Özet:

The same

The primary goal of academic translation teaching is to provide translator candidates with the necessary knowledge and skills they need in their professional life. These knowledge and skills are expressed by the concept of translation in the field and new subcomponents are added every day according to the changing world conditions. But all the research on the translation receipt is commonly addressed by the language receipt, a pre-condition for translation. Although language acquisition requires both source language and male language competence, it is mostly perceived as a foreign language-oriented. On the other hand, from the work done in the field of translation, it has been observed that translators should be master in the main language while performing the translation action. Speaking main language mastery requires a skill beyond the ability to speak the language. But when it comes to academic translation teaching programs in Turkey, it is assumed that the translator candidate has a mother tongue receiver. The fact that the translators do not have the necessary level of language skills causes translation errors. In this study, which deals with the primary language receiver, which is one of the main conditions for translation, translation process overcoming and translation functioning, the translation department’s curricula and program outcomes have been studied. Restricted studies have found that the number of courses for translator candidates to improve their main language skills is not sufficient and that the courses included in the program do not support the program outcomes. In the framework of the academic translation teaching, it has been found that the language pair receiver is in the forefront but the foreign language receiver is given weight according to the mother language receiver.

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