Translation and Interpreting English
Course Details
KTO KARATAY UNIVERSITY
İktisadi, İdari ve Sosyal Bilimler Fakültesi
Programme of Translation and Interpreting English
Course Details
İktisadi, İdari ve Sosyal Bilimler Fakültesi
Programme of Translation and Interpreting English
Course Details
| Course Code | Course Name | Year | Period | Semester | T+A+L | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| 04560318 | Dialects of English II | 3 | Spring | 6 | 3+0+0 | 5 | 5 |
| Course Type | Elective |
| 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, presentation |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Asst. Prof. Figen YILMAZ |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Asst. Prof. Figen YILMAZ | C- | [email protected] |
Course Content
What are the implications of dialect diversity for education, civil rights, and other aspects of public policy? How are dialects and their speakers represented in literature, film, humor, music, and other aspects of popular culture? How exactly does English vary across different places and social groups? Where do these accents and dialects come from in the first place?
Objectives of the Course
When people from different parts of the United States and the English-speaking world meet for the first time, differences in speech patterns immediately grab their attention. For speakers of so-called "nonstandard" dialects, this can lead to insecurity and frustration, and dialect prejudice can lead these speakers to suppress the ways of their native language. This course aims to ground dialect differences in both linguistic and broadly humanistic terms.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | |
| Specialization / Field Courses | X |
| Support Courses | X |
| Transferable Skills Courses | |
| Humanities, Communication and Management Skills Courses |
Relationships between Course Learning Outcomes and Program Outcomes
| 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. | 4 |
| P4 | Has a good command of the rules of use of the source and target languages to be used in translation. | 5 |
| P7 | To internalise the knowledge of the translation sector and business areas and professional ethics of translation. | 4 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Recognises the history of countries where English is used as a first language. | P.2.1 | 6 |
| O2 | Has an awareness of various cultures, cultural differences and the integrative nature of translation. | P.2.2 | 6 |
| O3 | Uses cultural background knowledge in translation practices. | P.2.3 | 6 |
| ** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7 | |||
Weekly Detailed Course Contents
| Week | Topics |
|---|---|
| 1 | Accents, Dialects, and Attitudes |
| 2 | Dialect discrimination: Prescriptivism vs Descriptivism |
| 3 | Lexical, phonological, morphological, and syntactic variation |
| 4 | Transcribing and Describing Accents |
| 5 | Where do accents and dialects come from? |
| 6 | Dialects and Identity |
| 7 | Revision |
| 8 | Midterm |
| 9 | Dialects, Literature, and Humor |
| 10 | Accents, Dialects, and Music |
| 11 | Accents, Dialects, Film, Video Games, and TV |
| 12 | Applied Dialectology |
| 13 | English Dialects across the World |
| 14 | Grammatical Diversity |
| 15 | Final exam |
Textbook or Material
| Resources | Fromkin, Victoria, Robert Rodman, and Nina Hyams. 2011. An Introduction to Language, 9th Edition. Cengage Learning. |
| Hughes, Arthur, Peter Trudgill, & Dominic Watt. 2012. English Accents and Dialects. London: Hodder Education. | |
| Wolfram, Walt. 2014. Vernacular Dialects of English. In Marianna Di Paola & Arthur K. Spears (eds.) Languages and Dialects in the US: Focus on Diversity and Linguistics. New York: Routledge. Pp 85-100. |
Evaluation Method and Passing Criteria
| In-Term Studies | Quantity | Percentage |
|---|---|---|
| Course Specific Internship (If Any) | - | - |
| Homework | - | - |
| Presentation | - | - |
| Projects | - | - |
| Midterms | 1 | 40 (%) |
| Final Exam | 1 | 60 (%) |
| Total | 100 (%) | |
ECTS / Working Load Table
| 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 | 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 | 0 | 0 | 0 |
| Fieldwork | 0 | 0 | 0 |
| Final Exam | 1 | 20 | 20 |
| Other | 0 | 0 | 0 |
| Total Work Load: | 130 | ||
| Total Work Load / 30 | 4,33 | ||
| Course ECTS Credits: | 4 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P2 |
|---|---|---|
| O1 | Recognises the history of countries where English is used as a first language. | 4 |
| O2 | Has an awareness of various cultures, cultural differences and the integrative nature of translation. | 5 |
| O3 | Uses cultural background knowledge in translation practices. | 5 |