Abstract:

Language acquisition can be defined as a set of all the knowledge and skills that enable students to demonstrate their communication in one language. According to the objectives set by educators in education and teaching on their own or on behalf of their institutions, all of this may include one primary language, one or more foreign language knowledge and skills, or both areas. It is a controversial question whether there is sufficient specific research on the potential role of translation practices along with the existing tools, according to the methods applied in education in the consolidation of an acquired language or the development of an acquired foreign language. With another narrative, the concept of "translation" for the field of foreign language teaching is now automatically linked to the method of "language-translation" which has been subjected to major criticism in the history of the discussions on foreign language teaching. This method, however, is a method criticized and largely abandoned because of the nature of the translation phenomenon, it activates a language outside the target language, in other words, the mother tongue. Regardless of the method referred to in this study, the theoretical pain will be discussed in the measurement of the language receiver of the translation practices, and in the light of the findings in the framework of a translation application will be developed suggestions on what dimensions the language receiver can be measured.