Araştırma Makalesi
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Çevrimiçi Çeviri Eğitimi: Bir Sertifika Programı Önerisi

Yıl 2018, Sayı: 25, 109 - 128, 22.02.2019
https://doi.org/10.37599/ceviri.519315

Öz




Çevrimiçi öğrenme, bireylerin istedikleri zaman, istedikleri yerde, kendi hızlarına göre çalışmalarını ve öğrenmelerini sağlayan, dolayısıyla öğrenmeye esneklik kazandıran bir yöntemdir. Genellikle yapılandırılmış bir öğrenme programı kapsamında gerçekleşir. Özellikle yaşam boyu öğrenme kavramının yükseköğretim kurumlarında yer bulmaya başlamasıyla birlikte, üniversiteler her yaşta ve özellikte bireye çevrimiçi ortamlarda veya kampüste örgün ve yaygın eğitim olanağı sunmaktadır. Bu çalışmada üniversitelerin sunduğu çevrimiçi öğrenme olanakları ve özellikle İngilizce ve Türkçeyi iyi bilen bireylerin çeviri piyasasına girebilme talepleri dikkate alınarak yabancı dil becerisini kanıtlamış yetişkin öğrenenler için – çevrimiçi öğrenmeye dayalı – bir sertifika programı önerisi sunulmaktadır. Türkiye’de iki dili iyi bilen bir bireyin çeviri piyasasına girmesinin önünde yasal bir engel yoktur. Bu durum, işveren ve müşteriler açısından bakıldığında, çevirmenin güvenilirliğini etkilemektedir. Ancak mütercim-tercümanlık bölümü veya yabancı dillerle ilgili diğer bölümlerden alınan diplomalar çevir- men yeterliliği için kanıt oluşturmaktadır. Çeviri piyasasına adım atmak isteyip bu bölümlerden mezun olmayan, dil yeterliliğini kanıtlamış bireylerin girdiği sertifika arayışı için üniversitelerdeki mütercim- tercümanlık bölümleri, tercihen bir çeviri/çevirmen derneğiyle iş birliği içinde, çözüm sunabilir. Bu çalışmada yabancı dil yeterliliğini kanıtlayabilen bireylere yönelik çevrimiçi çeviri sertifikası programı önerisi sunulmaktadır. ADDIE modeline dayalı bu öneri çevrimiçi öğrenme programına yönelik analiz, tasarım, geliştirme, uygulama ve değerlendirme aşamalarından oluşmaktadır. 




