초록

직업으로서의 전문수화통역사는 언어적 지식 이상의 역량이 요구되며 이 역량은 과연 수화통역사의 역할은 무엇인가라는 근본적 질문에서 나온다. 그러나 이 역할은 일정한 틀로서 수화통역의 모델이 제시되고 그 단계별 수행과제가 확립될 때 바람직할 수화양성과정의 틀이 만들어지게 된다. 이 연구에서는 1984년의 미시건 메도나 수화통역 지도자 컨퍼런스(Conference of Interpreter Trainers, 이하 CIT) 이후 현재까지의 수화통역사의 역할과 모델의 변화를 통하여 왜 수화통역사가 3원1위의 존재이며 3원1위의 인식이 어떻게 수화통역모델에서 나타나는지 문헌분석을 통하여 밝히고자 하였다. 이 연구의 결과는 첫째, 효율적인 의사소통의 기대와 더불어 수화통역사의 역할은 3원1위의 입장으로 변화하고 있다. 둘째, 3원1위적(triadic) 역할의 배경은 상호작용의 요구, 통역의 효과성, 객관적 통역에 대한 재고로 정리할 수 있다. 셋째, 3원1위의 관점은 수화통역사 양성을 위한 수화통역모델에서도 그 의미가 나타나고 있으며 수화통역사에 대한 3원1위의 관점은 수화통역사의 역할이 의사소통을 위한 ‘다리의 역할’을 넘어 ‘교통순경의 역할’ 혹은 그 이상을 요구하고 있다. 수화통역사의 역할의 변화는 공식적인 수화를 잘 모르는 청각장애아동의 교육통역에서 그 필요성은 더욱 커질 것이다. 3원1위의 관점은 통역의 상황과 서비스 이용자의 수준을 고려하여 탄력적으로 적용될 필요가 있으며 수화통역사 양성과정에서도 더욱 바람직한 수화 통역사 양성과정에 대한 모델과 과제분석에서도 3원1위의 관점이 포함될 필요가 있다.

키워드

수화, 3원1위, 2원1위, 수화통역, 수화통역사의 역할

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