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Dillerarası Altyazı Kalitesi Perspektifinden Türkiye’de Görsel-İşitsel Çeviri Eğitimi: Bulgular ve Öneriler

Yıl 2025, Sayı: TÜÇEVAS Özel Sayısı, 109 - 132, 28.05.2025

Aysu Uslu Korkmaz , A. Şirin Okyayuz

https://doi.org/10.37599/ceviri.1614516

Öz

Özellikle 1980’lerden itibaren özerkleşmeye başlayan çeviri eğitimi kısa bir zaman diliminde, teknolojik ivmelenmenin de etkisiyle, teknoloji odaklı yeniliklere uyum sağlamayı başarmış ve bu yeniliklerden beslenen alanlardan biri olarak görsel-işitsel çeviri, öğretim programlarına kademeli şekilde kazandırılmaya başlanmıştır. Çeviri eğitiminin sınırlarının genişlediği bu dönemde profesyonel çevirmenlerin görsel-işitsel çeviri alanında yetkinliğe sahip olmaları adına atılan adımlar, zaman içinde doğan ihtiyaçlarla birlikte bugün yerini yeni yönelimlere bırakmıştır. Demokratikleşen teknolojinin bir sonucu olarak profesyonel olmayan çevirmenlerin de katılımcı kültürdeki aktif varlığı, çeviri eğitiminin profesyonel çevirmenleri çağın ihtiyaçlarına uyum sağlayabilecekleri şekilde hazırlamasını da gerekli kılmıştır. Bu doğrultuda çalışma, Türkiye’deki görsel-işitsel çeviri eğitimine ışık tutmak amacıyla, profesyonel çevirmenlerin altyazı çevirisindeki yetkinliklerine odaklanmıştır. Kitle kaynaklı bir çeviri projesinden toplanan İngilizce-Türkçe dil çiftindeki veriler, Jan Pedersen (2017) tarafından dillerarası altyazıların kalitesini ölçmek üzere önerilen FAR Model çerçevesinde analiz edilmiştir. Dillerarası altyazıların ‘işlevsel eşdeğerlik’, ‘kabul edilebilirlik’ ve ‘okunabilirlik’ olmak üzere üç ayrı yönden incelemeye tabi tutulduğu bu model, çeviri kalitesine etki eden hataların gerekçeleriyle birlikte belirlenmesine de yardımcı olmuştur. Karma yöntemli analiz sonucunda, profesyonel çevirmenler tarafından üretilen dillerarası altyazılar, hem aynı çeviri projesinde faaliyet gösteren profesyonel olmayan çevirmenlerin ürettiği altyazılara ait kalite skorları hem de grup içi skorlar dikkate alınarak irdelenmiştir. Elde edilen bulgular içerisinden profesyonel ve profesyonel olmayan çevirmenlerin ortalama uygunluk oranları arasındaki fark ön plana çıkmış, ayrıca bazı profesyonel olmayan çevirmenlerin diğer çevirmenlere göre daha yüksek kalitede altyazılar üretebildiği de tespit edilmiştir. Yürütülen araştırma, dillerarası altyazı kalitesi perspektifinden Türkiye’de görsel-işitsel çeviri eğitiminin eksik ve geliştirilmesi gereken yanlarına dikkat çekerken çeviri yetkinliğinde eğitimin etkisine de yanıt aramaktadır.

