| Proposition of a Translation Course for Foreign Language Education Programs in Higher Education | Onur ÖZCAN | 1–32 |
| Using Cartoons in Teaching Foreign Languages to Children: The Example of a Cartoon Named Zou | Ali YAĞLI | 33–53 |
| Opinions of Prep Class Students Regarding Online Foreign Language Education: Case Study on Ondokuz Mayis University | Esra ATMACA, Nurten ÖZÇELİK | 55–77 |
| Views of Academicians on Distance Education Applications in Arabic Teaching | Gül ŞEN YAMAN | 79–114 |
| Strategies of Translation in the Light of the Interpretive Theory of Translation in Teaching French as a Foreign Language: An Analysis of J. J. Rousseau's ˝Émile ou De l'Éducation˝ | Şule ÇINAR YAĞCI, Perihan YALÇIN | 115–147 |
| The Place of Translation in French Language and Literature and French Language Teaching Undergraduate Programs in Turkey | Ceylan YILDIRIM YAŞAR, Sabahattin Buğra AKDOĞAN | 149–179 |
| Foreign Language Policies of France and Turkey | Rıfat GÜNDAY | 181–216 |
| Investıgation of the Secondary Education German Course Books “Schritt Für Schritt Deutsch” and “Wie Bitte?” A1.1. In Terms of Listening Gains | Şerife ÇELİKKAYA | 217–239 |
| Source Text Analysıs With The Interpretıve Model: The Example of “La Parure” | Gülhanım ÜNSAL | 241–262 |
| Are Fairytales Fields of Imagination? (Examples From Charles Perrault) | Aliye GENÇ, Perihan YALÇIN | 263–286 |
| An Investigation into the Studies about the Use of Subtitles in Teaching English in EFL Contexts | Bilal ÜNAL, Emrah EKMEKÇİ | 287–310 |
| The Optimal Role for English Teachers: Reflective Practitioner | Zeynep ÖLÇÜ DİNÇER | 311–338 |
| The Relationship between Learner Autonomy Attitudes and Lifelong Learning Tendencies of Prospective English Language Teachers | Müfit ŞENEL, Ece Firuze BADAK | 339–362 |
|