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1、TheInterpreterandTranslatorTrainer1(2),2007,223-246UsingSystemicFunctionalTextAnalysisforTranslatorEducationAnIllustrationwithaFocusonTextualMeaningMIRAKIMMacquarieUniversity,AustraliaAbstract.Thispaperpresentstextanalysisbasedonsystemicfunctionallinguistic(SFL)theoryasapedagogicalto
2、olfortheteachingoftranslation.Itispartofafollow-upstudyoftheauthor’sinitialattempttousetextanalysistoexplaintranslationerrorsandissuesfoundinstudents’translationsinrelationtomeaningsandcategorizethemintodifferentkindsofmeaning,namelyexperiential,logical,interpersonalandtextual(Kim200
3、3&forthcoming).Inthispaper,particularattentionispaidtotextualmeaning,whichhasnotbeenrigorouslyresearchedintranslationstudies(Baker1992,House1977/1997),byanalyzingThemesinasetoftexts,thesebeinganEnglishsourcetext,twoKoreantextstranslatedbystudents,andacomparabletext.Followingtheanalys
4、is,pedagogicaleffectsofSFL-basedtextanalysisarediscussed,referringtostudents’learningjournalsaswellastheresultsofasurveyonstudents’experiencesofapplyingthetoolinlearningtranslation.Thequantitativedatademonstratesthatingeneralthestudents’experienceswerepositive.Thequalita-tivedatareve
5、alsthespecificbenefitsanddifficultiesthattheyexperienced.Keywords.Translationteaching,Textanalysis,Theme/Rheme,Pedagogicaltool,English/KoreanThispaperisconcernedwiththenaturalflowofinformationintranslationandhowtodealwithitwhenteachingtranslation.Thisiscertainlyavitalissueintranslati
6、onqualityandconcernsallstakeholdersinvolvedinthebusinessoftranslation,includingbutnotlimitedto,translators,bothprofes-sionalandnovice,translatoreducatorsandtargettextreaders.Nevertheless,itssignificance“hasoftenbeenneglectedinevaluationsoftranslations”,asHouse(1997:31)pointsout.Addre
7、ssingthesameissue,Bakersuggeststhattranslatorshaveto“adjustcertainfeaturesofsource-textorganizationinlinewithpreferredwaysoforganizingdiscourseinthetargettext”(1992:112).However,veryfewstudieshavebeenconductedwhichfocusonidentifyingISSN:1750-399X©St.JeromePublishing,Manchester224Usin
8、gSystemicFun
