한국어 역번역문에 나타난 ‘이/가, 은/는’의 번역 양상과 그에 따른 인식 연구
A Study on the Translation Pattern of 이/가, 은/는 and Perception Patterns in the Back-Translation of the Korean Language
- 한국언어문학회
- 한국언어문학
- 韓國言語文學 第109輯
- : KCI등재
- 2019.06
- 265 - 294 (30 pages)
The purpose of this paper is to look at how foreigners with advanced Korean skills translate 이/가 and 은/는 in original Korean text in the back-translation of B(Korean) → A(mother tongue) → B(Korean) and examine their perceptions in two surveys based on it. A look at the use and recognition patterns of top-notch Korean learners in translation majors shown showed the type of translation into 이/가 and 은/는 and the type of translation into 이/가 → 은/는 ‘은/는 → 이/가 and there were examples of translations that were unusually omitted. First, the type translation into 이/가 → 은/는 showed that learners would recognize the meaning function of contrast by relying on a word with the opposite meaning and would unconditionally translated it as 은/는 without recognizing the relationship between subject and descriptive language. The second type of ‘은/는 → 이/가 translation, 은/는 is a translation of old information into 이/가 . Becourse simply recognizing the meaning function of the old information as a simple subject. and because of a weak perception of the subject of the sentence, the main word of the sentence was translated as 이/가 rather than 은/는. Finally, the type of omission that does not translate to 은/는 or 이/가 is a 은/는 , which is not replaced by 이/가’. Through the analysis of the reverse translation, the learners could see that they were interpreting and translating with an emphasis on meaning. Korean learners were able to check the semantic functions of ‘은/는’ they had not been exposed to in the course of learning Korean. This study may be meaningful in that it was conducted on top-notch learners of Korean language using a learning translation method called back-translation. Furthermore, the fact that the researchers analyzed the text of the Korean-More speaker in reverse translation, rather than using arbitrary sentences as an analysis target, is different from the discussions of ‘은/는’ and ‘이/g가’ so far.
1. 들어가는 글
2. 역번역 2.1. 학습 번역으로서의 역번역
2.2. 역번역에서의 ‘이/가’와 ‘은/는’
3. 학습자들의 ‘이/가’와 ‘은/는’의 번역 양상과 인식
3.1. ‘이/가’ → ‘은/는’으로의 번역
3.1.1. 호응관계의 ‘이/가’와 ‘은/는’
3.1.2. 저자의 의도에 의해 선택된 ’이/가‘와 ’은/는‘
3.2 ‘은/는’ → ‘이/가’로의 번역
3.2.1. 구정보 ‘은/는’
3.2.2. 주제화 ‘은/는’
3.2.3. 안은문장의 주어 ‘은/는’
3.3. 복합조사에서의 ‘은/는 누락
3.4. ‘은/는’을 다른 범주로 대체
4. 마무리