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This article introduces a sociology of translation informed by the ideas of Pierre Bourdieu. Founded on a theory of practice, the sociology of translation may be defined as a theory of translation practice. Bourdieu’s sociology thus allows for an integration of translation practice into his heuristic model of society and social practice. This article discusses also Bourdieu’s key concepts – habitus, field, capital, illusio – and analyses briefly the first korean translation of Le deuxieme sexe by Simone de Beauvoir in order to explore how Bourdieu’s concepts may be made to work empirically within translation research.

1. Background Systematic management of information about lecture courses is essential for good educational practice. In the case of translation practice courses, materials used in the courses and actions taken by students in practice processes constitute an important part of information for diagnosing students activities, promoting reflective learning, observing students' achievements and evaluating course performance for further improvement. To keep track of this information in translation practice courses, two issues should be solved: (1) Individual instances of relevant students' actions should be categorised in such a way that they can be systematically examined and compared. In order to achieve this, we need systematic languages; (2) Individual instances of relevant students' actions should be recorded by using the systematic languages and the records should be provided in such a way that students and teachers can collaboratively examine the actions to diagnose what have been done and to promote reflective learning. 2. Action categories or metalanguages The first issue above is concerned with defining relevant categories --- or "metalanguages" --- to talk about translations and actions involved in translation processes (cf. EMT 2017), while the second is concerned with providing a supportive platform. We have been developing an online platform for translator education, MNH-TT (Minna no Hon'yaku for Translator Training; Translator training for/by/of all) (Hartley et al. 2016; Kageura, et al. 2017). The system has the following main features: 1. It facilitates project-based translator training; 2. It supports learners by providing basic categories such as roles and tasks in the project. 3. It also incorporates some of the well-established categories such as translation issue categories (Castagnoli, et al., 2006; Fujita, et al., 2017) and dialogue acts for communications among project participants (Allen & Core 1997). 4. It incorporates visualisation mechanisms of action logs recorded in accordance with the categories explained in 2 and 3. It is therefore natural to extend these features and incorporate a wider range of categories that systematically capture students' actions in project-based translation practices to MNH-TT, record actions according to these categories and provide the recorded logs through visualisation. We decided to incorporate the following sets of categories or metalanguages that are being developed to describe the translation process, in addition to the above categories: - Categories to characterise source document (SD) properties and elements (Miyata & Miyauchi 2022); - Categories to describe translation strategies (Yamamoto & Yamada 2022); - Categories to describe effects of revisions (Miyata & Miyauchi 2022). These categories together cover actions in the core translation process and provide relevant metalanguages that enable to classify action instances. 3. The status of categories in MNH-TT The sets of categories to capture records of actions in translation practice courses introduced above are divided into two types in MNH-TT: 1. Implicit categories or metalanguages: these consist of a set of roles project participant takes, a set of tasks that participants are supposed to carry out, a set of dialogue act types, and a set of data types. 2. Explicit categories or metalanguages: these include the sets of categories to express SD properties and elements, translation strategies, issue types and effects of revisions. Implicit categories are not necessarily implicit; they operate in defining the basic environment within which project participants carry out translation-related tasks. Explicit categories, on the other hand, are used when students --- project participants --- are making core translation-related actions, and function as explicitating these actions. In MNH-TT, implicit categories are used at the level of system manipulation, while the explicit categories are deployed in the translation processes. Here, how explicit categories are assigned to action instances need to be clarified. Reflecting the fact that being able to talk about translation-related actions and decisions (translator competence), in addition to being able to translate (translation competence), has been increasingly recognised as a part of essential competences for translators (cf. EMT 2017), MNH-TT presumes a model of translation practice course in which knowledge-based scaffolding of what are to be done in the practices should be provided. As such, MNH-TT deploys explicit categories as guiding individual actions and promoting consciousness of taking actions. For instance, issue categories are provided as a list at the process of translation revisions and reviews, and learners are supposed to choose a particular issue category that explains their revisions. Thus the records of action instances systematised in accordance with the given categories are accumulated in MNH-TT. In contrast, acts in courses corresponding to implicit categories are accumulated through the operations that define basic setups of classes and projects, e.g. who to assign as project participants in what role, etc. 4. Deploying category-based records through visualisations The records of operations and actions accumulated according to relevant categories are then made available through MNH-TT for diagnosing lecture courses and for reflective learning as basic statistics with visualisations. Corresponding to the nature of categories, the statistics are divided into two types: 1. Statistics for lecture course management: This provides such statistics as the number of projects set up in the course, of missions, of documents, the number of tasks and roles students take, etc. This information is mainly for managing the lecture course. 2. Statistics for students actions in translation practices: This provides such statistics as the number of strategies students used in their translation, the number of revisions and issue categories, the correlation between the types of issues and effects of revisions, etc. This information is used for reflective learning. MNH-TT provides easy-to-understand visualisations for these statistics. In the presentation, we will elaborate on the visualisations as well.

