İngiliz Edebiyatı Dersinin Çeviri Eğitimindeki Önemi ve Türkiye’deki Önlisans Çeviri Programlarındaki Yeri

Yıl 2023, Sayı: Çeviribilim Özel Sayısı, 243 - 259, 25.02.2023

Tuba Kılıçkaya , Başak Ergil

https://doi.org/10.29110/soylemdergi.1187079

Öz

Akademik çeviri eğitiminde öğrencilere kazandırılması hedeflenen temel edinç çeviri edincidir. Çeviri eğitimi alanında çalışan çoğu çeviribilim araştırmacısı, “çeviri edinci” kavramını ele alırken kültürel edinç, eleştirel okuma edinci, dil edinci ve eleştirel düşünme edinci gibi bazı alt edinçlere odaklanmıştır. Belirtilen edinçlerin öğrenciye kazandırılmasının en etkin yollardan biri edebiyat dersleridir. Türkiye'deki önlisans çeviri eğitimi veren Uygulamalı İngilizce Çevirmenlik Programlarının müfredatları incelendiğinde çok az sayıda üniversite ve meslek yüksekokulunda İngiliz Edebiyatı dersinin verildiği görülmüştür. Ayrıca bu önlisans programından mezun olan çevirmen adayları dikey geçiş sınavı ile İngiliz Dili ve Edebiyatı, Amerikan Kültürü ve Edebiyatı gibi anabilim dallarında lisans düzeyinde edebiyat veya dil eğitimi alma hakkına sahip olabilmektedir. Bu nedenle edebiyat derslerinin getireceği edinçlerin kazanımı bu programların ana amaçlarından biri olabilir. Tüm bu tartışmalar çerçevesinde, bu çalışmada çeviri eğitiminin temeli sayılan “çeviri edinci”, edebiyat derslerinin kazandırdığı edinçler ve Uygulamalı İngilizce Çevirmenlik programlarının program çıktıları incelenerek ve karşılaştırılarak her üçünde ortak alt edinçler olduğu tespit edilmiş ve bu programların müfredatında İngiliz edebiyatı derslerinin gerekli ve faydalı olduğu sonucuna varılmıştır.

Anahtar Kelimeler

çeviri eğitimi, çeviri edinci, İngiliz edebiyatı dersi, müfredat tasarımı, uygulamalı İngilizce çevirmenlik programı, çeviri pedagojisi

Destekleyen Kurum

ICASTIS ÖZEL SAYI

The Importance of English Literature Courses in Translation Education and Its Place in Associate Degree Translation Programs in Turkey

Öz

The basic competence a translation education program aims at providing the students with is that of translation competence. Most translation studies scholars working in the field of translation education have declared four competences to be among the basic indispensable sub competences of “translation competence”; namely, cultural competence, critical reading competence, linguistic competence and critical thinking competence. One of the most effective ways of getting students to acquire these competences is including literature courses in the curricula. When the curricula of Applied English Translation Programs that provide associate degree translation education in Turkey are examined, it is seen that English Literature courses are offered in very few universities and vocational schools. In addition, translator candidates graduating from these associate degree programs can have the right to take the vertical transfer exam and receive undergraduate education in the departments of English Language and Literature, American Culture and Literature where they further specialise in such fields as literature and language. This is another reason why acquisition of literary competence may be one of the intended objectives of these programs. Within the framework of these discussions, drawing from the analysis and comparison of the concept of “translation competence” with the competences provided by literature courses, and the intended program outcomes of Applied English Translation Programs, this research aims at arguing that English literature courses are necessary and useful components of the curricula of these programs.

Anahtar Kelimeler

English Literature, translation competence, English literature courses, curriculum design, Applied English Translation program, Translation education

