ECTS - Consecutive Interpreting
Consecutive Interpreting (ETI411) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Consecutive Interpreting | ETI411 | 7. Semester | 2 | 2 | 0 | 3 | 5 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Team/Group. |
| Course Lecturer(s) |
|
| Course Objectives | The course serves as the basic course for developing the note-taking and consecutive interpreting skills of the students. It targets to develop skills related with active listening, comprehension, note-taking, analytical thinking and self monitoring. Furthermore, it aims to develop the memory and retention skills of the students through different exercises which will help them for better consecutive interpreting performances. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Note-taking skills, active listening exercises, consecutive interpreting exercises |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | The history of interpreting and consecutive interpreting in the world and Turkey | Doğan, Aymil, Sözlü Çeviri ve Uygulamaları, Ankara:Hacettepe Doktorlar Yayınevi, 2003, Pöchhacker, Franz, Introducing Interpreting Studies, USA:Routledge, 2004. |
| 2 | A General Outlook to Consecutive Interpreting The Characteristics and Skills of a Good Consecutive Interpreter | Jones, Roderick, Conference Interpreting Explained, St Jerome:Manchester, 1998. Doğan, Aymil, Sözlü Çeviri ve Uygulamalarıi, Ankara:Hacettepe Doktorlar Yayınevi, 2003. Gillies, Andrew, Note-taking for Consecutive Interpreting: A Short Course,St Jerome: Manchester, 2005. |
| 3 | Listening Comprehension Skills; Active Listening | Gillies, Andrew, Note-taking for Consecutive Interpreting: A Short Course,St Jerome: Manchester, 2005. |
| 4 | Principles and techniques of note-taking | Gillies, Andrew, Note-taking for Consecutive Interpreting: A Short Course,St Jerome: Manchester, 2005. Jones, Roderick, Conference Interpreting Explained, St Jerome:Manchester, 1998. |
| 5 | Note-taking Exercises | Texts from current newspapers and magazines (New York Times, The Guardian, Hürriyet and Sabah , Newsweek, Economist etc popular men’s and women’s magazines.) |
| 6 | Note-taking Exercises | The biographies of successful leaders Atatürk, John F.Kennedy, Abraham Lincoln, The Alexander Great Related websites |
| 7 | Basic Consecutive Interpreting Exercises | Authentic written and audio-visual speeches |
| 8 | Basic Consecutive Interpreting Exercises | Authentic written and audio-visual speeches |
| 9 | Midterm exam | |
| 10 | Consecutive interpreting exercises from and into Turkish | Authentic written and audio-visual speeches |
| 11 | Consecutive interpreting exercises from and into Turkish | Authentic written and audio-visual speeches |
| 12 | Consecutive interpreting exercises from and into Turkish | Authentic written and audio-visual speeches |
| 13 | Consecutive interpreting exercises from and into Turkish | Audio-visual broadcasts |
| 14 | Consecutive interpreting exercises from and into Turkish | Audio-visual broadcasts |
| 15 | Role-play (accompanying and bilateral interpreting) | Audio-visual broadcasts |
| 16 | Final exam |
Sources
| Course Book | 1. Gillies, Andrew, Note-taking for Consecutive Interpreting: A Short Course,St Jerome: Manchester, 2005. |
|---|---|
| 2. Jones, Roderick, Conference Interpreting Explained, St Jerome:Manchester, 1998. | |
| 3. Doğan, Aymil, Sözlü Çeviri ve Uygulamaları, Ankara:Hacettepe Doktorlar Yayınevi, 2003. | |
| 4. Pöchhacker, Franz, Introducing Interpreting Studies,USA:Routledge, 2004. | |
| Other Sources | 5. Magazines, journals, newspapers, authentic speeches on various topics |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | 15 | 5 |
| Laboratory | - | - |
| Application | 15 | 5 |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | 5 | 5 |
| Homework Assignments | - | - |
| Presentation | 1 | 5 |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 50 |
| Toplam | 38 | 100 |
| Percentage of Semester Work | 50 |
|---|---|
| Percentage of Final Work | 50 |
| Total | 100 |
Course Category
| Core Courses | |
|---|---|
| Major Area Courses | X |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Students gain sufficient background in the field of translation and use the theoretical and applied knowledge in translation. | X | ||||
| 2 | Students gain the skills to find, define, formulate and solve possible problems in translation and interpreting. | X | ||||
| 3 | Students gain the skills to select and use technical equipment in the applications of translation and interpreting and; to be able to use simultaneous interpreting with the required equipment. | X | ||||
| 4 | Students gain the the skills of translation analysis, translation criticism and interpretation. | X | ||||
| 5 | Students gain the skills to access information and to do research to use data bases, translation programs and other information resources. | X | ||||
| 6 | Students gain individual and group working skills and be able to to build self-confidence for taking responsibility. | X | ||||
| 7 | Students gain the skills to build efficient verbal and spoken communication skills in English and establish fluency in English and also, acquire the grammar and operation rules of at least one foreign language. | X | ||||
| 8 | Students gain the ability to build the awareness for life-long learning; to keep up with the developments in science and technology and to sustain personal development. | X | ||||
| 9 | Students gain awareness of professional and ethical responsibility. | X | ||||
| 10 | Students can build awareness about project management, the rights of employees and the legal consequences of translation and interpreting applications. | X | ||||
| 11 | Students become aware of universal and societal dimensions of translation and interpreting applications and gather information about the problems of the contemporary world. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | 12 | 1 | 12 |
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | |||
| Quizzes/Studio Critics | 4 | 2 | 8 |
| Prepration of Midterm Exams/Midterm Jury | 1 | 10 | 10 |
| Prepration of Final Exams/Final Jury | 1 | 20 | 20 |
| Total Workload | 126 | ||