This study aims to offer pedagogic materials of translation education at undergraduate level, especially designed for Vietnamese students who major in Korean.
Until recently, product-oriented translation studies have been dominant and translation pro...
This study aims to offer pedagogic materials of translation education at undergraduate level, especially designed for Vietnamese students who major in Korean.
Until recently, product-oriented translation studies have been dominant and translation products are examined in terms of their linguistic aspects. In this approach, translation is considered to convert ST into TT simply by fitting target language equivalents under the rules of TT structure. Amidst criticisms raised within translation studies on result-oriented education, the usefulness of TAP (Think-Aloud Protocol) is emphasized as a research methodology focused on the process of translation.
This conducted an experiment using TAP to two Vietnamese Korean learners and analyzed the data to identify their translation behaviors, strategies, and cognitive process. The findings can be summarized as follows:
First, the learners showed limited translation behaviors and rather simple cognitive processes. Second, they had difficulties understanding the source text in Korean and failed to convey the message of the text. Furthermore, the Korean target texts produced by them were sometimes incomprehensible. Third, their strategies of solving translation problems were limited to dictionary search and the analysis of sentence structures.
The findings point to two realities: One is the Vietnamese Korean learners' lack of what translation is and the other is their incompetence in Korean. The pedagogical implications of the findings are: (1) A better understanding of translation is required; (2) The improvement of the learners' competence in Korean as both A language and B language should be the first priority at undergraduate level translation education; (3) Translation methodology is an indispensable element at undergraduate level translation curricula, which, together with background knowledge, could serve to compensate for the lack of language competence.
This calls for the need for more translation education studies in Korean Language Education as a Foreign Language, especially for overseas Korean learners. Most graduates majored in Korean as a foreign language work in translation and interpretation after graduation; unfortunately, their employers are not satisfied with their performances. It should be realized that translation competence can be gained only after acquiring the translation methodology not just by speaking a foreign language fluently to meet the increasing demands for translation of good quality.
，韩语毕业论文，韩语论文范文 |
