日韓翻訳における話し合い学習の効果に関する分析 - グループディスカッションでの合意形成のプロセスを通して -

초록

In this article, we examined the effectiveness of learning through discussion in translation education by analyzing the consensus building process seen in group discussions in Japanese-Korean translation. As a result, in cases where the consensus building process is short, "proposals/assertions" appear one after another, and each person's opinions are piled up to show the characteristics of forming an agreement. On the other hand, in cases where the consensus building process is long, many chains of speech categories appear, and it can be seen that the chain expands as the discussion deepens. Based on these analysis results, the effects of learning through discussion in translation education can be summarized as follows. 1) Learning through discussion is more effective in cases where the consensus building process is long, and discussion creates social interaction between students. 2) By discussing based on their existing knowledge and experience, they can develop "meta-cognitive skills" and "meta-lingual skills" to restore not only "linguistically embedded meanings" but also "non-linguistic meanings." 3) In learning through discussion, the teacher can lead to learner-centered learning by acting as an advisor, mediator and supporter to lubricate the consensus building process.

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