School of Foreign Languages,Institute of Jilin Agricultural Science and Technology,Jilin,China Email:645817723@QQ.com

Qingzi Jin①

School of Foreign Languages,Institute of Jilin Agricultural Science and Technology,Jilin,China Email:925731152@QQ.com

Yue Jia②

School of Foreign Languages,Institute of Jilin Agricultural Science and Technology,Jilin,China Email:2317807297@QQ.com

[Abstract]At present,the world’s largest higher education system has been established in China,but there are still some issues in personnel training.With the continuous deepening of the reform system of applied universities,great changes have been undergone in the methods and goals of talent training.As an important part of Korean language learning,Korean language translation is in urgent need of curriculum reform.This paper puts forward some pertinent measures for the reform of Korean language translation course,which has some guiding significance for the reform of Korean language translation course in application-oriented universities.

[Keywords]applied University;College Korean Language;translation Courses;Teaching Reform

Introduction

With the increasing frequency of foreign trade exchanges in recent years,the number of translators that our country needs has increased dramatically.Practical universities should target on cultivating the students with practical experience,instead of taking scientific infrastructure and theoretical research as the main tasks of talent learning.And at the same time interdisciplinary Korean language professionals are also urgently needed for social development in the new era.As a product of the combination of theory and practice in undergraduate teaching,translation courses can not only fully reflect students’knowledge and skills,but also be an important tool to test students’comprehensive employ ability and professional level.Therefore,as local colleges and universities transform to application-oriented teaching,translation courses should also be reformed.

Reform of the Teaching Staff

Problems with the teaching staff

In many local universities,teachers who teach translation in Korean language majors are neither Korean language translation majors nor engaged in translation majors,and even have not conducted systematic research on Korean translation.Due to their weak theoretical foundation,the students are unable to systematically learn the theoretical knowledge about translation under their guidance without any relevant theoretical knowledge extension.

Teachers of Korean language majors in local universities lack practical experience.The teacher’s ability of translating in Korean language is also limited because of the lacking understanding when relevant industry involved.In short,the current situation of Korean language teachers from most local universities teaching in translation training is not optimistic.Due to lack of practical experience,their translation teaching ability is often limited to textbook knowledge.In the teaching process,the explanation of vocabulary and grammar are generally emphasized which leading to the ineffective translation skills of students.As a result,the deviates from the employment orientation and market demand make the students are hardly engaged in real job,let alone being professional talents in Korean language.(Song,2018,pp.25-35)

Reform Measures

Firstly,in view of the shortage of teachers in translation courses,teachers can be encouraged to participate in the research and study of translation courses and participate in relevant academic conferences as well as translation activities,so as to improve their teaching and academic level.In addition,teachers can be encouraged to learn non-Korean professional knowledge to expand their knowledge horizon.

Secondly,local colleges and universities should cooperate with some large local enterprises and encourage teachers to work in translation companies or enterprises.In this process,teachers can have a better understanding of the company culture and gain more practical experience.Teachers have enriched their own life experience after experiencing the specific situation and changes of the translation market.

Thirdly,teachers should cooperate fully with other universities or translators.Aiming at the problem of insufficient translation teacher resources,we can share translation teacher resources with other universities and invite them to open some translation courses.Inviting professionals to give lectures on translation apprenticeships or market conditions,to share practical experience and skills with teachers and students,so as to improve their practical ability in translation.

Reform of Teaching Content

In view of the problems encountered in translation teaching like outdated textbooks or poor practicality,traditional high-literature content should be integrated into the teaching process.For a long time,the literary content and exercises materials in translation teaching are monotonic which make students’translation ability hardly meets the needs of social development.

This requires that practical translation materials such as legal documents and regional economic development reports,as well as school characteristics reports should be added to the content of translation teaching.To make students become applied compound talents,students must not only have deep professional knowledge,but they should also have a large amount of knowledge reserve and sufficient understanding of interdisciplinary knowledge.Therefore,Korean language teachers should broaden their teaching content and combine Korean language with knowledge in a certain field.

Reform of Teaching Methods

Teaching reforms

The teaching methods can be combined with the teaching of translation knowledge,the design and learning of translation tasks as well as the application of computer-aided translation tools

Translation knowledge teaching includes teaching students general translation methods and simple translation skills.By understanding the application of these translation methods and skills,students can master the basic theoretical knowledge of translation.According to the knowledge taught in class,we can design some translations that students are willing to accept.In this way,students can take the initiative to complete their studies after class.In the course setting,computer aided technology in translation are necessary,especially when technical terms such as science,technology and medicine industry involved.

Teachers role refor m

The change in the role of teachers in teaching is also conducive to improving students’Korean translation skills.

First of all,due to the practicalness of Korean language translation class,teachers should insist on student-centered teaching method instead of traditional teaching methods.After teaching basic translation theories and skills,teachers should give students some targeted translation materials which will help students to improve their ability of translating independence according to what they have learned in the class.Teachers are guides and mentors in this process by fully mobilizing the initiative of students in learning activities.(Du,2019,pp.114-116)

Secondly,Study group teaching method.Some of the translation tasks were completed in groups after class,and then representatives were selected from each group to present their results.Evaluation from group members are also encouraged.Each detailed essay should have two other students'Suggestions for revision.

Finally,students are encouraged to actively participate in group presentations or translation appreciation classes.A relaxed environment will be provided for the students within which they can fully express their ideas and opinions without pressure.

In addition,teachers should make full use of their spare time to allocate translation tasks for the students.Platform on internet for communication like Q&A and resource sharing can not only improve students' learning enthusiasm,but also strengthen the relationship between teachers and students.

Reform of Practical Activities

To encourage students participating in various translation practice activities.After all,the translation practice and translation opportunities provided to students in the classroom are very limited,and there are also big differences with the actual translation environment and actual scene organization mode,translation mode,weight,etc.Therefore,students are arranged to enter translation companies or enterprises for internships or part-time jobs to participate in real translation practice.From the perspective of economic development,we should strengthen the communication and contact with government departments and local export enterprises to broaden the internship channels for students.(Han,2018,pp.78-79)

To encourage students taking various translation qualification examinations.Research students are encouraged to participate in various translation proficiency tests to obtain certain certification due to the cramming theoretical research and inefficient translation practice.From participating in market-oriented and professional-oriented translation qualification test,teacher can provide targeted planned and teaching process for the students.

Conclusion

Nowadays,applied compound translation talents are urgently needed.Therefore,the Korean language professional translation projects of local colleges and universities should meet the needs of social ,business characteristics and regional economic development.The content and method of traditional education should be changed to improve students'practical ability and competitiveness,so as to train more applied talents to meet the needs of social development.

Acknowledgements

This is the thesis of the university student innovation projects of Institute of Jilin Agricultural Science and Technology.

Project Name is 2019 State-level University Students' Science and Technology Innovation.The number of the project is 201911439006.

Exploration of Vocational English Training Mode for Enterprise Employees under the Mode of School-Enterprise Cooperation is another project name.Transverse No.is heng20200025.