Interpreter training has evolved from traditional face-to-face classroom settings to alternative modes of delivery such as online and blended learning because of the rise in information and communication technology. The limited body of literature shows that the most documented pedagogical application of interpreter training delivery is via virtual learning environments such as Moodle and Blackboard. To enrich the literature on technology use in interpreter training, a pilot project was conducted in which participant students and trainers accessed a three-dimensional virtual environment using wearable technology (i.e., three-dimensional virtual reality glasses) and students practiced interpreting using a prerecorded animated dialogue. A virtual reality platform was built using Unity 3D and run on Android to host the piloted dialogue, with a view to adding dialogues in the future to develop it into a healthcare interpreting training platform. Qualitative data collected through observations and semi-structured interviews were analyzed. The results show that using wearable devices in interpreter training has the potential to create immersive simulated environments for auto­nomous learning and to improve interpreter training when used with instructional support. However, challenges including physiological effects, level of authenticity, and the need for equipment support warrant further exploration and refinement of its pedagogical application in the future.

Translation as a business is a service. The concept of translation competence is a term covering the various skills and knowledge that a translator needs to have in order to translate functionally. The term which is often studied as a multicomponential concept in literature may not cover the necessary skills if it is taken from an organizational point of view. Program designs at the departments of Translation Studies at universities can be seen as a model for students to acquire translation competence. One of the primary purposes of translation education is to measure and assess the acquisition of translation competence. Despite the fact that the concept of translation competence consists of knowledge and skills needed to translate, the job description of a translator in the translation sector may well go beyond the proper translation process from an organizational perspective. This study focuses on the need for a change from translation competence to translator's competence. The need was observed through a scale of translation competence conducted at the states universities in Turkey, which resulted in the proposed model of translator's competence. A scale of translation competence concerning student perceptions was used as an empirical data collection tool in quantitative research in Translation Studies, the reliability statistics of which was tested as ,951 with 448 participants. The scale consists of 50 statements and measures 8 sub-competencies. This paper proposes a model of translator's competence from an educational perspective, thus paving the way for more effective translator education required to meet the expectations in the translation sector. The concept of translator's competence was proposed as an umbrella term to cover the needs of translation business. It is based on the three different skills of technical skills, conceptual skills and interpersonal skills in which the technical skills represent the translation competence as one of the constituents of the translator's competence. Program designs at tertiary education can be more effective in that it takes this aspect into consideration.

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ÖzAvrupa kıta felsefesi, fenomenolojiden yapısalcılı a, yapısökümden postmodernizme kadar 20.yy'da ortayan çe itli dü ünce akımlarını kapsamaktadır. Bu ele tiri kuramları, sosyolojiden siyaset bilimine, edebiyattan sanat tarihine çok çe itli alanlarda büyük etkisi olmu tur. Kıta felsefesi, genelde toplum ve özelde ise metin anlamlandırmaya yönelik farklı okumaların mümkün olabilece ini göstermi tir ve dü ünce temellerini sorgulamı tır. Anlam, metafizik bir öz olmaktan ziyade metinlerarası ili kiler ile olu maktadır. Yapısalcılıktan post-modernizme kadar ideoloji, kimlik, ve güç kavramları, toplumsal duyarlık gerektiren kavramlardır. Bu kavramlar, toplumsal bir ileti im eylemi olarak tanımlanan çeviriye müdahale olarak ortaya çıkabilmektedir. Çeviri metnin üretilmesinden alımlanmasına kadar çeviri sürecine katılan payda ların duyarlıkları, çıkarları ve konumları, çeviri metne yansımaktadır. Yapısöküm, bir metin okumadır. Yapısöküm okuma yöntemi, metnin içindeki çeli kileri ortaya çıkaran bir okumadır. Bu çalı manın amacı, yapısökümcü dü ünce yakla ımını anlamada genesis, söz/yazı ikili i ve çeli kili (aporetic) okuma temel kavramlar üzerinden bir (kaynak) metnin farklı okuma yöntemini betimlemek ve çevirinin temel kavramlarına yönelik çıkarımlarda bulunmaktır. Çalı ma, gerekçelendirilebilen müdahale (justified intervention)" kavramına vurgu yapmaktadır.Anahtar Kelimeler: Kıta Felsefesi, Yapısöküm, Çeviri, Çeviribilim, Anlam. AbstractContinental philosophy embraces such movements as phenomenology, hermeneutics, existentialism, structuralism, critical theory, deconstruction developed in continental Europe in the 20th century. It has an impact on a diversity of fields like sociology, political science, literary theory, theology, art history, feminism and a variety of cultural studies. Perhaps the most persistent feature of continental philosophy is a commitment to the questioning of foundations. From phenomenology to deconstruction, one encounters the persuasion that the old foundationalist arguments no longer suffice. Meaning is not some metaphysical essence or substance; it is a task of intersubjective and intertextual relations. Concepts like identity, ideology and power relations are the ones that need sentitiveness. These movements may appear as intervention in translation defined as an action of social communication. The relative interests and positions of the participants play a crucial part in contextualizing the production and reception of translation. Deconstruction is a reading of texts, which makes explicit the contradictions in the text. It is the objective of the study to describe how (source) texts can be read differently based on the fundamental concepts of deconstruction such as genesis, speech/writing and aproretic reading, and to draw conclusions to translation phenomenon. It also stresses out the concept of justified intervention in translation.