Abstract
Sözlü çeviri sırasında kullanılan ekipmanlardan, eğitim materyallerine kadar teknoloji, eğitim sürecine büyük ölçüde dahil olmuştur. Teknolojinin kullanımı, özellikle yabancı dil olarak İngilizce dil öğretimi bağlamında birçok çalışma kapsamında araştırılmış ve incelenmiş olsa da teknolojinin sözlü çevirmen eğitimi üzerindeki etkisi konusunda literatürde bir boşluk olduğu tespit edilmiştir. Bu çalışma, sözlü çeviri eğitiminin teknolojiyle nasıl uyumlu hale geldiğini inceleyen araştırmaları konu edinerek bir alanyazın incelemesi sunmaktadır. Çalışma kapsamındaki araştırmalar, özellikle Avrupa ülkelerinde bilgisayar destekli sözlü çeviri eğitimi (Computer Assisted Interpreter Training) üzerine yapılan pedagojik araştırmalarda istikrarlı bir artış olduğunu göstermektedir. Bu doğrultuda araştırma nesnesi, temelde Bilgisayar Destekli Sözlü Çeviri Eğitimini (CAIT) konu olarak ele alan çalışmalardır. Bilgisayar Destekli Sözlü Çeviri Eğitimi, öğretim stratejilerine sunduğu yeni bakış açısıyla ve öğrenme materyallerine erişimi çeşitlendirmesi ile sözlü çeviri eğitiminin gelişmesine katkıda bulunmaktadır. Çalışmalardan elde edilen bulgular, sözlü çeviri eğitiminde teknolojinin avantajlarının dezavantajlarından daha fazla olduğunu göstermektedir. Bu doğrultuda, teknolojinin sözlü çeviri eğitimine katkıda bulunduğu sonucuna varılmıştır. Bununla birlikte, teknoloji odaklı eğitime sağlam bir teorik zemin oluşturulması ve farklı dil bağlamlarında kullanılan teknolojilerin eğitmen ve öğrenci üzerindeki etkilerinin incelenmesi amacıyla daha fazla deneysel araştırmaya ihtiyaç duyulmaktadır. Deneysel araştırmanın, sistematik bir bilgiden ziyade büyük ölçüde eğitmenin kişisel deneyimine ve inançlarına dayanan sözlü çeviri eğitiminde ilerleme sağlayacağı düşünülmektedir.
Keywords
Sözlü Çeviri Teknoloji Sözlü Çevirmen Bilgisayar Destekli Sözlü Çeviri Bilgisayar Destekli Sözlü Çeviri Eğitimi
References
- Balkul, H. İ. (2017). Suriyeli sığınmacılara sunulan yazılı ve sözlü çeviri hizmetleri: Türkiye örneklemi ve Küresel Bakış. International Journal of Language Academy, 5(4) 102-112.
- Braun, S., Davitti, E., & Slater, C. (2020). ‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education. The interpreter and translator trainer, 14(3), 259-278.
- Braun, S., Slater, C., Gittins, R., Ritsos, P. D., & Roberts, J. C. (2013). Interpreting in Virtual Reality: designing and developing a 3D virtual world to prepare interpreters and their clients for professional practice. New prospects and perspectives for educating language mediators, 93-120.
- Chan, V. (2024). Investigating students' perceptions of the use of a multifunctional mobile-based virtual reality application for English/Chinese interpreting learning. International Journal of Mobile Learning and Organisation, 18(3), 304-322.
- Chan, V. (2023). Investigating the impact of a virtual reality mobile application on learners' interpreting competence. Journal of Computer Assisted Learning, 39(4), 1242-1258.
- Chan, V. (2022). Using a virtual reality mobile application for interpreting learning: listening to the students’ voice. Interactive Learning Environments, 1-14.
- Costa, H., Corpas Pastor, G., & Durán Muñoz, I. (2014). Technology-assisted interpreting. MultiLingual, 143(25), 3.
- Deysel, E., & Lesch, H. (2018). Experimenting with computer-assisted interpreter training tools for the development of self-assessment skills: National Parliament of RSA. Interpreting and technology, 11, 61.
- Fantinuoli, C., & Prandi, B. (2018). Teaching information and communication technologies. A proposal for the interpreting classroom. trans-kom, 11(2), 162-182.
- Fritella, F. (2021). Computer-assisted conference interpreter training: limitations and future directions. Journal of Translation Studies, 1(2), 103-142.
