earticle

영어

In Korea, despite its importance, academic research on translation curriculum has been rare. Against this backdrop, this study takes an in-depth look at the current translation curriculum of a graduate school of translation and interpretation, and aims to see if the curriculum is organically and coherently organized and executed by closely examining it at the level of syllabus design and operation for translation. Syllabi are written and posted to help teachers plan ahead for their lectures and to allow students obtain the information on translation classes they are going to select for upcoming semesters. Thus, a syllabus can serve as a link between a curriculum and education in practice as well as indicator of how translation is taught and learned in the classroom. A five-year sample of syllabi registered with the school's administrative system was used for two phases of analysis: quantitative and qualitative analyses. The former centered on general trends and characteristics of the whole data and the latter focused on in-depth content analysis of the latest semester's data. The findings showed some lack of coordination and consistency between high-level and low-level curricular elements and among different teachers of translation classes in terms of objectives, contents, methods and assessments.
The implications of the study can be a starting point from which more research on curricular planning and operation is conceived to improve on the issues identified in this paper.