Çeviriye Tamam mı Devam mı? Stratejik Edincin Motivasyonel Kararlılığa Etkisi

Year 2020, Issue: 43, 19 - 36, 15.06.2020

Ayşe Işık Akdağ

https://doi.org/10.21497/sefad.755495

Cited By: 1

Abstract

Bu çalışma Çeviribilim Bölümlerinde okuyan öğrencilerin çeviri eğitimi süresince geliştirmekte oldukları stratejik edinci çeşitli değişkenlere göre incelemeyi ve stratejik edincin çeviri kararlarına etkisini incelemeyi amaçlamaktadır. Araştırma verileri Namlu (2004) tarafından geliştirilen Biliş Ötesi Öğrenme Stratejileri Ölçeği ve Saricam et.al (2014) tarafından Türkçeye uyarlanan Motivasyonel Kararlılık Ölçeği kullanılarak toplanmıştır. Bir devlet üniversitesinin Almanca, Fransızca ve İngilizce Mütercim Tercümanlık bölümlerine kayıtlı 214 Çeviribilim öğrencisinin katıldığı araştırmada ilişkisel tarama ve korrelasyonel tarama modelleri kullanılmıştır. Sonuçlar öğrencilerin stratejik edinçlerinin cinsiyet, yaş ve akademik başarıya göre değiştiğini ancak, sınıf ya da bölüme göre değişmediğini göstermektedir. Kadın çevirmen adaylarının genel stratejik edinç ortalamaları ve planlama stratejileri erkek adaylara göre daha yüksektir ve tüm öğrencilerin stratejik edinç düzeyleri ortalamanın biraz üzerindedir. Bir başka sonuçsa stratejik edinç yükseldiğinde motivasyonel kararlılığın da yükseldiği yönündendir. Ayrıca, planlama ya da düzenleme stratejileri kullanan öğrenciler mevcut ve uzun vadeli çeviri hedeflerini takip etmeye daha yakındırlar. Öte yandan, denetleme ve değerlendirme stratejilerini kullanan öğrenciler mevcut ve uzak çeviri hedeflerini takip etmenin yanı sıra geçmişteki çözüme kavuşmamış çeviri hedeflerine de geri dönebilmektedirler.

Keywords

Stratejik edinç, lisans düzeyinde çeviri eğitimi, Çeviribilim, üstbiliş, motivasyonel kararlılık

Giving up or Pursuing Translation? The Impact of Strategic Competence on Motivational Persistence

Abstract

This study aims to analyse the strategic competence that Translation Studies students develop during the translator training process according to some variables and to explore its impact on the pursuit of translation goals. Research data was collected using the Metacognitive Learning Scale developed by Namlu (2004) and the Motivational Persistence Scale adapted into Turkish by Saricam et al. (2014). Research is conducted with 214 students enrolled in the English, French and German departments of Translation Studies in a public university using the relational screening model and correlational survey method. Results show that trainee translator’s strategic competence does not vary by department or class but by gender, age and academic achievement. General strategic competence and planning strategies of female translator candidates were higher than males and students’ strategic competence mean is slightly above the average. Another result was that when strategic competence increases, motivational perseverance increases accordingly. Furthermore, students using planning strategies or organizational strategies are more likely to pursue current and distant translation goals. Students using supervision or evaluation strategies on the other hand, can return to unresolved past goals in addition to going after current and long-term translation goals.

Keywords

Strategic competence, BA level translator training, Translation Studies, metacognition, motivational persistence

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