Course Information Semester Course Code Course Title T+P+L Credit ECTS 5 04551301 Simultaneous Translation I 2+1+0 5 5 Course Details Language : Turkish Level : Bachelor's Degree Department / Program : Translation and Interpreting English Mode of Delivery : Face to Face Type : Compulsory Objectives : To provide students with simultaneous translation skills. Content : Keeping in memory, discourse analysis and translation work in the cabin. Methods & Techniques : Prerequisites and co-requisities : None Course Coordinator : Prof. Dr. Mehmet Çelik Name of Lecturers : None Assistants : None Work Placement(s) : No Recommended or Required Reading Resources : Doğan, Aymil (2017) Sözlü Çeviri Çalışmaları ve Uygulamaları. Ankara: Siyasal KitabeviAtik, Gül (2011) Sözlü Çeviri Yöntem ve Teknikleri. Ankara: Sinemis YayınlarıNolan, James (2005) Interpretation: Techniques and exercises. Clevedon: Multilingual Matters.Gile, D. (1995). Basic Concepts and Models For Interpreter and Translator Training. Amsterdam: John Benjamins. Semester : Patrie, Carol (2009) Simultaneous Interpreting from English. Dawn Sign Press. Course Category Field 100% In-Term Study Informations In-Term Studies Quantity Percentage Mid-terms 1 30% Final examination 1 70% Total 2 100% Activity Informations Activities Quantity Duration Total Work Load Course Duration 14 3 42 Hours for off-the-c.r.stud 14 3 42 Mid-terms 1 10 10 Practice 5 10 50 Final examination 1 10 10 Total Work Load ECTS: 5 154 Course Learning Outcomes Upon the successful completion of this course, students will be able to: No Learning Outcomes 1 S/he activates the vocabulary in memory by guessing the translation subject by looking at the visual. 2 S/he can translate the text she reads with a few seconds delay. 3 S/he translates by taking note of important parts of the audio text. 4 S/he balances fluency and accuracy according to the topic. 5 S/he starts to translate the text she hears in 3-5 seconds 6 S/he does not interrupt the translation activity by breaking up long sentences. Weekly Detailed Course Contents Week Topics 1 The aim and content of the course and the techniques to be used are mentioned. Information about exams is given. It is told that simultaneous translation is the most complex and difficult translation, and that a simultaneous translator cannot work for more than 3 hours a day. students simultaneouslyWhat he knows about the translation is surveyed and his guesses are discussed. A short speech is played, without taking notes, without focusing on the details. Then they are asked to translate verbally, preferably to a classmate. They are asked to negotiate between them. 2 READ AND TRANSLATE (Sight Translation) The audio of a video that tells a story in writing and verbally is cut off, and students are asked to translate at the same time. It is expected to be recorded on the mobile phone and then listened to. The time elapsed between seeing and starting the translation is determined and more exercises are done to narrow this time. This technique is applied over Wuthering Heights Level 5. In this way, the speed of information processing of the student is increased, his speaking ability is developed, it is provided to accelerate reading and to make speech normal. 3 LISTEN AND TRANSLATEThe video of the selected written and oral video is cut and the exercise is done only by hearing and listening. The translation made by everyone at the same time is saved on the mobile phone. Then they are asked to listen to the recording. He is asked to give the phones to a friend and evaluate his action. The story that has been listened is asked to turn down the voice this time and read the text. To see the difference in action. 4 READ AND TRANSLATEA video on politics is selected and subtitles are requested to be translated. They are asked to write their thoughts in the notebook by asking whether their reading speed increases or not, and whether their listening speed has increased. The notebook is given to a friend and his opinion on this issue is taken. In addition, they are asked to read a text of 400 words and keep the details in their memory. Then, they are asked to read and translate this text. 5 LISTEN AND TRANSLATETranslation is made by selecting the appropriate address from Barrack Obama. After each sentence, the recording is stopped and students are expected to translate. Instructions are given on how to divide sentences, which means can be translated in Turkish with English grammar. By giving the same text in writing, it is looked at which student performs better. Lessons are prepared and the next lessons are prepared.Half of the students go out: Insiders listen to a conversation. Translation is made to those coming from outside. Then the source text is listened again: It is discussed how close the outside to the source text is. 6 MIND STORM: PredictionThe subject of translation is expressed: politics, international relations: which words and expressions are likely to be used according to the context, they are asked to write. The word and phrase index created is evaluated after the video translation is made. It is determined which words are used in the list. The importance of preparation is emphasized. Lessons are learned, field reading is recommended. 7 PREPARATION TIMEHe is asked to translate a listening text with 10 minutes of preparation time for I / T and T / I texts. For 10 minutes, the text is examined, notes are taken, the mental infrastructure is activated and the listen-turn action is activated with the start command. The aim here is accuracy and speed in translation. The opportunity to practice is offered by continuing with different texts. These exercises are recorded on the mobile phone to determine whether there is any improvement. Listening and evaluation is done among friends, comments are requested from friends. 8 Gile (1997) focuses on 1) listening and analysis, 2) generating, 3) memory, 4) coordination. Common areas are developed by discussing how students feel at each stage. The types of memory and experience that will facilitate use during translation are shared. In the subject of coordination, how much of the course of the sound in the source language can be transferred is examined. 9 UNPREPARED - I / TStudents are asked to translate into Turkish without being told the subject of the translated text. The recorded translation is listened, focusing on the missing parts. The use of technical equipment in the laboratory environment is provided. Guidance is given on how to use it. The translation made is recorded and evaluated jointly. 10 UNPREPARED - T / IStudents are asked to translate into English without being told the subject of the translated text. The recorded translation is listened, focusing on the missing parts. The use of technical equipment in the laboratory environment is provided. Guidance is given on how to use it. The translation made is recorded and evaluated jointly. 11 REDUCING THE INTERFERENCE OF THE SOURCE LANGUAGEThe ways to reduce the interference of words, expressions and grammar in the source language with the target language are explained with examples. 12 UNKNOWN WORDSStudents are given a waxed text and asked to identify words they do not know. Techniques on how to translate without learning the word meaning are taught. They are expected to provide translation skills by keeping the meaning constant such as guessing, giving approximate meaning, summary translation. 13 SENTENCE ABBREVIATIONAttitudes and approaches to be taken in long and complex sentences are explained. In the face of the knowledge that verbs come at the end in Turkish, examples of keeping the verbs in the mind in accordance with the noun forms (-e, -i, -de, -den) are given. The importance of intonation is emphasized. 14 EVALUATION Which of the studies conducted during the semester produces the maximum and which produces the minimum benefit, and how this course can be taught in the coming years are examined. With these techniques, it is also discussed how strong students will benefit weak students. Understanding Steps: guessing, shredding, separating important information, waiting, Production Steps: understanding, expanding, zooming, generalization, preference of open-ended expressions, grammatical change, pausing and stressing. Urgent Steps: deduction, building similar structure, Contribution of Learning Outcomes to Programme Outcomes P1P2P3P4P5P6P7P8P9P10P11P12P13P14 All 455 C1 55 C2 55 C3 55 C4 55 C5 45 bbb
