• 비교문화연구
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• 제24권
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• pp.84-98
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• 2011

This paper aims to analyze the influences of the socio-cultural environment on discourse in translation. To illustrate a deep connection between discourses and societies in which they were produced, communicative patterns of high- and low-context cultures are examined. Though the original version of the translated text comes from a different culture, the translation reflects communicative preferences of the target culture. To uncover some of these preferences, a comparative study of two translations from Russian into English and from English into Russian is conducted. This study, together with further investigation of some more recent translations into Russian, revealed a number of choices affected by translators' cultural background (for example, making the translation more emotionally charged) and current ideological preferences in the society (excessive use of anglicisms).

• 문화기술의 융합
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• 제8권5호
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• pp.265-270
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• 2022

싼마오는 대만의 저명한 여성 문학가이다. 그녀는 일찍이 해외 유학 경험을 통해 경험하고 공부한 것을 바탕으로 독특한 문체의 작품을 많이 창작하였다. 그 중에서 『허수아비 일기』는 해외 생활의 에피소드를 기록한 산문이다. 이 작품의 한국어 번역본은 2종이 있다. 번역자에 따라 각기 다른 번역전략을 활용하였다. TT1은 의미 중심 번역을 많이 활용하여 이국적인 느낌을 많이 강조하여 번역하였다. 반면에 TT2는 소통 중심의 번역 전략을 활용하여 자연스러운 번역을 추구하였다. 또한 특이한 점은 두 번역 모두 '창조적인 번역'을 시도하여 의도적으로 '변형'하여 번역하였다. 이러한 창조적 번역은 독자가 작품에 몰입하고 이해하는데 도움을 준다. 본 연구를 계기로 싼마오 번역 작품에 대한 다양한 후속연구가 진행되길 기대한다.

• 디지털융복합연구
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• 제12권5호
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• pp.451-458
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• 2014

본 논문에서는 관광의 1차적인 정보원으로서의 홈페이지와 관광홍보물의 언어학적 전환의 특징을 살펴보고자 한다. 즉 관광관련 사이트의 한국어 원문과 영어 번역물을 비교하면서 관광정보 텍스트가 올바르게 언어전환 되었는지 점검하고 나아가 전환된 영어번역물과 한국어 원문을 대조하면서 번역물에서 발생하는 언어규약과 의사소통의 특징을 살펴본다. 특히 한국어와 영어는 언어유형에서 대조적인 언어로서 번역을 통해 전환되었을 때 특이한 담화의 양상을 보인다. 즉 한국어에 비해 영어표현은 직설적이고 우회적인 표현을 피하는 경향이 있다. 또한 영어번역본에서는 영어 화자위주로 언어가 변형되어 표현됨을 주시할 수 있다. 이것은 영어를 사용하는 언어군에서 흔히 발생하는 양상으로 광의의 문화간의 차이로 간주될 수 있다. 따라서 외국관광객의 1차적 정보원으로서의 관광웹사이트는 관광정보를 제공하는 동시에 목적지의 문화를 간접적인 형태로 표현함으로써 사회적 이미지 형성과 문화간 차이를 대변하며 커뮤니케이션의 일환으로서 공손의 원칙과 Grice의 원칙을 준수하고 있다.

• International Journal of Computer Science & Network Security
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• 제21권7호
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• pp.77-81
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• 2021

The article is devoted to the consideration of the methodological and general theoretical foundations of a rational methodology for teaching foreign language communicative competence of students of a non-linguistic university. The analysis of the vectors of research of problems of increasing the efficiency of the process of mastering foreign language communicative competence of non-linguistic students is presented. As a methodological basis for a rational methodology for teaching a foreign language communicative competence, the key aspects of the philosophy of rationality are considered, the basic principles of a rational methodology are formulated, linguo-didactic means of its implementation are determined, indicators of rationality are identified.

• 영어어문교육
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• 제4호
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• pp.85-116
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• 1998

Since the 1980's language teachers have been urged to take more communicatively oriented practice instead of traditional audio-lingual and grammar-translation instruction. However, there are many reasons why communication-centered teaching approaches haven't been easily adopted in Korea. First of all many English teachers haven't been prepared for communicative language teaching. And class size is very large. Another reason is that students' reading and writing skills are more important than their speaking and listening skills to enter colleges. But the world has been changing rapidly. We have many chances to meet foreigners and to talk to them. So many students want to improve their communicative proficiency. The purpose of this study is how to improve their communicative proficiency by performing games in English classes. There are many advantages of using games and songs in the classroom. First, games are motivating and challenging. Second, students can improve their four skills(speaking, writing, listening and reading skills) by using games and songs. Thirdly, games and songs help students to study English without their conscious efforts and to practice English repeatedly because they are interested in them. Fourthly, games and songs create a meaningful context for language use. Lastly, students can learn English with less tension and anxiety. Therefore, English games and songs are worthy of using in classes. To use English games and song more effectively, more various and useful materials have to be developed for English teachers and have to be introduced pertinently into classes.

