학습양식 이론을 적용한 학습자 중심의 번역교육

• 영문명: Learning Style and Learner-Centered Translation Pedagogy
• 발행기관: 한국통번역교육학회
• 저자명: 조재범(Cho Jae bum)
• 간행물 정보: 『통번역교육연구』제8권 제2호, 45~60쪽, 전체 16쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2010.12.31

영문 초록

This paper presents the Learning Styles Theory designed by Felder (1996) for the purpose of introducing learner-centered translation pedagogy in translation class and enhancing the translation competence of translation trainees. To this end, the learning styles of 19 students were surveyed to categorize the learners into two types among 8 learning styles: the active and the reflective. Later, the trainees translations presented through assignments and tests were analyzed and evaluated mainly from the perspective of domesticating and foreignizing strategies based on Al-Qinai s translation quality assessment model. In this research, the reflective learners showed better translation competence than the active learners. In order to clarify the correlation between the translation competence and the learning styles, further studies shall be conducted on larger translation trainees with more detailed criteria which shall include linguistic competence, previous experience(s) in translation classes, year(s) spent in English-speaking country, etc.

목차

I. 서론

II. 이론적 배경 및 선행 연구

III. 자료 분석

IV. 결론 및 연구의 한계

참고문헌

Abstract

키워드

학습양식 번역능력 활동적 학습자 성찰적 학습자 learning style translation competence active learners reflective learners