121 10 3494 https://omeka.ibu.edu.ba/files/original/0d9e79ec2ddcf44be35d2e708cee70c2.docx 80f00e69bff7c837b8f78cc452b776d9 https://omeka.ibu.edu.ba/files/original/3391084faa9b0b09ffe779bd1cddaa07.pdf 56501b28516e5232e2e4e98cdf2a2bfd PDF Text Text Yakup Doganay, MA* Suleyman Demirel University USING CARTOONS AND COMIC STRIPS IN TEACHING A LANGUAGE INVOLVEMENT METHOD COGNITIVE APPROACH BEHAVIORICTIC PSYCHOLOGY Abstract Nowadays a lot of methods have been searched to be able to find out the better, easier and more beneficial, techniques and principles of teaching a language more effectively. In this article you can see one of these studies. Writer presents and discusses here ‘Using Cartoons and Comics in teaching a language’ to make it more sensible and concrete that we can have the sense of touch and we can apply practically he gives each step of appliance of the lesson and its principle he also uses methods of asking and answering the questions to make it be more understandable. As a result he mentions that they may not be used as main resource but at least supplementary materials to make the lessons more comfortable, profitable and less stressful. INTRODUCTION As the other methods, principles and techniques, this method is not completely new and is full challenging ideas. I am still not sure whether it can be called completely a new method. As far as I researched almost all of the methods use at least some cartoons and comic strips as parts, techniques and principles of them. Or you can also see some techniques and principles of this method that I’ll mention below has already been being used by the other methods. But none of them use Cartoon and Comic strips based method in teaching a language. We use our senses to perceive the world and our environment. So in any method the principle ‘the more senses you can apply in teaching-learning a language the better you can acquire it’. Or the other idea ‘explain me I’ll forget, show me I’ll possibly remember, involve me I’ll learn and not forget’ according to the knowledge that we learn from lexicology, students can settle or build up a bridge between word and meaning thorough concepts. And concept is defined like visual mind or images that we have in our mind for each word. And again it is written there that we can get these concepts by observations. According to behaviorist psychology ‘teaching is enabling the students to have planned and expected behaviors in planned time. 1 �Thus this method has been developed to use the sense of sight and involvement activities as much as possible as a target. The use of the target language is also aimed or admitted as one of the rules. Now we will try to come to an understanding of this method by observing an imaginative lesson that is delivered in one of the secondary local schools. The class has 20-24 students and attending the lessons two times a week and two hours for each time. So we observe the elementary level class attending their lesson mentioned for the second month. OBSERVATION As we come in the classroom teacher has already begun his lesson. Students have been given some cartoons-pictures and a list of words. They are supposed to match the cartoonspictures with the words. These cartoons represent some verbs, nouns, propositions and adjectives appropriate to the level of the students. As the students match teacher walks around the class checking students’ study. After the students finish matching, the teacher checks the answers of the students by giving them chance to say a word for each cartoon-picture. If any of them makes mistake, he asks his question in suspicious tone to give him a chance of self correction, or sometimes he gives alternatives and asks him/her to make the right choice or slips to another student for answer. This activity for getting the meanings of the words thorough concepts by seeing and observing the pictures-cartoons continuous for 8-10 minutes according to needs of the students and characteristics of the unit, subject and lesson. Then the teacher asks some students to read the words randomly. Some of them make some mistakes with the pronunciation, he noted as they read about it. Then he makes the students repeat after him the words especially mispronounced several times. Then he leads them have some practice in pair work by covering the cartoonspictures and asking the words for them or vice-versa process. Then teacher asks the student to tell where the objects are in the cartoons-pictures to teach them the use of right propositions for right places. He encourages the students to ask questions, some of them raise their hands and he gives them chance for it. When any of them makes mistake he uses the some ways for error correction. He follows the similar ways to that of the word mastering practices. Right after that he again leads the students to do pair work for propositions. It activity continues for several minutes. This time the teacher attracts the students; attention to the pictures-cartoons representing verbs. And he begins to ask what the people are doing in pictures. Each student voluntarily or obligatorily answers the questions. Then teacher encourages the students to ask question by using cartoons as for the others answer them. After that he personalizes the question and uses the students’ names by showing the pictures representing the verbs. For this time teacher is very careful using just The Present Continuous Tense. Then he again leads the students to do pair work for practice. 2 �Finally teacher shows them the pictures in correct order. He tells them to put them in correct order, write who and what is where and what they are doing and after that create a short and simple-imaginative story about those pictures using both The Simple Present Tense and The Present Progressive Tense. During the remaining of one more class this week the class will, 1. Continue practicing the use of The Present Progressive Tense telling what each person probably is doing now in their families. 2. Put some cartoons into correct order according to the story. 3. Make comments on some cartoons especially comic strips. 4. Practice the use of The Simple Present Tense with the times. 5. Practice the use of The Simple Present Tense and The Present Progressive Tense together. THINKING ABOUT THE EXPERIENCE Observations Principles 1. Student match the words with the cartoons- Understanding the meaning occurs through pictures concepts most of the time. Concepts are visual minds. Involvement enable the students acquire the language better. Language is not only speech but also understanding, application of this understanding, cognition. A lot of explanation is not necessary for understanding. 2. There are as many pictures as possible for the The use of the sense of sight and each word. involvement in the activities are very important for cognition and application of understanding. 3. The teacher uses the target language for The native language shouldn’t be used in instruction and other needs and the students use the classroom. the target language even it is very simple. 4. The teacher encourages the students to ask The aim of teaching a language is their questions also. communication actually. So the communications doesn’t consist of just answering the questions. It includes having the ability of asking the questions as well. 3 �5. The teacher works with the students on the Pronunciation should be worked on the right pronunciation some mispronounced words. from the beginning of the language instruction. 