Özet:

In the summer, the reader has developed the theory of the reader’s reader’s reader’s reader’s reader’s reader’s reader’s reader’s reader. According to the text indication, the reader who is passive in front of the text has now come to an active substance that produces meaning, fills the spaces in the text and re-writes the text with his comments. The readers present multiple comments as a result of their collaboration with the text, the texts they read in advance, the information and the cultural baggage. In this study, the summer translation training and the text indication capacity are met under the same roof and only the translators with the example read identity can be a qualified translator by separating from the text traps. The summer translator, who is responsible for translating the meaning, text and message of a written original text into the translation text, is primarily responsible for important tasks such as the analysis of the original text structure and the meaning universe, the restructuring of the male language and culture. Parallel to this thought, it is believed that a summer translator should be both creative and know the characteristics and context of the male culture. The institutions that provide academic translation training for the training of summer translators who can make conscious translation decisions are also responsible. In this context, in the light of text indication, summer translation courses can be prepared, teaching methods can be implemented and the first steps can be taken to train competent translators in summer translation.

Özet:

Theory of semiotics of reception has been developed from the aesthetics of reception, which takes the reader into the centre of the literary field. The readers, who were passive in the presence of text, have now become active subjects who make inferences, realise the secret messages and rewrite the text with their interpretation. Readers make multiple interpretations because of their cultural baggage and cooperative readings of texts which they read previously. In the current study, the semiotics of text and the didactics of literary translation are brought together under the same roof considering that translators, only if they are model readers, can elude the traps of the texts and have a feature of a competent translator. The literary translator, who is supposed to transfer the sense, tone, and message of the literary source text into his translation, primarily falls to analyses the structure and meaning universe of the source text and restructure them in the target language and culture. Concordantly, it is thought that a literary translator not only should be inspired but also has extensive knowledge of the target culture’s attribute and context. There are likewise liabilities for institutions that provide academic translation education to train deliberate translators who can make reasonable translation decisions. In this context, literary translation classes and teaching methods can be designed and carried into effect in the light of semiotics of text and the initiative can be taken to train competent translators in the literary translation.

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