Ardıl Çeviride Türk Öğrencilerin Not Üretme ve Not Okuma Biçimleri

Ardıl tercüme kaynak ve hedef diller arasındaki sözlü çeviri modudur ve “birinin söyleyeceklerini dinlemeyi ve daha sonra konuşmayı bitirdiğinde aynı mesajı başka bir dilde yeniden üretmeyi içerir (Gillies, 2017, S. 5). Not alma, uzun ardıl tercüme sürecinde temel bir beceridir ve son derece kişiselleştirilmiş bir tarzda bir konuşmayı not alma ve ardından notlar, hafıza ve genel bilgilerin bir kombinasyonu yardımıyla orijinal konuşmayı yeniden oluşturma faaliyetini ifade eder (Albl-Mikasa, 2008; Gillies 2017). Ardıl tercümeyi Türkiye bağlamında daha iyi anlamak için bu çalışma İngilizce Mütercim Tercümanlık bölümünde okuyan 26 lisans Türk öğrencinin fikir belirleme, not üretme ve not okuma kalıplarını inceliyor. Çalışmanın verileri üç resmi sınavdan elde edildi. Sonuçlar, öğrencilerin kelime notu formunu kullanmayı diğerlerine tercih ettiklerini ortaya koymuştur. Ayrıca sonuçlar üst düzey öğrenciler arasında daha iyi fikir belirleme, not üretme ve not okuma performansları olduğunu doğruladı. Dahası, öğrencilerin not okuma kalıplarının, not üretme kalıplarından daha iyi olduğu tespit edilmiştir. Çalışmanın bulguları, pedagojik olarak sınıflarda öğretmenler için yararlıdır ve alandaki uygulayıcılar için de pratik olarak fayda sağlıyor.

Anahtar Kelimeler:

Ardıl tercüme, not alma, not oluşturma, not okuma, Türk öğrenciler

Note-producing and Note-reading Patterns of Turkish Students in Consecutive Interpreting

Consecutive interpreting (CI) is a mode of verbal translation between a source and target language (TL) which “involves listening to what someone has to say and then, when they have finished speaking, reproducing the same message in another language (Gillies, 2017, P. 5). Note-taking, a fundamental skill in the process of long CI, refers to the activity of jotting down a speech in a highly individualised style and then recreating the original speech by the help of a combination of notes, memory, and general knowledge (Albl-Mikasa, 2008; Gillies 2017). To better understand the expertise in the context of Turkey, the study examined the idea-identifying, note-producing, and note-reading patterns of 26 undergraduate Turkish students majoring in English Language Translation and Interpreting. The data for the study were obtained from three official exams. The results revealed a preference for the use of word note form over the other ones among the students. They also confirmed a better idea-identifying, note-producing, and note-reading performances among the high-level students. Moreover, it was found that note-reading patterns of the students were better than their note-producing ones. The findings of study are pedagogically useful for teachers in their classes and practically helpful for practitioners in the field.

Keywords:

Consecutive interpreting, notetaking, note-producing, note-reading, Turkish students,

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