Anahtar Kelimeler

görsel-işitsel çeviri çeviri eğitimi altyazı kalitesi profesyonel çevirmenler dillerarası altyazı çevirisi

Kaynakça

  • Akbulut, A. N. (2016). Türkiye’de çeviribilim: İlk adımların yol arkadaşlığı. Sözcükler Yayınevi.
  • Bartrina, F. (2009). Teaching subtitling in a virtual environment. J. Díaz- Cintas & G. Anderman (Ed.), Audiovisual translation: Language transfer on screen içinde (ss. 229–239). Palgrave Macmillan London. https://doi.org/10.1057/9780230234581_17
  • Beckett, A. (2017). Accelerationism: How a fringe philosophy predicted the future we live in. The Guardian. https://www.theguardian.com/world/2017/may/11/accelerationism- how-a-fringe-philosophy-predicted-the-future-we-live-in
  • Beseghi, M. (2021). Bridging the gap between non-professional subtitling and translator training: a collaborative approach. The Interpreter and Translator Trainer, 15(1), 102–117. https://doi.org/10.1080/1750399x.2021.1880307
  • Blane, S. (1996). Interlingual subtitling in the languages degree. P. Sewell & I. Higgins (Ed.), Teaching translation in universities: Present and future perspectives içinde (ss. 183–208). AFLS and CILT.
  • Bolaños García-Escribano, A. (2020). The didactics of audiovisual translation in the age of cloud technologies [Yayımlanmamış doktora tezi]. University College London.
  • Bolaños García-Escribano, A., Díaz-Cintas, J., & Massidda, S. (2021). Latest advancements in audiovisual translation education. The Interpreter and Translator Trainer, 15(1), 1–12. https://doi.org/10.1080/1750399x.2021.1880308
  • Carroll, M. (1998). Subtitler training: Continuing training for translators. Y. Gambier (Ed.), Translating for the media: Papers from the international conference languages & the media, Berlin, November 22- 23, 1996 içinde (ss. 265–266). University of Turku.
  • Çavuşoğlu, E. (2024). Volunteer subtitle translators’ website as an example of a social constructivist approach to translator education. Çeviribilim ve Uygulamaları Dergisi, 36, 58–74. https://doi.org/10.37599/ceviri.1457351
  • Cerezo Merchán, B. (2019). Audiovisual translator training. L. Pérez- González (Ed.), The Routledge handbook of audiovisual translation içinde (ss. 468–482). https://doi.org/10.4324/9781315717166-29
  • Chaume, F. (2003a). Nuevas tecnologías y documentación en la enseñanza de la traducción audiovisual. VII Jornades de traducció a Vic. Interfícies: Apropant la pedagogia de la traducció a les llengües estrangeres içinde. Vic: Universitat de Vic.
  • Chaume, F. (2003b). Teaching audiovisual translation: Some methodological proposals. L. Pérez-González (Ed.), Speaking in tongues: Language across contexts and users içinde (ss. 271–302). Universitat de València: Publicacions de la Universitat de València.
  • Chouliaraki, L. (2010). Self-mediation: new media and citizenship. Critical Discourse Studies, 7(4), 227–232. https://doi.org/10.1080/17405904.2010.511824
  • Díaz-Cintas, J. (2008). The didactics of audiovisual translation. John Benjamins Publishing Company. https://doi.org/10.1075/btl.77
  • Díaz-Cintas, J. (Ed.). (2009). New trends in audiovisual translation. Multilingual Matters. https://doi.org/10.21832/9781847691552
  • Díaz-Cintas, J., & Massidda, S. (2020). Technological advances in audiovisual translation. M. O’Hagan (Ed.), The Routledge handbook of translation and technology içinde (ss. 255–270). Routledge. https://doi.org/10.4324/9781315311258-15
  • Dorado, C., & Orero, P. (2007). Learning teaching audiovisual translation online: a partial achievement. Perspectives, 15(3), 191–202. https://doi.org/10.1080/13670050802153988
