SIMON SAYS IT SHOULD BE CONTEXTUAL: VOCABULARY TEACHING DURING TRANSLATION STUDIES COURSES

Year 2017, , 45 - 54, 22.06.2017

Bahadır Cahit Tosun

https://doi.org/10.21497/sefad.328222

Abstract

Context in vocabulary teaching is one of the major
factors that help language learners grasp the meaning and then internalize it.
Accordingly, Contextual Vocabulary Teaching (CVT) is necessary both for foreign
language teaching and constructivist translation studies courses as well. Yet,
there are few if any quantitative studies in the literature that consolidate
both CVT and constructivist translation studies courses. Therefore, the aim of
the current study was to make a contribution to the literature via investigating
the significance of the contextual vocabulary teaching in constructivist
translation studies courses in terms of students’ perspective and their
achievement scores. The participants of the study comprised the third-year
students of the English Language and Literature Department of a state
University. A case specific questionnaire developed for the present study was
submitted to the third-year students in Advanced Translation I course and, then
their attitudes were juxtaposed with their achievement scores. Despite the
non-existent correlation between the students’ attitudes towards CVT and their
achievement scores, and the lack of previous findings in the literature which
is necessary to evaluate the present one, both their attitudes and achievement
scores indicated that CVT during constructivist translation studies courses
would provide new benefits for the interest of foreign language teaching.

Keywords

Contextual vocabulary teaching, translation studies, foreign language teaching, attitude scale

SIMON DER Kİ BAĞLAMSAL OLMALI: ÇEVİRİ ÇALIŞMALARI DERSLERİNDE KELİME ÖĞRETİMİ

Abstract

Bağlam
sözcük öğretiminde öğrencinin anlamı kavramasını ve içselleştirmesini sağlayan
başlıca faktörlerden biridir. Böylece, bağlamsal sözcük öğretimi hem yabancı
dil öğretimi hem de yapılandırmacı çeviri çalışmaları dersleri için önemlidir.
Kaldı ki alan-yazında hem bağlamsal sözcük öğretimini hem de yapılandırmacı
çeviri çalışmaları derslerini birleştiren niceliksel çalışmalar yok denecek
kadar azdır. Böylelikle, mevcut çalışmanın amacı yapılandırmacı çeviri
çalışmaları derslerinde bağlamsal sözcük öğretiminin önemini öğrencilerin
perspektiflerinden ve başarı puanları açısından araştırarak alan-yazına katkıda
bulunmak olmuştur. Çalışmanın katılımcıları bir devlet üniversitesinin İngiliz
Dili ve Edebiyatı Bölümünün üçüncü sınıf öğrencilerinden oluşmuştur. Mevcut
çalışmaya özel geliştirilmiş vakaya özgü bir ölçek, İleri Çeviri Çalışmaları I
adlı derste üçüncü sınıf öğrencilerine dağıtılmış ve ardından tutumları başarı
puanları ile karşılaştırılmıştır. Öğrencilerin bağlamsal sözcük öğretimi
hakkındaki tutumları ve başarı puanları arasında mevcut olmayan korelasyona ve
alan-yazında mevcut çalışmayı değerlendirmek için gerekli olan önceki
çalışmaların eksikliğine rağmen hem tutumları hem de başarı puanları
yapılandırmacı çeviri çalışmaları dersleri esnasında bağlamsal sözcük
öğretiminin yabancı dil öğretimi açısından yeni faydalar sağlayabileceğini
işaret etmektedir.

Keywords

Bağlamsal sözcük öğretimi, yapılandırmacı çeviri çalışmaları, yabancı dil öğretimi, tutum ölçeği

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