earticle

영어

Those who want to know about the position of translation in foreign language teaching (FLT) approach a problem which has recently been intensively discussed in interested circles. The aversion to translation as a sensible tool in FLT is interconnected with the breakthrough of the so-called language transfer. Throughout this paper, we emphasized the issues of the pedagogical structuring of translation teaching for future professional translators with much more weight and curricular topicality, because, here, translation teaching is not just one problem within the many still-to-be-solved problems of FLT, but it is an issue of primary importance.
This paper shows 'translating across cultures' and 'cultural proficiency' have become significant in translating by showing various examples. This paper tried to suggest a framework for translators working between English and some other language by introducing practical examples of cultural negotiation.
According to John Callow(1974: 160-161) p;oint out: "A statement made in the translation-even if grammatically and lexically correct -may still clash with the belief system or the cultural viewpoint of the readers".
In summary, as for translator as cultural mediator, we should note that the problem that arise in translation of meaning here are twofold. First, meaning is not inbuilt but interpreted according to individual and culture-bound beliefs. Second, there is the widespread belief that translation of the denotative meaning automatically assures a good translation.