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Pre-service EFL Teachers’ Experiences of Translation Studies before and after a Translation Course

Year 2024, Issue: 99, 23 - 36, 29.09.2024
https://doi.org/10.17753/sosekev.1476079

Abstract

Although studies on student experiences of translation are widespread in the field of translation studies, they still remain limited in the field of English language teaching. To fill a gap in this field of research, the present study focuses on the pre-service English language teachers’ experiences of translation as a practice and translation studies as a discipline at a state university. To this aim, an open-ended pre-test and an open-ended post-test questionnaire were designed to explore 40 senior ELT students’ individual views on translation studies before and after a compulsory translation course and thus offer theoretical solutions to their common translation problems. Firstly, all students were taught basic translation theories, test types, strategies, and approaches throughout the course. Later, their responses to both questionnaires which involved elements related to these theoretical and practical aspects were analyzed through thematic coding in a qualitative manner. These responses produced several thematic categories for each question in each questionnaire. According to the results of the analysis, pre-service English language teachers developed a positive experience of translation and translation studies after being introduced to the above-mentioned theoretical and practical points throughout the course. This can be associated with the fact that they largely benefited from these theories for translation tasks given in the course, which improved their overall translation competence. The present study also provided useful ideas for decision-makers in bachelor’s degree ELT programs and indicated the need for multidisciplinary cooperation between ELT and translation studies to increase the students’ academic level in both departments.