Kaynakça

  • Alshebab, M. (2013). The Impact of E-Learning in Students’ Ability in Translation from English into Arabic at Irbid National University in Jordan. Journal of Education and Practice, 4(14), 123-133.
  • Bates, A. W. (2015). Teaching in a Digital Age. Guidelines for Designing Teaching and Learning. Vancouver: University of British Columbia.
  • Bates, T. (2008). What Is E-Learning? Retrieved March 9, 2018, from Online Learning and Distance Education Resources: https://www.tonybates.ca/2008/07/07/what-is-e-learning/
  • Branch, R. M. (2010). Instructional Design: The ADDIE Approach. Boston, MA: Springer.
  • Dabbagh, N. (2007). The Online Learner: Characteristics and Pedagogical Implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226.
  • Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning. Concepts, Strategies, and Application. New Jersey / Ohio: Pearson.
  • Demiray, U., & İşman, A. (2001). History of Distance Education. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 88-108.
  • Fernández Costales, A. (2012). Collaborative Translation Revisited. Exploring the Rationale and the Motivation for Volunteer Translation. Forum, 10(1), 115-142.
  • Flanagan, M. (2016). Cause for Concern? Attitudes towards Translation Crowdsourcing in Professional Translators’ Blogs. The Journal of Specialised Translation (25), 149-173.
  • Foreman, S. D. (2018). The LMS Guidebook. Learning Management Systems Demystified. Alexandria, VA: ATD Press.
  • Garcia, I. (2015). Cloud Marketplaces: Procurement of Translators in the Age of Social Media. The Journal of Specialised Translation (23), 18-38.
  • Gaskell, A. (2008). The Routledge International Encyclopedia of Education. In G. McCulloch, & D. Crook (Eds.). London / New York: Routledge.
  • Huertas Barros, E. (2011). Collaborative Learning in the Translation Classroom: Preliminary Survey Results. The Journal of Specialised Translation (16), 42-60.
  • Jo, I.-H., Yu, T., Lee, H., & Kim, Y. (2015). Relations between Student Online Learning Behavior and Academic Achievement in Higher Education. A Learning Analytics Approach. In Chen, G., Kumar, V., Kinshuk, Huang, R., Kong, S.C. (Eds.), Emerging Issues in Smart Learning (pp. 275-287). Heidelberg / New York / Dordrecht / London: Springer.
  • Katan, D. (2011). Translation Theory and Professional Practice. A Global Survey of the Great Divide. Hermes - Journal of Language and Communication Studies (42), 111-153.
  • Katz, R. (2010). Foreword. In R. Donnelly, J. Harvey, & K. O’Rourke (Eds.), Critical Design and Effective Tools for E-Learning in Higher Education. Theory into Practice (pp. xviii-xxi). Hershey: Information Science Reference.
  • Kenny, M. A. (2008). Discussion, Cooperation, Collaboration. The Impact of Task Structure on Student Interaction in a Web-based Translation Exercise. The Interpreter and Translator Trainer, 2(2), 139- 164.
  • Kiraly, D. (2000). A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester, UK / Northampton, MA: St. Jerome Publishing.
  • Ko, L. (2012). Teaching Translation Online: A Reflective Study. Translation Quarterly (63), 1-26. MacKeogh, K., Fox, S., Lorenzi, F., & Walsh, E. (2010). Designing Online Pedagogical Techniques for Student Learning Outcomes. In R. Donnelly, J. Harvey, & K. O’Rourke (Eds.), Critical Design and Effective Tools for E-Learning in Higher Education (pp. 22-38). Hershey: IGI Global.
  • McAvinia, C. (2016). Online Learning and Its Users. Lessons for Higher Education. Cambridge / Kidlington: Chandos Publishing. Medadian, G., & Ketabi, S. (2014). Educating Autonomous Translators in Distance Learning: A Neglected Area in the ‘Map’ of Translation Studies. Kalb Studijos/Studies about Languages (24), 36-47.
  • Newhouse, P. C. (2015). Making Learning Visible through Digital Forms of Assessment. In M. Henderson, & G. Romeo (Eds.), Teaching and Digital Technologies. Big Issues and Critical Questions (pp. 214-228). Melbourne: Cambridge University Press.
  • NRDC. (2008). European Adult Learning Glossary, Level 2. Retrieved March 12, 2018, from http://www.pedz.uni-mannheim.de/daten/edz-b/gdbk/10/adultglossary2_en.pdf
  • O’Donnell, E. (2010). The Student Perspective: Can the Use of Technologies Transform Learning? In R. Donnelly, J. Harvey, & K. O’Rourke, Critical Design and Effective Tools for E-Learning in Higher Education (pp. 262-279). New York: IGI Global.
  • Olvera-Lobo, M. D., Robinson, B., Senso, J. A., Mu oz-Mart n, R., Mu oz-Raya, E., Murillo-Melero, M., Conde-Ruano, T. (2009). Teleworking and Collaborative Work Environments in Translation Training. Babel, 55(2), 165-180.
  • Palloff, R., & Pratt, K. (2003). The Virtual Student. A Profile and Guide to Working with Online Learners. Hoboken: Jossey-Bass / John Wiley & Sons.
  • Pavlovic, N. (2007). Directionality in Collaborative Translation Processes. A Study of Novice Translators. Doctoral Dissertation. Tarragona: Universitat Rovira i Virgili.
  • Pina, A. A. (2010). An Overview of Learning Management Systems. In Y. Kats (Ed.), Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications (pp. 1-19). New York: IGI Global.
  • Pym, A. (n.d.). E-Learning and Translator Training. Retrieved March 9, 2018, from http://usuaris.tinet. cat/apym/on-line/training/2001_elearning.pdf
  • Rudestam, J. E., & Schoenholtz-Read, J. (2010). The Flourishing of Adult Online Education. In J. E. Rudestam, & J. Schoenholtz-Read (Eds.), Handbook of Online Learning (2 ed., pp. 1-28). California: SAGE.
  • Uysal, N. M. (2017). Çevirmenlikte Meslekleşme ve Çevirmen Sertifikasyonu. Ankara: Gece Kitaplığı.
  • Vandepitte, S., Maylath, B., Mousten, B., Isohella, S., & Minacori, P. (2016). Multilateral Collaboration between Technical Communicators and Translators: A Case Study of New Technologies and Processes. The Journal of Specialised Translation (26), 3-19.
  • Wildflower, L. (2010). Teaching Professionals to be Effective Online Facilitators and Instructors. In K. E. Rudestam, & J. Schoenholtz-Read (Eds.), Handbook of Online Learning (2nd ed., pp. 387-402). California / London: Sage.

