Yabancı dil eğitiminde görsel ve işitsel çevirinin etkileri

Year 2020, Issue: Ö8, 758 - 772, 21.11.2020

Erdem Koç

https://doi.org/10.29000/rumelide.821965

Cited By: 3

Abstract

Yabancı dil öğreniminde çevirinin rolü uzun zamandır tartışma konusu olmuştur. CFRL’nin (Avrupa Dilleri Ortak Çerçeve Programı) 2001 yılında yayınlanan bildirisinde, yabancı dil öğrenen öğrencilerin “alım, üretim, etkileşim veya arabuluculuk” gibi çeşitli dil etkinliklerini gerçekleştirirken özellikle sözlü ve yazılı çeviri faaliyetlerinin iletişimsel dil yeterliliklerini aktive ettiği vurgulanmıştır. Görsel-İşitsel çeviri, sözlü dilin görsel-işitsel medyaya aktarılmasını ifade eder ve genel olarak “ekran çevirisi”, “multimedya çevirisi” veya film çevirisi terimlerini ifade etmek için bir şemsiye terim olarak kullanılır (Perego, 2005; Chiaro, 2009; Bollettieri, Di Giovanni and Rossato, 2014). Görsel-işitsel çeviri'nin dil öğrenimi ve öğretimine iletişimsel bir yaklaşımla entegrasyonuna ilgi artmaktadır ve bu disiplin artık çeviri çalışmaları alanındaki en hızlı büyüyen alanlardan biri olarak kabul edilmektedir. Altyazı çalışması yabancı dil öğrencilerinin dinleme, okuma ve yazma becerilerini geliştirerek, aktarılabilir becerilerini geliştirebilmelerine olanak sağlar. Sözlü dil aktarım yöntemi, öğrencilere dublaj, sesli açıklama ve diğer seslendirme görevleri aracılığıyla konuşma becerilerini geliştirme fırsatı sunar. Bu alanda yapılan çeviri faaliyetleri, hem bireysel olarak hem de gruplar halinde gerçekleştirilebilen ve böylece hem bireysel hem de işbirlikçi öğrenmeyi teşvik eden öğrenci merkezli bir potansiyeline sahiptir. Bu çalışmanın amacı, görsel-işitsel çevirinin özellikle altyazı çevirisinin eğitim faaliyetlerine dâhil edilerek hedeflenen yabancı dili öğrenmede sağlayacağı katkıların daha fazla araştırılmasını teşvik etmektir. Araştırma yöntemi olarak, nitel ve nicel yöntemler bir sentez halinde kullanılarak, özellikle son yirmi yıldaki teknolojik gelişmelere bağlı olarak görsel-işitsel çeviri alanındaki literatür taraması yapılacak, betimsel model üzerinden bu alandaki uygulamaların mevcut durumları da göz önünde bulundurularak, yabancı dil eğitiminde sağlayacağı katkılar ortaya koyulmaya çalışılacaktır.

Keywords

Görsel ve işitsel çeviri, altyazı çevirisi, yabancı dil eğitimi

Effects of audio-visual translation in foreign language education

Abstract

The role of translation in foreign language learning has long been a topic of discussion. In the statement of CFRL (Common European Framework of Reference for Languages) published in 2001, it was emphasized that especially the oral and written translation activities activate the communicative language competencies of the students who learn foreign languages while performing various language activities such as "recruitment, production, interaction or mediation". Audiovisual translation refers to the transfer of spoken language to audiovisual media and is commonly used as an umbrella term to refer to the terms "screen translation", "multimedia translation" or film translation (Perego, 2005; Chiaro, 2009; Bollettieri, Di Giovanni and Rossato, 2014). Rapid technological changes in the last two decades have created new methods and opportunities in language learning. However, there is increasing interest in integrating Audiovisual Translation into language learning and teaching with a communicative approach, and this discipline is now recognized as one of the fastest growing fields in Translation Studies. Audiovisual translation; subtitling (written language transfer method) and revoicing (oral language transfer method). Subtitling allows students to add a written translation of the original visual language (interlanguage captioning) or a text to an Audiovisual product. Revoicing (the oral language transfer method) offers students the opportunity to improve their speaking skills through dubbing, voice annotation, and other vocalization tasks. Copying enables students to replace the sound in an audiovisual product with their own. Dubbing, which includes lip sync in professional practice, can also improve animation, listening, reading and writing skills depending on the task undertaken. Audio-visual translation activities have a student-centered potential that can be performed both individually and in groups, thus promoting both individual and collaborative learning. The aim of this study is to encourage further research on the contribution of audiovisual translation, especially subtitle translation, to learning the targeted foreign language by incorporating it into educational activities. As a research method, by using qualitative and quantitative methods as a synthesis, a literature review in the field of audio-visual translation will be conducted, especially depending on the technological developments in the last twenty years, through the descriptive model, the contributions of audio-visual translation applications in foreign language education will be tried to be revealed by considering the current situation.

Keywords

Visual and Audio Translation, Subtitle Translation, Foreign Language Education

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