References

  • Akkoyunlu, A. N. (2017). Teaching collocations through data-driven learning activities in a translation course for prospective ELT teachers (Thesis Number: 485684) [Master’s Thesis, Çukurova University]. Council of Higher Education Thesis Center.
  • Aktekin, N. Ç., & Uysal Gliniecki, A. (2015). ELT students’ beliefs about and strategy use of translation. International Online Journal of Education and Teaching, 2(1). 12–24. http://iojet.org/index.php/IOJET/article/view/73/102
  • Arslan, S., & Kavaklı, N. (2019). “I know that I am no good”: An analysis into the translation errors of pre-service EFL teachers. Bartın University Journal of Faculty of Education, 8(2), 688–706. https://doi.org/10.14686/buefad.517753
  • Badda, A., & Vázquez, V. P. (2024). Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes. Porta Linguarum, 42, 301-315. https://doi.org/10.30827/portalin.vi42.29482
  • Bekereci Şahin, M. (2022). Investigating translation courses at an undergraduate EFL teacher education program: Views of instructors and pre-service teachers. European Journal of English Language Teaching, 7(1), 31–46. https://doi.org/10.46827/ejel.v7i1.4114
  • Campbell, S. (2002). Translation in the context of EFL: The fifth macroskill? TEFLIN Journal, 13(1), 58–72. https://doi.org/10.15639/teflinjournal.v13i1
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
  • Council of Higher Education (2018). İngilizce öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
  • El Boubekri, A. (2024). Investigating teachers’ perceptions of L1 use in English as a foreign language Moroccan secondary classrooms: A post-communicative perspective. Journal of Education, 204(2), 402-411. https://doi.org/10.1177/00220574221142303
  • Fois, E. (2020). ELT and the role of translation in developing intercultural competence. Language and Intercultural Communication, 20(6), 561–571. https://doi.org/10.1080/14708477.2020.1800025
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). McGraw Hill.
  • Genç, E., Özcan Dost, B., & Metin Tekin, B. (2022). EFL learners’ attitudes toward translation: A case study on 19 Mayıs University prep class students. Ondokuz Mayıs University Journal of Faculty of Education, 41(2), 659–576. https://doi.org/10.7822/omuefd.1176983
  • Genç, E., & Özcan Dost, B. (2023). İngilizce öğretmenliği bölümü öğretim programlarında çevirinin yeri: Türkiye’deki üniversiteler örneği. Söylem Filoloji Dergisi (Çeviribilim Özel Sayısı), 535–548. https://doi.org/10.29110/soylemdergi.1186562
  • Jakobson, R. (2000). On linguistic aspects of translation. In L. Venuti (Ed.), The translation studies reader (pp. 113–118). Routledge (Original work published 1959).
  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067
  • House, J. (1997). Translation quality assessment: A model revisited. Gunter Narr.
  • Howatt, A. P. R., & Widdowson, H. G. (2004). A history of English language teaching (2nd ed.). Oxford University.
  • Khoshnood A., & Kafiopour, R. (2023). The effect of mother tongue translation on Iranian extroverted and introverted EFL learners’ vocabulary learning. Education Research International, 2023(1), 1-10. https://doi.org/10.1155/2023/2255400
  • Kitjaroonchai, N., & Kitjaroonchai, T. (2023). Comparing individual and collaborative translation in Google Docs: An investigation of Thai EFL undergraduates translation skills. English Language Teaching, 16(8), 54-68. https://doi.org/10.5539/elt.v16n8p54
  • Liao, P. (2006). EFL learners’ beliefs about and strategy use of translation in English learning. RELC Journal, 37(2), 191–215. https://doi.org/10.1177/003368820606742
  • Malmkjær, K. (1998). Introduction: Translation and language teaching. In K. Malmkjær (Ed.) Translation and language teaching / Language teaching and translation (pp. 1–11). St. Jerome.
  • Munday, J. (2001). Introducing translation studies. Routledge.
  • Newmark, P. (1981). Approaches to translation. Pergamon.
  • Nida, E. A. (1964). Toward a science of translating. Brill.
  • Reiss, K. (2000). Type, kind and individuality of text: Decision making in translation (S. Kitron, Trans.). In L. Venuti (Ed.), The translation studies reader (pp. 160–171). Routledge (Original work published 1971).
  • Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
  • Shoeib, A. (2016). The appropriateness of translation in EFL learning: A case study of Albaha University learners’ and teachers’ perspectives, KSA. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(2), 1–31.https://dergipark.org.tr/en/pub/aicusbed/issue/24307/257603
  • Siregar, M., Husein, R., & Putra, S. K. (2024). Development of a case method learning model to hone students’ translation competence in language teaching courses. Journal of Applied Linguistics and Literature, 9(1), 133-147. https://doi.org/10.33369/joall.v9i1.30619
  • Smagul, A. (2024). L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools. System, 125, 1-14. https://doi.org/10.1016/j.system.2024.103443
  • Snell-Hornby, M. (1985). Translation as a means of integrating language teaching and linguistics. In C. Titford & A. E. Hieke, (Eds.), Translation in foreign language teaching and testing (pp. 21–28). Gunter Narr. Stern, H. (1992). Issues and options in language teaching. Oxford University.
  • Toury, G. (2012). Descriptive translation studies–and beyond: Revised edition. John Benjamins.
  • Vinay, J. P., & Darbelnet, J. (2000). A methodology for translation (J. C. Sager & M. J. Hamer, Trans.). In L. Venuti (Ed.), The translation studies reader (pp. 84–93). Routledge (Original work published 1958).
  • Yin, R. K. (2003). Case study research: Design and methods. Sage.

İNGİLİZCE ÖĞRETMEN ADAYLARININ ÇEVİRİ DERSİ ÖNCESİ VE SONRASINDA ÇEVİRİBİLİMLE İLGİLİ DENEYİMLERİ

Year 2024, Issue: 99, 23 - 36, 29.09.2024
https://doi.org/10.17753/sosekev.1476079

