Araştırma Makalesi
BibTex RIS Kaynak Göster

Situated learning in translator and interpreter training: Model United Nations simulations

Yıl 2019, Cilt: 15 Sayı: 3, 914 - 925, 01.10.2019
https://doi.org/10.17263/jlls.631533

Öz



























































Please fill up the following information accurately. (Please
use Times New Roman, 12 pt.


Situated learning in translator and interpreter training: Model United Nations simulations



The necessity of incorporating
both theory and practice in translation an interpretation pedagogy has always
been emphasized by trainers at translation and interpretation departments.
Situated learning activities, as most scholars agree, are environments where
students can achieve deep learning by putting theory into practice. The view
presented in this paper is that the Model United Nations (MUN) simulation, a
situated learning environment, can profitably be applied in undergraduate
translator and interpreter pedagogy and help students’ achieve deep learning
mainly across the meta-cognitive knowledge domain. The data was gathered from
the surveys of the outcomes pertaining to the spring terms in the academic
years 2015-2016, 2016-2017, and 2017-2018 as well as the forms sent to students
via university’s student information system by which they could evaluate and
comment on the course, the trainer, and their own performances. The results of
the assessments were further consolidated with two quizzes conducted each term
in which the students were tested about the related terminologies and the
debated topics. The results demonstrate strong metacognitive development among
learners, deep learning achieved through the active participation in the
simulations, and students’ being provided with the required knowledge and
skills for their future careers.  



Information about Author(s)*



Author 1



Author
(Last name, First name)



 Hastürkoğlu, Gökçen



Affiliated
institution (University)



 



Country



 



Email
address



 gokcen.hasturkoglu@atilim.edu.tr



Department
& Rank



 



Corresponding author (Yes/No)


Write only one corresponding author.



 



Author 2



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 3



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



Author 4



Author
(Last name, First name)



 



Affiliated
institution (University)



 



Country



 



Email
address



 



Department
& Rank



 



Corresponding
author (Yes/No)



 



 


Kaynakça

  • Adey, P., and Shayer, M. (1993). An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum. Cognition and Instruction, 11(1), 1–29. Retrieved on December 01, 2018 from: https://www.tandfonline.com/doi/abs/10.1207/s1532690xci1101_1
  • Altındağ, M., Senemoğlu, N. (2013). Metacognitive skills scale. Hacettepe University Journal of Education, 28(1), 15-26.
  • Calvo, E. (2015). Scaffolding translation skills through situated training approaches: Progressive and reflective methods. The Interpreter and Translator Trainer, 9(3), 306-322. DOI: 10.1080/1750399X.2015.1103107
  • Engel, S., Pallas, J., Lambert, S. (2017). Model united nations and deep learning: Theoretical and professional learning. Journal of Political Science Education, 13(2), 171-184. DOI: 10.1080/15512169.2016.1250644
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
  • Fortin, J. C. (2012). Role-playing and simulation based learning in higher education: Case study in model united nations. PhD dissertation. Bryant University. Retrieved on December 01, 2018 from: https://pdfs.semanticscholar.org/ee65/2f0f63ed5b0cfe0af4cb4ea76b2ecf790c8d.pdf
  • Hazleton, W. A., Mahurin, R. P. (1986). External simulations as teaching devises: The model united nations. Simulation & Games, 17(2), 149-171.
  • Hendricks, C. C. (2001). Teaching causal reasoning through cognitive apprenticeship: What are results from situated learning?. The Journal of Educational Research, 94(5), 302–311. Retrieved on December 02, 2018 from: http://hibgroupbpr.pbworks.com/f/Situated%2BCognition%2BStudy.pdf
  • Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester: St. Jerome.
  • Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. Retrieved on December 01, 2018 from: https://www.researchgate.net/publication/271173631_Project-Based_Learning_A_Case_for_Situated_Translation
  • Kuhn, D., Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cognitive Development, 13, 227–247.
  • Li, X. (2015). Mock conference as a situated learning activity in interpreter training: A case study of its design and effect as perceived by trainee interpreters. The Interpreter and Translator Trainer, 9(3), 323-341. DOI: 10.1080/1750399X.2015.1100399
  • Prieto V., Antonio, J., Adrián, F. L. (2016). A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: An innovative teaching experience. The Interpreter and Translator Trainer, 10(1), 76-91. DOI: 10.1080/1750399X.2016.1154344
  • Risku, H. (2002). Situatedness in translation studies. Cognitive Systems Research, 3, 523–533. DOI: 10.1016/S1389-0417(02)00055-4
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. DOI: 10.1023/A:1003044231033
  • Senemoğlu, N. (2007). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice]. Ankara: Gönül Kitabevi.
  • Stein, D. (1998). Situated learning in adult education. ERIC Digest. Retrieved 03 December, 2018 from: http://www.ericdigests.org/1998-3/adult-education.html
  • Veenman, M. V. J., Wilhelm. P., Beishuizen, J. J. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211. Retrieved 03 December, 2018 from: https://pdfs.semanticscholar.org/324f/9c2c9a147cc122446e8df3614af9b861ef5e.pdf
  • Yanqun, Z. (2015). The concept and instruction of metacognition in translation competence development. International Forum of Teaching and Studies, 11(1-2), 69-78. DOI: 10.1080/13664530300200184
  • Zull, J.E. (2011). From brain to mind: using neuroscience to guide change in education. Stylus Publishing: Sterling, VA
Yıl 2019, Cilt: 15 Sayı: 3, 914 - 925, 01.10.2019
https://doi.org/10.17263/jlls.631533

