Araştırma Makalesi
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In-Class Practices and Approaches in Interpreter Training

Yıl 2023, , 1 - 24, 30.07.2023
https://doi.org/10.37599/ceviri.1269294

Öz

With the paradigm shift that emerged in the research on interpreting studies in the 1990s, interpreter training programs started to be academized as the master-apprenticeship model gave way to empirical research in the field. Since then, interpreter training has benefitted from more objective, empirical, and theoretical research on models, interpreting competences, expertise and skill acquisition, curriculum development, and student-oriented practices. Besides, the call for more research on real-life interpreter training practices has been repeatedly pronounced by various scholars at different times. In line with this call, this study aims to offer an insight into real-life training practices by investigating interpreter trainers’ perspectives and approaches towards interpreter training; targeted interpreting competences; in-class practices and methods; problems encountered and solutions recommended. To this end, semi-structured interviews were conducted with 26 interpreter trainers at Turkish universities in language pairs of English-Turkish, English-French-Turkish, German-Turkish, French-Turkish, and Arabic-Turkish. To ensure data triangulation, observation method was also applied and interpreting courses of three of the participants were observed. Questionnaire data which revealed the quality of materials used in the class, targeted competences and the most frequently used pedagogic methods was analysed quantitatively and presented with in-vivo statements of the participants in the interviews. Interview data, which helped reaching in-depth views of the participants, was analysed through the thematic analysis method via MAXQDA software. The data obtained was discussed in comparison with the observation data. In this scope, it is believed that this study will contribute to the literature as it comprehensively discussess the practice-based structure of undergraduate interpreter training in Turkey and it is the first study that involves the views and experiences of the trainers.

