이 글은 이청준의 􋺷축제􋺸를 브루노 라투르의 ‘허구의 존재자’ 개념과 미셸 칼롱의 ‘번역’ 이론에 기반해 분석한다. 􋺷축제􋺸는 장례라는 의례를 중심으로 다 양한 존재들이 얽히는 관계망을 형성하며, 감정과 기억, 인물과 사물이 끊임없 이 상호작용하는 역동적인 서사를 구성한다. 본고는 칼롱의 번역 이론에서 제시 된 네 단계—문제화, 관심화, 등록화, 동원화—를 장례의 서사 흐름에 적용해, 죽음을 둘러싼 관계들이 어떻게 조정되고 재배치되는지를 추적한다. 번역은 고 정된 질서를 해체하고, 이질적인 행위자들 간의 연결을 통해 새로운 관계를 구 성하는 네트워크 형성의 과정으로 작용한다. 􋺷축제􋺸에서 독자는 효, 죄책감, 상 실, 돌봄 같은 정동에 감응하며, 텍스트와 함께 의미를 생성하는 참여자로 위치 하게 된다. 이러한 관점은 문학을 고정된 의미를 전달하는 매체로 보지 않고, 독 자와 함께 세계를 구성하는 하나의 존재로 이해할 수 있는 가능성을 열어준다.

This study aims to understand the foreign language learner’s internal process while they are translating. To figure out invisible internal process of the learner, Key logging during translation process, short interview after translating and behavioral observation were used. For considering behavioral characteristics for internal process, Pause, Deletion, Moving and Mistranslation were chosen. In particular, Pause was chosen to work as criterion when analyzing other behaviors. By analyzing those behaviors, three internal processes were found: (1)Deliberatiing on words or phrases following the pauses, (2)Considering ill-matched words or phrases between source text and target text, (3)Continuous checks on what writers had written down. Deliberations were generally found before the long-term pause. Learners were deliberating what to write on next phrases, due to their scarce knowledge of grammatical collocation of the target language. Considering ill-matched words or phrases between source text and target text shows variety of behaviors such as moving, deletion after the long-term pauses. According to the learners’ interview and researcher’s observation, it was arisen when the learners are fail to find the acceptable expressions in target language. Continuous checks on what learners had written down were generally found after the translation was finished. Entire part of target text was examined in this type of process. Thus, long period of pause was required for reading source text and target text, also deletion and moving was required for correcting mistranslated words or phrases. It infers that learners’ behaviors are combined to suggest certain meanings of internal process. Thus, these behaviors do not suggest solid internal process. With more elaborated analysis, this