The Use of Concept Maps in Translator Training
Erdinç AslanAs a reflection of the constructivist teaching approach, concept maps, which have entered our education life, are used both as a teaching material and as an assessment and evaluation tool. Concept maps have been used in many courses and subjects, from preschool to higher education, and they continue to be used. Concept maps were created based on Ausubel’s meaningful learning model. Concept maps are also used in translation education. In this study, it is emphasized that concept maps can be used in teaching which subjects, how they can be used in translation education, and how they can be used as a measurement and evaluation tool. For this purpose, different sample concept maps related to selected topics from the field of translation studies are presented and the information is visualized. First, a sample classification concept map related to translation technologies is presented. Secondly, the concept of translation competence is visualized with a spider web concept map. Thirdly, equivalence in translation is explained with a fishbone concept map. In addition to these, how to use concept maps in the analysis of the meaning of translation texts is discussed and a sample translation text and concept map of this text are presented. In the last section, the evaluation of concept maps is emphasized and a sample scoring table is given. According to this table, the translation technologies concept map presented in Table 1 is scored. This study also focuses on other methods used in the evaluation.
Çeviri Eğitiminde Kavram Haritalarının Kullanımı
Erdinç AslanYapılandırmacı öğretim yaklaşımının bir yansıması olarak eğitim hayatımıza giren kavram haritaları gerek bir öğretim materyali olarak gerekse bir ölçme değerlendirme aracı olarak okul öncesinden yükseköğretime kadar her seviyede birçok derste ve konuda kullanılmaktadır. Kavram haritaları, Ausubel (1968)’in anlamlı öğrenme modelinin temelini oluşturan, bilişsel yapının hiyerarşik olarak şekillendiği ve yeni kavramların öğrenilmesinin daha önce öğrenilmiş kavramlarla ilişkilendirilerek gerçekleştiği düşüncesinden hareketle ortaya çıkmıştır. Kavram haritaları birçok alanda olduğu gibi çeviri eğitiminde de kullanılmaktadır. Bu çalışmada kavram haritalarının çeviri eğitiminde hangi konuların öğretilmesinde ve nasıl kullanılabileceği, bunlardan bir ölçme ve değerlendirme aracı olarak nasıl yararlanılabileceği üzerinde durulmaktadır. Bunun için çeviribilim alanından seçilen bazı konularla ilgili, farklı türde örnek kavram haritaları sunulmakta ve bilgiler görselleştirilmektedir. İlk olarak çeviri teknolojileri ile ilgili örnek bir sınıflama kavram haritası sunulmaktadır. İkinci olarak çeviri edinci kavramı örümcek ağı kavram haritası ile görselleştirilmektedir. Üçüncü olarak çeviride eşdeğerlik konusu balık kılçığı kavram haritası ile açıklanmaktadır. Bunlara ek olarak çeviri metinlerinin anlam çözümlemesinde kavram haritalarının nasıl kullanılacağı ele alınmakta ve örnek bir çeviri metni ve bu metne ait kavram haritası sunulmaktadır. Son bölümde ise kavram haritalarının değerlendirilmesi üzerinde durulmakta, örnek bir puanlama tablosu verilmekte ve bu tabloya göre Tablo 1’de sunulan çeviri teknolojileri kavram haritası puanlanmaktadır. Ayrıca son bölümde değerlendirmede kullanılan diğer yöntemler de ele alınmaktadır.
As a reflection of the constructivist teaching approach, concept maps, which have entered our education life, are used both as a teaching material and as an assessment and evaluation tool. Since the day they were developed, concept maps have been adapted to their own fields by educators and used in many courses and subjects, from preschool to higher education, and they continue to be used. Concept maps were created by Joseph Novak in the 1970s, based on the idea that the cognitive structure that forms the basis of Ausubel’s meaningful learning model is hierarchical and that the learning of new concepts occurs by associating them with previously learned concepts and using various cognitive strategies such as classification, simulation, and mental animation.
There are different types of concept maps. The Spider Web Concept Map, used to define a concept, the Fishbone Concept Map, used to reveal the causes and consequences of an event, and the Classification Concept Map, used to systematically classify information, are among the most widely used concept maps. There is a hierarchical order in the structure of classification concept maps. The key concept is located at the top of the concept maps prepared at several levels. Then there are general concepts related to the key concept and propositions describing the relationships between them. The next level includes cross-links with less general concepts and propositions describing the relationship between these concepts. Special concepts, propositions, cross-relationships, and examples may also be included in the next level. Spider web and Fishbone concept maps do not have a hierarchical order. The relationship between the concepts in the Spider web concept map and the cause-effect relationship between the concepts in the Fishbone concept map are important.
Concept maps can be used in the field of Translator Training as well as in many other fields, both in teaching different subjects and in the analysis of texts, and as a measurement and evaluation tool. As a teaching tool, concept maps can be used to support meaningful learning by making various subjects schematic and to realize permanent learning, as well as to analyse the meaning of texts for translation as a teaching tool, because by using concept maps, the student comprehends the text to be translated with all its details and produces a more accurate translation product that fulfils its function.
Since concept maps develop students’ creative skills, activities that limit students should be avoided, and the prepared activities should be structured so that students can express themselves comfortably. In addition, concept maps can be prepared with students. This will enrich the learning experiences of students by providing a collaborative learning environment. In addition, the interaction feature should be increased by preparing concept maps to appeal to more sense organs by supporting them with visuals. Students can compile images related to the subject from the Internet. Likewise, enriching the content with visuals while analysing text increases interaction and contributes to meaningful learning.
In this study, it is emphasized that concept maps can be used in teaching which subjects, how they can be used in translator training, and how they can be used as a measurement and evaluation tool. For this purpose, different sample concept maps related to selected topics from the field of translation studies are presented and the information is visualized. First, a sample classification concept map related to translation technologies is presented. Secondly, the concept of translation competence is visualized with a spider web concept map. Thirdly, equivalence in translation is explained with a fishbone concept map. In addition to these, how to use concept maps in the analysis of the meaning of translation texts is discussed and a sample translation text and concept map of this text are presented. In the last section, the evaluation of concept maps is emphasized and a sample scoring table is given. According to this table, the machine translation concept map presented in table 1 is scored. This study also focuses on other methods used in the evaluation.
