YABANCI DİL EĞİTİMİ BÖLÜMLERİ ÇEVİRİ DERSLERİNDE EDİNÇ KAVRAMI İLE ÖĞRENİM HEDEFLERİNİN BELİRLENMESİ

Yabancı dil eğitimi bölümlerinde öğrencilerin çeviri edinci kazanmaları için sunulan çeşitli programlar bulunmaktadır. Kimi programların yürütülmesinde izlenen yaygın yöntem ise bir metin bir dilden diğer bir dile çevirisini esas almaktadır. Deneyimle öğrenme (learning by experience) etkili bir yöntem olmasına rağmen bu yöntemde bazı noktaların göz önünde bulundurulması gerekmektedir. Temelde çeviri süreci, yaratıcı ve işlevsel bir etkinlik olarak dikkat çekmektedir. Çeviri olgusunun bu yönünü içine almayan tüm yaklaşımlar, kaynak odaklı ve buyurgan kabul edildiklerinden eleştiri ile karşı karşıya kalabilmektedirler. Çeviri edinci kavramı, yabancı dil eğitimi bölümlerinin müfredatlarında bulunan çeviri derslerinin izlencelerinde geleneksel yöntemden farklı olarak öğrenim hedeflerini belirlemek için yer verilebilir. Bu amaçla İspanya'da çeviri edinci ve edinimi üzerine çalışan PACTE Araştırma Grubu'nun çeviri edinci modeli esas alınarak çalışmanın kuramsal çatısı oluşturulmuştur. Bu çeviri modeli beş alt edinçten oluşmaktadır. Bu alt edinçler, birbiri ile hiyararşik bir şekilde ilişkilidir. Model, dil edincini çeviri edincinin bir bileşeni olarak ele almaktadır. Bu nedenle, bu çalışmada çeviri edinci kavramı ele alındıktan sonra çeviri edinci ile dil edinci ayrımı vurgulanmaktadır. Sunulan kuramsal çatı, bir örnek uygulama ile birlikte sunulmaktadır. Sonuç olarak, çeviri derslerinde kaynak odaklılıktan erek odaklılığa, durağanlıktan devingenliğe ve işlevselliğe yönelmek mümkün olabilecektir. Bu yaklaşım, çeviri sürecinde çevirmenlerin kendilerine güven ile ilgili öz-yeterlilik düzeyinin artmasına katkı sağlamaktadır

SETTING LEARNING OBJECTIVES IN TRANSLATION AT THE DEPARTMENT OF FOREIGN LANGUAGE TEACHING THROUGH THE CONCEPT OF COMPETENCE

At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to re-consider with this methodology. Translation is a creative and functional activity. Any approach neglecting this aspect of translation can be regarded as source-oriented and prescriptive. The concept of translation competence can be used in such a way that is different from the traditional way of translation practice at the department of foreign language teaching. The model put forward by the PACTE Research Group, which investigates the translation competence and its acquisition in Spain, serves this purpose. The model consists of 5 subcompetencieslinguistic competence is a component of translation competence. It is the plan of the study to start by introducing the concept of competence. After that, a difference will be drawn up between linguistic competence and translation competence. The theoretical framework is followed by a sample practice. As a result, there will be a change from sourceorientedness to target-orientedness and from being static to dynamic and functional in translation. This approach will contribute to the build-up of self-efficacy for the learners

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