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    Critical thinking as an integral outcome in translator and interpreter training
    (New Bulgarian Univ Sofia, Bulgari, 2022) Kuleli, Mesut; Tuna, Didem
    The aim of this study is to investigate the critical thinking attitudes of translator and interpreter candidates with a view to coming up with recommendations on curriculum development in Translation and Interpretation undergraduate studies. A "Critical Thinking Skills Scale" was administered to 354 translation and interpretation students from five universities in Turkey. Independent sample t-test, one-way ANOVA and post-hoc Scheffe test were used in data analysis. With the highest and lowest attitudes found for receptiveness and inquiry skills respectively, the total critical thinking attitudes of translator candidates are above the average. The class level of the students is inversely correlated with total scores for critical thinking attitudes, in addition to the flexibility and judiciousness subdimensions. Moreover, translator candidates of the Bulgarian language have the highest total scores for critical thinking attitudes as compared to those of English, French, Persian and German. The results show that innovative curricula involving related tasks and activities must be developed for translation and interpretation departments to enhance translator candidates' critical thinking skills, bearing in mind the very nature of the act of translation and interpretation.
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    Translation Students' Conception of Literary Translation Through Metaphors
    (2023) Tuna, Didem; Kuleli, Mesut
    The aim of this study is to analyse the metaphors about literary translation constructed by tertiary level translation students and draw implications for courses in a literary translation module. To this end, a semi-structured form including three items on literary translation was administered to final year translation students at two universities in Türkiye. As a result of the content analysis, codes were constructed for metaphors based on their foci. With the metaphors grouped under a certain code based on their relevance content-wise, the potential rationale behind each metaphor is discussed in relation to literary translation as a generic term, text analysis as part of literary translation, and translation strategies in literary translation - the three items in the semi-structured form. The data analysis yielded seven codes for literary translation as a generic term, five codes and one uncategorised response for text analysis as part of literary translation, and seven codes for translation strategies in literary translation. The study concludes that translation students reflected their perceived strengths and weaknesses in literary translation with the metaphors they constructed, which could prove significant for the teaching staff in re-evaluating and redesigning their courses in the literary translation module.