KJCKorea
Journal Central

Differences between spoken and written modes condition the way in which information is packaged syntactically. This study aims to examine if syntactic differences between speech and writing (non-mediated discourse) can be seen in interpretation and translation (mediated discourse). Two comparable corpora of interpreted and translated English (18,480 and 19,881 words, respectively) in the context of European Parliament plenary debates were compiled for analysis. Results showed that, similar to non-mediated spoken and written discourse, mediated spoken and written discourse exhibits different information packaging arrangements. The passive and it-extraposition are significantly associated with translation. The passive allows heavy nominal groups to serve as clause subjects, helping to achieve impersonality and cohesion. It-extraposition allows subtle commentary to be made on the information placed in the extraposed clause. On the other hand, the existential there and clefts are more associated with interpretation as the two constructions package information in smaller chunks, easing interpreters’ production effort and listeners’ processing effort.

Sukyoung An and Won Jun Nam (2024). A preliminary study on improving the strategic competence of undergraduate translation students: Exploring the potential of translation theory. How can undergraduate translation students develop and enhance their strategic competence? This is the baseline of inquiry at the core of this study. In order to develop a more strategic approach, students should first develop their metacognition. This article firstly reviews the literature on the importance of strategic competence, the ways in which it can be enhanced, and the potential of translation theory to assist in improving practice. This article then examines the mental considerations of entry-level translation students and explores whether there is a potential for translation theory to help students broaden their horizons in considering different approaches. It also explores what students think about theory in general and what theoretical components they consider important or necessary. The findings of this study highlight that, although students made efforts to be more strategic, they nonetheless failed to consider the “big picture” overall. Students also attempted to use various meta-languages, but often misused them. The study concludes with suggestions for future research and teaching. (Hankuk University of Foreign Studies, Korea)

Sang-Bin Lee (2024). Translation education in the age of AI: Challenges and future directions. This essay explores how undergraduate translation departments should adjust their educational strategies in response to the rapid growth of artificial intelligence. It begins by examining how recent technological advancements challenge foreign language education and reshape the public perception of translation education. It then critically assesses the current attitudes of translation instructors, who are struggling to adapt to this evolving educational environment. Finally, the essay proposes five interrelated strategies for translation educators to survive in the face of AI’s growing influence. These strategies include fostering “M-shaped” talent rather than the traditionally sought “I-shaped” and “T-shaped” talent; integrating translation courses more strategically; rethinking the traditional emphasis on practice-oriented courses; de-emphasizing translation in the curriculum to redefine the department’s scholarly identity; and developing expertise in fields outside of translation and interpreting. (Hankuk University of Foreign Studies, Korea)