Recently, since the cultural communication between China and Korea turned to be more and more frequent, most Chinese universities involved Korean as a major. Meanwhile, the number of Chinese study-abroad students in Korea grew rapidly. So, the learnin...
Recently, since the cultural communication between China and Korea turned to be more and more frequent, most Chinese universities involved Korean as a major. Meanwhile, the number of Chinese study-abroad students in Korea grew rapidly. So, the learning and research related to Korean education and Korean, Chinese studying also grew rapidly.
Based on the research on job trend of graduated students, even each university involved translation course, but many aspects such as translation textbook, related research, and the method of translation teaching are not perfect.
Both of the Chinese and Korean academe focused on the compare research between Chinese and Korean, and the analyses on the mistakes raised within making sentence. This maybe helpful to Korean education in China, but it is not so helpful to the teaching of translation education and the improvement of students’ translation level.
This ’s purpose is as follows: taking the high grade students majoring in Korean in the Chinese official universities as object, I tried to find out the characters and reasons raised within the translation procedure, and I tried to find out a reasonable way to improve the translation level of the students.
In the second chapter, the Korean education present situation in China, the selection of research objects, and research documents and so on are involved.
In the third chapter, the content included the characters of Korean to Chinese translation, Chinese to Korean translation, and the compare of the two colleges. This chose several angles to analyze the characters of Chinese and Korean translation of Chinese students, such as match, phrase, written or oral language, Korean interference, phrase using methods, omission, logical relations and so on. I also analyzed the characters though other angles such as words, sentence structures, modifier, and so on. After that, I came to conclusion about the things in common and different points which rose between the two colleges.
In the forth chapter, I summed up all of the characters of the mistakes which appeared in the translation documents though words, sentence structure, and modifier these three angles, then analyzed the reasons, and raised some corresponding tutor advertise. Based on the result in analyzing documents, most of the translation mistakes are words. And the most prominent mistake is the use of Chinese characters and conjunctions. Beside this, within the translation procedure, the mistakes of sentences are focused on the sentence structure and the use of negative form. The modifier mistakes are not so much, but it should not be omitted.
Conclusion: Most mistakes in students’ translation can be divided in three parts. For words, they focused on words’ meaning, match, specific phrases, and the abuse of Chinese
words; for sentence structure, they focused on the disposal of long sentence, the use method of negative forms, the grasp of logical relations between sentences, and so on; for modifier, most mistakes are about the use of modifier ways and omission. So, the writer advised the students doing Chinese and Korean interpretation should take advantage of dictionaries, chose the proper words according to the context and reappearance the modifier which used in the original text.
This took the mistakes appeared in translation which made by high grade students majoring in Korean in the Chinese official universities as object, and tried to fine out some tutor meaning ways. Though this is not so perfect, and I hope this will be helpful to the staff, teachers, and education institutions within the Chinese and Korean translation region.
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