Earticle

본 논문은 수능 문화 영역의 출제 방향을 모색하기 위해 베트남어Ⅰ 과 목 교육과정의 문화 관련 목표와 성취기준을 살펴보고, 2017학년도부터 2021학년도까지의 수능 문화 영역 기출 문항을 내용과 형식면에서 분석하 고 그 특성을 살펴보았다. 연구 결과를 요약하면 다음과 같다. 첫째, 2009 개정 교육과정이 적용된 2017-2020학년도 문항은 주로 베트 남의 일상문화 관련 소재를 중심으로 문항이 개발되었고, 2015 개정 교육 과정이 적용되기 시작한 2021학년도 문항은 생활문화, 지리(지역), 인물, 예술문화, 전통문화 등과 같이 다양한 방면의 소재를 골고루 다루었다. 둘 째, 문항의 형식면에 있어서 지문 구성은 텍스트로만 구성되거나 사진·삽 화를 텍스트와 함께 구성한 두 가지였다. 서술문 텍스트가 대화문 텍스트 에 비해 많았고, 베트남어 답지/선택지가 한국어보다 많았으며, 문항 유형 은 정답형, 합답형, 부정형 순으로 많았다. 문화 문항 출제를 위한 제안은 다음과 같다. 첫째, 교육과정의 다양한 학 습 요소가 문화 문항에서 고르게 다뤄져야 한다. 둘째, 소재 선택에 있어 베 트남 내 특정 지역이나 특정 시대의 인물에 편중되지 않도록 해야 한다. 셋 째, 상호문화적 관점에서 한국 문화와 비교하여 베트남 문화를 이해할 수 있는 문항 개발이 요구된다. 넷째, 시각적 자료를 다양하게 활용하고, 지문 구성 및 문항 유형이 반복되지 않도록 주의할 필요가 있다.

In order to find the direction of the CSAT cultural field, this paper examined the cultural goals and achievement standards of the Vietnamese I curriculum, analyzed the previous questions of the CSAT cultural field from 2017 to 2021, and examined the characteristics. Suggestions for culture items are as follows. First, the various learning elements of the curriculum should be treated evenly in culture items. Second, it should not be biased towards a specific region or period in Vietnam. Third, it is required to develop items that can understand Vietnamese culture compared to Korean culture from an intercultural perspective. Fourth, it is necessary to use various visual materials and be careful not to repeat the composition of the text and the type of items.

이 논문은 외국인 단기 체류자, 특히 단기 연수생들을 중심으로 하는 한국 문화 교육 항목을 선정하는 데에 그 목적이 있다. 지금까지 유학생과 어학 연수생, 이주 여성 등 장기 체류자를 위한 한국 문화 교육 항목에 대한 연구는 꾸준히 이루어져 왔다. 그러나 단기 체류자를 위한 한국 문화 교육 항목 선정에 대한 연구는 부족한 실정이다. 본고에서는 한국 문화 교육 항목 선정의 방법으로 한국 문화 항목 및 한국 문화 교육 항목과 관련한 선행연구를 분석하고, 한국 문화 교육 항목의 요구조사를 바탕으로 한국 문화 교육 항목에 대한 기준과 단기 연수생들을 위한 추가 기준을 제시하여 한국 문화 교육 항목을 선정해 보았다. 나아가 선정된 한국 문화 교육 항목과 관련한 실제 강의 자료를 예시로 제시하였다.

The purpose of this study is to select Korean Culture Education Items focused on foreigners who stay for short term, especially short term trainees. Until now, there have been many researches about long term sojourners such as foreign students, students for language course, immigrant wives, However, It is not enough to research Korean Culture Education Items for short term sojourners. From this perspective, I analyzed previous studies concerned with Korean Culture Items and Korean Culture Education Items in order to select Korean Culture Education Items and suggested standard about Korean Culture Education Items additional standard for short term sojourners based on the requested research of Korean Culture Education Items. In addition, I represented new Korean Culture Education Items and some samples which is using in a real lecture.

