지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The purpose of this study is to examine the usefulness of the ‘Translator"s Note’, a translation assisting tool implemented in the ‘Top-Down Translation Teaching Approach’, and find points on which it can be improved.
The ‘Top-Down Translation Teaching Approach’ was designed to induce learners to be aware of the pragmatic elements involved and to make use of them in their translations. The process involved in said approach, however, deals with very cognitive and abstract concepts, and the ‘Translator’s Note’ was implemented as a means of aiding learners in grasping them.
The ‘Translator’s Note’ was observed to be useful in terms of enhancing cognition and inducing pragmatic thinking in learners, based on the results from in-depth interviews. First, it brought about positive changes in their task order and translation habbit. Secondly, learners began to consider, or at least notice the existence of, important pragmatic elements that could be involved when faced with translation problems, instead of just focusing on the linguistic layers of the text, which is what they used to do.
There is a need to observe whether or not improvement in cognition and awareness in learners have a close link to changes in their translations in follow-up studies, as the results could add reliability and validity.
The ‘Top-Down Translation Teaching Approach’ was designed to induce learners to be aware of the pragmatic elements involved and to make use of them in their translations. The process involved in said approach, however, deals with very cognitive and abstract concepts, and the ‘Translator’s Note’ was implemented as a means of aiding learners in grasping them.
The ‘Translator’s Note’ was observed to be useful in terms of enhancing cognition and inducing pragmatic thinking in learners, based on the results from in-depth interviews. First, it brought about positive changes in their task order and translation habbit. Secondly, learners began to consider, or at least notice the existence of, important pragmatic elements that could be involved when faced with translation problems, instead of just focusing on the linguistic layers of the text, which is what they used to do.
There is a need to observe whether or not improvement in cognition and awareness in learners have a close link to changes in their translations in follow-up studies, as the results could add reliability and validity.
목차
1. 서론
2. 이론적 배경
3. 실행연구 설계
4. 학습자 심층면담의 질적 분석 결과
5. 결론 및 향후 과제
참고문헌
[Abstract]
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