Year: 2023
Type: article
Abstract: Simultaneous interpretation, also known as simultaneous interpreting or conference interpreting, is a type of interpreting used in various press conferences and live broadcast programs, as well as in multilingual scientific and academic meetings such as congresses, symposiums, trainings, seminars, panels, conferences in general. Simultaneous interpreting, which was first made in an international conference on "Population Planning" in 1962 in Turkey, started to gain importance in our country over time with the changes brought about by globalization. In this context, the importance of written and verbal translation from Arabic to Turkish and from Turkish to Arabic, in general, and simultaneous interpreting, in particular, has increasingly been recognized in our country due to the growing need. Simultaneous interpreting requiring advanced language skills and knowledge and is the Department of Arabic Translation and Interpretation of great importance for its students. In this study, the problems encountered by the students of Kırıkkale University Faculty of Arts and Sciences - Department of Arabic Translation and Interpretation in the simultaneous interpreting courses taken in the third and fourth grades are included, and solutions were tried to be presented by emphasizing the main causes of these problems. Purpose of the study is to reveal the problems experienced in the aforementioned courses and to contribute to the development of simultaneous interpreting skills of students by finding solutions to these problems. The difficulties experienced in practical classes conducted in a general-purpose meeting room, which includes interpreting booths, were evaluated by analyzing interviews with students, and data was extracted accordingly. The data were obtained through observation and semi-structured interview forms. The data obtained from written interviews were analyzed using descriptive analysis method. In the present study, it has been concluded that some of the problems encountered in simultaneous interpreting courses include the absence of a language laboratory equipped with modern translation booths dedicated to simultaneous interpreting lessons, insufficient practice in listening and comprehension skills in general, students not possessing the basic proficiency required for simultaneous interpreting, and motivational issues. Additionally, linguistic differences such as differences in sentence structures between Arabic and Turkish have also been identified as challenges in these courses. Solutions and recommendations have been proposed for these problems.
Author: Çinkılıç, Recep
Institution: Kırıkkale University
Language: Turkish
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4401166299