AN INVESTIGATION INTO THE CONSTRUCT OF TRANSLATION STUDENTS’ INFORMATION LITERACY

Yıl 2022, Sayı: 50, 207 - 228, 20.04.2022

Mehmet Yıldız

https://doi.org/10.30794/pausbed.1052511

Öz

This study is the first paper to investigate Turkish translation students’ information literacy, with particular focus on the steps ranging from problem detection to (un)acceptable solutions to detected problems. The paper investigated the construct of translation students’ information literacy by describing their information retrieval trajectory in view of (1) need for information, (2) search locations by gender, source type, and search items’ structures, and (3) search results by search items, participants’ genders, search items’ structures, and search locations. Due to the recent prominence of electronic media as translators’ workbenches, this research was primarily focused on online information retrieval skills. A screen-recording program, Camtasia Studio, was employed to monitor the participants' information mining process. SPSS – a statistical software program – was used to gain insight into the relationships between the operationalized parameters. The sample comprises ten fourth-year translation undergraduates, selected through convenience sampling.

Anahtar Kelimeler

information literacy, translation students, translation competence, process research, screen recording

ÇEVİRİ ÖĞRENCİLERİNİN BİLGİ OKURYAZARLIĞININ DOĞASINA İLİŞKİN BİR ARAŞTIRMA

Öz

Bu çalışma, Türk çeviri öğrencilerinin bilgi okuryazarlığını araştırmayı amaçlayan ilk araştırmadır. Bilgi okuryazarlığının bileşenleri olan ve bir çeviri sorununun tespitinden söz konusu soruna kabuledilebilir/edilemez bir çözümün sunulmasına kadar uzanan adımlar çalışmanın odağını oluşturmaktadır. Çalışma, üç ana parametre bağlamında katılımcıların bilgi okuryazarlığı yörüngelerini betimleyerek çeviri öğrencilerinin bilgi okuryazarlıklarının yapısını araştırmayı amaçlamaktadır. Bu parametreler; (1) bilgi ihtiyacı, (2) cinsiyete, kaynak türüne ve aranan öğelerin yapılarına göre arama konumu ve (3) aranan öğelere, katılımcıların cinsiyetlerine, aranan öğelerin yapılarına ve arama konumlarına göre arama sonuçlarıdır. Elektronik ortamların son zamanlarda çevirmenlerin ana çalışma ortamları olması nedeniyle bu araştırma özellikle çevrimiçi bilgi edinme becerilerine odaklanmıştır. Katılımcıların bilgi edinme süreçlerini gözlemleyebilmek için bir ekran kayıt yazılımı olan Camtasia Studio kullanılmıştır. Çalışmanın amacı doğrultusunda işlevselleştirilen parametreler arasında herhangi bir ilişki olup olmadığını bulgulandırmak için bir istatistik yazılımı olan SPSS kullanılmıştır. Örneklem, uygun örnekleme yoluyla seçilen on dördüncü sınıf çeviri öğrencisinden oluşmuştur.

Anahtar Kelimeler

Bilgi okuryazarlığı, çeviri öğrencileri, çeviri edinci, süreç araştırması, ekran kaydı