6. The teacher corrects grammar mistake by Self correction facilitates language learning asking the student to make a choice. and encourages the students to use it more. 7. The teacher asks the questions to the students and the students ask question to each other. The students are also given a pair work after each new structure, instruction or activity is given or done. Lessons should contain some conversational activities. Students must be given as the opportunity of using the target language. Students should be able to speak in the target language as much as possible. 8. At most one structure is thought in each The step by step process is important for the lesson. students to master each structure and switch to another one then use the previous ones with the present one. 9. Grammatical structure is given to the Grammar is given inductively. But students students in patterns. are aware of the structure. 10. The teacher gives the students to put the Using logic, imagination makes the cartoons in correct order and write an language studying enjoyable and being able imaginative story about them to express them in target language facilitates perception and mastering it. 11. The students are encouraged to make Avoiding the stressful atmosphere of a comment on some comic strips. lesson and using humor lower the effective filter of the students. So learning occurs easier. 12. The teacher leads the students to tell about Personalization and free use of language their families using the presented structure. gives the students the sense and feeling use of language in the real atmosphere. REVIEWING THE PRINCIPLES In this chapter we will consider the principles of The Use of Cartoon and Comic Strips in language teaching (The Involvement Method) by answering the ten questions below. 1. What are goals of the teachers who use The Involvement Method? 4 �Teachers who use this method intend that the students grasp and cognate the meaning of the words, languages and expressions. To be able to do this they should learn it by involving the activities in getting the meaning and concepts of the expressions. 2. What is the role of the teacher? What is the role of the students? Teacher is leader and model for the activities and the correct use of language. Students are also active. They are like partners in teaching/learning processes. 3. What are some characteristics of the teaching/learning process? Teachers who use this method believe that perception and cognition of structures of a language and applying them when necessary is very important. Humans can reach up to meaning through concepts. So enabling the students to get the concepts of the words and structures is unavoidable. In order to do this, when the teacher presents any new subject he doesn’t explain it directly. He uses the cartoons and the words representing them jumbled. As they match them they can cognate and perceive the meaning of each word by concepts and by involving the activity they strength their perception and understanding and they won’t forget what they have learned. By getting the chance of doing pair or group work as many times as possible, they can master their practice of the use of language in real and free atmosphere. Teacher gives them some tasks for creating stories along with the pictures so they can express their ideas, imaginations and inner worlds. Grammar is not thought directly. But they can master enough through practice and with a bit of an explanation when necessary. All the instructions and activities are run in target language. So communication language is in the target language and the use of native language is not intended. Students are encourages to learn how to ask questions as well as to answer the questions. Self-error correction is used for the most of the time. Right pronunciation is intended to teach from the very beginning of the course. 4. What is the nature of student-teacher interaction? What is the nature of studentstudent interaction? Teacher is like the orchestra chief and facilitator of learning a language. He doesn’t explain everything very much. He expects students to grasp the meaning and master the language through involvement the activities and practice. The student-student interaction is almost more than teacher-student interaction. Mastering the language by matching that they can do individually, group work and pair work activities and practices are applied very often. 5. How are the feelings of students dealt with? By contributing them some comic strips they are expected to learn and master the language in not stressful but enjoyable atmosphere. By using self-error correction teacher tries to avoid of making them feel themselves shy in front of their friends. 6. How is language viewed? How is culture viewed? The patterns, meanings and rules of a language are perceived and cognated first. Then it is used for communication of the conceptions. The concepts-understanding the native speakers- and logic of humor are also learned by cartoons and comic strips. 5 �7. What areas of language are emphasized? What language skills are emphasized? Vocabulary and getting the true concepts of words is emphasized over all the other language skills firs. Then speaking comes. After that reading and writing are emphasized. Pronunciation gets the attention from the very beginning of the course. The accuracy of the use of the grammatical structures is also not ignored. 8. What is the role of the students’ native language? The student’s native language is not used during the lesson. 9. How is evaluation accomplished? As the time passes in this methods student are expected to match the words with the pictures better and easies with less mistakes. They should create better stories with more accuracy. And they are intended to use the grammatical patterns more correctly. Their writing skill develops by creating and writing the stories. Their ability of expressing themselves is also improved by again creating and telling the stories. 10. How does the teacher respond to students’ errors? The teacher using some different techniques, tries to get students to self correct whenever possible. CONLUSION We cannot claim that this is one of the best and profitable methods you have ever heard. But at least we think that you can find some of the principle worthwhile. Do you offer another more practical way for the students to grasp the meanings of the words without mistakes. We think it would be rather practical and useful. We also can offer you use the creating stories using the cartoons to enable them to be able to express themselves better. How about taking the chance of using comic strips and cartoons to supply the students some enjoyable and less stressful atmosphere of learning a language. We thing these kinds of free atmosphere facilitate language learning more than disciplined atmosphere. As being experienced teachers we think you will decide all these. References 1. 2. 3. 4. 