In-Class Practices and Approaches in Interpreter Training

Özge Bayraktar Özer

Makale detayları

In-Class Practices and Approaches in Interpreter Training

Yazarlar:

Özge Bayraktar Özer

Yayıncı:

Hacettepe University

Ana Başlıklar:

Çeviri ve Yorum Çalışmaları | Dil Çalışmaları (Diğer)

Dergi:

Çeviribilim ve Uygulamaları Dergisi Issue 34, pp.1-24

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296542

pISSN:

2687-2846

Anahtar kelimeler:

Özet:

 With the paradigm shift that emerged in the research on interpreting studies in the 1990s, interpreter training programs started to be academized as the master-apprenticeship model gave way to empirical research in the field. Since then, interpreter training has benefitted from more objective, empirical, and theoretical research on models, interpreting competences, expertise and skill acquisition, curriculum development, and student-oriented practices. Besides, the call for more research on real-life interpreter training practices has been repeatedly pronounced by various scholars at different times. In line with this call, this study aims to offer an insight into real-life training practices by investigating interpreter trainers perspectives and approaches towards interpreter training; targeted interpreting competences; in-class practices and methods; problems encountered and solutions recommended. To this end, semi-structured interviews were conducted with 26 interpreter trainers at Turkish universities in language pairs of English-Turkish, English-French-Turkish, German-Turkish, French-Turkish, and Arabic-Turkish. To ensure data triangulation, observation method was also applied and interpreting courses of three of the participants were observed. Questionnaire data which revealed the quality of materials used in the class, targeted competences and the most frequently used pedagogic methods was analysed quantitatively and presented with in-vivo statements of the participants in the interviews. Interview data, which helped reaching in-depth views of the participants, was analysed through the thematic analysis method via MAXQDA software. The data obtained was discussed in comparison with the observation data. In this scope, it is believed that this study will contribute to the literature as it comprehensively discussess the practice-based structure of undergraduate interpreter training in Turkey and it is the first study that involves the views and experiences of the trainers.

 With the paradigm shift that emerged in the research on interpreting studies in the 1990s, interpreter training programs started to be academized as the master-apprenticeship model gave way to empirical research in the field. Since then, interpreter training has benefitted from more objective, empirical, and theoretical research on models, interpreting competences, expertise and skill acquisition, curriculum development, and student-oriented practices. Besides, the call for more research on real-life interpreter training practices has been repeatedly pronounced by various scholars at different times. In line with this call, this study aims to offer an insight into real-life training practices by investigating interpreter trainers perspectives and approaches towards interpreter training; targeted interpreting competences; in-class practices and methods; problems encountered and solutions recommended. To this end, semi-structured interviews were conducted with 26 interpreter trainers at Turkish universities in language pairs of English-Turkish, English-French-Turkish, German-Turkish, French-Turkish, and Arabic-Turkish. To ensure data triangulation, observation method was also applied and interpreting courses of three of the participants were observed. Questionnaire data which revealed the quality of materials used in the class, targeted competences and the most frequently used pedagogic methods was analysed quantitatively and presented with in-vivo statements of the participants in the interviews. Interview data, which helped reaching in-depth views of the participants, was analysed through the thematic analysis method via MAXQDA software. The data obtained was discussed in comparison with the observation data. In this scope, it is believed that this study will contribute to the literature as it comprehensively discussess the practice-based structure of undergraduate interpreter training in Turkey and it is the first study that involves the views and experiences of the trainers.

 With the paradigm shift that emerged in the research on interpreting studies in the 1990s, interpreter training programs started to be academized as the master-apprenticeship model gave way to empirical research in the field. Since then, interpreter training has benefitted from more objective, empirical, and theoretical research on models, interpreting competences, expertise and skill acquisition, curriculum development, and student-oriented practices. Besides, the call for more research on real-life interpreter training practices has been repeatedly pronounced by various scholars at different times. In line with this call, this study aims to offer an insight into real-life training practices by investigating interpreter trainers perspectives and approaches towards interpreter training; targeted interpreting competences; in-class practices and methods; problems encountered and solutions recommended. To this end, semi-structured interviews were conducted with 26 interpreter trainers at Turkish universities in language pairs of English-Turkish, English-French-Turkish, German-Turkish, French-Turkish, and Arabic-Turkish. To ensure data triangulation, observation method was also applied and interpreting courses of three of the participants were observed. Questionnaire data which revealed the quality of materials used in the class, targeted competences and the most frequently used pedagogic methods was analysed quantitatively and presented with in-vivo statements of the participants in the interviews. Interview data, which helped reaching in-depth views of the participants, was analysed through the thematic analysis method via MAXQDA software. The data obtained was discussed in comparison with the observation data. In this scope, it is believed that this study will contribute to the literature as it comprehensively discussess the practice-based structure of undergraduate interpreter training in Turkey and it is the first study that involves the views and experiences of the trainers.

 1990larda sözlü çeviri araştırmalarında yaşanan paradigma kaymasıyla birlikte, sözlü çeviri eğitiminde geleneksel usta-çırak modeli yerini deneysel araştırmalara bıraktı ve sözlü çeviri eğitimi daha akademik bir hal almaya başladı. Günümüze kadar sözlü çeviri eğitiminde modeller, sözlü çeviri edinçleri, uzmanlık ve beceri kazanımı, müfredat geliştirme ve öğrenci-odaklı uygulamalara ilişkin daha objektif, ampirik ve teorik çalışmalardan faydalanıldı. Bunun yanı sıra, farklı zamanlarda pek çok araştırmacı, gerçek hayatta uygulanan sözlü çeviri eğitimi pratiklerine ilişkin çalışmalar yapılması çağrısında bulundu. Söz konusu çağrıya yanıt niteliği taşıyan bu çalışmada, sözlü çeviri eğitimcilerinin eğitime yönelik yaklaşım ve görüşleri üzerinden hedeflenen sözlü çeviri edinçleri, sınıf içi uygulamaları ve yöntemleri, eğitimde karşılaşılan sorunlar ve çözüm önerileri araştırılmıştır. Bu sayede, gerçek hayattaki sözlü çeviri eğitimi uygulamalarına ışık tutulması amaçlanmıştır. Bu doğrultuda, Türkiyede bulunan üniversitelerde lisans düzeyinde İngilizce-Türkçe, İngilizce-Fransızca-Türkçe, Almanca-Türkçe ve Arapça-Türkçe dil çiftlerinde sözlü çeviri dersi veren 26 sözlü çeviri eğitimcisine anket ve yarı yapılandırılmış görüşme uygulanmıştır. Ayrıca, veri üçlemesini sağlamak üzere gözlem yöntemi kullanılmış ve katılımcılar arasından 3 eğitimcinin sözlü çeviri dersleri araştırmacı tarafından gözlemlenmiştir. Sınıf içinde kullanılan materyallerin niteliğini, hedeflenen edinçleri ve en sık kullanılan pedagojik yöntemleri ortaya koyan anket verileri, nicel veri analizi yöntemi ile incelenmiş ve bu veriler görüşme verileri ile karşılaştırılarak in-vivo ifadelerle birlikte sunulmuştur. Katılımcıların görüşlerine derinlemesine ulaşma imkanı sağlayan görüşme verileri ise MAXQDA yazılımı ile uygulanan tematik analiz yöntemi ile incelenmiştir. Elde edilen veriler gözlem verileri ile karşılaştırılarak tartışılmıştır. Bu kapsamda, çalışmanın Türkiyede lisans düzeyindeki sözlü çeviri eğitiminin uygulamaya dayalı yapısını detaylı biçimde ele alması ve eğitimcilerin görüş ve deneyimlerine yer veren ilk çalışma olması sebebiyle alanyazına katkı sağlayacağı düşünülmektedir.

Makale detayları

In-Class Practices and Approaches in Interpreter Training

Yazarlar:

Özge Bayraktar Özer

Yayıncı:

Hacettepe University

Ana Başlıklar:

Çeviri ve Yorum Çalışmaları | Dil Çalışmaları (Diğer)

Dergi:

Çeviribilim ve Uygulamaları Dergisi Issue 34, pp.1-24

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296542

pISSN:

2687-2846

interpreter training

interpreting studies

interpreting competence

in-class practices

thematic analysis.sözlü çeviri eğitimi

sözlü çeviri araştırmaları

sözlü çeviri edinci

sınıf içi uygulamalar

tematik analiz.

Sayı

Makale detayları

Yazarlar: Özge Bayraktar Özer

Yayıncı: Hacettepe University

Ana Başlıklar: Çeviri ve Yorum Çalışmaları | Dil Çalışmaları (Diğer)

Dergi: Çeviribilim ve Uygulamaları Dergisi Issue 34, pp.1-24

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001296542

pISSN: 2687-2846

Sayı

Yazarlar:

Özge Bayraktar Özer

Yayıncı:

Hacettepe University

Ana Başlıklar:

Çeviri ve Yorum Çalışmaları | Dil Çalışmaları (Diğer)

Dergi:

Çeviribilim ve Uygulamaları Dergisi Issue 34, pp.1-24

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001296542

pISSN:

2687-2846