The Use of Concept Maps in Translator Training
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. Concept maps have been used in many courses and subjects, from preschool to higher education, and they continue...
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Istanbul University Press
2022-12-01
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| Series: | Litera: Dil, Edebiyat ve Kültür Araştırmaları Dergisi |
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| Online Access: | https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1C8334E1BC8B48079912557485116B94 |
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| author | Erdinç Aslan |
| author_facet | Erdinç Aslan |
| author_sort | Erdinç Aslan |
| collection | DOAJ |
| description | 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. 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. |
| format | Article |
| id | doaj-art-da56c056dd304fdda0b406f7a06d7ca6 |
| institution | Kabale University |
| issn | 2602-2117 |
| language | deu |
| publishDate | 2022-12-01 |
| publisher | Istanbul University Press |
| record_format | Article |
| series | Litera: Dil, Edebiyat ve Kültür Araştırmaları Dergisi |
| spelling | doaj-art-da56c056dd304fdda0b406f7a06d7ca62025-08-20T03:52:38ZdeuIstanbul University PressLitera: Dil, Edebiyat ve Kültür Araştırmaları Dergisi2602-21172022-12-0132288590210.26650/LITERA2021-985648123456The Use of Concept Maps in Translator TrainingErdinç Aslan0https://orcid.org/0000-0002-8484-1450Marmara Üniversitesi, İstanbul, TürkiyeAs 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.https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1C8334E1BC8B48079912557485116B94translationtranslation studiestranslator trainingconcept mapmeasurement and evaluation |
| spellingShingle | Erdinç Aslan The Use of Concept Maps in Translator Training Litera: Dil, Edebiyat ve Kültür Araştırmaları Dergisi translation translation studies translator training concept map measurement and evaluation |
| title | The Use of Concept Maps in Translator Training |
| title_full | The Use of Concept Maps in Translator Training |
| title_fullStr | The Use of Concept Maps in Translator Training |
| title_full_unstemmed | The Use of Concept Maps in Translator Training |
| title_short | The Use of Concept Maps in Translator Training |
| title_sort | use of concept maps in translator training |
| topic | translation translation studies translator training concept map measurement and evaluation |
| url | https://cdn.istanbul.edu.tr/file/JTA6CLJ8T5/1C8334E1BC8B48079912557485116B94 |
| work_keys_str_mv | AT erdincaslan theuseofconceptmapsintranslatortraining AT erdincaslan useofconceptmapsintranslatortraining |