Kaynakça

  • Aka, Ö. (2015). Bases del diseño curricular para la formación de traductores e intérpretes en Turquía [Yayımlanmamış doktora tezi]. Universitat Autònoma de Barcelona.
  • Albl-Mikasa, M. (2013). Developing and cultivating expert interpreter competence. The Interpreters' Newsletter, 18, 17-34. http://hdl.handle.net/10077/9749
  • Ardito, G. (1999). The systematic use of impromptu speech in training interpreting students. The Interpreters’ Newsletter, 9, 177–189. https://www.semanticscholar.org/paper/The-systematic-use-of- impromptu-speech-in-training- Ardito/b11ac3a432a705a958d122222615890826221058
  • Chen, A. C. (2014). Becoming an interpreter: exploring the development of interpreters from trainees to practitioners [Yayımlanmamış doktora tezi]. The University of Leeds.
  • Diriker, E. (2013). Simultaneous and consecutive interpreting in conference situations (conference interpreting). C. Millán & F. Bartrina (Ed.). The Routledge handbook of translation studies içinde (ss. 363– 376). Routledge. https://doi.org/10.4324/9780203102893
  • Diriker, E. (2018). (Ed). Türkiye’de sözlü çeviri: Eğitim, uygulama ve araştırmalar. Scala Yayıncılık.
  • Doğan, A. (2009). Sözlü çeviri çalışmaları ve uygulamaları. Siyasal Yayınevi.
  • Filazi, E. (2017). Theoretical approaches toward academic translator training and the occupational translation standards [Yayımlanmamış doktora tezi]. İstanbul Üniversitesi.
  • Gile, D. (2005). Teaching conference interpreting: A contribution. M. Tennent (Ed.), Training for the new millenium içinde (ss.127-151). John Benjamins. https://doi.org/10.1075/btl.60
  • Gile, D. (2009). Basic concepts and models for interpreter and translator training. John Benjamins.
  • González-Davies, M. (2004). Multiple voices in the translation classroom activities, tasks and project. John Benjamins.
  • Kalina, S. (2000). Interpreting competences as a basis and a goal for teaching. The Interpreters' Newsletter, 10, 3-32. https://www.semanticscholar.org/paper/Interpreting-competences- as-a-basis-and-a-goal-for- Kalina/7246a913a766413c8a53a0fe73fb852680090f96
  • Keiser, W. (1977). Selection and training of conference interpreters. D. Gerver, & H. Wallace Sinaiko (Ed.). Language interpretation and communication içinde (ss.11-24). Plenum Press.
  • Okuyan, S. (2017). Interpreter training curriculum in Turkey: The case of Sakarya University. International Journal of Languages’ Education and Teaching, 5(1), 618-630. https://doi.org/10.18298/ijlet.1732
  • Okuyan, S. (2019). The effect of global conditions on the academic interpreting education in Turkey: A case study based on curriculum analysis and the views of representatives of interpreting market [Yayımlanmamış doktora tezi]. Sakarya Üniversitesi.
  • Okuyan, S., Şahin, Ö., & Balkul, H. İ. (2019). Investigation of interpreting education at the undergraduate level in turkey from the angle of interpreting competences. International Journal of Linguistics, Literature and Translation, 2(6), 114-135. http:// 10.32996/ijllt.2019.2.6.14
  • Orlando, M. (2016). Training 21st century translators and interpreters: At the crossroads of practice, research and pedagogy. Frank & Timme.
  • Pippa, S., & Russo, M. (2002). Aptitude and conference interpretation: A proposal for a testing methodology based on paraphrase. G. Garzone & M. Viezzi (Ed.), Interpreting in the 21st century içinde (ss. 245-256). John Benjamins. https://doi.org/10.1075/btl.43
  • Pöchhacker, F. (2001). Quality assessment in conference and community interpreting. Meta, 46(2), 410–425. https://doi.org/ 10.7202/003847ar
  • Pöchhacker, F. (2004). Introducing interpreting studies. Routledge.
  • Pöchhacker, F. (2014). Assessing aptittude for interpreting: SynCloze test. F. Pöchhacker & M.Liu (Ed.). (2014). Aptitude for interpreting (Vol. 68) içinde (ss.147-160). John Benjamins. https://doi.org/10.1075/bct.68
  • Saldanha, G., & O'Brien, S. (2014). Research methodologies in translation studies. Routledge.
  • Sawyer, D. B. (2004). Fundamental aspects of interpreter education. John Benjamins.
  • Setton, R., & Dawrant, A. (2016). Conference interpreting: A trainer’s guide. John Benjamins. https://doi.org/10.1075/btl.121
  • Shang, X., & Xie, G. (2020). Aptitude for interpreting revisited: predictive validity of recall across languages. The Interpreter and Translator Trainer, 14(3), 344-361. https://doi.org/10.1080/1750399X.2020.1790970
  • Takeda, K. (2010). What interpreting teachers can learn from students: A case study. The International Journal for Translation & Interpreting Research, 2(1), 38-47. https://trans- int.org/index.php/transint/article/viewFile/88/67
  • Tosun, M., Akin, A., & Şimşek, F. (2015). Courses on specialized field in undergraduate programs of translation & interpretation departments in Turkey: The importance of courses on specialized field in the specialization process of translator candidates. Akademik Bakış Dergisi, 49, 189-198. https://doi.org/10.1016/j.sbspro.2015.06.001
  • Weber, W. K. (1989). Improved ways of teaching consecutive interpretation. L. Gran & J. Dodds (Ed.), The theoretical and practical aspects of teaching conference interpretation içinde (ss. 161–166). Campanotto Editore.
  • Yılmaz-Gümüş, V. (2013). Training for the translation market in Turkey: An analysis of curricula and stakeholders [Yayımlanmamış doktora tezi]. Universitat Rovira I Virgili.
  • Yılmaz-Gümüş, V. (2018). Solidity and professionalization of translation: Turkey as a case in point. HERMES-Journal of Language and Communication in Business, (58), 43-63. https://tidsskrift.dk/her/article/view/111661/160637
  • Yin, R. K. (2009). Case study research: Design and methods. Sage.
  • Zannirato, A. (2008). Teaching interpreting and interpreting teaching: a conference interpreter's overview of second language acquisition. J. Kearns (Ed.), Translator and interpreter training: Issues, methods and debates içinde (ss. 19–38). Continuum.

