| Course Name | Consecutive Interpreting II |
| Code | Semester | Theory (hour/week) | Application/Lab (hour/week) | Local Credits | ECTS |
|---|---|---|---|---|---|
| ETI 308 | Fall/Spring | 3 | 0 | 3 | 8 |
| Prerequisites |
| ||||||||
| Course Language | English | ||||||||
| Course Type | Elective | ||||||||
| Course Level | First Cycle | ||||||||
| Mode of Delivery | face to face | ||||||||
| Teaching Methods and Techniques of the Course | Critical feedbackSimulationLecturing / Presentation | ||||||||
| Course Coordinator | - | ||||||||
| Course Lecturer(s) | |||||||||
| Assistant(s) | - | ||||||||
| Course Objectives | To ensure that the students do consecutive interpreting at an advanced level and while doing this, to make exercises on how to adjust one’s body language and voice during interpreting. |
| Learning Outcomes | The students who succeeded in this course;
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| Course Description | Fundamentals of consecutive interpreting will be reviewed and assignments will be distributed. There will be two students in charge of preparing the texts in the form of an interview. At the beginning of the lessons, the counterparts of the relevant vocabulary will be duplicated for other students. Besides, there will be weekly assignments for all to ensure vocabulary development.From time to time, there will be guest lecturers from other departments for simulation purposes. |
| Related Sustainable Development Goals | |
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| Core Courses | |
| Major Area Courses | X | |
| Supportive Courses | ||
| Media and Managment Skills Courses | ||
| Transferable Skill Courses |
| Week | Subjects | Required Materials |
| 1 | Introduction | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 1. Amsterdam: John Benjamins Company |
| 2 | Warming up exercises | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 1. Amsterdam: John Benjamins Company & Selected Videos |
| 3 | Advanced exercises about texts on Medicine | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 2. Amsterdam: John Benjamins Company & Selected Videos |
| 4 | Advanced exercises about texts on Music | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 2. Amsterdam: John Benjamins Company & Selected Videos |
| 5 | Advanced exercises about texts on Psychology | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 3. Amsterdam: John Benjamins Company & Selected Videos |
| 6 | Advanced exercises on Geography & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 3. Amsterdam: John Benjamins Company & Selected Videos |
| 7 | Exercises about an interview on History & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 4. Amsterdam: John Benjamins Company & Selected Videos |
| 8 | Exercises about an interview on Archeology & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 4. Amsterdam: John Benjamins Company & Selected Videos |
| 9 | Midterm | |
| 10 | Exercises through an interview on International Relations & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 5. Amsterdam: John Benjamins Company & Seçili Videolar |
| 11 | Exercises through an interview on Commerce & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 5. Amsterdam: John Benjamins Company & Seçili Videolar |
| 12 | Exercises through an interview on Media & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 6. Amsterdam: John Benjamins Company & Seçili Videolar |
| 13 | Exercises through an interview on Sociology & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 6. Amsterdam: John Benjamins Company & Seçili Videolar |
| 14 | Exercises through an interview on being a curator & Student Presentations | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Chapter 7. Amsterdam: John Benjamins Company & Seçili Videolar |
| 15 | Review of the semester | |
| 16 | Final Exam |
| Course Notes/Textbooks | D. Gile (2009) Basic concepts and models for Interpreter and translator training. Amsterdam: John Benjamins Company |
| Suggested Readings/Materials |
| Semester Activities | Number | Weigthing |
| Participation | ||
| Laboratory / Application | ||
| Field Work | ||
| Quizzes / Studio Critiques | ||
| Portfolio | ||
| Homework / Assignments | 1 | 5 |
| Presentation / Jury | 1 | 15 |
| Project | 1 | 15 |
| Seminar / Workshop | ||
| Oral Exam | ||
| Midterm | 1 | 25 |
| Final Exam | 1 | 40 |
| Total |
| Weighting of Semester Activities on the Final Grade | 4 | 60 |
| Weighting of End-of-Semester Activities on the Final Grade | 1 | 40 |
| Total |
| Semester Activities | Number | Duration (Hours) | Workload |
|---|---|---|---|
| Course Hours (Including exam week: 16 x total hours) | 16 | 0 | |
| Laboratory / Application Hours (Including exam week: 16 x total hours) | 16 | 3 | |
| Study Hours Out of Class | 14 | 6 | 84 |
| Field Work | |||
| Quizzes / Studio Critiques | |||
| Portfolio | |||
| Homework / Assignments | 1 | 5 | |
| Presentation / Jury | 1 | 18 | |
| Project | 1 | 20 | |
| Seminar / Workshop | |||
| Oral Exam | |||
| Midterms | 1 | 25 | |
| Final Exams | 1 | 40 | |
| Total | 240 |
| # | Program Competencies/Outcomes | * Contribution Level | ||||
1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to use advanced, field-specific conceptual, theoretical, and practical knowledge acquired, | X | ||||
| 2 | To be able to analyze and research field-specific concepts and ideas and to interpret data individually or as a team using scientific methods, | |||||
| 3 | To be able to understand and use grammatical and semantic structures of the source and target languages, | X | ||||
| 4 | To be able to obtain information about social, cultural, and historical approaches within the source and target languages and to use this information for textual analysis and production, | |||||
| 5 | To be able to understand and interpret written and oral texts in the source language and to transfer these texts into the target language using a semantically and functionally appropriate language, | X | ||||
| 6 | To be able to produce creative translations and assess the translation products critically by defining the steps, strategies and problems in the translation process in the light of field-specific theoretical knowledge and skills acquired, | X | ||||
| 7 | To be able to transfer the theoretical knowledge and research skills within different areas of expertise to translational act, | |||||
| 8 | To be able to use computer-assisted translation tools and machine translation effectively at each step of the translation process, and to follow the theoretical and practical developments in these fields, | |||||
| 9 | To be able to gain awareness of the translator’s social role, job profile, and professional ethical values and to acquire workload management skills for individual or team work, | |||||
| 10 | To be able to access necessary sources to improve quality at each step of the translation process and to assess the target text in accordance with the quality objectives by using these sources, | |||||
| 11 | To be able to establish effective oral and written communication skills both in English and Turkish, to be able to speak a second foreign language at a good level, to be able to use a third foreign language at intermediate level, | |||||
| 12 | To be able to relate the knowledge accumulated throughout the human history to their field of expertise. | |||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest
