EFL Learners' Syntactic Problems in Translation at AL-Baha University from Arabic into English

Autor/in	Ibrahim, Mohammed Ali Elsiddig
Titel	EFL Learners' Syntactic Problems in Translation at AL-Baha University from Arabic into English
Quelle	In: Arab World English Journal, 13 (2022) 2, S.239-252 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ibrahim, Mohammed Ali Elsiddig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Syntax; Translation; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Majors (Students); Grammar; Language Tests; Arabic; Classification; Universities; Undergraduate Students; Males; Written Language; Language Processing; Language Usage; Error Analysis (Language); Interference (Language); Contrastive Linguistics; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Grammatik; Language test; Sprachtest; Arabisch; Classification system; Klassifikation; Klassifikationssystem; University; Universität; Male; Männliches Geschlecht; Geschriebene Sprache; Sprachverarbeitung; Sprachgebrauch; Error analysis; Language; Fehleranalyse; Linguistics; Kontrastive Linguistik; Saudi-Arabien
Abstract	This research aims to address the syntactic problems that Saudi students confront when translating. The significance of the study is to detect syntactic issues among Saudi Arabian undergraduate students. The question is addressed in the study: what are the syntactic problems that Saudi students confront when translating? The researcher used a descriptive analytical method. The sample of twenty undergraduate students, selected from the boys' section, were males and in the second level, enrolled in the second semester of 2018, at the College of Arts and Sciences, majoring in English in Beljurshi, Al Baha University, and this study used a validated test of written Arabic text as a tool to collect information about the research problem. The data was examined, and the students' syntactic problems were detected and categorized as omission and addition in the study. The study finding reveals that omission received a score of 103 out of a total of 50.7, while additions received a score of 99 out of a total of 49 percent. There are 202 syntactic problems in total. Discussion indicates that grammar norms are not being followed by the students, a lack of familiarity with the two languages' rules, interference between the two languages is the most common cause of errors, and students failed to notice there are some distinctions between English and Arabic. The study recommends pursuing research in additional areas connected to syntactic issues. (As Provided).
Anmerkungen	Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01