초록 열기/닫기 버튼
The purpose of this study is to examine the stress and internal conflict experienced by a graduate student majoring in interpretation. To draw out an honest and in-depth account of the research participant’s experience, the qualitative research method of narrative inquiry was employed to delve into the participant’s first semester experience at a T&I graduate school where students are introduced to the specialized skill of interpretation for the first time and must form new relationships within the school community. During this process, academic stress and internal conflicts were examined from the three dimensional narrative inquiry space of temporality, sociality, and place. Findings revealed that learning interpretation was a source of immense tension and psychological burden to the participant, with the classroom practice of open evaluation making the participant keenly nervous and self-conscious. Crisis in language identity and sense of shame stemming from learning interpretation, interpersonal relations forged with classmates who are at once competitors and potential work partners, the unfamiliar female university culture, teacher-student power relations and institutional frameworks were major causes of stress and dilemmas.
