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Epistemoloji, bilginin ortaya çıkışı, doğası, kaynağı ve sınırları gibi temel problemlere çözüm arar. Çeviri işlemi, çeviri süreçleri açısından bakıldı-ğında, bilgi üretmek olduğu açık seçiktir. Çevirmen de bilgi üreticisi rolünü üstlenmektedir. Yapılan çevirilerin inanç düzeyinde olmasının anlamı, epis-temolojik değerinin olmadığı gibi çeviri hizmetlerinin sunulduğu müşteri memnuniyeti de sağlanamaz. “Arap Dilinde Çevirinin Epistemolojik Değe-ri” tezine ilişkin yapılan araştırmada Gazi Üniversitesi Arapça Öğretmenli-ği Bölümünde çeviri derslerine katılan 104 öğrenciye çeviriye ilişkin toplam 14 soru yöneltilmiştir. Sorulara ilişkin yapılan istatistiki değerlendirme so-nucunda çeviri kuram ve stratejileri uygun çevirilerinin % oranları; çeviri alanları, kısaltmalar, cümle içerisinde yan anlamlara gelen sözcüklerin an-lamlandırılmasında hangi metot veya tekniklerin kullanıldığı, çeviri türleri, edebiyat, ekonomi, siyasal amaçlı metinlerin çevirisi, eş dizim çevirileri gi-bi konularda çevirinin epistemolojik değeri grafiklerle gösterilmektedir. Araştırmanın sonucunda çevirinin epistemolojik problemlerine ilişkin so-runların çözümünde; denek öğrenciler için çeviri ders müfredatındaki çevi-ri türlerinin daha açık, anlaşılır, uygulamalı ve sonuçlarının izlenebilir ve ölçülebilir olması gibi çeşitli hususlarda önerilerde bulunulmaktadır. Özet: Gazi Üniversitesi Arap Dili Eğitimi lisans öğrencilerinin, çeviri eği-timi derslerinde çevirinin temel kavram ve tanımlarını, kuram ve stratejile-rini, kaynak ve hedef dili kullanma, metin çözümleme gibi konularda yetiş-tirilmesi hedeflenmektedir. Bizler, lisans öğrencilerinin çeviri eğitiminde öğrendiklerini, hangi düzeyde ve nasıl bir çeviri yaptıkları konusunda “Arap Dilinde Çevirinin Epistemo-lojik Değeri” adlı bir araştırma yapılması gerektiği, kanaatindeyiz. “Epis-temolojik Değer” kavramının anlamı, önemi, çevirideki uygulaması, çeviriyi değerlendirmede bir yaklaşım olarak kabul edilebilirliği, Lisans öğrencile-rinin çeviri eğitiminde öğrendikleri bilgi ve becerilerin çeviri süreçlerine yansıma oranları, çevirinin doğruluğu, yeterliliği, güvenilirliği gibi hususlar, araştırmamızın amaç ve kapsamını oluşturmaktadır. Bilindiği üzere, “Epistemoloji, felsefenin bir dalı olarak bilgi problemleri üzerinde çalışmaktadır. Epistemoloji, bilginin ortaya çıkışı, doğası, kaynağı ve sınırları gibi temel problemlere çözüm arar.” Çeviri işlemi veya süreçle-rine epistemolojik açıdan bakıldığında, çeviri bilgi aktarımı olarak da ta-nımlanabilir. Bilgiyi aktaran ise çevirmendir. Çevirmen, çeviride önemli bir rol üstlenir. Çevirmenin eğitimi ve yetiştirilmesi, çevirinin epistemolojik değerini etkiler. Lisans öğrencilerinin çeviri eğitimi, epistemolojik açıdan göz ardı edilemez. Çevirmenin profesyonel veya amatör olmasına bakılmaksızın çevirmenin doğru çeviri yaptığına inanabilirsiniz. Örneğin, “Gazi Üniversitesi Arap Di-li Eğitimi lisans öğrencileri, çeviri yapmayı biliyor. Biz, bunların doğru çe-viri yaptıklarına inanıyoruz.” önermesindeki inanç sözcüğünün verilerle desteklenmesi gerektiğine, inanıyoruz. Aydınlanma çağından önce herkes, dünyanın hareketsiz olduğuna inanı-yordu. Fakat inanılan bu önermenin daha sonra yanlış olduğu ispat edildi. “Dünya dönmüyor.” önermesi, artık sübjektiftir. “Dünya dönüyor.” öner-mesi ise objektif inançtır. Yani, doğru bir bilgidir. Bilgi kelimesi, sadece doğrular için kullanılır. Örneğin; yarışa giren iki yarışmacıdan birisine “Ga-lip sizsiniz.” dendiğinde, bu bir kanaat veya bir inanç ifade eder. Fakat ya-rışmacının galibiyetini destekleyen bilimsel veriler mevcuttur. Diğer bir de-yişle, Epistemik anlamda “X, P’yi biliyor.” diyebilmemiz için şu üç şartın bulunması gerekir: - Doğruluk şartı: P önermesi yanlış ise, X’in P’yi bildiği söylenemez. Epis-temik anlamda bir şeyi bilmek, onun doğru olmasına bağlıdır. “Bağdat, ilim merkezi (P)dir.” önermesinde, eğer Bağdat ilim merkezi olmamış olsaydı, X’in “Ben Bağdat’ın ilim merkezi olduğunu biliyorum.” demesi, epistemik anlamda bilginin değeri yoktur. - İnanç Şartı: P’nin doğru olmasının yanında, X’in, P’nin doğru olduğuna ilişkin bir inancı olması şarttır. Böyle bir inanç sübjektif bir tutumu ifade eder. X şöyle söyleseydi: “Çevirinin doğru olduğunu biliyorum ama buna inanmıyorum.” çok garip olurdu. Doğru veya yanlış olan birçok şeye inancımız olabilir. Fakat doğru olan bir şeye inancımızın olmaması düşünülemez. Bu yüzden objektif bilgi için P’nin doğru olmasının yanında, sübjektif bir tutum ifade eden