English

40010 TRANSLATION AND INTERPRETING (TURKISH-ENGLISH) -
LEVEL: Bachelor's Degree, TYYÇ: Level 6, EQF-LLL: Level 6, QF-EHEA: First Cycle
  Upon successful completion of the program designed in accordance with the aims and objectives of the program and the program learning outcomes in terms of knowledge, skills and competencies given below, students/learners will be able to:

Classified Conjoined TYYÇ Level / TYYÇ Field of Education / IAU Programmme Comparison
PROGRAMME LEARNING OUTCOMES LEARNING & TEACHING
METHODS
ASSESMENT & GRADING
METHODS
KNOWLEDGE
(Described in terms of theoretical and factual knowledge)
   1 The students become familiar with translation and interpreting.
   2 The students learn the concept of translation or interpreting from past to present.
   3 The students learn about methodological skills and acquire insights about language that help them in the future.
   4 The students learn the different techniques and methods of translation.
   5 The students also learn German as the third language and become familiar with the basics of translating from German into English.
   6 The students develop critical and interpretive skills.
   7 They learn about the culture and history of the English-speaking world.
   8 They become familiar with the nuances of language.
   9 They use logical thought, critical reasoning, and rhetorical skills to effectively construct arguments.
  • Lecture & In-Class Activities
  • Reading
  • Assignment (Homework)
  • Mid-Term Exam
  • Final Exam
  • Homework Assessment
SKILLS
(Described in terms of cognitive and practical skills)
   1 identify the difference between translation and interpretation
   2 Can translate and interpret from English to Turkish.
   3 Can translate and interpret from Turkish to English.
   4 Can display competence both in written and spoken English and communicate ideas in a variety of contexts.
   5 Can make consecutive translation,
   6 Can translate into other languages without corrupting the form and content of writtten texts,
   7 Understand the contextual value of the lexis,
   8 Able to translate various texts ranging from literature to law, economy to science.
  • Lecture & In-Class Activities
  • Project Work
  • Seminar
  • Mid-Term Exam
  • Final Exam
  • Oral Exam
PERSONAL & OCCUPATIONAL COMPETENCES IN TERMS OF EACH OF THE FOLLOWING GROUPS
Autonomy & Responsibility
   1 can run his/her own translation business
   2 can teach English
   3 can pursue academic career
   4 can work as a translator at various institutions
  • Lecture & In-Class Activities
  • Group Work
  • Seminar
  • Thesis Work
  • Computer Based Presentation
  • Final Exam
  • Homework Assessment
Learning to Learn
   1 Can translate or edit on his own
   2 Can find the mistakes in translated texts
   3 Can improve his/her translation skills through practice
   4 Can become an expert in a specific area of translation
  • Lecture & In-Class Activities
  • Group Work
  • Assignment (Homework)
  • Project Work
  • Final Exam
  • Presentation of Report
Communication & Social
   1 can use his communication skills during the interpretation in front of the crowded societies
   2 Can guide the tourists and the businessmen
   3 can translate everything simultaneously
   4 can communicate effectively in writtten and spoken English.
  • Lecture & In-Class Activities
  • Reading
  • Social Activity
  • Computer Based Presentation
  • Final Exam
Occupational and/or Vocational
   1 Acquire the knowledge of theoretical and practical knowledge about translation
   2 The students can become certified translators and make simultaneous translation.
   3 Students can work as a professional translators.
   4 Students can become offical translators.
  • Lecture & In-Class Activities
  • Group Work
  • Social Activity
  • Thesis Work
  • Field Study
  • Computer Based Presentation
  • Final Exam
  • Presentation of Thesis
EBS : İstanbul Aydın Üniversitesi Eğitim Öğretim Bilgi Sistemi İstanbul Aydın Üniversitesi AKTS Bilgi Paketi AKTS Bilgi Paketi ECTS Information Package Avrupa Kredi Transfer Sistemi (AKTS/ECTS), Avrupa Yükseköğretim Alanı (Bologna Süreci) hedeflerini destekleyen iş yükü ve öğrenme çıktılarına dayalı öğrenci/öğrenme merkezli öğretme ve öğrenme yaklaşımı çerçevesinde yükseköğretimde uluslarası saydamlığı arttırmak ve öğrenci hareketliliği ile öğrencilerin yurtdışında gördükleri öğrenimleri kendi ülkelerinde tanınmasını kolaylaştırmak amacıyla Avrupa Komisyonu tarafından 1989 yılında Erasmus Programı (günümüzde Yaşam Boyu Öğrenme Programı) kapsamında geliştirilmiş ve Avrupa ülkeleri tarafından yaygın olarak kabul görmüş bir kredi sistemidir. AKTS, aynı zamanda, yükseköğretim kurumlarına, öğretim programları ve ders içeriklerinin iş yüküne bağlı olarak kolay anlaşılabilir bir yapıda tasarlanması, uygulanması, gözden geçirilmesi, iyileştirilmesi ve bu sayede yükseköğretim programlarının kalitesinin geliştirilmesine ve kalite güvencesine önemli katkı sağlayan bir sistematik yaklaşım sunmaktadır. ETIS : İstanbul Aydın University Education & Training System Istanbul Aydin University ECTS Information Package ECTS Information Package European Credit Transfer and Accumulation System (ECTS) which was introduced by the European Council in 1989, within the framework of Erasmus, now part of the Life Long Learning Programme, is a student-centered credit system based on the student workload required to achieve the objectives of a programme specified in terms of learning outcomes and competences to be acquired. The implementation of ECTS has, since its introduction, has been found wide acceptance in the higher education systems across the European Countries and become a credit system and an indispensable tool supporting major aims of the Bologna Process and, thus, of European Higher Education Area as it makes teaching and learning in higher education more transparent across Europe and facilitates the recognition of all studies. The system allows for the transfer of learning experiences between different institutions, greater student mobility and more flexible routes to gain degrees. It also offers a systematic approach to curriculum design as well as quality assessment and improvement and, thus, quality assurance.