Designing Language-Specific Online Translation Courses: A Proposal

Yıl 2018, Sayı: 25, 109 - 128, 22.02.2019
https://doi.org/10.37599/ceviri.519315

Öz








Online learning is a mode of delivery that allows flexibility in learning for individuals to study with-
out restrictions on pace, time, and location with the support of a structured learning program.
The incorporation of the lifelong learning concept into higher education has prompted universities to
provide online and on-campus programs in the form of both formal and non-formal education to cater
to individuals of diverse backgrounds across multiple age ranges. Given the availability of university
online programs and the growing demand for online translation courses and/or programs particu
larly from potential learners with proven language proficiency, this paper proposes an online learning
model intended for adult learners with proficiency in English and Turkish that will lead to a professional certificate. The current system in Turkey does not provide sufficient credibility of translators
in the eyes of employers and clients unless individuals hold an academic degree in translation or languages. Thus, it would be more beneficial for individuals having a good command of English and Turkish languages to seek a professional certificate granted by a higher-education institution, preferably
in cooperation with a translators’ association, to enter the market or to earn credibility on the translation market. In response to the demand from individuals with proficiency in two languages, this study
proposes an online course drawing on the ADDIE model, which provides a thorough framework for
instructional design. This paper elaborates on five core elements of this model namely analysis, de-
sign, development, implementation, and evaluation for teaching translation to adult learners online. 




