Copyright Dr. Antar Solhy Abdellah 2004-2005
Novice Translators'
Guide
[English – Arabic]
For All learners of English
TEACHER'S GUIDE AND TESTS
By
Dr. Antar Solhy Abdellah
PhD TEFL and language Course Design - Qena
MA Linguistics and translation Theory- London
Qena Faculty of Education
South Valley University
2004
Copyright Dr. Antar Solhy Abdellah 2004-2005
And of His signs is the creation of the heavens and
the earths and the difference in your languages and
colours. Herein indeed are portents for men of
knowledge.
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TEACHER
3
S GUIDE
Copyright Dr. Antar Solhy Abdellah 2004-2005
Introduction
Dear Teacher,
This is a course in elementary translation skills. It is intended primarily for
intermediate learners of English (General Secondary Education graduates). The
Rationale behind the organization of this course is that translation is dealt with as a
process rather than as a product. Hence the course integrates the use and development
of four major sub skills of translation; the reading comprehension skills, the
researching skills, the analytical or reasoning skills, and the production or composing
skills. These four categories represent the process translation seems to work through.
The mental processes involved in dealing with a translation problem and eventually
reaching a solution is the focus in this course.
The underlying concepts represented in the course provide a starting point to the
students of English to go further in reading and practicing translation theory. Certain
introductory theoretical concepts are covered in the course focusing on the semantic
and structural link between translation theory and practical translation- a thing most
translation courses at the undergraduate level failed to address.
The course adopts a unidirectional translation genre- namely from English into Arabic
and not the other way round, because it is believed that a translator is naturally more
competent to translate into his /her language rather than to translate from it to another
language which s/he may not be mastering as his/her own. It is also believed that the
processes involved in translating into Arabic (a mother tongue) seem to be quite
different from those involved in translating into a second language. For instance
translating from a target language to a mother tongue requires deep reading
comprehension skills in order to convey the meaning by using the most natural
equivalents in the target language, while translating from a mother tongue doesn’t lay
so much emphasis on reading comprehension or word identification skills; since the
translator is himself/herself a native speaker of the language who at least understands
it better than s/he does in a second language. Another point that makes translating in
both ways quite different is the role of production skills in both languages; where the
student/translator has to
think in the language translated into not the language
translated from, and we think that this is quite a lot of effort for a beginner in
linguistic studies in general and translation studies in particular. And because the
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course is mainly process-oriented, the course was restricted to translating in one
direction; i.e. from English to Arabic. Designing another course that covers the skills
involved in translating from Arabic to English is thus an urgent need to integrate with
the present course.
The course consists of five units. Each unit contains a presentation of some theoretical
terms and tries to integrate these in practical translation exercises. Each unit includes
detailed practice in practical translation addressing graded levels of each category of
skills throughout the whole course. Unit five is devoted mainly for consolidating what
the students have learnt in the previous four units through more passages to translate
and through reasoning with the questions that follow each passage. The latter unit
moreover acts as a resource manual for the students to refer to when facing some
problems in translating; as it includes appendices of common semantic fields and
lexical sets, English-Arabic proverbs, glossary of theoretical terms, translation-related
internet sites, and suggestions for further readings in English and Arabic.
An important point to mention in this introduction is the importance of training
faculty of Education students in translation skills. Away from being part and parcel in
language teacher education programs in most Arab universities, translation in fact is
crucial to the teacher in particular. Translation has long been looked down upon
pedagogically as the common concept was that teaching foreign languages should
avoid translating into the mother language. Although the grammar-translation method
of teaching was, and still is, one of the most worldly-appealing methods of EFL
teaching, still methodologists do not perceive of it as a competent well-based method
of teaching.
It was not until recently that the communicative approach deducted powerful
communicative use of translation in the classroom. Now teachers began to trod the
land they have long been warned to approach. In fact teachers began even to feel more
secure in the teaching-learning situation with the integration of translation into the
communicative approach than before. This situation of reconciliation with the long
feared translation method should encourage teacher educators to plan this sense of
security in the classroom firmly through the systematized training courses presented
at the undergraduate level. Teachers reported that they were more confident when
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teaching a linguistic item (lexical or syntactic) that they know how to mentally
analyze in their own language than when teaching it without being prepared for
students’ requests for an equivalent explanation in their mother tongue.
The present course, moreover, takes into consideration the cultural aspects that are
specific to the English language and how these can be rendered in the Arabic tongue.
Unit four includes lots of cultural idioms and expressions and detailed exercises on
how to deal with them in the process of translating.
Aims of the Course:
The broad aims of the suggested course in translation are the following:
1- Developing the identification and use of certain translation concepts
2- Developing reading comprehension skills
3- Developing (re)searching skills
4- Developing analytical reasoning skills
5- Developing writing composition skills in the Arabic language.
For the detailed objectives of each unit in the course, refer to the scope and sequence
provided in this handbook.
Definition of Terms:
Translation:
Translation involves “first a sensitive understanding of the communication event, the
gist, the message which in good writing should be retrievable... the second step is an
interaction with the text, in a shuttle movement through the six ‘servicemen’, the
wh’s, which result in a varying degrees of awareness and ends in ‘comprehension’.
Ultimately a new process of ‘sending’ out the same message is undertaken”.
Translation Macro Skills:
In the present study Translation Macro Skills refer to reading Comprehension skills,
researching skills, analytical reasoning skills, and production or composing skills.
