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Problems of Translating the English Complex and Compound-Complex Sentences Into Arabic

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Problems of Translating the English Complex and Compound-Complex Sentences Into Arabic Problems of Translating the English Complex and Compound-Complex Sentences into Arabic (A Case Study of EFL students, Faculty of Education-Hantoub, University of Gezira, Sudan ) By Salah Al-Deen Ahmed Ali Ahmed B.A. (Honours) in English Faculty of Education – Hantoub, University of Gezira (2001) Diploma in English Language Teaching (ELT) Faculty of Education – Hantoub, February (2007) A Dissertation Submitted in Partial Fulfillment for the Requirements of the Degree of Master of Arts in English Language Teaching (ELT) Department of English Faculty of Education-Hantoub University of Gezira August, 2013 4 Problems of Translating the English Complex and Compound-Complex Sentences into Arabic (A Case Study of EFL students, Faculty of Education-Hantoub, University of Gezira, Sudan ) By Salah Al- Deen Ahmed Ali Ahmed Supervision Committee: Name Position Signature Dr. Awatif Al-amin Satti Main-Supervisor ………………… Dr. Lubab El-Tayeb El- Co-Supervisor ………………… Mikashfi Date of Examination: 24 /8/2013 5 Problems of Translating the English Complex and Compound-Complex Sentences into Arabic (A Case Study of EFL students, Faculty of Education-Hantoub, University of Gezira, Sudan) By Salah Al- Deen Ahmed Ali Ahmed Examination Committee: Name Position Signature Dr. Awatif Al-amin Satti Main-Supervisor ………………… Dr. Hassan Ali Essa External Examiner ………………… Ustaz. Salah Hamid Internal Examiner ………………… Mohmoud Date of Examination: 24/8/2013 6 Dedication I dedicate this study To the soul of my Mother and father To my dear sisters, brothers, teachers, colleagues, especially Ustaz.Abd-Al-Monim Idris for his endless help and support. To whom I owe my success “Aya” 7 Acknowledgements Praise and thanks are due to Allah, for giving me the power and patience to complete this study. I am deeply indebted to my main. Supervisor Dr. Awatif Al-Amin Satti for her guidance, valuable suggestions, unlimited help and no words could express my thanks and feelings towards her. I am deeply grateful to Dr. Lubab El-Tayeb Al-Mokashfi, for valuable help and recommendations in preparing and presenting this research from the very beginning up to its final steps. Many thanks also go in particular to Ustaz. Amar Taha El- Madeh for his valuable information and advice that have greatly helped me to complete this study. I wish to express my gratitude to lecturers and the staff of the Department English, and to the staff of library in Faculty of Education- Hantoub. Last but not least many thanks are due to Dr. Zahir Obedia the head of English Department, Faculty of Education-Hantoub, for his help and support. 8 Problems of Translating the English Complex and Compound- Complex Sentences into Arabic (A Case Study of EFL Students of the Faculty of Education, University of Gezira, Sudan) Salah El-Deen Ahmed Ali Ahmed Master of Arts in English Language Teaching (ELT) 24/August/2013 Department of English Language Faculty of EducationHantoub University of Gezira Abstract The sentence is considered an essential part of speech because it is the central unit of thought which presents a topic. Therefore, the translator has to pay more attention when transferring the meaning into another language. This study aimed at investigating EFL student’s performance in translating the English complex and compound-complex sentences into Arabic. The study followed the descriptive analytical method. Two diagnostic tests and a questionnaire were chosen as tools of data collection. The tests were distributed among (100) EFL students at Faculty of Education – Hantoub, University of Gezira, Batch (32),while the questionnaire was directed to (10) EFL teachers at Faculty of Education- Hantoub, University of the Holy Quran, and Wad Medani Ahlia University. The data was analyzed manually by percentage. The most important findings are: that (81%), and (92%) face difficulties in translating complex and compound-complex sentences into Arabic successively. In addition, (80%) and (93%) faced difficulty in recognizing punctuated sentences into Arabic. The study recommends that EFL 9 students should divide the English complex and compound-complex sentences into their components to find the intended meaning. It is also recommended that EFL students should spot exactly the location of punctuation marks which control the meaning of the sentence. Finally, EFL students should consult professional references and dictionaries to develop their performance in the two languages. 