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Duygusal Okuryazarlık Kavramının Çevirmen Eğitimi Araştırmalarına ve Uygulamalarına Dahil Edilmesi: Bir Ön Çalışma

Incorporating the Concept of Emotional Literacy into Translator Education Research and Practice: A Preliminary Study

Yasemin Çetin Uysal(Turhan Tayan Anadolu Lisesi)0000-0003-2712-839X
Senem Öner Bulut(YILDIZ TECHNICAL UNIVERSITY, FACULTY OF ARTS AND SCIENCES, DEPARTMENT OF TRANSLATION AND INTERPRETATION)0000-0002-6186-4924
Sayfa
104–126
Yayın Tarihi
2026-07-24
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Eğitim bilimleri literatüründe, söz konusu iki kavram arasında yapılan ayrım ve ‘zekâ’ teriminin olumsuz çağrışımları temelinde bu çalışma, “okuryazarlık” teriminin, kalıtsal özellikler yerine öğretilebilirliği ve özellikle bireysellik yerine, insan çevirmenlerin kültür aracıları, iletişim uzmanları ve sosyal failler olarak yetiştirilmesi bağlamında kritik önem taşıyan sosyalliği çağrıştırması nedeniyle, ‘duygusal okuryazarlık’ kavramının çeviri eğitimi araştırmaları ve uygulamaları bağlamında daha tercih edilebilir bir kavram olduğunu ileri sürmektedir. ‘Duygusal okuryazarlık’ kavramının, çevirmen eğitimi araştırma ve uygulamalarına dahil edilmesi çerçevesinde, bu çalışmada, çeviri öğrencilerinin duygusal okuryazarlık düzeylerinin ölçülebilmesi amacıyla geliştirilen ön ‘Çeviri Öğrencileri İçin Duygusal Okuryazarlık Ölçeği’nin geçerlilik ve güvenilirlik değerlendirmesine yönelik yürütülen pilot çalışmanın sonuçları ve ölçeğin psikometrik özelliklerine ilişkin olarak elde edilen ilk bulgular sunulmaktadır.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Çevirmen eğitimi araştırmaları, duygulara verilen önemin artmasıyla birlikte duygu-odaklı yaklaşımlara doğru belirgin bir paradigma değişimi geçirmektedir.
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Temel Bulgular & Veri:Bu doğrultuda çeşitli psikoloji kavramlarının kullanıldığı çevirmen eğitimi araştırmalarında “duygusal zekâ” kavramı (Goleman, 1995) öne çıkmış; çalışma kapsamında yürütülen literatür taramasına göre, başka bir kapsayıcı kavram olan “duygusal okuryazarlık” (Steiner, 1979) kavramı ise hiç ele alınmamıştır.
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Sonuç & Katkı:Eğitim bilimleri literatüründe, söz konusu iki kavram arasında yapılan ayrım ve ‘zekâ’ teriminin olumsuz çağrışımları temelinde bu çalışma, “okuryazarlık” teriminin, kalıtsal özellikler yerine öğretilebilirliği ve özellikle bireysellik yerine, insan çevirmenlerin kültür aracıları, iletişim uzmanları ve sosyal failler olarak yetiştirilmesi bağlamında kritik önem taşıyan sosyalliği çağrıştırması nedeniyle, ‘duygusal okuryazarlık’ kavramının çeviri eğitimi araştırmaları ve uygulamaları bağlamında daha tercih edilebilir bir kavram olduğunu ileri sürmektedir. ‘Duygusal okuryazarlık’ kavramının, çevirmen eğitimi araştırma ve uygulamalarına dahil edilmesi çerçevesinde, bu çalışmada, çeviri öğrencilerinin duygusal okuryazarlık düzeylerinin ölçülebilmesi amacıyla geliştirilen ön ‘Çeviri Öğrencileri İçin Duygusal Okuryazarlık Ölçeği’nin geçerlilik ve güvenilirlik değerlendirmesine yönelik yürütülen pilot çalışmanın sonuçları ve ölçeğin psikometrik özelliklerine ilişkin olarak elde edilen ilk bulgular sunulmaktadır.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:çevirmen eğitimi · duygusal okuryazarlık · duygusal zekâ

