METAFORİK BETİMLEMELER: ÖĞRENCİLERIN ÇEVİRİ VE ÇEVİRMEN ÜZERİNE KAVRAMSAL ALGILARI

Yıl 2025, Cilt: 6 Sayı: 2, 129 - 156, 01.01.2026

Müge Kalıpcı , Fatemeh Ghavidel Sedigh

https://doi.org/10.58306/wollt.1767229

https://izlik.org/JA48YR86BT

Öz

Bu çalışma, öğrencilerin metaforlar aracılığıyla çevirmen kavramını nasıl tanımladıklarını ve çeviri süreci, bu süreçte karşılaşılan zorluklar ve çeviri eğitimini nasıl kavramsallaştırdıklarını incelemektedir. Araştırmanın katılımcılarını Türkiye’de bir devlet üniversitesinde çeviri dersleri alan 99 öğrenci oluşturmaktadır. Veriler, metaforik tasvirleri ortaya çıkarmak amacıyla tasarlanmış açık uçlu bir anket kullanılarak toplanmıştır. Tematik analiz uygulanmış ve katılımcılar tarafından kullanılan metaforlar işlevsel benzerliklerine göre kategorize edilmiştir. Bulgular, öğrencilerin çeviriyi yalnızca dilsel bir aktarım olarak görmediklerini, aksine çeviriyi yaratıcı, yol gösterici, besleyici ve kültürel bir süreç olarak kavramsallaştırdıklarını ortaya koymaktadır. Çevirmen figürü ise öğrenciler tarafından sanatçı, köprü, dedektif, bahçıvan, mühendis veya rehber gibi çeşitli metaforlarla tanımlanmış; bu da çevirmenin çok boyutlu, hem teknik hem de sezgisel beceriler gerektiren bir rol olarak algılandığını göstermektedir. Benzer şekilde, çeviri eğitimi katılımcılar tarafından çoğunlukla gelişimsel, uygulamaya dayalı, keşif odaklı ve rehberlik sağlayan bir süreç olarak tanımlanmaktadır. Tüm bulgular birlikte değerlendirildiğinde, çalışma, metaforların öğrencilerin çeviriyle ilgili zihinsel çerçevelerini anlamada etkili bir bilişsel araç olduğunu vurgulamaktadır. Bu bağlamda, metafor temelli analizlerin çeviri pedagojisine katkı sağlayabileceği ve öğrenci odaklı öğretim yaklaşımlarının geliştirilmesinde değerlendirebileceği sonucuna varılmıştır.

Anahtar Kelimeler

metaforik betimlemeler , öğrenci algıları , metafor analizi , çeviri pedagojisi , metaforik kavramsallaştırma

METAPHORICAL DESCRIPTIONS: STUDENTS' CONCEPTUAL UNDERSTANDING OF TRANSLATION AND THE TRANSLATOR

https://izlik.org/JA48YR86BT

Öz

This study explores how students define the notion of translator and conceptualize the act of translation process, translation challenges, and translation education through metaphorical expressions. The participants consisted of 99 university students enrolled in translation courses at a state university in Türkiye. The data were collected using an open-ended questionnaire designed to elicit metaphorical descriptions. Thematic analysis was conducted and the metaphors used by the participants were categorized according to their functional similarities. The findings demonstrate that students do not view translation as a mere linguistic transfer, but they conceptualize it as a creative, guiding, nurturing and cultural process. The participant responses describe the translator through various metaphors such as artist, bridge, detective, engineer or guide, indicating that the role of translator is perceived as multilayered and requiring both technical and intuitive skills. Similarly, translation education is described mostly as a developmental, practice-based, exploratory and guidance-oriented process. Taken together, the study proposes that metaphors are an effective cognitive tool in understanding students’ mental frameworks about translation. In this respect, it is concluded that metaphor-based analyses could contribute to translation pedagogy and be utilized in developing student-centered instructional approaches.

Anahtar Kelimeler

metaphorical descriptions , student perceptions , metaphor analysis , translation pedagogy , metaphorical conceptualization

Etik Beyan

This research was found ethically appropriate with the decision of Erciyes University Social and Human Sciences Ethics Committee, as per their decision dated 24/09/2024, with reference to the application number 396.

Kaynakça

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