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【Abstract】Figurative speech mirrors culture. It implies that translation is a tool for cultural and linguistic exchanges between the two languages. As time rolls on, modern society is interacting much faster than before, and college translation education also requires a new way of translation methodology that can reflect many social requirements. This research aims at finding an alternative method of translational education, and found efficacy and effects of the method. Therefore, Havruta-centered translation course with a team-oriented translation methodology can be an alternative that can produce equivalents that respond to original speech of figure in discourse.
【Key words】 Havruta; team-based learning; equivalent; social interaction; figurative speech
【作者簡介】赵云翼(1969-)，韩国人，釜山外国语大学，教授，研究方向：应用语言学方向。
I. Introduction
As human cognition is nurtured with knowledge, frequency of human speech of figure is getting proportional. Figurative speech is basically a cultural representation in which linguistic elements are in conjunction with cultural and geographical properties. Among many methodologies, the Havruta-based teaching and learning method was applied to the figurative speech translation course. In line with this requirement, this study sought to find out how effective the Havruta-centered teaching method is. In addition, this research aimed at analyzing the translations produced by B-university college students with reference to the relevance translation theory.
2. Havruta and relevance standpoints
(1) Socratic dialogic method
College translation education faces three questions, “What is a Havruta? and how does its process proceed?” and “What abilities should college students be equipped with?” In line with these questions, what AMA answered was that they should develop 4Cs capability, i.e., critical thinking, collaboration, communication, and creativity. Havruta, known as a paired Jewish study, is learning with partners. The basic principle of the Havruta learning method is to ask and answer questions with team members through discussions (Brown
【Key words】 Havruta; team-based learning; equivalent; social interaction; figurative speech
【作者簡介】赵云翼(1969-)，韩国人，釜山外国语大学，教授，研究方向：应用语言学方向。
I. Introduction
As human cognition is nurtured with knowledge, frequency of human speech of figure is getting proportional. Figurative speech is basically a cultural representation in which linguistic elements are in conjunction with cultural and geographical properties. Among many methodologies, the Havruta-based teaching and learning method was applied to the figurative speech translation course. In line with this requirement, this study sought to find out how effective the Havruta-centered teaching method is. In addition, this research aimed at analyzing the translations produced by B-university college students with reference to the relevance translation theory.
2. Havruta and relevance standpoints
(1) Socratic dialogic method
College translation education faces three questions, “What is a Havruta? and how does its process proceed?” and “What abilities should college students be equipped with?” In line with these questions, what AMA answered was that they should develop 4Cs capability, i.e., critical thinking, collaboration, communication, and creativity. Havruta, known as a paired Jewish study, is learning with partners. The basic principle of the Havruta learning method is to ask and answer questions with team members through discussions (Brown