Kaynakça

• Akbulut, A. N. (2005). Özerk bir Bilim Dalı olarak Çeviribilim – Adı ve Kimliği, The Fourth Language, Literature and Stylistics Symposium, Çanakkale, Turkey, 17-19 June 2005, 103-113.
• Alonso, E. (2015a). Analysing the use and perception of Wikipedia in the professional context of translation. The Journal of Specialised Translation, (23): 89-116. https://jostrans.org/issue23/art_alonso.pdf.
• Alonso, E. (2015b). Google and Wikipedia in the Professional Translation Process: A Qualitative Work. Procedia - Social and Behavioral Sciences, (173): 312-317. https://doi.org/10.1016/j.sbspro.2015.02.071.
• Alves, F. and Liparini Campos, T. (2009). Translation Technology in Time: Investigating the Impact of Translation Memory Systems and Time Pressure on Types of Internal and External Support. In: Göpferich S, Jakobsen AL and Mees IM (eds) Behind the Mind. Methods, Models and Results in Translation Process Research. Copenhagen: Samfundslitteratur, 191-218.
• Asadi, P. and Séguinot, C. (2005). Shortcuts, Strategies and General Patterns in a Process Study of Nine Professionals. Meta, 50(2): 522-547. https://doi.org/10.7202/010998ar.
• Association of College and Research Libraries (2000). Information Literacy Competency Standards for Higher Education. Retrieved July 3, 2020, http://www.acrl.org/ala/mgrps/divs/acrl/standards/standards.pdf.
• Bernardini, S. (2004). The theory behind the practice: Translator training or translator education?. In: Malmkjaer K (ed.) Translation in undergraduate degree programmes. Amsterdam and Philadelphia: John Benjamins Publishing, 17–29.
• Calvo, E. (2011). Translation and/or translator skills as organising principles for curriculum development practice. Journal of Specialised Translation, (16): 5-25. https://jostrans.org/issue16/art_calvo.pdf.
• Connolly, P. (2007). Quantitative data analysis in education: A critical introduction using SPSS. Abingdon and New York: Routledge.
• Dam-Jensen, H. and Heine, C. (2009). Process research methods and their application in the didactics of text production and translation: Shedding light on the use of research methods in the university classroom. trans-kom. Zeitschrift für Translationswissenschaft und Fachkommunikation, 2(1): 1-25.
• European Master's in Translation Expert Group (2009). Competences for professional translators, experts in multilingual and multimedia communication. Retrieved July 3, 2020, https://ec.europa.eu/info/sites/info/files/emt_competences_translators_en.pdf.
• Eser, O. (2015). A model of translator’s competence from an educational perspective. IJCLTS, 3(1): 4-15.
• Field, A. (2009). Discovering Statistics Using SPSS. 3rd Edition. London: Sage Publications.
• Ford Motor Company (2014) 2015 ESCAPE Owner’s Manual. USA. https://www.fordservicecontent.com/Ford_Content/Catalog/owner_information/2015-Escape-Owners-Manual-version-1_om_EN-US_07_2014.pdf
• Gile, D. (2004). Integrated problem and decision reporting as a translator training tool. Journal of Specialised Translation, (2): 2-20. https://jostrans.org/issue02/art_gile.php.
• Gile, D. (2009). Basic concepts and models for interpreter and translator training. Amsterdam and Philadelphia: John Benjamins Publishing.
• Gough, J. (2016). The patterns of interaction between professional translators and online resources. PhD Thesis, University of Surrey: UK.
• Göpferich, S. and Jääskeläinen, R. (2009). Process research into the development of translation competence: Where are we, and where do we need to go?. Across Languages and Cultures, 10(2): 169-191.
• Hirci, N. (2012). Electronic reference resources for translators. The Interpreter and Translator Trainer, 6(2): 219-236, DOI: 10.1080/13556509.2012.10798837.
• Hvelplund, K. T. (2017). Translators’ use of digital resources during translation. HERMES - Journal of Language and Communication in Business, (56): 71-87. https://doi.org/10.7146/hjlcb.v0i56.97205.
• Int, A. (2005). Translator training and modern market demands. Perspectives, 13(2): 132-142.
• Kopczyńska, M. (2013). Do dictionaries really convey the meaning? The influence of the microstructure of selected dictionaries on the quality of student translations. In: Piątkowska K and Kościałkowska-Okońska E (eds) Correspondences and contrasts in foreign language pedagogy and translation studies. Switzerland: Springer, 241-255.
• Kussmaul, P. (1995). Training the Translator. Amsterdam and Philadelphia: John Benjamins Publishing.
• Kuznik, A. (2017). Use of instrumental resources. In: Albir AH (ed) Researching Translation Competence by PACTE Group, Amsterdam: John Benjamins, 219-242.
• Lauffer, S. (2002) The translation process: An analysis of observational methodology. Cadernos de Tradução, 2(10). 59–74.
• Massey, G. and Ehrensberger-Dow, M. (2010). Investigating demands on language professionals. Bulletin suisse de linguistique appliquée (Special issue), (1): 127-141. http://doc.rero.ch/record/11876?ln=fr.
• Massey, G. and Ehrensberger-Dow, M. (2011). Investigating information literacy: A growing priority in translation studies. Across Languages and Cultures, 12(2). 193-211. DOI: 10.1556/Acr.12.2011.2.4.
• Miller, R. L., Acton, C., Fullerton, D. A. and Maltby, J. (2002). SPSS for Social Scientists, New York: Palgrave Macmillan
• Mossop, B. (2000). What should be taught at translation school?, Innovation in Translator and Interpreter Training. http://www.fut.es/∼apym/symp/mossop.html
• O’Brien, S. (2008). Processing fuzzy matches in translation memory tools: An eye-tracking analysis. In: Göpferich, S., Jakobsen A. L. and Mees, I. M. (eds) Looking at eyes: Eye-tracking studies of reading and translation processing. Copenhagen: Samfundslitteratur, 79-102.
• O'Brien, S. (2009). Eye tracking in translation process research: Methodological challenges and solutions. In: Mees IM, Alves F and Göpferich S (eds) Methodology, technology and innovation in translation process research: a tribute to Arnt Lykke Jakobsen. Copenhagen: Samfundslitteratur, 251-266.
