학부생 번역교육의 전략

Strategies for Undergraduate Translation Education : With Particular Stress on Korean-into-English Performance

This paper attempted to analyze translations moving from Korean into English. The participants included students educated in English-speaking countries for more than three years and students educated primarily in Korea. Used in the analysis were three categories including sentences fragments, relative clauses, and lexical errors, and the major findings are as follows: first, the subjects educated abroad were much better than the subjects educated in Korea in the categories of sentence fragments and lexical errors. Second, the Korea-educated participants were also inferior in the category of relative clauses. Generally, there was some gap in performance between those who were trained for a certain period of time out of Korea and those who have been basically trained in Korea. In order to improve the students ability to translate, having access to an English-rich environment for them to acquire English and Anglo-American cultural values would be very helpful and desirable. The realistic and efficient educational strategy from this study would be to teach the students the differences between topic-prominent languages such as Korean and subject-prominent languages such as English and teach them relatively simple sentential structures, first. Gradually, the instructor should in stages move to more complex structures such as embedded and cleft structures.