As translation is increasingly taught in undergraduate classrooms, questions have arisen as to whether theory should be taught to undergraduate students. Starting within the past ten years, there are now undergraduate programs that teach theory in some universities in Korea. Yet, answers about what kind of theories to teach and how to teach them still lack consensus. In this context, this paper argues the importance of teaching theory at the undergraduate level and discusses the authors’ experience of conducting courses on translation theory and practice. Particular theories addressed in class and the results of student surveys are discussed.

La “directionnalité” indique si la traduction (ou l’interprétation) est effectuée depuis ou vers la première langue (L1). Selon les vues traditionnelles, prescriptives, le travail effectué vers la deuxième langue (L2) est considéré comme inférieur et les traducteurs sont encouragés à ne travailler que vers leur L1. Cependant la traduction vers la L2 est une pratique courante dans de nombreux pays du monde, particulièrement ceux où sont utilisées des “langues de diffusion limitée”. Une étude empirique a été conçue pour examiner les prises de position prescriptives qui s’opposent à la traduction vers la L2, en décrivant les pratiques de traduction et d'interprétation dans un pays qui utilise une langue de diffusion limitée. Un questionnaire a été envoyé à des traducteurs et à des interprètes en Croatie, qui ont été interrogés sur leur pratique professionnelle et leurs attitudes envers la directionnalité. Les résultats montrent que la traduction vers la L2 est une pratique régulière pour plus de 70% des traducteurs/interprètes travaillant à temps complet en Croatie. Un tiers des répondants préfèrent traduire vers leur L2 et ils sont presque aussi nombreux à juger que cette direction est plus facile que l’autre. De plus, 45% obtiennent des tarifs supérieurs en traduisant vers leur L2. Les réponses révèlent toutefois que certaines des opinions traditionnelles sur la directionnalité sont toujours d’actualité.

This article explores the translation motivation of Liang Qichao(1873-1929) in the process of modernizing China. Liang was a highly famed enlightenment thinker, politician and translator who had tried to introduce modern civilization in the late Qing dynasty. He translated the Japanese political novel 『Encounter with the Beauties(佳人之奇遇)』 and the French adventure novel 『Two years’ Vacation(Deux ans de vacances)』 in early several years of his exile life in Japan(1898-1903). Liang’s translation was designed to enlighten Chinese people so as to serve the political and social reform. He thought that as a nation-state, China had to establish a independent country with the equality of nation’s sovereignty, and as a nation, the Chinese people needed to have the public morale. Liang included the progressive spirit and the Self- governing spirit among the public morals. He intended to inspire the thought of independent nation-state and the progressive spirit and Self-governing spirit into the hearts of Chinese people by translating the two novels. The main idea of his introductory and explanatory notes in his translation is strikingly similar to that his other famous articles. This case study indicates that translation was regarded as a social tool to modernize China and enlighten the people at the time.

Learning environments are rapidly changing with increasing smartphone usage and constantly improving Internet environment. Considering the evolution of learning environments, strong need for lifelong education, and development of e-learning, the emergence of micro-learning is a very natural result. In this study, we explored the characteristics of micro-learning and studied specialized design strategies through development of an actual micro-learning content. Firstly, micro-learning is developed by reflecting Mezirow's 'Transformative Learning Theory', Ebbinghaus's 'Forgetting Curve', 'Chunking Theory', etc. This differentiates micro-learning from e-learning, and it assists students to learn and remember more efficiently. Secondly, by developing a foreign language learning content using micro-learning platform, we verified that it is essential to select specific learners, set simple learning themes, and expand the learning experience by activating interactions. The expansion of experience is what the learners want, and ultimately, it is a shortcut to enhancing problem-solving skills. Lastly, based on these arguments, we came to the conclusion that micro-learning content has many advantages and this would be very useful as a complement to the regular curriculum.

