Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04441002	Translation From Turkish to Arabic II	2	Spring	4	3+0+0	6	6

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	C-Z30	[email protected]	7971

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 do written and oral translation.	P.2.3	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	In the textbook, Turkish sentences given as examples related to the grammar topics titled Inne and its analogs and types of adjectives 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 correct forms of the sentences were formed 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 topics titled tamyiz and numbers I 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 correct forms of the sentences were formed 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	In the textbook, Turkish sentences given as examples in the textbook related to the grammar topics titled numbers II, nâib-i fail and mef'ûl-u fih 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 correct forms of the sentences were formed 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 topics titled Hal I-II and Istisna I-II 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 correct forms of the sentences were formed 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.
5	Regarding the grammar topics titled atıf letters and Negative prepositions 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 correct forms of the sentences were formed 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.
6	In the textbook, the Turkish sentences given as examples related to the grammar topics titled as lazım and Mutaddi verbs and verbs that take two mef'ul 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 correct forms of the sentences were formed 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.
7	In the textbook, regarding the grammar topics titled Mef'ūl-u mutlak and Qāda and its siblings, 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 correct forms of the sentences were formed 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.
8	In the textbook, Turkish sentences given as examples related to the grammar topics titled Conditional prepositions and the letter fâ at the beginning of the verb answer the 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, and the mistakes, deficiencies and redundancies were corrected and the correct forms of the sentences were formed 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.
9	In the textbook, regarding the grammar topics titled Mef'ūl-u leh and ordinal numbers, 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, and the mistakes, deficiencies and redundancies were corrected and the correct forms of the sentences were formed 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.
10	Regarding the grammar topics titled Mebni nouns and verbs 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 correct forms of the sentences were formed 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.
11	In the textbook, with regard to the grammar topics titled Gayr-ı munsarıf I-II and Gayr-ı munsarıf, maxûr, memdûd and plural nouns, the 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 correct forms of the sentences were formed 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.
12	In the textbook, the sample sentences selected from the Turkish sentences and Turkish practice sentences related to the grammar topics titled Maqsūr, Mankūs and Memdūd nouns 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 correct forms of the sentences were formed 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.
13	In the textbook, the Turkish sentences given as examples related to the grammar topics titled where the hemze at the beginning of the inne is pronounced kesra and fatha and the 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 correct forms of the sentences were formed 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.
14	Regarding the grammar topics in the textbook, which are titled "lâ ennahiye lilcins"and "lafzî ve manawî te'kid", 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 made, the 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. 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 Dilbilgisi (Nahiv Bilgisi), Dr. Hüseyin Günday-Dr. Şener Şahin.
	Arapça Dilbilgisi Alıştırmaları ve Çözümleri, Prof. Dr. Mahmut Kafes
	Sorularla Arapça Modern Metinler, Dr. Öğr. Üyesi. Mehmet Bölükbaşı
	Arapça Deneme Kitabı, Dr. Öğr. Üyesi Mevlut Öztürk.

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	7	98
Midterms	1	18	18
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	22	22
Other	0	0	0
Total Work Load:			180
Total Work Load / 30			6
Course ECTS Credits:			6

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 do written and oral translation.	-	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