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전문번역 교육을 위한 품질평가모델 구축에 관한 연구 원문보기

  • 저자

    장혜선

  • 학위수여기관

    한국외국어대학교 통번역대학원

  • 학위구분

    국내박사

  • 학과

    통번역학(한일)

  • 지도교수

    김한식

  • 발행년도

    2014

  • 총페이지

    290 p

  • 키워드

    번역평가 번역품질평가 번역오류;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538736&outLink=K  

  • 초록

    Research on Developing a Translation Quality Model for Professional Translation Education In 1999, a conference themed "Translation Quality" was held in Leipzig, Germany. It served as a signal of opening up a new chapter in the field of translation studies that had been centered on the longstanding comparison/analysis of ST and TT based on linguistic approaches and translation strategies. More than 10 years later, however, systemic and quantifiable criteria to evaluate translation quality are still missing: The majority of translation evaluation is based on evaluators' personal criteria rather than objective standards. Many of the scholars who have pointed out such subjectivity of evaluation have cited personal view of point or intuition of evaluators as elements undermining objectivity. The aforementioned personal view of point may include the question, "what should be regarded 'good' translation?" a constantly reoccurring debate that dates back as far as the birth of translation studies, as well as the definition or concept of translation competence needed to produce "good" translation. Nobody, who had been ever involved in translation evaluation, could deny that such difference in viewpoints has put translation evaluation on the basis of subjective criterion. In order to produce a so-called "good" translation, it is necessary to accurately identify and build competence needed, a process which requires a clear measure that allows the judgment of a good or poor translation outcome. This leads to the conclusion that "good translation" necessitates the triangular composition of "production-competence (i.e. training)-evaluation." However, as mentioned afore, Korea's numerous translation academies or organizations that produce and consume translations lack a clear and objective translation evaluation model that would enable effective evaluation of translations. As mentioned at the beginning, the most critical element in translation evaluation is keeping the subjectivity of the evaluator to the minimum. Mossop (1989) said, "'objective' translation evaluation usually refers to an evaluation system that will let different evaluators arrive at similar conclusions (ibid, p.55)." In other words, objective evaluation indispensably necessitates well-defined "criteria" and "process". Otherwise, the act of evaluation will depend on the evaluator's personal taste or the preconception that has involuntarily settled down in his/her head, resulting in a haphazard evaluation or a bureaucratic, extremely rigid, and subjective conclusion (Darwish, 1999/2001:2). The purpose of this research is first, to apply existing evaluation models to translations produced by students taking professional translation courses to find out their limits or weaknesses; second, to identify conditions to be met by an evaluation model that, to its best, takes into account the intent and pedagogical content of graduate schools of interpretation and translation as well as the linguistic similarity of Korean and Japanese; and third, to build and present a translation evaluation model that best suits the aforementioned conditions. The first step was to take a close look at several existing evaluation models. Limits and effectiveness of different evaluation systems were identifiable through the process of analyzing different models. Among the numerous existing translation evaluation systems, one that best suited the intent and pedagogical content of graduate schools of interpretation and translation and the language pair, "Korean/Japanese," was selected and applied to graduate students' translations as part of the first experiment. The "1st Translation Evaluation Model" was built through an in-depth analysis of Japan's TES (Translation Evaluation System), a typical point deduction mechanism based on translation errors, which was followed by a deletion, adjustment, and integration of elements that would not contribute to achieving the goal of the research. The "1st Translation Evaluation Model," however, revealed many issues when actually applied to students' translations. To solve the issues, the "2nd Translation Evaluation Model" was established by modifying and compensating the previous model. The second version, yet again, revealed critical problems of elements being too minute and heavy reliance on simple point deduction mechanism. As a result, the first experiment was contained to quantifying main translation errors from students' translations and identifying limitations of existing translation evaluation mechanisms. Against this backdrop, the second experiment was focused on minimizing the limits of existing evaluation systems in analyzing students' translations in an elaborate manner, and by analyzing and categorizing every error evaluation type shown in translations, the "3rd Translation Evaluation Model" was finalized. In the process, an in-depth analysis was conducted on different scholars' work on evaluation and supervision criteria regarding TQA Practices besides translation evaluation models that had been or were still in use. This analysis served as the stepping stone for categorizing types of translation errors. Finally, in order to apply the evaluation model to actual translation evaluation and find out different issues revealed in the process, instructors teaching translation at different interpretation and translation academies in Korea were asked to evaluate translations using the evaluation system, and, based on the scores given by evaluators, i.e. evaluation result, a statistical analysis was carried out to measure inter-rater's reliability, which proved the effectiveness of the evaluation model. As argued by many scholars, it may be almost impossible to create an evaluation system that can unanimously satisfy or be accepted by all evaluators, as each of them differs in terms of subjectivity or taste. Furthermore, as "translation is an intellectual product and, as such, is a complex, heterogeneous one, not a physical unit," as Williams (2009:7) argues, it is de facto impossible to build an evaluation system that would meet all the requirements. It is the wish, however, that the evaluation model created in this study can serve as, and contribute to, a starting point of an objective and systemic evaluation conducted in Korea, in particular places that provide professional translation courses, such as graduate schools of inter pretation and translation.


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