THE CONTRIBUTION OF FORM AND MEANING FOCUSED TRANSLATION INSTRUCTION TO ELT STUDENTS’ READING COMPREHENSION

No Thumbnail Available

Date

2011

Authors

Journal Title

Journal ISSN

Volume Title

Publisher

BUCA EĞİTİM FAKÜLTESİ DERGİSİ

Open Access Color

OpenAIRE Downloads

OpenAIRE Views

Research Projects

Organizational Units

Thumbnail Image
Organizational Unit
Department of English Language and Literature
(1997)
Founded in 1997, the Department of English Language and Literature is one of the first Departments of Atılım University. Through the graduate and doctorate degree programs in addition to the undergraduate program, the Department raises students and academicians. At the Department of English Language and Literature, we aim to graduate students who have studied and learned the English language and literature at an advanced level and developed the skill to produce ideas; as well as the ability to do analyses and academic research on literature. In addition to granting our students with the opportunity to develop their backgrounds in general culture, the education that we offer contributes to their interest and knowledge in contemporary and current issues. Accredited for 5 years from February 24th 2019 by FEDEK, our undergraduate program grants our students the opportunity to join Double-Major or Minor programs in Translation and Interpretation, and International Relations. Another option for the students of our Department is the Erasmus Exchange Program.

Journal Issue

Abstract

Reading is a dominant skill in translating. This study investigates if the reading skills of the trainees influence translating and which of the instruction, form or meaning focused translation instruction, is more effective in improving the reading skills of ELT students. The subject pool for the study consisted of 75 undergraduate students who have taken the Translation (from English to Turkish) at the Department of English Language Teaching, Gazi University: 40 for the experimental group, and 35 for the control group. The subjects took the Translation course for 10 weeks in the first term of the 2009-2010 academic year. As a result of the study it can be said that both groups improved their reading skills but the trainees in the experimental group which received meaning focused translation instruction showed better improvement than the control group.

Description

YAPI VE ANLAM ODAKLI ÇEVİRİ ÖĞRETİMİNİN İNGİLİZCE DİLİ EĞİTİMİ ÖĞRENCİLERİNİN OKUMA ALGILARINA KATKISI
ÖZ: Okuma becerisi çeviride baskın bir beceridir. Bu araştırmada öğretmen adaylarının okuma becerisi seviyesi çeviri becerisini ne seviyede etkilediği ve yapı ve anlam odaklı çeviri öğretiminden hangisinin okuma becerisine katkısı daha fazla olduğu araştırılmıştır. Araştırmaya Gazi Üniversitesi İngiliz Dili Eğitimi A.B.D.‟daki 75 öğrenci iştirak etmiştir: denek grubu 40, kontrol grubu 35 adaydan oluşmaktadır. Araştırma 2009-2010 akademik yılında 10 hafta sürmüştür. Araştırmanın sonucuna göre her iki gruptaki adaylar okuma becerilerini geliştirmiştir fakat anlam odaklı çeviri öğretimi alan denek grubundaki adaylar okuma becerilerini kontrol grubundaki adaylardan daha fazla geliştirmiştir.

Keywords

basic english

Turkish CoHE Thesis Center URL

Fields of Science

Citation

WoS Q

Scopus Q

Source

Volume

Issue

Start Page

End Page

URI

https://hdl.handle.net/20.500.14411/6396

Collections

Diğer Yayınlar / Other Publications