Investigate into Chinese-Korean Translation Education Methodology Based on Source Text Analysis

Keum jia

doi:10.15749/jts.2013.14.5.002

Translation roughly comes in three stages, namely, analysis, transfer and restructuring, with the source text (ST) to be analyzed and the target text (TT) to be restructured. Different from the interpreter, the translator has ample time to go through related references before and in the process of translating, which explains why the translation comes out better than the interpretation. However, the difficulty in translation can never be taken slightly, since it is hard to pursue concordance in terms of grammar and style between the ST and the TT. In order to enable students to turn out better TT, we need to offer them systematic education. Actually the undergraduate translation education is far more than a means to uplift the students’ foreign language proficiency; rather, it is intended to foster their comprehensive capability via diverse translation practice. In this way, we help students to grasp things central to translation and thereby equip them with the essential ability to fulfill translation. With the above consideration, this article proposes “Chinese-Korean translation education methodology based on the source text analysis”. The informants of the present research are students with a workable knowledge of Korean. Based on the categorization of the ST, this article proposes pertinent Chinese-Korean translation teaching plans, for example, to handle the passage, the paragraph and the sentence in association with its context, to grasp the clue of the passage via the theme, to analyze the lexical coherence, in a way to help the learners acquire the capability to restructure a TT and thereby enhance their translation proficiency.

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