Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
---|---|---|---|---|---|
MUT316 | TRANSLATION HISTORY | 6 | 3 | 3 | 8 |
DERS BİLGİLERİ |
|
---|---|
Dersin Öğretim Dili : | İngilizce |
Dersin Düzeyi | LİSANS, TYY: + 6.Düzey, EQF-LLL: 6.Düzey, QF-EHEA: 1.Düzey |
Dersin Türü | Zorunlu |
Dersin Veriliş Şekli | - |
Dersin Koordinatörü | Dr.Öğr.Üyesi GÖRSEV BAFRALI |
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | |
Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
|
---|---|
Amaç: | despite the diversity of methods and approaches, one common feature of much of the research in Translation Studies is an emphasis on cultural aspects of translation, on the contexts within which translation occurs. Once seen as a sub-branch of linguistics, translation today is perceived as an inter-disciplinary field of study and the indissoluble connection between language and way of life has become a focal point of scholarly attention. |
İçerik: | ranslation Studies, therefore, is exploring new ground, bridging as it does the gap between the vast area of stylistics, literary history, linguistics, semiotics and aesthetics. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
---|
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
|||
---|---|---|---|
Hafta | Ön Hazırlık | Konular | Yöntem |
1 | Introductory | Newmark,Nida,Cathford,Jakobson's theory of translation | ppt presentations,class activities, Groupdiscussion |
2 | Central issuse in Translation | challenges/poetic transposition/Georges Mounin's Perspective | ppt presentations,class activities, Groupdiscussion |
3 | Decoding and Recoding in Translation | Beyond Linguistics,Nida's Model,Analysis/Transfer/Restructure/Evaluation | ppt presentations,class activities, Groupdiscussion |
4 | Complexities in Translation | Semantic Complexity,Translation Challenges,Etichal responsibility | ppt presentations,class activities, Groupdiscussion |
5 | history of translation | The Romans,Bible,education and vernacular,early theorists | ppt presentations,class activities, Groupdiscussion |
6 | Post romanticisim | Victorians,Archaizing,2oth century | ppt presentations,class activities, Groupdiscussion |
7 | Review session-activities | Group work-Quiz- | ppt presentations,class activities, Groupdiscussion |
8 | - | ARA SINAV | - |
9 | Specific problem of literary translation | Poetry and Translation, Structure | ppt presentations,class activities, Groupdiscussion |
10 | The Seafarer (1) A song I sing of my sea-adventure, The strain of peril, the stress of toil, Which oft I endured in anguish of spirit Through weary hours of aching woe..... | Pound has altered the text against a literal translation | ppt presentations,class activities, Groupdiscussion |
11 | accuracy of Pound’s translation | interrelationship between translation and critical interpretation | ppt presentations,class activities, Groupdiscussion |
12 | Translation Prose | six general rules for the translator of prose texts | ppt presentations,class activities, Groupdiscussion |
13 | problem of translating proper names in Russian prose texts | What degree of utility is ascribed to various stylistic devices and to their preservation in different types of literature…? | ppt presentations,class activities, Groupdiscussion |
14 | Translating Dramatic Texts | Functions of the text to be translated | ppt presentations,class activities, Groupdiscussion |
15 | Conclusion and Review | - | ppt presentations,class activities, Groupdiscussion |
16 | - | FİNAL | - |
17 | - | FİNAL | - |
KAYNAKLAR |
---|
Translation Studies By: Bassnett |
ÖLÇME VE DEĞERLENDİRME |
|||
---|---|---|---|
Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
(0) Etkisiz | (1) En Düşük | (2) Düşük | (3) Orta | (4) İyi | (5) Çok İyi |
---|---|---|---|---|---|
0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE | |||||||
---|---|---|---|---|---|---|---|
Theoretical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Defines current information in the field by associating it with grammatical and semantic structures of source and target languages.
|
2 |
KNOWLEDGE | |||||||
---|---|---|---|---|---|---|---|
Factual | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Organizes teamwork in the stages of collecting, interpreting, announcing and applying data related to the field.