- Frittella, F. M. (2019). Numbers: from stumbling block to training tool. Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım. Ko, L. (2004). Teaching interpreting by distance mode.
- Melicherčíková, M., & Dove, M. E. (2021). Interpreter trainees’ performance–motivation, quality and assessment (an empirical study). In Changing Paradigms and Approaches in Interpreter Training (pp. 209- 228). Routledge.
- Mikkelson, H., & Jourdenais, R. (Eds.). (2015). The Routledge handbook of interpreting (p. 456). London: Routledge.
- Palalas, A. (2017). Community and informal learning, and skills development. Capacity building in a changing ICT Environment, 17-26.
- Perez, E. – Hodáková, S. (2021). Translator and interpreter training during the COVID-19 pandemic: Procedural, technical and psychosocial factors in remote training. Current Trends in Translation Teaching and Learning E, 8, 276 – 312.
- Ren, W., & Huang, J. (2019). Interpreting Studies by Chinese Scholars (1949–2017). Translation Studies in China: The State of the Art, 135-162.
- Rosendo, L. R. (2022). Interpreting for the military: Creating communities of practice. The Journal of Specialised Translation, 37.
- Sandrelli, A., & Jerez, J. D. M. (2007). The impact of information and communication technology on interpreter training: State-of-the-art and future prospects. The Interpreter and translator trainer, 1(2), 269- 303.
- Seeber, K. G., & Luchner, C. D. (2020). Simulating Simultaneous Interpreting with Text: From 101 Training Model to Training Module. In The role of technology in conference interpreter training (pp. 129-154). Peter Lang USA.
- Şahin, M. ve Eraslan, Ş. (2017). Sözlü çeviri eğitiminde yeni yaklaşımlar: Sanal dünyalar. M. Ş. Yetkiner içinde, Dilbilim Çeviribilim Yazıları. Anı Yayınları, 189-202.
- Pan, J., Wang, H., & Yan, J. X. (2017). Convergences and divergences between studies on translator training and interpreter training: Findings from a database of English journal articles. Target, 29(1), 110- 144.
- Prandi, B. (2023). Computer-assisted simultaneous interpreting: A cognitive-experimental study on terminology. Language Science Press.
- Ritsos, P. D., Gittins, R., Roberts, J. C., Braun, S., & Slater, C. (2012, September). Using virtual reality for interpreter-mediated communication and training. In 2012 International Conference on Cyberworlds (pp. 191-198). IEEE.
- Rosiner, I. and Shlesinger, M. (2010), Much ado about something remote: Stress and performance in remote interpreting, Interpreting, 12.2, 214- 247.
- Tahraoui, A. (2022). Teaching sight and bilateral interpreting online: students’ perceptions of teacher feedback. Texto Livre, 15, e39545.
- Tian, S., & Yang, W. (2024). Modeling the use behavior of interpreting technology for student interpreters: An extension of UTAUT model. Education and Information Technologies, 29(9), 10499-10528.
- Wang, Y. (2023). Artificial Intelligence technologies in college English translation teaching. Journal of psycholinguistic research, 52(5), 1525-1544.
- Wu, Z. (2016). Towards understanding interpreter trainees'(de) motivation: An exploratory study. Translation & Interpreting: The International Journal of Translation and Interpreting Research, 8(2), 13-25.
- Xu, M., & Deng, J. (2015). Integrating information and communication technology into interpreter training in china: state-of-the-art and prospect. Chinese Journal of Applied Linguistics, 38(2), 219-233.
- Yan, J. X., Pan, J., Wang, H., Yan, J. X., Pan, J., & Wang, H. (2018). Research on Translator Training After the New Millennium: A Corpus-Based Review of Eight Journals on Translation Studies. Research on Translator and Interpreter Training: A Collective Volume of Bibliometric Reviews and Empirical Studies on Learners, 39-58.
- Yan, D., & Fan, Q. (2022). Online informal learning community for interpreter training amid COVID-19: A pilot evaluation. PLoS One, 17(11), e0277228.
- Yenkimaleki, M., & van Heuven, V. J. (2023). Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees. Interactive Learning Environments, 31(1), 451-467.
- Zhang, R., & Liu, J. (2024). Effects and Causes of VR-Supported Interpreting Learning Environment on the Interpretation Classroom Anxiety of Student Interpreter. Open Journal of Applied Sciences, 14(2), 398- 410.
