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Program Information

Aim

The mission of Applied English and Translation Program is to meet the needs of professional and knowledgeable translators and interpreters of English in Turkey, which is in the process of entering the EU and, who are able to use English language effectively, who have gained hands-on experience, and who have the theoretical knowledge and practice about translation.

Qualification Awarded

Short Cycle (Associate's Degree)

Registration and Admission Requirements

The placements are done following the rules of Turkish Higher Education Council (YÖK) with respect to the scores obtained from the nation-wide student selection and placement test TYT. Students register to programmes on the days declared by the Rectorship. Students have to have earned a high school or an equivalent diploma and sufficient score on TYT. Admission is based on scores, according to the rules determined by Higher Education Council. For international students who will be accepted according to the National or International Exams, quota and conditions are announced on our University’s website.

Graduation Requirements

Students must successfully finish all courses and internships set by the program taking at least 120 ECTS credits in total, to be granted with the Bachelor's degree. Graduation eligibility is determined by academic average score. For this purpose, the sum of the weighted scores of all courses taken throughout the education is divided by the sum of ECTS values.

Recognition of Prior Learning

Students may apply for exemption from the courses they have taken in another higher education or equally accredited institution. Exemption requests are decided by the board of governors of the School, which considers the opinion of the lecturer responsible for that course.

Lesson Plan - ECTS Credits

* The courses indicated in this course table shows current course plan information in Student Affairs.

** Compulsory courses are certainly opened whereas opening of elective and optional courses may differ according to preferences and quota condition in related term.

*** Theoretical and practical course hours of vocational (professional) clinical courses are not considered weekly. These course hours refer to total course hours.

Please click on the course title in the table below in order to see detailed information about course objectives and learning outcomes etc.

Fall Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ATE1177610VERBAL COMMUNICATIONS SKILLS IEnglish445
ATE1177620ENGLISH-TURKISH COMPARATIVE GRAMMAR IEnglish223
ATE1177630WRITING SKILLS for TRANSLATORS IEnglish335
ATE1177640INFORMATIVE and OPERATIVE TEXT LITERACYEnglish448
ATE1177650ADVANCED READINGS SKILLSEnglish447
ATE1177660LANGUAGE and ANALYTICAL THINKINGEnglish447
TDL1110400TURKISH LANGUAGE ITurkish222
Spring Semester Courses Plan
CodeCourseLanguage of InstructionT+UUKECTSDownload
ATE1277670VERBAL COMMUNICATION YSKILLS IIEnglish445
ATE1277680ENGLISH-TURKISH COMPARATIVE GRAMMAR IIEnglish223
ATE1277690WRITING SKILLS for TRANSLATORS IIEnglish335
ATE1277720LITERARY TEXT LITERACYEnglish445
ATE1213787SEMINAREnglish333
ATE1277710INTERNSHIPEnglish-8
ATE1277730CRITICAL READINGEnglish222
ATE1277740CULTURAL DIMENSIONS of LANGUAGEEnglish222
ATE1213939INTERNSHIPEnglish-5
TDL1210600TURKISH LANGUAGE IITurkish222

Program Qualification

Theoretical, Factual

Has theoretical knowledge about translation studies.
Has knowledge about English language structure and theories.
Has theoretical knowledge about language and culture.
Has theoretical and theoretical knowledge about Turkish language structure and theories.
Has theoretical knowledge about the differences between Turkish and English language structures.


Program Output TYYÇ Basic Area Matrix
Basic Area QualificationProgram Qualification
KNOWLEDGE
Theoretical, Factual

1- Having basic theoretical and practical knowledge supported by textbooks, application tools and other resources containing up-to-date information in its field based on the competencies gained at the secondary education level.

-

SKILLS
Cognitive, Practical

1- Uses basic theoretical and practical knowledge acquired in the field of human sciences at the same level of advanced education in the same field or at the same level.

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2- Interpreting and evaluating data, identifying problems, analysing them, and developing evidence-based solution suggestions by using basic knowledge and skills acquired in the field.

-

7- Using, analyzing and implementing the basic knowledge and skills acquired in the field of transportation in the field of community service.

-

4- Having the linguistic, artistic and cultural accumulation required by the basic level of qualified manpower required in the field of human sciences.

