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Gerçek Sınıf Sanal Sınıfa Karşı: Çevirmen Eğitiminde Sosyal Yapılandırmacı Yaklaşıma Bir Örnek Olarak Gönüllü Altyazı Çevirmenleri Web Sitesi Makale Türkçeyse İngilizce, Yabancı Dildeyse Türkçe Başlık

Yıl 2024, Sayı: 36, 58 - 74, 30.07.2024
https://doi.org/10.37599/ceviri.1457351

Öz

Bu betimleyici çalışma, çevrimiçi gönüllü altyazı organizasyonları ile çeviri eğitiminde sosyal yapılandırmacı yaklaşım arasındaki karşılıklı ilişkiyi pedagojik bir bakış açısıyla araştırmaktadır. Çalışma, teknoloji destekli çevrimiçi gönüllü çevirmen topluluklarının, sanal bağlamda çevirmen eğitimine yönelik sosyal yapılandırmacı yaklaşımın bir örneği olduğu hipotezini test etmeyi amaçlamaktadır. Web sitesinin forum bölümünün yanı sıra iş akışının analizi yoluyla hem çevrimiçi platformun hem de Kiraly'nin çevirmen eğitiminde Sosyal Yapılandırmacı Yaklaşımının benzer özellikleri ortaya çıkarılmıştır. Böylece çalışma, gönüllü çevirmen kuruluşlarının altyazı çevirisinde çevirmen eğitiminde Sosyal Yapılandırmacı Yaklaşıma örnek olup olamayacağını belirlemeyi amaçlamaktadır. Vaka çalışması, www.turkcealtyazi.org adlı çevrimiçi bir gönüllü çevirmenler web sitesine odaklanmaktadır. Toplanan ampirik veriler, web sitesinin forum bölümünden seçilen örneklerin analizine dayanmaktadır. Elde edilen veriler daha sonra, üyeler arasındaki ilişkiler, iş akışı, görev dağılımı vb. açılardan benzerlikleri keşfetmek için çevirmen eğitiminde sosyal yapılandırmacı yaklaşım modeliyle karşılaştırılmıştır. Bulgular, çevrimiçi gönüllü organizasyonunun, sınıf ortamında çevirmen eğitiminde uygulanan sosyal yapılandırmacı modele birçok yönden benzerlik gösterdiğini ortaya koymaktadır.

Kaynakça

  • Akpan, V.I., Igwe, U.A., Mpamah, I.C., & Okoro, C.O. Social constructivism: Implications on teaching and learning. British Journal of Education, 8 (8), 49-56. https://www.eajournals.org/wp-content/uploads/Social-Constructivism.pdf
  • Ataizi, M. (2012). Situated learning. In N.M. Seel (Eds), Encyclopedia of the Sciences of Learning (pp. 3084–3086). Springer. https://doi.org/10.1007/978-1-4419-1428-6_878
  • Beck, C., & Kosnik, C. M. (2006). Innovations in teacher education: A social constructivist approach. State University of New York Press.
  • Carlson, H. L. (1999). From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching, 5(2), 203–218. https://doi.org/10.1080/1354060990050205
  • Çavuşoğlu, E. (2020). The best of both worlds: From volunteer subtitling to professional subtitling. transLogos Translation Studies Journal, 3(2), 83–102. https://doi.org/10.29228/translogos.28
  • Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11. https://www.psy.lmu.de/isls-naples/intro/all-webinars/collins/cognitive-apprenticeship.pdf
  • Comas-Quinn, A. (2019). Using online volunteer translation communities for language learning in formal education. New Educational Landscapes: Innovative Perspectives in Language Learning and Technology, 41–46. https://doi.org/10.14705/rpnet.2019.36.954
  • Dewey, J. (1938). Experience and education. Macmillan.
  • Díaz Cintas, J. (2013). The technology turn in subtitling. In M. Thelen. & B. Lewandowska-Tomaszczyk (Eds.) Translation and meaning (pp. 119-132). Zuyd University of Applied Sciences. http://10.3726/978-3-653-05899-4