5. Diana Larsen Freeman, TECHNIQUES AND PRINCIPLES IN LANGUAGE TEACHING, Oford university press, 1986, London Jack C. Richards and Theodore S. Rodgers, Approaches and methods in language teaching, Cambridge University press, 1995. David Nunan, language teaching methodology, Macquarie University, Sydney. Marianne Celce-Marcia, Sharon Hilles, Techniques and Resources in Teaching Grammar, Oford university press, 1988, London N, N Marazova, G. B. Antrushina, O. B. English lexicology, Drofa press, Moscow, 2004. Web references 6 �1. http://www.teachingenglish.org.uk/language-assistant/teaching-tips/using-cartoons-comicstrips 2. HTTP://APPRENDREANGLAIS.BLOGSPOT.COM/2006/11/TEACHING-USINGCARTOON-STORYBOARDS.HTML 3. http://jeffreyhill.typepad.com/english/2008/11/slate-magazine-cartoonbox.html 4. Lecture notes about Education by Yakup Doganay. 5. http://en.wikipedia.org/wiki/Concept 6. http://en.wikipedia.org/wiki/Understanding 7. http://en.wikipedia.org/wiki/Pedagogy 8. http://en.wikipedia.org/wiki/Teaching 9. http://en.wikipedia.org/wiki/Learning 10. http://en.wikipedia.org/wiki/Cognition 11. http://en.wikipedia.org/wiki/Perceiving 12. http://en.wikipedia.org/wiki/Behaviorist_psychology Түйін Тіл үйрету принциптары мен әдістерін өнімдірек, оңайырақ және қолайлы жолға қою үшін бүгінгі күнге дейін көптеген методтар зерттелген. Бұл мақалада сіз осы зерттеулердің бірін таба аласыз. Бұл жерде автор «Тіл үйретуде мультипликация және комикстарды қолдануды» ұсынады және қарастырады. Өзінің методының маңыздылығын және де оның тәжірибеде қолдануын түсіндіру үшін ол сабақтың әрбір қадамын жекелеп түсіндіреді, оқырмандарға түсінікті болу үшін сұрақ-жауап методын да қолданады. Қорытындылай келе, автор оқырманның бұл методты басты материал ретінде қолдана алмайтынын айтады, бірақ, жоқ дегенде оны қосымша материал ретінде қолдана отырып сабақтарды өнімдірек және қолайлы етуге болатынын айтады. Аннотация Много методов было испробовано в настоящее время для выяснения лучшей, легкой и более выгодной методики эффективного обучения языка. В этой статье вы увидете одно из этих исследований. Автор представляет и рассматривает здесь ‘Использование мультфильмов и комиксов в обучении языка’. Чтобы объяснить значительность своей методики и применение в пратике, он подробно описывает каждый шаг методики урока, а также ипользует метод вопроса и ответа, чтобы читателям было более понятно. В результате он говорит, что читатель не сможет использовать его методику как главный ресурс, но, по крайней мере, как дополнительный материал, чтобы сделать уроки более плодотворными и менее напряженными. ВВЕДЕНИЕ Как другие методы, принципы и методы, этот метод не абсолютно нов и является полными стимулирующими идеями. Я все еще не уверен, можно ли это назвать полностью новым методом. Насколько я исследовал почти все использование методов, по крайней 7 �мере, немного мультфильмов и комиксов как части, методы и принципы их. Или Вы можете также видеть немного методов и принципов этого метода, что я упомяну ниже, уже использовался другими методами. Но ни один из них не использует мультфильм, и Комиксы базировали метод в обучении языка. Özet Yazarımız makalesinde dil öğretiminde çizgi romanlardan ve fıkralardan yaralanmanın faydalarından bahsetmektedir. Gerek öğrencileri bazan tedirgin edecek dereceye varan sınıftaki ciddi atmosferi yumuşatmak gerekse öğrencilerin derslere daha istekli ve korkmadan,endişelenmeden ve heyecana kapılmadan katılımlarını sağlamak ve böylece öğrenmelerini daha da kolaylaştırmak ve etkili hale getirmek için fıkra ve çizgi romanların aktif bir şelikde kullanılmasının etkilerinden bahsetmektedir. 8 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1040 Title A name given to the resource THE USE OF CARTOONS AND COMIC STRIPES IN TEACHING FOREIGN LANGUAGE Author Author Doganay, Yakup Abstract A summary of the resource. Nowadays a lot of methods have been searched to be able to find out the better, easier and more beneficial, techniques and principles of teaching a language more effectively. In this article you can see one of these studies. Writer presents and discusses here ‘Using Cartoons and Comics in Teaching a Language’ to make it more sensible and concrete that we can have the sense of touch and we can apply practically he gives each step of appliance of the lesson and its principle he also uses methods of asking and answering the questions to make it be more understandable. As a result he mentions that they may not be used as main resource but at least supplementary materials to make the lessons more comfortable, profitable and less stressful Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics https://omeka.ibu.edu.ba/files/original/6a030da98e66507ab532e79fc289d3e5.doc 16da87608824f9805b50665749e3b6f9 https://omeka.ibu.edu.ba/files/original/c6ba49a14a29752ab11d1fca8b18429c.pdf 8f1dbda8ac9a6473055a5f5a4c511c02 PDF Text Text COGNITIVE LINGUA-CULTURAL ASPECTS IN TEACHING TRANSLATION FOR INTERCULTURAL COMMUNICATIVE COMPETENCE (КОГНИТИВНЫЕ ЯЗЫКОВО-КУЛЬТУРНЫЕ АСПЕКТЫ В ПРЕПОДАВАНИИ ПЕРЕВОДA ДЛЯ МЕЖКУЛЬТУРНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ) Abstract This article is dedicated to the application of cognitive lingua-cultural aspects in training future translators to come over the problems emerge form especially cognitive and cultural diversities of different origin societies. The essences of intercultural competence of an interpreter as well as its specific features are determined necessary for translation work. The features of future interpreters and translators education for the requirements of intercultural interpretation in the global world are revealed. Necessity of culturally centered linguistic, didactical and translational paradigm forcing us to seek new ways to improve the training translators for intercultural communication is also mentioned. The explanation and function of translation is stated as ‘Interpretation’, is a very important medium for cultural exchange between people using different languages. High levels of intercultural interaction for translation analysis of a source text in target language provide adequate translation activities and promote the act of dialogue between cultures. As for the education of translation it is determined that ‘A clear lesson to be learnt from translation studies is that the teaching and assessment of translation need to be based on a far wider range of criteria than those involved in simply labelling individual lexical and grammatical items as right or wrong. Keywords: intercultural communication, translation strategies, cross-cultural interpretation, didactic of translation. Introduction The world is getting smaller and smaller into a village with the effect of mess-media. The interrelations of the nations, countries and people have never been so intensive a long with the history as in our era. The free movement of goods and money, the international companies, investing and merchandising all over the world, the very intensive educational and cultural activities and interaction of the communities caused a new term occurred ―Globalization‖. In the village there is just one language that people use for communication but in the world numerous. As a result of globalization interrelations among people have become so immense that any level of communication is almost has become unavoidable. This situation needs cognition, language and culture for miscommunication not to occur. As translation is one of the ways of international communication, the importance of translation and