전문 번역 교육 수업 운영 사례

Abstract

Objectives This study compares the management methods of two translation classes operated by the researcher, and through self-analysis of changes in student’s feedback via lecture evaluation, shows an example of the class management method which will improve future translation classes to be more meaningful and efficient.
 Methods The study targets students attending translation I in the first semester and translation II in the second semester of 2023 at the I Graduate School. The researcher compared the operation method of the two classes and the evaluation of the students' lectures accordingly, and for translation II, individual survey using Google forms was conducted by the lecturer, to apprehend the effect and satisfaction of classes using Zoom.
 Results In translation I in the first semester of 2023, which was conducted in a traditional teaching method in which the lecturer directly transfers knowledge to be studied in a set unit class focused on the lecturer, it received high scores for its level of content, acceptance of student opinions, and feedback, but it was criticized for being not very interesting and for its similarity to sight translation class. In translation II in the second semester of 2023, applying the flipped learning method, lecturer encouraged students to use various translation tools in advance to translate what they would learn, and during face-to-face classes, intended interaction between instructors and students utilizing Zoom's various functions, and many students were satisfied and found it more interesting, and generally responded positively about improvement of their translation skills, but some nagative feedbacks expressed the burden of prior studies and necessity of bringing electronic devices as well as slow class progression.
 Conclusions This study‘s purpose is to suggest a more meaningful way to operate future translation class through analysis of prior class operation model of Korean to Vietnamese / Vietnamese to Korean translation classes. By utilizing Zoom, translation classes, conducted in a traditional way that lacked interest and differentiation from sight translation classes, were improved so that students could focus on translations, thus making translation classes more efficient, however, task still remains to find ways to encourage active participation in classes, to speed up the learning process and maximize concentration and interest, while reducing the burden on students' prior studying.