본고에서는 융합교육의 일환으로 전공내 동아리활동과 연계한 전공선택과목 ‘일본애니메 이션번역실습’의 설계와 실천보고를 통해, 수정된 수업개선안을 제시하고자 하였다. 그러기 위해, 본 수업은 일본의 대표적인 문화콘텐츠인 애니메이션의 번역실습을 통해, 비 교과 동아리 활동인 소설번역 외에, 영상미디어번역 등 다양한 분야의 번역능력과 자막삽입 프로그램의 사용능력을 배양할 수 있도록 구성하였다. 본 수업의 구체적인 도달목표는 (1)소설・영상미디어 등 분야별 번역의 기초지식과 요령 이 해, (2)일본애니메이션 번역실습을 통해 일본어 청해능력과 분석능력 향상, (3)영상자막삽입 실습을 통해 프로그램 사용 등의 실무능력 배양이다. 이러한 목표 달성을 위해 수업 설계 및 운영은 ①번역에 대한 이해, ②원작에 대한 이해, ③한일애니메이션 번역실습, ④영상자막삽 입실습을 중심으로 진행하였다(<그림6>). 이번 실천보고를 통해 ‘수업 내용과 밀도’ ‘과제의 운영・평가・피드백’ ‘평가’에 대한 검토 의 필요성을 확인할 수 있었다. 이러한 문제점을 개선하기 위해, 학생주도형 협동학습법을 도 입한 ‘일본애니메이션번역실습’의 수업개선안을 제시하였다(<그림9>). 이번에 제시한 수업개선안　역시 교육현장에서의 검토와 수정이 반드시 필요할 것이다. 이 는 향후 과제로 삼고자 한다.

In this study, as part of convergence education, I reported on the outline of the design and practice of the major elective course “Japanese animation translation practice” in collaboration with circle activities, and presented a revised plan for class organization based on the results and problems. This class is designed to cultivate translation skills in various fields such as media translation and the ability to use Video subtitle insertion programs. The specific goals of this class are as follows; (1) Understand the basic knowledge and tips of translation by field, such as novels and videos. (2) Through the practice of translating Japanese animation into Korean, Japanese listening comprehension and analytical skills are improved. (3) Cultivate practical skills such as program use through video subtitle insertion practice. To achieve these goals, class design and operation were centered on the following(<Figure6>); ① understanding of translation, ② understanding of the original animation, ③ practice of translating Korean and Japanese animation, ④ practice of inserting video subtitles. Through this practical report, it was confirmed that there is a need for review of ‘class contents and density’, ‘task operation/evaluation/feedback’, and ‘evaluation’. In order to improve these problems, a class revised plan for ‘Japanese Animation Translation Practice’ was proposed that adopted a student􋹲led collaborative learning method (<Figure 9>). It goes without saying that the class revised plan proposed this time will require further consideration and revision in future classes, but we would like to leave this as a future topic.