education of it becomes rather clear. In teaching translation, just teaching two languages doesn‘t confront the requirements of the globalized world any more. So we need some new paradigms for this phenomenon. Iintercultural communicative competence of an interpreter – is the ability to cognate, recognize, understand and interpret his own and another picture of the world in their interaction with the aim of ensuring quality transformation the source text into target language text (Tareva, 1476). Teaching Translation Intercultural communicative competence as a concept of theory, practice and didactics of translation is the reality of today (Tareva, 1474). Thus, according to culture-centered approach, teaching translation necessitates acquisition of both real cultural and cognitive semantic facts of another cultural community. Hornby offers a new term ‗the cultural turn‘ in this filed including the move from translation as text to translation as culture and politics translation (Hornby,1990) From these points of views it is generally known that trainees of translations departments express dissatisfaction with the translation classes they attend in their faculties. This alarming observation raised the following questions; ‘Does the 1 �problem lie with those teaching the curricula?, Have they been properly taught?, Have they been adequately trained?, Are there some defects in the translation programs in these departments?’(Gabr, 1) There is a concise survey of changing notions of equivalence, faithfulness, the importance of context and function, the need to adopt appropriate translation strategies for different types of text, and of translation as the locus for cultural interaction and the exchange of cultural capital between and within cultures (Levefere & Bassnett 1998). To overcome the problems in this area the contributions talk about the challenges and solutions in a translation and interpreting classroom by combining theory and practice, hence allowing for implementation of the different methods in real-life situations (Bogucki, 2010). Thus, in teaching translation taking cognition of students and socio cultural background of the target language into account gets great importance. As for our first object, students should be investigated from some angles. We believe that investigating the attitudes of the undergraduate students towards three basic elements in the translation programs and exploring the students' understanding of the theoretical aspects of translation and their personal efforts to develop their translation skills can be achieved by exploring along six axes as follows:  Students' understanding of the concept of translation and the process of translating  Students' personal efforts to improve their translation skills  Students' satisfaction with the course material  Students' satisfaction with the teaching methods used in the course  Students' satisfaction with the roles played by the translation teacher  Students' overall attitude towards the four-year translation program offered in the undergraduate Department of English Language and Literature or Translation Studies. (Offered by Gabr, 2010) In gaining the required skills in education of translation for intercultural communication, we should redefine the translation from the points of views of new paradigms. Vardar says that ‗Translation is transference of culture, concepts, ideas and thoughts form one language to another.’ (Vardar, 172) Marash indicates that ‗Translation is activity/event of understanding and having the audience to understand’ (Marash, 30). Komisserov gives the definition for translation that, ‗translation is functional interaction of language’ (Komisserov, 11). Thus, we can infer from the quotations that translation is cross-cultural and cross-languages and functional transference or in other words transference of any information from one language to another by providing its semantical, functional and cultural equivalence of source language in target language. According to Basnet, there are four equivalences that a translator should provide wile translating any information (Basnet, 25); 1. Linguistic Equivalence, 2. Paradigmatic Equivalence, 3. Stylistic Equivalence, 4. Textual/syntagmatic Equivalence The main aim of translation is to serve as a cross-cultural bilingual communication means among people. For this reason, translators play an important role as bilingual or multi-lingual cross-cultural transmitters of culture and truths by attempting to interpret concepts and speech in a variety of texts as faithfully and accurately as possible (Gerding, 2010). Hence, it gets quite clear that a poor translation can not only lead to hilarity or to minor confusion, but it can also be a matter of life and death. So, the importance of training translators, not only in acquisition of languages, translation strategies and procedures, but also in specific knowledge areas and professional ethics (Gerding, 2010). For these reasons, interpreters should, not only master source language, target language, relevant fields and different professional knowledge, but also be familiar with the two different kinds of cultures and the reflection of the differences in languages expression. Tareve mentions that, ‗translation is not only a translation between two languages, but also a kind of cross-cultural communication; interpretation is full of challenges’ (Tareva, 2011). We can understand that translation is not an easy event. Gerding states that ‗There are many thorns and difficulties that can mortify us during the translation process, whatever the nature of the text we face, and translators should be aware of them (Gerding, 2010). Some of them are; 2 �reading and comprehension ability in the source language, cultural difference, cultural untranslatability, linguistic difference, linguistic untranslatability and not found terms ans so on ... To a great extent, the quality of translation will depend on the quality of the translator, i.e. on her/his knowledge, skills, training, cultural background, expertise, and even mood! Newmark distinguishes some essential characteristics that any good translator should have to be able to overcome all these difficulties are; reading comprehension ability in a foreign language, knowledge of the subject, sensitivity to language (both mother tongue and foreign language), competence to write the target language, dexterously, clearly, economically and resourcefully (Newmark,1995b). In addition, Mercedes Tricás refers to intuition, or common sense as the most common of all senses; in other words, making use of the sixth sense, a combination of intelligence, sensitivity and intuition. This phenomenon works very well if handled cautiously: ...the transfer process is a difficult and complex approach mechanism, one in which one must make use of all one's intellectual capacity, intuition and skill (Tricás, 1995). A translator/interpreter plays great impotant role in trasference of any information or in uderstanding of it in target language. To provide all those equivalences he uses some mental and physical processes; Translation in source language, Paraprasing in target language, Expalantion in target language, Deletaion in both languages if necessary, Borrowing. There are also three translation models that a translator can apply any of them according to the type of a text in translation; the author-centered traditional model, the text-centered structuralistic model, the cognitive reader-centered model. A. Some approaches in translation; 1. The didactic translation approach: A methodology that allows the development of an effective and efficient transfer process from one language to another. As is widely known by those committed to the field, translation as a formal professional activity with a theoretical background is relatively new. Nonetheless, we teachers may facilitate our own task and that of our students if we take advantage of the appropriate tools and strategies (Gerding, 2010) 2. The cognitive translation approach: It perfectly applies to the transfer process of ideas from one language to another, which obviously implies a lot more than the simple reproduction model. (Kussmaul, 1995). 