Abstract:

In this study, Turkish translations of French writer Guillaume Apollinaire's poem Le Pont Mirabeau (Mirabeau Bridge) have been discussed. The use of translation activity as a tool in foreign language learning/teaching is given with examples of poetry translation. A comparative analysis of translation criticism was made between the source text and the target texts. The translation strategies of the famous French author's poem Mirabeau Bridge in general and the translation methods of Vinay and Kapaklnet in particular have been compared. Six different Turkish translations of the work, including by Tahsin Saraç, Cemal Süreya, Necati Cumalı, Ahmet Necdet, A. Kadir Paksoy and Esin Aydın, have been discussed. In the findings part of the study, every verse of the translation texts in question has been evaluated within the framework of direct translation and indirect translation methods. Each interpreter has almost rewritten the poem with the strategies she/ he used. According to the findings obtained, the translations vary in terms of semantic, lexical/ rhetorical and formal equivalences. The only common point of these translations is to translate the title of the poem word for word. Metaphors are also used in translations. The study reveals that the most used strategies in the target texts are adaptation, word for word, addition, subtraction and intensity. As a result, it is seen that it is not easy to translate poetry from literary texts that play an important role in foreign language learning within the scope of translation activity. It is one of the difficult aspects of poetry translation to be able to convey the same effect that the poem creates on the reader both in the language in which poem is written and in the language into which it is translated. The sound, word and syntax in its original language differ from the target language. In poetry translation, which is naturally a semantic and syntactic rewriting process, poets make translations in an original way. It is seen that the translation process contributes to foreign language learning/teaching as a tool with the strategies preferred by interpreters. Language learning takes place consciously. It also plays an important role in the development of language skills.

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