Language competence can be defined as the sum of all knowledge and skills that enable learners to demonstrate their communication in a language. According to the objectives set by educators on behalf of themselves or their institutions in education and training, this can cover a whole language acquisition, knowledge and skills in one or more foreign languages, or both. It is controversial whether there is sufficient specific research on the possible role of translation practices as well as the available tools according to the methods used in education in the reinforcement of an acquired language or the development of a foreign language. In other words, the concept of translation, especially in the field of foreign language teaching, is automatically associated with the grammar-translation method, which has been subject to great criticism in the history of debates on foreign language teaching. This method is criticized and largely abandoned since it introduces a language other than the target language, in other words, the mother tongue due to the nature of the translation phenomenon. In this study, whether or not translation practices have a place in the measurement of language acquisition will be discussed in terms of theoretical view, and suggestions will be developed in which dimensions of language competence can be measured in the light of the findings of a translation practice.
language competence, translation, measuring the language competence, foreign language, evaluation of the translation.
|Author :||Rahman AKALIN|
|Number of pages:||269-280|