3. The psychological and social approach: From this point of view the translator, whose profile should be that of an intellectual worker with professional training characteristics such as the above-mentioned, will be more successful if her/his social-affective development is given more emphasis, for s/he may be better prepared for cooperative work, and s/he may reach a higher tolerance level, showing respect, self-criticism and sensitivity. (Adapted form Gerding, 2010) 4. The Global Approach: With regard to the principal approaches to a translation text, the most renowned translation theorists (Delisle, Newmark, Nida, Nord, Kussmaul) are in agreement on the following aspects:  Firstly, there is comprehension and interpretation of texts which implies the management of the approach principles to various types of texts, considering the textual, referential, cohesion and naturalness levels.  Secondly, re-wording is also important. It means the application of the various strategies for the restitution process of the message (re-coding) by choosing the appropriate method(s), techniques and procedures. (Newmark, P., 1995: A Textbook of Translation).  And thirdly, translation theorists give great importance to the assessment of the result. (Adapted form Gerding, 2010). 3 �B. 1. Some methods and techniques in teaching translation A Cooperative Work Procedure This method attempts to develop some workshop activities for the translation process—as a cooperative activity with the students—through a graded and sequential procedure.  The teacher makes a selection of the material to be translated. Texts must be chosen according to previously defined objectives for translation practice, taking into account the degree of difficulty of the texts (semantic, cultural, stylistic, etc.)  After browsing through the text (scan reading and/or skim reading), the students, assisted by their teacher, should identify the source, the norm, the type of text, the register, the style and the readership of the text selected.  The students should read the whole text at least twice: The first reading will be comprehensive and general, to become acquainted with the topic and to understand the original, always bearing in mind that meaning is context-determined. The second reading must be a "deep" reading, placing emphasis on items where translation problems may appear.  The teacher then divides the text into as many segments as students in the group. Depending on the degree of difficulty and the length of the text, these segments may be paragraphs, columns, pages or even whole chapters.  If the topic is already quite familiar to the students, they do a preliminary translation. ("one-to-one translation," Newmark, 1995a).  If the topic is completely unknown to the students, they should consult complementary literature.  Once the "one-to-one" version is accomplished, the students do a second version of their own translation—this time a written draft—handling the most suitable translation strategies and procedures and being faithful in the transfer of ideas.  With the original text in front of her/him and being careful to follow the same correlative order of the SL text, each student reads out her/his own version of the translated text, making the necessary pauses between sentences.  During this procedure, the students and the teacher need to set up all necessary conventions with regard to the homogeneity of the terms and the coherence and cohesion of the final version.  As Newmark states, "translation is for discussion" (Newmark, 1995b).  As a metacognitive activity, the students, assisted by the teacher, analyze the translation strategies and procedures used, and discuss the reasons taken into account in the choice of each analyzed criterion: , (Kussmaul, 1995).  The students hand in the final version of their revised and post-edited segments.  The teacher makes a final revision. (Adapted from Gerding, 2010) 2. Parallel texts Texts chosen for this exercise should be short and, over a complete year of study, taken from a variety of sources, including advertisements and other commercial material, as well as biographical, historical, political or literary extracts. In some cases, the ST will be in L1, in others in L2; texts produced by multilingual organisations such as the UN or the EU can also be included. Working in pairs, students can then pick out and discuss how particular words or phrases have been translated, and come up with suggestions as to the linguistic and other reasons for making a particular choice, and whether other alternatives would have been possible and effective. The rest of the group can intervene at any time; individual students are thus reassured by hearing of others' problems, but encouraged to think and discuss their way out of the difficulty (Adapted from Nott, 3) 4 �3. Retranslation (or 'double translation') Double translation, as practised in the sixteenth century, involved three stages: the close study of a (Latin) original, leading to the production by the student of an English version which, an hour or a day later, he translates back into Latin. This exercise was used for modern as well as classical languages, and became increasingly centred on stylistic, rather than syntactic, features (Kelly 1976: 177-180). Retranslation can involve listening as well as reading, as in the following exercise: students are given time to read through a printed L1 text which has been translated from an L2 original, noting its salient features in the usual way. They then hear a recording of the original L2 text, first of all straight through, then in short chunks, repeated, with short pauses during which they write down their L2 version of the chunk, using the printed L1 text as a guide. (Adapted from Nott, 3). 