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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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This study investigates how Korean high school students and teachers perceive and utilize Korean translations of English passages in CSAT-linked EBS textbooks. Based on the frameworks of pedagogical translation and expectancy norms, it explores the educational value of these translations beyond their basic function as comprehension aids. Surveys of 79 students and 26 teachers reveal distinct usage patterns: students primarily rely on translations for test preparation and grammar reference, while teachers use them as instructional scaffolds. Students questioned their clarity and effectiveness in improving reading comprehension, though both groups acknowledged certain benefits such as vocabulary acquisition and time efficiency. A notable divergence in expectancy norms was observed: students favored source-text oriented translations that preserve original structure, whereas teachers preferred target-text oriented ones that prioritize fluency and coherence. This contrast suggests a need for dual-layered translations—literal for structural analysis and paraphrased for contextual understanding—to promote independent independent reading and metacognitive skills. The findings offer implications for translation policy, material design, and future research on the role of translation in EFL reading instruction.

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기사명 저자명 페이지 원문 목차
EBS 수능 연계 영어 교재 번역문에 대한 학생과 교사의 인식 = Students' and teachers' perceptions of translations in CSAT-linked EBS textbooks : a pedagogical translation perspective : 학습용 번역(pedagogical translation)의 관점에서 김지영 p. 1257-1280
Generational and gender variation in the acoustic realization of Korean coda /l/ Yeseul Lee, Ilgwon Sohn p. 1281-1298
Enhancing L2 learners’ affective outcomes and oral proficiency through AI-chatbot interaction Eun Young Kang p. 1299-1314
Investigating Korean college EFL learners’ perceptions and intentions toward AI-enabled language learning applications Moonyoung Park, Ching Sing Chai, Chunping Zheng p. 1315-1334
Copying words : a double-edged sword for second language vocabulary learning? Yechan Lee, Donghyun Kim p. 1335-1352

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