The Perceived Impact of Using Student-Generated Case Studies in Translator Education on Translation of Culture-Specific Items

Yıl 2026, Cilt: 23 Sayı: 1 , 188 - 210 , 24.04.2026

Sezen Arslan

https://doi.org/10.33711/yyuefd.1838250

https://izlik.org/JA58LR94LK

Öz

The present study addressed two questions concerning (1) pre-professional translators’ perceptions of student-generated case studies’ (SGCs) impact on translating Culture-Specific Items (CSIs) and (2) specific aspects of SGCs that impact these perceptions. With a sample of 43 pre-professional translators from a Turkish state university, the study adopted data triangulation through open-ended surveys, focus group interviews, and evaluation forms. The study revealed that research experiences, interaction, collaboration, and feedback mechanisms during the implementation of SGCs eased the translation of CSIs. The findings also showed that SGCs were effective as a pedagogical approach, as they were practice-oriented and promoted active participation. Only several participants indicated that the length of SGCs implementation could be extended to enable deeper analysis of cultural nuances and that there should be a balanced representation of CSIs in the generated cases. This study not only provides empirical evidence for socio-constructivist approaches in translator education, but it also provides implications regarding how translator education programs with similar aims may be developed and implemented worldwide to facilitate translation of CSIs.

Anahtar Kelimeler

translator education , student-generated case studies , socio-constructivism , ulture-specific items , pre-professional translators

Etik Beyan

This work was supported by Bandırma Onyedi Eylul University [grant numbers BAP-24-1004-005] within the Individual Research Project.

Destekleyen Kurum

Bandırma Onyedi Eylul University

Proje Numarası

BAP-24-1004-005

Çevirmen Eğitiminde Vaka Çalışmaları Kullanımının Kültüre Özgü Unsurların Çevrilmesinde Algılanan Etkisi

https://izlik.org/JA58LR94LK

Öz

Bu çalışma, çevirmen adaylarının vaka çalışmalarının kültüre özgü unsurların çevirisine etkisine yönelik algıları ve bu algıları etkileyen vaka çalışmalarının belirli yönlerini araştırmayı amaçlamaktadır. Türkiye’deki bir devlet üniversitesinde lisans öğrenimlerini görmekte olan 43 çevirmen adayıyla yapılan bu çalışmada, açık uçlu anket, odak grup görüşmeleri ve değerlendirme formları kullanılarak veri üçgenlemesi yapılmıştır. Çalışmanın bulguları, vaka çalışmalarının araştırmayı sağladığı, etkileşim, iş birliği ve geribildirim mekanizmalarını geliştirerek kültüre özgü unsurların çevirisini kolaylaştırdığını göstermektedir. Ayrıca, vaka çalışmalarının uygulama odaklı ve aktif katılımı sağlaması sebebiyle etkili olduğu da ortaya konmuştur. Birkaç katılımcı, kültürel unsurların daha derinlemesine incelenmesi ve çevirilebilmesi için, vaka çalışması uygulamasının süresinin uzatılması gerektiğini ve oluşturulan vakalarda kültürel unsurların daha dengeli bir şekilde temsil edilmesi gerektiğini belirtmişlerdir. Bu çalışma, çevirmen eğitiminde sosyo-yapılandırmacı yaklaşımların kullanımına dair ampirik kanıt sunmaktadır. Bunun yanı sıra, vaka çalışmalarının kültüre özgü unsurların çevirisini kolaylaştırmak amacıyla çevirmen eğitimi programlarının dünya çapında nasıl kullanılabileceğine dair çıkarımlarda bulunmaktadır.

Anahtar Kelimeler

çeviri eğitimi , vaka çalışmaları , sosyo-yapılandırmacılık , kültüre özgü unsurlar , çevirmen adayları