- Zorlu, B. N., & Özkaya Marangoz, E. (2023). Evaluation of Remote Interpreting in Terms of Stress and Burnout. Trakya Üniversitesi Edebiyat Fakültesi Dergisi, 14(28), 139-163.
Abstract
Technology has become a major part of the training process, from the equipment used during interpreting to the training materials, and interpreter training has become unthinkable without the use of technology. Although the use of technology has been investigated and examined in many studies, especially in the context of teaching English as a foreign language, a gap has been identified in the literature on the effect of technology in interpreter training. This study aims to present a literature review by examining how interpreting training is compatible with technology. The studies within the scope of the study show that there is an increase in pedagogical research on Computer-Assisted Interpreter Training (CAIT), especially in European countries. In this context, the research object is basically the studies that take Computer-Assisted Interpreter Training (CAIT) as a subject. Computer-Assisted Interpreter Training contributes to the training of the student with its new perspective on training strategies an d diversification of access to learning materials. The findings show that the advantages of technology in interpreting training outweigh its disadvantages. Based on the studies, it has been concluded that technology contributes to interpreter training. However, more empirical research is needed to establish a solid theoretical basis for technology-focused interpreter training and to examine the effects of technology used in different language contexts on the instructor and the student. It is believed that empirical research will improve interpreter training, which is largely based on the instructor's personal experience and beliefs rather than systematic knowledge
Keywords
Interpreting Technology Interpreter Computer-Assisted Interpreting Computer-Assisted Interpreter Training
References
- Balkul, H. İ. (2017). Suriyeli sığınmacılara sunulan yazılı ve sözlü çeviri hizmetleri: Türkiye örneklemi ve Küresel Bakış. International Journal of Language Academy, 5(4) 102-112.
- Braun, S., Davitti, E., & Slater, C. (2020). ‘It’s like being in bubbles’: affordances and challenges of virtual learning environments for collaborative learning in interpreter education. The interpreter and translator trainer, 14(3), 259-278.
- Braun, S., Slater, C., Gittins, R., Ritsos, P. D., & Roberts, J. C. (2013). Interpreting in Virtual Reality: designing and developing a 3D virtual world to prepare interpreters and their clients for professional practice. New prospects and perspectives for educating language mediators, 93-120.
- Chan, V. (2024). Investigating students' perceptions of the use of a multifunctional mobile-based virtual reality application for English/Chinese interpreting learning. International Journal of Mobile Learning and Organisation, 18(3), 304-322.
- Chan, V. (2023). Investigating the impact of a virtual reality mobile application on learners' interpreting competence. Journal of Computer Assisted Learning, 39(4), 1242-1258.
- Chan, V. (2022). Using a virtual reality mobile application for interpreting learning: listening to the students’ voice. Interactive Learning Environments, 1-14.
- Costa, H., Corpas Pastor, G., & Durán Muñoz, I. (2014). Technology-assisted interpreting. MultiLingual, 143(25), 3.
- Deysel, E., & Lesch, H. (2018). Experimenting with computer-assisted interpreter training tools for the development of self-assessment skills: National Parliament of RSA. Interpreting and technology, 11, 61.
- Fantinuoli, C., & Prandi, B. (2018). Teaching information and communication technologies. A proposal for the interpreting classroom. trans-kom, 11(2), 162-182.
- Fritella, F. (2021). Computer-assisted conference interpreter training: limitations and future directions. Journal of Translation Studies, 1(2), 103-142.
- Frittella, F. M. (2019). Numbers: from stumbling block to training tool. Karasar, N. (2005). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım. Ko, L. (2004). Teaching interpreting by distance mode.
- Melicherčíková, M., & Dove, M. E. (2021). Interpreter trainees’ performance–motivation, quality and assessment (an empirical study). In Changing Paradigms and Approaches in Interpreter Training (pp. 209- 228). Routledge.
- Mikkelson, H., & Jourdenais, R. (Eds.). (2015). The Routledge handbook of interpreting (p. 456). London: Routledge.
- Palalas, A. (2017). Community and informal learning, and skills development. Capacity building in a changing ICT Environment, 17-26.
- Perez, E. – Hodáková, S. (2021). Translator and interpreter training during the COVID-19 pandemic: Procedural, technical and psychosocial factors in remote training. Current Trends in Translation Teaching and Learning E, 8, 276 – 312.
