초록 열기/닫기 버튼
The study aims to prepare a framework for translator and interpreter trainers when they write an appropriate syllabus by identifying when and how often students look at their syllabi; how they recognize their syllabi; and what factors in syllabi are considered important. The survey was carried out for 38 students who enroll the P Graduate School of Interpretation and Translation. The results of the survey are summarized as follows: In the case of utilization, 40% of the respondents read their syllabi before registering for classes, and 60% of the respondents read the syllabus after registering for classes. Also, they are recognizing syllabi as 'contract', 'learning tool', and 'record'. Among them, syllabi as learning tools show the highest percentage. As to the satisfaction of syllabi, five categories in the syllabus―Course outline and management, teaching-learning goals and operation, weekly learning activities, assignments, and testing―get the range of point 8 out of 10. In the case of importance, respondents consider the category of 'teaching-learning goals' as the most important factor, and the category of assignment as the least important one.
키워드열기/닫기 버튼
Syllabus, Translator Trainer, Translation Education, Interpreting Education, Translator Trainee
