sight translation; undergraduate; English education
통역과 번역, v. 10, No. 2, Page. 125-154
This study explores the possibility of applying interpreter training methods to college level English education in Korea. Twenty five exercises which have been used in interpreter training courses were employed in two interpretation classes of 79 college students for one semester. A questionnaire was given out at the end of the semester to asses the students' experience with the new teaching methods. The overall response to the use of interpreter training methods was positive. Students answered that note-taking and consecutive interpretation from Korean into English and sight translation from Korean into English were most useful, but that these exercises were also the most difficult. It was found that note-taking can be a useful tool for students to acquire meaning-centered communication skills thanks to the deverbalization process involved. During consecutive interpretation, the information provided by speaker seemed to greatly lessen students' information processing load and made them attribute most of their processing capability to converting into and producing in the target language while saving energy that would otherwise have been allocated to planning. This investigation suggests that interpreter training exercises have significant potential for improving English education.