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Çeviri Eğitiminde Kültürlerarası İletişim Edinci Geliştirme: Üstbilişsel bir Yaklaşım

Year 2023, Issue: 34, 111 - 130, 30.07.2023

Burcu Taşkın Mehmet Fatih Çömlekçi

https://doi.org/10.37599/ceviri.1281338

Abstract

Kültürlerarası iletişim edinci ve becerileri, çevirmenlerin küresel dil endüstrisinde başarılı olabilmeleri için giderek daha gerekli hale gelmektedir. Bazı üniversiteler çeviri programlarının müfredatlarına kültürlerarası iletişim adıyla ayrı bir ders eklerken, bazıları ise bu konuyu diğer uygulamalı derslerin içine yerleştirerek örtük bir şekilde ele almaktadır. Mevcut çalışmanın temel amaçları kültürlerarası farkındalık ve çeviri arasındaki ilişkiye dair öğrenci algılarını ortaya koymak, üstbilişsel bir yaklaşımla kültürlerarası etkileşim odaklı ödevlerin kültürlerarası iletişim eğitimdeki rolünü tartışmak, kendini geliştirme ve yaşam boyu öğrenme arzusu odağında kültürlerarası iletişim derslerinin mütercim tercümanlık bölümü öğrencileri için nasıl uyarlanabileceğine ışık tutmaktır. Araştırma bu kapsamda Türkiye'deki bir devlet üniversitesinde 2021/2022 bahar döneminde 14 haftalık bir Kültürlerarası İletişim dersi sırasında gerçekleştirilmiştir. Veri toplama yöntemi, odak grup görüşmelerine ve öğrenci ödevleri üzerinden MAXQDA 2020 programı kullanılarak yapılan nitel içerik analizine dayanmaktadır. Analizler sonucunda üç ana tema belirlenmiştir: kültürlerarası etkileşimi deneyimlemek, kültürlerarası farkındalığı inşa etmek ve kültürlerarası iletişim edinci ile becerilerini geliştirmek. Çalışmanın sonuçları, kişilerarası ve uygulamalı bir ödevin çeviri öğrencilerinin kültürlerarası iletişim edinçlerine çeşitli açılardan katkıda bulunduğunu göstermektedir. Bunlar özgüven kazanma, kültürlerarası duyarlılık ve farkındalıklarını geliştirme, kültürel kalıp yargıları fark etme ve kültürel benzerlik ve farklılıklar üzerine derinlemesine düşünme olarak sıralanabilir. Ayrıca özdüşünümsel bir yaklaşımla öğrenciler, kültürel farklılıkların iletişim üzerindeki etkilerini deneyimlemenin ve düşünce yapısı, dil ve davranış ortaklıkların farkında olmanın geleceğin çevirmenleri için gerekli birer beceri olduğunu fark etmişlerdir.

Keywords

kültürlerarası iletişim çeviri eğitimi kültürlerarası iletişim edinci kültürel duyarlılık özdüşünümsellik.

References

  • Allen, T. J. (2021). Exploring students’ perceptions about intercultural communication education: Rethinking the design and facilitation of a course in Japan. Intercultural Communication Education. 4(3), 213–233. https://doi.org/10.29140/ice.v4n3.475
  • Bauman, Z. 2004. Identity. Polity.
  • Berthaud, S., & Mason, S. (2018). Embedding reflection throughout the postgraduate translation curriculum: using Communities of Practice to enhance training. The Interpreter and Translator Trainer, 12(4), 388- 405. https://doi.org/10.1080/1750399X.2018.1538847
  • Cranmer, R. (2015). Introducing intercultural communication into the teaching of translation. Russian Journal of Linguistics, 19(4), 155-173. https://journals.rudn.ru/linguistics/article/view/9265
  • Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage.
  • Dervin, F., & Tournebise, C. (2013). Turbulence in intercultural communication education (ICE): Does it affect higher education?. Intercultural Education, 24(6), 532-543, https://doi.org/10.1080/14675986.2013.866935
  • Dervin, F. (2016). Interculturality in education: a theoretical and methodological toolbox. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54544-2
  • Dervin, F., & Jacobsson, A. (2021). Teacher education for critical and reflexive interculturality. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-66337-7
  • Diaz, A. R., & Moore, P. J. (2018). (Re)imagining a course in language and intercultural communication for the 21st century. Intercultural Communication Education, 1(3), 83-99. https://doi.org/10.29140/ice.v1n3.87
  • Doğan, A., Ribas, M. A., & Begonya, M. R. (2009). Metacognitive tools in interpreting training: A pilot study. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 26(1), 69-84. https://dergipark.org.tr/en/pub/huefd/issue/41208/500920
  • Echeverri, Á. (2015). Translator education and metacognition: Towards student-centered approaches to translator education. In Cui Y. & Zhao, W. (Eds.), Handbook of research on teaching methods in language translation and interpretation (pp. 297-323). IGI Global. http://doi.org/10.4018/978-1-4666-6615-3.ch016
  • Gudykunst, W.B., Stella Ting‐Toomey & Richard L. Wiseman (1991). Taming the beast: Designing a course in intercultural communication. Communication Education, 40(3), 272-285, https://doi.org/10.1080/03634529109378851
  • Haldan, A. (2021). Çeviri eğitimi araştırmaları. Trakya University Publication.
  • Hastürkoğlu, G. (2019). Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies, 15(3), 914-925. https://doi.org/ 10.17263/jlls.631533
  • Hastürkoğlu, G., & Bayraktar Özer, Ö. (2020). A Project-Based Approach in Translation Classroom: From the Students’ Perspectives. International Journal of Languages’ Education and Teaching, 8(2), 335-344. http://dx.doi.org/10.29228/ijlet.42653
  • Holliday, A. (2010). Intercultural communication and ideology. Sage.
  • Holliday, A. (2018) Designing a course in intercultural education. Intercultural Communication Education, 1(1), 4-11. https://doi.org/10.29140/ice.v1n1.24
  • Hu, Z., Zheng, B., & Wang, X. (2021). The impact of a metacognitive self- regulation inventory in translator self-training: a pre-post study with English-Chinese translation students. The Interpreter and Translator Trainer, 15(4), 430-449. https://doi.org/10.1080/1750399X.2020.1844436
  • Jokikokko, K. (2005). Perspectives on intercultural competence. In Räsänen, R. & San, J. (Eds.), Conditions for intercultural learning and cooperation. (pp. 89–106). Finnish Educational Research Association.
  • Karavin Yüce, H. (2018). Meslek yüksekokullarında çeviri eğitimi: Uygulanan müfredat ve yöntemlerin değerlendirilmesi. Mesleki ve Sosyal Bilimler Dergisi, 1(1), 1-11. https://dergipark.org.tr/tr/pub/mebilder/issue/64461/981440
  • Katan, D. (2009). Translation as intercultural communication. In J. Munday (Ed.), The Routledge companion to translation studies (pp. 88-106). Routledge.
  • Koutlaki, S. A., & Eslami, Z. R. (2018). Critical intercultural communication education: Cultural analysis and pedagogical applications. Intercultural Communication Education, 1(3), 100-109. https://doi.org/10.29140/ice.v1n3.110
  • Langer, E. (1989). Mindfulness. Addison-Wesley.
  • LISA. (2003). Localization industry primer. D. Fry (Ed.), Localization Industry Standards Association.
  • McConachy, T. (2018). Crossing boundaries and creating possibilities in intercultural communication education. Intercultural Communication Education, 1(1), 1-3. https://doi.org/10.29140/ice.v1n1.38
  • Mellinger, C. D. (2019). Metacognition and self-assessment in specialized translation education: Task awareness and metacognitive bundling. Perspectives, 27(4), 604-621. https://doi.org/10.1080/0907676X.2019.1566390
  • PACTE. 2005. Investigating translation competence: Conceptual and methodological issues. Meta: Translators’ Journal, 50(2), 609–619. https://doi.org/10.7202/011004ar
  • Pietrzak, P. (2022). Metacognitive translator training: Focus on personal resources. Nature. https://doi.org/10.1007/978-3-030-97038-3
  • Räsänen, R. (2009). Teachers’ intercultural competence and education for global responsibility. In M. T. Talib, J. Loima, H. Paavola & S. Patrikainen (Eds.), Dialogs on diversity and global education (pp. 29– 49). Peter Lang. http://doi.org/10.3726/978-3-653-02064-9
  • Schäffner, C. (2003). Translation and intercultural communication: Similarities and differences. Studies in communication sciences, 3(2), 79-107. https://doi.org/10.5169/seals-791173
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Simpson, A., Dervin, F. & Tao, J. (2022). Business English students’ multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University, International Journal of Bilingual Education and Bilingualism, 25(6), 2041-2057. https://doi.org/10.1080/13670050.2020.1840508
  • Tomozeiu, D., & Kumpulainen, M. (2016). Operationalising intercultural competence for translation pedagogy. The Interpreter and Translator Trainer, 10(3), 268-284. https://doi.org/10.1080/1750399X.2016.1236558
  • Tomozeiu, D., Koskinen, K., & D’Arcangelo, A. (2016). Teaching intercultural competence in translator training. The Interpreter and Translator Trainer, 10(3), 251-267. https://doi.org/10.1080/1750399X.2016.1236557
  • Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
  • Velten, J. C., & Dodd, C. H. (2016). The effects of intercultural communication competency-based instruction on intercultural communication competence. Intercultural Communication Studies, 25(3), 1-18. https://doi.org/10.20472/IAC.2018.042.044
  • Virkama, A. (2010). From othering to understanding: Perceiving ‘culture’ in intercultural communication education and learning. In V. Korhonen (Ed.), Cross-cultural lifelong learning (pp. 39-60). University of Tampere. http://urn.fi/URN:NBN:fi:uta-201703171299
  • Whyatt, B., & Naranowicz, M. (2020). A robust design of the translator’s skill set: Evidence for transfer of metacognitive skills to intralingual paraphrasing. The Interpreter and Translator Trainer, 14(1), 1-18. https://doi.org/10.1080/1750399X.2019.1617028
  • Witte, H. (2000). Die Kulturkompetenz des Translators. Begriffliche Grundlegung und Didaktisierung. Stauffenburg.
  • Yarosh, M. (2015). Translator intercultural competence: A model, learning objectives, and level indicators. In Y. Cui & W. Zhao (Eds.), Handbook of research on teaching methods in language translation and interpretation (pp. 160-178). IGI Global. https://doi.org/10.4018/978- 1-4666-6615-3.ch010
  • Zhu, L. (2018). An embodied cognition perspective on translation education: philosophy and pedagogy. Perspectives, 26(1),135-151. https://doi.org/10.1080/0907676X.2017.1328449

Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach

Year 2023, Issue: 34, 111 - 130, 30.07.2023

Burcu Taşkın Mehmet Fatih Çömlekçi

https://doi.org/10.37599/ceviri.1281338

Abstract

Intercultural communication competence and skills have become increasingly essential for translators to succeed in the global language industry. While some university translation programs offer a specific course explicitly covering intercultural communication, others teach it implicitly, embedding it in other practical courses. The main aim of the study is to shed light on the ways of adapting intercultural communication courses for translation and interpreting students by uncovering student perceptions of the relationship between intercultural awareness and translation and discussing the role of cross-cultural interaction-oriented assignments with a metacognitive approach, giving impetus to the aspiration of self-improvement and life-long learning. For this purpose, we conducted this research at a state university in Turkey during a 14-week Intercultural Communication course in the 2021/2022 spring semester. Our data-gathering method is based on focus group discussions and qualitative content analysis on student assignments using MAXQDA 2020. Following the analysis, three main themes have been identified: experiencing intercultural interaction, building intercultural awareness, and developing intercultural competence and skills. The results of the study show that an interpersonal and practical assignment contributes to translation students’ intercultural competence in several aspects: gaining self-confidence, improving their intercultural sensitivity and mindfulness, noticing cultural stereotypes, and reflecting on cultural similarities and differences. Furthermore, benefiting from a self-reflexive approach, students realized that being aware of the effects of cultural differences, as well as commonalities in mindset, language, and certain behaviors is a necessary skill for future translators.

