영한동시통역의 교수법

• 영문명: A Training Method for Simultaneous Interpretation from English into Korean
• 발행기관: 한국통번역교육학회
• 저자명: 염행일(Yom Haeng il)
• 간행물 정보: 『통번역교육연구』제5권 제2호, 31~48쪽, 전체 18쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2007.12.31

영문 초록

This paper has discussed how to train the students for simultaneous interpretation moving from English into Korean. The basic drills including shadowing, epitomizing, and interpreting words and expressions have been explained.. This study also discussed a comparison of sentence patterns of both Korean and English, and content analysis of simultaneous interpretation, along with its characteristics. Depending on the directions of interpretation such as a performance from an A language into a B language, the interpreter uses different techniques in order to be better able to handle his/her job. In simultaneous interpretation, the interpreter has a tendency to employ a top-down approach to process the speech, unlike a traditional classroom instructional approach resorting to the grammar-translation teaching method. In the process of interpretation, the interpreter may, from time to time, has to wait in varying degrees because he/she cannot immediately know what a particular speech element refers to. However, the interpreter can more easily segment meaning units in an interpretaion moving from English into Korean than an interpretation moving from Korean into English. The reason is that the verb, which determines the meaning of a sentence, is placed around the sentence-initial position in English, whereas, in Korean, the verb is normally placed at the sentence-final position. Most importantly, for that reason, the interpreter should be trained to make segmentations of meaning units properly, thus using appropriate connectives between those segmented units. In the final analysis, it is proposed that the instructor use a text made up of simple sentential structures such as the single-topic and genitive structures (which appear the easiest to process), moving later to diverse practical and professional texts of more complicated structures. By following the suggestion, the instructor should be able, as a result, to achieve more efficiently and effectively the goal of training simultaneous interpretation from English into Korean.

목차

Ⅰ. 서론

Ⅱ. 동시통역의 내용분석 (Content Analysis)

Ⅲ. 한국어 문장의 범주

Ⅳ. 동시통역의 특성과 한영(Korean-into-English)과 영한(English-into-Korean) 동시통역의 차이

Ⅴ. 결론

참고문헌

Abstract

키워드

모국어 제1목표어 시차 A language B language time lag