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Translation Micro Skills:
In the present study the micro skills refer to the required sub skills for the process of
translating. These sub skills branch out from the macro skills. Reading
Comprehension, as an example, includes reading for gist, reading for details,
identifying meaning of new words and expressions, ..etc.
(for a full list of the
subskills refer to appendix 3 Basic translation skills page )
SL (Source Language), Pro-text:
These two terms refer to the text before translating where the processes of reading
comprehension, analysis and researching are carried out.
TL (Target Language), Meta-text:
These terms refer to the text after translation where the processes of composing,
rephrasing and editing are carried out.
Inter-text:
This term refers to the translated text before it is produced in the target language (TL).
It is a mid way between a protext and a meta-text. It refers mainly to the psychological
image of a text before the final production. Osimo (2001) considers this mental phase
part and parcel of the translating process, though it is unconscious for many
translators.
Approach to Learning:Learning is an active process. If we want our students to be good readers , this means
much more than giving them knowledge of the language. It means helping them to
use the proposed skills for unlocking the meaning of unfamiliar words and phrases in
the reading passages. This means learning by discovering, by doing , by practice, and
practice makes perfect. The emphasis of the program is mainly on developing two
basic skills of reading.
The model adopted in this translation course follows a systemic cycle of knowledge,
modeling, practicing and finally translating. Thus you will find different shaded
headlines along the course, which serve as signs for the teacher and the student to
realize the focus in each stage in the lesson. Normally a lesson begins with a 'Know'
stage where theoretical concepts are presented with explanation to the students. A
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'Model' stage then comes with more practical examples on the use of the concept and
its relevance to the work of the translator. A 'Practice' stage then comes with lots of
exercises where students have to follow the model given above. Finally a 'Translate'
part comes with both sentence translation where students are asked to realize the
difficulty in each sentence and try to translate the sentence and overcome the
difficulty, and passage translation where students follow a skill-based approach to
understanding the passage, researching for new words, analyzing problems in
sentences and producing a whole new passage in good Arabic. Each unit will usually
end in a 'what did I learn today' where students reflect on their learning, and a
'Translate' section for homework.
The Role of the Teacher:A Teacher in this suggested programme has to:
Plan and manage the class
Be knowledgeable about what s/he is teaching.
Provide good models for handling the skill.
Guide the students in the process of learning.
Help students think for themselves.
Be ready to help with problems.
Duration:The course should be taught in 24 hours. 6 hours are assigned for each unit, 3 hours
for each teaching session, divided into an hour and a half followed with a break of 10
minutes and finally another one hour and twenty minutes.
Group / Pair Work:Allowing students to work together encourages motivation, confidence, and
enjoyment . Remember, however, two important points: Students shouldn’t be asked
to work in pairs/groups until you are sure that they know exactly what to do; and pair
work should be limited in time or students would become bored and no active
learning will take place.
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Teaching Aids
Using teaching Aids helps the learning process and brings variety to a lesson. The
materials provided in the appendices and resources part are the main teaching aid
used in the course. They can be treated as a translator's kit. A translator's kit is some
thing like an educational case where students puts handouts, work sheets, lists of
vocabulary items, dictionary entries, software, graphics ..etc which will serve as a
quick reference guide for the student for further practice on translation and for solving
most problems students are apt to face in the translating process. An image of a
lightning lamp in each unit will always indicate the right time to give the educational
materials of this unit to your students. In this guide, you will find all the educational
materials used in the course.
The blackboard is another main aid that can be effectively employed. When using the
black board, you need to know how to divide it , how to organize it and how to write
on it .
The best way for organizing the blackboard in a translation class is to divide it into
three equal parts; one for the new language items to be presented, another for the
examples and drawings you may employ to clarify the meaning, and the third part is
for the contributions of the students, their answers and their examples. Dividing the
board in this way helps you write in a clear forward handwriting on the board. Your
handwriting should be big enough for all the students to see and should be clear and
precise.
Here is an example of a good blackboard.
New Language Examples
SS part
Synonyms:
1-The operator connected one
1-Party in sentence 1
1-Party
party, or speaker, to the other.
means: speaker.
2-Party
2-The new couples were
2-In sentence 2 it
……….
going to attend the party,
means :social
……….
because they liked this kind
gathering
……….
of social gathering.
Teaching Method:
For the teaching this course, in fact no single method is recommended to be the best
used in teaching translation. However, as long as there is a theoretical part and a
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practical part in the course of translation, different teaching methods can be
implemented in the teaching process. The lecture as well as the discussion methods
can be used for presenting the theoretical concepts, focusing on students' errors and
presenting correction for them can be presented via A/V or computer-aided methods,
and reading comprehension can be reinforced through using role play. Experimental
methods are in fact involved in each translation passage, as each text to be translated
is a case study of its own. An illuminating exercise is to divide your class into two
groups, give each group a short text (3-4 sentences) to translate into the target
language. Then get the groups to exchange papers and ask them to translate the other
group’s translation back into the mother tongue. The results, when compared, can be
extremely interesting and often amusing!
Nevertheless, in the advanced stages of (re)searching skills, students may need to
consult encyclopedias or make further readings on a special topic to better
understand a key term in the source text – in this case experimentation lies in this
process of researching which involve personal efforts from individual students to
reach a certain goal.