  • Fernández Costales, A. (2012). Collaborative translation revisited. Désir de traduire et légitimité du traducteur / New drivers of translation - a challenge for professional translators, 10(1), 115–142. https://doi.org/10.1075/forum.10.1.06fer
  • Ivarsson, J., & Carroll, M. (1998). Subtitling. TransEdit HB.
  • Kalpana, T. (2014). A constructivist perspective on teaching and learning: A conceptual framework. International Research Journal of Social Sciences, 3(1), 27-29. https://www.isca.in/IJSS/Archive/v3/i1/6.ISCA- IRJSS-2013-186.pdf
  • Kartal 24 Haber (2024, June 6) Altyazi indirme siteleri. https://www.kartal24.com/133688-altyazi-indirme-siteleri
  • Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. https://doi.org/10.7202/012063ar
  • Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. Routledge. https://doi.org/10.4324/9781315760186
  • Laal, M. & Laal, M. (2012). Collaborative learning: What is it? Procedia: Social and Behavioral Sciences, 31, 491- 495. https://doi.org/10.1016/j.sbspro.2011.12.092
  • Lewandowska-Tomaszczyk, B., & Bogucki, Ł. (2016). Volunteer translation, collaborative knowledge acquisition and what is likely to follow. In M. Thelen. & B. Lewandowska-Tomaszczyk (Eds.) Translation and meaning (2nd. Ed) (pp. 37-46). Peter Lang. http://10.3726/978-3-653-05899-4
  • McRobbie, C., & Tobin, K. (1997). A social constructivist perspective on learning environments. International Journal of Science Education, 19(2), 193-208. https://doi.org/10.1080/0950069970190205
  • O'Hagan, M. (2012). From fan translation to crowdsourcing: Consequences of web 2.0 user empowerment in audiovisual translation. In A. Remael, P. Orero & M. Carroll (Eds.) Audiovisual translation and media accessibility at the crossroads (pp. 23-41). Brill.
  • Olohan, M. (2013). Why do you translate? motivation to volunteer and Ted Translation. Translation Studies, 7(1), 17–33. https://doi.org/10.1080/14781700.2013.781952
  • Orrego-Carmona, D. (2019). A holistic approach to non-professional subtitling from a functional quality perspective. Translation Studies, 12(2), 196–212. https://doi.org/10.1080/14781700.2019.1686414
  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
  • Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching, 2, 176-186. http://dx.doi.org/10.1002/tea.3660020306
  • Risku, H. (2016). Situated learning in translation research training: Academic research as a reflection of practice. The Interpreter and Translator Trainer, 10(1), 12–28. https://doi.org/10.1080/1750399x.2016.1154340
  • Srinivas, H. (2014) What is collaborative learning? The global development research center, Kobe; Japan. Retrieved 17 Feb 2024, from http://www.gdrc.org/kmgmt/c-learn/index.html.
  • Taggart, J., & Wheeler, L. B. (2023). Collaborative learning as constructivist practice: An exploratory qualitative descriptive study of faculty approaches to student group work. Active Learning in Higher Education, 0(0). https://doi.org/10.1177/14697874231193938
  • Toffler, A. (1980). The third wave. W. Morrow.
  • Vygotsky, L.S. (1968). Thought and language (A. Kozulin, Ed). MIT Press.
  • Yang, L., & Wilson, K. (2006). Second language classroom reading: A social constructivist approach. The reading matrix, 6(3), 364-372. https://www.readingmatrix.com/articles/yang_wilson/article.pdf