한국어에서 주어 생략은 문장 내에 흔히 발생하는 현상이다. 그러나 중국어는 한국어보다주어 생략 현상이 자주 나타나지 않으므로 번역할 때 번역자들은 많은 고민을 하게 된다. 이러한 배경에서 본고는 한중 병렬말뭉치가 부족하지만 중문판 홈페이지가 비교적 잘 구축되어있는 <한겨레신문>을 선정해서 2016년 1월부터 6월까지 중국어로 번역되어 있는 한국어 사설 25편을 선정하여 이에 대한 중국어 번역문을 분석하였다. 25편의 사설을 분석한 결과 총문장 수가 553개이며 그 중에서 120개 문장에서 주어 생략 현상이 나타났다. 본고는 주어가생략된 120개의 문장 중에서 대표적 유형을 중심으로 한국어 주어 생략 현상이 있는 문장의중국어 번역 양상을 살펴 보았다. 중국어에서 주어가 나타나지 않는 경우는 ‘无主语句(무주어구)’ ‘省主语句(생주어구)’ ‘缺主语病句(결주어병구)’와 같이 3가지로 나눌 수 있다. 그 중의‘缺主语病句’는 이름대로 비문이다. 따라서 번역할 때 한국어의 영향을 받아 번역문에서도 주어를 지나치게 생략해서는 안 된다. 자칫하면 번역문이 비문이 될 수 있기 때문이다. 한국어에서 생략된 주어를 어떻게 정확하게 찾아낼 수 있는지, 주어 생략 현상은 중국어 번역문에서어떻게 실현되는지 등에 대한 논의가 본격적으로 필요하다. 본고에서 한국어 주어 생략 유형에 대하여 논의하고, 이를 바탕으로 주어 생략문과 무주어문의 번역 사례를 분석하여 한국어 주어 생략 현상에 대한 중국어 번역 양상을 분석하였다. 신문 사설을 통해서 한국어 주어 생략 현상이 있는 문장의 중국어 번역 양상을 분석한 결과‘①주어 추가하기 ②주어 생략하기 ③서술어 생략하기 ④행위 주체 생략하기 ⑤틀 바꾸기’ 등 5가지 유형이 나타났다. 앞으로 주어 생략 현상이 있는 한국어를 중국어로 번역할 때 본고에서 제시한 5가지 유형을 고려한다면 중국어를 번역에 많은 도움이 될 것으로 기대한다.

Subject ellipsis in Korean is a common phenomenon in sentences. Chinese language is as much as Korean, and subjectless phenomenon do not appear frequently, which can cause difficulties due to differences between the two languages. This paper is lacking in Sino-Korean parallel corpus, we selected the Hankyore newspapers, which are relatively well established by the Chinese version of the website, and selected 25 Korean editions which were translated into Chinese from January to June 2016. After analyzing 25 editorials, the total number of sentences was 553, which resulted in the subject ellipsis of 120 sentences. It is necessary to discuss how to correctly find subject ellipsis in Korean, and how subjectless sentence will be realized in Chinese translation. This paper, we discuss the types of Korean subject and subject ellipsis phenomena, we analyzed the translation patterns of subject elliptical sentence and subjectless sentence. Through newspaper editorials, in analyzing the Chinese translation patterns of subjectless phenomenon in Korean, there are five types such as ① adding subject ② omitting subject ③ omitting predicative ④ omitting subjects of act ⑤ replacing frame. In the future, when translating Korean with subjectless phenomenon into Chinese, if I consider the five types presented in this article, I expect that Chinese translation will be helpful for translation.

This paper examines the effect of attitude toward reading and leisure reading in Korean and in English on translation competence among from English to Korean. Korean undergraduate students taking translation courses participated in the study. Results indicate that attitude toward had a positive effect on translation competence mediated by leisure reading in Korean and in English. Leisure reading in Korean had a positive effect on translation competence mediated by reading in English. Implications for practice and teaching translation are discussed.

Literary translation serves as an important activity which is at the core of a complex network of social and cultural practices. Translation of Korean literary texts into foreign languages may play one of the key roles in making channel through which Korean culture communicate with other cultures. The problem arises: who would translate? This paper purports to study the translation of Korean literary texts by foreign translators, focusing on a practice of literary translation from Korean into Russian. In an attempt to meet the purpose of the study, the process and the result of literary translation classes with Russian students, conducted by the author, were analysed. The analysis was based on 6 aspects: society and culture, naming, linguistic characteristics, historical events, idiomatic expressions and stylistic features. It is suggested that there should be a systematic mechanism which could make co-work between Korean adviser and foreign translator more productive.