It is necessary that cultural education in integrated textbooks is implemented for Korean language learners who need to acquire the basic cultural background for adapting to Korean life, as well as functional education of language. The cultural factors are extracted, analyzed, and compared from selected integrated textbooks which are utilized as the main channel of actual cultural education, and the most frequent living culture items are intensively examined and compared with the cultural domain of Internationally Accepted Standard Model . In addition, as conducting a survey and analyzing its results on the preference and demand for cultural items focusing on Korean language learners who are studying at the international exchange centers of three universities, the complement factors are presented which are expected to be reflected in the 'Standard Model' and the integrated Korean textbooks of universities. Also, this study aims to suggest the detailed items of living culture, as designing them to be proper to the needs of international students.

This study aims to review the theoretical assumptions of the Retranslation Hypothesis (Berman, 1990), and to test some of these assumptions by reviewing two translations of ‘Harry Potter and the Philosopher's Stone’ in Korea. The Korean retranslation of the first Harry Potter series was completed due to various factors and is reflected in various aspects within the text. The second Korean translation of the book, which was published with a difference of 20 years from the first version, could be classified as a “passive retranslation” according to Pym's classification (1998:82). However, upon analysis, the study finds that the retranslation was performed not simply for supplementation or improvement of the first text. Other factors that were determined are as follows: a better appreciation and understanding of the author and the work, meeting the expectations of the publisher and reader, the translator's personal affection for the original text, and a massive influx of new target readers. The retranslated version is an “active translation” (1998:82) in that it has a dynamic character in which various factors are intertwined. According to the Retranslation Hypothesis, retranslations tend to be more source culture oriented than the first versions. However, this study shows that the hypothesis is not a consistent phenomenon, and many cases of the opposite were also observed.

When a message leaves the culture in which it was encoded, it carries the content intended by its producer, but when the message reaches the culture where it is to be interpreted, it undergoes a transformation because the culture in which the message is decoded influences the message interpretation and hence its meaning. As such, culture is in the center of translation, as one of the greatest sources of miscomprehension caused in the process of and post-translation is the mismatch between the source and target text cultures. Hence, the translator, as a knowledge and culture broker, is required to offer compensation that enables source and target text readers to have shared knowledge and culture. This paper first reestablishes the concept of culture-specific item by putting together several different definitions of culture-related terms. Then, it examines what role culture-specific items play in understanding a text and how important they are in the process of translation. Based on a clearer understanding of culture-specific items and in recognition of the role and the importance of the item, this research presents five translation strategies and discusses how such strategies can be deployed and what attentions should be paid in the process of translation. Each strategy exhibits its unique features and has strengths and weaknesses when applied. The translations that serve as the bases for the explanation of translation strategies are taken from The Cry of the Cuckoo, a well-known Korean literature, which contains a number of cultural-specific items.

본고는 유라시아 한국어 학습자가 결혼, 유학 등의 이유로 급증 하고 있는 현 상황에서 그간 유라시아 학습자를 위한 한국어교육 이 언어교육에만 치중했다는 문제의식으로부터 시작되었다. 의사 소통의 근저에는 ‘문화’가 있기에 이 문화에 대한 상호이해가 있 을 때에 비로소 진정한 의사소통이 가능하다는 사실을 다시금 환 기하고자 하였다. 유라시아의 경우, 러시아를 중심으로 한 슬라브 문화와 CIS국가 를 중심으로 한 이슬람 문화로 크게 나누어질 수 있는데, 이들 문 화는 모두 유교와 불교를 기반으로 하는 한국 전통문화와의 접점 을 찾기가 매우 어렵다. 다른 어떤 문화권의 학습자 집단보다도 이문화 의사소통능력의 함양이 필요한 집단이라 할 수 있는 것이다. 이에, 본 연구에서는 유라시아 한국어 학습자를 위한 한국어교 육에서 이문화 의사소통능력 함양의 필요성을 주장하고, 이들을 위한 문화교육범주를 상정, 그 실제적인 문화교육의 예를 보이고 자 하였다.