The best settings for the implementation of these methods and the integration of
translation skills is the workshop where students are being trained in an atmosphere of
co-operative work, guided discussion, group project designing, presentation of the
project, and final peer evaluation of the project. A workshop is a kind of experience
that is less abstract than simply listening to a lecture. The focus is much more on
“who you are rather than what you do” (Human Awareness Institute 2001 : 2). The
steps of a workshop technique can be identified as follows (Robinson 1981):
1.
identifying audience needs;
2.
setting goals and objectives;
3.
organizing the program;
4.
identifying resources;
5.
identifying barriers (travel, transportation, financial, architectural, and
attitudinal barriers);
6. directing learning activities,
7. evaluating the program;
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8.
determining the types of learning activities suited to the needs of the
audience and to the time available for the workshop.
In this hand book, you will find detailed lesson plans for teaching each unit in the
course followed with a class evaluation form where you add your comments about
the class after the teaching so as to enrich the unit and modify it to suit your students
in other classes. At the end of this manual you will find a list of further readings that
you might like to refer to in order to improve the quality of your teaching.
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Unit One:
Words, Words, A World of Words
Learning Objectives:
By the end of this Lesson , students are expected to be able to :
1. Identify what is meant by a ”word”.
2. Identify the difference between a word and a morpheme.
3. Identify the meaning and function of affixes. (prefixes, suffixes and roots.)
4. Realize that there are different meanings for one word.
5. Identify what is meant by “ context”.
6. Realize what is meant by the term “Linguistics”.
7. Give examples of words and morphemes.
8. Give examples of affixes; prefixes, suffixes and roots.
9. Give example of different meanings for one word.
10. Use new translation skills in translating a passage.
Warm-up:
Explain to the students that this is an introductory course in basic translation skills.
You can do this introduction in English or in Arabic depending on the level of your
students. Elicit what is meant by ‘skill’, and stat that it is ‘the achievement of a task
successfully, rapidly and continuously’.
Divide students into groups and ask them to write name tags for themselves so that it
becomes easy to teacher and classmates to identify all students. Ask students to pick
up roles in each group as follows:
A LEADER will organize work, manage discussions and solve problems.
A RECORDER will do the writing tasks for the group.
A SPOKESPERSON will represent the group and present the work done
by the group orally- other members can share in the presentation and
defense of work if they like.
A TIME MANAGER will manage the time required for each task and
advise the group on organizing their efforts.
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Ask students in each group to have a flipchart, or if you are teaching a large class ask
each student to draw the chart in his/her notebook, and divide it into three main
columns. Ask them to give the following titles to each column:
KNOW: in the first column students have to write what they already know about
translation,
EXPECT TO KNOW: in the second column students have to write what they expect
to know in this course, and
HAVE LEARNT : in the third column students have to leave this column empty and
teacher informs students that they will have to fill in this column at the end
of each class.
Presentation
Elicit the meaning of a ‘word’. Explain the meaning of ‘word’ and
‘morpheme’ and explain that words from phrases, sentences, paragraphs and
texts.
Explain the meaning of ‘context’
Explain that the meaning of words varies according to different contexts.
Give examples of words in different contexts, and explain that morphemes can
be good guides unto the meaning and function of new words.
Ask students to work in groups, then in pairs, and finally individually
according to the difficulty level of the tasks.
Introduce the translation passage as an application of the concepts of ‘words’,
‘morphemes’, ‘context’.
Ask students to read the passage silently and answer as much as they can of
the comprehension questions individually. Ask them then to share their
answers in pairs and discuss the differences in their answers.
In groups get students to reach a final agreement on the answers to the
comprehension questions.
Explain that there are different types of dictionaries, and that there is no one
dictionary that is ‘best’, and that different dictionaries are used for different
purposes.
Elicit the basic functions of a dictionary: to look up words, to review
pronunciation, to select a relevant meaning, and to have examples of different
usages of the new word or expression.
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Encourage students to get their dictionaries to the workshop each time and to
develop good habits of researching in their dictionaries.
Ask students to work in groups and discuss analytically following this order:
Problem , solution, translation by answering the questions presented in the
course in order to solve problems of difficult expressions or problems of
untranslateability.
Ask students to translate the first paragraph individually for 10 minutes.
Ask each pair to exchange their translations and provide feedback on the
mistakes in structure, word choice and general meaning in each other’s
translation.
Practice
Exercises are classified into theoretical tasks that reinforce the knowledge and use of
theoretical concepts, and practical tasks that develop the skills of reading, researching,
analyzing or composing in translation. Tasks are to be done individually, in pairs or in
groups.
At the end of the class ask students to fill in the third column in the KEL chart ; the
one labeled “learnt”. They have to list all the concepts and skills they believe they
have acquired, learnt and practiced during the lesson.
Teacher s Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Unit Two
Going to the Market
Learning Objectives:
By the end of this Lesson, students are expected to be able to :
1. Identify what is meant by “semantic fields”
2. Identify the meaning of “lexical sets”
3. Give examples of lexical sets.
4. Give examples of semantic fields.
5. Recognize the importance of semantic fields and lexical sets in translation.
6. Identify the meaning and function of “synonyms”
7. Identify the meaning and function of “antonyms”
8. Do more exercises on the use of context in recognizing meaning.
9. Using new translation skills in translating other passages.
Warm-up:
Explain to the students that in this new unit, they are going to see more concepts that
will be useful in solving some translation problems. Tell them that as the world is full
of words that refer to different identities, the market is one big place that can help in
understanding words, and approaching the translation task.
-
ask them to fill in the grid with suitable words of things and items they may
find in a market under each field;
(sample answer: fruit : banana, orange, apple, …etc vegetable: cabbage, tomato ,
potato….etc, clothes: shirt, trousers, skirts….etc.
