A Study on Korean Language Education Evaluation System in China-with Special Focus on the Training of Korean Interpreters and Translators
Abstract
This study aims to examine the various tests conducted in China, namely, ‘TKM 4/8’, ‘MTI’, ‘CATTI (China Accreditation Test for Translators and Interpreters).’ by focussing mainly on the Korean translation and interpretation training management policy. Koren Language education is now considered important and not an exception in China’s new trend of foreign language education policy. In China, Korean language was formerly not given much importance and was considered a minority language. But it was able to breakthrough from such obscurity in the 20th century and after which Korean Language Education was able to conduct the TKM and it was also included in the MTI curriculum. And in the year 2020, Korean Language was incorporated in CATTI. This laid the foundation for Korean Language to be considered as equal with other major foreign languages in China. However, the impact of Korean language’s incorporation in CATTI is not all positive. With China’s globalization of education policy and the strong competitiveness of government recognized qualification exam, this test will have considerable influence on Korean language education system in Korea. Thereby, imposing the necessity to be fully prepared to evaluate the Korean language learners with TOPIK level 6 and higher.
Keywords: TKM; Korean Translator and Interpreter; Translation and Interpretation; Qualification Test; Language Training Policy; Education Policy
Metadata Record
References 10
- Yonggen, Q. (2020). Current Status and Problems of the Korean Language Evaluation Test in China. Guangdong Un iversity of Foreign Studies (conference materials), 2-12
- Jun, W. (2020). Research on the Implementation Model of Foreign Language Education Policy in China (2009-2019 ). Journal of Baise University, 33(1), 132-140.
- Qinglian, J. (2020). Focused Issues and Trends in the Research of Foreign Language Education Policy in China. Jour nal of Hangzhou Dianzi University (Social Science Edition), 16(4); 4, 73-78.
- Xiaoying, L. (2020). Research on the Implementation Mode of my China‟s Foreign Language Education Policy. Jour nal of Higher Education, 35, 100-104.
- Wang, C. (2021). Study on Korean-ChineseInterpretation Curriculum in China, Hanguk University of Foreign Studie s (Doctorate Thesis), 1-225.
- Yongnan, L. (2017). The Current Situation and Development Prospects of Korean MTI Education in China. Guangxi Normal University, 1-12.
- Chenchen, L. (2018). Research on Chinese Korean (Korean) MTI Curriculum Education. Shandong University, Scho ol of Northeast Asia Studies (Master's Thesis). 1-67.
- CATTI 위원회 CATTI 소개, http://www.catticenter.com(검색일: 2021.1.30.)
- Lihua, Q., Yingxian, Z. (2018). A Practice Research of Applied Personnel Training for English Majors – Focusing o n the CATTI Participatory Translation Teaching. Journal of Hubei Open University, 31(22), 159-151
- Dan, W. (2016). Foreign language testing in China: Literature review of researches on English, Japanese, and Korea n test, 2002-2013. Korean (Joseon) Language Education Research, 11.-(0), 260-293.