (MAP). Methods : Professors in department of occupational therapy, translators, or occupational therapists participated in the processes of translation, comparison and synthesis I, backward translation, comparison and synthesis II, test of understanding, and modify of items. Content Validity Indices (CVI) was calculated for data analysis by using Microsoft Office Excel. Results : Results of comparison between the original MAP and Korean MAP in professor panels were mean $3.66{\pm}0.40$, item-level CVI (I-CVI) 0.94, and overal scale CVI (S-CVI) 0.83. In agreement, result of comparison between of the original MAP and backward translated MAP (version English) was mean 3.14. The erroneous content was omission 13 times, the addition 3 times, the substitution 6 times, erroneous terms 11 times, and reordering 6 times. Average of understanding test in the therapist panels was $3.66{\pm}0.27$. The agreements were I-CVI 0.93 and S-CVI 0.58. Conclusion : Using assessment tools that developed in another country is important to do test of content validity and systematic translation process in Korea. For developing Korean version of MAP, validity and reliability studies need to be followed in near future.

It is difficult to find the accurate meanings of grammatical modalities because they express speaker’s subjective assessment of the status of the proposition and have various ranges of scale. Based on the onomasiological approach, it can identify the concepts of deontic modality and finds obligative markers for each language. And the meaning of each marker is defined not by the sense of dictionary or transliteration, but by the denotation of examplars in the situations of context. In this study, the probabilistic semantic map using parallel translation text is used to compare the ranges of meaning and subtle difference of each obligative marker. The English must represents strong obligation by the speaker’s authority, less strong obligation, and epistemic meaning. Korean -eya ha- and Russian dolzen mainly represents strong obligation and less strong obligation. Mandarin Chinese bixu, however, represents less strong and neutral obligations. This probabilistic semantic map enables us to grasp subtle differences in meaning between grammatical elements, which can be useful for grammar descriptions, foreign language education, and translation.