In this article, I have discussed how a translation must be "coherent" (Vermeer 1996) within the context of the target reader. This coherence is achieved by the "awareness of receivers' assumptions and expectations" (Mason 2000:16).In order to illustrate this rather nebulous idea of reader assumptions and expectations, we have adopted the useful concept of frames. As to the interactional aspect of frames, I have seen that the interactonal distance (Lee 1996) between interactants (that is, the news writer and news readers) is established differently in the ST and TT. While the English source texts, in the present study, make frequent use of solidarity-creating expressions, the Korean target texts resort to distance-maintaining markers. This leads us to suggest that different interactional frames are brought into play in the ST and the TT. Accordingly, the claim has been made that the translator is required to skillfully adjust these varying interactional distances. This claim should constitute the heart of audience design espoused by many scholars including Bell (1991) in the field of the news and Mason (2002) in the branch of translation.I have also suggested that this variance in interactive frames is closely related to differing textual rituals governing the ST and the TT. These textual rituals are something that have been acquired and reinforced by the text producer through his or her previous encounters with texts in the same genre and same discourse community. Consequently, the concept of intertextuality is a universal consideration that the translator should pay heed to in the translation of any genre, of which the news genre represents one example.

N?i dung nghien c?u nay t?p trung vao xem xet d?ch thu?t d??i goc đ? truy?n t?i v?n hoa, xa h?i c?a ngon ng? ngu?n sang ngon ng? đich. B?ng vi?c xem xet cac ph??ng phap d?ch thu?t khai quat, tac gi? đi vao cac vi d? c? th?, đi?n hinh trong th?c t? d?ch thu?t t? ti?ng Han sang ti?ng Vi?t va ng??c l?i, nh?m ch? ra cac v?n đ? ly thuy?t khai quat đo đ??c soi chi?u vao th?c t? nh? th? nao. đ?ng th?i xem xet tren th?c t? d?ch thu?t, cac ph??ng th?c ly thuy?t co đap ?ng đ??c m?c tieu cu?i cung c?a d?ch la truy?n t?i trung th?c đ?y đ? va khi?n ng??i ti?p nh?n ? n?n v?n hoa đich đ??c th?a man hay khong. Nghien c?u nay c?ng ch? ra nh?ng đoi h?i va thach th?c đ?i v?i bien phien d?ch Vi?t Han, Han Vi?t.

The paper presents a theory of Bible translation as intercultural mediation and applies it to the translation of the story of the Cana Miracle in John 2:1-12. The theoretical framework draws on the notions of script, skopos, the ethics of loyalty and the distinction between three domains of intercultural mediation, namely the conceptual domain, the domain of norms and values and the domain of cultural pragmatics. There are three applications, the first is the intercultural mediation of the key concept doxa ‘glory’ in various translations, the second application illustrates the ways in which translators bridge gaps in norms and values, in this case norms and values clashes around the use of alcohol. The third application focuses on the vocative gunai ‘woman’ used by Jesus to address his mother Mary. Pressured by commissioners and audiences, translators sometimes become disloyal to the writers of the ancient biblical texts and this pressure is especially felt when the cultures of the ancient biblical worlds and those of audiences have very different norms and values. In such cases, the concepts to be translated such as oinos ‘wine’ are actually easy to translate in most cases but translators try to soften the blow to the sensitivities of their audiences. This is in stark contrast with the domain of intercultural pragmatics where it is often impossible to find renderings in target languages that convey the sense of the biblical term. The first domain of intercultural mediation, that of concepts, is the domain that most people think of when they reflect on translation and culture, for example wondering how to translate ‘camel’ when audiences have no clue what a camel is. Yet, it is the unique cultural networks of concepts that we reach the boundaries of translatability.

Much effort has been devoted over the past few centuries to presenting China to the West in the English language, beginning with the classical sinology of nineteenth-century Britain and reaching a climax through late-twentieth century Chinese Studies in the States, carried out mostly in departments of East Asian languages and literature/cultures. Invariably there is one shared element in these approaches: translation. In our age, the pervasive use of English as the language of academic discourse, combined with the increased hegemony of English in fields beyond those of business, recreation and diplomacy, means that the “Westernization” of forms of knowledge related to Chinese culture and tradition has become inescapable. In the new linguistic imperialism, what is prominent are the misrepresentation, distortion and manipulation carried out in connection with the translation of ideas from Chinese into English. The present article focuses on ideas rather than texts in order to understand the cannibalization of one language by another that has occurred in translation. The example chosen is the translation of a key literary term―xiaoshuo (literally “small talk” but often translated as “fiction”)―which appears in academic writings published by American Sinologists in the past few decades, in which the epistemological gap between the Chinese and English terms is artificially bridged.