4. Summary translation (L2 to L1 or vice-versa) From the students' point of view, the advantage of summary translation as an exercise is that a TL equivalent does not necessarily have to be found for every SL word or phrase. On the other hand, students are required to be aware of the global features, and salient points of the text, and to make decisions as to how to reflect these in the TL version. As with all FL learning, the teacher will have spelled out the aims of the exercise, together with the necessity to form a rapid overview of the text, and to make strategic decisions about what to include, condense or exclude, and the over-riding importance of the transmission of content. The exercise could be done with source material from texts in L2, or in L1. The task (pairwork in class, or as an individual or pair assignment) is to produce a TL version of the story in the style of a specified TL newspaper or periodical. (Adapted from Nott, 4) It is assumed that the teacher is understood as a facilitator of the translation task, since the lion's share of the transfer process is accomplished by the students, mainly collectively, but also individually (Gerding, 2010). Therefore it is valid for students to consult all possible information sources, including the traditional written forms, the "live" sources or informants, e.g. their own teacher (the "client," in this case), experts in the topic, native speakers, translation software, term data bases and the international data processing nets. For this process to be efficiently carried out, the following minimum conditions should be met: C.        D.      Profile of the Student Sound linguistic training in the two languages and knowledge covering a wide cultural spectrum High reading comprehension competence and permanent interest in reading Adequate use of translation procedures and strategies Acquaintance with translation software for MT and MT edition Improvement capacity and constant interest in learning Initiative, creativity, honesty and perseverance, accuracy, truthfulness, patience and dedication Capacity for analysis and self-criticism, developing team work and maintain constructive interpersonal relationships (adapted from Gerding, 2010) Profile of the Educator Clear assessment criteria Sound knowledge of the SL and the TL, translation theory, transfer procedures, cognition and methodology Comprehension of what translation is and how it occurs (Bell, 1994) Ability to communicate ideas clearly, empathically and openly Capacity to create, foster and maintain a warm work environment, "an atmosphere of sympathetic encouragement" (Kussmaul, 1995) 5 �  Permanent interest in reading various kinds of texts Accuracy and truthfulness; critical, self-critical and analytical capacity E. Evaluation As suggested by Kussmaul (1995), it is a good practice to classify the kinds of errors/difficulties. The most frequent types of difficulties arising from translation that I propose to assess in any translation are the following:  Comprehension, sense and ideas  Lexico-semantic level  Morphosyntactic level  Spelling and punctuation  Creative solutions to translation problems  Cohesion and coherence  Assessment of the result and post-edition  Format (adapted from gerding, 2010) In sum, translators must understand the original text, for which they must have wide general knowledge, handle the vocabulary of the topic in the SL as well as in the TL and, last but not least, write their own language well (Orellana, 1994). Conclusion Translators—like all "professional professionals"—must undergo permanent training (Gerding, 2010) Their productive capacity, however, should not always be measured in terms of pages or hours done, but by the quality of the output or finished work. In order to solve translation problems, a translator must use of his/her cleverness, creativity, curiosity, intuition, ingenuity, reflection, resourcefulness, and much more. It is asserted that the traditional approach to translation in the FL course, especially from L1 to L2, has not only done much to discourage generations of students as to their own proficiency and potential as FL learners, but has also offered them a wholly unrealistic set of notions about translation. In teaching translatoin a clear lesson to be learnt from translation studies is that the teaching and assessment of translation need to be based on a far wider range of criteria than those involved in simply labelling individual lexical and grammatical items as right or wrong. It is widely known that there is indispensable relationship between language and its culture. It is rather clear that translation is functioal interaction of languages. Hence, for effective, emotive and correct intercultural communication, translator training should include also cultural bacground, logic and mentaliy of the TL and cognition of them by trainees. РЕЗЮМЕ В этой статье автор говорит о важности и необходимости обучению переводам наряду с новыми парадигмами, современными подходами и методами в зависимости от интенсивного межкультурного взаимодействия. Он подчеркивает связь между языком и культурой, таким образом, важность познания, сознание менталитета и логики TL и обеспечения социальнокультурного фона его слушателей. РЕЗЮМЕ Берілген мақалада автор аударма жасауда жаңа парадигмалармен бірге оның маңызы мен қажеттілігі жайында және мәдениетаралық қарым-қатынастан туындайтын интенсивті, заманауи әдістермен оқыту туралы сөз қозғайды. Ол тіл мен мәдениет арасындағы байланысты, тыңдаушының әлеуметтік-мәдени тұрғыдан танымын және логикалық маңызын көрсетеді. 6 �Yakup DOGANAY M.A, PhD Candidate Suleyman Demirel University Almaty / Kazakhstan Bibliography 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Bell, Roger T. (1994), ‗Translation and Translating’, Longman Group UK Ltd. Basnet, Susan, (2002), ‘Translation Studies’, Rutledge, London and New York Elena G. Tareva, Cross-Cultural Interpretation as the Strategy for Pre-Translation Text Analysis, Journal of Siberian Federal University. Humanities & Social Sciences 10 (2011 4) 1473-1480 Hervey, S. (1995). Thinking Spanish Translation. A Course in Translation Method: Spanish to English. London: Routledge. Hervey, S., I. Higgins & M. Longridge (1996). Thinking German Translation. A Course in Translation Method: German to English. London: Routledge. Hornby, Mary Snell, (2006), The Turns of Translation Studies, John Benhamins, Amsterdam, The Nertharlendas. Kelly, L. G. (1979). The True Interpreter. Oxford: Basil Blackwell. Komisserov, V, (1981), Teaching Translation, Linguistica Pravda, Kiev Kussmaul, Paul. 1995. Training the Translator. John Benjamins Publishing Co. Vardar, 172, (2010), quoted from Kocaman, A., Boztash, İ. Aksoy, Z. , ‗İngilizce Çeviri Kılavuzu’ (A Guidebook for English Translation), Hacettepe tash, Ankara Marash, 30, (2010), quoted from Kocaman, A., Boztash, İ. Aksoy, Z. , ‗İngilizce Çeviri Kılavuzu (A Guidebook for English Translation)’, Hacettepe Tash, Ankara Lefevere, A. & S. Bassnett (1998). Where are we in Translation Studies? In Bassnett, S. & A. Lefevere: Constructing Cultures. Essays on Literary Translation. Clevedon: Multilingual Matters. Munday Jeremy, (200), ‗Introducing Translation Studies’(theories and applications), Routledge publishing house, London. Newmark, Peter. 1995. Manual de Traducción. Prentice Hall International (UK) Ltd. Ediciones Cátedra, S.A. Newmark, Peter. 