earticle

영어

The purpose of this study is to present Machine Translation (MT) metalanguage learning activities and to examine whether the degree of metalanguage utilization shown by undergraduate students majoring in translation is related to their explicit knowledge, and their ability to identify and solve translation problems. Metalanguage helps learners to learn foreign languages by activating the metalanguage knowledge they have about their native language and their ability to explain specific language phenomena or translation problems. Unlike the previous undergraduate machine translation education research focused on post-editing, this study attempts to use machine translation as a tool for translation learning with the purpose of promoting understanding and knowledge of translation and explaining theoretical approaches to translation problems. Using the machine translation result of the novel Pachinko, students conducted the following learning activities with “Translation Problem Judgment Tests”: 1) Understand the translation problems, 2) Indicate the translation problems, and 3) Explain and correct the translation problems. The analysis found that although the use of metalanguage was active, there was a case where the translation problem was not accurately identified and analyzed. This meant that the two sub-categories of explicit knowledge, metalanguage and analyzed knowledge, were not highly correlated. On the other hand, the higher the frequency of using the metalanguage, the higher the explicit knowledge needed to explain the translation problem. Taken together, these results suggest that meta-linguistic education enhances students' awareness of translation and ultimately helps expand explicit knowledge. The findings of this research have significant implications because they show that metalanguage learning activities using machine translation in undergraduate translation education can help students increase their explicit knowledge of translation and extend their analytical skills.