Translation and Interpreting English

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04511103	Oral Communication Skills I	1	Autumn	1	3+0+0	5	5

Course Type	Compulsory
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	English
Methods and Techniques	pairwork, group work, presentation
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Lect. Dr. Parisa KATIRAEI
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Lect. Dr. Parisa KATIRAEI	A BLOK-102	[email protected]	7824

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

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

#	Program Learning Outcomes	Level
P2	To be able to use the professional knowledge about various cultures, cultural differences and the integrative nature of translation in translation practice.	5
P4	Has a good command of the rules of use of the source and target languages to be used in translation.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Has an awareness of various cultures, cultural differences and the integrative nature of translation.	P.2.2	6
O2	Uses cultural background knowledge in translation practices.	P.2.3	5,6
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	INTRODUCTION: Getting to know, introducing the course, expected course behaviors from the students, measuring method, how to do the homework, introduction of the resources and books to be used in the course, presentation of written and electronic databases.
2	GETTING PERSONAL INFORMATION. The elements that constitute communication, the importance of communication, body language, communication and democracy, and the contribution of communication to long-term careers are discussed. Students get to know each other. They are asked about names, spellings, hometowns, and family information. Each student gets to know their classmates this way, and their skills in asking and providing personal information are developed.
3	PAUSES IN VERBAL COMMUNICATION. Appropriate pauses for breathing during long sentences are discussed. Grammar rules for identifying pauses are explained. Practice is conducted in written dialogues. By drawing a circle, the student asks their partner for information about what they want to do in the future, and their partner decides whether they have used the pauses learned in long sentences correctly. This is done with five different partners, alternating roles.
4	READING, SPEAKING, and IPA. Students are given texts in class and asked to review them. A dictionary helps them familiarize themselves with unknown words and pronunciation. Students read the text aloud to their partner, simultaneously. Pauses in long sentences are read along with grammar and breathing skills. Hesitations are resolved. Each student explains the text to their partner and answers their partner's questions. This dialogue continues with a new partner. This strengthens short-term memory and increases speaking speed and volume.
5	SPEAKING and IPA (PRONOUNCIATION). At the advanced level, current newspaper articles are read, pronunciation is reviewed, and the text is presented in pairs and discussed. This presentation and discussion continues in four separate groups. The texts are read to a classmate, pausing appropriately, and the students recall points covered in previous lessons. Each student writes the text using IPA symbols. New groups are created for summaries and discussion. During the speech, emphasis is placed on using pause fillers, expressions such as ah, yes, ok, and really.
6	WATCH, WRITE, SPEAK. A passage is given and students are asked to re-write it in IPA symbols. Using dictionaries and peer help corrections are made. Difficulties arising from morphosyntactic clitics such as go-es, play-s are discussed for pronunciation and symbol writing. A video recording on current affairs is used for listening and comprehension. Following a written summary, they form pairs and carry out monologue with their partners. Then they do interviews with their partners to elicit information over the video. Finally, they write up an interview dialogue covering the areas mentioned in the video.
7	The WATCH, ASK, WRITE, ORAL COMMON CONSTRUCTION procedure is explained. Half the class goes out, and the other half watches the video twice and takes notes. When the students who went out return to the classroom, they ask questions of the people who watched the video and gather information. After a few reviews, they write down what they understand. The papers are exchanged for peer correction. They rewrite the story using IPA symbols. They form an inner-outer circle and reconstruct the story with their partners.
8	Midterm Exam
9	STRESS IN THE SENTENCE. In questions that require a yes/no answer, where the emphasis of the sentence will be, why, how to determine the newsworthy element in the sentence, by getting help from the grammar rules, constitute the subject of the lesson. Printed material is practiced. Students form clusters and pose 5W1K questions, with the aim of obtaining personal information. It is checked whether the theoretical knowledge can be applied in both the question and the answer. Emphasis is determined through interview samples and simulation is done in the form of role-play. Each student evaluates and comments on his/her friend in this respect. Fluency increasing activities and strategic competence What do you mean? Can you repeat please? Can you say that again please? I don't really understand! I didn't get it.
10	WORD STRESS. Word stress is explained. Specific multisyllabic words are selected from the listening text so that students can identify the stressed syllable. As part of developing pragmatic competence, ways to give examples are introduced. An example of this is... For example,... And as proof of this,... Remember.... You just have to think.... That's not what I mean. Listen: Imagine, etc.
11	Deciphering the Major Components of a Speech (i.e., how to begin a speech, its topic, its purpose, and how to end it). A 5-minute video is viewed. Students are asked to note how the speech began, the topic, the purpose, and how it ends to promote pragmatic competence, initiation of dialogue, turn-taking, interruption, bidding goodbye, and concluding conversation. They are also required to write the IPA transcription of some selected words.
12	PREPARING PRESENTATIONS. Students are taught how to prepare presentations, including what to consider and what to avoid. Sample presentations are studied. Additionally, when giving a presentation, how to start a speech, how to finish it, how to give examples and necessary explanations, how to apply intonation and emphasis, etc. are discussed.
13	EXAMINING HOMOPHONIC WORDS. Lists of homophonic words are projected on the board. A section of the list is discussed as a class (pronunciation, intonation, and stress). Students are asked to write their phonetic transcriptions in pairs.
14	EXAMINING HOMOGRAPHIC WORDS. Lists of homographs are projected on the board. A section of the list is discussed as a class (pronunciation, intonation, and stress). Students are asked to write their phonetic transcriptions in pairs.

Resources	Celik, Mehmet (2001) Learning Stress and Intonation. Ankara: Gazi Kitabevi.
	Davis, J. F. (1998) Phonetics and Phonology. Stuttgart: Elnst Klett Verlag
	Ockenden, Michael (1986) Situational dialogues. London: Longman.
	Orhan, Tomay. (2001) Academic Speaking Skills. New York: Blackswan.
	Roach, P. (1983) English Phonetics and Phonology. Cambridge: Cambridge U.P.

In-Term Studies	Quantity	Percentage
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	15	3	45
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	15	4	60
Midterms	1	20	20
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	2	5	10
Fieldwork	0	0	0
Final Exam	0	0	0
Other	1	20	20
Total Work Load:			155
Total Work Load / 30			5,17
Course ECTS Credits:			5

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

#	Learning Outcomes	P2
O1	Has an awareness of various cultures, cultural differences and the integrative nature of translation.	5
O2	Uses cultural background knowledge in translation practices.	3