Ataberk Yılmaz B., Kumcu A., Antonova Ünlü E.
MODERNA SPRÅK, cilt.120, sa.1, ss.102-115, 2026 (AHCI, Scopus)
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Yayın Türü:
Makale / Tam Makale
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Cilt numarası:
120
Sayı:
1
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Basım Tarihi:
2026
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Doi Numarası:
10.58221/mosp.v120i1.60841
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Dergi Adı:
MODERNA SPRÅK
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Derginin Tarandığı İndeksler:
Education Source Ultimate (EBSCO), Scopus, Arts and Humanities Citation Index (AHCI), IBZ Online, Periodicals Index Online, EBSCO Education Source, Linguistic Bibliography, MLA - Modern Language Association Database, Directory of Open Access Journals, MLA International Bibliography
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Sayfa Sayıları:
ss.102-115
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Hacettepe Üniversitesi Adresli:
Evet
Özet
Creativity is widely recognized as an essential part of translation and translator training. However, it is debatable whether such training improves creativity, and, if so, which aspects are most improved. In this regard, the current article presents two studies, a cross-sectional and a longitudinal study, designed to measure the effect of translation training on students' creative skills. Creativity was assessed using the Abbreviated Torrance Test for Adults (ATTA; Althuizen et al., 2010), which is based on the Torrance Test of Creative Thinking (Torrance, 1974). The study sample comprised undergraduate students from the Department of Translation and Interpreting and the Department of Linguistics. The results indicated that
translation training was associated with significant increases in fluency, flexibility, originality, and elaboration of creativity among student translators compared to non-translation students, with the largest difference found in fluency. The longitudinal study confirmed these findings, showing a significant increase in total creativity scores, particularly in originality, after 2.5 years of translation training. These results suggest that translation training fosters not only linguistic competence but also divergent thinking and creative problem-solving abilities.