-

COMPETENCIES
Ability to work independently and take responsibility

1- Conducting a basic level study on the field of humanities independently.

-

2- Taking responsibility as a team member to solve unpredictable and complex problems encountered in applications related to the field of human sciences.

-

3- Carrying out activities for the development of employees under its responsibility within the framework of a project carried out in social, cultural and artistic fields.

-

Learning Competence

1- Evaluating the basic knowledge and skills acquired in the field with a critical approach, identifying and meeting learning needs.

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2- Directing their education to an advanced education level in the same field or to a profession at the same level.

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3- Creating lifelong learning awareness in the fields of culture, art and education.

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Communication and Social Competence

1- Conveying its basic knowledge and skills in the field of humanities through the most appropriate communication tools in the fields of education, culture and art.

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2- Discussing their thoughts on humanities and solutions to problems in the fields of education, culture and art with experts and non-experts.

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3-Being able to monitor the information in the field and communicate with colleagues by using a foreign language at least at the General Level of the European Language Portfolio A2.

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4- Using information and communication technologies together with computer software at the Basic Level of the European Computer Use License required by the field.

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Field-based Competence

1- Oserving scientific, cultural, artistic and ethical values during the collection, implementation and announcement of data related to the field of humanities.

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2- Values the universality of social, cultural and artistic rights in the field of human sciences, has social justice awareness, has historical and cultural heritage, attaches importance to social and cultural values.

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3-Conscious of protecting the environment.

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4- Acting and participating in quality management and processes in social, cultural and artistic areas.

-

Employment Opportunities

By acquiring competence in Turkish and English as well as achieving considerable proficiency in translation, our graduates are well-equipped with the qualifications to work in any area involving language services and intercultural communication. Our graduates can work in numerous bodies including but not limited to translation agencies, localization companies, multi-national corporations, international organizations, firms that deal with foreign trade, governmental institutions such as The Ministry of Foreign Affairs, The Ministry of Culture and Tourism or Directorates of Foreign Affairs within municipalities, media institutions, embassies, touristic and cultural centers and attractions, subtitling and dubbing studios as translators, interpreters, editors, reviewers, foreign trade consultants, tourist guides, executive assistants and so on.

Upgrading

After graduation from vocational associate degrees, students can enroll in undergraduate degree programs by taking the DGS (Vertical Transfer Examination).

Type of Training

Full Time

Assessment and Evaluation

The success of a course is determined by the course grade. The course grade is obtained by evaluating the student's achievement in the semester and the final exam together with the midterm exams and term papers which are counted as midterm exams, applied studies, group work and similar studies. Students who fail to obtain a minimum score of 50 from the final exam will be considered as failures for all courses. In order to be successful, they must have at least 60 points at the end of the term or 2.27 GPA.

Head of Department/Program

Programme Director

Öğr.Gör. Celal SARIOĞLU

Head Of Department

Öğr.Gör. Celal SARIOĞLU

Learning Experiences

Learning situations aim to develop students' creative, critical, reflective thinking skills and higher level thinking skills such as logical and mathematical thinking skills. In addition, it aims to develop students' meta-cognitive skills. Learning situations include learning strategies, methods and techniques as well as the tools used and assessment and evaluation methods. The learning situations used in the programs are given in the list below:

Learning Experiences *

Learning Activities

Tools Used

Discussion Method

Listening, speaking, asking questions, producing answers, developing and questioning opinions, examining and researching opinions, producing critical thinking, producing creative thinking, (workshop, panel, opposite panel, open forum, debate techniques are applied) collegium, forum, aquarium technique application, talking circle technique, application.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room, workshop, panel, panel opposite, open forum collegial, forum environments.

Demonstration Method

The instructor demonstrates the use of a tool or equipment, the instructor demonstrates a performance/practice/practice to the student, the students repeat the use of the tool or equipment, the student repeats a performance/practice/practice.

Real tools or model tools and equipment, multimedia tools, videos and animations), computer.

Problem Solving Method

Identifying a scientific / theoretical and / or real life problem, analyzing the data related to the problem, developing alternative solutions, choosing the appropriate solution method, evaluating the solution to the problem, individual study

Textbooks, research reports, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer

Case Study Method

Presentation of case studies, exploring case studies, sampling typical cases, sampling outlier cases, alternative cases, comparing case studies, case study analysis, case study interpretation, case study evaluation.