Real Classroom vs. Virtual Classroom: Volunteer Subtitle Translators’ Website as an Example of a Social Constructivist Approach to Translator Education

Yıl 2024, Sayı: 36, 58 - 74, 30.07.2024
https://doi.org/10.37599/ceviri.1457351

Öz

This descriptive study explores an interrelation between online volunteer subtitle organization and a social constructivist approach in translation training from a pedagogical point of view. The study sets out to test the hypothesis that technology-enabled online volunteer translators’ communities stand as an example of a social constructivist approach to translator training in a virtual context. Through an analysis of the forum section of the website as well as the workflow, similar characteristics of both the online platform and a Social Constructivist Approach in translator training by Kiraly are extracted. The study thus aims to identify if volunteer translator organizations can be an example of a Social Constructivist Approach to translator training in subtitle translation. The case study focuses on an online volunteer translators’ website named www.turkcealtyazi.org. The empirical data collected is based on the analysis of selected samples from the forum section of the website. The data derived is then compared with the model of the social constructivist approach in translator education to discover the similarities in terms of the relations between members, the workflow, the distribution of tasks, etc. The findings map how the online volunteer organization is similar to a social constructivist model applied in translator training in a classroom setting.

Kaynakça

  • Akpan, V.I., Igwe, U.A., Mpamah, I.C., & Okoro, C.O. Social constructivism: Implications on teaching and learning. British Journal of Education, 8 (8), 49-56. https://www.eajournals.org/wp-content/uploads/Social-Constructivism.pdf
  • Ataizi, M. (2012). Situated learning. In N.M. Seel (Eds), Encyclopedia of the Sciences of Learning (pp. 3084–3086). Springer. https://doi.org/10.1007/978-1-4419-1428-6_878
  • Beck, C., & Kosnik, C. M. (2006). Innovations in teacher education: A social constructivist approach. State University of New York Press.
  • Carlson, H. L. (1999). From practice to theory: A social constructivist approach to teacher education. Teachers and Teaching, 5(2), 203–218. https://doi.org/10.1080/1354060990050205
  • Çavuşoğlu, E. (2020). The best of both worlds: From volunteer subtitling to professional subtitling. transLogos Translation Studies Journal, 3(2), 83–102. https://doi.org/10.29228/translogos.28
  • Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6-11. https://www.psy.lmu.de/isls-naples/intro/all-webinars/collins/cognitive-apprenticeship.pdf
  • Comas-Quinn, A. (2019). Using online volunteer translation communities for language learning in formal education. New Educational Landscapes: Innovative Perspectives in Language Learning and Technology, 41–46. https://doi.org/10.14705/rpnet.2019.36.954
  • Dewey, J. (1938). Experience and education. Macmillan.
  • Díaz Cintas, J. (2013). The technology turn in subtitling. In M. Thelen. & B. Lewandowska-Tomaszczyk (Eds.) Translation and meaning (pp. 119-132). Zuyd University of Applied Sciences. http://10.3726/978-3-653-05899-4
  • Fernández Costales, A. (2012). Collaborative translation revisited. Désir de traduire et légitimité du traducteur / New drivers of translation - a challenge for professional translators, 10(1), 115–142. https://doi.org/10.1075/forum.10.1.06fer
  • Ivarsson, J., & Carroll, M. (1998). Subtitling. TransEdit HB.
  • Kalpana, T. (2014). A constructivist perspective on teaching and learning: A conceptual framework. International Research Journal of Social Sciences, 3(1), 27-29. https://www.isca.in/IJSS/Archive/v3/i1/6.ISCA- IRJSS-2013-186.pdf
  • Kartal 24 Haber (2024, June 6) Altyazi indirme siteleri. https://www.kartal24.com/133688-altyazi-indirme-siteleri
  • Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. https://doi.org/10.7202/012063ar
  • Kiraly, D. (2014). A social constructivist approach to translator education: Empowerment from theory to practice. Routledge. https://doi.org/10.4324/9781315760186
  • Laal, M. & Laal, M. (2012). Collaborative learning: What is it? Procedia: Social and Behavioral Sciences, 31, 491- 495. https://doi.org/10.1016/j.sbspro.2011.12.092
  • Lewandowska-Tomaszczyk, B., & Bogucki, Ł. (2016). Volunteer translation, collaborative knowledge acquisition and what is likely to follow. In M. Thelen. & B. Lewandowska-Tomaszczyk (Eds.) Translation and meaning (2nd. Ed) (pp. 37-46). Peter Lang. http://10.3726/978-3-653-05899-4
  • McRobbie, C., & Tobin, K. (1997). A social constructivist perspective on learning environments. International Journal of Science Education, 19(2), 193-208. https://doi.org/10.1080/0950069970190205
  • O'Hagan, M. (2012). From fan translation to crowdsourcing: Consequences of web 2.0 user empowerment in audiovisual translation. In A. Remael, P. Orero & M. Carroll (Eds.) Audiovisual translation and media accessibility at the crossroads (pp. 23-41). Brill.
  • Olohan, M. (2013). Why do you translate? motivation to volunteer and Ted Translation. Translation Studies, 7(1), 17–33. https://doi.org/10.1080/14781700.2013.781952
  • Orrego-Carmona, D. (2019). A holistic approach to non-professional subtitling from a functional quality perspective. Translation Studies, 12(2), 196–212. https://doi.org/10.1080/14781700.2019.1686414
  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49(1), 345–375. https://doi.org/10.1146/annurev.psych.49.1.345
  • Piaget, J. (1964). Cognitive development in children: Development and learning. Journal of Research in Science Teaching, 2, 176-186. http://dx.doi.org/10.1002/tea.3660020306
  • Risku, H. (2016). Situated learning in translation research training: Academic research as a reflection of practice. The Interpreter and Translator Trainer, 10(1), 12–28. https://doi.org/10.1080/1750399x.2016.1154340
  • Srinivas, H. (2014) What is collaborative learning? The global development research center, Kobe; Japan. Retrieved 17 Feb 2024, from http://www.gdrc.org/kmgmt/c-learn/index.html.
  • Taggart, J., & Wheeler, L. B. (2023). Collaborative learning as constructivist practice: An exploratory qualitative descriptive study of faculty approaches to student group work. Active Learning in Higher Education, 0(0). https://doi.org/10.1177/14697874231193938
  • Toffler, A. (1980). The third wave. W. Morrow.
  • Vygotsky, L.S. (1968). Thought and language (A. Kozulin, Ed). MIT Press.
  • Yang, L., & Wilson, K. (2006). Second language classroom reading: A social constructivist approach. The reading matrix, 6(3), 364-372. https://www.readingmatrix.com/articles/yang_wilson/article.pdf
Toplam 29 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Çeviri ve Yorum Çalışmaları
Bölüm Makaleler
Yazarlar

Ebru Çavuşoğlu 0000-0003-1666-6002

Yayımlanma Tarihi 30 Temmuz 2024
Gönderilme Tarihi 22 Mart 2024
Kabul Tarihi 6 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Sayı: 36

Kaynak Göster

APA Çavuşoğlu, E. (2024). Real Classroom vs. Virtual Classroom: Volunteer Subtitle Translators’ Website as an Example of a Social Constructivist Approach to Translator Education. Çeviribilim Ve Uygulamaları Dergisi(36), 58-74. https://doi.org/10.37599/ceviri.1457351