  • Enríquez-Aranda, M. (2023). Audiovisual and accessible translation from a transdisciplinary insight: Curriculum design and professional practice for intercultural communication. 8th international conference on higher education advances (HEAd’22), 1441–1449. https://doi.org/10.4995/head23.2023.16279
  • Gottlieb, H. (1992). Subtitling - a new university discipline. C. Dollerup & A. Loddegaard (Ed.), Teaching translation and interpreting: Training talent and experience. Papers from the first language international conference, Elsinore, Denmark, 1991 içinde (ss. 161–172). John Benjamins Publishing Company. https://doi.org/10.1075/z.56.26got
  • Harris, B. (1976). The importance of natural translation. Working papers on bilingualism, 12, 96–114. https://eric.ed.gov/?id=ED142035
  • Harris, B., & Sherwood, B. (1978). Translating as an innate skill. D. Gerver & H. W. Sinaiko (Ed.), Language interpretation and communication içinde (ss. 155–170). https://doi.org/10.1007/978-1-4615-9077-4_15
  • Imhauser, C. (2000). Curriculum development for screen translation [Konferans oturumu]. 3rd International Languages and the Media Conference, Berlin, Almanya.
  • Ivarsson, J., & Carroll, M. (1998). Subtitling. TransEdit HB.
  • James, H., Roffe, I., & Thorne, D. (1996). Assessment and skills in screen translation. C. Dollerup & V. Appel (Ed.), Teaching translation and interpreting 3: New horizons. Papers from the Third Language International Conference, Elsinore, Denmark, 1995 içinde (ss. 177–186). https://doi.org/10.1075/btl.16.25jam
  • Keskin Gaga, E., & Ataseven, F. (2019). Subtitle translation competences and subtitle translator identity. Journal of Social Sciences and Education, 2(1), 187–196. https://dergipark.org.tr/en/download/article- file/719743
  • Korkmaz, P. (2023). Inclusion of Audio-Description Training in Translation Studies curriculum: a PhD course design [International Education Congress]. Edu Yayıncılık.
  • Kruger, J. (2008). Subtitler training as part of a general training programme in the language professions. J. Díaz-Cintas (Ed.), The didactics of audiovisual translation içinde (ss. 71–87). John Benjamins Publishing Company.
  • Kurmel, D. (2021). A project based practice in translation education: Music for Peace Foundation and Subtitling. Çeviribilim ve Uygulamaları Dergisi, 2021(31), 179–201. https://doi.org/10.37599/ceviri.1010499
  • Martínez Sierra, J. J. (2008). Hacia una enseñanza más completa de la traducción audiovisual. Tonos: Revista Electrónica De Estudios Filológicos, 16(1). https://www.um.es/tonosdigital/znum16/secciones/estudios-11- Tradaudiovisual.htm
  • Martins, C., & Ferreira, C. (2019). Project-based learning in audiovisual translation. Journal of Audiovisual Translation, 2(1), 152–182. https://doi.org/10.47476/jat.v2i1.109
  • Matamala, A. (2006). Les noves tecnologies en l’ensenyament de la traducció audiovisual. X Jornades de Traducció i d’Interpretació. Tecnologies a l’abast içinde. Vic: Universitat de Vic.
  • Matamala, A., & Orero, P. (2007). Designing a course on audio description and defining the main competences of the future professional. Linguistica Antverpiensia New Series – Themes in Translation Studies, 6, 329–344. https://doi.org/10.52034/lanstts.v6i.195
  • Morozova, E. V. (2020). Activity-based approach to training students translation analysis of audio-visual products. Современные Проблемы Науки И Образования (Modern Problems of Science and Education), 6. https://doi.org/10.17513/spno.30418
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Audiovisual Translation Training in Turkey from the Perspective of Interlingual Subtitling Quality: Findings and Suggestions

