Abstract:

In this study, the attitudes of prospective teachers in connection with translation course, who are studying at Gazi University, Department of French Language Teaching, are examined. The attitudes of prospective teachers in connection with translation are investigated according to such variables as class and academic success. This study aims to set forth the contributions of translation courses to prospective teachers. A descriptive survey has been implemented in general screening model. Sampling of the research is composed of 1st Grade, 2nd Grade, 3rd Grade and 4th Grade students, except for preparation grade students studying at Gazi University, Faculty of Education, Department of French Language Teaching during 1st semester of the 2015-2016 academic year. Translation attitude scale, composed of 30 items, was used. The data obtained were analyzed via SPSS (Statistical Package for Social Sciences) for Windows 22,0 software. Cronbach Alpha reliability coefficient of the scale was found as 0.89. When it is considered according to variables, no significant relation is found between academic success points of the students and their attribute points in connection with translation. No difference is found between grade levels and attitude points. The highest percentage (95 %) belongs to item 23 “Translating helps me to learn French vocabulary” statement in the translation scale of 30 questions. The highest percentage (74, 3 %) as a negative statement is Item 8 “Translation is not important for my life” statement. According to findings, it is seen that most of the students have interest in translation instruction and they think that translation helps them during French Language education. Accordingly, it is proposed that more translation instruction in French teaching will be beneficial.

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