Kaynakça

  • Alshebab, M. (2013). The Impact of E-Learning in Students’ Ability in Translation from English into Arabic at Irbid National University in Jordan. Journal of Education and Practice, 4(14), 123-133.
  • Bates, A. W. (2015). Teaching in a Digital Age. Guidelines for Designing Teaching and Learning. Vancouver: University of British Columbia.
  • Bates, T. (2008). What Is E-Learning? Retrieved March 9, 2018, from Online Learning and Distance Education Resources: https://www.tonybates.ca/2008/07/07/what-is-e-learning/
  • Branch, R. M. (2010). Instructional Design: The ADDIE Approach. Boston, MA: Springer.
  • Dabbagh, N. (2007). The Online Learner: Characteristics and Pedagogical Implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226.
  • Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning. Concepts, Strategies, and Application. New Jersey / Ohio: Pearson.
  • Demiray, U., & İşman, A. (2001). History of Distance Education. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 88-108.
  • Fernández Costales, A. (2012). Collaborative Translation Revisited. Exploring the Rationale and the Motivation for Volunteer Translation. Forum, 10(1), 115-142.
  • Flanagan, M. (2016). Cause for Concern? Attitudes towards Translation Crowdsourcing in Professional Translators’ Blogs. The Journal of Specialised Translation (25), 149-173.
  • Foreman, S. D. (2018). The LMS Guidebook. Learning Management Systems Demystified. Alexandria, VA: ATD Press.
  • Garcia, I. (2015). Cloud Marketplaces: Procurement of Translators in the Age of Social Media. The Journal of Specialised Translation (23), 18-38.
  • Gaskell, A. (2008). The Routledge International Encyclopedia of Education. In G. McCulloch, & D. Crook (Eds.). London / New York: Routledge.
  • Huertas Barros, E. (2011). Collaborative Learning in the Translation Classroom: Preliminary Survey Results. The Journal of Specialised Translation (16), 42-60.
  • Jo, I.-H., Yu, T., Lee, H., & Kim, Y. (2015). Relations between Student Online Learning Behavior and Academic Achievement in Higher Education. A Learning Analytics Approach. In Chen, G., Kumar, V., Kinshuk, Huang, R., Kong, S.C. (Eds.), Emerging Issues in Smart Learning (pp. 275-287). Heidelberg / New York / Dordrecht / London: Springer.
  • Katan, D. (2011). Translation Theory and Professional Practice. A Global Survey of the Great Divide. Hermes - Journal of Language and Communication Studies (42), 111-153.
  • Katz, R. (2010). Foreword. In R. Donnelly, J. Harvey, & K. O’Rourke (Eds.), Critical Design and Effective Tools for E-Learning in Higher Education. Theory into Practice (pp. xviii-xxi). Hershey: Information Science Reference.
  • Kenny, M. A. (2008). Discussion, Cooperation, Collaboration. The Impact of Task Structure on Student Interaction in a Web-based Translation Exercise. The Interpreter and Translator Trainer, 2(2), 139- 164.
  • Kiraly, D. (2000). A Social Constructivist Approach to Translator Education. Empowerment from Theory to Practice. Manchester, UK / Northampton, MA: St. Jerome Publishing.
  • Ko, L. (2012). Teaching Translation Online: A Reflective Study. Translation Quarterly (63), 1-26. MacKeogh, K., Fox, S., Lorenzi, F., & Walsh, E. (2010). Designing Online Pedagogical Techniques for Student Learning Outcomes. In R. Donnelly, J. Harvey, & K. O’Rourke (Eds.), Critical Design and Effective Tools for E-Learning in Higher Education (pp. 22-38). Hershey: IGI Global.
  • McAvinia, C. (2016). Online Learning and Its Users. Lessons for Higher Education. Cambridge / Kidlington: Chandos Publishing. Medadian, G., & Ketabi, S. (2014). Educating Autonomous Translators in Distance Learning: A Neglected Area in the ‘Map’ of Translation Studies. Kalb Studijos/Studies about Languages (24), 36-47.
  • Newhouse, P. C. (2015). Making Learning Visible through Digital Forms of Assessment. In M. Henderson, & G. Romeo (Eds.), Teaching and Digital Technologies. Big Issues and Critical Questions (pp. 214-228). Melbourne: Cambridge University Press.
  • NRDC. (2008). European Adult Learning Glossary, Level 2. Retrieved March 12, 2018, from http://www.pedz.uni-mannheim.de/daten/edz-b/gdbk/10/adultglossary2_en.pdf
  • O’Donnell, E. (2010). The Student Perspective: Can the Use of Technologies Transform Learning? In R. Donnelly, J. Harvey, & K. O’Rourke, Critical Design and Effective Tools for E-Learning in Higher Education (pp. 262-279). New York: IGI Global.
  • Olvera-Lobo, M. D., Robinson, B., Senso, J. A., Mu oz-Mart n, R., Mu oz-Raya, E., Murillo-Melero, M., Conde-Ruano, T. (2009). Teleworking and Collaborative Work Environments in Translation Training. Babel, 55(2), 165-180.
  • Palloff, R., & Pratt, K. (2003). The Virtual Student. A Profile and Guide to Working with Online Learners. Hoboken: Jossey-Bass / John Wiley & Sons.
  • Pavlovic, N. (2007). Directionality in Collaborative Translation Processes. A Study of Novice Translators. Doctoral Dissertation. Tarragona: Universitat Rovira i Virgili.
  • Pina, A. A. (2010). An Overview of Learning Management Systems. In Y. Kats (Ed.), Learning Management System Technologies and Software Solutions for Online Teaching: Tools and Applications (pp. 1-19). New York: IGI Global.
  • Pym, A. (n.d.). E-Learning and Translator Training. Retrieved March 9, 2018, from http://usuaris.tinet. cat/apym/on-line/training/2001_elearning.pdf
  • Rudestam, J. E., & Schoenholtz-Read, J. (2010). The Flourishing of Adult Online Education. In J. E. Rudestam, & J. Schoenholtz-Read (Eds.), Handbook of Online Learning (2 ed., pp. 1-28). California: SAGE.
  • Uysal, N. M. (2017). Çevirmenlikte Meslekleşme ve Çevirmen Sertifikasyonu. Ankara: Gece Kitaplığı.
  • Vandepitte, S., Maylath, B., Mousten, B., Isohella, S., & Minacori, P. (2016). Multilateral Collaboration between Technical Communicators and Translators: A Case Study of New Technologies and Processes. The Journal of Specialised Translation (26), 3-19.
  • Wildflower, L. (2010). Teaching Professionals to be Effective Online Facilitators and Instructors. In K. E. Rudestam, & J. Schoenholtz-Read (Eds.), Handbook of Online Learning (2nd ed., pp. 387-402). California / London: Sage.
Toplam 32 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Volga Yılmaz Gümüş 0000-0001-9075-6634

Yayımlanma Tarihi 22 Şubat 2019
Yayımlandığı Sayı Yıl 2018 Sayı: 25

Kaynak Göster

APA Yılmaz Gümüş, V. (2019). Designing Language-Specific Online Translation Courses: A Proposal. Çeviribilim Ve Uygulamaları Dergisi(25), 109-128. https://doi.org/10.37599/ceviri.519315