Yıl 2025, Sayı: TÜÇEVAS Özel Sayısı, 109 - 132, 28.05.2025

Aysu Uslu Korkmaz , A. Şirin Okyayuz

https://doi.org/10.37599/ceviri.1614516

Öz

Translation training, which has become autonomous especially since the 1980s, has succeeded in adapting to the technology-oriented novelties within a short period of time, under the influence of technological accelerationism. As one of the fields fuelled by these changes, audiovisual translation has also been gradually introduced into the curricula. Efforts have been made to ensure that professional translators acquire competence in the field of audiovisual translation when the boundaries of translation training have expanded, whereas new trends have emerged today along with the needs arising over time. The active role of non-professional translators in the participatory culture as a result of democratization of technology has brought about the need for translation training to equip professional translators to adapt to the requirements of the age. This study, accordingly, focuses on the competences of professional translators in subtitle translation and aims to shed light on audiovisual translation training in Turkey. The data in the language pair English-Turkish collected from a crowdsourced translation project has been analysed in the framework of the FAR Model, as proposed by Jan Pedersen (2017) to assess the quality of interlingual subtitles. Evaluating interlingual subtitles in three different aspects, namely ‘functional equivalence,’ ‘acceptability,’ and ‘Readability,’ this model has also served to identify errors along with their justifications. The mixed-methods research has examined the interlingual subtitle translations produced by the professional translators with reference to both the quality scores of the subtitles created by the non-professional translators involved in the same translation project as well as the in-group scores. The difference between the average approval rates of the professionals and non-professional translators has become prominent among the findings obtained, and it has also been observed that some non-professional translators are able to produce subtitles of higher quality than other translators. From the perspective of interlingual subtitling quality, this study draws attention to the deficiencies and potential improvements in audiovisual translation training in Turkey while seeking an answer to the effect of education on translation competence.

Anahtar Kelimeler

audiovisual translation translation training subtitle quality professional translators interlingual subtitling

