Özet:

During the recent years, the concept of translation competence has taken an important role in translation teaching. While preparing course syllabi and curricula, the aim of providing students with translation competences is taken into consideration. The aim of creating the university curricula is to prepare students for professional life as translators and interpreters. With many courses offered at universities, students develop translation skills. Within the scope of this research, the contents of the courses offered to undergraduate students in the departments of German Translation and Interpretation of Sakarya University, Istanbul University and Hacettepe University were examined and it is aimed to determine the content of the courses contribute to the acquisition of which translation sub-competences. In this context, the lesson plans of these three universities within the scope of the research were analysed and the graphs included in the research were prepared. The concept of translation competence, as a meta-concept, includes many sub-concepts. Within the scope of this research, eight translation competencies will be discussed. These are language competence, cultural competence, translation theories competence, text competence, specialized knowledge competence, technology competence, and interpreting and translation competence. In addition to these, the concept of action competence will be briefly mentioned. At the beginning of the research, the concept of translation competence and these sub-concepts were discussed and explained one by one. At the end of the research, based on the information gathered, the importance of teaching translation competences to the students is emphasized.

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