Ankara Üniversitesi Sosyal Bilimler Dergisi

Öz

This study tries to explore the effects of teaching lexical
collocations (verb+noun) explicitly through a teaching
program in a translation education context. The collocation
teaching program is named as Lexical Collocation Teaching
for Translation (LCTT). The implementation of LCTT
program to the students of Translation and Interpreting in
English took 10 weeks totally. It includes pre and posttests; nding verb +noun collocations from an English
novel through a concordance tool, Compleatlextutor
(http://lextutor.ca/concordancers/); spotting and
analysing verb +noun collocation pairs from a Turkish
novel and its English translation; translating sentences
consisting of verb+noun lexical collocations which were
found specically difcult for Turkish learners (Nişancı,
2014; Şen Bartan, 2019), and lastly, translating Turkish
literary texts and listing and analysing verb+noun
collocations used throughout the source and the target text
(bilingual collocation lists). It is a quasi-experimental
research design which uses the one-group pre-test-posttest only design (Creswell, 2014). The results of the study
indicate that LCTT program has a positive effect on both
students' awareness of lexical collocations and translation
performance of verb+noun lexical collocations