Cette étude porte sur les besoins d’une composante de lecture extensive de l’anglais dans des programmes de niveau universitaire comme moyen d’améliorer la compétence en lecture en L2 des étudiants. Elle présente les résultats d’une recherche menée dans le cadre d’un projet destiné à déterminer l’influence d’un encadrement de la lecture extensive sur le développement de l’apprentissage académique fonctionnel. Cette recherche a été conduite dans le cadre des hypothèses de Cummins (1981), de Clarke (1980) et de Hacquebord (1989) sur le transfert inter-linguistique, hypothèses combinées aux théories de l’apprentissage de la première et de la seconde langues L’efficacité de la lecture extensive a été évaluée en comparant le développement du groupe expérimental ayant appris l’anglais à visée universitaire par la lecture extensive et les tâches et celui du groupe de contrôle ayant appris l’anglais universitaire à travers la lecture intensive et la traduction. Les résultats semblent indiquer que la lecture extensive se révèle plus productive que la lecture intensive.

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Öz Tüm filmler bir tür hikaye anlatır. Aristo, hikayenin amacının öğretmek ve zevk vermek olduğunu söyler. Bu nedenle XIX. yüzyılın sonlarında bir eğlence türü olarak ortaya çıkmış olan filmlerin bir endüstri haline geldiği günümüzde ulusların kültür repertuarlarına önemli katkıları olmakta, geniş halk kitlelerini ideolojik, dilsel ve kültürel açıdan şekillendirmektedir. Bu nedenlerden dolayı filmler kendi ülkelerinde özgün sanat eseri olarak ve bu sanatın ve endüstrinin çok güçlü ve gelişmiş olmadığı ülkelerde metin/senaryo çevirileri yapılarak yabancı film olarak gösterildiklerinde halkın diline, kültür repertuarına ve dünya görüşüne önemli katkılarda bulunur. Bu katkı yabancı yazın eserlerinin çevirilerinin yerel yazına ve kültüre yaptığı katkılardan farklı değildir. O nedenle film çevirilerindeki alt yazı uygulamalarının çeviribilim kapsamında bir araştırma konusu olup olamayacağı sorusunun yanıtının bulunmaya çalışıldığı bu araştırmada, öncelikle tarih boyunca çevirinin geçirmiş olduğu aşamalar ile çevirinin kuram ve yöntem açısından geldiği noktalara değinilmiştir. Daha sonra araştırma konusu olan alt yazı uygulamalarına değinilmiştir. İzlediğimiz dizilerin alt yazı çevirilerinde hangi yöntemlere göre hazırlanmış olduğunu gösteren 2 ek çalışma yapılmıştır. Bu ek çalışmalardan elde edilen veriler doğrultusunda film çevirilerinde altyazı uygulamalarının da dublaj için yapılan film çevirileri gibi bir tür dillerarası çeviri olduğu ancak kendine özgü özellikleri bulunduğu anlaşılmış, bu nedenle çeviri kuramı çerçevesi içinde ele alınması gerektiği sonucuna varılmıştır.

The most important characteristic of man that distinguishes him from other creatures is his speaking ability. He lives in a society with people who speak the same language and share the same culture. As culture changes in time, language spoken in it also changes accordingly. As for the written language, especially literary language, it remains the same in the books. Therefore, literary works are rewritten by experts through intralingual translation after 2 or 3 generations when they begin to cause difficulties in reading comprehension. However, there are some opponents of these attempts. They regard intralingual translations of old literary works as disloyalty to their authors and the originals. Moreover, some translation theorists, especially Newmark, do not consider intralingual translation as valuable enough to analyse theoretically as a part of translation studies. However, there are also some scholars such as Jakobson (1969( ), Steiner (1975, Even-Zohar (1990) and Weisbrod (2004), who regard intralingual translation as valuable and necessary as interlingual translation. Based on Even-Zohar's Poly-system theory, this research, for this reason, has been carried out to show that updating of old literary works through intralingual translation is necessary for them to perform their culture formation function, to deal with cultural alienation, to create a nation and improve social solidarity, to provide intergenerational communication.

Reading is one of the most influential means of language development and literary works are the best examples of a language which can be used as means of language development both in preschool period and after. Beside native works, there are translated literary works written both for children and adults. Child literature books are recommended by teachers to support language development of the students. However, translation of such books in Turkey are made regardless of the needs and reading competence levels of the readers and the textuality features of the original text such as cohesive ties. This causes ambiguity. Therefore, it becomes difficult for such literary works to function as means of language development. PISA test results of 4 th grade Turkish students who have been taking last places among other countries in reading comprehension prove this. In our research, to describe the problem and make suggestions for solution, we made use of theories from related fields such as Toury's "Target-oriented translation theory" and Halliday and Hasan's "Cohesion theory". We applied a reading-comprehension test to evaluate the influence of problematic parts of translated readers on students. We also made use of a short questionnaire to learn students' opinions about such problematic uses of language in children's literary works. This survey revealed that learners often encountered expressions that causes ambiguity in the translated stories they read, but there was not much reduction in their desire to read such books. As a result of the research, we concluded that carelessly translated readers cause ambiguity due to loss of textual ties and this decreases the amount of contribution they are expected to make to language development of the target group of readers.