設楽君の夏合宿体験記

ううう、ようやく夏を乗り切った……かな？ホッとするまもなく新学期なわけですが。

滞りまくっていたブログも、更新再開です。まずは夏休み中の通翻MLのやり取りなどを。

パスワードすら忘れてしまって焦ったのは秘密だっ！（←全然秘密になってませんが）

柴原　智幸

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T&I fellows

I attended a study camp which is arranged by alc.co. as an assistant for professor Shibahara.
The camp is planned for high school teachers. I've learnt various thing there.
Now I write about things which relevant to teacher's perspectives.

There are two important things.
1. Input which aiming for output.
2. Understanding purposes for training.

As for 1, everyone took Professor Shibahara's class understood, I hope.
Currently it is changed that what does high school English class' curriculum weigh from grammar to communication.
Students began to speak English more, comparing with periods when we were students.
So, it can be said that students become to gain much opportunity to output. Some teachers said, however, students don't speak much in their classes. Then, I noticed 1 should be encouraged. In Prof. Shibahara's class, almost of all Professor's instructions are based on this. Did anyone notice?

Let me mention about 2.
Training should be designed with clarified purposes before starting.
Unless, students are going to be perturbed about what the training aiming for.
We, as students, must think about this such as during studying alone.
Understanding purposes is important.

I hope I could let you notice those important things.
Send message if you tell any mistake, as usual.

Thank you very much.
Ryuichi Shitara

P.S.
Have a nice summer holiday.

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Mr. Shitara, Professor Shibahara and T&I folks

Hello everyone. How have you been?
I have noticed a few things reading the email from Mr. Shitara, so let me tell you about them.

It is regarding both two things Mr. Shitara has mentioned above.
As he mentioned, the English education in high schools in Japan come to focus on communication rather than just inputting grammar. And it is also the truth that not many students are actually utilizing the opportunities to speak English. To improve this situation," input which aims at output" is ofcourse important, I think. However, I don't think only the way to input is the reason for the students unwillingness to speak English. It seems to be related to the basic skills of communication too. Different to the other countries that have the communicative classes such as debate, Japanese students seldom have opportunities to voice their opinions. In my experience, when I took an entrance exam to college, there existed a way to value students by making them to write their opinions about the showed statements. But most of the ways were based on the results of the exams. Because of the examination's style in Japan, students goals to study were set to pass the examinations.

In addition to the lack of communicative classes until they enter universities, their erroneous goals to study deprived them of the confidences to voice their opinions, and speak English.

In my opinion, before starting to study practical English, students first need to be proveided with communicative classes such as debate and presentations, or at least, they need to be asked their opinions more in each classes. In the communicative classes, Japanese students would learn the way to organize their opinions and voice that. This would be the first step for Japanese students to be able to control English as a tool.

Moreover, the form of entrance exams which is too focused on academic ability should be changed to the one which tests students way of thinking. Knowing that they will be tested their way of thinking and knowledges, students would naturally come to be interested in many things and have their own opinions. Most importantly, it would be directry connected to the "input which aims at output"

These are what I thought having read the email from Mr. Shitara, and two main opinions.
The negative attitude toward saying their opinions also may be related to the cultural backgroud of Japan, but I have not touched that aspect here.
Thank you for reading this long boring words, and I'm sorry that it was not well organized.

I beg your opinions about the same topic.

Best regards,

Momoko Ohira

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柴原先生、通訳翻訳課程の皆さん

設楽先輩のことを、"Mr. Shitara" と呼ばせていただきましたが、とても不自然な感じがします。
「～先輩」と訳すときはどうしたらいいですか？

大平桃子

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大平さん

翻訳はインターカルチュラルでありますが、
多言語を使う時は各文化内の価値観で言語を使用するのではないか、と言うのが私の意見です。

つまり、英語を使って議論するのであれば、英語圏の文化背景で英語を使うのではないか、と言うことです。

「～先輩」を例に出して説明すると、
日本語では～先輩は通じる→OK　そのまま使ってOK
英語では　　　　　　　　　　　→NO　英語には先輩後輩の概念がない　→　では別の表現で　→Mr.Shitara

こういうことです。
大平さんは英語で先輩に意見する経験が少ないため（推論ですが）このような印象を受けたのだと思います。


ですが、
このことは翻訳とは別です。
翻訳する時に「先輩」という単語が出てきたらきちんと訳さなければならないと思いますよ。
では、実際に翻訳するならどう訳すのか？

辞書を引くと
senior
が真っ先に出ますね。
それか
my elder friend
とかかな。

合ってるかわかりませんが・・・
先生ヘルプお願いします。


設樂竜一

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設楽君、大平さん
通翻課程のみなさん

ようやくメールに返信できるようになりました。
ブログもボチボチアップして行きますよ。

さて、「先輩」ですが、この文脈だと私なら
sempaiとしてしまいますね。アニメなどでも
そういう風に訳しているものが多いです。

seniorだと、単に年上という感じがするだけですし、
上手く言えませんけど、日本語の「先輩」と
英語のfriendは、They don't go hand in hand.という
感じがしますしね。

要は、「先輩」という概念自体が英語ではあまり
強くないわけで、それを表すには日本語をそのまま
持ち込んで「ん？何？何か新しい考えなわけ？」と
興味を持たせ、状況的に理解させるか、あるいは
訳注などを付けて説明して「ああ、そういうこと」と
納得させるしかないかと。

逆に、ニュースの通訳準備をしていて、Her sister
was also killed in the accident.という言葉が出て来た際には
「姉」なのか「妹」なのかでいつも悩みます。状況的に
分かる場合は良いんですけれど、どうしようもない時は
推測するしかないですね。

柴原　智幸