Standard classroom technologies, multimedia tools (text, images, graphics, drawings, audio, video and animation, cartoons), computer, projection, online environments.

Self Study Method

Student interest, curiosity and motivation, learning objective, detailed research and investigation according to the topic; in- depth research and investigation, extensive reading, listening and watching, repeating a performance.

Library, e-library, laboratory, workshop

Role Play and Drama Technique

Introducing the text to the scenario, distributing the roles to the students, students working on the roles, students performing the scenario in cooperation, analyzing and evaluating the scenario text. The subject and situation to be dramatized is determined by the instructor. When the drama technique is applied, the students improvise a real-life problem. The drama situation is analyzed together with the students.

Script text, theater, classroom, conference room, video and audio, visual recordings.

Question - Answer Technique

Asking Socratic questions, criticizing answers, generating questions, generating answers, criticizing, analyzing and evaluating creative answers, asking structured questions and generating answers, asking closed-ended questions and generating answers

Textbooks, recommended books, worksheets, question bank, multimedia tools (text, images, graphics, drawings, audio, video, cartoons and animations)

Brainstorming Technique

Developing opinions, developing questions, expressing observation situations, developing critical thinking, problem solving, group/team work, listening and speaking.

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computers, projectors, online environments.

Project Based Learning Model

Creating a real-life problem situation scenario, identifying a real-life problem situation, collecting data related to the problem, analyzing data, data processing, data conversion, developing alternative solutions, choosing the appropriate solution method, applying the solution method / creating a model / design / concrete product / producing a concrete service, evaluating the model / design / concrete product / service, exhibiting project products

Problem scenario texts / Sample projects, databases, books, research reports, laboratory, workshop, application areas, library, computer software, standard classroom technologies, tools and equipment according to the project subject

Reverse Brainstorming Technique

Identifying problems, sorting problems, classifying problems

Standard classroom technologies, multimedia tools (fishbones, text, images, graphics, graphics, drawings, audio, video and animations),computers, projectors, online environments

Simulation Technique

Realization of simulations for risky, dangerous, expensive, time-consuming applications/practices.

Simulation environment, Computer

Inquiry-Based Learning

Exploring, finding case studies, establishing cause and effect relationship, questioning, examining, researching (learning circle=3E,5E,7E models

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Cooperative Learning

Cooperation, communication, leadership, sharing tasks, sharing responsibility, learning together, social interaction. Heterogeneous groups are formed among the students. The task is given to the groups. Groups of students do tasks such as project, performance, problem solving, role playing, classical homework together.

In-class and out-of-class, in-school and out-of- school environments.

Experiential Learning

Faculty-external stakeholder (industrial organizations, schools and others) cooperation is established. Students directly observe professional skills in the real environment. Observation results are analyzed in the classroom environment.

Internship places according to the program, professional practice places, Student product file sample, observation forms and other alterative measurement tools

Flipped Classroom Learning

Problem solving, discussion, case study presentation, case analysis, critical thinking, creative thinking, video recordings appropriate to the learning objective are created or selected. Students make preliminary preparation by watching video recordings. The problem is solved in the classroom. The problem is discussed.

Video recordings, online environments, classroom

Lecture Method

Listening, speaking, (lecture, conference, seminar, speech, statement and briefing techniques are applied)

Standard classroom technologies, multimedia tools (text, images, graphics, graphics, drawings, audio, video and animations), computer, projection, online environments, conference room

Traditional Written Exam

Classical written exams to assess creative, critical and reflective thinking. Multiple- choice, short-answer (fill-in-the-blank, matching, true-false and other) exams to assess cognitive skills such as knowledge, comprehension, application and analysis.

Written exam papers, multiple choice tests, short answer tests, mixed tests, answer keys

Oral Exam

It aims to assess student-specific, creative, critical, reflective thinking skills and cognitive skills such as knowledge, comprehension, application, analysis and synthesis. It is not a general measurement and evaluation method. It is not applied in every program; it is program specific.

Oral question bank/ oral question pool, answer keys, checklists, rubrics, rating scales

Homework

It is used to improve students' knowledge and skills, to encourage them to research and study, to complete their learning deficiencies, and to deepen their understanding of a subject.

