Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04431001	Translation From Turkish to Arabic I	2	Autumn	3	3+0+0	4	4

Course Type	Compulsory
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	-
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Prof. Mahmut KAFES
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Prof. Mahmut KAFES	-	[email protected]

Basic Vocational Courses	X
Specialization / Field Courses	X
Support Courses
Transferable Skills Courses
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P1	Having the technical and theoretical knowledge required for translation and the ability to use them.	4
P2	Ability to make appropriate written or oral translations between the source language and the target language, individually or by taking an active role in team work.	5
P4	Ability to translate by developing knowledge of terminology in various fields in accordance with the interdisciplinary nature of translation studies.	4

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Acquiring technical and theoretical knowledge in the field of translation.	P.1.1	1
O2	Understanding of various written and oral translation methods.	P.2.2	1
O3	Ability to analyze written or spoken source text.	P.2.4	1
O4	Ability to make written or oral translation by combining the grammar and vocabulary learned.	P.2.5	1
O5	Ability to translate texts from different fields.	P.4.3	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Regarding the grammar topic titled "Types of Words and Sentences"in the textbook, sample Turkish sentences and sample sentences selected from Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected, and the sentences were formed in their proper forms and rewritten. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. In addition, Turkish sentences selected from the auxiliary textbooks and independent Turkish sentences created by the teacher were translated into Arabic by the students in the classroom and corrected. Homework was given to the students to be completed and brought back the following week.
2	Regarding the grammar topic titled "Masculine and Feminine Nouns"in the textbook, sample Turkish sentences and sample sentences selected from Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, the mistakes made, the deficiencies and redundancies were corrected, the sentences were formed in their proper forms and rewritten. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
3	Regarding the grammar topic titled Mufred-Tesniye-Jemi (Singular-Dual-Plural Nouns) in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, the mistakes made, the deficiencies and redundancies were corrected, the sentences were formed in their proper forms and rewritten. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
4	Regarding the grammar topic titled "Noun Sentence"in the textbook, sample Turkish sentences and sample sentences selected from the Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
5	Regarding the grammar topic titled Verb Sentence in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
6	Regarding the grammar topic titled Noun Phrase in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
7	Regarding the grammar topic titled Adjective Phrase in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
8	In the textbook, regarding the grammar topic titled "Prepositions Nasbeden Edatlar Muzari Verb", sample Turkish sentences and sample sentences selected from Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
9	In the textbook, regarding the grammar topic titled "Prepositions Punctuating Muzari Verb", sample sentences selected from Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
10	Regarding the grammar topic titled Pronouns in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
11	Regarding the grammar topic titled Ism-i Mevsuller (Relative Pronouns) in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
12	Regarding the grammar topic titled Ism-i Signs (Sign Pronouns and Sign Adjectives) in the textbook, sample Turkish sentences and sample sentences selected from Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
13	Regarding the grammar topic titled Question Prepositions (Question Pronouns and Question Adjectives) in the textbook, sample sentences selected from the Turkish sentences and Turkish practice sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, and the mistakes, deficiencies and redundancies were corrected and the sentences were rewritten in their proper forms. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.
14	Regarding the grammar topic titled Esmâ-i Hamse (Five Names) in the textbook, sample sentences selected from the Turkish sentences and Turkish exercise sentences were translated into Arabic and the sentences were written on the board. The students took turns to write the sentences on the board, the mistakes made, the deficiencies and redundancies were corrected, the sentences were formed in their proper forms and rewritten. In addition, the alternative sentences suggested by the students were also evaluated and reviewed, and after the corrections were made, all students were asked to write them in their notebooks. The Turkish sentences selected from the auxiliary textbooks and the independent Turkish sentences created by the teacher were translated into Arabic by the students in class and corrected. Homework was given to the students to be completed and brought back the following week.

Resources	Arapça Deneme Kitabı, Dr. Öğr. Üyesi Mevlut Öztürk
	Arapça Dilbilgisi Alıştırmaları ve Çözümleri, Prof. Dr. Mahmut Kafes
	Arapça Dilbilgisi (Nahiv Bilgisi), Dr. H. Günday-Dr. Ş. Şahin
	Sorularla Arapça Modern Metinler, Dr. Öğr. Üyesi. Mehmet Bölükbaşı

In-Term Studies	Quantity	Percentage
Attendance	-	-
Laboratory	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	3	42
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	4	56
Midterms	1	10	10
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	12	12
Other	0	0	0
Total Work Load:			120
Total Work Load / 30			4
Course ECTS Credits:			4

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P1	P2	P4
O1	Acquiring technical and theoretical knowledge in the field of translation.	4	-	-
O2	Understanding of various written and oral translation methods.	-	5	-
O3	Ability to analyze written or spoken source text.	-	5	-
O4	Ability to make written or oral translation by combining the grammar and vocabulary learned.	-	5	-
O5	Ability to translate texts from different fields.	-	-	4