【Abstract】College is a collaborative local institution role required for the residents. Consequently， Service Learning is one of the curricula that college education can contribute to local communities through College Translation Courses that can respond to questions about how to cooperate in the local industrial sector. Under the motto of Learning through Experience， this course can provide an innovative and integrated foundation for education to link the value of the relationship with local industrial sectors.
【Key words】self-initiative learning; service learning; cooperative learning; target language
【作者簡介】Cho Woonik， Department of English Interpretation and Translation， Busan University of Foreign Studies.
1. Introduction
The Service-Learning Course is a Learning-by-Doing-based course that aims to create a cooperative relationship with the local communities and universities and play a positive role as a mutual cooperative partner. As it rolls up， many local communities in Korea expect changes in the role of local universities， and require them to participate in social activities and educational contributions. This phenomenon of social change is basically due to the gradual aging of society， changes in industrial structure， and a decrease in the number of school-age people. In line with this change， B-University students have been carrying out educational talent donation activities in community programs. This case study aims to identify the satisfaction of participants who took part in the service training curricula and to give positive directions on how to develop further in the future.
2. Model and Procedure： Learning through Experience
As service learning classes are expanding， various models are being developed. Two of them are The Park Service Learning Model （Fertamn， 1966） and The Service Learning Cycle （Kolb， 1984） that describe the service learning model well and widely utilized as a guide. （1） Park Learning-Service Model， developed by Fertamn （1966）， consists of four stages： preparation， service activity， reflection and congratulation. （2）The Service Learning Cycle defines experience learning based on reflection from productive service learning experiences， and the stage of reflection is most paid attention. In a nutshell， the stage of reflection is a key procedure that should be creative critical skills to help prepare for， successfully perform， and learn， as well as to explore the context in which participants activity can take place，， and to explore the larger expanded fields. Specifically it can be classified as pre-service reflection， reflection during service， and post service reflection. Simply put， reflection can be a stepping stone to reproduce into another creative and productive service learning area.