Presentation:
Explain what is meant by ‘semantic fields’ and ‘lexical sets’. Elicit the answer to the
question: why is it important to know ‘semantic fields and lexical sets’?
Ask students to use their dictionaries to check the meanings of the different types of
and explain that sometimes one word may not be appropriate in referring to a
certain genre , therefore knowing more general and specific words may be helpful.
-Ask students to work in groups and check the meanings of the different items
included under ‘house’. Students may use their dictionaries in this task,
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however they have to do this quickly. Set a time for this task and reward the
group that finished quickly.
-Revise what is meant by ‘context’. Give the following sentence and ask about
the meaning of the underlined word:
The telephone operator connected one party, or speaker, with the person on
the other phone.
-
Ask students how they managed to get the meaning of the underlined word
without using the dictionary.
-
State the meaning of context again. And indicate that in the previous lesson we
have seen how the structure of words can help in unlocking the meaning of
new words, through the use of morphemes (prefixes, suffixes and roots).
-Explain that there are other devices used for understanding the meaning of
new words depending on surrounding words; these devices include the use of
‘synonyms’ and ‘antonyms’.
-
Elicit the meaning of ‘synonyms’, and ask each group to give a sentence that
includes a synonymy.
Elicit the meaning of ‘antonyms’, and ask each group to give a sentence that
includes an antonym.
Ask students to work in pairs and do the multiple choice exercise on the use of
synonymy.
Explain that when writers use ‘antonyms’, there will usually use a signal that
refers to a movement in the meaning to the opposite. Some signals include
‘while’, ‘on the other hand’, ‘however’, ‘but’, ‘more…than’…etc.
Ask students to work in pairs and answer the multiple choice exercise on the
use of antonyms.
Ask students to read the passage silently and answer as much as they can of
the comprehension questions individually. Ask them then to share their
answers in pairs and discuss the differences in their answers.
In groups get students to reach a final agreement on the answers to the
comprehension questions.
Tell students that there are more functions of dictionaries other than just
checking the meaning of words. Dictionaries include, moreover, some
symbols that refer to the pronunciation of words, the functions of words, the
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type of English used (American, British), examples for using the new word,
and different grammatical uses of the word.
Ask students to work in groups and decide on the meaning of the underlined
words in the passage using a monolingual dictionary.
Ask students to work individually and discuss analytically following this
order:
Problem , solution, translation by answering the questions presented in the
course
in order to solve problems of difficult expressions or problems of
untranslateability.
Encourage students to discuss their translations and answer the questions
about their techniques in translating.
Explain in Arabic the difference between the two types of sentences in Arabic
(nominal and Verbal sentences) and contrast this structure with the structure of
English sentences that always follows the nominal type.
Explain that verbs and subjects are the most important parts of speech in a
sentence
while objects, adjectives, adverbs are of minor importance
Explain that one good strategy for translating is searching for the verb and its
subject in the English sentence and determining weather the verb indicates an
action ( go, eat, help..) or a description (be, have). If the verb is an action then
use the verbal sentence structure in the Arabic translation y starting the
sentence with the verb. If the verb is a description, then use the nominal
sentence structure.
Ask students to translate the first paragraph of the passage
Ask students to translate the first paragraph individually for 10 minutes.
Ask each pair to exchange their translations and provide feedback on the
mistakes in structure, word choice and general meaning in each other’s
translation.
Practice
Exercises are classified into theoretical tasks that reinforce the knowledge and use of
theoretical concepts, and practical tasks that develop the skills of reading, researching,
analyzing or composing in translation. Tasks are to be done individually, in pairs or in
groups.
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At the end of the class ask students to fill in the third column in the KEL chart ; the
one labeled “learnt”. They have to list all the concepts and skills they believe they
have acquired, learnt and practiced during the lesson.
- Ask students to exchange their home work translations of the previous lesson and
provide written feedback for each other and submit them next time to you to have a
final comment and correct errors in the translation and the feedback. Original
homework translations have to be returned to original homework doers.
Finally ask students to hand in a copy of their comments and reflections on the
previous lesson so that you can use these comments in evaluating the success of the
class and in developing new materials and providing more exercises on particular
areas as indicated in the comments.
Teacher s Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Unit Three
Planting Trees
Learning Objectives:
By the end of this Lesson, students should be able to :
1. Identify what is meant by appropriacy and accuracy in translation.
2. Work out whether a sample translation is accurate or appropriate.
3. Identify the meaning of “register”
4. Identify the register of the text by referring to
a)field of discourse
or
b)mode of discourse
5. Use the skills learnt in the previous two units in translating.
6. Use new translation skills in translating other passages.
Warm-up:
Ask students about their feelings as the course goes on; try to build in the point that
acquiring skills is a matter of long practice and due patience. Encourage students to
try to translate any phrase they may encourage in their every day walks of life; a
commercial sign in the street, a motto on the school boards, a headline in a
newspaper. Encourage them to try to raise this habit in order to translate and back
translate each time they see or hear an interesting expression. As a trial pick any sign
on the wall of the classroom or on the back cover of a student's notebook and ask
students to translate this phrase or sentence into English.
write this question on the board :'how will planting trees be helpful in translation?"
Then ask students sit in their groups and tell them 'today we are going to plant trees'.
Let students work in their groups to answer the questions in the book. Get the
spokesperson of each group to report on what they have discussed and agreed upon.
Elicit that taking care of a tree after planting is similar to taking care of a text after
translation to make it look more appropriate to the audience to whom it will be
delivered.
