İkinci Dile Çeviri Eğitimi: Değerlendirme, Sorunlar ve Çözüm Önerileri

Öz

Yetkin çevirinin yalnızca çevirmenin ana dili yönünde yapılabileceğine, ikinci/yabancı dil yönünde yapılan çevirinin kaçınılmaz olarak eksik kalacağına ilişkin yaygın görüş geçen yüzyılın sonlarına doğru yeniden tartışmaya açılmıştır. Yapılan araştırmalar, bu tür çevirinin yaygın olarak yapıldığını göstermiş ve bu bilgiler ışığında ikinci dile çeviri (2.DÇ) olgusu akademik çevrelerce mercek altına alınmaya başlanmıştır. Bu çalışmada dünyada ve ülkemizde ikinci dile çeviri etkinliğinin konumu, çeviri işletmecileri ve öğretim programları açısından ele alınarak betimlenmiştir. Bu iki kaynaktan elde edilen bilgiler, 2.DÇ’nin eğitim ve çalışma dünyasının somut bir gerçeği olduğunu göstermiştir. Bunun dışında, Türkçe-Rusça Çeviri dersinde çeviri kalitesini ölçmek için yararlanılan ve Doğruluk, Biçem, Dilbilgisi, Biçim kategorileriyle daha spesifik alt-kategoriler içeren kontrol listesi tanıtılmıştır. Alınan değerlendirme sonuçları, en yüksek notların Doğruluk ve Biçim, en düşük notların Dilbilgisi/Sözdizim, Dilbilgisi/Noktalama İşaretleri ve Biçem/Durumdil (alt)kategorilerinde kaydedildiğini göstermiştir. Bu sonuç, European Master’s in Translation (EMT) çeviri edinci modeli çerçevesinde yorumlanmıştır.

Anahtar Kelimeler

• ikinci dile çeviri,çeviri eğitimi,çeviri kalitesini ölçme,çeviri edinci

Teaching Translation into L2: Assessment, Problems and Possible Solutions

Abstract

The general belief that a competent translation can be made only into the native language of a translator, and that translation into a non-native language would inevitably be inferior was opened for the debates towards the end of the last century. Several studies have demonstrated that this kind of translation has been, as a matter of fact, quite widespread. In the first part of this study the position of translation into L2 both in the world and in Turkey is briefly described and the data indicate that translation into L2 is a solid reality of professional and educational fields. The primary purpose of this paper is to present the translation quality assessment checklist, used at Turkish-Russian Translation Course of Russian Language and Literature BA program. The checklist includes four basic categories: Accuracy, Style, Grammar and Format, with more specific subcategories in each case. The results show the highest grades in categories of Accuracy and Format and the lowest grades in (sub)categories of Grammar/Syntax, Grammar/Punctuation and Style/Register. These results were interpreted within the EMT Translation Competence Framework.

Keywords

• translation into L2,translation training,translation quality assessment,translation competence

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