Özet:

The Common European Framework of Reference for Languages (CEFR), universally acknowledged as a seminal guide in the realm of foreign language pedagogy since its inception, categorizes the four fundamental language skills—listening, speaking, reading, and writing—into the domains of perception, production, and interactive engagement. To remain relevant in an ever-globalizing world, the CEFR continually experiences revisions to align itself with evolving global values, state-of-the-art pedagogical models, methodologies, and types of activities. Beyond their identities, individuals, construed as social agents, are vested with the autonomy to make decisions and act according to their social competencies and responsibilities, as advocated by the action-oriented approach to language acquisition and usage. The role of translation, a subject of ongoing debate regarding its place, function, and constraints within the foreign language teaching milieu, is underscored for its ability to activate communicative language competencies. Within the Turkish context and the global landscape, materials for teaching French as a foreign language often cite the CEFR as a benchmark reference. Our study offers an incisive examination of the interplay between translation as a pedagogical tool and foreign language instruction, focusing specifically on its implementation in the "Le Nouveau Taxi 1 Méthode de Français" textbook—a part of the "Le Nouveau Taxi" educational series employed in the teaching of French as a foreign language in Turkey. Our findings suggest that the textbook's incorporation of translation as a mechanism for facilitating linguistic transfer is both adequate and efficacious, aiming to make a modest yet meaningful contribution to the field of French language education in Turkey.

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