Translation and Interpreting English

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04551301	Simultaneous Translation I	3	Autumn	5	2+1+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	-
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	C-	[email protected]

Basic Vocational Courses	X
Specialization / Field Courses
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	Makes written or oral translations from source language to target language in accordance with the purpose.	5
P2	To be able to use the professional knowledge about various cultures, cultural differences and the integrative nature of translation in translation practice.	5
P3	Uses information technologies required by translation.	5
P4	Has a good command of the rules of use of the source and target languages to be used in translation.	5
P6	In accordance with the interdisciplinary nature of translation studies, they translate in various fields (law, health, commerce, technical, etc.).	5
P7	To internalise the knowledge of the translation sector and business areas and professional ethics of translation.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Has knowledge about translation theories.	P.1.1	2
O2	Comprehends original texts or speeches for translation applications suitable for the purpose.	P.1.2	2
O3	Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose.	P.1.3	2
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	The aim and content of the course and the techniques to be used are mentioned. Information about exams is given. It is told that simultaneous translation is the most complex and difficult translation, and that a simultaneous translator cannot work for more than 3 hours a day. students simultaneously What he knows about the translation is surveyed and his guesses are discussed. A short speech is played, without taking notes, without focusing on the details. Then they are asked to translate verbally, preferably to a classmate. They are asked to negotiate between them.
2	READ AND TRANSLATE (Sight Translation) The audio of a video that tells a story in writing and verbally is cut off, and students are asked to translate at the same time. It is expected to be recorded on the mobile phone and then listened to. The time elapsed between seeing and starting the translation is determined and more exercises are done to narrow this time. This technique is applied over Wuthering Heights Level 5. In this way, the speed of information processing of the student is increased, his speaking ability is developed, it is provided to accelerate reading and to make speech normal.
3	LISTEN AND TRANSLATE The video of the selected written and oral video is cut and the exercise is done only by hearing and listening. The translation made by everyone at the same time is saved on the mobile phone. Then they are asked to listen to the recording. He is asked to give the phones to a friend and evaluate his action. The story that has been listened is asked to turn down the voice this time and read the text. To see the difference in action.
4	READ AND TRANSLATE A video on politics is selected and subtitles are requested to be translated. They are asked to write their thoughts in the notebook by asking whether their reading speed increases or not, and whether their listening speed has increased. The notebook is given to a friend and his opinion on this issue is taken. In addition, they are asked to read a text of 400 words and keep the details in their memory. Then, they are asked to read and translate this text.
5	LISTEN AND TRANSLATE Translation is made by selecting the appropriate address from Barrack Obama. After each sentence, the recording is stopped and students are expected to translate. Instructions are given on how to divide sentences, which means can be translated in Turkish with English grammar. By giving the same text in writing, it is looked at which student performs better. Lessons are prepared and the next lessons are prepared. Half of the students go out: Insiders listen to a conversation. Translation is made to those coming from outside. Then the source text is listened again: It is discussed how close the outside to the source text is.
6	MIND STORM: Prediction The subject of translation is expressed: politics, international relations: which words and expressions are likely to be used according to the context, they are asked to write. The word and phrase index created is evaluated after the video translation is made. It is determined which words are used in the list. The importance of preparation is emphasized. Lessons are learned, field reading is recommended.
7	PREPARATION TIME He is asked to translate a listening text with 10 minutes of preparation time for I / T and T / I texts. For 10 minutes, the text is examined, notes are taken, the mental infrastructure is activated and the listen-turn action is activated with the start command. The aim here is accuracy and speed in translation. The opportunity to practice is offered by continuing with different texts. These exercises are recorded on the mobile phone to determine whether there is any improvement. Listening and evaluation is done among friends, comments are requested from friends.
8	Gile (1997) focuses on 1) listening and analysis, 2) generating, 3) memory, 4) coordination. Common areas are developed by discussing how students feel at each stage. The types of memory and experience that will facilitate use during translation are shared. In the subject of coordination, how much of the course of the sound in the source language can be transferred is examined.
9	UNPREPARED - I / T Students are asked to translate into Turkish without being told the subject of the translated text. The recorded translation is listened, focusing on the missing parts. The use of technical equipment in the laboratory environment is provided. Guidance is given on how to use it. The translation made is recorded and evaluated jointly.
10	UNPREPARED - T / I Students are asked to translate into English without being told the subject of the translated text. The recorded translation is listened, focusing on the missing parts. The use of technical equipment in the laboratory environment is provided. Guidance is given on how to use it. The translation made is recorded and evaluated jointly.
11	REDUCING THE INTERFERENCE OF THE SOURCE LANGUAGE The ways to reduce the interference of words, expressions and grammar in the source language with the target language are explained with examples.
12	UNKNOWN WORDS Students are given a waxed text and asked to identify words they do not know. Techniques on how to translate without learning the word meaning are taught. They are expected to provide translation skills by keeping the meaning constant such as guessing, giving approximate meaning, summary translation.
13	SENTENCE ABBREVIATION Attitudes and approaches to be taken in long and complex sentences are explained. In the face of the knowledge that verbs come at the end in Turkish, examples of keeping the verbs in the mind in accordance with the noun forms (-e, -i, -de, -den) are given. The importance of intonation is emphasized.
14	EVALUATION Which of the studies conducted during the semester produces the maximum and which produces the minimum benefit, and how this course can be taught in the coming years are examined. With these techniques, it is also discussed how strong students will benefit weak students. Understanding Steps: guessing, shredding, separating important information, waiting, Production Steps: understanding, expanding, zooming, generalization, preference of open-ended expressions, grammatical change, pausing and stressing. Urgent Steps: deduction, building similar structure,

Resources	Nolan, James (2005) Interpretation: Techniques and exercises. Clevedon: Multilingual Matters.
	Nolan, James (2005) Interpretation: Techniques and exercises. Clevedon: Multilingual Matters.
	Nolan, James (2005) Interpretation: Techniques and exercises. Clevedon: Multilingual Matters.
	Nolan, James (2005) Interpretation: Techniques and exercises. Clevedon: Multilingual Matters.

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	6	84
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	0	0	0
Midterms	0	0	0
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	0	0	0
Other	0	0	0
Total Work Load:			84
Total Work Load / 30			2,80
Course ECTS Credits:			3

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

#	Learning Outcomes	P1
O1	Has knowledge about translation theories.	5
O2	Comprehends original texts or speeches for translation applications suitable for the purpose.	5
O3	Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose.	5