inancın-da olması gerekir. - Gerekçelendirme: X’in, P’ye inanmasını gerektiren yeterli delillerin olma-sı gerekir. Gerekçelendirme sözcüğü “haklı çıkarma, kanıtlama, delillen-dirme, nedenini belirtme” gibi anlamlara gelir. Burada gerekçelendirme sözcüğünü kullanacağım. X’in, P’ye inandığını, şüphe edilmeyecek şekilde açıklamalıdır. Öyleyse, doğru olduğuna inandığımızın, çevirinin de verilerle desteklenmesi gerekir. Bizler de lisans öğrencilerinin doğru çeviri yaptıklarına inanıyoruz. Ancak, bu sübjektif olan inancımızı kanıtlamak için bilimsel metotlarla araştırma yapmak istiyoruz. Karşılıklılık kuramına göre, “Dış dünyanın olgularına karşılık gelmeyen ifadeler hakkında doğru veya yanlış değerlendirilme yapılamaz.” Örneğin: “Ağacın dalında bir kuş var.” önermesinde: ağacın dalında kuş varsa, karşı-lıklılık kuramına göre bu doğrudur. Dalda kuş yoksa bu doğru değildir. Ay-nen bunun gibi, çeviri uzmanı “Kaynak-hedef metinleri karşılaştırması so-nucunda” çevirinin doğru olduğuna karar verirse, o çevirinin doğru olduğu-na inanılır. Bu inanç, sübjektiftir. Çünkü inancı destekleyen veriler mevcut-tur. “Arap Dilinde Çevirinin Epistemolojik Değeri” tezine ilişkin yapılan araş-tırmada Gazi Üniversitesi Yabancı Diller Ana Bilim Dalı Arap Dili Eğitimi bölümünde çeviri derslerine katılan 2. ve 3. sınıf Lisans öğrencilerinden çe-viri dersi eğitimi alan toplam 64 kişiye, 14 soruluk bir araştırma anketi ha-zırlandı. Bu soruların 7 tanesi Türkçe, 7 tanesi ise, Arapça-Türkçe çeviri so-rularıdır. Araştırma sorularıyla elde edilen bulgular: a. Lisans öğrencilerinin, çeviri kuram ve stratejilerinin farkında oldukları, ancak çeviri uygulamasında kullanamadıkları, b. AB (Avrupa Birliği), BM (Birleşmiş Milletler) ve LCV (Lütfen Acele Ce-vap Veriniz) gibi kısaltmalarda çeviri problemi yaşadıkları, c. Kaynak metin türlerine uygun kuram ve stratejileri seçemedikleri, d. Edebi metinleri daha çok tercüme ettikleri, e. Yerli yabancı çevirmenleri hakkında yeterince bilgi sahibi olmadıkları, f. Yapılan çeviriye epistemolojik açıdan bakamamaları gibi benzeri çeviri problemler yaşadıklarını, göstermektedir. Lisans öğrencilerinin yaşadıkları epistemolojik çeviri problemlerinin çö-zümü için önerilerimiz aşağıda belirtilmektedir: 1. Lisan öğrencilerin ders müfredatında yer alan kuram ve stratejilerin me-tinler üzerinde yeterli uygulama yapılmalıdır. 2. Çeviri derslerinde Arapça çeviri tarihi hakkında bilgi verilmelidir. 3. Çeviri eğitmenlerinin eğitimine önem verilmelidir. 4. Çevirinin sevdirilmesi ve çeviriden ilham alınması için öncülük edecek çeviri liderleri yetiştirilmelidir. 5. Çeviri metinlerin okutulmasında önemli ve öncelikli metinler tercih edilmelidir. 6. Şartların uygun olması halinde stajyer çevirmenlik için fırsat verilmelidir. 7. Çeviri biliminin bilimsel yaklaşımlarına hak ettiği yeri, verilmelidir.
Epistemology seeks solutions to fundamental problems such as the emergence of knowledge, its nature, its source and its limits. The translation process is clearly selected in terms of translation processes, which generates information. The translator also plays the role of information producer. The meaning that the translations are at the level of belief is that the customer satisfaction of the translation services is not provided, as it has no epis-temological value. In the study on the "Epistemological Value of Translation in Arabic" thesis, a total of 14 questions on translation were addressed to 104 students who participated in translation courses at the Gazi University's Arabic Teacher's Department. The statistical assessment of the questions is made in the course of the translation theory and strategies the percentage of appropriate translations; translation fields, abbreviations, methods or techniques used in the momenting of words that are side-sensual within the phrase, translation types, literature, economics, translation of political texts, translation of similar series translations is shown in the epistemological value of the translation in subjects. The research results in the solution of so-runs related to epistemological problems of translation; recommendations are made in various aspects, such as the clearer, understandable, practical types of translation in the course of course for subjects and their results are traceable and measurable. The aim of the Bachelor of Arabic Language Education at Gazi University is to educate students in the basic concepts and definitions of translation in translation variation courses, theory and strategy-rini, the use of source and target language, text analysis, and other subjects. We are aware that what graduate students learn in translation education, at what level and how they do a translation should be conducted a research called "The Epistemo-logic value of translation in Arabic". The meaning, importance, application in translation, acceptability as an approach to assessing translation, the rates of reflection of the knowledge and skills they learn in translation education, the accuracy, qualification, reliability of the translation, the objective and scope of our research. As it is known, "Epistemology works on information problems as a branch of philosophy. Epistemology seeks solutions to fundamental problems such as the emergence of knowledge, its nature, its source and its limits.” When translation process or process-rine is epistemological, translation can also be referred to as information transfer. He who translates knowledge is the translator. The translator plays an important role in translation. The training and training of the translator affects the epistemological value of the translation. Graduate students' translation education cannot be ignored from an epistemological point of view. You can believe that the translation makes the correct translation, whether it is professional or amateur. For example, "Gazi University Arabic Di-li Education bachelor's students know how to do translation. We believe that they do the righteous.” We believe that the word of faith in his proposal should be supported by data. Before the Age of Enlightenment, everyone believed that the world was unmoving. However, it was later proven that this proposal was thought to be wrong. The world is not returning.” The proposal is subjective. “The world is returning.” It is an objective belief. That is the correct information. The word information is only used for truths. For example; to one of the two competitors who entered the competition, "Ga-lip you are." When it is said, it means a canaat or a belief. However, there are scientific data that support the victory of the ya-explorer. In the epistemic sense, “X knows the P.” We need to have the following three conditions to say: - Truth condition: If the proposal P is wrong, it cannot be said that X knows the P. Knowing something in the epic-clear sense depends on whether it is true. “Baghdad is the center of science (P).” In his proposal, if Baghdad hadn’t been the science center, X’s “I know that Baghdad is the science center.” Knowledge in epistemic sense has no value. The condition of belief is that, in addition to the fact that P is true, the condition is that X is a belief that P is true. Such a belief represents a subjective attitude. If X had said, "I know that the translation is true, but I don't believe it." It would be strange. We can believe in many things that are right or wrong. But we can’t think we don’t believe in something that is true. Therefore, in addition to the fact that P is correct for objective information, it must be the belief that expresses a subjective attitude. Reasoning: X must have sufficient evidence that requires that he believes in P. The word justification comes in terms such as "proofing, proofing, proofing, indicating the reason". I will use the reasoning word here. It should be explained that X believes in P in a way that is undoubted. So what we believe is true, the translation must also be supported by data. We also believe that graduate students are doing the right translation. However, we want to do research with scientific methods to prove our belief that this is subjective. According to the theory of reciprocity, "there is no correct or wrong assessment of statements that do not correspond to the facts of the outside world." For example, "There is a bird in the tree's branch." In his suggestion: if there is a bird in the branch of the tree, this is true according to the theory of counterpartity. If there is no bird, it’s not true. Like this, if the translation expert decides that the translation of the "Source-target text comparison so-nuce" is correct, it is believed that the translation is correct. This belief is subjective. Because the data that supports faith exists. In the research on the thesis "The Epistemological Value of Translation in Arabic", a survey of 14 questions, from 2nd and 3rd grade bachelor students who participated in the translation courses in the Department of Arabic Language Education of the University of Gazi Foreign Languages Main Science Department, to a total of 64 people who received varied courses, a survey of 14 questions has been drawn. Seven of these questions are Turkish and seven are Arabic-Turkish translations. The findings obtained by research questions are: a. the graduate students are aware of their translation theory and strategies, but they cannot use them in translation practice, b. the translation problems in abbreviations such as the EU (European Union), the United Nations (United Nations) and the LCV (Please Give Accelerated Ce-vap), c. they are unable to choose theories and strategies appropriate to the source text types, d. The literary texts are more translated, e. they do not have sufficient knowledge of indigenous foreign translators, f. they have similar translation problems, such as they cannot look at the translation made from an epistemological point of view. Our recommendations for the dissolution of the epistemological translation problems students experience are listed below: 1. Graduate students must be adequately applied to the theories and strategies contained in the curriculum. 2nd Translation courses must provide information about the history of Arabic translation. and 3. Translation teachers should be educated. The fourth. Translation leaders should be trained to lead to love translation and be inspired by translation. and 5. The translation of important and priority texts should be preferred. 6 . If the conditions are appropriate, the practitioner should be given the opportunity for translation. The 7. The place the translation science deserves to scientific approaches, should be given.
Epistemology seeks solutions to fundamental problems such as the emergence, nature, origin and limits of knowledge. From the point of view of translation processes, it is clear that the translation process is to produce information. The translator also plays the role of knowledge producer. The meaning of the translations being made at the level of faith, the epistemological value of the translation services as well as customer satisfaction cannot be provided. In the research/thesis on the ‘Epistemological Value of Translation in Arabic Language’, a total of 14 questions about translation were asked to 104 students who are attending to translation courses at Gazi University Department of Arabic Language Teaching. As a result of the statistical evaluation of the questions, the percentage (%) of translations appropriate for translation theories and strategies are given; the epistemological value of translation on subjects such as translation fields, abbreviations, methods or techniques used in the meaning of words in the sentence, types of translation, literature, economy, translation of texts for political purposes, syntax translations are shown with graphs. As a result of the research, in solving the problems related to epistemological problems of translation; for the subject students, it is suggested that the translation types in the translation course curriculum are can be more clear, comprehensible, practical and the results can be monitored and measured. Summary:The aim of this course is to teach the basic concepts and definitions of translation, theories and strategies, use of source and target language, text analysis in translation education courses to undergraduate students at Gazi University Arabic Language Education Department. We believe that ‘The Epistemological Value of Translation in Arabic Language’ should be offered to undergraduate students to increase their awareness about what they have learned in translation courses and what kind of translation they have done. This study aims do find out the reflection rates, the correctness, sufficiency and reliability of the knowledge and skills of the undergraduate students in the translation training. As it is known, Epistemology studies knowledge problems as a branch of philosophy. Epistemology seeks solutions to fundamental problems such as the emergence, nature, origin and boundaries of knowledge. From the epistemological point of view of the translation process or processes, it can also be described as translation information transfer. It is the translator that transmits the information. Translator plays an important role in translation. The education and training of the translator affects the epistemological value of translation. Translation education of undergraduate students cannot be ignored epistemologically. You might believe that the translator is doing the right translation, regardless of whether the translator is professional or amateur. For example, the undergraduate students of Gazi University Arabic language education know how to translate. Our opinion is that the word opinion should be supported with data. Before the age of the Enlightenment, everyone believed that the world was stationary. However, this proposition was later proved to be false. The proposition “if Earth is not turning” is now subjective. “The world is turning “is an objective belief. I mean, it’s true. The word information is used only for verifications. For example; when you say, you are the victor to one of the two contestants; this means a conviction or a belief. However, there are scientific data supporting the winners’ win. In other words, in order to be able to say X knows P in the epistemic sense, there must be three conditions: - Accuracy requirement: If P is wrong, it cannot be said that X knows P. Knowing something in epistemic terms depends on its correctness. `Baghdad is the center of science.` If Baghdad had not been the center of science, he would said that “I had known that Baghdad was science center.” In epistemic sense, knowledge has no value. - The condition of faith: In addition to the correct P, it is essential that X has a belief that P is true. Such a belief refers to a subjective attitude. If X said: “I know the translation is true, but I don't believe it.” We may have faith in many things that are right or wrong. But it is unthinkable that we have no faith in something that is right. Therefore, for objective information, P must be true, as well as belief in a subjective attitude. - Justification: There must be sufficient evidence to require X to confirm P. The justification word means” justification, proof, reason. I should use the word justification here. X believes confirms that he explains in a way that does not doubt. Then, the translation that we confirm to be true must be supported with data. We confirm that undergraduate students are doing the correct translation. However, we want to do research with scientific methods to prove our confirmation to be objective. According to the reciprocity theory, there is no right or wrong evaluation about the statements that do not correspond to the facts of the external world. For example: In the proposition: There is a bird in the branch of the tree: if there is a bird in the branch of the tree, this is true according to the reciprocity theory. If there are no birds on the branch, this is not true. Just like this, the translation specialist is believed to be correct if the translator decides that the translation is correct as a result of the comparison of target texts. This belief is subjective, because there are data supporting the belief. In the research on Epistemological Value of Interpretation in Arabic Language, a research questionnaire with 14 questions was prepared and applied to 64 subjects from the 2nd and 3rd year undergraduate students who attended translation courses in Gazi University Department of Foreign Languages Arabic Language Teaching. 7 of these questions are Turkish and 7 of them are Arabic-Turkish translation questions. Findings from research questions: a. Undergraduate students are aware of the translation theories and strategies, but cannot use them in translation practice, b. They experience translation problems in abbreviations such as EU (European Union), UN (United Nations) and RSVP/ASAP (please respond urgently), c. They cannot choose the appropriate theories and strategies for source text types, d. They translated the literary texts more, e. They do not have enough knowledge about native foreign translators, f. They show that they have common translation problems as they cannot look at the translation from an epistemological perspective. Our suggestions for the solution of epistemological translation problems experienced by undergraduate students are as follows: 1. Sufficient practice must be done on the texts of the theories and strategies included in the course curriculum of students. 2. Translation courses should provide information about the Arabic translation history. 3. Importance should be given to the training of translation trainers. 4. Translation leaders should be trained to lead translation and translation inspiration. 5. Important and priority texts should be preferred in the translation of texts. 6. An opportunity for interpreting internship should be given if the conditions are appropriate.
Field : İlahiyat; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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