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SIMON DER Kİ BAĞLAMSAL OLMALI: ÇEVİRİ ÇALIŞMALARI DERSLERİNDE KELİME ÖĞRETİMİ

SIMON SAYS IT SHOULD BE CONTEXTUAL: VOCABULARY TEACHING DURING TRANSLATION STUDIES COURSES

Journal Name:

  • Selçuk Üniversitesi Edebiyat Fakültesi Dergisi

Publication Year:

  • 2017
DOI: 
http://dx.doi.org/10.21497/sefad.328222

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
Context in vocabulary teaching is one of the major factors that help language learners grasp the meaning and then internalize it. Accordingly, Contextual Vocabulary Teaching (CVT) is necessary both for foreign language teaching and constructivist translation studies courses as well. Yet, there are few if any quantitative studies in the literature that consolidate both CVT and constructivist translation studies courses. Therefore, the aim of the current study was to make a contribution to the literature via investigating the significance of the contextual vocabulary teaching in constructivist translation studies courses in terms of students’ perspective and their achievement scores. The participants of the study comprised the third-year students of the English Language and Literature Department of a state University. A case specific questionnaire developed for the present study was submitted to the third-year students in Advanced Translation I course and, then their attitudes were juxtaposed with their achievement scores. Despite the non-existent correlation between the students’ attitudes towards CVT and their achievement scores, and the lack of previous findings in the literature which is necessary to evaluate the present one, both their attitudes and achievement scores indicated that CVT during constructivist translation studies courses would provide new benefits for the interest of foreign language teaching.
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Abstract (Original Language): 
Bağlam sözcük öğretiminde öğrencinin anlamı kavramasını ve içselleştirmesini sağlayan başlıca faktörlerden biridir. Böylece, bağlamsal sözcük öğretimi hem yabancı dil öğretimi hem de yapılandırmacı çeviri çalışmaları dersleri için önemlidir. Kaldı ki alan-yazında hem bağlamsal sözcük öğretimini hem de yapılandırmacı çeviri çalışmaları derslerini birleştiren niceliksel çalışmalar yok denecek kadar azdır. Böylelikle, mevcut çalışmanın amacı yapılandırmacı çeviri çalışmaları derslerinde bağlamsal sözcük öğretiminin önemini öğrencilerin perspektiflerinden ve başarı puanları açısından araştırarak alan-yazına katkıda bulunmak olmuştur. Çalışmanın katılımcıları bir devlet üniversitesinin İngiliz Dili ve Edebiyatı Bölümünün üçüncü sınıf öğrencilerinden oluşmuştur. Mevcut çalışmaya özel geliştirilmiş vakaya özgü bir ölçek, İleri Çeviri Çalışmaları I adlı derste üçüncü sınıf öğrencilerine dağıtılmış ve ardından tutumları başarı puanları ile karşılaştırılmıştır. Öğrencilerin bağlamsal sözcük öğretimi hakkındaki tutumları ve başarı puanları arasında mevcut olmayan korelasyona ve alan-yazında mevcut çalışmayı değerlendirmek için gerekli olan önceki çalışmaların eksikliğine rağmen hem tutumları hem de başarı puanları yapılandırmacı çeviri çalışmaları dersleri esnasında bağlamsal sözcük öğretiminin yabancı dil öğretimi açısından yeni faydalar sağlayabileceğini işaret etmektedir.
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