Keywords

translator training intercultural communication competence cultural sensitivity self-reflexivity intercultural communication

References

  • Allen, T. J. (2021). Exploring students’ perceptions about intercultural communication education: Rethinking the design and facilitation of a course in Japan. Intercultural Communication Education. 4(3), 213–233. https://doi.org/10.29140/ice.v4n3.475
  • Bauman, Z. 2004. Identity. Polity.
  • Berthaud, S., & Mason, S. (2018). Embedding reflection throughout the postgraduate translation curriculum: using Communities of Practice to enhance training. The Interpreter and Translator Trainer, 12(4), 388- 405. https://doi.org/10.1080/1750399X.2018.1538847
  • Cranmer, R. (2015). Introducing intercultural communication into the teaching of translation. Russian Journal of Linguistics, 19(4), 155-173. https://journals.rudn.ru/linguistics/article/view/9265
  • Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage.
  • Dervin, F., & Tournebise, C. (2013). Turbulence in intercultural communication education (ICE): Does it affect higher education?. Intercultural Education, 24(6), 532-543, https://doi.org/10.1080/14675986.2013.866935
  • Dervin, F. (2016). Interculturality in education: a theoretical and methodological toolbox. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-54544-2
  • Dervin, F., & Jacobsson, A. (2021). Teacher education for critical and reflexive interculturality. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-66337-7
  • Diaz, A. R., & Moore, P. J. (2018). (Re)imagining a course in language and intercultural communication for the 21st century. Intercultural Communication Education, 1(3), 83-99. https://doi.org/10.29140/ice.v1n3.87
  • Doğan, A., Ribas, M. A., & Begonya, M. R. (2009). Metacognitive tools in interpreting training: A pilot study. Hacettepe Üniversitesi Edebiyat Fakültesi Dergisi, 26(1), 69-84. https://dergipark.org.tr/en/pub/huefd/issue/41208/500920
  • Echeverri, Á. (2015). Translator education and metacognition: Towards student-centered approaches to translator education. In Cui Y. & Zhao, W. (Eds.), Handbook of research on teaching methods in language translation and interpretation (pp. 297-323). IGI Global. http://doi.org/10.4018/978-1-4666-6615-3.ch016
  • Gudykunst, W.B., Stella Ting‐Toomey & Richard L. Wiseman (1991). Taming the beast: Designing a course in intercultural communication. Communication Education, 40(3), 272-285, https://doi.org/10.1080/03634529109378851
  • Haldan, A. (2021). Çeviri eğitimi araştırmaları. Trakya University Publication.
  • Hastürkoğlu, G. (2019). Situated learning in translator and interpreter training: Model United Nations simulations. Journal of Language and Linguistic Studies, 15(3), 914-925. https://doi.org/ 10.17263/jlls.631533
  • Hastürkoğlu, G., & Bayraktar Özer, Ö. (2020). A Project-Based Approach in Translation Classroom: From the Students’ Perspectives. International Journal of Languages’ Education and Teaching, 8(2), 335-344. http://dx.doi.org/10.29228/ijlet.42653
  • Holliday, A. (2010). Intercultural communication and ideology. Sage.
  • Holliday, A. (2018) Designing a course in intercultural education. Intercultural Communication Education, 1(1), 4-11. https://doi.org/10.29140/ice.v1n1.24
  • Hu, Z., Zheng, B., & Wang, X. (2021). The impact of a metacognitive self- regulation inventory in translator self-training: a pre-post study with English-Chinese translation students. The Interpreter and Translator Trainer, 15(4), 430-449. https://doi.org/10.1080/1750399X.2020.1844436
  • Jokikokko, K. (2005). Perspectives on intercultural competence. In Räsänen, R. & San, J. (Eds.), Conditions for intercultural learning and cooperation. (pp. 89–106). Finnish Educational Research Association.
  • Karavin Yüce, H. (2018). Meslek yüksekokullarında çeviri eğitimi: Uygulanan müfredat ve yöntemlerin değerlendirilmesi. Mesleki ve Sosyal Bilimler Dergisi, 1(1), 1-11. https://dergipark.org.tr/tr/pub/mebilder/issue/64461/981440
  • Katan, D. (2009). Translation as intercultural communication. In J. Munday (Ed.), The Routledge companion to translation studies (pp. 88-106). Routledge.
  • Koutlaki, S. A., & Eslami, Z. R. (2018). Critical intercultural communication education: Cultural analysis and pedagogical applications. Intercultural Communication Education, 1(3), 100-109. https://doi.org/10.29140/ice.v1n3.110