|
2 |
SKILLS | |||||||
---|---|---|---|---|---|---|---|
Cognitive | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Apply the advanced conceptual, theoretical and applied knowledge gained in the field of English Translation and Interpreting in the professional field.
|
2 | |||||
2 |
Interprets grammatical and semantic structures of source, target languages and a third language.
|
1 |
SKILLS | |||||||
---|---|---|---|---|---|---|---|
Practical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Analyzes written and oral texts in the source language with cultural and historical approaches.
|
1 | |||||
2 |
Evaluates relevant resources to improve the quality of text analysis at all stages of the translation process.
|
1 |
OCCUPATIONAL | |||||||
---|---|---|---|---|---|---|---|
Autonomy & Responsibility | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Independently concludes advanced text analyzes and translations related to the field.
|
2 | |||||
2 |
Expresses ideas orally and in writing in interdisciplinary studies with different fields of expertise.
|
2 |
OCCUPATIONAL | |||||||
---|---|---|---|---|---|---|---|
Learning to Learn | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Gains basic knowledge about all stages of the translation process.
|
2 | |||||
2 |
Uses lifelong learning principles in professional development.
|
1 |
OCCUPATIONAL | |||||||
---|---|---|---|---|---|---|---|
Communication & Social | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Discusses thoughts on written and oral translations of source and target languages with experts.
|
1 | |||||
2 |
Participates in trainings related to field at international level.
|
1 |
OCCUPATIONAL | |||||||
---|---|---|---|---|---|---|---|
Occupational and/or Vocational | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Uses the knowledge and skills gained during his undergraduate education in business life.
|
2 | |||||
2 |
Solves various translation problems encountered in the field.
|
2 | |||||
3 |
Applies knowledge of terminology, principles and legislation related to the field with the awareness of its legal and ethical responsibilities.
|
2 | |||||
4 |
Places the awareness of the translator's social role and professional ethics in the team members.
|
1 |
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
|||
---|---|---|---|
Öğrenme-Öğretme Etkinlikleri İş Yükü | |||
Öğrenme-Öğretme Etkinlikleri | Etkinlik(hafta sayısı) | Süresi(saat sayısı) | Toplam İş Yükü |
Ders | 0 | 0 | 0 |
Derse Ön Hazırlık ve Ders Sonrası Pekiştirme | 0 | 0 | 0 |
Arazi Çalışması | 0 | 0 | 0 |
Grup Çalışması / Ödevi | 0 | 0 | 0 |
Laboratuvar | 0 | 0 | 0 |
Okuma | 0 | 0 | 0 |
Ödev | 0 | 0 | 0 |
Proje Hazırlama | 0 | 0 | 0 |
Seminer | 0 | 0 | 0 |
Staj | 0 | 0 | 0 |
Teknik Gezi | 0 | 0 | 0 |
Web Tab. Öğrenme | 0 | 0 | 0 |
Uygulama | 0 | 0 | 0 |
Yerinde Uygulama | 0 | 0 | 0 |
Mesleki Faaliyet | 0 | 0 | 0 |
Sosyal Faaliyet | 0 | 0 | 0 |
Tez Hazırlama | 0 | 0 | 0 |
Alan Çalışması | 0 | 0 | 0 |
Rapor Yazma | 0 | 0 | 0 |
Final Sınavı | 0 | 0 | 0 |
Final Sınavı Hazırlığı | 0 | 0 | 0 |
Ara Sınav | 0 | 0 | 0 |
Ara Sınav Hazırlığı | 0 | 0 | 0 |
Kısa Sınav | 0 | 0 | 0 |
Kısa Sınav Hazırlığı | 0 | 0 | 0 |
TOPLAM | 0 | 0 | 0 |
Genel Toplam | 0 | ||
Toplam İş Yükü / 25.5 | 0 | ||
Dersin AKTS(ECTS) Kredisi | 0,0 |