Özet

Çevirmen eğitimi araştırmaları, duygulara verilen önemin artmasıyla birlikte duygu-odaklı yaklaşımlara doğru belirgin bir paradigma değişimi geçirmektedir. Özellikle içinde bulunduğumuz, çevirinin teknolojikleştiği ve otomatize edildiği Yapay Zekâ çağında insan çevirmenlerin duygu durumlarını anlamak ve eğitim ortamlarını buna göre düzenlemek giderek daha büyük önem kazanmaktadır. Bu doğrultuda çeşitli psikoloji kavramlarının kullanıldığı çevirmen eğitimi araştırmalarında “duygusal zekâ” kavramı (Goleman, 1995) öne çıkmış; çalışma kapsamında yürütülen literatür taramasına göre, başka bir kapsayıcı kavram olan “duygusal okuryazarlık” (Steiner, 1979) kavramı ise hiç ele alınmamıştır. Eğitim bilimleri literatüründe, söz konusu iki kavram arasında yapılan ayrım ve ‘zekâ’ teriminin olumsuz çağrışımları temelinde bu çalışma, “okuryazarlık” teriminin, kalıtsal özellikler yerine öğretilebilirliği ve özellikle bireysellik yerine, insan çevirmenlerin kültür aracıları, iletişim uzmanları ve sosyal failler olarak yetiştirilmesi bağlamında kritik önem taşıyan sosyalliği çağrıştırması nedeniyle, ‘duygusal okuryazarlık’ kavramının çeviri eğitimi araştırmaları ve uygulamaları bağlamında daha tercih edilebilir bir kavram olduğunu ileri sürmektedir. ‘Duygusal okuryazarlık’ kavramının, çevirmen eğitimi araştırma ve uygulamalarına dahil edilmesi çerçevesinde, bu çalışmada, çeviri öğrencilerinin duygusal okuryazarlık düzeylerinin ölçülebilmesi amacıyla geliştirilen ön ‘Çeviri Öğrencileri İçin Duygusal Okuryazarlık Ölçeği’nin geçerlilik ve güvenilirlik değerlendirmesine yönelik yürütülen pilot çalışmanın sonuçları ve ölçeğin psikometrik özelliklerine ilişkin olarak elde edilen ilk bulgular sunulmaktadır. Bulgular, ölçeğin öğrencilerin duygusal okuryazarlık düzeylerini değerlendirmede geçerli ve güvenilir bir ölçme aracı olduğunu ortaya koymuştur. Yapılan psikometrik analizler sonucunda, ölçeğin görünüş geçerliliğe sahip olduğu saptanmıştır. Ayrıca, madde azaltma sürecinin ardından nihai hâlini alan 26 maddelik ön ölçek, yüksek düzeyde içerik geçerliği ve iç tutarlılık göstermiştir. Bu bulgular, gelecekte daha geniş ve heterojen örneklemlerle gerçekleştirilecek çalışmalara sağlam bir kuramsal zemin oluşturmaktadır.

Abstract

The field of translator education has undergone a marked shift toward emotion-centered approaches, driven by the growing emphasis on emotions. It has become crucial to understand the emotional states of human translators especially in the face of increasing technologization and automation of translation in today’s AI age and to arrange educational environments accordingly. Thus, translator education research has embraced several psychological concepts, with the broader concept of “emotional intelligence” (Goleman, 1995) assuming a dominant role, whereas another overarching concept, “emotional literacy” (Steiner, 1979) remains notably absent in the literature according to the literature review conducted for the purpose of the present study. Building on the distinction established in the educational sciences literature between the two concepts, we argue that ‘emotional literacy’ can be a more preferable concept for translator education research and practice on the grounds that the term ‘literacy’ implies teachability as opposed to inheritance, and sociability as opposed to individuality, which is particularly critical in educating human translators as cultural mediators, communicators, and social agents. With the broader aim of incorporating ‘emotional literacy’ into translator education research and practice, this study presents the results of the pilot study conducted to assess the reliability and validity of the preliminary ‘Emotional Literacy Scale for Translation Students’ (ELSTS), which has been developed to measure the emotional literacy levels of translation students, providing initial evidence regarding the psychometric properties of the ELSTS. The findings indicated that the ELSTS is a valid and reliable instrument for assessing emotional literacy of translation students. Based on the psychometric analyses, face validity was established. In addition, following item reduction, the 26-item scale demonstrated strong content validity and high internal consistency. The results indicated that ELSTS is a valid and reliable instrument for assessing the emotional literacy of translation students, providing a robust foundation for future research with larger, more diverse samples.

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Bu Makaleye Atıf Yap

Uysal, Y. Ç., Bulut, S. Ö. (2026). Duygusal Okuryazarlık Kavramının Çevirmen Eğitimi Araştırmalarına ve Uygulamalarına Dahil Edilmesi: Bir Ön Çalışma. Çeviribilim ve Uygulamaları Dergisi, Sayı: 40, 104–126. https://doi.org/10.37599/ceviri.1793402

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