Presentation:
Explain that the work of the translator will differ according to the type of the source
text s/he is translating and the type of people expected to read the translation. A
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general rule would be 'the translation should sound like an original in the target
language as much as possible'.
State that for a translation to look and sound like an original, certain changes has to
happen to the text after translation; rewording some sentences, rephrasing some
expression, revising the structure of the translation according to the grammar rule of
Arabic.
N.B it very important to tell students whatever changes they may make to the text
after translation should not, in any case, change in the ideas of the original text or
even deviate from it.
Ask students to read the passage and answer the questions in pairs.
In groups students read the two passages and discuss which one is accurate in terms of
clarity word selection and structure and which one is appropriate in terms of clarity of
meaning and smoothness of ideas. A spokesperson from each group is to report on
what the group has reached.
-
State the meaning of appropriacy and accuracy. And get students to apply
these definitions on the two passages they discussed and the other passage
which they have to translate.
-
Explain the meaning of 'register' and why it is important to know about
registers in translation. Get students to discuss different types of register :
mode, tone of discourse, through analyzing
the provided passage and
answering the questions. Get the spokespersons to report on results reached by
their groups.
-
Ask students to read the passage silently and answer as much as they can of
the comprehension questions individually. Ask them then to share their
answers in pairs and discuss the differences in their answers.
-
In groups get students to reach a final agreement on the answers to the
comprehension questions.
-
Ask students to work in pairs to work out the meanings of the italicized words,
and refer to their monolingual dictionary to check their answers.
-
Explain to students what is meant by parenthetical sentences
and give them examples from English and Arabic. The following are
some examples:
-
I went, full of enthusiasm, to the office of the director.
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"
-
",
,
explain the strategies used in translating sentences that include parenthetical
sentences, and ask students to work in groups, follow the suggested strategies,
translate the selected sentences from the passage, and report on how they
translated each sentence and which strategy they utilized in the translation.
-
Finally ask students to check their answers with the translations provided.
-
In the production part, explain to the sentences the differences in the style
between English and Arabic.
-
Revise what has been explained in the previous classes on the nominal and the
verbal sentences.
-
Ask students to translate the first paragraph individually for 10 minutes.
-
Ask each pair to exchange their translations and provide feedback on the
mistakes in structure, word choice and general meaning in each other’s
translation.
Practice
Exercises are classified into theoretical tasks that reinforce the knowledge and use of
theoretical concepts, and practical tasks that develop the skills of reading, researching,
analyzing or composing in translation. Tasks are to be done individually, in pairs or in
groups.
At the end of the class ask students to fill in the third column in the KEL chart ; the
one labeled “learnt”. They have to list all the concepts and skills they believe they
have acquired, learnt and practiced during the lesson.
- Ask students to exchange their home work translations of the previous lesson and
provide written feedback for each other and submit them next time to you to have a
final comment and correct errors in the translation and the feedback. Original
homework translations have to be returned to original homework doers.
Finally give students your comments on their homework translations and on the
comments provided by their peers. Ask students to hand in a copy of their comments
and reflections on the previous lesson so that you can use these comments in
evaluating the success of the class and in developing new materials and providing
more exercises on particular areas as indicated in the comments.
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Teacher s Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Unit Four
Give Us the Tools and we will do the job
Learning Objectives
By the end of this Lesson, students are expected to be able to:
1. Identify what is meant by untranslateability.
2. Identify the concept of equivalence and nonequivalence in translation.
3. Identify some commonly used expressions in the English language.
4. Identify strategies for overcoming untranslateability
5. Use the skills learnt in the previous three units in translating.
6. Use new translation skills in translating other passages.
Warm-up
Tell students to read through the conversation between the road workers. Ask
students to work in groups and discuss the validity and appropriateness of Ali's final
statement and his view to the problem that face them. Ask students to work out how
problems in translation are like problems that face those workmen. Give them 5
minutes to finish this task, then the spokesperson is to report on results of each
group's discussion.
Presentation:
•
Explain that translation problems, and any other problem in life generally, can
be solved if we have the right tools to work out solutions for these problems.
•
Introduce the concept of 'untranslateability' in translation and emphasize that it
does NOT mean that a problem is left unsolved, it rather means that the task is
not easy and modifications should be used to reach a satisfactory solution.
•
Give the example of an English proverb, or idiom that need to be understood
in its source language and culture before it can be translated into another
language. (you can choose from the list at the end of the students' book).
•
Write on the board this question: What is Equivalence in translation?
•
Ask students to work in pairs and answer the questions in the book so as to
reach an answer to the question on the board.
•
State the definition of equivalence, and tell students that equivalence is one
tool for the translator that s/he can use to solve problems of rocks of
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Copyright Dr. Antar Solhy Abdellah 2004-2005
untranslateability. Other tools include use of the context, dictionary skills,
analytical reasoning skills, and composition skills. Advanced tools will be
provided in course to come after this one.
•
Students work in pairs and discuss the list of proverbs. They have to suggest a
rewording of the proverbs in good Arabic.
•
Explain to the students that Equivalence as a translation tool is manifested in
different strategies for translating that include the following:
Using an idiom of similar meaning and similar form
Using an idiom of similar meaning but different form
Paraphrasing (Rewriting in your own words )
Omission : ( deleting some items that are not important)
•
In groups students work out other examples following the ones presented in
the book.
•
Draw students' attention to the lists of proverbs and special idioms given in
this unit and at the end of the book. This can serve as a guideline for students
to refer to when they face similar problems. One homework exercise here can
be asking students to work out what type of equivalence strategies is used in
the translation of each proverb.
