Çeviri Eğitiminde Motivasyonu Artırmak: Çeviribilim Öğrencilerinin Başarı Amaç Yönelimleri

Year 2019, , 1 - 14, 19.06.2019

Ayşe Işık Akdağ

https://doi.org/10.21497/sefad.586510

Abstract

Bu
çalışma çeviri eğitiminde öğrenci motivasyonunu artırmak için Çeviribilim
öğrencilerinin amaç başarı yönelimlerine ilişkin görüşlerini cinsiyet, bölüm, sınıf ve
akademik başarı algısı değişkenleri açısından incelemeyi amaçlamaktadır.
Araştırma ilişkisel tarama modeline dayanmaktadır ve araştırma verileri
Türkçeye Akın & Çetin (2007) tarafından uyarlanan Başarı Yönelimleri Ölçeği
aracılığıyla toplanmıştır. Araştırmaya 2017-2018 akademik yılında bir devlet
üniversitesinde Almanca, Fransızca ve İngilizce Mütercim Tercümanlık
Bölümlerinde kayıtlı bulunan 242 öğrenci katılmıştır. Araştırma sonucunda amaç
başarı yönelimlerinin üç alt boyutundan ilki olan öğrenme yöneliminin cinsiyet
ve başarı algısı değişkenlerine göre; diğer alt boyut olan performans-yaklaşma
başarı yöneliminin bölüm ve cinsiyet değişkenlerine göre istatiksel açıdan
farklılaştığı bulunmuştur. Üçüncü alt boyut olan performans-kaçınma başarı
yöneliminin ise değişkenlerle arasında istatiksel açıdan anlamlı ilişki
bulunmamıştır.

Keywords

Çeviribilim, çeviri eğitimi, başarı amaç yönelimleri, motivasyon

Improving Motivation in Translator Training: Achievement Goal Orientations of Translation Studies Students

Abstract

In order to improve the student
motivation, this study aims to determine the opinions of Translation Studies
students about achievement goal orientations in terms of variables such as
gender, department, class and perception of academic achievement. Research is
based on the relational screening model and the research data was collected by
using the Goal Orientations Scale adapted to Turkish by Akın & Çetin
(2007). During the academic year 2017-2018, 242 students studying in the
German, French and English Translation Studies Departments at a state
university participated in the research. As a result, it was observed that learning
orientation, one of the three sub-dimensions of achievement goal orientations,
varies significantly by gender and perception of academic achievement; and
performance-approach orientation, other sub-dimension, by department and
gender. No statistically significant relationship was found between variables
and performance-avoidance orientation, the third sub-dimension.

Keywords

Translation Studies, translator training, achievement goal orientations, motivation

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