Mayıs 2011 Cilt:19 No:2 Kastamonu Eğitim Dergisi 475-488

THE EFFECT OF FORM AND MEANING FOCUSED TRANSLATION INSTRUCTION TO THE LANGUAGE SKILL LEVELS OF ELT STUDENTS
Serhan KÖSE Kastamonu Üniversitesi, Eğitim Fakültesi, İlköğretim Bölümü, Kastamonu. Abstract
In this paper, the affect of form and meaning focused translation instruction to language skills are investigated. The research took place in the academic year of 2009-2010. The study was an experimental study with an experimental and control group: 40 subjects in the experimental group and 35 subjects in the control group. After 10 weeks of treatment the results showed that the subjects in the experimental group which was treated with meaning focused translation instruction improved their language skills more than the subjects in the control group which was treated with form focused translation instruction. Key Words: translation, language skills, form, meaning

YAPI VE ANLAM ODAKLI ÇEVİRİ ÖĞRETİMİNİN İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİNİN DİL BECERİLERİNE ETKİSİ
Özet
Bu makalede, yapı ve anlam odaklı çeviri öğretiminin dil becerilerine etkisi incelenmiştir. Araştırma 2009-2010 akademik yılında gerçekleştirilmiştir. Çalışma deney ve kontrol gruplu deneysel bir çalışmadır: denek grubunda 40 denek ve kontrol grubunda 35 denek mevuttur. 10 haftalık uygulama sonunda sonuçlar anlam odaklı çeviri öğretimi gören denek grubundaki deneklerin dil becerilerini yapı odaklı çeviri öğretimi gören kontrol grubundaki deneklerden daha fazla geliştirdiklerini ortaya koymuştur. Anahtar Kelimeler: çeviri, dil becerileri, yapı, anlam

1. Introduction Throughout the history of language teaching methodologies, researchers have continuously been in search of innovative ideas in order to make language teaching and learning process most effective and efficient for learners. Some of these ideas have been derived from second language acquisition (SLA) research and referred to language classroom applications and concerns. In the field of second language acquisition
May 2011 Vol:19 No:2 Kastamonu Education Journal

476

Serhan KÖSE ...

(SLA), grammar teaching has been a debate in language teaching instruction. Translation education having been effected by SLA has treated grammar in accordance with language teaching. The pedagogical approaches to grammar have been less effective for describing complex and multiple language phenomena and exceptions occurring when language was authentically used (Celce-Murcia, 1991). Therefore, the instructional methods of grammar have been theoretically and pedagogically changed in the language teaching settings. With the development of these instructional approaches to L2 grammar in the ELT context, grammar teaching has been continuously considered one of the crucial instructional components for SLA in the ELT context. One of the most frequently debated concerns so far has been whether to instruct the linguistic features of the language or to set the learners free to pick up these features of the language on their own (Pica, 2000). In translation courses teachers have been using different types of instruction according to their own interest and aim. As translation needs the usage of most of the language skills, the students can also improve their language skills with the study of translation. Using different instructional types and materials will improve the language skills of the students. Duff (1994) states that “...professional translation is a specialized skill that requires specialized training. The goal of translation is more likely to provide learning opportunities in the process of creating translations as final products in order to develop language awareness. Translation activities should be used in the English classroom, and they should be supported by communicative, natural learning methods” (p. 50). This study will examine if form and meaning focused translation instruction improves the language skills of the students. 2. Literature Review