Sözlü Çeviri Eğitiminde Sınıf İçi Uygulamalar ve Yaklaşımlar

Yıl 2023, , 1 - 24, 30.07.2023
https://doi.org/10.37599/ceviri.1269294

Öz

1990’larda sözlü çeviri araştırmalarında yaşanan paradigma kaymasıyla birlikte, sözlü çeviri eğitiminde geleneksel usta-çırak modeli yerini deneysel araştırmalara bıraktı ve sözlü çeviri eğitimi daha akademik bir hal almaya başladı. Günümüze kadar sözlü çeviri eğitiminde modeller, sözlü çeviri edinçleri, uzmanlık ve beceri kazanımı, müfredat geliştirme ve öğrenci-odaklı uygulamalara ilişkin daha objektif, ampirik ve teorik çalışmalardan faydalanıldı. Bunun yanı sıra, farklı zamanlarda pek çok araştırmacı, gerçek hayatta uygulanan sözlü çeviri eğitimi pratiklerine ilişkin çalışmalar yapılması çağrısında bulundu. Söz konusu çağrıya yanıt niteliği taşıyan bu çalışmada, sözlü çeviri eğitimcilerinin eğitime yönelik yaklaşım ve görüşleri üzerinden hedeflenen sözlü çeviri edinçleri, sınıf içi uygulamaları ve yöntemleri, eğitimde karşılaşılan sorunlar ve çözüm önerileri araştırılmıştır. Bu sayede, gerçek hayattaki sözlü çeviri eğitimi uygulamalarına ışık tutulması amaçlanmıştır. Bu doğrultuda, Türkiye’de bulunan üniversitelerde lisans düzeyinde İngilizce-Türkçe, İngilizce-Fransızca-Türkçe, Almanca-Türkçe ve Arapça-Türkçe dil çiftlerinde sözlü çeviri dersi veren 26 sözlü çeviri eğitimcisine anket ve yarı yapılandırılmış görüşme uygulanmıştır. Ayrıca, veri üçlemesini sağlamak üzere gözlem yöntemi kullanılmış ve katılımcılar arasından 3 eğitimcinin sözlü çeviri dersleri araştırmacı tarafından gözlemlenmiştir. Sınıf içinde kullanılan materyallerin niteliğini, hedeflenen edinçleri ve en sık kullanılan pedagojik yöntemleri ortaya koyan anket verileri, nicel veri analizi yöntemi ile incelenmiş ve bu veriler görüşme verileri ile karşılaştırılarak in-vivo ifadelerle birlikte sunulmuştur. Katılımcıların görüşlerine derinlemesine ulaşma imkanı sağlayan görüşme verileri ise MAXQDA yazılımı ile uygulanan tematik analiz yöntemi ile incelenmiştir. Elde edilen veriler gözlem verileri ile karşılaştırılarak tartışılmıştır. Bu kapsamda, çalışmanın Türkiye’de lisans düzeyindeki sözlü çeviri eğitiminin uygulamaya dayalı yapısını detaylı biçimde ele alması ve eğitimcilerin görüş ve deneyimlerine yer veren ilk çalışma olması sebebiyle alanyazına katkı sağlayacağı düşünülmektedir.

