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)	Asst. Prof. Figen YILMAZ
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Asst. Prof. Figen YILMAZ	-	[email protected]

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	GET PERSONAL INFORMATION Elements of communication, the importance of communication, body language, communication and democracy, and the contribution of communication to long-term professions are mentioned. In the circle, students get to know each other. Name, surname, spelling, asking about the country, getting information about the family, introducing the family are done. Each student gets to know their classmates in this way and their ability to ask and tell personal information is developed.
3	PAUSES IN ORAL COMMUNICATION When it is necessary to breathe while saying long sentences, the subject of appropriate pauses is discussed. It is explained what the grammar rules are in determining the stops. Written dialogues are practiced. By drawing a circle, the student gets information about what to do in the future and the partner decides whether to make the stops learned in long sentences. This is done with 5 different partners, changing roles.
4	INFORMATION AND SYLLABUS Introducing the department and the university and comparing with the known universities. Information about education and training is deepened by question, answer and narration method. This style continues with new partners. Then they are asked to write. After the writing process, the partner is asked to spell the words in the writing and continues reciprocally.
5	READ & TALK & IPA The text is distributed to the student in the class and asked to be examined. With the help of the dictionary, familiarity with unknown words and pronunciation is provided. The student reads the text aloud to his friend, at the same time. The parts to be paused in long sentences are read together with grammar and breathing skills. Hesitations are cleared. In a circle, each student tells the text to his friend and answers his friend's question. Dialogue continues with the new partner. In this way, the short memory is strengthened and the speed and quantity of saying increases.
6	SPEAKING and IPA (Pronunciation) At the advanced level, current newspaper articles are read, pronunciation is studied, explained and discussed in pairs. This narration and discussion continues with 4 different phrases. The texts are read to the classmate by making the appropriate stop and the points studied in the previous lessons are remembered. Each student writes the text in hand with IPA symbols. Summarize and discuss by creating new phrases. During the conversation, care is taken to use expressions such as pause-fillers, ah, yes, ok, really.
7	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.
8	WATCH, QUESTION, WRITE, ORAL CO-CONSTRUCTION Procedure explained. Half the class taken out while the other half watch video, twice, taking notes. A current affairs video 7-8 minutes watched. Once invited in, they pose question to those who viewed video, getting info. Repeated several times, they write down what they have understood and constructed. Papers exchanged for peer error correction. They re-write the story in IPA symbols. Inner-outer circle form partners and co-construct the story: one student utters a statement while the other complements it coherently and cohesively.
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. Certain multisyllabic words are chosen from listening text for students to identify stressed syllable. As part of developing pragmatic competence, ways of giving examples are introduced. An example of this is .... For instance, .... And as proof of that, .... Remember .... You only have to think of .... That is not what I mean. Listen: Imagine … Half the class taken out while the other half watch video, twice, taking notes. A current affairs video 7-8 minutes watched. Once invited in, they pose question to those who viewed video, getting info. Repeated several times, they write down what they have understood and constructed.
11	SOLVE MAJOR COMPONENTS OF THE TALK How the conversation started, its subject, its purpose, how the conversation ended. Video of 5 minutes is viewed. Students asked to note how speech began, topic, purpose and ended. A written summary involving the four phases, followed by oral narration. Question and answers for missing parts in the pair. IPA transcription of selected words. To promote pragmatic competence, initiation of dialogue, turn-taking, interruption, taking leave, bidding goodbye, concluding conversation.
12	TONIC STRESS Information Gap activity. Half the class get information sheet A and the other B. Members of the pair begin asking and getting answers to their questions. Tonic stress explained. Examples from audio recording. They are asked to do information gap activity again, placing emphasis on tonic stress: do and observe. For pragmatic competence, how an earlier comment is remembered to continue talk: Referring back to what you have said, … As I said at the beginning, .... In the first part of my talk, I said .... As I mentioned earlier, .... I told you a few minutes ago that ....
13	SHARING SOCIAL OCCASIONS Students come prepared to share a joke, pun, or interesting moment. First pair work, four-member group work. The best joke is shared before class for fun. Words & sentences selected subjected to word stress & tonic stress. Culture. Anglo-Saxon cultural sensitivities, communication patterns, social interaction introduced.
14	COMPLETING AN UNFINISHED SPEECH All students view a video on familiar topic for only introduction part. Pairs discuss how speech could possibly proceed. Suggestion, options, ideas. Video replayed fully to see how students faired in guessing the next content. IPA symbols from a listening text: dictation.
15	Revision

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	3	45
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	2	5	10
Fieldwork	0	0	0
Final Exam	0	0	0
Other	1	10	10
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	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