- Ren, W., & Huang, J. (2019). Interpreting Studies by Chinese Scholars (1949–2017). Translation Studies in China: The State of the Art, 135-162.
- Rosendo, L. R. (2022). Interpreting for the military: Creating communities of practice. The Journal of Specialised Translation, 37.
- Sandrelli, A., & Jerez, J. D. M. (2007). The impact of information and communication technology on interpreter training: State-of-the-art and future prospects. The Interpreter and translator trainer, 1(2), 269- 303.
- Seeber, K. G., & Luchner, C. D. (2020). Simulating Simultaneous Interpreting with Text: From 101 Training Model to Training Module. In The role of technology in conference interpreter training (pp. 129-154). Peter Lang USA.
- Şahin, M. ve Eraslan, Ş. (2017). Sözlü çeviri eğitiminde yeni yaklaşımlar: Sanal dünyalar. M. Ş. Yetkiner içinde, Dilbilim Çeviribilim Yazıları. Anı Yayınları, 189-202.
- Pan, J., Wang, H., & Yan, J. X. (2017). Convergences and divergences between studies on translator training and interpreter training: Findings from a database of English journal articles. Target, 29(1), 110- 144.
- Prandi, B. (2023). Computer-assisted simultaneous interpreting: A cognitive-experimental study on terminology. Language Science Press.
- Ritsos, P. D., Gittins, R., Roberts, J. C., Braun, S., & Slater, C. (2012, September). Using virtual reality for interpreter-mediated communication and training. In 2012 International Conference on Cyberworlds (pp. 191-198). IEEE.
- Rosiner, I. and Shlesinger, M. (2010), Much ado about something remote: Stress and performance in remote interpreting, Interpreting, 12.2, 214- 247.
- Tahraoui, A. (2022). Teaching sight and bilateral interpreting online: students’ perceptions of teacher feedback. Texto Livre, 15, e39545.
- Tian, S., & Yang, W. (2024). Modeling the use behavior of interpreting technology for student interpreters: An extension of UTAUT model. Education and Information Technologies, 29(9), 10499-10528.
- Wang, Y. (2023). Artificial Intelligence technologies in college English translation teaching. Journal of psycholinguistic research, 52(5), 1525-1544.
- Wu, Z. (2016). Towards understanding interpreter trainees'(de) motivation: An exploratory study. Translation & Interpreting: The International Journal of Translation and Interpreting Research, 8(2), 13-25.
- Xu, M., & Deng, J. (2015). Integrating information and communication technology into interpreter training in china: state-of-the-art and prospect. Chinese Journal of Applied Linguistics, 38(2), 219-233.
- Yan, J. X., Pan, J., Wang, H., Yan, J. X., Pan, J., & Wang, H. (2018). Research on Translator Training After the New Millennium: A Corpus-Based Review of Eight Journals on Translation Studies. Research on Translator and Interpreter Training: A Collective Volume of Bibliometric Reviews and Empirical Studies on Learners, 39-58.
- Yan, D., & Fan, Q. (2022). Online informal learning community for interpreter training amid COVID-19: A pilot evaluation. PLoS One, 17(11), e0277228.
- Yenkimaleki, M., & van Heuven, V. J. (2023). Relative contribution of explicit teaching of segmentals vs. prosody to the quality of consecutive interpreting by Farsi-to-English interpreting trainees. Interactive Learning Environments, 31(1), 451-467.
- Zhang, R., & Liu, J. (2024). Effects and Causes of VR-Supported Interpreting Learning Environment on the Interpretation Classroom Anxiety of Student Interpreter. Open Journal of Applied Sciences, 14(2), 398- 410.
- Zorlu, B. N., & Özkaya Marangoz, E. (2023). Evaluation of Remote Interpreting in Terms of Stress and Burnout. Trakya Üniversitesi Edebiyat Fakültesi Dergisi, 14(28), 139-163.
Details
| Primary Language | Turkish |
|---|---|
| Subjects | Other Fields of Education (Other) |
| Journal Section | Articles |
| Authors | |
| Early Pub Date | June 3, 2025 |
| Publication Date | |
| Submission Date | September 29, 2024 |
| Acceptance Date | May 5, 2025 |
| Published in Issue | Year 2025 Volume: 25 Issue: 2 |