This study was stemmed from reflection that Korean language education for Eurasian learners has been focusing solely language education itself. However, Eurasian culture is based on Slavic culture by Russia and Islam culture by CIS countries which are far from Korean traditional culture. Hence, inter-cultural communitive ability is absolutely needed to Eurasian learners more than any other learner groups in communications with Korean people. Thus, this study intends to highlight the significance of inter-cultural communicative ability in Korean language education for Eurasian learners and to suggest education items for them for the purpose of inter-cultural communicative ability enhancement. In peculiar, the specific examples of inter-cultural communicative ability education based on suggested education items are to be presented.

본고는 학문 목적 한국어 학습자들이 문화간 의사소통 주체자로서 꼭 갖추어야 할 능력은 ‘한국어 능력’과 ‘문화 능력’의 두 가지로 보고자 한다. 이들이 대학 학업 수행 및 일상생활을 하는 데에 많은 어려움을 겪고 있는 원인은 한국어 능력이나 문화 능력이 부족하기 때문이라고 할 수 있다. 학문 목적 한국어교육에 관련된 연구들은 ‘강의 듣기, 보고서 작성하기, 발표하기, 학술적 어휘, 전공 어휘 등’ 전공 학습과 학문적 연구에 필요한 한국어 능력에만 중심을 두고 있다고 해도 과언이 아니다. 그러나 학문 목적 한국어 학습자들은 대학에 입학한 후에 직면하게 된 ‘한국 대학에서의 수강 스타일, 교우, 선·후배, 교수와의 관계 등’이 이들에게는 낯설고 다가가기가 어려울 수도 있다. 즉 학습자들이 원활한 대학생활과 일상생활을 하는 데에 있어 문화 능력이 절실하다. 이들이 필요한 일정 수준의 문화 능력에 미달한 상태로 입학한다면 학업뿐만 아니라 대인관계를 유지하는 것조차 번거로운 일이 될 수 있다. 이와 같은 어려움을 극복하기 위해 학습자의 한국어 능력만을 향상시키는 것이 아니라 한국어 능력과 등가적으로 존재한 문화 능력을 같이 함양할 수 있게끔 교육해야 한다. 본고는 학습자들이 대학생으로서 겪게 되는 실제적 의사소통 상황을 조사하고 이를 토대로 학문 목적 한국어 학습자들의 문화 능력을 향상시킬 수 있는 문화교육 항목을 선정한 데에 그 의의가 있다.

The purpose of this study is to select culture education contents aiming at improving the cultural competence of Korean language learners during their college lives. Most foreign students studying in Korean colleges have difficulties in their studies despite the fact that they have intermediate or advanced Korean language abilities. To solve a such problem, many of the preceding researches focused on foreign students’ language abilities focusing on lecture listening, presenting, and writing reports. Although these language abilities can be a source of difficulties in their college lives both academically and socially, lack of cultural competence may also be the reason. Secondly, although there is an urgent need for Korean language learners to improve their cultural competence, culture education for academic purposes almost never exists. Most studies on cultural education are for learners with a general purpose of learning the language, immigrant women, or those with Korean heritages. This study aims to design contents of cultural education with much more realistic communicative situations for Korean language learners who enter Korean colleges.

This study analyzed the translation strategies of Korean culture-specific items displayed on the Korea.net Arabic website, the government’s representative overseas PR media. 25 articles with a large number of culture-specific items were selected and analyzed among 74 articles published in the Culture section of the Korea.net Arabic website for a total of 7 months from August 2020 to February 2021. The themes of the selected 25 cultural articles were the contents of related cultural events according to the period, such as Chuseok and New Year’s Day, Kimchi-making Season, Lotus Lantern Festival, and Hangeul Day. Culture-specific items were classified into proper nouns such as country, administrative districts, place name, and building name, and other cultural elements such as food, clothing, holidays, according to the classification method of Lee Geun-hee(2008). As expected, a number of strategies to convey meaning along with transliteration appeared as part of an effort to inform Arab readers of Korean culture-specific items. However, it found the need to establish norms or unified standards for culture-specific items translation strategies, especially in transliteration.

This paper aims at analyzing how culture-specific items are translated in Korean-English literary translation, observing the problems shown in the translation and ultimately suggesting the more desirable strategies to let Korean cultural elements known to the world. For the study, examples of typical Korean cultural items such as 갓, 두루마기, 막걸리, 떡, 대청마루, and 아랫목 are taken from 30 translated novels and short stories. This study shows that the most frequently used strategies of translating Korean cultural elements are generalization, established equivalent and omission. They are often considered as strategies of reader-friendly ones at the expense of the faithfulness to the source text. This phenomenon proves that Lawrence Venuti's post-colonial suggestion is accurate. Venuti asserted that the asymmetrical relations or inequalities are present in translation. Nowadays with the rise of Korea's cultural authority, the translation attitude of our own cultural elements must be changed. Instead of easy-going translation attitude to use strategies such as omission, generalization or established equivalent, translators have to endeavor to make our cultural elements known to the target readers. In addition, established equivalents of some cultural items such as overcoat for "두루마기“ and rice-cake for ”떡” have limits to remind them to the mind of target readers. Therefore, it would be urgent to recognize the limitations of the existing equivalents and to try to find more suitable expressions.

The purpose of the present case study is to investigate the role of the translator as cultural mediator when working on culture-specific items (CSIs) and to examine how postgraduate students can become better cultural mediators when such a role is called for. For this, the study draws primarily on Aixela's typology of CSIs (conventional proper nouns, common expressions) and translation strategies (conservation and substitution and their 11 subcategories) in order to review in what areas translator need to assume the role of cultural mediator. After analyzing student translations of CSIs based primarily on Aixela's typology and the designated reviser's comments in order to gain a better understanding of how native-speaking readers react, a preliminary relationship is inferred between CSI types and translation strategies. The present study is presented in an effort to provide students with a more systematic framework for approaching the thorny translation problems CSIs entail.

Cursing expressions are inevitable in all languages. Some of them are profoundly rooted in a specific culture known to its own people, which fall into the category of culture-specific items (CSIs)?proper nouns and common expressions that are rich in cultural connotation. This paper aims to find out proper translation techniques dealing with these culture-loaded cursing expressions by applying Aixela’s 11 techniques for translating CSIs. On the basis of analyzing the samples and statistics of 7 cursing expressions from Hong Lou Meng and their equivalents in The Story of the Stone, the English translation, this study shows that only 4 of his 11 techniques should be applied to translating Chinese cursing expressions as CSIs into English, namely, “naturalization”, “absolute universalization”, “linguistic (non-cultural) translation” and “omission”. It is hoped that these techniques could be further applied to the Chinese-English translation studies and practice of CSIs as a whole.

Nowadays, the foreign language education in Korea is expanding the range and level of communication that is based on the competences of cultural understanding and information processing and its application. The purpose of the present study is to analyze the culture items of the CSAT Spanish I in order to guide item development in the future CSAT administrations. The culture items in the CSAT Spanish I are considered to be the most closely related to the competences of cultural understanding and information processing and its application. Since one of the purposes of the CSAT is to screen the examinees for college applications, it is necessary to see whether the CSAT difficulty could be well managed according to the examinees characteristics in order to discriminate among the examinees. Item difficulty was the focus of the analysis of the present study for this reason. Finding indicates that despite the constraints such as characteristics of the examinees, availability of vocabulary and grammar, item types and the test paper space, the culture items in the CSAT Spanish I generally met with the goals and achievement standards of the National Curriculum. Some suggestions were provided as to the CSAT Spanish I. First, the effort to utilize various topics or subject matters need to be kept. Second, the efforts needs to be given to develope knowledge-based items. Last, items or item types need to be made with the higher level of difficulty.

This paper is concerned with the development of ameliorating inventory models. The ameliorating inventory is the inventory of goods whose utility increases over the time by ameliorating activation. The term ameliorating inventory is used in this paper at least, since the terminology is not standard well known. This study is performed according to areas; one is an economic order quantity(EOQ) model for the items whose utility is ameliorating in accordance with Weibull distribution, and the other is a partial selling quantity(PSQ) model developed for selling the surplus inventory accumulated by ameliorating activation. The proposed models cannot be solved directly in a closed form, thus we used a computer program and a graphical solution method to obtain the optimal ordering and setting quantity in this paper. Numerical examples to illustrate the effect of ameliorating rate on inventory polices are shown at the end of this paper.