•
In pairs students are to read each paragraph and work out a translation in good
Arabic for it. The rest can be for home work.
•
Students are to read the TOT passage individually and answer the
comprehension questions. They can check their answers in pairs when they
finish.
•
Explain that sometimes, a text is so specialized that a normal monolingual or
bilingual dictionary will not be enough to get the meaning of new expressions
in it. In such case, encyclopedias and specialized glossaries, whether on paper
or online, can be suitable for this purpose. Read through the definition of TOT
extracted from an online encyclopedia.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
•
Tell Ss that they do not have to buy such big reference books, as the internet is
a vast and growing place for information in any field of knowledge. Explain
how Ss can use the internet for searching and getting information.
•
In the analytical skills part, explain that long sentences that normally combines
more than one sentence and that can include parenthetical sentences like this
one, should be translated by first locating the essential parts of speech
which would in this context be the main verb of the sentence and the main
subject of the verb. Follow the order of the complex sentence given in the
book, and ask students to do the same with the passages for homework.
•
In the production part, wrap up all what was covered in the course about
Arabic grammar and sentence structure and style focusing on the nominal and
the verbal sentences.
•
Ask students to translate the first paragraph individually for 10 minutes.
•
Ask each pair to exchange their translations and provide feedback on the
mistakes in structure, word choice and general meaning in each other’s
translation.
Practice
•
Exercises are classified into theoretical tasks that reinforce the knowledge and
use of theoretical concepts, and practical tasks that develop the skills of
reading, researching, analyzing or composing in translation. Tasks are to be
done individually, in pairs or in groups.
•
At the end of the class ask students to fill in the third column in the KEL chart;
the one labeled “learnt”. They have to list all the concepts and skills they
believe they have acquired, learnt and practiced during the lesson.
-
Ask students to exchange their home work translations of the previous lesson
and provide written feedback for each other and submit them next time to you
to have a final comment and correct errors in the translation and the feedback.
Original homework translations have to be returned to original homework
doers.
•
Finally give students your comments on their homework translations and on
the comments provided by their peers. Ask students to hand in a copy of their
comments and reflections on the previous lesson so that you can use these
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comments in evaluating the success of the class and in developing new
materials and providing more exercises on particular areas as indicated in the
comments.
Teacher s Comments:
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Unit Five
Keep working!
Learning Objectives
By the end of this Lesson, students are expected to be able to:
1. master the identification of the concepts of translation theory covered in the course.
2. reinforce the use of :
a. the reading skills,
b. the researching skills,
c. the analytical skills,
d. the production skills presented in the previous units.
Warm up:
Start the lesson by congratulating students on what they have done so far in the
course. Tell them that there are no more theoretical concepts in the course, however,
each text to be translated represents a new challenge for their understanding of
translation tools and their use of translation skills. Therefore, this unit is devoted
wholly for more practice on translation. Each passage is followed by detailed
comprehension questions that help students in the comprehension phase, then students
are asked to work out what strategies and skills they need to translate the passage.
Presentation:
A suggested technique in this unit is getting students to work in pairs and translate the
first paragraph in each passage, and exchange their copies for feedback. Another
technique would be through back translation in which you can divide the class into
two big groups; group one will have a source text in English and will be asked to
translate it into Arabic. Group two will have the translation of the same text in Arabic
and will be asked to translate it back to English. It is better if students do not know
that they are having the same text, but rather tell them they are going to translate two
different texts in two different languages.
For 20 minutes, each group works on the translation of as much as they can finish in
this time of their texts. Then, both groups exchange their copies, compare their
translation and the one given to them, and discuss why the two versions are different
and what are the different strategies used for each version of the translations.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
A good example of this back translation activity is passage number four ' The
prophet s Speech at Tabuk' which is an originally Arabic text, and the texts found in
the following links on the internet and in the translator's kit as well:
What every novice translator should know, by Antar Solhy Abdellah Available on
line: http://accurapid.com/journal/21novice.htm
And its translation in Arabic
.
:
.
www.arabicwata.org
Encourage students to translate the rest of the article in either ways (from English to
Arabic or vice versa) at home.
Draw students attention to the value of the appendices provided for them. Appendix
one is a list of semantic fields and lexical sets that they can refer to when they face
problems of equivalence in translation. The list is not an exhaustive one, but is
intended to be a guide for students to refer to this kind of dictionaries if the need
arises. Appendix two is a glossary of theoretical concepts in the course for ease of
reference. Appendix three is common English proverbs translated into Arabic to
enrich students' sense of idioms and proverbs in translation. Appendix four Internet
sites for translating and electronic dictionaries. Appendix five includes the references
and resources used in the Course and a list of further readings for students.
Finally give students your last comments on their home work, and ask each group to
fill more in the KLE chart. Tell them now that this chart is like a quick reference
guide for all the tools, skills and strategies presented in the course that they may use
in their future studies.
Teacher s Comments:
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____________________________________________________________________
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Suggested further readings for teachers:
Abdellah. A.S (2003). Translations of Near Synonyms in the Qur'an, A context based
Analysis. MA Dissertation. Department of Linguistics, School of Oriental and African
Studies, SOAS. University of London.
Abdellah A.S (2001). The effect of a suggested program for developing basic reading
skills of primary stage prospective teachers. MA thesis. Qena faculty of Education.
South Valley University.
Abdul Sadek M, A., “ A Suggested translation Course for English Majors”. PhD
Thesis, Zagazig University, Benha Faculty of Education.
