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 |
|---|---|---|---|---|---|---|---|
| 04571401 | Translation Criticism | 4 | Autumn | 7 | 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 | - |
| Mode of Delivery | Face to Face |
| Prerequisites | - |
| Coordinator | - |
| Instructor(s) | Res. Asst. Öznur YANAR TORBALI |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Res. Asst. Öznur YANAR TORBALI | C- | [email protected] |
Course Content
Jahn Catford, Lance Hewson, Anton Popovic, Juliane House, Raymond von der Broeck, Eugene Nida, Werner Koller, Katharina Riess, Gideon Toury, Antoine Berman ve Pit Corder gibi çeviri eleştirisinde yazı yazan ve yaklaşımları anlatan kuramcıların öneri ve tavsiyeleri; Eleştirilmiş İngilizce/Türkçe metinlerin değerlendirmesi, öğrencilerden çeviri yaparak tetkik edilen yaklaşımlarda ne kadar başarılı olduklarını görmek; kuramcıları öğrencilerin sunum halinde tanıtması, sınıfta müzakere edilmesi.
Objectives of the Course
The aim is to reveal that translation criticism should be constructive, the criticism which is made within the framework of two major approaches is in accordance with the tradition, being able to criticize, it requires two languages, two cultures, knowledge and experience, It is appropriate to conduct the error analysis only in terms of approaches and methods, how appropriate the style in the language of the translated work is for the target audience and should be evaluated in terms of readability, intelligibility and fluency. It is to make the student understand that criticism can also be interpreted in terms of quality and qualifications, and whether it gives pleasure or not. It also aims to develop the ability to show what place the translated work occupies in the current literature.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | |
| Support Courses | |
| 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 |
|---|---|---|
| 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. | 2 |
| P4 | Has a good command of the rules of use of the source and target languages to be used in translation. | 5 |
| P5 | To be able to use analytical thinking skills and the necessary theoretical knowledge in translation criticism. | 5 |
| P9 | Uses Quality Standards in Translation in his/her applications. | 5 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | To have knowledge about the theories and practices of translation criticism. | P.5.1 | 1 |
| O2 | Understands the aims and methods of translation criticism. | P.5.2 | 1 |
| O3 | Makes text readings for the purpose of criticism. | P.5.3 | 1 |
| O4 | Analyses the text for the purpose of criticism. | P.5.4 | 1 |
| O5 | Criticise translation texts in line with their theoretical knowledge. | P.5.5 | 1 |
| O6 | Writes a translation criticism text. | P.5.6 | 1 |
| ** 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 | The aim and content of the course and the teaching methods to be used are mentioned. The books, articles and compilations to be used in the course are listed for the students. Subjects such as what kind of course behavior will be expected from students and the amount of participation are expressed. Information about exams is given. Criticism is actually an activity to compare two works and see whether they will be liked by the users of the product. Although it is not a theory that can be called translation theory, it does not mean that translation criticism cannot be made within the framework of certain principles. Afterwards, each lesson requires a student to make a 20-minute presentation and the distribution of topics is made. |
| 2 | Anton Popovic's approach to translation criticism is presented by the student. Question answer. A comparison of a work with two translations is made. It is evaluated how accurate it is on scales such as equivalence, robustness, accuracy and style. This process is done in the light of Ayşe Erden's article. Criticism should be constructive rather than listing mistakes. It should be checked whether the spirit in the source text is reflected or not. Otherwise, a labored but dull work emerges. |
| 3 | Werner Koller's approach to translation criticism is presented by the student. Question-answer It examines how the subjective and objective approaches used in translation criticism are listed. |
| 4 | Katharina Reiss' approach to translation criticism is presented by the student. Question and answer Translation criticism is made according to two basic approaches: first, in the light of a theory, and the other considering the translation sample available in that language: prescriptive and descriptive. |
| 5 | Juliane House's approach to translation criticism is presented by the student. Question and answer Error inspection: serious and minor mistake. It is discussed how the errors are reflected in the quality and what kind of involvement they have in the evaluation. Error analysis started with foreign language education (Pit Corder, 1974) and this approach was transferred to the criticism activity. Instead of looking at simple, cursory mistakes, it is the preferred approach to look within the scope of certain principles and evaluate mistakes in this light. |
| 6 | Raymond von der Broeck's approach to translation criticism is presented by the student. Question-answer In the critique, it is revealed that the source text should be taken into account as well. While some theorists examine the source and target text by comparison, others only consider how the target language conveys its harmony, stylistic order and meaning. |
