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THE CONTRIBUTION OF FORM AND MEANING FOCUSED TRANSLATION INSTRUCTION TO ELT STUDENTS’ READING COMPREHENSION

BROWSE_DETAIL_TITLE_ALTERNATE: YAPI VE ANLAM ODAKLI ÇEVİRİ ÖĞRETİMİNİN İNGİLİZCE DİLİ EĞİTİMİ ÖĞRENCİLERİNİN OKUMA ALGILARINA KATKISI

BROWSE_DETAIL_CREATION_DATE: 16-06-2015

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BROWSE_DETAIL_TYPE: Article

BROWSE_DETAIL_PUBLISH_STATE: Published

BROWSE_DETAIL_FORMAT: No File

BROWSE_DETAIL_LANG: English

BROWSE_DETAIL_SUBJECTS: EDUCATION,

BROWSE_DETAIL_CREATORS: KÖSE, Serhan (Author), ERTAŞ, Abdullah (Author),

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BROWSE_DETAIL_TAB_KEYWORDS

translation, reading, form, meaning, çeviri, okuma, yapı, anlam


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Abstract: Reading is a dominant skill in translating. This study investigates if the reading skills of the trainees influence translating and which of the instruction, form or meaning focused translation instruction, is more effective in improving the reading skills of ELT students. The subject pool for the study consisted of 75 undergraduate students who have taken the Translation (from English to Turkish) at the Department of English Language Teaching, Gazi University: 40 for the experimental group, and 35 for the control group. The subjects took the Translation course for 10 weeks in the first term of the 2009-2010 academic year. As a result of the study it can be said that both groups improved their reading skills but the trainees in the experimental group which received meaning focused translation instruction showed better improvement than the control group.

Özet: Okuma becerisi çeviride baskın bir beceridir. Bu araştırmada öğretmen adaylarının okuma becerisi seviyesi çeviri becerisini ne seviyede etkilediği ve yapı ve anlam odaklı çeviri öğretiminden hangisinin okuma becerisine katkısı daha fazla olduğu araştırılmıştır. Araştırmaya Gazi Üniversitesi İngiliz Dili Eğitimi A.B.D.‟daki 75 öğrenci iştirak etmiştir: denek grubu 40, kontrol grubu 35 adaydan oluşmaktadır. Araştırma 2009-2010 akademik yılında 10 hafta sürmüştür. Araştırmanın sonucuna göre her iki gruptaki adaylar okuma becerilerini geliştirmiştir fakat anlam odaklı çeviri öğretimi alan denek grubundaki adaylar okuma becerilerini kontrol grubundaki adaylardan daha fazla geliştirmiştir.


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BUCA EĞİTİM FAKÜLTESİ DERGİSİ 30 (2011)


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