Adab.B. (2000b). Evaluating translation competence. Developing Translation
Competence. Amsterdam: John Benjamins publishing company.
As-sayyad, S.,M., (1995)” The problem of English Translation Equivalence of the fair
names of Allah in the Glorious Qu’ran”: A Contextual Study.” MA thesis, Faculty of
Education, Ain Shams University.
Ayad, M. (1982), “Preliminary Observations Towards the Development of Materials
for the Teaching of Translation”. Discourse Analysis: Theory and Application. Cairo
:CDELT, Mar30-Apr3.
Baker. M. (1996). In other words, a course book on translation. London: Routledge.
Beeby. A. (2000). Evaluating the development of translation competence. Developing
Translation Competence. Amsterdam: John Benjamins publishing company.
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TESTS
30
TEST TOTAL
MARK
Copyright Dr. Antar Solhy Abdellah 2004-2005
Name:__________________
Year: __________________
A Test In Basic Translation Skills
Age: ___________________
________________________(Form A)__________________________
Instructions:
-
This test is designed to measure your abilities in the basic skills of
Translation.
-
It is not a final exam for you, so don’t worry about the mark you will
get.
-
The test is divided into two main sections: Translation Theory and
Practical Translation .
-
The practical translation part includes two sections: Sentence
translation and passage translation: The passage translation include
four subsections: reading comprehension, Researching, Analysis, and
Composing.
-
Read the questions, think well and answer at your own speed.
-
Answer all the questions, and don’t leave any item without an answer.
-
Time allotted is 3 hours and total mark is 116 points.
____________________________________________________________
Part One : translation Theory
THIS IS AN EXAMPLE
Question:: A prefix is a morp heme that ______________________,exa mple
________________
Answer: a ttached to the beg inning of the word
re in reread.
Answer the following Questions. (8 points)
Fill in the blanks with suitable phrases;
1.
a Word
is ____________ that have spaces on both sides and
_____________
2. a Suffix
is a mo rpheme tha t is ___________________ ,
examp le ness in
ha ppiness
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_________
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Copyright Dr. Antar Solhy Abdellah 2004-2005
3. Con text:
the word , _______________________ tha t surround
the ______________________a nd tha t help in clarifying its
mea ning
4.
Seman tic field s : ____________________ of wo rd items; for
examp le fruit is a sema ntic field fo r ______________________ etc
5.
Synon ym:
they are word s ______________________________ to
other words.
6.
Appro priacy: Translating the meanings of the o riginal text b y
____________________________________________
___________
7.
Mode o f d iscourse: the register used accord ing to
________________________
8.
Equivalen ce : rep lication o f the sa me situation as in the orig inal,
whilst using
_________________. It can ma intain the
stylistic impa ct of the orig ina l text.
Equiva lence is therefore the id eal method
when the translato r ha s to deal with
___________________________ ..etc
Translation Theory
Mark
________
8
#########################################################
#####
Part Two: Practical Translation Skills
Section One: Passage translation:
Read the following passage and answer the questions:
The Intifada this time
One month after the outbreak of Al-Aqsa Intifada, one has to analyze its
results and how the revolt reflects Palestinian anger and frustration over the failure of
the peace process. The Al-Aqsa Intifada has already become the most sustained
Palestinian revolt in the occupied territories since the Palestinian uprising of 19871993. And there is no dispute –at least among Palestinians –that the outbreak of the
uprising was overwhelmingly spontaneous., driven more by the enormous frustration
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Copyright Dr. Antar Solhy Abdellah 2004-2005
of the Oslo generation of Palestinian youth than by any strategic decision by the
Palestinian leadership.
This generation took to the street in thousands, not so much because of the
intended visit of Sharon to the Islamic holy sites in Jerusalem’s Old City. The spark
rather was the killing of seven Palestinians by Israeli border police on the Haram AlSharef [the temple mount], and above all the televised murder of 12-year old
Mohammed Al- Dorra by continuous Israeli fire. ( Al Ahram Weekly, Oct.2000)
A. Reading Comprehension Skills: (16 marks)
1. Accord ing to the text , when did the second Intifad a
take place?
_ __ _______________________________________________
2. How lo ng d id the first Intifad a co ntinue ?
_ __ _______________________________________________
3. The writer mentions four reaso ns fo r the second
Intifad a, what are they?
a.
__ __ ___ __ __ ___ __ __ __ ___ __ __ __ ___ __ __ __
b.
__ __ _______________________________
c.
__ __ _______________________________
d.__ ___ __ __ __ ___ __ _________________
4. Sa y whether th e following sen tences are true o r false,
a. The Intifad a was strategically planned by Palestinian grou ps
T/F
b . Al-Aqsa Intifad a is the name given to the seco nd up rising
T/F
c. Oslo generatio n did n’t like the Intifada
T/F
d . Sharon's visit o nly is the main reason fo r the second
Intifada
T/F
Reading
comprehension Mark
33
________
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Copyright Dr. Antar Solhy Abdellah 2004-2005
B. Resea rch ing Skills (10 marks)
Dictionary work
Look at this extract from an English-English dictionary and say what are the
different numbers represent.
