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The Current State and Meanings of the Content of Interpretation and Translation Education in South Korea

  • The Journal of Translation Studies
  • Abbr : JTS
  • 2019, 20(4), pp.115-140
  • DOI : 10.15749/jts.2019.20.4.005
  • Publisher : The Korean Association for Translation Studies
  • Research Area : Humanities > Interpretation and Translation Studies
  • Received : August 30, 2019
  • Accepted : October 8, 2019
  • Published : October 31, 2019

Ji-Bong Son 1

1이화여자대학교

Accredited

ABSTRACT

This study set out to examine the curriculums of 403 colleges and universities(including cyber and community colleges) in South Korea and investigate the changing patterns of graduate schools for interpretation and translation, undergraduate interpretation and translation departments, and interpretation and translation courses in general departments. As for methodology, the study first reviewed the quantitative increase and decrease of graduate schools for interpretation and translation, undergraduate interpretation and translation departments, and interpretation and translation courses in general departments. Second, it categorized the courses at graduate schools for interpretation and translation into “theory-related, background knowledge-related, language proficiency, practice of interpretation and translation, and other courses.” By following the changing patterns of their percentage in the curriculums, the study demonstrated the ways that the curriculums of these graduate schools were completed and developed. Third, graduate schools for interpretation and translation were compared with undergraduate interpretation and translation departments in the percentage of these five categories. The differences between them were used to demonstrate that undergraduate interpretation and translation departments developed their own aspects rather than simply applying the interpretation and translation courses of graduate schools. Finally, the study showed that the titles of interpretation and translation courses in general departments had their own system even though there were only a couple of such courses. The number of graduate schools for interpretation and translation, undergraduate interpretation and translation departments, and interpretation and translation courses in general departments had continued to rise and began to drop ten years ago with the systemization of curriculums according to their respective conditions.

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