Analyzing the errors of EFL Learners in Translating Idiomatic Expressions into Arabic
DOI:
https://doi.org/10.53286/arts.v7i3.2709Keywords:
EFL learners, Translation difficulties, Idiomatic expressions, Error analysis, Pedagogical implicationsAbstract
This study aimed to present an empirical investigation into the types, frequency, and linguistic characteristics of errors occurring in the translation of English idiomatic expressions into Arabic by EFL learners. A quantitative descriptive methodology was employed, with data collected from a random sample of 80 undergraduate English majors at the Faculty of Education, University of Hodeidah, Yemen, via a multiple-choice assessment questionnaire. The analysis revealed a high error incidence of 67.8%, predominantly characterized by inappropriate literal rather than idiomatic translation. These findings indicate significant deficits in learners' idiomatic competence, attributed to insufficient lexical knowledge, limited exposure to authentic language use, and a failure to process meaning in context. The study concludes by advocating for pedagogical interventions that incorporate authentic materials, visual aids, contextualized instruction, and communicative exercises to enhance the acquisition and accurate application of idiomatic language.
Downloads
References
Abdel Latif, S. (2021). Deciphering linguistic and cultural hurdles in English-Arabic media translation: Insights from the BBC online news articles. Cadernos de Tradução, 44, 1–21.
Ahmadi, A., Sahragard, R., & Babaie Shalmani, H. (2017). Anthropomorphism—Matters or not? On agent modality and its implications for teaching English idioms and design decisions. Computer Assisted Language Learning, 30(1–2), 149–172. https://doi.org/10.1080/09588221.2017.1284132
Al-Moushaki, M. A. H. (2024). Attitudes of Yemeni EFL Students at Thamar University towards Desuggestopedia Method. Journal of Arts, 12(3), 677–693. https://doi.org/10.35696/arts.v12i3.2116
Alotaibi, A. H. E. (2023). The Effect of L1 Negative Transfer on EFL Saudi Students’ Use of Grammar in Writing. Arts for Linguistic & Literary Studies, 5(4), 570–588. https://doi.org/10.53286/arts.v5i4.1677
Al-Qahtani, N. A. (2023). Investigating Translation Students' Challenges in Rendering Arabic Idioms and Proverbs into English. Arab World English Journal (AWEJ) Translation & Literary Studies, 7(1). https://awej-tls.org/wp-content/uploads/2024/10/9.pdf
Alshokhada, A. K. T., & Algamal, A. A. M. (2025). Translation Difficulties Encountered by Yemeni EFL Learners in the Faculty of Education, Thamar University. Journal of Arts, 13(2), 938–954. https://doi.org/10.35696/joa.v13i2.2616
Al-Ward, F. M. A., Abdullah, A. H. A., & Atef, A. Y. A. (2024). University scientific research and its relationship with social and economic development in Arab society (Yemen as a model). The Seybold Report, 19(01), 554-568. doi:10.5281/zenodo.10548997
Beloussova, V. (2015). Idiom Learning Materials for Estonian Secondary School students[Unpublished master's thesis], University of Tartu, Estonia.
Boers, F., Eyckmans, J., &Stengers, H. (2007). Presenting figurative idioms with a touch of etymology: More than mere mnemonics?, Language Teaching Research, 11(1), 43–62. doi:10.1177/1362168806072460.
Boers, F.1 (2008). Language Awareness: Understanding Idioms. Macmillan Dictionary. https://www.macmillandictionary.
Boers, F.2 (2008). On the role of metaphorical awareness in idiom learning. In S. De Knop & T. De Rycker (Eds.),. John Benjamins Publishing Company. https://doi.org/10.1075/cll.5.03boe.
Chen, J. Liu, S.1 (2022)1. Point of View in Translator's Style: A Corpus-Based Analysis of Two Chinese Translations of Moment in Peking. International Journal of Translation, Interpretation, and Applied Linguistics (IJTIAL), 4(2), 1-13. https://doi.org/10.4018/IJTIAL.313921
Chen, X. Liu, M.2 (2022)2. The effects of a vocabulary learning strategy on Chinese EFL learners' idiom acquisition. Frontiers in Psychology, 13, 1017300. https://doi.org/10.3389/fpsyg.2022.1017300.
Cieslicka, A. B. (2006). Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research, 22(1), 115–144. https://doi.org/10.1191/0267658306sr252oa.
Hamad, S. M. S. (2024). The Influence of Social Media’s on Student English Proficiency: A Study of University EFL Teachers’ Perspectives. Arts for Linguistic & Literary Studies, 6(3), 508–532. https://doi.org/10.53286/arts.v6i3.2082
Harmon, L. (2021). Idiom as a translation technique: A theoretical postulate. Cadernos de Tradução, 41, 125-147.
https://doi.org/10.5007/2175-7968.2021.e71778
Hussein, K. (2022). Contrastive analysis of culture-specific items in two English translations of “Zuqaq El Midaq” by Naguib Mahfouz. CDELT Occasional Papers in the Development of English Education, 77(1), 283-309. https://opde.journals.ekb.eg/article_241795.html
Khonbi, Z. A., & Sadeghi, Z. (2017). The effect of explicit and implicit teaching of collocations on EFL learners’ writing accuracy. Journal of Applied Linguistics and Language Research, 4(5), 183–193.
Shormani, M. Q. (2015). A minimalist approach to collocation acquisition: Integrating syntax and semantics. Journal of Teaching and Teacher Education, 3(1), 13-32.
Shormani, M. Q. (2020). Does culture translate?: Evidence from translating proverbs. Babel, 66(6), 902–927. https://doi.org/10.1075/babel.00201.sho
Steinel, M. P., Hulstijn, J. H., &Steinel, W. (2007). Second language idiom learning in a paired-associate paradigm: Effects of direction of learning, direction of testing, idiom imageability, and idiom transparency. Studies in Second Language Acquisition, 29(03), 449–484. doi:10.1017/S0272263107070271
Tergui, S. (2024). Investigating Translation Students' Challenges in Rendering Arabic Idioms and Proverbs into English: Insights and Recommendations. Arab World English Journal for Translation & Literary Studies, 8(4), 1-19. https://awej-tls.org/wp-content/uploads/2024/10/9.pdf
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright and Licensing
copyright is retained by the authors. Articles are licensed under an open access Creative Commons CC BY 4.0 license, meaning that anyone may download and read the paper for free. In addition, the article may be reused and quoted provided that the original published version is cited. These conditions allow for maximum use and exposure of the work.
