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 |
|---|---|---|---|---|---|---|---|
| 04571403 | Conference Interpreting | 2025 | Autumn | 7 | 3+0+0 | 7 | 7 |
| 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) | Prof. Mehmet ÇELİK |
| Instructor Assistant(s) | - |
Course Instructor(s)
| Name and Surname | Room | E-Mail Address | Internal | Meeting Hours |
|---|---|---|---|---|
| Prof. Mehmet ÇELİK | C BLOK-Z25 | [email protected] | 7325 |
Course Content
Bu derste İngilizceden Türkçeye ve Türkçeden İngilizceye simultane çeviriler yapılır. Öğrenciler kabinlerde çalışır ve gündemdeki konular ve gelişmeler göz önünde bulundurularak metin seçimleri yapılır. Öğrencilere not alma teknikleri ve çeviri esnasında herhangi bir sorunla karşılaştıklarında nasıl baş edebilecekleri öğretilir.
Objectives of the Course
To provide students the opportunity to improve their interpreting skills in a real conference environment. To prepare them psychologically for the conference and to help them feel confident.
Contribution of the Course to Field Teaching
| Basic Vocational Courses | X |
| Specialization / Field Courses | X |
| 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. | 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 |
Course Learning Outcomes
| Upon the successful completion of this course, students will be able to: | |||
|---|---|---|---|
| No | Learning Outcomes | Outcome Relationship | Measurement Method ** |
| O1 | Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose. | P.1.3 | 2 |
| O2 | Makes in-text analysis of an original text or speech. | P.1.4 | 2 |
| O3 | Has knowledge about various translation technologies. | P.3.1 | 4 |
| O4 | Analyses a text or a speech through computer-aided translation tools. | P.3.4 | 2 |
| ** 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 course aims, content, and evaluation methods are explained to the students. Information is provided on the quality expectations and standards of conference interpreting. Fluency, accuracy, vocabulary, sentence structure, interpreter presentation, and professional ethics are discussed. While not as diverse as in written interpreting, theories of oral interpretation—concurrent, real-time, and conference—need to be mentioned, explained, and understood. Two theories stand out: Relevance Theory and Interpretive Theory. Sperber and Wilson (1986/1995) considered two key elements in their approach: fidelity to the speaker and conveying the most relevant meaning to the listener. The second theory, known as the Paris School, is more detailed: a) step back from the source language, b) grasp the intention in mind, c) naturally reconstruct the intention in the target language. This may require the use of idioms. Behind these steps lies a simple approach: reconstruct the meaning stripped of form. This can essentially be considered a part of or a continuation of Operant Theory. In other words, it consists of conveying the intended meaning, not the literal meaning of the word or sentence. The Paris School speaks of two types of memory. Conceptual Memory processes the idea, captures the purpose of the statement in context, and conveys what the recipient needs to understand in a relevant way. Short-Term Memory retains names, numbers, and terms for a short time, that is, until the sentence translation is complete, and this information is immediately lost. |
| 2 | The aspects that distinguish conference interpreting from other types of interpreting, the ISO standards for conveying meaning and style, and examples from practices in various countries are provided. Differences in location, subject matter, and notable considerations in scientific meetings, business meetings, and political speeches are also discussed. |
| 3 | Simultaneous interpreting of speeches on the EU, UN, law, and recent global developments. Topic: The World Today. Simultaneous interpreting exercise in a conference setting. Videos are translated from English to Turkish. Students are given three different texts to choose from (e.g., "Russia Denies Weaponizing Energy Amid Europe's Gas Crisis." E.g., "Living On Rations In The Second World War _ WW2 _ I Was There"). |
| 4 | Simultaneous interpreting of speeches on recent global developments. Topic: Healthcare. Simultaneous interpreting practice in a conference setting. Students translate videos from English to Turkish. |
| 5 | Topict to be studied: Art and Literature, the past and present. Simultaneous translation practice in a conference environment. The given videos are translated from English to Turkish by the students. |
| 6 | Practicing simultaneous interpreting in a conference setting. Topics covered: Influencers, people who made history. Students translate the provided videos from English to Turkish. |
| 7 | Simultaneous translation of speeches on the EU, UN, law, and recent global developments. Topic: Industry. Students translate the provided videos from English into Turkish. |
| 8 | Midterm Exam |
| 9 | An overview of conference interpreting in the world and in Türkiye (Ethics of conference interpreting). Topic to be studied: History of Türkiye. Students translate the provided videos from Turkish into English. |
| 10 | Simultaneous translation of speeches on the OECD, economics, taxes, and medicine. Topic: Economy. Students translate the provided videos from Turkish into English. |
| 11 | Simultaneous translation of speeches on the OECD, economics, taxes, and medicine. Topic: Commerce. Analyses and projects. Students translate the provided videos from Turkish into English. |
| 12 | Practicing simultaneous translation related to agriculture in a conference setting. Students translate the provided videos from Turkish into English. |
| 13 | Simultaneous translation of live broadcast programs (such as award ceremonies or press conferences) in a conference setting. Topic: The past and future of the spare parts industry. Students translate the provided videos from Turkish to English. |
| 14 | Topic to be Worked: Simultaneous interpreting practice in the upcoming conference setting. Students will translate the provided videos from Turkish to English. |
Textbook or Material
| Resources | Gillies, Andrew (2024) Conference Interpreting. London: Routledge. |
| Setton, Robin & Dawrant, Andrew (2016) Conference Interpreting: A Trainer's Guide. Amsterdam: John Benjamins. | |
| Pöchhacker, Franz, (2004) Introducing Interpreting Studies. New York: Routledge, | |
| VOA , Voice of America videos | |
| Jones, Roderick (1998) Conference Interpreting Explained. Manchester: St Jerome. | |
| Taylor-Bouladon, Valerie (2011) Conference Interpreting: Principles and practice |
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) | 14 | 5 | 70 |
| Midterms | 1 | 20 | 20 |
| Quiz | 0 | 0 | 0 |
| Homework | 0 | 0 | 0 |
| Practice | 14 | 5 | 70 |
| 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: | 222 | ||
| Total Work Load / 30 | 7,40 | ||
| Course ECTS Credits: | 7 | ||
Course - Learning Outcomes Matrix
| Relationship Levels | ||||
| Lowest | Low | Medium | High | Highest |
| 1 | 2 | 3 | 4 | 5 |
| # | Learning Outcomes | P1 | P3 |
|---|---|---|---|
| O1 | Applies preliminary steps including terminological, contextual and cultural research for translation practices appropriate for the purpose. | 5 | - |
| O2 | Makes in-text analysis of an original text or speech. | 5 | - |
| O3 | Has knowledge about various translation technologies. | - | 4 |
| O4 | Analyses a text or a speech through computer-aided translation tools. | - | 5 |