Proje Numarası

BAP-24-1004-005

Kaynakça

• Aixela, J. F. (1996). Culture-specific items in translation. In R. Alvarez, & C. A. Vidal (Eds.), Translation, power, subversion (pp. 52-78). Multilingual Matters.
• Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. Nursing Plus Open, 2, 8-14. https://doi.org/10.1016/j.npls.2016.01.001
• Bernhardt, P. E., & Richmond, A. S. (2021). Promoting critical thinking through the use of student-generated case studies. In G. Mariano & F. Figliano (Eds.), Handbook of research on critical thinking strategies in pre-service learning environments (pp. 438-447). IGI Global Scientific Publishing.
• Blazyte, D., & Liubiniene, V. (2016). Culture-specific items (CSI) and their translation strategies in Martin Lindstrom’s Brand Sense. Studies about Languages, 29, 42-57.
• Canım, S. (2025). Project-based practices in translation education: An examination of undergraduate programs in Turkey. Söylem Filoloji Dergisi, 10(3), 1763-1787. https://doi.org/10.29110/soylemdergi.1775263 Corbin, J., & Strauss, A. (2008). Basics of qualitative research. Sage.
• Davies, M. G. (2021). Student agency in translator training: Setting a framework for good practices. Research in Language, 19(2), 117-133. https://doi.org/10.18778/1731-7533.19.2.02
• Davis, M. L., Witcraft, S. M., Baird, S. O., & Smits, J. A. J. (2017). Chapter 3—Learning principles in CBT: In S. G. Hofmann, G. J. G. (Eds.), The science of cognitive behavioral therapy (pp. 51–76). Academic Press.
• Dille, K. B., & Rokenes, F. M. (2021). Teachers' professional development in formal online communities: A scoping review. Teaching and Teacher Education, 105. https://doi.org/10.1016/j.tate.2021.103431
• Dislen-Daggol, G. (2021). Analysing English-major students’ coping skills for translation problems through scenarios. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi (22), 964-977. https://doi.org/10.29000/rumelide.897163
• Fatima, S. M., Niaz, F., Rafique, S., & Rashid, S. (2024). Language and culture: Identifying culture specific items of Urdu poetry by using Newmark’s (1988) framework.Remittances Review, 9(2), 3005-3027.
• Fries, L., Son, J. Y., Givvin, K. B., & Stigler, J. W. (2021). Practicing connections: A framework to guide instructional design for developing understanding in complex domains. Educational Psychology Review, 33, 739–762. https://doi.org/10.1007/s10648-020-09561-x
• Gettings, P. E., & Meluch, A. L. (2021). “This happens in the real world?”: Perceptions of student-developed workplace case studies. Business and Professional Communication Quarterly, 84(4), 318-338. https://doi.org/10.1177/23294906211023781
• Hastürkoğlu, G., & Bayraktar-Özer, Ö. (2020). A project-based approach in translation classroom: From the students’ perspectives. International Journal of Languages’ Education and Teaching, 8(2), 335-344. , https://doi.org/10.29228/ijlet.42653.
• Hosseini, S. S. (2021). A social constructivist approach to translation education: Developing a practical model [Doctoral dissertation]. Allameh Tabataba’i University, Vrije Universiteit Brussel.
• Insai, S., & Poonlarp, T. (2017). More heads are better than one: Peer editing in a translation classroom of EFL learners. PASAA, 54, 82-107.
• Jager, J., Putnick, D. L., & Bornstein, M. (2017). More than just convenient: The scientific merits of homogeneous convenience samples. Monographs of the Society for Research in Child Development, 82(2),13-30. https://doi.org/10.1111/mono.12296
• Jovein, S. K., Sharifabad, E. D., & Yazdani, M. (2024). On the relationship between University translator training programs and the translation market requirements: The case of English translation graduates and postgraduates of Imam Reza International University, Journal of Critical Studies in Language and Literature, 5(6), 1-13. https://doi.org/10.46809/jcsll.v5i6.290
• Karoly, A. (2024). The pedagogical value of translation: Experiences from a newly introduced elective course. In A. Karoly, L. Kokkonen, M. Gerlander, & P. Taalas (Eds.), Driving and embracing change: Learning and teaching languages and communication in higher education (pp.67-94). University of Jyväskylä.
• Kelly, D. (2014). A handbook for translator trainers: A guide to reflective practice. Routledge.
• 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.
• Krueger, R. A., & Casey, M. (2001). Designing and conducting focus group interviews. In R. A. Krueger, M. Casey, J. Donner, S. Kirsch, & J. N. Maack (Eds.), Social analysis: Selected tools and techniques (4-23). Social Development Family of the World Bank.
• Lazim, N. D. (2024). Collective thinking in translation: Teamwork in translating literary texts. Adab Al-Basrah Journal, 107, 1-48.
• Lee, E. T. (2012). Collaborative learning in translating a travel guide: A case study. Translation Journal, 16(3). https://translationjournal.net/journal/61travel.htm