Library, e-library, books, articles

Performance Task

It is used when it is aimed to evaluate students holistically (cognitive, affective and psychomotor). It is used to measure and evaluate the learning process and learning products. Performance assignments involve a workload of at least two weeks.

Problem scenario texts, checklists, rubrics, grading scales

Course - Program Competencies Relations

Course12345678910111213141516
ADVANCED READINGS SKILLS0323320000000000
CRITICAL READING0020222000000000
CULTURAL DIMENSIONS of LANGUAGE0353300000000000
ENGLISH LITERATURE: INTRODUCTION0020352000004000
ENGLISH-TURKISH COMPARATIVE GRAMMAR I0404500000000000
ENGLISH-TURKISH COMPARATIVE GRAMMAR II0404500000000000
HISTORICAL and THEORETICAL APPROACHES to TRANS.5040044000000000
INFORMATION TECHNOLOGIES for TRANSLATORS0000000050000005
INFORMATIVE and OPERATIVE TEXT LITERACY2020243000104000
INTERCULTURAL COMMUNICATION2253300000200000
INTERNSHIP0000044443340000
INTRO.TEACHING ENGLISH as a FOREIGN LANGUAGE0340300000005003
INTRODUCTION to LINGUISTICS0323400000000000
INTRODUCTION to SPECIALIZED TEXTS3323444300033020
INTRODUCTION to TRANSLATION5030055503550050
LANGUAGE and ANALYTICAL THINKING0333302000000000
LITERARY TEXT LITERACY0000044000000000
LITERARY TRANSLATION2030052000004000
MEDIA TRANSLATION0040444000000000
SEMINAR4000404400050000
SUBTITLING3000344450000005
TECHNICALTRANSLATION0000444000000000
TRANSLATION TECHNOLOGIES0000000053000005
VERBAL COMMUNICATION YSKILLS II0333300000000500
VERBAL COMMUNICATIONS SKILLS I0333300000000500
WRITING SKILLS for TRANSLATORS I0303302000002000
WRITING SKILLS for TRANSLATORS II0303302000002000
İlişkili Ders Sayısı / 27/32264049386751522019911172410718

Surveys for Students

Öğretim elemanı değerlendirme anketiKesinlikle katılmıyorumKatılmıyorumKısmen katılıyorumKatılıyorumKesinlikle katılıyorumFikrim yok
Dönem başında dersin amacını, kapsamını ve öğrencidenbeklenenleri anlaşılır bir şekilde açıklar.
Dersin kaynaklarını dersin amaçlarına uygun olarak seçer veduyurur.
Ders için önerdiği kaynaklara ulaşmada öğrencilere yolgösterir/yardımcı olur.
Anlatımı (Dersi sunumu) akıcı, açık ve anlaşılırdır.
Öğretim teknolojilerini (etkili bir şekilde) kullanabilir.
Sınıfta çok yönlü iletişim ve etkileşim sağlayacakuygulamalara yer verir.
Geleneksel öğretim strateji yöntem ve teknikleri konusundagelişmiş bir bilgi birikimine sahiptir.
Derste işlediği öğretim yöntemlerini kendi uygulamalarındakullanır.
Ders saatleri dışında ders ile ilgili öğrenciye yeterince zamanayırır.
Derse düzenli olarak gelir ve zamanı etkin kullanır.
Ders sırasında sınıfa hakimiyeti kurmada oldukça başarılıdır.
Güncel konular hakkında öğrencileri bilgilendirir.
Öğrenci görüşlerine açık tutum ve davranışları ile örnek teşkileder.
Başarı ölçme yöntemleri ve araçları (klasik/test/sözlü sınav/proje/ödev vb.) dersin hedef ve içeriği ile uyumludur.
Sınav kağıdımla ilgili soru sormak istediğimde bana yardımcı olur.
Laboratuvar/saha/uygulama çalışmaları dersin amacı ileuyuşmaktadır.
Dersin öğrenme ve öğretme sürecinin yaratıcı düşünme süreç vebecerilerini geliştirir.
Ders güncel konu ve konuklarla desteklenir.
Yukarıdaki sorular dışında iletmek istedikleriniz

Numerical Data

Number of Students by years

Student Success

Graduate Success

Ekleme Tarihi: 26/10/2023 - 14:23Son Güncelleme Tarihi: 26/10/2023 - 14:25