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A Formative Approach To Translator Training

Year 2022, Volume: 11 Issue: 1, 164 - 198, 20.02.2022
https://doi.org/10.14686/buefad.933085

Abstract

This study aimed to identify the challenges that might occur during the implementation of the seven strategies used in formative assessment, to find solutions, and to examine the role of the translation course in teaching the source language English and the students' attitudes towards the translation course in the context of these strategies. For this purpose, the study used mixed methods research design, based on a case study using a performance-based measurement method associated with a constructivist approach. In the study, the researcher's field notes, in which he recorded his observations about the use of formative assessment strategies in the classroom; semi-structured focus group interviews, conducted after the completion of each text translation; student drafts, to determine the improvement the students made after self-assessment; and, to examine the students' attitudes towards the translation class, a Translation Class Evaluation Questionnaire and semi-structured pre- and post-interview forms, were used. In the analysis of the collected data, the researchers used quantitative and qualitative data analysis methods. In line with this data analysis, it was observed that students took an active role in the self-assessment process and made progress in forming the equivalence between source language and target language in the translation courses; and in this sense, it was determined that they developed a positive attitude towards the translation classes. The researchers discussed the findings and results of the study in the light of the research context and presented pedagogical recommendations.
Keywords: Formative assessment, Self-assessment, Constructivism, Translation classes.

References

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Çevirmen Eğitimine Biçimlendirici Bir Yaklaşım

Year 2022, Volume: 11 Issue: 1, 164 - 198, 20.02.2022
https://doi.org/10.14686/buefad.933085

Abstract

Bu çalışma; biçimlendirici değerlendirmede kullanılan yedi stratejinin uygulanması esnasında ortaya çıkabilecek zorlukların saptanması, çözüm yollarının bulunması ve bu süreçte çeviri dersinin kaynak dil İngilizcenin öğretilmesindeki rolü ve öğrencilerin çeviri dersine karşı tutumlarının bu uygulanan stratejiler bağlamında araştırılmasını amaçlamıştır. Bu amaçla; çalışma bir oluşturmacı yaklaşım bakış açısıyla ilişkilendirilmiş, performansa dayalı ölçme yöntemini kullanan bir durum çalışması üzerine tasarlanmış karma yöntem araştırma desenini kullanmaktadır. Çalışmada, biçimlendirici değerlendirme stratejilerinin sınıf içinde kullanılmasıyla ilgili araştırmacının gözlemlerini kaydettiği araştırmacı alan notu, her bir çalışmanın tamamlanmasından sonra uygulanan yarı yapılandırılmış odak grup görüşmeleri, öz değerlendirmeden sonra öğrencilerin ne tür değişimler kazandıklarını belirlemek için öğrenci taslakları ve öğrencilerin çeviri dersine karşı tutumlarını ölçmek için Çeviri Dersi Değerlendirme Anketi ve yarı yapılandırılmış ön ve son görüşme formu kullanılmıştır. Toplanan verilerin analizinde, araştırmacılar nicel ve nitel veri analiz yöntemi kullanmıştır. Bu veri analizi doğrultusunda, öğrencilerin öz değerlendirme sürecinde etkin rol aldıkları, çeviri derslerinde kaynak dil ile erek dil arasındaki eşdeğerliliği oluşturmada ilerleme kat ettikleri gözlemlenmiş ve bu bağlamda çeviri dersine karşı olumlu tutum geliştirdikleri saptanmıştır. Araştırmacılar, çalışmanın bulgularını ve sonuçlarını araştırma içeriği ışığında tartışmış ve pedagojik öneriler sunmuştur.
Anahtar Kelimeler: Biçimlendirici değerlendirme, Öz değerlendirme, Oluşturmacılık, Çeviri dersleri

