earticle

영어

This article attempts to examine and analyze pedagogical teaching model for undergraduate Chinese-Korean translation classrooms. Many analyses show that undergraduate students revealed two types of code switching in their translations: a word-for-word literal translation and a sentence-for-sentence literal translation. These students have difficulties to understand that words have to be re-expressed in various meanings depending on the context. This study will apply a sequential model of translation at a basic and practical level to the teaching process, and present it to the students at an early stage of training in undergraduate translation classes. It will help build a guiding framework throughout the translation course whenever translation errors and transcoded translations found, and will help eliminate the habits of code switching that often appear in the translations of undergraduate students.