• 영어영문학
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• 제57권2호
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• pp.217-235
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• 2011

On recognizing the significance of Walter Benjamin's "The Task of a Translator" in recent discourses of postcolonial cultural translation, this essay examines the creative postcolonialist appropriations of Benjamin's theory of translation and their political implications. In an effort to dismantle the imperialist political hierarchy between the West and the non-West, modernity and its "primitive" others, which has been the operative premise of the traditional translation studies and anthropology, newly emergent discourses of cultural translation actively adopts Benjamin's notion of translation that does not prioritize the original text's claim on authenticity. Benjamin theorizes each text-translation as well as the original-as an incomplete representation of the pure language. Eschewing formalistic views propounded by deconstructionist critics like Paul de Man, who tend to regard Benjamin's notion of the untranslatable purely in terms of the failure inherent in the language system per se, such postcolonialist critics as Tejaswini Niranjana, Rey Chow, and Homi Bhabha, each in his/her unique way, recuperate the significatory potential of historicity embedded in Benjamin's text. Their further appropriation of the concept of the "untranslatable" depends on a radically political turn that, instead of focusing on the failure of translation, salvages historical as well as cultural potentiality that lies between disparate cultural entities, signifying differences, or disjunctures, that do not easily render themselves to existing systems of representation. It may therefore be concluded that postcolonial discourses on cultural translation of Niranhana, Chow, and Bhabha, inspired by Benjamin, each translate the latter's theory into highly politicized understandings of translation, and this leads to an extensive rethinking of the act of translation itself to include all forms of cultural exchange and communicative activities between cultures. The disjunctures between these discourses and Benjamin's text, in that sense, enable them to form a sort of theoretical constellation, which aspires to an impossible yet necessary utopian ideal of critical thinking.

• 영어어문교육
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• 제9권2호
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• pp.71-90
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• 2003

The purpose of this study was to analyze the improvement of students' interest and general proficiency of English through cultural understanding. To achieve this purpose, two classes of the 2nd grade in the informational high school were divided into the experimental class and the control class. The Grammar-Translation Method was used for the control class and a cultural learning - compare and contrast Korean culture and American culture - was taken for the experimental. After various cultural differences were studied, surveys of students' attitude and reading and listening test were taken. The results from this study were as follows: Firstly, students' interest in English was improved through learning the American culture that was related to the content of each lesson. Secondly, English reading and communicative skills were improved by learning about cultural aspects. Therefore, it can be said that teaching culture stimulates students' interest and motivation for learning English and helps students retain such affective attitudes. And English communicative skills were improved as well.

• International Journal of Advanced Culture Technology
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• 제9권3호
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• pp.259-264
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• 2021

In modern socity, online communication plays a vital role in social interaction of communicities. It is so common for online users to see display advertisements online while surting the Net. Specifically, most web banners diaplayed on portral sites consist of words, phrase, and sentences. Considering that the primary purpose of adversiting is persuation, the advertisement such as web banners is an examplary case to show the interaction among pragmatics, translation and advertising because the linguistic expressions employed in the banners represent its pragmatic use, leading to persuation and functioning as a communicative tool for the smooth communication between source text producers (adversisers) and target audience (online users). This can be part of the so-called translation process. In particular, we can easily witness the use of English words in web banners. Thus, this paper looks at web banners displayed on major four portal sites-Naver, Daum, Nate, and Zum, giving a special attention to the content contained in the web banners as well as the use of English words. As s result, we found that the frequencies of English words in each portal site were higher when the advertised products were targeting young online users, whereas the frequencies were lower when the users are older group than young people. The finding supports the prgramatic perspective that linguistic expressions are understood in social contexts and shows the so-called translation process which involves a shift from semantic meaning of words to their pragmatic use. Finally, we can conclude that the interaction is possible when we have the framework where translation, pragmatics, and advertising are all communitative components for social interaction within social contexts.

• 비교문화연구
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• 제35권
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• pp.339-368
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• 2014

In Teaching Chinese as a Foreign Language, phoneme-based pronunciation teaching such as tone, consonants, vowels is the most common teaching methods. Based on main character of Chinese grammar: 'lack of morphological change' in a narrow sense, was proposed by Lv Shuxiang and Zhu Dexi, I designed 'Communicative oriented Chinese pronunciation teaching method'. This teaching method is composed of seven elements: one kind is the 'structural elements': phoneme, word, phrase, sentence; another kind is the 'functional elements': listening, speaking and translation. This pronunciation teaching method has four kinds of practice methods: 1) phoneme learning method; 2) word based pronunciation practice; 3) phrase based pronunciation practice; 4) sentence based pronunciation practice. When the teachers use these practice methods, they can use the dialogue and Korean-Chinese translation. In particular, when the teachers use 'phoneme learning method', they must use Korean and Chinese phonetic comparison results. When the teachers try to correct learner's errors, they must first consider the speech communication.

• 영어영문학
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• 제55권1호
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• pp.107-128
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• 2009

Literature had been at center-stage in the traditional grammar-translation-focused English classrooms up to the mid-twentieth century. As the Audiolingual Method and the Communicative Language Teaching have gained popularity in the English classrooms, however, literature has receded into the background of English education. The main reasons for using literary texts in the English classrooms for communication-focused English instruction need to be examined. First of all, students can come in touch with the subtle and varied uses of language through literature-based teaching. They also feel close to certain characters in the literary work and share the emotional reponses with them. They get personally involved in the plot of the story. Universal human experience and cultural enrichment are two other merits which can be conferred on students by literary texts. Such linguistic and literary experiences can be significantly integrated into the literature-based instruction. More significantly, the four language skills (reading, writing, listening and speaking) can be combined with one another and integrated into a literature-focused curriculum for English education. The value of literary texts in the English classrooms can be clearly demonstrated by effective ways of using such texts as Charlotte's Web for integrated instruction. The full array of benefits that literature can bring to English instruction, however, has yet to be fully realized. These potentials need to be materialized into classroom practice.