Özet:

The use of translation in the acquisition of foreign languages has been the center of discussion for many years. In recent years, many research has been published to eliminate negative attitudes toward translation in language learning environments with the gain of importance of student-centered education and learning strategies. The researchers identify the impact of learning strategies on learning conditions, the use of translation as a learning strategy, the influence share in foreign language education is the research gateway. This study examined the answer to the question in which stages the translation could be useful in the learning of a foreign language by identifying the different strategies that foreign language learners use, and how many university students who learn French tend to use the translation as a learning strategy. For this purpose, 136 students who were trained in the French language education departments of the Universities of Hacettepe, Gazi and Marmara in the 2017-2018 years were implemented by Liao (2002) as "The Inventory for Translation as a Learning Strategy" (ITLS) and as an Learning Strategy adapted to Turkish by us. With the data subject to visual and comparative statistical processes, it has been discussed and interpreted whether the STD and their subdimensions show significant differences according to variables such as gender, class and success level. The study revealed that the majority of participants view the use of translation in foreign language education as a cognitive, super-cognitive, social and sensual learning strategy. Furthermore, the results obtained are as evidence that the use of strategy can sometimes appear as a escape tactic. The achieved findings are intended to open the door to similar studies for different languages and environments that have been identified that translation courses can be re-designed in a way that will serve learning strategies.