Kaynakça

  • Aka, Ö. (2015). Bases del diseño curricular para la formación de traductores e intérpretes en Turquía [Yayımlanmamış doktora tezi]. Universitat Autònoma de Barcelona.
  • Albl-Mikasa, M. (2013). Developing and cultivating expert interpreter competence. The Interpreters' Newsletter, 18, 17-34. http://hdl.handle.net/10077/9749
  • Ardito, G. (1999). The systematic use of impromptu speech in training interpreting students. The Interpreters’ Newsletter, 9, 177–189. https://www.semanticscholar.org/paper/The-systematic-use-of- impromptu-speech-in-training- Ardito/b11ac3a432a705a958d122222615890826221058
  • Chen, A. C. (2014). Becoming an interpreter: exploring the development of interpreters from trainees to practitioners [Yayımlanmamış doktora tezi]. The University of Leeds.
  • Diriker, E. (2013). Simultaneous and consecutive interpreting in conference situations (conference interpreting). C. Millán & F. Bartrina (Ed.). The Routledge handbook of translation studies içinde (ss. 363– 376). Routledge. https://doi.org/10.4324/9780203102893
  • Diriker, E. (2018). (Ed). Türkiye’de sözlü çeviri: Eğitim, uygulama ve araştırmalar. Scala Yayıncılık.
  • Doğan, A. (2009). Sözlü çeviri çalışmaları ve uygulamaları. Siyasal Yayınevi.
  • Filazi, E. (2017). Theoretical approaches toward academic translator training and the occupational translation standards [Yayımlanmamış doktora tezi]. İstanbul Üniversitesi.
  • Gile, D. (2005). Teaching conference interpreting: A contribution. M. Tennent (Ed.), Training for the new millenium içinde (ss.127-151). John Benjamins. https://doi.org/10.1075/btl.60
  • Gile, D. (2009). Basic concepts and models for interpreter and translator training. John Benjamins.
  • González-Davies, M. (2004). Multiple voices in the translation classroom activities, tasks and project. John Benjamins.
  • Kalina, S. (2000). Interpreting competences as a basis and a goal for teaching. The Interpreters' Newsletter, 10, 3-32. https://www.semanticscholar.org/paper/Interpreting-competences- as-a-basis-and-a-goal-for- Kalina/7246a913a766413c8a53a0fe73fb852680090f96
  • Keiser, W. (1977). Selection and training of conference interpreters. D. Gerver, & H. Wallace Sinaiko (Ed.). Language interpretation and communication içinde (ss.11-24). Plenum Press.
  • Okuyan, S. (2017). Interpreter training curriculum in Turkey: The case of Sakarya University. International Journal of Languages’ Education and Teaching, 5(1), 618-630. https://doi.org/10.18298/ijlet.1732
  • Okuyan, S. (2019). The effect of global conditions on the academic interpreting education in Turkey: A case study based on curriculum analysis and the views of representatives of interpreting market [Yayımlanmamış doktora tezi]. Sakarya Üniversitesi.
  • Okuyan, S., Şahin, Ö., & Balkul, H. İ. (2019). Investigation of interpreting education at the undergraduate level in turkey from the angle of interpreting competences. International Journal of Linguistics, Literature and Translation, 2(6), 114-135. http:// 10.32996/ijllt.2019.2.6.14
  • Orlando, M. (2016). Training 21st century translators and interpreters: At the crossroads of practice, research and pedagogy. Frank & Timme.
  • Pippa, S., & Russo, M. (2002). Aptitude and conference interpretation: A proposal for a testing methodology based on paraphrase. G. Garzone & M. Viezzi (Ed.), Interpreting in the 21st century içinde (ss. 245-256). John Benjamins. https://doi.org/10.1075/btl.43
  • Pöchhacker, F. (2001). Quality assessment in conference and community interpreting. Meta, 46(2), 410–425. https://doi.org/ 10.7202/003847ar
  • Pöchhacker, F. (2004). Introducing interpreting studies. Routledge.
  • Pöchhacker, F. (2014). Assessing aptittude for interpreting: SynCloze test. F. Pöchhacker & M.Liu (Ed.). (2014). Aptitude for interpreting (Vol. 68) içinde (ss.147-160). John Benjamins. https://doi.org/10.1075/bct.68
  • Saldanha, G., & O'Brien, S. (2014). Research methodologies in translation studies. Routledge.
  • Sawyer, D. B. (2004). Fundamental aspects of interpreter education. John Benjamins.
  • Setton, R., & Dawrant, A. (2016). Conference interpreting: A trainer’s guide. John Benjamins. https://doi.org/10.1075/btl.121
  • Shang, X., & Xie, G. (2020). Aptitude for interpreting revisited: predictive validity of recall across languages. The Interpreter and Translator Trainer, 14(3), 344-361. https://doi.org/10.1080/1750399X.2020.1790970
  • Takeda, K. (2010). What interpreting teachers can learn from students: A case study. The International Journal for Translation & Interpreting Research, 2(1), 38-47. https://trans- int.org/index.php/transint/article/viewFile/88/67
  • Tosun, M., Akin, A., & Şimşek, F. (2015). Courses on specialized field in undergraduate programs of translation & interpretation departments in Turkey: The importance of courses on specialized field in the specialization process of translator candidates. Akademik Bakış Dergisi, 49, 189-198. https://doi.org/10.1016/j.sbspro.2015.06.001
  • Weber, W. K. (1989). Improved ways of teaching consecutive interpretation. L. Gran & J. Dodds (Ed.), The theoretical and practical aspects of teaching conference interpretation içinde (ss. 161–166). Campanotto Editore.
  • Yılmaz-Gümüş, V. (2013). Training for the translation market in Turkey: An analysis of curricula and stakeholders [Yayımlanmamış doktora tezi]. Universitat Rovira I Virgili.
  • Yılmaz-Gümüş, V. (2018). Solidity and professionalization of translation: Turkey as a case in point. HERMES-Journal of Language and Communication in Business, (58), 43-63. https://tidsskrift.dk/her/article/view/111661/160637
  • Yin, R. K. (2009). Case study research: Design and methods. Sage.
  • Zannirato, A. (2008). Teaching interpreting and interpreting teaching: a conference interpreter's overview of second language acquisition. J. Kearns (Ed.), Translator and interpreter training: Issues, methods and debates içinde (ss. 19–38). Continuum.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Çeviri ve Yorum Çalışmaları, Dil Çalışmaları (Diğer)
Bölüm Makaleler
Yazarlar

Özge Bayraktar Özer 0000-0001-9684-570X

Yayımlanma Tarihi 30 Temmuz 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Bayraktar Özer, Ö. (2023). Sözlü Çeviri Eğitiminde Sınıf İçi Uygulamalar ve Yaklaşımlar. Çeviribilim Ve Uygulamaları Dergisi(34), 1-24. https://doi.org/10.37599/ceviri.1269294