Culture-specific items have been recognized as one of the most problematic issues in audiovisual translation. The aim of this article is to examine and describe the translation methods and strategies of culture-specific items adopted by film translators in their English dubbing of Korean films. Based on the theoretical framework suggested by Ranzato(2015), culture-specific items and their research methods implemented by translators in response to cultural constraints are mapped out. While micro-level translation methods refer to local solutions to individual problems related to culture-specific items, macro-level translation strategies deal with global strategies of domestication and foreignization. The result of the study indicates that the macro-level strategies of culture-specific items in English-dubbed Korean films are clearly target-oriented. Furthermore, elimination and substitution are the most frequently used translation methods of culture-specific items. Last but not least, the study highlights the translation method of creative addition and compensation, which require a certain amount of creative effort on the part of translators.

『삼체』는 중국 최고의 과학 소설로 전 세계의 관심을 끌었다. 본 연구는 『삼체』에서 발견된 문화특정항목의 번역 전략을 분석하고 한국어 번역과 영어 번역의 공통점과 차이점을 기술하는 것을 목적으로 한다. 분석 텍스트에서 문화특정항목을 수집한 후, 프랑코 아이셸라(Franco Aixelá)의 번역 전략 분류를 기반으로 데이터를 분석하였다. 분석 결과, 한국어와 영어 번역은 직역과 절대적 일반화 전략을 많이 사용한다는 점에서는 공통점을 보였으나 두 가지 측면에서 차이를 보였다. 첫째, 한국어 번역에서는 과학 문화특정항목에 대한 이해를 돕기 위해 텍스트 외적 주석을 많이 활용하였다. 둘째, 영어 번역에서는 음차를 활용하여 문화특정항목을 번역한 사례가 한국어 번역보다 많았다. 본고는 중국 과학 소설 문화특정항목의 한국어와 영어 번역을 분석하고 두 언어 간 번역 전략 차이를 처음 제시했다는 데에 그 의의가 있다.

Three Body Problems is a Chinese science fiction that attracted a great deal of attention. This study aims to analyze the similarities and differences between the Korean and English translation of culture-specific items (CSI) based on the translation strategies suggested by Franco Aixela (1996). The result indicates that both texts used linguistic translation and absolute universalization frequently when translating CSIs. However, two conspicuous differences were found in the translation of CSIs. Korean translation adopted the strategy of extratextual gloss far more than English translation did to help readers to understand the science CSIs. English translation implemented orthographic adaptation more often than Korean translation did. The implication of the study is in putting forward the similarities and differences of the Korean and English translation strategies of CSIs found in a Chinese science fiction for the first time.

본 연구는 쑤퉁의 중국 현대소설 『茨菰』를 사례로 하여, 문화소의 중한 번역에서 대규모 언어 모델의 역량과 한계를 규명하는 데 목적을 둔다. 대상 모델은 ChatGPT 4o, ERNIE X1 Turbo, CLOVA X이며, 먼저 문화소 번역의 난점을 정리한 뒤, 연구 방법으로 ‘속어·속담류, 중국 특수어, 구어·방언 표현, 사자성어’ 네 가지 범주를 설정하고 충실도·가독성·문화적 적합성의 세 기준에 따라 분석하였다. 분석 결과, ChatGPT 4o는 의미 핵심과 화용 기능을 균형 있게 재현하여 전반 성능이 우수했고, ERNIE는 의역을 선호하여 문화적 이미지 보존은 약하나 안정성이 높았다. CLOVA는 중국 특수 용어 및 역사적 맥락이 요구되는 항목에서 의미 약화와 대응 오류가 빈발해 변동성이 크게 나타났다. 범주별로는 관용구와 사자성어의 경우 목표어 등가어로의 문화적 대체가 가장 자연스러웠고, 중국 특수 용어는 ‘음역+한자 병기’에 최소한의 의미 명시화를 드러내는 방식이 효과적이었다. 또한 구어·방언 관용 표현은 체면·위계 등 암묵적 의미를 화행 단위에서 정합적으로 맞추는 것이 관건으로 확인되었다. 결론적으로 LLM은 문화소 번역에서 실용적 잠재력을 보이나, 프롬프트 기반 제어와 포스트에디팅의 연계가 품질 확보의 전제이며, 번역 전략 선택은 텍스트 장르와 목표 독자 설계에 정합적으로 맞춰져야 한다.

