Mütercim tercümanlik eğitiminde durumlu öğrenme: Model birleşmiş milletler

Mütercim tercümanlık eğitiminde kuram ve uygulamanın bütünleşmesinin gerekliliği eğitimciler tarafından her zaman vurgulanmıştır. Durumlu öğrenme aktiviteleri öğrencilerin kuramı uygulamayla bütünleştirdiği ortamlar olarak kabul edilmektedir. Bu çalışmanın amacı, bir durumlu öğrenme ortamı olan Model Birleşmiş Milletler simülasyonunun mütercim tercümanlık lisans eğitiminde faydalı bir şekilde uygulanabildiğini ve bu simülasyonların özellikle üstbilişsel düzeyde öğrencilerin derin öğrenmeyi başarmasına katkıda bulunduğunu göstermektir. Veriler 2015-2016, 2016-2017 ve 2017-2018 bahar döneminde öğrencilerin eğitmen, ders ve kendi performanslarına ilişkin değerlendirme ve yorumlarda bulundukları öğrenme çıktıları anketleri ve öğrenci bilgi sistemi yoluyla doldurulan formlardan toplanmıştır. Veriler, her bahar döneminde tartışılmış olan konulara ve konuların terminolojilerine ilişkin iki kısa sınavın sonuçlarıyla güçlendirilmiştir. Sonuçlar, öğrencilerin Model Birleşmiş Milletler simülasyonlarına aktif bir şekilde katılımlarının meta-bilişsel gelişimlerine ve mesleki kariyerleri için gerekli olan bilgi ve becerileri edinmelerine büyük katkı sağladığını göstermektedir.

Situated learning in translator and interpreter training: Model United Nations simulations

The necessity of incorporating both theory and practice in translation an interpretation pedagogy has always beenemphasized by trainers at translation and interpretation departments. Situated learning activities, as most scholarsagree, are environments where students can achieve deep learning by putting theory into practice. The viewpresented in this paper is that the Model United Nations (MUN) simulation, a situated learning environment, canprofitably be applied in undergraduate translator and interpreter pedagogy and help students’ achieve deep learningmainly across the meta-cognitive knowledge domain. The data was gathered from the surveys of the outcomespertaining to the spring terms in the academic years 2015-2016, 2016-2017, and 2017-2018 as well as the formssent to students via university’s student information system by which they could evaluate and comment on thecourse, the trainer, and their own performances. The results of the assessments were further consolidated with twoquizzes conducted each term in which the students were tested about the related terminologies and the debatedtopics. The results demonstrate strong metacognitive development among learners, deep learning achieved throughthe active participation in the simulations, and students’ being provided with the required knowledge and skills fortheir future careers.

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