Kaynakça

  • Akbulut, A. N. (2016). Türkiye’de çeviribilim: İlk adımların yol arkadaşlığı. Sözcükler Yayınevi.
  • Bartrina, F. (2009). Teaching subtitling in a virtual environment. J. Díaz- Cintas & G. Anderman (Ed.), Audiovisual translation: Language transfer on screen içinde (ss. 229–239). Palgrave Macmillan London. https://doi.org/10.1057/9780230234581_17
  • Beckett, A. (2017). Accelerationism: How a fringe philosophy predicted the future we live in. The Guardian. https://www.theguardian.com/world/2017/may/11/accelerationism- how-a-fringe-philosophy-predicted-the-future-we-live-in
  • Beseghi, M. (2021). Bridging the gap between non-professional subtitling and translator training: a collaborative approach. The Interpreter and Translator Trainer, 15(1), 102–117. https://doi.org/10.1080/1750399x.2021.1880307
  • Blane, S. (1996). Interlingual subtitling in the languages degree. P. Sewell & I. Higgins (Ed.), Teaching translation in universities: Present and future perspectives içinde (ss. 183–208). AFLS and CILT.
  • Bolaños García-Escribano, A. (2020). The didactics of audiovisual translation in the age of cloud technologies [Yayımlanmamış doktora tezi]. University College London.
  • Bolaños García-Escribano, A., Díaz-Cintas, J., & Massidda, S. (2021). Latest advancements in audiovisual translation education. The Interpreter and Translator Trainer, 15(1), 1–12. https://doi.org/10.1080/1750399x.2021.1880308
  • Carroll, M. (1998). Subtitler training: Continuing training for translators. Y. Gambier (Ed.), Translating for the media: Papers from the international conference languages & the media, Berlin, November 22- 23, 1996 içinde (ss. 265–266). University of Turku.
  • Çavuşoğlu, E. (2024). Volunteer subtitle translators’ website as an example of a social constructivist approach to translator education. Çeviribilim ve Uygulamaları Dergisi, 36, 58–74. https://doi.org/10.37599/ceviri.1457351
  • Cerezo Merchán, B. (2019). Audiovisual translator training. L. Pérez- González (Ed.), The Routledge handbook of audiovisual translation içinde (ss. 468–482). https://doi.org/10.4324/9781315717166-29
  • Chaume, F. (2003a). Nuevas tecnologías y documentación en la enseñanza de la traducción audiovisual. VII Jornades de traducció a Vic. Interfícies: Apropant la pedagogia de la traducció a les llengües estrangeres içinde. Vic: Universitat de Vic.
  • Chaume, F. (2003b). Teaching audiovisual translation: Some methodological proposals. L. Pérez-González (Ed.), Speaking in tongues: Language across contexts and users içinde (ss. 271–302). Universitat de València: Publicacions de la Universitat de València.
  • Chouliaraki, L. (2010). Self-mediation: new media and citizenship. Critical Discourse Studies, 7(4), 227–232. https://doi.org/10.1080/17405904.2010.511824
  • Díaz-Cintas, J. (2008). The didactics of audiovisual translation. John Benjamins Publishing Company. https://doi.org/10.1075/btl.77
  • Díaz-Cintas, J. (Ed.). (2009). New trends in audiovisual translation. Multilingual Matters. https://doi.org/10.21832/9781847691552
  • Díaz-Cintas, J., & Massidda, S. (2020). Technological advances in audiovisual translation. M. O’Hagan (Ed.), The Routledge handbook of translation and technology içinde (ss. 255–270). Routledge. https://doi.org/10.4324/9781315311258-15
  • Dorado, C., & Orero, P. (2007). Learning teaching audiovisual translation online: a partial achievement. Perspectives, 15(3), 191–202. https://doi.org/10.1080/13670050802153988
  • Enríquez-Aranda, M. (2023). Audiovisual and accessible translation from a transdisciplinary insight: Curriculum design and professional practice for intercultural communication. 8th international conference on higher education advances (HEAd’22), 1441–1449. https://doi.org/10.4995/head23.2023.16279
  • Gottlieb, H. (1992). Subtitling - a new university discipline. C. Dollerup & A. Loddegaard (Ed.), Teaching translation and interpreting: Training talent and experience. Papers from the first language international conference, Elsinore, Denmark, 1991 içinde (ss. 161–172). John Benjamins Publishing Company. https://doi.org/10.1075/z.56.26got