Our aim is to study the issue of literary translation training in ordinary situations but also (and mainly) when it is carried into the B language of the translator (in our case from Korean to French). In Korea, we try to overcome the lack of French translators able to produce literary translations by themselves by training Korean translators working into their B language (from Korean to French). The Ewha Graduate School of Translation and Interpretation (GSTI) and some other institutes like the Korean Literary Translation Institute (KLTI) offer training programs which take into account the specific situation of the Korean literature, expressed in a language of limited extension. At first we address a common question: can literary translation be taught? If the answer is positive, a second question arises: what kind of training would be pertaining for literary translation, an activity which belongs to art and technique altogether? The purpose of this paper is to address both questions with regard to the specific situation of Korean literature. The first part of this paper is devoted to theoretical aspects of our study (definition of key notions, with an emphasis on the Interpretative Theory of Translation) and practical aspects as well (general survey of the present training program of translators). In the second part, we analyze the different steps of the translation process, from understanding to reformulation in the light of the Interpretative Theory of Translation. Our conclusion is that, by using an efficient training program, we are able to train qualified translators as long as we can rely on the help of not only the teaching institutions but also the government.

As we read the title, From St. Jerome to Hypertext, this book attempts to discuss every translation theory and practice in human history. In each chapter of the book the author raises almost all the translation issues with which other translation theorists have struggled thus far. Through a comprehensive exploration of the various theoretical tasks, this book aims to build a science of translation. The author employs interdisciplinary studies as the methodology of his study. Chapter 1 introduces a historical development of the translation studies from the “sense to sense” principle of St. Jerome’s translation to the recent translator-oriented translation of Aubert. Chapter 2 deals with the relationship between author and translator. There was a Lord-servant relationship between the two in the past. Nowadays, however, the active and original role of translators has emerged. Chapter 3 furthermore emphasizes the translator’s creativity in dealing with ambiguities in the original text. Chapters 4 and 5 respectively reflect the issues of syntax and semantics. The author tries to extend his discussion out of the linguistic studies into semiotic level in these chapters. Also, cultural and historical considerations are taken into account. Chapter 6 has more developed semantic studies in relation to the problems of understanding. Hermeneutic theories seek for encounter points with translation studies. The traditional concept of “equivalence” is being reconsidered as well. Finally, chapter 7 shows the author’s efforts to conceptualize the process of theory in order to build a science of theory. Per Qvale concludes that translation itself operates between two worlds that are represented by two different languages to bridge a mysterious conjunction.

Purpose: Advances in the diagnosis and treatment of prostate cancer have increased the patients’ stress level and decreased the quality of life. A variety of instruments are currently available to evaluate patients with prostate cancer. However, only a few tools are available to assess Korean patients, and therefore we demonstrated a linguistic validation of Korean Expanded Prostate Cancer Index Composite for Clinical Practice (EPIC-CP). Methods: EPIC-CP was translated into Korean and the linguistic validation was evaluated. The evaluation process includes permission for translation, forward translation, reconciliation, backward translation, cognitive debriefing, and proofreading. Two bilingual translators independently translated the original questionnaire, discussed the feasibility and naturalness of initial translation, followed by revision to the reconciled version. Another translator then performed a backward translation into English. Ten patients with prostate cancer completed the translated questionnaire and performed cognitive debriefing. Results: The original EPIC-CP was translated into 2 Korean versions. The different wording in both versions and the ordinary words in the initial translations were changed considering the nuances and meanings of medical terms. During the backward translation, the panels made slight changes to clarify the meaning and nuances of the translated questionnaire. During cognitive debriefing, 10 patients answered the questionnaire and offered their opinions regarding comprehensibility and naturalness. Most patients agreed that the translation was comprehensible in general. Conclusions: Our study provides a successful linguistic validation of the EPIC-CP questionnaire. The translation is a helpful diagnostic tool to ensure the quality of life of patients with prostate cancer attending crowded clinics.