This study uses Su Tong’s modern Chinese short story Arrowhead tubers as a case to examine the capabilities and limitations of large language models (LLMs) in translating culture-loaded items (CLIs) from Chinese into Korean. We evaluate three models?ChatGPT 4o, ERNIE X1 Turbo, and CLOVA X?by first outlining the challenges inherent in CLI translation, then defining four analytic categories (slang/proverbs, China-specific terms, colloquial/dialectal expressions, and four-character idioms). Based on the triad of fidelity, readability, and cultural appropriateness, our analysis shows that ChatGPT 4o reproduces semantic cores and pragmatic functions in a relatively balanced manner, yielding the strongest overall performance. ERNIE favors functional paraphrase; while this weakens image preservation, it delivers higher stability. CLOVA exhibits pronounced variability, with frequent weakening and mismatches in items requiring China-specific terminology or historical context. By category, cultural substitution with target-language equivalents proves most natural for idioms and set phrases; for China-specific terms, a strategy combining transliteration plus Chinese characters, supplemented by minimal explicitation, is effective. For colloquial/dialectal expressions, aligning implicit meanings?such as face and hierarchy?at the level of illocutionary force is crucial. In conclusion, LLMs show practical promise for CLI translation, but quality depends on prompt-based control coupled with post-editing, and on selecting translation strategies that are consistent with text genre and the intended readership.

The aim of this study is to analyse the specific translation procedures that I employed to translate the culture-specific items of Yangbangeon into English. Based on the quantitative analysis and description of the translation procedures of the culture-specific items in The Tale of Yangban, I also tried to illuminate the guiding principles or spirit underlying the whole process of translation. Analysis and description of the translation procedures are mainly supported from the theory of Newmark(1988) among others. This study shows that the transference is the most commonly used technique for the proper nouns such as the name of the character and the title of literary works. As for other common nouns like a top-knot, neutralization is the most common technique. Adding technique complements with the other two dominant techniques, transference and neutralizaton, to address the potential readers’ lack of understanding of the culture-specific items in the target text. This combination of translation techniques reveals the translator’s spirit of making the language, history, and culture of the original work easily but faithfully accessible to the western readers. It also reflects the translator’s intention to guide the target text readers to further their interest and research into other related works of literature.

The purpose of this paper is to describe how culture-specific items in the novel 『순이삼촌』 Suni Samch’on were translated into English in the two translated texts. In TT1 most cases of proper nouns were translated in the form of direct translation. On the other hand, in TT2 they were mostly translated in the form of indirect translation. TT1 has been found to be optimally more relevant than TT2 as far as the way proper nouns were translated is concerned. Due to the differences of cognitive environments between the readers of ST and those of TT, based on Gutt's relevance translation theory, translators need to provide contextual information in the main text if it is needed. In this paper, Aixela's(1996) definition of the culture-specific items is adopted. In the section 4, proper nouns belonging to the culture-specific items in TT1 & TT2 are analyzed and then it is decided whether or not they fall under indirect translation and optimal relevance translation. When we have analyzed those cases in TT1 & TT2, it turns out that proper noun is translated through transliteration, a mixed use of transliteration and linguistic translation or linguistic translation. Of course, the translation mode of TT1 is significantly different from that of TT2. As a result, the difference of the extent in optimal relevance translation as well as direct and indirect translation is distinct. For example, the place name, ‘서촌’ is directly translated into ‘West Village’ in TT1 and indirectly into ‘west part’ in TT2, which means the first one delivers the interpretation of the ST expression to the target readers because of complete interpretive resemblance between ST and TT1, On the other hand, the semantic effect of the place name of the ST is lost in TT2 as a result of an indirect translation. Since we have a possible expression to deliver the original thought of the ST, the TT2 turns out not to achieve optimal relevance.