A Syllabus Proposal for Liaison Interpreting Course
Sevda Pekcoşkun GünerUndergraduate programs of translation and interpreting, and translation studies departments consist mainly of courses focusing on translation, but the number of compulsory interpreting courses is relatively small. However, departmental curricula should include compulsory introductory interpreting courses that cover basic interpreting skills. Especially in courses that require intensive interpreting practice, such as “liaison interpreting”, it is important to adopt a student-centered and skills-based approach in designing course materials and preparing syllabi that support students' active participation and interactive learning. This study first examines the concept of liaison interpreting and analyzes the curricula of relevant departments at Turkish universities, focusing on compulsory interpreting and subsidiary courses. Then, Daniel Gile's Effort Models and the Xiada Model developed by Xiamen University will be examined as crucial approaches to interpreter training, and a course plan for a semester-long course on liaison interpreting will be developed in the light of these models. The design of the course materials and syllabus will emphasize how artificial intelligence-based tools can be used, and a 15-week syllabus will be designed by determining the skills that students should acquire in the course. The syllabus proposed in this study can be adapted to the objectives and learning outcomes of the respective courses.
İkili Görüşme Çevirisi Dersine İlişkin Bir Ders İzlencesi Önerisi
Sevda Pekcoşkun GünerMütercim tercümanlık ve çeviribilim bölümlerinin lisans programlarında, yazılı çeviri odaklı dersler ağırlıkta olup, sözlü çeviriye yönelik zorunlu derslerin sayısı görece düşüktür. Ancak, temel sözlü çeviri becerilerine odaklanan ve sözlü çeviriye giriş niteliği taşıyan derslerin bölüm ders planlarında zorunlu ders statüsünde bulunması önem taşımaktadır. Özellikle “ikili görüşme çevirisi” gibi yoğun şekilde çeviri uygulamalarının yapılması gereken derslerde, öğrencilerin derslere etkin katılımını ve etkileşimli öğrenmeyi destekleyen ders materyallerinin tasarlanması ve ders izlencesinin hazırlanması konusunda öğrenci merkezli ve beceri temelli yaklaşımların benimsenmesi gerekmektedir. Bu çalışmada, öncelikle ikili görüşme çevirisi kavramı mercek altına alınacak ve Türkiye’deki üniversitelerin ilgili bölümlerinin müfredatları zorunlu sözlü çeviri ve alt edinç dersleri odağında incelenecektir. Ardından, sözlü çeviri eğitiminde temel alınan Daniel Gile’in Çaba Modelleri ve Xiamen Üniversitesi’nin geliştirdiği Xiada modeli ele alınacak ve söz konusu modeller ışığında, dönemlik olarak ikili görüşme çevirisi dersine ilişkin bir ders planı oluşturulmaya çalışılacaktır. Ders materyali ve izlence tasarımında, yapay zekâ destekli araçların kullanımı üzerinde durulacak ve ders kapsamında öğrencilere kazandırılması hedeflenen beceriler belirlenerek, 15 haftalık bir izlence tasarlanacaktır. Bu çalışma kapsamında önerilen ders izlencesi, benzer içeriklere sahip derslerin de amaçlarına ve öğrenme çıktılarına göre uyarlanabilir.
Liaison interpreting is a form of interpreting in which the interpreter facilitates communication between people who speak different languages. Unlike conference interpreting, which is typically used for large-scale events such as international conferences, liaison interpreting is more suitable for smaller, semi-formal or informal contexts such as business meetings, trade shows and festivals. Compared to other interpreting types, liaison interpreting does not usually focus on a specific domain. As a result, it requires the development of general interpreting skills, including listening comprehension, effective use of memory, and cultural awareness.
Incorporating liaison interpreting course into the curricula of translation and interpreting or translation studies departments is essential to familiarize students with a versatile and flexible form of interpreting and to raise their awareness of a modality they will frequently encounter in their professional careers. In addition, since a liaison interpreting course is designed to provide students with basic interpreting and communication skills, it can also serve as a foundation for subsequent courses, such as community interpreting, consecutive interpreting, simultaneous interpreting, and conference interpreting, which require more advanced skills.
In this study, the curricula of English translation and interpreting and translation studies departments in Turkish higher education institutions, focusing specifically on interpreting courses have been analyzed. By examining the Bologna information packages provided by these institutions, the compulsory courses in the respective departments have been tried to be categorized. The analysis of 53 departments reveals that interpreting courses represent a small percentage of the total courses available.
Given that translation and interpreting departments were originally established to train both interpreters and translators, this finding suggests that the main objectives of these departments may not be sufficiently reflected in current curricula. Since graduates will be expected not only to translate written texts but also to interpret, it is essential to include courses such as "Introduction to Interpreting," "Note-taking Techniques," "Liaison Interpreting," and "Sight Interpreting" in the curricula. These courses should be designed to develop basic interpreting skills and be incorporated with core competency courses to prepare students better for their professional careers.
Following the discussion of the current situation in Turkey, this study presents two models that are integral to interpreter training and serve as the basis for the proposed course. The first model, known as the "Effort Model," was developed by Daniel Gile, while the second, known as the "Xiada Model," was created by the Department of Translation Studies at Xiamen University in China. Both models seek to clarify the mechanisms underlying interpreting activities.
The Effort Models attempt to delineate the cognitive components of interpreting so that interpreters can optimally manage their cognitive resources and address issues that may hinder their performance. This model also helps interpreters develop strategies to overcome the challenges they encounter. Based on the principles of the Effort Models, the Xiada Model focuses on cultivating students' interpreting competence. By emphasizing the dynamic and non-linear nature of the interpreting process, the Xiada Model aims to prepare students for their professional careers.
Considering this review, a syllabus for a liaison interpreting course has been developed based on the models. It is expected that this course will become a compulsory part of the relevant curricula. The main objectives of the proposed course are to enhance students' understanding of basic interpreting skills and to provide them with the essential knowledge related to liaison interpreting, complemented by relevant exercises. The proposed syllabus adopts a studentcentered and skills-oriented approach.
This study, which takes a skills-oriented approach to the design of course materials, suggests that an introductory interpreting course may benefit from controlled text production, and the incorporation of resources used in language teaching. The use of tools and digital materials that promote student-centered approaches and innovative teaching methods can foster an interactive and participatory learning environment. In addition, the importance of using artificial intelligence-based chatbots and video creation tools, which represent cutting-edge technologies, for both tutors and students in classroom and extracurricular activities is emphasized.
In the concluding section of this study, a 15-week plan for a skills-oriented and practiceintensive "liaison interpreting" course design has been presented as a mandatory component for second-year undergraduate students in translation and interpreting departments. In the proposed syllabus, a non-linear, stratified, and holistic approach is encouraged. Recognizing that well-designed syllabi can significantly contribute to student success, it is crucial to structure course plans in a way that prioritizes active participation, collaborative group activities, and interactive learning experiences.