| 7 | Gideon Toury's approach to translation criticism is presented by the student. Question and answer How much should be applied to the indicators in the target culture is evaluated descriptively. Hatim & Mason (1991) recommends that considerations such as the type of writing, its purpose, etc. should be taken into account within the framework of writing, text, discourse. According to this view, it is important how the meaning flow is organized in the target language rather than word expressions. The descriptive approach, ignoring the original text, takes into account the place of the translation in the target culture and literature, what it might be, and which school it will belong to. If it deserves to be included in this type of classification, it is said that the translation has been made reasonably. |
| 8 | Antoine Berman's approach to translation criticism is presented by the student. Question and answer When translation criticism is made in terms of schools of approach to translation, we come across: Communicative, Functional, Cultural and Semiotic. The Communicative Approach is based on the claim that ""the response of the reader of the target text should be equivalent to that of the reader of the source text"" expressed in Nida's theory of ""dynamic equivalence"". Understanding the intent, equivalence of response, and ease of communication process are considered criteria. |
| 9 | It is necessary to preserve the spirit of the work, which is suitable for its intent, and to present it in an orderly manner. In this regard, a sharp and unbiased scale should be used in comparison with the source. In addition, solutions to the criticized issues should be offered. It is important to be faithful to the original and whether the purpose of the author is preserved or not. Therefore, the critic needs to know languages A and B, and even cultures A and B, even A and B semiotics (metalanguage-communication order). |
| 10 | The type of text (expressive, vocative, informative), language features and non-language features are taken into account. It goes without saying to pay attention to shape considerations. The secondary consideration is what the theoretical framework should be. Which theory(s) should be used with fluency concerns in novel translation? What if fluency is not in the source? Fluency for whom? One of today's acceptances is that the translator should have a strong writing skill in B language, and how fluency is/will be at the center of the criticism. |
| 11 | Readability is perhaps the most important consideration. The reader should not constantly go back and try to decipher the meaning and intent at the sentence level that he can read. Translating the wording and sentence structure in the source faithfully hinders readability. Choices to be made in the name of loyalty may cause strange expressions in words, phrases, sentence structure and style. |
| 12 | Meeting the Expectation in Readability (Semantic Priming) has an important place both in fluency and in making the work feel as if it was written in A language. Adjusting thinking and thought patterns to readers, using expressions that are easy to understand and simplify a difficult ball of ideas in B language also greatly affect readability. |
| 13 | Criticism is judging value. Criticism with an impartial eye takes into account the approach, theory, methods and techniques (procedure) used by the translation. It's more of an activity than talking about singular mistakes, saying it's great/shit. It has to be reliable and convincing, which deals with the whole. It is valuable in that it functions in the B language, has a place in that language, and occupies a place in that literature and culture. It is expected to be comprehensive within the framework. |
| 14 | EVALUATION When the student completes this course, he/she will have a framed knowledge of the limits of the criticism activity and the adjectives to be attributed to the translation. It is clear that there are two main schools of criticism (prescriptive/prescriptivist and descriptive/descriptivist), and they are equally accepted. The imperative approach looks at how faithful it is when determining which theories the translation is made with. This principle guides the error investigation. In the descriptor, it is checked how familiar the translator is with B language literature (ie literature) and whether he is aware of the classifications in B language. Again, criticism is not a fault-finding activity, but looks at whether the big picture is close to accepted genres, understandable, and readable. |
Textbook or Material
| Resources | Formation of Critical Awareness in the Context of Translation Criticism |
| Reiss, Katharina (2000) Translation Criticism: The Potential and Limitations. London: Routledge. | |
| Reiss, Katharina (2000) Translation Criticism: The Potential and Limitations. London: Routledge. | |
| Reiss, Katharina (2000) Translation Criticism: The Potential and Limitations. London: Routledge. |
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 | 14 | 3 | 42 |
| 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: | 42 | ||
| Total Work Load / 30 | 1,40 | ||
| Course ECTS Credits: | 1 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P5 |
|---|---|---|
| O1 | To have knowledge about the theories and practices of translation criticism. | 4 |
| O2 | Understands the aims and methods of translation criticism. | 5 |
| O3 | Makes text readings for the purpose of criticism. | 5 |
| O4 | Analyses the text for the purpose of criticism. | 5 |
| O5 | Criticise translation texts in line with their theoretical knowledge. | 4 |
| O6 | Writes a translation criticism text. | 5 |