Translation and Interpreting English

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04561302	Simultaneous Translation II	3	Spring	6	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	X
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

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Comprehends original texts or speeches for translation applications suitable for the purpose.	P.1.2	2
O2	Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose.	P.1.3	2
O3	Uses cultural background knowledge in translation practices.	P.2.3	2
O4	Understands the functioning and workflow of translation technologies.	P.3.2	4
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	MEETING 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. What students know about simultaneous translation is surveyed and their predictions are discussed. A short speech is played, without taking notes, focusing on details. Then they are asked to translate, preferably to their classmate. They are asked to negotiate among themselves
2	Simultaneous translation of the video stream is made. The sound of the video, which tells a story appropriate for the level, both in writing and orally, is turned off and the students are asked to translate for everyone 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 translation is determined and further exercises are performed to narrow this time. This technique is applied over Wuthering Heights Level 5. In this way, the student's information processing speed is increased, his speaking ability is improved, reading is accelerated and speaking becomes normal.
3	In order to improve memory / memory, the video is cut and the exercise is done by only 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 evaluate his performance by giving the phones to a friend. This time, the voice of the heard story is turned down and asked to read the text and translate it. This process is repeated to see the difference in performance.
4	A video on politics / economics / science is selected and its subtitles are asked to be translated. They are asked to write their thoughts in the notebook by asking whether the reading speed has increased or the listening speed has increased. The notebook is given to the friend and his opinion on this matter is taken. In addition, they are asked to read a text of varying length and keep the details in their memory. Then they are asked to read and translate this text.
5	Examples from English-speaking historical orators are selected and translated. From time to time, the registration is stopped and students are expected to translate. Instructions are given on how to divide sentences and which means can be translated from Turkish to English grammar. The same text is given in written form and it is checked which of the students performs better. Lessons are learned and preparations are made for the next lessons. Half of the students come out: Insiders listen to a talk. Translation is done for foreigners. Then the source text is listened to again: it is discussed how close the outsiders come to the source text.
6	Prediction The topic of translation is expressed: politics, international relations: which words and expressions are likely to be used depending on the context, they are asked to write. The created word and phrase index is evaluated after video translation. It is determined which words in the list are used. The importance of preparation is emphasized. Lessons are learned, reading in the field is recommended.
7	PREPARATION TIME For I/T and T/I texts, 10 minutes of preparation time is given and he is asked to translate a listening text. For 10 minutes, the text is examined, notes are taken, the mental infrastructure is activated, and the listen-translate action is activated with the start command. The aim here is accuracy and speed in translation. Continuing with different texts, the opportunity for practice is presented. These exercises are recorded on the mobile phone and it is determined whether there is progress or not. Listening and evaluation are made among friends, comments are asked from friends.
8	It emphasizes 1) listening and analysis, 2) production, 3) memory, 4) coordination. At each stage, common areas are developed by discussing how students feel. Types of memory and experience that will facilitate its use during translation are shared. In the subject of coordination, the issue of how much of the sound in the source language can be conveyed is examined.
9	UN PREPARED – I/T Students are asked to translate into Turkish without telling the subject of the translated text. The recorded translation is listened to and focused on the missing parts. The use of technical equipment is provided in the laboratory environment. Guidance is given on how to use it. The translation is recorded and evaluated jointly. Half of the students come out: Insiders listen to a talk. Translation is done for foreigners. Then the source text is listened to again: it is discussed how close the outsiders come to the source text.
10	UN PREPARED – T/D Students are asked to translate into English without telling the subject of the translated text. The recorded translation is listened to and focused on the missing parts. The use of technical equipment is provided in the laboratory environment. Guidance is given on how to use it. The translation is recorded and evaluated jointly.
11	REDUCE THE INTERVENTION OF THE SOURCE LANGUAGE Ways to reduce the interference of words, expressions and grammar in the source language with the target language are explained with examples. English and Turkish terms, words and abbreviations are etched into the mind through repetition. This process takes up to five minutes. It goes into practice to see how quickly these terms can be called up in simultaneous translation. In this regard, it is ensured that students benefit by making comments among each other.
12	UNKNOWN WORDS Students are given a sticky text and asked to identify words they do not know. Techniques are taught on how to translate without learning the meaning of the word. They are expected to provide translation skills such as estimation, approximation, summary translation, keeping the meaning constant.
13	SENTENCE ABBREVIATION The 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 ready in mind are given according to the noun cases (-e, -i, -de, -den). The importance of intonation is emphasized.
14	EVALUATION Which of the studies carried out during the semester produces the maximum benefit and which the minimum benefit, and how this course can be taught in the coming years are examined. It is also discussed how strong students will benefit weak students with these techniques. Comprehension Steps: guessing, shredding, separating important information, waiting, Production Steps: understanding, expanding, zooming, generalizing, choosing open-ended expressions, grammatical change, pausing and emphasizing. Immediate Steps: subtraction, similar construction,

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	-	-
Final Exam	-	-
Total		0 (%)

	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	P2	P3
O1	Comprehends original texts or speeches for translation applications suitable for the purpose.	5	5	5
O2	Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose.	4	4	4
O3	Uses cultural background knowledge in translation practices.	5	5	5
O4	Understands the functioning and workflow of translation technologies.	5	5	5