Cognitive studies in interpreting education: SAU translation studies department preparation, 2nd and 4th classes example

In this study, firstly, it is aimed to show that cognitive understanding is effective in the process of interpreting and oral translation. In the field of oral translation, the existence of cognitive capacity was mentioned. This situation reveals the effect of cognitive domain on identifying students' skills in this process and determining their attitudes to interpreting profession. For this purpose, it was aimed to measure the cognitive capacities of the students who could be candidates of interpreters with the proposed SÖBES exam. The aim of the study is to determine whether there is a significant difference between the pre-test and interpreting achievement score of the German Translation Studies students. For this purpose, a total of 45 German Translation Studies students, 10 in the Experimental Group 1, 16 in the Experimental Group 2 and 19 in the Control Group, participated. The data of the study were collected by Rubrik Scale and Söbes Test. Mann-Whitney U Test and Wilcoxon Signed Rank Test were used for data analysis. At the end of the study, pre-test interpreting achievement score measured by rubric scale at the end of the preparatory class and the final test linguistic ability measured at the end of the second class, ability to transfer the source discourse, ability to maintain the integrity of the discourse, pragmatic ability, communication ability, message transfer ability and the ability of interpreting It was determined that there was a statistically significant change in the dimensions, content, presentation and analytical ability dimensioning and overall total scores. Accordingly, it was determined that preparatory education had a positive effect on students' professional qualifications in interpreting skills. In addition, at the end of the study, students who have a preparatory education and the students who have German as their native language are pre-tested at the end of the second grade with the rubric scale and the last test is measured at the end of the 4th grade. The ability to transfer the source discourse, ability to maintain the integrity of the discourse, pragmatic ability, communication ability, message transfer In addition, there is a statistically significant change between the ability to translate and oral translation, subdimensions, content, presentation and analytical ability dimensioning and overall total scores. Accordingly, it was determined that preparatory education had a positive effect on students' professional qualifications in interpreting skills.