Translation and Interpreting English

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04521104	Oral Communication Skills II	1	Spring	2	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	küçük grup çalışması, tartışma, grup çalışması, sunum
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	X
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.	3

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	NEW INFORMATION STRESS Emphasis, emphasis in sentence, question and answer sentences, suprasegmentals, meaningful exercises, where the emphasis will go in sentence elements, the introduction of old-new, unstressed - stressed, ordinary - remarkable sentence elements. Application of what is learned in bilateral conversations, recording and evaluation of the voice, determination of the new accent in the watched video.
3	SUMMARY AND INFORMATION GAP Detection and writing of the accents in the watched video, discussion, the contribution of the emphasis to the transmission of the meaning, the summary of the video, whether the student can make the emphasis heard in the summary, recording his own voice, listening to his friend, students' emphasis in the information gap activity.
4	CLASSIFICATION OF WORDS IN TERMS OF STRESS What the words with meaning and function are, their common features and students' identification of them in a text, linguistic reasons for stressing words with meaning, strong and weak pronunciation, representation of weak pronunciation with IPA symbols, poorly pronounced words having difficulty in understanding for Turks, weak pronunciation predictability of words. Diagnosis of poor pronunciation in the video, and how much can be accomplished in the summary. Why the abbreviated words in the article are shortened, how much this situation can be achieved in practice.
5	TRANSLATION OF TWO CONVERSATIONS INTO TURKISH – WORKSHOP The selected word list cards are given to one of the partners to read. He reads paying attention to the stress, and the other student guesses the stressed syllable as 1, 2, 3. Then he tries to emphasize the Turkish pronunciation of the same word. Disruptive and functioning parts of the exercise are discussed. The process is done with the student saying the improvised words in English, then the other student translates into Turkish.
6	STRESS WITHIN THE WORD Detection of stress with the help of a dictionary, its pronunciation, awareness and application, words that stress changes meaning, classification of prefixes and suffixes in terms of emphasis, how nouns turn into verbs, verbs turn into adjectives, clues to determine stress in words, case in compound words, case in numbers and dates. Detection of word stress in the video and in the teacher's speech, whether he can say the same sentence to his friend or not, the summary of the video in accordance with the stress rules.
7	LISTEN AND CATCH Determining the emphasis of the words that the partner read from the list and repeating the pronunciation, the appropriate use of the studied words in a sentence that the student will create instantly, and the detection of the partner, the capture of the stressed syllable in the information gap activity and the discussion of the partners, how many stressed syllables can be detected in the video, how many of them can be used while making a summary.
8	SENTENCE STRESS – WORKSHOP One student reads the cards with the target material, paying attention to the emphasis, and the other student applies the same emphasis in consecutive translation style. Disruptive and functioning parts of the exercise are discussed. In the process, the student's impromptu expression is made in English, then the other student translates into Turkish. Then the Turkish sentence is expressed with emphasis and translated.
9	TRANSLATION OF TWO CONVERSATIONS INTO TURKISH In a group of four students, two people speak English, the third person instantly translates the speech to the fourth person. The fourth person has the responsibility of the referee and the evaluator. Can the speech features and emphasis in double speech be translated into Turkish? It continues by changing the role. Disruptive and functioning parts are listed.
10	STRONG AND COMPARATIVE STRESS Power points in speech, reflexives, adverbs of degree, adjectives, words with innate strong emphasis, drawing the object forward, prepositional adverbs, comparison emphasis, drawing forward, syntax changing techniques, expression and practice, listening to stressed sentences and determination of stress.
11	PRACTICE Identification of words and phrases that have strong and comparative emphasis in the sentence by listening, performing them in pairs, recording and listening to the speech, discussing the parts that fail and work.
12	RHYTHM AND TONING The degree of emphasis in words with more than two syllables, the situation that occurs when the stressed words are side by side, the most important information element in the sentence, rhythm, six kinds of intonation, falling, rising, unchanged, rising, falling-falling, rising-falling,
13	PRACTICE Application of rhythm and intonation knowledge in consecutive translation, listening to the text, the summary of the text and the effort of the partner to determine the rhythm and intonation, sample workshop, evaluation in different dialogues and texts, determination and repetition studies while watching the video, opinions of friends, expert opinions.
14	Phrase and Phrase-End TONE The subject of which tones are used correctly in the instant translations made on the basis of clauses, at the end and middle of the clause, in the parts where pauses are made, the feasibility of both instant translation and intonation, the couples get together to practice and share the results with the class.

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	14	3	42
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	3	42
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	1	10	10
Other	0	0	0
Total Work Load:			114
Total Work Load / 30			3,80
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