Bir durumlu öğrenme vakası ve çevirmenlik edincinin gelişimine ilişkin yansımaları

Öz

Çeviri okullarının görevi, kuram-odaklı akademik eğitim yerine uygulama-yoğun mesleki eğitimi yeğleyen meslek okullarının görevine indirgenmemelidir. Yine de böyle bir önerme uygulamanın çeviri eğitiminin ayrılmaz bir parçası olduğu gerçeğini geçersiz kılmaz. Bu yüzden çeviri öğrencilerine eğitimleri süresince gerçek veya özgül etkinlikler sunulmalıdır. Bu bağlamda, bu çalışma yazar ve birinci sınıfta okuyan 62 lisans öğrencisi tarafından gerçekleştirilen bir durumlu öğrenme projesini değerlendirmiştir. Bu yolla toplumsal edinçlere odaklanılarak proje-tabanlı durumlu öğrenme yaklaşımının çeviri öğrencilerine çevirmenlik edinçlerini geliştirebilmeleri için nasıl yardımcı olabileceği araştırılmıştır. Proje kapsamında öğrencilerden Çanakkale (Türkiye) şehrinde bulunan restoranları ziyaret etmeleri ve düzeltme ihtiyacı olan çeviri menüleri belirlemeleri istenmiştir. Öğrenciler üç ila altı kişiden oluşan 14 grup halinde çalışmışlardır. İki haftalık bu projenin sonunda kendilerinden işverene düzeltmesi yapılmış menüyü ulaştırmaları ve yazara da bir rapor sunmaları istenmiştir. Raporların içerileri Kiraly’nin (2013) mesleki kurallar, müzakere ve ekip çalışmasından oluşan üç toplumsal edinci ve Eser’in (2015) kişilerarası beceriler kavramı göz önünde bulundurularak görüngüsel olarak çözümlenmiştir. Elde edilen sonuçlar; projenin katılımcıların çevirinin sadece varsayılan bir kaynak metinden yola çıkılarak bir erek metin üretme süreci olmadığı aynı zamanda bir çeviri görevinin tatmin edici düzeyde tamamlanması için etkili ve verimli kişilerarası becerilere sahip olunmasını ve bir mesleki topluluğun üyeleri olarak mesleki davranış kurallarına uymayı gerektiren bir süreç olduğuna dair farkındalık kazanmaları konusunda yardımcı olduğunu göstermiştir.

Anahtar Kelimeler

• Durumlu öğrenme
• çevirmenlik becerisi
• çeviri projesi
• lisans öğrencileri
• gerçek ortamlar

A case of situated learning and its implications for the development of translator competence

Abstract

The task of translation schools should not be reduced to that of vocational schools, which can be claimed to favor ‘practice-intensive training’ over ‘theory-bound education’. However, this proposition does not annul the fact that practice is an integral component of translation education. Therefore, translation students should be offered real-world/authentic activities. In this sense, the present paper presents a situated-learning project conducted by the author and 62 first-year undergraduate students to investigate how a project-based situated learning approach can help translation students develop translator competence with particular focus on social competences. The students were asked to visit the restaurants in the City of Çanakkale, Turkey, and to identify translated menus in need of editing. They worked in 14 groups of three to six members. At the end of this two-week project, they were requested to provide the commissioner with an edited version of the menu and to submit the author a report. The contents of the reports were phenomenologically analyzed in view of Kiraly’s (2013) three social competences – professional etiquette, negotiation, and teamwork – and Eser’s (2015) interpersonal skills. The obtained results suggest that the project helped the participating students raise an awareness that translation is not only the production of a target text based on an assumed source text but also a process that entails acquisition and possession of efficacious interpersonal skills for the satisfactory completion of a translation task and observance of professional codes of behavior as a member of a professional community.

Keywords

• Situated learning
• translator competence
• translation project
• undergraduate students
• real-life settings

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