A Formative Approach To Translator Training

Year 2022, , 164 - 198, 20.02.2022

Semih Okatan , Hülya Yumru , Mine Yazıcı

https://doi.org/10.14686/buefad.933085

Abstract

This study aimed to identify the challenges that might occur during the implementation of the seven strategies used in formative assessment, to find solutions, and to examine the role of the translation course in teaching the source language English and the students' attitudes towards the translation course in the context of these strategies. For this purpose, the study used mixed methods research design, based on a case study using a performance-based measurement method associated with a constructivist approach. In the study, the researcher's field notes, in which he recorded his observations about the use of formative assessment strategies in the classroom; semi-structured focus group interviews, conducted after the completion of each text translation; student drafts, to determine the improvement the students made after self-assessment; and, to examine the students' attitudes towards the translation class, a Translation Class Evaluation Questionnaire and semi-structured pre- and post-interview forms, were used. In the analysis of the collected data, the researchers used quantitative and qualitative data analysis methods. In line with this data analysis, it was observed that students took an active role in the self-assessment process and made progress in forming the equivalence between source language and target language in the translation courses; and in this sense, it was determined that they developed a positive attitude towards the translation classes. The researchers discussed the findings and results of the study in the light of the research context and presented pedagogical recommendations.
Keywords: Formative assessment, Self-assessment, Constructivism, Translation classes.

Keywords

Formative assessment, Self-assessment, Constructivism, Translation classes

Çevirmen Eğitimine Biçimlendirici Bir Yaklaşım

Abstract

Bu çalışma; biçimlendirici değerlendirmede kullanılan yedi stratejinin uygulanması esnasında ortaya çıkabilecek zorlukların saptanması, çözüm yollarının bulunması ve bu süreçte çeviri dersinin kaynak dil İngilizcenin öğretilmesindeki rolü ve öğrencilerin çeviri dersine karşı tutumlarının bu uygulanan stratejiler bağlamında araştırılmasını amaçlamıştır. Bu amaçla; çalışma bir oluşturmacı yaklaşım bakış açısıyla ilişkilendirilmiş, performansa dayalı ölçme yöntemini kullanan bir durum çalışması üzerine tasarlanmış karma yöntem araştırma desenini kullanmaktadır. Çalışmada, biçimlendirici değerlendirme stratejilerinin sınıf içinde kullanılmasıyla ilgili araştırmacının gözlemlerini kaydettiği araştırmacı alan notu, her bir çalışmanın tamamlanmasından sonra uygulanan yarı yapılandırılmış odak grup görüşmeleri, öz değerlendirmeden sonra öğrencilerin ne tür değişimler kazandıklarını belirlemek için öğrenci taslakları ve öğrencilerin çeviri dersine karşı tutumlarını ölçmek için Çeviri Dersi Değerlendirme Anketi ve yarı yapılandırılmış ön ve son görüşme formu kullanılmıştır. Toplanan verilerin analizinde, araştırmacılar nicel ve nitel veri analiz yöntemi kullanmıştır. Bu veri analizi doğrultusunda, öğrencilerin öz değerlendirme sürecinde etkin rol aldıkları, çeviri derslerinde kaynak dil ile erek dil arasındaki eşdeğerliliği oluşturmada ilerleme kat ettikleri gözlemlenmiş ve bu bağlamda çeviri dersine karşı olumlu tutum geliştirdikleri saptanmıştır. Araştırmacılar, çalışmanın bulgularını ve sonuçlarını araştırma içeriği ışığında tartışmış ve pedagojik öneriler sunmuştur.
Anahtar Kelimeler: Biçimlendirici değerlendirme, Öz değerlendirme, Oluşturmacılık, Çeviri dersleri

Keywords

Biçimlendirici değerlendirme, Öz değerlendirme, Oluşturmacılık, Çeviri dersleri

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