Öz

Kaynakça

  • Adey, P., and Shayer, M. (1993). An exploration of long-term far-transfer effects following an extended intervention program in the high school science curriculum. Cognition and Instruction, 11(1), 1–29. Retrieved on December 01, 2018 from: https://www.tandfonline.com/doi/abs/10.1207/s1532690xci1101_1
  • Altındağ, M., Senemoğlu, N. (2013). Metacognitive skills scale. Hacettepe University Journal of Education, 28(1), 15-26.
  • Calvo, E. (2015). Scaffolding translation skills through situated training approaches: Progressive and reflective methods. The Interpreter and Translator Trainer, 9(3), 306-322. DOI: 10.1080/1750399X.2015.1103107
  • Engel, S., Pallas, J., Lambert, S. (2017). Model united nations and deep learning: Theoretical and professional learning. Journal of Political Science Education, 13(2), 171-184. DOI: 10.1080/15512169.2016.1250644
  • Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911.
  • Fortin, J. C. (2012). Role-playing and simulation based learning in higher education: Case study in model united nations. PhD dissertation. Bryant University. Retrieved on December 01, 2018 from: https://pdfs.semanticscholar.org/ee65/2f0f63ed5b0cfe0af4cb4ea76b2ecf790c8d.pdf
  • Hazleton, W. A., Mahurin, R. P. (1986). External simulations as teaching devises: The model united nations. Simulation & Games, 17(2), 149-171.
  • Hendricks, C. C. (2001). Teaching causal reasoning through cognitive apprenticeship: What are results from situated learning?. The Journal of Educational Research, 94(5), 302–311. Retrieved on December 02, 2018 from: http://hibgroupbpr.pbworks.com/f/Situated%2BCognition%2BStudy.pdf
  • Kiraly, D. (2000). A social constructivist approach to translator education: Empowerment from theory to practice. Manchester: St. Jerome.
  • Kiraly, D. (2005). Project-based learning: A case for situated translation. Meta, 50(4), 1098–1111. Retrieved on December 01, 2018 from: https://www.researchgate.net/publication/271173631_Project-Based_Learning_A_Case_for_Situated_Translation
  • Kuhn, D., Pearsall, S. (1998). Relations between metastrategic knowledge and strategic performance. Cognitive Development, 13, 227–247.
  • Li, X. (2015). Mock conference as a situated learning activity in interpreter training: A case study of its design and effect as perceived by trainee interpreters. The Interpreter and Translator Trainer, 9(3), 323-341. DOI: 10.1080/1750399X.2015.1100399
  • Prieto V., Antonio, J., Adrián, F. L. (2016). A collaborative multimodal working environment for the development of instrumental and professional competences of student translators: An innovative teaching experience. The Interpreter and Translator Trainer, 10(1), 76-91. DOI: 10.1080/1750399X.2016.1154344
  • Risku, H. (2002). Situatedness in translation studies. Cognitive Systems Research, 3, 523–533. DOI: 10.1016/S1389-0417(02)00055-4
  • Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113–125. DOI: 10.1023/A:1003044231033
  • Senemoğlu, N. (2007). Gelişim, öğrenme ve öğretim: Kuramdan uygulamaya [Development, learning and teaching: From theory to practice]. Ankara: Gönül Kitabevi.
  • Stein, D. (1998). Situated learning in adult education. ERIC Digest. Retrieved 03 December, 2018 from: http://www.ericdigests.org/1998-3/adult-education.html
  • Veenman, M. V. J., Wilhelm. P., Beishuizen, J. J. (2005). The relation between intellectual and metacognitive skills at the onset of metacognitive skill development. Instructional Science, 33, 193-211. Retrieved 03 December, 2018 from: https://pdfs.semanticscholar.org/324f/9c2c9a147cc122446e8df3614af9b861ef5e.pdf
  • Yanqun, Z. (2015). The concept and instruction of metacognition in translation competence development. International Forum of Teaching and Studies, 11(1-2), 69-78. DOI: 10.1080/13664530300200184
  • Zull, J.E. (2011). From brain to mind: using neuroscience to guide change in education. Stylus Publishing: Sterling, VA
Toplam 20 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Gökçen Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr

Yayımlanma Tarihi 1 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 15 Sayı: 3

Kaynak Göster

APA Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, G. (2019). Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies, 15(3), 914-925. https://doi.org/10.17263/jlls.631533
AMA Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G. Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies. Ekim 2019;15(3):914-925. doi:10.17263/jlls.631533
Chicago Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. “Situated Learning in Translator and Interpreter Training: Model United Nations Simulations”. Journal of Language and Linguistic Studies 15, sy. 3 (Ekim 2019): 914-25. https://doi.org/10.17263/jlls.631533.
EndNote Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G (01 Ekim 2019) Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies 15 3 914–925.
IEEE G. Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, “Situated learning in translator and interpreter training: Model United Nations simulations”, Journal of Language and Linguistic Studies, c. 15, sy. 3, ss. 914–925, 2019, doi: 10.17263/jlls.631533.
ISNAD Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. “Situated Learning in Translator and Interpreter Training: Model United Nations Simulations”. Journal of Language and Linguistic Studies 15/3 (Ekim 2019), 914-925. https://doi.org/10.17263/jlls.631533.
JAMA Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G. Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies. 2019;15:914–925.
MLA Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr, Gökçen. “Situated Learning in Translator and Interpreter Training: Model United Nations Simulations”. Journal of Language and Linguistic Studies, c. 15, sy. 3, 2019, ss. 914-25, doi:10.17263/jlls.631533.
Vancouver Hastürkoğlugokcen.hasturkoglu@atilim.edu.tr G. Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies. 2019;15(3):914-25.