Abstract

Öğrencilerin çeviri deneyimleri üzerine çalışmalar, çeviribilim alanında yaygın olsa da İngilizce öğretmenliği alanında henüz sınırlı sayıda kalmıştır. Bu alandaki boşluğu doldurmayı hedefleyen mevcut çalışma, bir devlet üniversitesindeki İngilizce öğretmeni adaylarının bir uygulama alanı olarak çeviri ve bir disiplin olarak çeviribilimle ilgili deneyimlerine odaklanmaktadır. Bu amaca yönelik olarak, bir İngilizce öğretmenliği programının dördüncü sınıfında okuyan 40 öğrencinin çeviriye dair bireysel görüşlerini anlamak ve böylece onların ortak çeviri sorunlarına çözüm sunmak için zorunlu çeviri dersinin öncesinde ve sonrasında iki farklı açık uçlu anket tasarlanmıştır. Öncelikle tüm öğrencilere temel çeviri kuramları, metin türleri, çeviri stratejileri ve çeviri yaklaşımları ders boyunca öğretilmiştir. Sonrasında ise öğrencilerin bu kuramsal ve uygulamalı konulara dair öğeler içeren iki ankete verdiği yanıtlar, tematik kodlama kullanılarak nitel bir bakış açısıyla çözümlenmiştir. Verilen cevaplar, iki anketteki her bir soru için birden fazla tematik kategori ortaya çıkarmıştır. Çalışmanın sonuçları, İngilizce öğretmeni adaylarının ders boyunca yukarıda adı geçen kuramsal ve uygulamalı noktaları öğrendikten sonra çeviri ve çeviribilim konusunda olumlu deneyimler yaşadığını ortaya koymuştur. Bu durum, öğretmen adaylarının ders içerisinde verilen çeviri ödevleri için bu kuramlardan büyük oranda yararlanmış ve bu şekilde genel çeviri yetkinliklerini artırmış olmalarıyla bağdaştırılabilir. Aynı zamanda mevcut çalışma, İngilizce öğretmenliği lisans programlarında yer alan karar vericiler için de faydalı fikirler sunmuş ve İngilizce öğretmenliği ile çeviribilim öğrencilerinin akademik seviyesini artırmak adına iki bölüm arasında çok disiplinli bir işbirliği ihtiyacı olduğunu göstermiştir.