Kaynakça

• Albir, Amparo Hurtado (2010). Competence in Handbook of Translation Studies Volume 1 ed. Gambier, Y. and Doorslaer, L. (2010) (p. 55). Amsterdam / Philadelphia: John Benjamins Publishing Company
• Ammann, Margret (2008). Akademik Çeviri Eğitimine Giriş. E. Deniz Ekeman (Trs.). Multilingual Yayınları: İstanbul.
• Ataseven, Füsun (1988). Değişen Sınıf İçi Ortamların ve Şarkıların Dil Öğretiminde Araç Olarak Kullanılması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 3,189-198.
• Atmaca, Hasan , Rıfat Günday (2017). Using Literary Texts to Teach Grammar in Foreign Language Classroom. Participatory Educational Research, Special Issue 2016-IV, 127-133. Retrieved from https://dergipark.org.tr/en/pub/per/issue/47596/601270
• Beeby, Allison (1996). Investigating Translation. Amsterdam: John Benjamins.
• Bell, Roger T. (1991). Translation and Translating: Theory and Practice. London and New York: Longman.
• Bernárdez, Enrique (2013). A Cognitive View On The Role Of Culture In Translation. Cognitive Linguistics and Translation: Advances in Some Theoretical Models and Applications. Berlin, Boston: De Gruyter Mouton.
• Campbell, Stuart (1998). Translation into the Second Language. London and New York: Longman.
• Chomsky, Noam (1965). Aspects of the Theory of Syntax. Massachusetts: The MIT Press
• Clandfield, Lindsay (2003). Teaching Materials: Using Literature In The EFL/ESL Classroom. Retrieved from http://www.onestopenglish.com/support/methodology/teaching-materials/teachingmaterials-using-literature-in-the-efl/-esl-classroom/146508.article on June 10, 2013.
• Collie, Joanne, Stephen Slater (1987). Literature in the Language Classroom. Cambridge, UK: Cambridge University Press.
• Collins, Norma Decker (1993). Teaching Critical Reading Through Literature. ERIC Digest. Retrieved from https://eric.ed.gov/?id=ED363869.
• Damrosch, David (2003) What Is World Literature? Princeton, NJ: Princeton University Press. In M. Baker & G. Saldanha (Eds.), Routledge Encyclopedia of Translation Studies (3rd Edition), (p. 621). London, New York: Routledge
• Delisle, Jean (1980) L’analyse Du Discours Comme Méthode De Traduction: Initiation À La Traduction Française De Textes Pragmatiques Anglais, Théorie Et Pratique. Ottawa: Presses de l’Université d’Ottawa.[English translation of Part I by Patricia Hogan and Monica Creery: (1988) Translation: An Interpretive Approach. Ottawa: University of Ottawa Press].
• Docking, Robert (1994). Competency-Based Curricula: The Big Picture. Prospect, 9:2. 8- 17.
• European Commision. (n.d.). European Master's In Translation (EMT) Explained. Retrieved September 9, 2021 from https://ec.europa.eu/info/resources-partners/european-masters-translation-emt/european-masters-translation-emt-explained_en.
• Ghosn, Irma K. (2002). Four Good Reasons To Use Literature In Primary School. ELT Journal, 56, (2). (pp. 172-179)
• Gile, Daniel (1995). Basic Concepts And Models For Interpreter And Translator Training. Amsterdam: John Benjamins.
• Hall, Edward T. (1981). The Silent Language. New York: Anchor Books.
• Hatim, Basil, Ian Mason (1997). The Translator as Communicator. London: Routledge.
• Hönig, Hans G. (1991). Holmes’ Mapping Theory And The Landscape Of Mental Translation Processes. In K. van Leuven-Zwart, & T. Naajkens, (Eds.), Translation Studies: The State Of The Art (pp. 77-89). Proceedings from the First James S. Holmes Symposium on Translation Studies. Amsterdam: Rodopi.
• Kelly, Dorothy (2005). A Handbook for Translator Trainers. Manchester: St. Jerome Publishing.
• Kılıçkaya, Tuba (2022). The Role Of The English Literature Courses In The Curricula Of Applied English Translation Programs In Vocational Schools In Turkey, MA Thesis. İstanbul Yeni Yüzyıl University, İstanbul.
• Kiraly, Donald (1995). Pathways to Translation. Pedagogy and Process. Kent, Ohio: Kent State University Press.
• Kövecses, Zoltan (2006). Language, Mind, and Culture: A Practical Introduction. New York: Oxford University Press Inc. Lazere, Donald (1987). “Critical Thinking in College English Studies,” ERIC Digest. ED 284275, 1987. Retrieved March 27, 2021 from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED284275. Lesznyàk, Marta (2007). Conceptualizing Translation Competence. Across languages and cultures, 8 (2), 167-194.
• Mustafa, Bachrudin. (1994). Literary Response: A Way of Integrating Reading – Writing Activities. Journal of Reading Improvement. 31 (1). Thompson Library Bound Journals.
• Neubert, Albert. (2000). Competence in Language, in Languages, and in Translation. In Developing Translation Competence. Amsterdam: John Benjamins. PACTE (2000) Acquiring Translation Competence: “Hypotheses And Methodological Problems Of A Research Project”. In Allison Beeby et al. (eds.) Investigating Translation (pp. 99-106). Amsterdam: John Benjamins.
• PACTE (2003). Building A Translation Competence Model. In F. Alves (Ed.), Triangulating Translation: Perspectives In Process Oriented Research (pp. 43-66). Amsterdam: John Benjamins.
• Parkinson, Brian, Thomas H. Reid (2022). Teaching Literature in a Second Language. Edinburgh: Edinburgh University Press.
• Pound, Ezra (1971.) How To Read. New York: Haskell House Publishers.
• Pym, Anthony (2003). Redefining Translation Competence In An Electronic Age: In Defense Of A Minimalist Approach. Meta 48 (4): 481–497.
• Schaeffner, Christina, Beverly Adab (2000). Developing Translation Competence. Introduction, Developing Translation Competence, Amsterdam/Philadelphia: John Benjamins.
• Spiro, Rand (1980). Constructive Processes In Prose Comprehension And Recall. In R. Spiro, B. Bruce, and W. Brewer (Eds.). Theoretical Issues In Reading Comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved March 27, 2021 from https://files.eric.ed.gov/fulltext/ED421688.pdf.
• Weinert, Franz Emanuel (1999). Concept Of Competence. Max Planck Institute for Psychological Research, Munich.
• Widdowson, Henry George (1975). Stylistics and the Teaching of Literature. London: Longman.
• Wilss, Wolfram (1976). Perspectives and Limitations of a Didactic Framework for the Teaching of Translation. In Richard W. Brislin (ed.) Translation Applications and Research. New York: Gardner.
• Woodsworth, Judith (2013). Impact Of Translation. In Doorslaer, L. v., Gambier, Y. Handbook Of Translation Studies: Volume 4 (pp. 70-76). Amsterdam: John Benjamins Publishing Company.