References

  • REFERENCES Alfayyadh, H. M. (2016). The feedback culture in translator education: A comparative exploration of two distinct university translation programs (Doctoral dissertation). Retrieved February 10, 2018 from ProQuest Dissertations & Theses Global (Order No. 10109133).
  • Alterman, R. A. (1965). Using Student Diaries to Develop an Evaluative Instrument for Teacher Education Programs. The Journal of Educational Research, (58)8, 369-372.
  • Alhuwaydi, A. A. (2017). Portfolio as an EFL writing assessment in a Saudi university context (Doctoral dissertation). Retrieved February 10, 2018 from ProQuest Dissertations & Theses Global (Order No. 10633150).
  • Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement through Self-Assessment. Theory into Practice, 48(1), 12-19.
  • Ayala, C. (2005). Formative assessment guideposts. Science Scope, 4(28), 46-48
  • Baker, M. (1992). In Other Words: A coursebook on translation. London and New York: Routledge.
  • Baleghizadeh, S., & Masoun, A. (2013). The Effect of Self-Assessment on EFL Learners’ Self-Efficacy. TESL Canada Journal, 31(1), 42-58.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
  • Bhagat, K. K., & Spector, J. M. (2017). Formative Assessment in Complex Problem-Solving Domains: The Emerging Role of Assessment Technologies. Educational Technology & Society, 20 (4), 312–317.
  • Bhattacherjee, A. (2012). Social science research: principles, methods, and practices. USF Open Access Textbooks Collection. Book 3 University of South Florida. Retrieved February 9, 2018 from http://scholarcommons.usf. edu/oa_textbooks/3
  • Bogdan, R. (1973). Participant Observation. Peabody Journal of Education, 50(4), 302-308. Retrieved April 3, 2018 from http://www.jstor.org/stable/1492424
  • Bourke, R., & Mentis, M. (2013). Self-assessment as a process for inclusion. International Journal of Inclusive Education, 17(8), 854-867.
  • Branch, K. (2013). Translator Trainers’ Attitude About Using Translation Theories in Practical Translation Classes at Iranian Universities. Advances in Environmental Biology, 7(1), 61-65.
  • Brookhart, S. M. (2013). How to Create and Use rubrics for Formative Assessment and Grading. Virgina, USA: Alexandra
  • Brown, G. T., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 2(1), 22-30.
  • Brown, J. D & Hudson, T. (1998). The Alternatives in Language Assessment. TESOL Quarterly, 32(4), 653-675.
  • Büyükkarcı, K. (2010). The effect of formative assessment on learners’ test anxiety and assessment preferences in EFL context (Doctoral Dissertation). Cukurova University, Adana, Turkey.
  • Cauley, K., & McMillan, J. (2010). Formative Assessment Techniques to Support Student Motivation and Achievement. The Clearing House, 83(1), 1-6.
  • Chandio, M. C., & Jafferi, S. (2015). Teaching English as a Language not Subject by Employing Formative Assessment. Journal of Education and Educational Development, 2(2), 151-171.
  • Chappuis, J. (2015). Seven strategies of assessment for learning (2nd ed.). New Jersey, USA: Pearson Education.
  • Cook, D. (1962). The Hawthorne Effect in Educational Research. The Phi Delta Kappan, 44(3), 116-122.
  • Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. London and Thousand Oaks: SAGE Publications.
  • Dixson, D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory into Practice, 55(2), 153-159.
  • Dochy, F., Segers, M., & Sluijsmans, D. (1999). The use of self-, peer and co-assessment in higher education: A review. Studies in Higher Education, 24(3), 331-350.
  • Drost, E. A. (2011). Validity and Reliability in Social Science Research. Education Research and Perspectives, 38(1), 105-124.
  • Efe, H. (2016). Reflective Portfolio Assessment in an EFL Context. Anthropologist, 24(1), 157-16. doi:10.1080/09720073.2016.11892001
  • El-Koumy, A. (2010, October). Student self-assessment in higher education: Alone or plus. Paper presented at the CPLA Conference Lebanese American University, Lebanon. Retrieved August 3, 2018 from https://files.eric.ed.gov /fulltext/ED513289.pdf
  • Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
  • Fraile, J., Panadero, E., & Pardo, R. (2017). Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students. Studies in Educational Evaluation, 53, 69-76.
  • Galan-Manas, A., & Hurtado Albir, A. (2015). Competence assessment procedures in translator training. The Interpreter and Translator Trainer, 9(1), 63-82.
  • Gathercoal, P. (1995). Principles of Assessment. The Clearing House, 69(1), 59-61.
  • Ge, L. L. (2010). Effects of formative assessment in individualized English learning on autonomous learning (Doctoral dissertation). Available from ProQuest Dissertations & Theses Global (Order No. 10372959).
  • Gedye, S. (2010). Formative assessment and feedback: A review. Planet, 23(1), 40-45.
  • Geeslin, K. L. (2003). Student Self-Assessment in the Foreign Language Classroom: The Place of Authentic Assessment Instruments in the Spanish Language Classroom. Hispania, 86(4), 857-868.
  • Glazer, N. (2014). Formative Plus Summative Assessment in Large Undergraduate Courses: Why Both?. International Journal of Teaching and Learning in Higher Education, 26(2), 276-286.
  • Han, T., & Kaya, H. İ. (2014). Turkish EFL Teachers’ Assessment Preferences and Practices in the Context of Constructivist Instruction. Journal of Studies in Education, (4)1, 77-93.
  • Harris, M., & McCann, P. (1994). Assessment: Handbook for the English classroom. Oxford: Macmillan.
  • Harlen, W. (2007). Assessment of Learning. London: Sage.
  • Harlen, W., & James, M. (1997). Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365-379.
  • Heitink, M. C, van der Kleij, F. M, Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62.
  • Hernández, R. (2012). Does continuous assessment in higher education support student learning?. Higher Education, 64(4), 489-502. Hinkin, T. R. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational research methods, 1(1), 104-121.
  • Hurtado Albir, A. (2015). The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training. Meta, 60(2), 256–280.
  • Ivir, V. (1981). Formal Correspondence vs. Translation Equivalence Revisited. Poetics Today, 2(4), 51-59. Retrieved July 17, 2018 from https://www.jstor.org/stable/pdf/1772485.pdf?refreqid=search%3A93a53637614a62bf14eeb 191f36f501e
  • Jabir, J. K. (2006). Skopos Theory: Basic Principles and Deficiencies. Journal of the College of Arts, 4. Retrieved from May 30, 2018 from https://www.iasj. net/iasj?func=fulltext &aId= 50013
  • Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144.
  • Karimzadeh, A., Samani, E., Vaseghi, R., & Kalajahi, S. A. R. (2015). Micro and macro levels of translation pedagogy: A study on the components of translation competence and the ways to develop it in translation courses. Journal of Studies in Education, 5(2), 158-168.
  • Kashgary, A. D. (2011). The paradox of translating the untranslatable: Equivalence vs. non-equivalence in translating from Arabic into English. Journal of King Saud University-Languages and Translation, 23(1), 47-57.
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There are 89 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Semih Okatan 0000-0001-5798-6278

Hülya Yumru 0000-0003-2999-243X

Mine Yazıcı 0000-0003-4723-1001

Publication Date February 20, 2022
Published in Issue Year 2022 Volume: 11 Issue: 1

Cite

APA Okatan, S., Yumru, H., & Yazıcı, M. (2022). A Formative Approach To Translator Training. Bartın University Journal of Faculty of Education, 11(1), 164-198. https://doi.org/10.14686/buefad.933085

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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Bartın University Journal of Faculty of Education