01 مشكﻻت ترجمة الجمل اﻹنجليزية المعقدة و المعقدة المركبة إلى اللغة العربية. دراسة حالة طالبات كلية التربية- جامعة الجزيرة-ودمدني-السودان. صﻻح الدين أحمد علي أحمد ماجستير اﻵداب في تدريس اللغة اﻻنجليزية – 24/8/2102م قسم اللغة اﻻنجليزية. كلية التربية – حنتوب جامعة الجزيرة ملخص الدراسة تعتبر الجملة من أهم أجزاء الكﻻم فهي وحدة التفكير اﻷساسية التي تعرض لموضوع اً ما؛ لذا ﻻبد للمترجم أن يوليها عناية كبيرة؛ ﻷنها قوام الكﻻم وجوهره في عملية الترجمة بين لغتين. هدفت الدراسة إلى التحقق من أداء طالبات اللغة اﻹنجليزية- كلية التربية حنتوب- جامعة الجزيرة في ترجمة الجمل المعقدة و المعقدة المركبة من اللغة اﻹنجليزية إلى اللغة العربية. اتبعت الدراسة المنهج الوصفي التحليلي، و استخدمت اختبارين تشخيصين و اﻻستبانة بوصفهما أداتين لجمع البيانات. تـمّ أُ خْذ عينة قصدية مكونة من )011( طالبة من جامعة الجزيرة- كلية التربية )حنتوب(، الدفعة )23( بينما وجهت اﻻستبانة لعدد )01( من أعضاء هيئة التدريس في هذا المجال من كلية التربية-جامعة الجزيرة، جامعة القرآن الكريم، و جامعة ودمدني اﻷهلية. تم تحليل البيانات يدوياً باستخدام النسب المئوية. توصلت الدراسة إلى عدة نتائج من أهمها أن )81%( و )92%( من الطالبات يجدنَ صعوبةً في ترجمة الجمل المعقدة و المعقدة المركبة علي التوالي من اللغة اﻹنجليزية إلى اللغة العربيةً ،كما أوضحت أن )32%( و )80%( من الطالبات قد واجهنْ صعوبات في إدراك عﻻمات الترقيم ويعزى ذلك لعدم معرفتهنّ لمدى أهمية هذه العﻻمات الترقيمية في عملية ترجمة هذا النوع من الجمل إلى اللغة العربية. توصي الدراسة عند ترجمة هذا 00 النوع من الجمل بتقسيم الجملة إلى مكوناتها؛ و ذلك لتسهيل عملية إيجاد المعني المحدد لنقلها إلى اللغة العربية، و توصي الطالبات عند ترجمة هذا النوع من الجمل بضرورة تحديد موقع العﻻمة الترقيمية التي تتحكم في المعني، و توصي الدراسة برفع مهارات الطالبات في ترجمة هذا النوع من الجمل و بضرورة الممارسة و الرجوع إلى المراجع و القواميس المتخصصة وذلك ﻹجادة اللغتين عند نقل المعنى المراد. 01 Table of Contents Subjects Page No Dedication iv Acknowledgement v Abstract (English) vi Abstract (Arabic) vii Table of Contents viii-xi List of Tables xii Lists of Figures xiii CHAPTER ONE INTRODUCTION 1.0 Background 1 1.1 Statement of the Problem 1 1.2 Objectives of the Study 2 1.3 Questions of the Study 2 1.4 Hypotheses of the Study 2-3 1.5 Significance of the Study 3 1.6 Methodology of the Study 3-4 1.7 Limits of the Study 4 CHAPTER TWO LITERATURE REVIEW 2.0 Introduction 5 01 2.1 Concept of Translation 5-6 2.3 Purposes of Translation 7 2.2 Problems of Translation 7-8 2.4 The Concept of English Sentence 9 2.4.1 Phrases 9-12 2.4.2 Clauses 12-13 2.5 Sentence Patterns in English 13-14 2.6 Types of English Sentence 14 2.6.1 Simple Sentence 14-15 2.6.2 Compound sentences 15 2.6.2.1 Coordinators 15-16 2.6.3 Complex sentences 16-17 2.6.3.1 Subordinators 17-18 2.6.3.2 Punctuating Complex Sentences with 18-19 Subordinating Conjunctions 2.6.3.2 Subordination Versus 19 Coordination 2.6.4 Compound –Complex sentence 19 2.7 Analyzing of Complex Sentences. 20-22 2.8 Concept of Arabic Sentence 22 2.8.1 Types of Arabic Sentence 23 2.9 Conditional Sentences 23 2. 9.1 Condition in English 24-28 2. 9.2 Condition in Arabic 28-29 04 2.01 Difficulties of Translating Composite Sentences into 29 Arabic 2.11.1 Word order 29-30 2.11.2 Code Shifting 30 2.11.3 Punctuation 30-37 2.11.4 Ellipsis 37-39 2.11.5 Ambiguity in Complex sentences 39 2.11.5.1 Ambiguity Arising form Lexical Meaning 39-40 2.11.5.2 Structural Ambiguity 40-41 2.11.6 Using of Bilingual Dictionary (Extension of 41 Meaning) 2.16.7 Cultural differences 41-43 2.00 Promoting the Performance of EFL Students in 43-45 Translating Complex and Compound-Complex Sentences into Arabic. 2.13 Previous Studies 45-47 CHAPTER THREE METHODOLOGY OF THE STUDY 3.0 Introduction 48 3.1 Study Design 48 3.2 The Sample 3.3 Tools of Data Collection and Procedures 48-49 2.2.0 The Tests’ Design 49 3.3.2 The Content of the two Tests 49 05 3.3.2 Validity of the Two Tests 50 3.3.4 Reliability of the Two Tests 50 3.3.5 Administration of the two Diagnostic Tests 50 3.3.6 The Questionnaire 51 3.3.6.1 The Content of the Questionnaire 51-52 3.3.6.2 Validity of the Questionnaire 52 3.4 Procedures for Data Analysis 52 CHAPTER FOUR ANALYSIS, PRESENTATION, AND DISCUSSION OF DATA 4.0 Introduction 53 4.1 The Tests Results 53-59 4.3 The Questionnaire Results 59-63 4.4 Discussion of the Results in Relation to the Hypotheses. 63-64 CHAPTER FIVE CONCLUSION, FINDINGS AND RECOMMENDATIONS 5.0 Introduction 65 5.1 Summary 65 5.2 Findings 65-66 5.3 Recommendations 66-67 5.4 Suggestions for Further Studies 67 References 68-70 Appendices 71-78 06 List of Tables Table Subject Page 2.1 Classification of Phrases. 10 2.2 The most Common Sentence Patterns in 14 English. 2.4 Examples of Cultural Differences between 42-43 English and Arabic. 4.1 EFL Students’ Performance in Translating the 53 Simple Sentences into Arabic. 4.2 EFL Students’ Performance in Translating the 54 Compound Sentences into Arabic.
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