The purpose of this paper is to propose a translation education plan to improve the translation ability of learners majoring in Korean translation. To this end, we intend to implement translation education using back-translation, self-correction and evaluation, and CRIPD( ) that can be practically implemented in the Korean translation education field and propose a Korean translation education plan based on the results.
Chapter 2 examines existing studies on translation ability considering the characteristics of Korean translation majors, to determine which translation skills are needed in translation where Korean, a foreign language, is the target language(TL). Furthermore, it examines the teaching approach that has been used in translation education and identifies the teaching approach that can be applied to Korean translation education.
In Chapter 3, back-translation is implemented to overcome the difficulties in translation education that arise due to the characteristics of Korean translation majors. By analyzing learners' back-translations, differences that do and do not matter are classified, and representative examples are presented. Differences that matter are types that are likely to be mistranslations; therefore, they should be dealt with in class, and differences that do not matter are various expressions that can be replaced. This should be discussed in translation education.
Chapter 4 examines the translation pattern based on the results of the back-translation of learners majoring in Korean translation. In terms of vocabulary, grammar, sentences, and discourse, learners' ability to translae text into the TL was analyzed. As a result of analyzing learners' translations, it was found that although they were advanced-level learners of Korean, they had difficulties constructing translations in Korean. Unlike Korean education, the teaching items necessary for TL education in translation can be identified. For instance, the distinction of vocabulary with overlapping semantic areas such as "그러나" and "그런데" and the citation sign, which is used as a function to convey other people's words in Korean textbooks, are used as a function to reveal the source of information in written language. In addition to reverse translation, there is a need for other complementary devices that can overcome the limitations of Korean translation majors.
As an efficient way to give feedback to learners of multinational targets and to improve translation skills, self-correct, evaluation, and writing CRIPD are necessary.
Chapter 5 explores the Korean translation education method based on the teaching approach to translation education discussed in Chapter 2, translation classes using back-translation in Chapter 3, and the analysis of back-translation in Chapter 4. Based on the Korean translation teaching and learning model, the reality of Korean translation education is presented. In addition to back-translation, translation education is conducted by adding self-correction, evaluation, and CRIPD to address the limitations of Korean translation majors. Finally, Chapter 6 summarizes the conclusions of this study and describes its limitations and academic values.
This study can give significance to the thesis in that it is a full-fledged study of translation patterns and corresponding translation education for learners majoring in Korean translation.
At the same time, this study has the following limitations and follow-up studies are necessary.
First, it failed to address the various text genres. Second, a one-on-one study of learners' native language and Korean-translated sentences was not conducted. Third, despite focusing on translation education students majoring in Korean translation, the overall educational conditions, such as instructors, textbooks, and curricula were not examined.
Despite these limitations, this study is meaningful in that it heralds the start of full-fledged research on translation education for learners majoring in Korean translation, so the following academic values can be assigned.
First, no research has examined the translation ability of learners majoring in Korean translation, and so this study is meaningful in that it is an empirical study that sought to understand the ability to construct text on arrival through the translation patterns of learners and to find ways to teach translation. Second, it is valuable in that it was possible to see learners' perceptions in translated sentences by students majoring in Korean translation. Finally, this study can be said to be the cornerstone of research on the future directions of Korean translation majors.