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Bu çalışma, Bartın Üniversitesi Çeviribilim Bölümü İngilizce Mütercim Tercümanlık I. Sınıf öğrencilerinin 2019-2020 Güz döneminde zorunlu olarak aldıkları 14 haftalık IMT 103 Çeviri ve Çeviribilime Giriş dersi müfredatında yer alan kuramsal yaklaşımları, çeviri yöntem ve stratejilerini çeviri sürecine ne oranda yansıttığını incelemektedir. Bu maksatla dersin ilk haftasında öğrencilere ders içeriğine dair bir izlence verilmiş olup, ilk 7 hafta boyunca çeviribilim ve çeviride önemli kavramlar, terimler, kuramsal yaklaşımlar, çeviri yöntem ve stratejileri üzerinde durularak bazı örnekler sunulmuştur. Sonraki 7 hafta ise birtakım metin türleri tanıtılarak bu metinlerin ders esnasında interaktif olarak çevirileri yaptırılmış ve bir önceki haftalarda öğrenilen bilgilerin çeviri sürecine yansıtılıp yansıtılmadığı sorgulanmıştır. Unutulmamalıdır ki salt kuram bilgisi ezberden öteye geçemediği durumda bir yararı ve işlevi olmayıp uygulamayla desteklenmesi gerekmektedir. Benzer şekilde kuram bilgisi olmadan uygulama yapmak da imkansızdır. Bu doğrultuda IMT 103 Çeviri ve Çeviribilime Giriş dersinde öğretilen her türlü kuramsal yaklaşım, çeviri yöntemi, strateji ve çeviri dünyasına ait terimlerin çeviri sürecine ne oranda yansıdığını görmek ve böylelikle sürecin kolay atlatılıp atlatılmadığını ortaya çıkarmak açısından dersin sonunda sınıftan 3 öğrenci seçilmiş ve öğrencilerden yaklaşık 1000 kelimelik Koronavirüs hakkında kısa bir tıp metnini herhangi bir makine çevirisi aracı kullanmaksızın çevirmeleri istenmiştir. Çalışma sonunda 1.sınıftan itibaren kuram ve uygulama arasında bütünlük oluşturmak gerektiği, bu bilincin en başında kazandırılması durumunda çeviri sürecinin daha kaliteli ve başarılı olacağı bulgusuna ulaşılmıştır. Zaten çeviri öğrencilerinin zihinlerinde önceden var olan kuramsal alt yapı sayesinde çeviri sürecine daha sorgulayıcı yaklaşarak ve çevirinin birçok boyutunu birden düşünerek daha başarılı bir çeviri süreci deneyimleyeceği beklenen bir durumdur. Ancak alt yapı birinci sınıftan itibaren kazandırılırsa sonraki yıllarda çeviriye olan sorgulayıcı yaklaşım artacak ve çeviri edinci daha çok gelişecektir. Bu nedenle söz konusu araştırma, 3 öğrencinin yaptığı çevirilerden de görüleceği gibi daha birinci sınıftan itibaren bunun aşılanması gerektiğini gözler önüne sermeyi hedeflemiştir.
This study examines how the theoretical approaches, methods and strategies contained in the 14 week IMT 103 Translation and Translation Introduction course they required for English translation I. Class students in the 2019-2020 GIS period reflect in the translation process. For this purpose, in the first week of the course, students were given an insight on the contents of the course, and some examples were presented during the first 7 weeks, focusing on important concepts, terms, theoretical approaches, methods and strategies in translation and translation. In the next seven weeks, a number of kinds of text were presented and these texts were translated interactively during the course and the information learned in the previous weeks was questioned whether it was reflected in the translation process. It should not be forgotten that if the knowledge of the simple theory cannot exceed the memory there is no benefit and function and it must be supported by the application. It is also impossible to do the same without theoretical knowledge. In this regard, in order to see how the theoretical approach, method, strategy, and terms of the translation world, taught in the IMT 103 Translation and Translation Introduction Course, and so to find out whether the process is easily passed or not, at the end of the course 3 students from the class were selected and the students were asked to translate a short medical text about the coronavirus of about 1000 words without using any machine translation tool. At the end of the study, it was found that the integrity between theory and practice should be established from the 1st grade, and that the translation process would be more quality and successful if this consciousness was obtained at the beginning. It is a situation in which translation students are expected to experience a more successful translation process by taking a more questioning approach to the translation process thanks to the theoretical substructure that already exists in their minds and considering many dimensions of the translation at once. But if the sub-structure is gained from the first class, the questioning approach to translation will increase in the following years and the translation receipt will be more advanced. Therefore, the research aimed at suggesting that it should be vaccinated from the first class, as it will be seen from the translations made by 3 students.
This study analyzes to what extent translation students at Bartin Univertsity in the department of Translation Studies (English), taking a compulsory course titled “ETI 103 Introduction to Translation and Translation Studies”, reflect theoretical approaches, translation methods and strategies, which are the components of the above-mentioned course in the translation process. For this purpose, in the first week of the Fall semester, the student was given a curriculum about the content of the course. During the first 7 weeks important concepts, terms, theoretical approaches, translation methods and strategies in translation studies and translation were offered to students in the light of some examples. In the next 7 weeks, some text types were also introduced, and interactive translations of these texts were done during the course. It was questioned whether the information learned in the previous weeks was reflected by students in the translation process. It should here not be forgotten that purely theoretical information, if it cannot go beyond only information with no actual practice, it does not have any benefits or function. Then, this means that it should, be supported by practice. Similarly, it is also impossible to practise without theoretical information. In this respect, 3 students from the translation class at Bartin University were selected at the end of the course and were asked to translate a short medical text on Coronavirus without using machine translation to see how much they can reflect theoretical approaches, methods, strategies and concepts/terms regarding the translation world taught in the ETI 103 Translation and Translation Studies course during the translation process. At the end of the study, it was found that it is necessary to create integrity between theory and practice in translation starting from the first grade, and if the awareness is gained on translation students at the very beginning, the translation process will be more qualified and successful. It is surely an expected situation that translation students will experience a more successful translation process if he/she approaches to the process more questionably and by thinking of many other aspects of translation thanks to the theoretical infrastructure that already exists in their minds. However, if this infrastructure is acquired from the first year, the questioning approach to translation and to its process will remarkably increase in the following years of training. As a result, the translation competence will develop more. Accordingly, this research aimed to reveal that this attitude towards translation process should be started from the first grade as it can be seen from the translations carried out by 3 students.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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