  • Harris, B. (1976). The importance of natural translation. Working papers on bilingualism, 12, 96–114. https://eric.ed.gov/?id=ED142035
  • Harris, B., & Sherwood, B. (1978). Translating as an innate skill. D. Gerver & H. W. Sinaiko (Ed.), Language interpretation and communication içinde (ss. 155–170). https://doi.org/10.1007/978-1-4615-9077-4_15
  • Imhauser, C. (2000). Curriculum development for screen translation [Konferans oturumu]. 3rd International Languages and the Media Conference, Berlin, Almanya.
  • Ivarsson, J., & Carroll, M. (1998). Subtitling. TransEdit HB.
  • James, H., Roffe, I., & Thorne, D. (1996). Assessment and skills in screen translation. C. Dollerup & V. Appel (Ed.), Teaching translation and interpreting 3: New horizons. Papers from the Third Language International Conference, Elsinore, Denmark, 1995 içinde (ss. 177–186). https://doi.org/10.1075/btl.16.25jam
  • Keskin Gaga, E., & Ataseven, F. (2019). Subtitle translation competences and subtitle translator identity. Journal of Social Sciences and Education, 2(1), 187–196. https://dergipark.org.tr/en/download/article- file/719743
  • Korkmaz, P. (2023). Inclusion of Audio-Description Training in Translation Studies curriculum: a PhD course design [International Education Congress]. Edu Yayıncılık.
  • Kruger, J. (2008). Subtitler training as part of a general training programme in the language professions. J. Díaz-Cintas (Ed.), The didactics of audiovisual translation içinde (ss. 71–87). John Benjamins Publishing Company.
  • Kurmel, D. (2021). A project based practice in translation education: Music for Peace Foundation and Subtitling. Çeviribilim ve Uygulamaları Dergisi, 2021(31), 179–201. https://doi.org/10.37599/ceviri.1010499
  • Martínez Sierra, J. J. (2008). Hacia una enseñanza más completa de la traducción audiovisual. Tonos: Revista Electrónica De Estudios Filológicos, 16(1). https://www.um.es/tonosdigital/znum16/secciones/estudios-11- Tradaudiovisual.htm
  • Martins, C., & Ferreira, C. (2019). Project-based learning in audiovisual translation. Journal of Audiovisual Translation, 2(1), 152–182. https://doi.org/10.47476/jat.v2i1.109
  • Matamala, A. (2006). Les noves tecnologies en l’ensenyament de la traducció audiovisual. X Jornades de Traducció i d’Interpretació. Tecnologies a l’abast içinde. Vic: Universitat de Vic.
  • Matamala, A., & Orero, P. (2007). Designing a course on audio description and defining the main competences of the future professional. Linguistica Antverpiensia New Series – Themes in Translation Studies, 6, 329–344. https://doi.org/10.52034/lanstts.v6i.195
  • Morozova, E. V. (2020). Activity-based approach to training students translation analysis of audio-visual products. Современные Проблемы Науки И Образования (Modern Problems of Science and Education), 6. https://doi.org/10.17513/spno.30418
  • Neves, J. (2008). Training in subtitling for the D/Deaf and the hard-of- hearing. J. Díaz-Cintas (Ed.), The didactics of audiovisual translation içinde (ss. 171–189). John Benjamins Publishing Company.
  • Oğuz, D. (2020). Orijinal Netflix dizisi “Dark” örnekleriyle görsel-işitsel metinlerde çokkipli metin çözümleme (çevriyazı) yöntemi. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 20, 690–708. https://doi.org/10.29000/rumelide.792325
  • Okyayuz, A. Ş., & Kaya, M. (2017). Görsel-işitsel çeviri eğitimi. Siyasal Kitabevi.
  • Okyayuz, A. Ş., & Kaya, M. (2018). Görsel-işitsel çeviri sınıflarında yaratıcılığı ve çokdisiplinliğe geçişi desteklemek üzere tasarlanmış eğitim vermek. Sosyal Bilimler Dergisi / the Journal of Social Science, 5(20), 18–35. https://doi.org/10.16990/SOBIDER.4038
  • Oral, A. Z. (2024). Çok dilli görsel-işitsel ürünlerin çevirisinde çevirmen yaklaşım ve yöntemleri üzerine bir inceleme. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, 38, 1564–1583. https://doi.org/10.29000/rumelide.1439979
  • Pedersen, J. (2017). The FAR model: Assessing quality in interlingual subtitling. The Journal of Specialised Translation, 28, 210–229. http://su.diva-portal.org/smash/record.jsf?pid=diva2%3A1134906