• O’Brien, S., O’Hagan, M. and Flanagan, M. (2010). Keeping an eye on the UI design of translation memory: How do translators use the ‘concordance’ feature?. In: Proceedings of European Conference on Cognitive Ergonomics, Delft, The Netherlands, 25-27 August 2010, 187-190.
• Olalla-Soler, C. (2018). Using electronic information resources to solve cultural translation problems. Journal of Documentation, 74(6): 1293–1317. https://doi.org/10.1108/JD-02-2018-0033.
• Onishi, N. and Yamada, M. (2020) Why translator competence in information searching matters: An empirical investigation into differences in searching behavior between professionals and novice translators. Invitation to Interpreting and Translation Studies, (22): 1-23.
• PACTE (2009). Results of the validation of the PACTE translation competence model: Acceptability and decision making. Across Languages and Cultures (10): 207-230. https://doi.org/10.1556/Acr.10.2009.2.3.
• Pakkala-Weckström, M. (2015). Student’s data mining skills in second-year undergraduate translation. Current Trends in Translation Teaching and Learning E, (2): 139-170.
• Paradowska, U. (2020). Web-based resources and web searching skills for translators with a specific focus on the Polish-English language pair. Current Trends in Translation Teaching and Learning E (7): 167-212.
• Pinto, M. and Sales, D. (2008). INFOLITRANS: A model for the development of information competence for translators. Journal of Documentation, 64(3): 413-437.
• Pinto, M., García-Marco, J., Granell, X. and Sales, D. (2014). Assessing information competences of translation and interpreting trainees: A study of proficiency at Spanish universities using the InfoliTrans Test. Aslib Journal of Information Management, 66(1): 77-95. https://doi.org/10.1108/AJIM-05-2013-0047.
• Pym, A. (2005). Training translators – ten recurrent naiveties, Translating Today, (2): 3-6. https://usuaris.tinet.cat/apym/on-line/training/10_naivetes.pdf.
• Raido, V. E. (2011). Developing Web Searching Skills in Translator Training, Developing Web Searching Skills in Translator Training. Revista Electrónica de Didáctica de la Traducción y la Interpretación, (6): 57-77.
• Raido, V. E. (2014). Translation and Web Searching. New York: Routledge.
• Ramos, M. (2005). Research on dictionary use by trainee translators. Translation Journal, 9(2). Retrieved July 2, 2020, https://translationjournal.net/journal/32dictuse.htm.
• Roberts, R. P. (1992). Translation Pedagogy: Strategies for Improving Dictionary Use. TTR, 5(1): 49-76.
• Rosa, R. N., Amri, Z. and Zaini, Y. (2020). Translation strategies used by student translators in solving equivalence finding-related problems. In: Proceedings of the 7th International Conference on English Language and Teaching (ICOELT 2019), Padang, Indonesia, 4-5 November 2019, Atlantis Press, 394-401.
• Sales, D. and Pinto, M. (2011). The professional translator and information literacy: Perceptions and needs. Journal of Librarianship and Information Science, 43(4): 246-260. DOI: 10.1177/0961000611418816.
• Sales, D., Pinto, M. and Fernández-Ramos, A. (2018). Undressing information behaviour in the field of translation: A case study with translation trainees. Journal of Librarianship and Information Science, 50(2): 186-198.
• Saunders, B., Sim, J., Kingstone, T., Baker, S., Waterfield, J., Bartlam, B., Burroughs, H. and Jinks, C. (2018). Saturation in qualitative research: Exploring its conceptualization and operationalization. Quality and Quantity, 52(4): 1893-1907. https://doi.org/10.1007/s11135-017 0574-8.
• Schäffner, C. (2000). Running before Walking? Designing a Translation Program at Undergraduate Level. In: Schäffner, C. and Adab, B. (eds) Developing Translation Competence. Amsterdam and Philadelphia: John Benjamins Publishing. 143-156.
• Shih, C. Y. (2017). Web search for translation: An exploratory study on six Chinese trainee translators’ behaviour. Asia Pacific Translation and Intercultural Studies, 4(1): 50-66. DOI: 10.1080/23306343.2017.1284641.
• Shih, C. Y. (2019). A quest for web search optimisation: An evidence-based approach to trainee translators’ behaviour. Perspectives, 27(6): 908-923. DOI: 10.1080/0907676X.2019.1579847.
• Society of College, National and University Libraries (2011). The SCONUL Seven Pillars of Information Literacy Research Lens for Higher Education. Retrieved July 5, 2020, https://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf.
• Séguinot, C. (2000). Knowledge, Expertise and Theory in Translation. In: Chesterman A, Salvador NGS and Gambier Y (eds) Translation in Context: Selected Contributions from the EST Congress. Amsterdam and Philadelphia: John Benjamins Publishing. 87-104.
• Sycz-Opoń, J. E. (2019). Information-seeking behaviour of translation students at the University of Silesia during legal translation – an empirical investigation. The Interpreter and Translator Trainer, 13(2): 152-176.
• Sycz-Opoń, J. E. (2021). Trainee translators’ research styles: A taxonomy based on an observation study at the University of Silesia, Poland. The International Journal for Translation and Interpreting Research, 13(2): 136-163.
• Volanen, S. (2015) Translating with the Web Professional translators' information-seeking behaviour in translation with online resources. MA thesis, University of Turku, Finland.
• Yazıcı, M. (2007). Yazılı Çeviri Edinci. İstanbul: Multilingual.
• Yazıcı, M. (2011). Çeviribilimde Araştırma. İstanbul: Multilingual.
• Yazıcı, M. (2016). Barriers vs Creativity in Translator Training, Journal of Education and Practice, 7(27): 62-68.
• Xu, M. and Wang, C. (2011) Translation students’ use and evaluation of online resources for Chinese-English translation at the word level. Translation and Interpreting Studies, 6(1): 62-86.