earticle

영어

The study began from the critical thinking that translation class in university should be designed for practicality reflecting students’ interests and actual needs. To this end, textuality theory is applied to suggest criteria for evaluation of translation works. A teaching method to enable learners to apply the theory to self-evaluate one’s translation and solve questions and thus improve competence is also proposed. In practical translation education, the criteria for evaluating textuality has significance not in judging the correctness of a translation work but in guiding students to find principles and methods for good translation in its actual process. In the course of teaching, instructors, rather than identifying errors and giving answers, should guide students to analyze the goals of a given translation and find answers on their own. In this regard, the study presents the seven textualities of Beaugrande & Dressler (1981) and applies them on the source and the target text (i.e. translation output) actually covered in class to examine textuality transition issues in the process of students’ translation. As a viable approach to improve practical translation competence, the study proposes to divide translation class into three stages, i.e. before translation, execution of translation and classroom teaching. This approach may help learners to self-evaluate their works and find answers to questions on their own and consequently improve their translation competence for practical use.