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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
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The present action research-based case study explores the possibility of employing corpora and the complementary resource of revision (professional revisers revising the work of students) as translation aids in the postgraduate Korean-into-English translation classroom.
In accordance with Kemmis & McTaggart's division of action research into "four component parts: planning, acting, observing, and reflecting,"(recited from Timothy Stewart 81) the study initially identifies the gap that persists between the lecturer and students in the classroom in its "planning" stage, as a result of which corpora are chosen as translation aids to be applied. In the following "acting" stage, an in-class translation experiment is carried out in which two sets of corpora are compiled and offered to students at the GSIT, HUFS. And in the ensuing "observing" stage, two hypotheses are confirmed. Then, in the "reflecting" stage, investigation reveals that when corpora alone does not deliver the desired results, revision by professional revisers is an appropriate complement to corpora.
Against this backdrop, an "ideal" postgraduate Korean-into-English translation classroom will involve a process through which ⅰ) corpora elevate the students' ability in better finding solutions for translating metaphors, idioms and culture-specific items; ⅱ) the reviser revises the works done by students; and ⅲ) the Korean lecturer oversees the entire process in order to analyze and suggest appropriate translation strategies.
In accordance with Kemmis & McTaggart's division of action research into "four component parts: planning, acting, observing, and reflecting,"(recited from Timothy Stewart 81) the study initially identifies the gap that persists between the lecturer and students in the classroom in its "planning" stage, as a result of which corpora are chosen as translation aids to be applied. In the following "acting" stage, an in-class translation experiment is carried out in which two sets of corpora are compiled and offered to students at the GSIT, HUFS. And in the ensuing "observing" stage, two hypotheses are confirmed. Then, in the "reflecting" stage, investigation reveals that when corpora alone does not deliver the desired results, revision by professional revisers is an appropriate complement to corpora.
Against this backdrop, an "ideal" postgraduate Korean-into-English translation classroom will involve a process through which ⅰ) corpora elevate the students' ability in better finding solutions for translating metaphors, idioms and culture-specific items; ⅱ) the reviser revises the works done by students; and ⅲ) the Korean lecturer oversees the entire process in order to analyze and suggest appropriate translation strategies.
목차
1. Introduction
2. An Action Research-based Case Study in the Postgraduate Korean-into-English Translation Classroom
3. Concluding Remarks
References
[Abstract]
참고문헌 (36)
참고문헌 신청
1. [학술지(정기간행물)] - Aixel , Javier Franco / 1996 / Culture-specific Items in Translation : 52 ~ 78
2. [학술지(정기간행물)] - lvarez, Rom n and Mar a del Carmen- frica Vidal. eds / 1996 / Power, SubversionTranslation
3. [학술지(정기간행물)] - Austermhl, Frank / 2001 / Electronic Tools for Translators
4. [학술지(정기간행물)] - Baker, Mona / 1995 / Corpora in Translation Studies An Overview and Some Suggestions for Future Research 7 (2) : 223 ~ 243
5. [학술지(정기간행물)] - Barlow, Michael / 2000 / Parallel Texts in Language Teaching : 106 ~ 115
2. [학술지(정기간행물)] - lvarez, Rom n and Mar a del Carmen- frica Vidal. eds / 1996 / Power, SubversionTranslation
3. [학술지(정기간행물)] - Austermhl, Frank / 2001 / Electronic Tools for Translators
4. [학술지(정기간행물)] - Baker, Mona / 1995 / Corpora in Translation Studies An Overview and Some Suggestions for Future Research 7 (2) : 223 ~ 243
5. [학술지(정기간행물)] - Barlow, Michael / 2000 / Parallel Texts in Language Teaching : 106 ~ 115
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UCI(KEPA) : I410-ECN-0101-2012-701-004327425