  • Rico, C. (2010). Translator training in the European higher education area. The Interpreter and Translator Trainer, 4(1), 89–114. https://doi.org/10.1080/1750399x.2010.10798798
  • Romero-Fresco, P., & Martínez Pérez, J. (2015). Accuracy rate in live subtitling: the NER model. R. Baños-Piñero & J. Díaz-Cintas (Ed.), Audiovisual translation in a global context içinde (ss. 28–50). Palgrave Macmillan. https://doi.org/10.1057/9781137552891_3
  • Saldanha, G., & O’Brien, S. (2013). Research methodologies in translation studies. Routledge.
  • Santamaría Guinot, L. (2003). Les TIC i la didàctica de la traducció audiovisual. M. Cánovas, M. González Davies, & L. Keim (Ed.), VII Jornades de traducció a Vic. Interfícies: Apropant la pedagogia de la traducció a les llengües estrangeres içinde. Vic: Eumo Editorial.
  • Sponholz, C. (2003). Teaching audiovisual translation: theoretical aspects, market requirements, university training and curriculum development [Yayımlanmamış tez]. Johannes Gutenberg-Universität Mainz.
  • Subtitling tips. (t.y.). TED. https://www.ted.com/participate/translate/subtitling-tips
  • Tahir Gürçağlar, Ş. (2016). Çevirinin ABC’si. Say Yayınları.
  • Talaván, N., & Ávila-Cabrera, J. J. (2021). Creating collaborative subtitling communities to increase access to audiovisual materials in academia. The Interpreter and Translator Trainer, 15(1), 118–135. https://doi.org/10.1080/1750399x.2021.1880305
  • TED Translators. (t.y.). TED. https://www.ted.com/about/programs- initiatives/ted-translators
  • TED-Ed. (2013). Why do Americans and Canadians celebrate Labor Day? -Kenneth C. Davis [Video]. YouTube. https://www.youtube.com/watch?v=YqmPE2HtkyU
  • TED-Ed. (2014). Why should you listen to Vivaldi’s “Four Seasons”? - Betsy Schwarm [Video]. YouTube. https://www.youtube.com/watch? v=Xcpc8VDsv3c
  • TED-Ed. (2015). Kasları ne geliştirir? - Jeffrey Siegel [Video]. YouTube. https://www.youtube.com/watch?v=2tM1LFFxeKg
  • TED-Ed. (2016). Neden Teflon’a hiçbir şey yapışmaz? - Ashwini Bharathula [Video]. YouTube. https://www.youtube.com/watch? v=uXaP43Zbz7U
  • TED-Ed. (2018a). Can you solve the rogue AI riddle? - Dan Finkel [Video]. YouTube. https://www.youtube.com/watch?v=qMFpOcLroOg
  • TED-Ed. (2018b). How to build a dark matter detector - Jenna Saffin [Video]. YouTube. https://www.youtube.com/watch?v=PxzNo58pE2c
  • TED-Ed. (2018c). Why is Aristophanes called “The Father of Comedy”? - Mark Robinson [Video]. YouTube. https://www.youtube.com/watch? v=arQ6U3ev5ic
  • TED-Ed. (2022). Why is it so hard to escape poverty? - Ann-Helén Bay [Video]. YouTube. https://www.youtube.com/watch?v=D9N7QaIOkG8
  • Thawabteh, M. A., & Al-Adwan, A. (2021). The intricacies of voicing over documentaries from English into Arabic: Implications for translator training. Heliyon, 7(7), e07302. https://doi.org/10.1016/j.heliyon.2021.e07302
  • Ukušová, J., & Zahorák, A. (2021). A model of subtitling training in university education. Journal of Language and Cultural Education, 9(2), 44–57. https://doi.org/10.2478/jolace-2021-0010
  • Valdez, S., Secara, A., Perez, E., & Bywood, L. (2023). Audiovisual translation and media accessibility training in the EMT network. Journal of Audiovisual Translation, 6(1). https://doi.org/10.47476/jat.v6i1.2023.238
  • Way, C. (2000). Structuring specialised translation courses. C. Schäffner & B. Adab (Ed.), Developing translation competence içinde (ss. 131–142). John Benjamins Publishing Company. https://doi.org/10.1075/btl.38.13way
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Çeviri ve Yorum Çalışmaları
Bölüm Makaleler
Yazarlar

Aysu Uslu Korkmaz 0000-0001-5050-9882

A. Şirin Okyayuz 0000-0001-7512-2764

Yayımlanma Tarihi 28 Mayıs 2025
Gönderilme Tarihi 6 Ocak 2025
Kabul Tarihi 23 Mayıs 2025
Yayımlandığı Sayı Yıl 2025 Sayı: TÜÇEVAS Özel Sayısı

Kaynak Göster

APA Uslu Korkmaz, A., & Okyayuz, A. Ş. (2025). Dillerarası Altyazı Kalitesi Perspektifinden Türkiye’de Görsel-İşitsel Çeviri Eğitimi: Bulgular ve Öneriler. Çeviribilim Ve Uygulamaları Dergisi(TÜÇEVAS Özel Sayısı), 109-132. https://doi.org/10.37599/ceviri.1614516
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