  • Langer, E. (1989). Mindfulness. Addison-Wesley.
  • LISA. (2003). Localization industry primer. D. Fry (Ed.), Localization Industry Standards Association.
  • McConachy, T. (2018). Crossing boundaries and creating possibilities in intercultural communication education. Intercultural Communication Education, 1(1), 1-3. https://doi.org/10.29140/ice.v1n1.38
  • Mellinger, C. D. (2019). Metacognition and self-assessment in specialized translation education: Task awareness and metacognitive bundling. Perspectives, 27(4), 604-621. https://doi.org/10.1080/0907676X.2019.1566390
  • PACTE. 2005. Investigating translation competence: Conceptual and methodological issues. Meta: Translators’ Journal, 50(2), 609–619. https://doi.org/10.7202/011004ar
  • Pietrzak, P. (2022). Metacognitive translator training: Focus on personal resources. Nature. https://doi.org/10.1007/978-3-030-97038-3
  • Räsänen, R. (2009). Teachers’ intercultural competence and education for global responsibility. In M. T. Talib, J. Loima, H. Paavola & S. Patrikainen (Eds.), Dialogs on diversity and global education (pp. 29– 49). Peter Lang. http://doi.org/10.3726/978-3-653-02064-9
  • Schäffner, C. (2003). Translation and intercultural communication: Similarities and differences. Studies in communication sciences, 3(2), 79-107. https://doi.org/10.5169/seals-791173
  • Schreier, M. (2012). Qualitative content analysis in practice. Sage Publications.
  • Simpson, A., Dervin, F. & Tao, J. (2022). Business English students’ multifaceted and contradictory perceptions of intercultural communication education (ICE) at a Chinese University, International Journal of Bilingual Education and Bilingualism, 25(6), 2041-2057. https://doi.org/10.1080/13670050.2020.1840508
  • Tomozeiu, D., & Kumpulainen, M. (2016). Operationalising intercultural competence for translation pedagogy. The Interpreter and Translator Trainer, 10(3), 268-284. https://doi.org/10.1080/1750399X.2016.1236558
  • Tomozeiu, D., Koskinen, K., & D’Arcangelo, A. (2016). Teaching intercultural competence in translator training. The Interpreter and Translator Trainer, 10(3), 251-267. https://doi.org/10.1080/1750399X.2016.1236557
  • Tracy, S. J. (2019). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact. John Wiley & Sons.
  • Velten, J. C., & Dodd, C. H. (2016). The effects of intercultural communication competency-based instruction on intercultural communication competence. Intercultural Communication Studies, 25(3), 1-18. https://doi.org/10.20472/IAC.2018.042.044
  • Virkama, A. (2010). From othering to understanding: Perceiving ‘culture’ in intercultural communication education and learning. In V. Korhonen (Ed.), Cross-cultural lifelong learning (pp. 39-60). University of Tampere. http://urn.fi/URN:NBN:fi:uta-201703171299
  • Whyatt, B., & Naranowicz, M. (2020). A robust design of the translator’s skill set: Evidence for transfer of metacognitive skills to intralingual paraphrasing. The Interpreter and Translator Trainer, 14(1), 1-18. https://doi.org/10.1080/1750399X.2019.1617028
  • Witte, H. (2000). Die Kulturkompetenz des Translators. Begriffliche Grundlegung und Didaktisierung. Stauffenburg.
  • Yarosh, M. (2015). Translator intercultural competence: A model, learning objectives, and level indicators. In Y. Cui & W. Zhao (Eds.), Handbook of research on teaching methods in language translation and interpretation (pp. 160-178). IGI Global. https://doi.org/10.4018/978- 1-4666-6615-3.ch010
  • Zhu, L. (2018). An embodied cognition perspective on translation education: philosophy and pedagogy. Perspectives, 26(1),135-151. https://doi.org/10.1080/0907676X.2017.1328449
There are 41 citations in total.

Details

Primary Language English
Subjects Translation and Interpretation Studies, Language Studies (Other)
Journal Section Articles
Authors

Burcu Taşkın 0000-0002-7647-8305

Mehmet Fatih Çömlekçi 0000-0002-4811-5558

Publication Date July 30, 2023
Published in Issue Year 2023 Issue: 34

Cite

APA Taşkın, B., & Çömlekçi, M. F. (2023). Building Intercultural Communication Competence in Translator Training: A Metacognitive Approach. Çeviribilim Ve Uygulamaları Dergisi(34), 111-130. https://doi.org/10.37599/ceviri.1281338