References

  • Akkoyunlu, A. N. (2017). Teaching collocations through data-driven learning activities in a translation course for prospective ELT teachers (Thesis Number: 485684) [Master’s Thesis, Çukurova University]. Council of Higher Education Thesis Center.
  • Aktekin, N. Ç., & Uysal Gliniecki, A. (2015). ELT students’ beliefs about and strategy use of translation. International Online Journal of Education and Teaching, 2(1). 12–24. http://iojet.org/index.php/IOJET/article/view/73/102
  • Arslan, S., & Kavaklı, N. (2019). “I know that I am no good”: An analysis into the translation errors of pre-service EFL teachers. Bartın University Journal of Faculty of Education, 8(2), 688–706. https://doi.org/10.14686/buefad.517753
  • Badda, A., & Vázquez, V. P. (2024). Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes. Porta Linguarum, 42, 301-315. https://doi.org/10.30827/portalin.vi42.29482
  • Bekereci Şahin, M. (2022). Investigating translation courses at an undergraduate EFL teacher education program: Views of instructors and pre-service teachers. European Journal of English Language Teaching, 7(1), 31–46. https://doi.org/10.46827/ejel.v7i1.4114
  • Campbell, S. (2002). Translation in the context of EFL: The fifth macroskill? TEFLIN Journal, 13(1), 58–72. https://doi.org/10.15639/teflinjournal.v13i1
  • Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review, 57(3), 402–423. https://doi.org/10.3138/cmlr.57.3.402
  • Council of Higher Education (2018). İngilizce öğretmenliği lisans programı. https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Ingilizce_Ogretmenligi_Lisans_Programi.pdf
  • El Boubekri, A. (2024). Investigating teachers’ perceptions of L1 use in English as a foreign language Moroccan secondary classrooms: A post-communicative perspective. Journal of Education, 204(2), 402-411. https://doi.org/10.1177/00220574221142303
  • Fois, E. (2020). ELT and the role of translation in developing intercultural competence. Language and Intercultural Communication, 20(6), 561–571. https://doi.org/10.1080/14708477.2020.1800025
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed.). McGraw Hill.
  • Genç, E., Özcan Dost, B., & Metin Tekin, B. (2022). EFL learners’ attitudes toward translation: A case study on 19 Mayıs University prep class students. Ondokuz Mayıs University Journal of Faculty of Education, 41(2), 659–576. https://doi.org/10.7822/omuefd.1176983
  • Genç, E., & Özcan Dost, B. (2023). İngilizce öğretmenliği bölümü öğretim programlarında çevirinin yeri: Türkiye’deki üniversiteler örneği. Söylem Filoloji Dergisi (Çeviribilim Özel Sayısı), 535–548. https://doi.org/10.29110/soylemdergi.1186562
  • Jakobson, R. (2000). On linguistic aspects of translation. In L. Venuti (Ed.), The translation studies reader (pp. 113–118). Routledge (Original work published 1959).
  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. https://doi.org/10.1017/S0261444812000067
  • House, J. (1997). Translation quality assessment: A model revisited. Gunter Narr.
  • Howatt, A. P. R., & Widdowson, H. G. (2004). A history of English language teaching (2nd ed.). Oxford University.
  • Khoshnood A., & Kafiopour, R. (2023). The effect of mother tongue translation on Iranian extroverted and introverted EFL learners’ vocabulary learning. Education Research International, 2023(1), 1-10. https://doi.org/10.1155/2023/2255400
  • Kitjaroonchai, N., & Kitjaroonchai, T. (2023). Comparing individual and collaborative translation in Google Docs: An investigation of Thai EFL undergraduates translation skills. English Language Teaching, 16(8), 54-68. https://doi.org/10.5539/elt.v16n8p54
  • Liao, P. (2006). EFL learners’ beliefs about and strategy use of translation in English learning. RELC Journal, 37(2), 191–215. https://doi.org/10.1177/003368820606742
  • Malmkjær, K. (1998). Introduction: Translation and language teaching. In K. Malmkjær (Ed.) Translation and language teaching / Language teaching and translation (pp. 1–11). St. Jerome.
  • Munday, J. (2001). Introducing translation studies. Routledge.
  • Newmark, P. (1981). Approaches to translation. Pergamon.
  • Nida, E. A. (1964). Toward a science of translating. Brill.
  • Reiss, K. (2000). Type, kind and individuality of text: Decision making in translation (S. Kitron, Trans.). In L. Venuti (Ed.), The translation studies reader (pp. 160–171). Routledge (Original work published 1971).
  • Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
  • Shoeib, A. (2016). The appropriateness of translation in EFL learning: A case study of Albaha University learners’ and teachers’ perspectives, KSA. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 2(2), 1–31.https://dergipark.org.tr/en/pub/aicusbed/issue/24307/257603
  • Siregar, M., Husein, R., & Putra, S. K. (2024). Development of a case method learning model to hone students’ translation competence in language teaching courses. Journal of Applied Linguistics and Literature, 9(1), 133-147. https://doi.org/10.33369/joall.v9i1.30619
  • Smagul, A. (2024). L1 and translation use in EFL classrooms: A quantitative survey on teachers’ attitudes in Kazakhstani secondary schools. System, 125, 1-14. https://doi.org/10.1016/j.system.2024.103443
  • Snell-Hornby, M. (1985). Translation as a means of integrating language teaching and linguistics. In C. Titford & A. E. Hieke, (Eds.), Translation in foreign language teaching and testing (pp. 21–28). Gunter Narr. Stern, H. (1992). Issues and options in language teaching. Oxford University.
  • Toury, G. (2012). Descriptive translation studies–and beyond: Revised edition. John Benjamins.
  • Vinay, J. P., & Darbelnet, J. (2000). A methodology for translation (J. C. Sager & M. J. Hamer, Trans.). In L. Venuti (Ed.), The translation studies reader (pp. 84–93). Routledge (Original work published 1958).
  • Yin, R. K. (2003). Case study research: Design and methods. Sage.
There are 33 citations in total.

Details

Primary Language English
Subjects English As A Second Language, Translation Studies
Journal Section Articles
Authors

Bekir Canlı 0000-0001-6648-4691

Semih Sarıgül 0000-0002-8691-0202

Publication Date September 29, 2024
Submission Date April 30, 2024
Acceptance Date September 10, 2024
Published in Issue Year 2024 Issue: 99

Cite

APA Canlı, B., & Sarıgül, S. (2024). Pre-service EFL Teachers’ Experiences of Translation Studies before and after a Translation Course. EKEV Akademi Dergisi(99), 23-36. https://doi.org/10.17753/sosekev.1476079