1995. A Textbook of Translation. Library of Congress Cataloging-in-Publication Data. Nida, E. y Taber Ch. 1974. The Theory and Practice of Translating. Brill, Leiden. Sewell, P. & S. Higgins (eds) (1996). Teaching Translation in Universities: Present and Future Perspectives. London: AFLS/CILT. Tricás, Mercedes. (1995), ‗Manual de traducción francés-castellano’. Gedisa S.A. Related links 1. Schjoldager. Is translation into the foreign language dangerous for learners?, ‘A comparative analysis of translation and picture verbalization’, www.cbs.dk/departments/english/EST/cf/Schjoldager.doc 2. ‗Criteria for marking translations into English’, www.mml.cam.ac.uk/courses/part2/translation.html 3. Guide to Good Practice: Interpreting by Isabelle Perez, (www.llas.ac.uk/resources/gpg/316) 4. Constanza Gerding-Salas, ‘Teaching Translation Problems and Solutions’, http://translationjournal.net/journal/13educ.htm 5. Gabr Moustafa, ‘A Skeleton in the, Closet Teaching Translation in Egyptian National Universities, http://translationjournal.net/journal/19edu.htm 6. Nott David, ‘Translation from and into the foreign language’, http://www.llas.ac.uk/resources/gpg/427 7. Bogucki Łukasz, ‘Teaching Translation and Interpreting’ http://www.c-s-p.org/Flyers/978-1-4438-2500-9-sample.pdf 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1039 Title A name given to the resource COGNITIVE LINGUA-CULTURAL ASPECTS in TEACHING TRANSLATION for INTERCULTURAL COMMUNICATIVE COMPETENCE Author Author Doganay, Yakup Abstract A summary of the resource. This article is dedicated to the application of cognitive lingua-cultural aspects in training future translators to come over the problems emerge form especially cognitive and cultural differences of different origin societies. The essences of intercultural competence of an interpreter as well as its specific features are determined necessary for translation work. The author reveals the features of education of future interpreters and translators for the requirements of intercultural interpretation in globalized world. He also states the necessity of culturally centered linguistic, didactical and translational paradigm forcing us to seek new ways to improve the training of translators in intercultural communication. The explanation and function of translation is stated like ‘Interpretation must be instrumental in transmitting culture’ and ‘indeed, interpretation is a very important medium for cultural exchange between people using different languages’. ‘High level of intercultural interaction for translation analysis of a source text in target language provides adequate translation activities and promote the act of dialogue between cultures, an important role in which plays a translator of sense, expressed in one language, by means of another verbal code’. As for the education of translation it is determined that ‘A clear lesson to be learnt from translation studies is that the teaching and assessment of translation need to be based on a far wider range of criteria than those involved in simply labelling individual lexical and grammatical items as right or wrong. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 771 Title A name given to the resource Bağlama Dayalı Dil Öğretimi ve Çağdaş Yöntemler Author Author Dinç, Ayşe KARLI, Elçin ÇETİN, Mustafa Abstract A summary of the resource. Eski çağlarda dil dendiğinde akla gelen ilk ve en önemli yapılar sözcükler olmuştur. Dil öğretimi salt sözcüklerin ezberlenmesi şeklinde algılanıyordu. Sözcükler bağlamdan soyutlanarak ya da akla gelen ilk anlam ve algılarıyla öğretiliyordu. Zamanla düşünce sistemleri her alanda olduğu gibi dilde de değişti ve gelişti. 19. yy’da yapılan tipolojik dil çalışmaları dillerin evrensel yönlerinin ortaya çıkmasına sebep oldu. Tipolojik dil çalışmalarının sonucunda 20.yy’da F. De Saussure dile sistem düşüncesini getirdi. Dildeki sözcükleri bir sistem içerisinde birbiriyle ilişkilendirerek sözcüklerin muhtevalarının(içerik) kavram ve kapsamını dil içi ve dil dışı bağlamla betimlenmesine kapı araladı. Saussure’ün ardından gelen dilbilimciler bunu daha da geliştirdi. Dildeki sistem düşüncesi bağlamın ortaya çıkmasına sebep oldu. Bağlam ise en belirgin şekilde dil öğretimi alanını etkilemiştir. Eski yöntemlerle yapılan dil öğretiminde sözcüklerin anlam tasnifi dikkate alınmadan daha çok onların şekli yönleri nazarda tutulurdu. Bu gelenek Saussure’la başlayan dile bakış açısının değişmesine paralel olarak yerini modern yaklaşımlara bırakmıştır. Günümüzde yeni yaklaşımlarla dil öğretim yöntemleri uygulanmakta ve dil öğretim araç gereçleri dil içi ve dil dışı bağlamı dikkate almaktadır. Bu bildiride bağlama dayalı dil öğretimi, dil öğretim materyalleri ve yöntemleri açısından değerlendirilecektir. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1043 Title A name given to the resource THE STUDY OF BURNOUT AMONG ENGLISH LANGUAGE INSTRUCTORS WORKING AT THE PREPARATORY SCHOOL OF A TURKISH STATE UNIVERSITY Author Author Daşkın, Zehra Abstract A summary of the resource. Burnout in any field is a crucial issue which should be taken into consideration seriously. Teacher burnout which is a type of burnout is dealt with its all facets in this paper. More specifically, the English instructors (N=27) working in a state university preparatory school contributed to this study with their participation to the questionnaire (N=27) and interview (N=3). The result of the study shows that age and work experience are not determining factors of teachers‟ burnout and more than half of the participants display the burnout at different levels to some extent. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 811 Title A name given to the resource An Examination of Gifted Children’s Interests in Foreign Language Depending on Their Extraordinary Characteristics Author Author Cetinkaya , Caglar Bayrakcı , Mustafa Abstract A summary of the resource. Gifted children have many specific characteristics such as mental and developmental. One of the area in which gifted children having difference from their peers in terms of especially mental skills have demonstrated their difference is to think extraordinarily (Çağlar, 2004). According to Sak (2010), gifted people are the ones having extraordinary characteristics. This study will be carried out with fifty gifted students under auspices of Eurasian Special Needs Education Research Association (ENSERA) in 2011. The study is descriptive model. Qualitative research methods are going to be used in order to collect data in the study. The data collected with semi-structured interview technique will be analyzed by using content analysis method. The second foreign languages that the gifted children want to learn will be determined with the result of analysis. Besides, the reasons of why they want to learn that language and the evaluation of their learning these languages in terms of extraordinary characteristics will be examined. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 774 Title A name given to the resource COMMON MISTAKES IN ESL WRITING CLASSES Author Author Cankaya, Aziz Yanik, Hayrullah Gojayev, Asif Abstract A summary of the resource. This articles deals with writing classes in ESL groups, and aims to reveal common mistakes among students in paragraph or essay writing. Approximately one hundred students were engaged in this survey and their exam paper and feedbacks from survey were used to outline this article. Mistakes in paragraph and essay writing were divided into specific chapters, common and specific mistakes were worked on. Article mainly focuses on mistakes in organization of paragraph or essay, cohesion, creativity and idea development, grammar, variety of structures, and puts forward way of elimination to these mistakes. