lotus Uluslararası Dil ve Çeviri Çalışmaları Dergisi 2791-7290 Selcuk University 10.63673/Lotus.1799738 Translation and Interpretation Studies Çeviri ve Yorum Çalışmaları Exploring L2 Mediation in L3 Acquisition: A Case Study on Turkish Learners’ Translation Practices D3 Ediniminde D2 Aracılığının İncelenmesi: Türk Öğrencilerin Çeviri Uygulamaları Üzerine Bir Vaka Çalışması https://orcid.org/0000-0002-3052-8987 Çimen Yasemin MEB TALİM VE TERBİYE KURULU BAŞKANLIĞI 12 30 2025 5 2 350 369 10 08 2025 11 20 2025 Copyright © 2021, International Journal of Language and Translation Studies 2021 International Journal of Language and Translation Studies

This study investigates how Turkish learners’ second language (L2), English, mediates their acquisition of a third language (L3), Chinese. Focusing on cross-linguistic interactions, it explores whether L2 functions as a facilitative or interfering factor in L3 learning. To establish a baseline, a pilot study revealed that 85% of Turkish students studying Chinese rely primarily on English-language resources. Based on this finding, four students were selected as a focus group for in-depth analysis. Employing a qualitative case study design, translation and retranslation tasks were used to examine transfer patterns among L1 (Turkish), L2 (English), and L3 (Chinese). Participants’ performance was further analyzed through interviews to collect both qualitative and quantitative data. Results show that prior exposure to L2 positively correlates with L3 production performance. Learners who use English being their first foreign language as a learning medium tend to see it as beneficial means in the form of cognitive and linguistic support system. However, recurrent cross-linguistic influences also give rise to predictable error patterns. Overall, the findings suggest that Turkish learners’ dependence on L2 sources when learning Chinese is shaped by motivational and contextual factors, which, in turn, influence both the quality and depth of their L3 acquisition and translation performance.

Bu çalışma, Türk öğrenicilerin ikinci dilleri (D2) olan İngilizcenin, üçüncü bir dili (D3-Çince) edinme süreçlerini nasıl etkilediğini incelemektedir. Çapraz-dil etkileşimlerine odaklanarak, İngilizcenin Çince öğreniminde kolaylaştırıcı mı yoksa engelleyici bir faktör mü olduğunu araştırmaktadır. Başlangıç düzeyini belirlemek amacıyla yapılan pilot çalışma, Çincede öğrenim gören Türk öğrencilerin %85’inin öncelikli olarak İngilizce kaynaklara başvurduğunu ortaya koymuştur. Bu bulgu temelinde, derinlemesine analiz için dört öğrenci odak grup olarak seçilmiştir. Nitel bir durum çalışması tasarımı kullanılarak, odak grup katılımcılarına D1 (Türkçe), D2 (İngilizce) ve D3 (Çince) arasındaki aktarım örüntülerini incelemek amacıyla çeviri ve yeniden çeviri görevleri uygulanmıştır. Katılımcıların performansları, hem nitel hem nicel verilerin toplanması amacıyla yapılan bireysel görüşmelerle de analiz edilmiştir. Sonuçlar, D2’ye olan önceki maruziyetin D3 üretim performansıyla pozitif yönde ilişkili olduğunu göstermektedir. İlk yabancı dili olan İngilizceyi öğrenme aracı olarak kullanan öğrenciler, bu dili bilişsel ve dilsel bir destek niteliğinde faydalı bir araç olarak görme eğilimindedir. Bununla birlikte, tekrar eden çapraz-dilsel etkiler öngörülebilir hata örüntülerine de yol açmaktadır. Genel olarak bulgular, Türk öğrenicilerin Çince öğrenirken D2 kaynaklarına bağımlılığının, güdüsel ve bağlamsal etkenler tarafından şekillendiğini ve bunun da D3 edinimi ile çeviri performanslarının hem niteliğini hem de derinliğini etkilediğini ortaya koymaktadır.

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