초록 ▼

용어보기논문에서 용어와 풀이말을 자동 추출한 결과로, 시범 서비스 중입니다. AI-Helper

본 연구는 번역의 요소 가운데 도착어의 표현력에 초점을 맞추고 번역을 글쓰기의 관점에서 다루고자 하였다. 번역은 원문에 충실해야 할 뿐 아니라 번역문의 예상 독자까지 고려해야 한다는 점에서 담화 공동체의 담화 관습을 강조한 사회 인지주의 쓰기 이론을 이론적 배경으로 삼았다. 형태 분석 비교 코퍼스에 기반하여 국어 번역문을 비번역문과 비교하여 그 언어학적 특성을 분석하고 이를 토대로 ...

본 연구는 번역의 요소 가운데 도착어의 표현력에 초점을 맞추고 번역을 글쓰기의 관점에서 다루고자 하였다. 번역은 원문에 충실해야 할 뿐 아니라 번역문의 예상 독자까지 고려해야 한다는 점에서 담화 공동체의 담화 관습을 강조한 사회 인지주의 쓰기 이론을 이론적 배경으로 삼았다. 형태 분석 비교 코퍼스에 기반하여 국어 번역문을 비번역문과 비교하여 그 언어학적 특성을 분석하고 이를 토대로 표현 전략을 중심으로 번역 글쓰기의 단계별 전략을 제시함으로써 번역 글쓰기의 교육 방안을 모색하고자 하였다.
먼저 1장에서는 연구의 목적을 제시하고 본 연구의 범위와 방법을 서술한 다음 앞선 연구들의 성과를 검토하고 문제 제기를 하였다.
2장에서는 사회 인지주의 쓰기 이론의 입장에서 번역 글쓰기의 특성을 살폈다. 사회 인지주의 쓰기 이론을 본 연구의 이론적 배경으로 삼은 이유를 밝힌 다음, 이러한 사회 인지주의 쓰기 이론의 측면에서 번역의 개념을 재정립하고, 번역 글쓰기의 원리를 제시하였다.
3장에서는 형태 분석한 비번역문 코퍼스와 번역문 코퍼스의 비교 분석을 통해 국어 번역문에 나타나는 언어학적 특성을 살펴보았다. 우선 각 형태별 빈도에 근거하여 번역문의 어휘적 특성을 분석한 다음, 비번역문과 비교할 때 번역문에서 빈도 차가 두드러지는 형태를 중심으로 구문과 담화상에서 실현되는 양상을 고찰함으로써 번역문의 구문적 특징과 담화·화용적 특징을 살펴보고, 이를 통해 번역의 보편소와 국어 번역문의 개별적 특징을 구분하였다.
4장에서는 번역 글쓰기의 과정을 단계별로 구분하고, 2장에서 제시한 번역 글쓰기의 원리에 입각하여 각 단계에 필요한 전략을 제시하였다. 3장에서 분석한 번역문의 문제를 해결할 수 있는 방안에 초점을 맞추어 표현 전략을 중심으로 번역 글쓰기 전략을 제시하였다.
5장에서는 2장에서 제시한 번역 글쓰기의 원리에 입각하여 번역 글쓰기 교육이 대학의 번역 교육 과정과 글쓰기 교육에서 활용될 수 있는 방안을 모색하고, 번역 글쓰기의 교수-학습 방안을 설계하였다.

Abstract ▼ AI-Helper

This study attempts to address translation from the perspective of writing, focusing on the expressive power of the target language among the elements of translation. It analyzes linguistic characteristics of translated texts in Korean by comparing them with the original non-translated texts based o...

This study attempts to address translation from the perspective of writing, focusing on the expressive power of the target language among the elements of translation. It analyzes linguistic characteristics of translated texts in Korean by comparing them with the original non-translated texts based on the morph-tagged comparable corpus, and on that ground, it tries to make an educational plan for translation writing by presenting stepwise strategies for translation writing concentrated on expressive strategies.
Chapter 1 provides the goals of the study, states the scope and methodology of the study, and then raises questions after examining the achievements of previous works.
Chapter 2 outlines the concepts of translation and translation writing from the perspective of the social cognitive writing theory, and sets up principles of translation writing. While translation is an action of shifting an source text into the target text, the discourse community including the expected audiences is no less important object of consideration than the fidelity to the source text in the process of translation because the resultant translated text functions as a target language text in the discourse community to which the expected audiences belong. Thus, with the social cognitive writing theory as theoretical background, which emphasizes discourse traditions in the discourse community, I define translation as ‘a meaning composition process as well as communicative process which re-produce and re-create a completed text by interpreting source text written in the source language into the target language while considering the social-cultural contexts of the discourse community through conversation with the expected audiences.’ Then I establish four principles of translation writing; ‘principle of overlapping participation in the discourse community,’ ‘principle of integration of reading and writing,’ ‘principle of cyclicity,’ and ‘principle of interdisciplinarity.’ I set up stepwise strategies for translation writing with these principles, and take them as basic principles for designing an educational plan.
Comparing and analyzing a morph-tagged comparable corpus of translated texts with a million words, and another morph-tagged comparable corpus of non-translated texts with a million words, Chapter 3 analyzes the characteristics of the translated texts in Korean found from morphological frequencies, dividing them into lexical, syntactic, and discourse-pragmatic characteristics, and draws from them the translational universals of ‘simplification’ and ‘convergence,’ and particular features of translated texts in Korean.
The features of translated texts in Korean are summarized into uniformity, neutralization, and simplification in the aspects of syntax, semantics, and morphology. In the aspect of syntax, the feature of uniformity appears as stereotyped translation reflecting the linguistic features of the source language. In the aspect of lexical semantics, the feature of neutralization appears when hyperonyms are selected in the course of overcoming inconsistencies between languages, and honorific pronouns and speech levels are selected that can be used for a variety of objects. As for morphological simplification, lexical diversity appears low as particular lexical items are frequently used due to syntactic uniformity and semantic neutralization, and informationality appears low as the proportion of functional words is higher than that of semantic words due to the fact that functional elements like conjunctions and modifiers are added in the course of explication resulting from the intention to transmit the meaning of the original text more explicitly. And, lexical diversity appears low and the length of sentences gets shorter as lexical items with higher frequency of use rather than those with lower frequency are selected in the course of standardization where more readable texts are constructed for adjustment to the target language’s prescriptions. As such, translated texts have the feature of convergence at large as a linguistic homogeneity appears in the translated texts due to the syntactic uniformity, semantic neutralization, and morphological simplification.
Chapter 4 divides the process of translation writing into several steps, and presents strategies for each step of writing based on the principles of translation writing presented in Chapter 2. First of all, dividing the process of translation writing into the steps of planning, understanding-expressing, and revising, and taking the analytical contents of Chapter 3 as objective data, I present strategies for translation writing, concentrating on expressive strategies while focusing on overcoming translationese that result from syntactic uniformity among the features of translated texts as analyzed in Chapter 3 and helping write translational texts in more natural Korean expressions.
Chapter 5, based on the principles of translation writing presented in Chapter 2, makes a plan with which one can utilize the education of translation writing for translation education curricula and writing education in university, and designs a teaching-learning plan for translation writing. It proposes a plan for the operation of subjects of translation writing by classifying the subjects into major subjects at the department of translation, those at the departments of foreign languages, those at the department of Korean language and literature, and subjects for general liberal education, suggests that the program for translation writing be composed of three steps (introduction, basic course, and intensive course), designs a teaching-learning plan for translation writing reflecting the stepwise strategies for translation writing presented in Chapter 4, and makes a plan for their utilization depending on the characteristics of each subject.

주제어