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 876 Title A name given to the resource Developing Cultural Scripts for Congratulation Strategies in British English and Turkish: A Suggestion for Foreign Language Teaching Author Author Can, Humeyra Abstract A summary of the resource. The experiences that we have throughout our lives enable us to live culturally because we are influenced and shaped by the culture and we actively act on and reconstruct cultural elements in our social environment (Atkinson, 1999). This highlights the importance of the development of cultural awareness for successful communication especially in a world where intercultural communication is now inevitable. One way of reaching the cultural information in a particular society is by closely studying its speech acts (Wierzbicka, 1985). This study aims to find out the strategies in the performance of the speech act of congratulation in British English and Turkish using a corpus approach and to formulate cultural scripts using the Natural Semantic Metalanguage Approach (NSM). NSM is said to ease intercultural communication by providing a natural language that can be understood by people from different backgrounds and that helps to understand speech practices from the perspective of the speakers themselves (Goddard & Wierzbicka, 2007; Goddard, 2009). To collect the data, the study follows a corpus approach whereby the performative verbs (i.e., English congratulation and Turkish tebrik and kutlama) and their various lexical forms are searched for in various corpora (i.e., BYU-British National Corpus, METU Turkish Corpus, Google) from the newspaper and blog genres. The contexts where the congratulation was directly performed were selected and examined qualitatively and quantitatively. The results of the study show that there are some cultural differences as well as similarities in the performance of congratulation, which can be presented in a cultural script. It is suggested that the cultural scripts be used as language teaching sources specifically for the development of intercultural communicative competence, which includes the cultural knowledge and awareness that will help interlocutors ‘survive’ in new contexts by using the language in socially and culturally appropriate ways (Byram et al., 2002). Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1041 Title A name given to the resource Let Them Speak: Alternative Activities to TTT Author Author Cakir, Yesim Abstract A summary of the resource. Speaking is a crucial part of second language learning and teaching. If students do not learn how to speak or do not get enough opportunity to speak in the language classroom, they may soon get demotivated and lose interest in learning. On the other hand, with interesting activities and games, speaking in class can be a lot of fun, which will also raise students’ motivation and energize classes. The aim of this workshop is to provide teachers with interesting ideas and fun activities to get students to speak and make classes fun and dynamic places to be. The workshop will begin with an activity called Diamond Game (appropriate for all levels) that teachers can use on the first day of the school as an ice-breaker activity or anytime as a speaking activity. Then another fun and energetic activity called Fruit Basket (appropriate for lower levels) will be introduced. This activity is specially good for kinesthetic students as it gets them to speak and move at the same time. The next activity will be Fish Bowl (appropriate for upper-intermediate and above). In this challenging activity, students improvise a conversation by using the prompts written by their classmates. (Two other similar activities Whose line is it anyway? and Royal Banquet will also be mentioned briefly.) Tick-tock (appropriate for higher levels) is another challenging and enjoyable activity which helps students to practice speaking within the given time. The last activity; Secret Word (appropriate for higher levels) is a fun way to revise vocabulary and get students to speak. (Another similar activity; Throw for a word will also be mentioned briefly.) These activities provide a great way to energise speaking lessons and they require little or no preparation on the part of the teacher. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 837 Title A name given to the resource Teaching Political Correctness Author Author Blančić, Bisera Abstract A summary of the resource. Political correctness is a term that describes language or behavior used when we do not want to offend someone, or to be insensitive to the feelings of another person or a group of people. The language may refer to someone’s religion, race, ethnicity, culture, gender, looks, sexual preferences, political views and the like. Its widespread usage started with emergence of the civil rights movements back in the middle of the 20th century. The intention was to contribute to the fair and benevolent society that most people want to live in. This phenomenon started in English and spread to many other languages always reflecting the changes in modern society, and the need to protect the rights of various minority and underprivileged groups. Over the years it gained supporters and opponents because initially neutral words and expressions become devalued over time turning into euphemisms, and they needed to be replaced by new neutral terms. Opponents see it as censorship and a danger to free speech while supporters still perceive political correctness as an unavoidable part of any civilized society. The authors believe that such an important issue cannot be ignored and that it is their obligation as EFL teachers to make their students familiar with it. Although in English and American society the term is often satirized, it is important for students to understand what all the sarcasm and irony are about. The ignorance on the subject may lead to expressing unintentional bias and offence regarding various groups of people. Making students aware of this, as well as of other important social issues, all leads to developing their communication skills and better understanding the cultural settings and background of the language they chose to study. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1049 Title A name given to the resource EDUCATION OF THE WOMAN IN 19TH CENTURY OTTOMAN SOCIETY IN FATMA ALİYE HANIM’S WORKS Author Author Bildirici, Zubeyde Gulendam, Ramazan Abstract A summary of the resource. Daughter of Ahmet Cevdet Pasha, who is a leading figure during Tanzimat era, Fatma Aliye Hanim is regarded as one of the pioneers of Ottoman Woman Movement. As an intellectual Ottoman woman, she constantly wrote about the problems of women in her articles, books, and novels on women issues. Having an Islamic and conservative mind set Fatma Aliye Hanim mainly focused on issues directly related with feminity such as education of women, how they get married, polygamy, divorce, the visibility of women in social life, working women, and the place of women in Islam. The primary purpose of this paper is to analyze how Fatma Aliye deals with the Female and Female education, one of the most contradictory issues in Ottoman period, and to share her attitudes toward the education of female. In the core of the study, the works such as her novels, articles, and researches, of the author will be analyzed. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-04 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics