“Biliyorum İyi Değilim”: İngilizce Öğretmeni Adaylarının Çeviri Hatalarına Dair Bir İnceleme

Kaynak dilden (L1) hedef dile (L2) ve/veya hedef dilden kaynak dile yapılan çeviriler, dil öğrenen kişiler için çok önemli bir rol oynamaktadır, çünkü dil öğrenenler, dili anlamak ve yorumlamak için çeviriyi kullanma eğilimindedirler. Çevirinin yabancı dil öğretiminde ve öğrenme sürecinde kullanılmasına yönelik bakış açısı da zamanla değişmiştir. Öğrencilerin yabancı dili kendi ana dilleri gibi konuşamama durumlarından dolayı, onların yapısal veya anlamsal olarak hatalı dil formları üretmeleri muhtemeldir. Bu nedenle, hata analizi yapmak, dil öğrencilerinin hangi alanlarda hata yaptığını bulmak, bu hataları düzeltmek ve öğrencilerin dil yeterliğini geliştirmek açısından son derece önemlidir. Türkiye’de İngiliz Dili Eğitimi lisans programlarında öğrencilerin kaynak dilden (Türkçe)-hedef dile (İngilizce) ve hedef dilden kaynak dile çeviri yaptığı çeviri dersi bulunmaktadır. Bu çalışmada, Türkiye’de bir devlet üniversitesinde okuyan 30 İngilizce öğretmeni adayının çeviri ödevleri doküman analizi aracılığıyla incelenmiş ve öğretmen adaylarının çeviri hatalarının yapısal, sözcüksel ve çevirisel/yorumsal kategorilerde olduğu ortaya çıkmıştır. Son olarak, alanla ilgili pedagojik çıkarımlarda bulunulmuştur.

“I Know that I am No Good”: An Analysis into the Translation Errors of Pre-service EFL Teachers

Translation from source language (L1) to target language (L2) and/or vice versa plays an important role for language learners since they tend to use translation in order to understand and interpret the language utterances. Perspectives towards the use of translation in foreign language teaching and learning process have changed over the time. As the learners are not native speakers of L2, they are likely to utter some structurally or semantically deviant forms of language. For this reason, conducting an error analysis procedure might be of crucial importance in understanding which domains of language are erroneous for language learners in order to fix the problems and improve language proficiency. In Turkey, English Language Teaching bachelor degree programs include the translation course where student-teachers are supposed to handle translations from L1 to L2 and L2 to L1. In this study, the translation assignments of 30 pre-service EFL teachers were investigated through document analysis and findings point out that the errors fall into structural, lexical and translational/interpretational categories. Finally, the pedagogical implications were drawn in relation to the field.

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