İngiliz Edebiyatı Dersinin Çeviri Eğitimindeki Önemi ve Türkiye’deki Önlisans Çeviri Programlarındaki Yeri

Year 2023, Issue: Çeviribilim Özel Sayısı, 243 - 259, 25.02.2023

Tuba Kılıçkaya , Başak Ergil

https://doi.org/10.29110/soylemdergi.1187079

Abstract

Akademik çeviri eğitiminde öğrencilere kazandırılması hedeflenen temel edinç çeviri edincidir. Çeviri eğitimi alanında çalışan çoğu çeviribilim araştırmacısı, “çeviri edinci” kavramını ele alırken kültürel edinç, eleştirel okuma edinci, dil edinci ve eleştirel düşünme edinci gibi bazı alt edinçlere odaklanmıştır. Belirtilen edinçlerin öğrenciye kazandırılmasının en etkin yollardan biri edebiyat dersleridir. Türkiye'deki önlisans çeviri eğitimi veren Uygulamalı İngilizce Çevirmenlik Programlarının müfredatları incelendiğinde çok az sayıda üniversite ve meslek yüksekokulunda İngiliz Edebiyatı dersinin verildiği görülmüştür. Ayrıca bu önlisans programından mezun olan çevirmen adayları dikey geçiş sınavı ile İngiliz Dili ve Edebiyatı, Amerikan Kültürü ve Edebiyatı gibi anabilim dallarında lisans düzeyinde edebiyat veya dil eğitimi alma hakkına sahip olabilmektedir. Bu nedenle edebiyat derslerinin getireceği edinçlerin kazanımı bu programların ana amaçlarından biri olabilir. Tüm bu tartışmalar çerçevesinde, bu çalışmada çeviri eğitiminin temeli sayılan “çeviri edinci”, edebiyat derslerinin kazandırdığı edinçler ve Uygulamalı İngilizce Çevirmenlik programlarının program çıktıları incelenerek ve karşılaştırılarak her üçünde ortak alt edinçler olduğu tespit edilmiş ve bu programların müfredatında İngiliz edebiyatı derslerinin gerekli ve faydalı olduğu sonucuna varılmıştır.

Keywords

çeviri eğitimi, çeviri edinci, İngiliz edebiyatı dersi, müfredat tasarımı, uygulamalı İngilizce çevirmenlik programı, çeviri pedagojisi

Supporting Institution

ICASTIS ÖZEL SAYI

The Importance of English Literature Courses in Translation Education and Its Place in Associate Degree Translation Programs in Turkey

Abstract

The basic competence a translation education program aims at providing the students with is that of translation competence. Most translation studies scholars working in the field of translation education have declared four competences to be among the basic indispensable sub competences of “translation competence”; namely, cultural competence, critical reading competence, linguistic competence and critical thinking competence. One of the most effective ways of getting students to acquire these competences is including literature courses in the curricula. When the curricula of Applied English Translation Programs that provide associate degree translation education in Turkey are examined, it is seen that English Literature courses are offered in very few universities and vocational schools. In addition, translator candidates graduating from these associate degree programs can have the right to take the vertical transfer exam and receive undergraduate education in the departments of English Language and Literature, American Culture and Literature where they further specialise in such fields as literature and language. This is another reason why acquisition of literary competence may be one of the intended objectives of these programs. Within the framework of these discussions, drawing from the analysis and comparison of the concept of “translation competence” with the competences provided by literature courses, and the intended program outcomes of Applied English Translation Programs, this research aims at arguing that English literature courses are necessary and useful components of the curricula of these programs.

Keywords

English Literature, translation competence, English literature courses, curriculum design, Applied English Translation program, Translation education

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