학부 통역교육에서 탈언어화 적용에 관한 연구

Abstract

This study proposes an educational model on undergraduate Chinese interpreting class based on the interpretative theory-based approach. In specialized graduate schools, students with a fairly high level of language skills learn interpreting-related concepts and repeat interpreting training. For specialized graduate school students, foreign languages are something to be trained in, not something to learn, and the focus of training in specialized graduate school is on “Reformulation” based on the interpretative theory-based approach. The goal of undergraduate interpreting class, however, lies in both “improvement of foreign language skills” and “basic understanding of interpreting” as undergraduate students have problems with listening and understanding foreign languages. It is important, in particular, to establish the concept of “equivalence” as undergraduate students are accustomed to a type of correspondence-centric training based on symbol switching of languages or characters. Furthermore, “Deverbalization” training is required in interpreting classes. “Deverbalization” is a process that a student cannot develop simply through theory-based learning or speaking exercises. Instead, it requires systematic training. Through this article, the author argues that at undergraduate levels, where clear direction of interpreting classes is yet to be established, the focus should be on “Deverbalization training” and that the rationale of undergraduate interpreting classes could be found only when this process is based on integrated approach under which training in undergraduate and graduate programs are linked.