earticle

영어

This study delves into the correlation between sight translation and consecutive interpretation within the frame of a Korean-English undergraduate consecutive interpretation course. It addresses the noticeable lack of empirical research surrounding the educational benefits and effectiveness of sight translation training. The learners' feedback was collected through a survey questionnaire, aimed at assessing their satisfaction with sight translation training and perceptions of its impact on consecutive interpretation improvement. This survey data were complemented by insights gleaned from instructor observations and student journals, providing a multifaceted view of the pedagogical dynamics. The results indicate a prevailing sense of satisfaction among learners regarding sight translation exercises. There is also a firm belief regarding these exercises' role in bolstering consecutive interpretation skills. Specifically, learners reported that these exercises significantly aid in comprehending the source text, identifying key words, and understanding meaning units. Despite this, the learners presented a skeptical attitude towards the potential impact of sight translation training on memory span improvement. Furthermore, the differing views on language interference among learners prompt a deeper exploration of sight translation’s pedagogical impacts for de-verbalization. This research provides preliminary empirical suggestions of a link between sight translation training and improved consecutive interpreting, warranting thorough scrutiny in the future.