• Lee, H., Pyo, J., Ock, M., & Kim, H. J. (2024). Qualitative case study on the disability acceptance experiences of soldiers with disabilities. International Journal of Qualitative Studies on Health and Well-Being, 19(1). https://doi.org/10.1080/17482631.2024.2350081
• Lopez-Alonso, C., Fernández-Pampillón, A., de-Miguel, E., & Pita, G. (2009). Learning to research” in a virtual learning environment: A case study on the effectiveness of a socio-constructivist learning design. In G. Papadopoulos, W. Wojtkowski, G. Wojtkowski, S. Wrycza, & J. Zupancic (Eds.), Information Systems Development. Springer.
• Madkour, M. (2018). The impact of culture and intercultural competence on the performance of students in translation. Research Association for Interdisciplinary Studies, 19-20, 93-109.
• Massey, B., & Brandli, B. (2016). Collaborative feedback flows and how we can learn from them: Investigating a synergetic learning experience in translator education. In D. Kiraly et al. (Eds.), Towards authentic experiential learning in translator education (pp.177-199). Mainz University Press.
• Mehassouel, E., & Djeha, N. (2024). Translating culture specific items: A comparative analysis of human and artificial intelligence translations. YMER, 23(12), 771-781.
• Melnichuk, M. V., & Osipova, V. M. (2017). Cooperative learning as a valuable approach to teaching translation. XLinguae Journal, 10(1), 25-33. https://doi.org/10.18355/XL.2017.10.01.03
• Munday, J., Pinto, S. R., & Blakesley, J. (2022). Introducing translation studies: Theories and applications. Routledge.
• Neubert, A. (2004). Case studies in translation: The study of translation cases. Cross Languages and Cultures, 5(1), 5-21. https://doi.org/10.1556/Acr.5.2004.1.1
• Neuert, C., Meitinger, K., Behr, D., & Schonlau, M. (2021). Editorial: The use of open-ended questions in surveys. Methods, data, analyses: A Journal for Quantitative Methods and Survey Methodology (MDA), 15(1), 3-6.
• Newmark, P. (2000). Translation and culture. In M. Thelen, B. Lewandowska-Tomaszczyk (Eds.), Translation and meaning: Part 5 (pp.327-334). Universitaire Pers Maastricht.
• Niami, M., & Rouhi, M. (2021). Strategies applied by native and non-native translators to transfer Persian culture-specific Items: A case study on Saadi's Gulistan. Journal of New Advances in English Language Teaching and Applied Linguistics, 3(1), 534-562. https://doi.org/10.22034/jeltal.2021.130528
• Nord, C. (2018). Translating as a purposeful activity: Functionalist approaches explained. Routledge.
• Olohan, M. (2017). Knowing in translation practice: A practice-theoretical perspective. Translation Spaces (Netherland), 6(1), 159-180. https://doi.org/10.1075/ts.6.1.08olo
• Qui, Q. (2024). Analysis of the application of case-based teaching method in translation teaching. Education Reform and Development, 6(3), 106-111.
• Reja, U., Manfreda, K. L., Hlebec, V., & Vehovar, V. (2003). Open-ended vs close ended questions in Web questionnaires. Development in Applied Statistics, 19, 159-177.
• Rico, C. (2010). Translator training in the European higher education area. The Interpreter and Translator Trainer, 4(1), 89-114. https://doi.org/10.1080/1750399X.2010.10798798
• Sener, Ö. F. (2024). Analysis upon the town culture and the culture-specific items in the translation of Yusuf Atilgan’s Anayurt Oteli. International Journal of English for Specific Purposes, 2(1), 1-21.
• Silva, M. M., & Fernandes, L. (2016). Integrating Translation Theory with Task-based Activities. Linguagem & Esino, Pelatos. 19(2), 9-31.
• Susam-Sarajeva, S. (2009). The case study research method in translation studies. The Interpreter and Translator Trainer, 3(1), 37-56. https://doi.org/10.1080/1750399X.2009.10798780
• Sutrisno, A., Nguyen, N. T., & Tangen, D. (2014). Incorporating translation in qualitative studies: Two case studies in education. International Journal of Qualitative Studies in Education, 27(10), 1337-1353. https://doi.org/10.1080/09518398.2013.837211
• Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246.
• Thompson, N. (2023). Vygotskian scaffolding techniques as motivational pedagogy for gifted mathematicians in further education: A diary-interview study. Journal of Further and Higher Education, 47(4), 492–512. https://doi.org/10.1080/0309877X.2022.2142103
• Thurmond, V. A. (2001). The point of triangulation. Journal of Nursing Scholarship, 3, 253-258. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Wang, H. C. (2013). Classroom interactions in a cooperative translation task. International Journal of Applied Linguistics & English Literature, 2(2), 53-58.
• Washbourne, K. (2014). Beyond error marking: Written corrective feedback for a dialogic pedagogy in translator training. The Interpreter and Translator Trainer, 8(2), 240-256, https://doi.org/1080/1750399X.2014.908554
• Yang, Z., & Li, D. (2021). Translation competence revisited: Toward a pedagogical model of translation competence. In M. Martín, R., S. Sun, & D. Li (Eds), Advances in cognitive translation studies: New frontiers in translation studies. Springer. https://doi.org/10.1007/978-981-16-2070-6_6