THIS IS AN EXAMPLE:
Question: (v)
Answer: word function ; a verb
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
Researching Mark
gen.e.ral.i.za.tion // also isation BrE
/,d en lai'zei n/ n [C;U] (the act of
making) a general statement, principle, or
opinion resulting from the consideration of
particular facts.
gen.e.rate /'d en reit/ v rated, rating [T]
tech to produce (esp. heat or electricity): our
electricity comes from a new generating
station.
gen.e.ra.tion /d en 'rei n/ n 1[C] a single
stage in the development of a family, or the
average period of time (about 30 years)
between each stage: a family photograph
showing three generations (=myself, my
parents, and my grandparents)
________
10
C. Analytical Skills : (12 marks)
Translate the following sentences into Arabic, explaining the difficulty you
found in the sentence and how you could overcome it. (you can explain in
Arabic also)
)
.(
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Copyright Dr. Antar Solhy Abdellah 2004-2005
THIS IS AN EXAMPLE
Question: There was no question of finding a seat.
Answer:
a) Translation:
)
(
b) Difficulty:
the meaning of the word 'question' and whether it means 'posing a question' or
'discussing a case'
question
"
"
"
."
c) Solution:
the meaning of ‘question’ can be inferred from the context of the description of a
crowded place , which shows that we can be sure that there will not be a seat
available, so we do not ‘question’ the matter. So the word ‘question is rendered in
Arabic as
or …
question
"
question ."
"
"
"
"
1. the outbreak of the uprising was overwhelmingly spontaneous.
Translation:
__________________________________________________
Sentence Mark
0
1/2
1
1.1/2
2
Difficulty:
__________________________________________________
__________________________________________________
Solution :
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Copyright Dr. Antar Solhy Abdellah 2004-2005
__________________________________________________
__________________________________________________
2. driven more by the enormous frustration of the Oslo
generation of Palestinian youth.
Translation:
__________________________________________________
__________________________________________________
Sentence Mark
0
1/2
1
1.1/2
2
Difficulty:
__________________________________________________
__________________________________________________
______________________
Solution :
__________________________________________________
__________________________________________________
3. The spark rather was the killing of seven Palestinians by
Israeli border police on the Haram Al-Sharef.
Translation:
__________________________________________________
__________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
Difficulty:
__________________________________________________
__________________________________________________
______________________
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Copyright Dr. Antar Solhy Abdellah 2004-2005
Solution :
__________________________________________________
__________________________________________________
______________________
Analysis Mark
D. Composing Skills:
________
12
_____________________________________________________________________
1. Translate the passage into Arabic: (20 marks)
_____________________________________________________________________
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Passage mark
20
15
10
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Copyright Dr. Antar Solhy Abdellah 2004-2005
5
0
#########################################################
Section Two: Sentence translation:(50 Points)
Translate the following sentences into good Arabic:
A. Lexical difficulty:
1. Adept advertisements attract new customers. These clever
advertisements promise whatever the customer desire and more.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. The job applicant sat in the personnel office and filled out a vita. When she
finished the application, she gave it to the secretary.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. Some political campaigns turn into debacles. Mismanagement, illegal
funding, and serious debts are characteristic of these disasters.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
4. She has a love of rote work, but no fondness for creative jobs.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. Today's teenagers seem to be more liberal in their ideas than their
conservative grandparents.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
B. Structural Difficulty:
1. It was not until 1937 that the southernmost source of the Nile River was
discovered.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. Platinum is a rare and valuable metal, white in colour and easy to work.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
3. oceans contain many forms of life that have not yet been discovered.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. Perhaps it was his journey in Japan that got him this big wealth.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. Not only are universities built for scientific researches, but for serving the
society as well.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
C. Cultural Difficulty:
1. a bird in the hand is worth two in the bush.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
2. Actions speak louder than words.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. Beauty is only skin deep.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. A friend's frown is better than foe's smile
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. A good Jack makes a good Jill
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
D. Idiomatic Difficulty:
1. Losing my job was a bitter pill to swallow.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. Jim has been feeling under the weather for weeks.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. We told him to go away for a few days to recharge the batteries.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. I have told him the same thing over and over.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. I can't stay in one place for more than a year without having itchy feet.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
E. Technical Difficulty:
1. I d like to cash this cheque and make a deposit in my checking account.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. An exchange rate is the price of one currency in terms of another.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. With the discovery of Pluto's moon, astronomers now think Pluto is the
smallest planet in our solar system.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. The mouse was originally designed for handicapped people who cannot use
the keyboard when working with computers.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. Adult Education has become increasingly popular in Egypt in recent years.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
Total Mark for
sentences
____________
50
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Copyright Dr. Antar Solhy Abdellah 2004-2005
A Test In Basic Translation Skills
Answer Key and Scoring criteria
FORM (A)
Part I: Translation Theory.
-
Assign One mark for each item, half a mark for each blank space. If
the item contains just one blank space the whole mark should be
assigned to that.
Any suitable answer that gives the meaning as in the answer model is accepted.
Answer Key:
1- any gro up of letter ….. carry a meaning
2- attached to the end o f the wo rd
3- phrase, sentence, or p aragrap h… unfamiliar wo rd or exp ressio n
4- headings o f categories… o range, ap ple, pear..
5- or p hrases that are similar in meaning
6- giving the natural equ ivalents in the target language (Arabic) b y loo king at the
passage as a who le.
7- to the nature of the situ ations
8- co mp letely different wording… pro verb s, id ioms, ..etc
Part II Practical Translation
Section A: Passage Translation:
Reading Comprehension,
-Assign 4 marks to each of the four reading items. If an item includes more than one
sub-items, one mark is assigned to each sub-item.
Answer Key :
1. one month from the time the article was published. (any other suitable answer is
accepted, e.g., a month ago / two years now but in the article only a month ago
2. seven years.
3. a) Palestinians’ fury / anger / sufferings…
b) Sharon’s visit’s to the holy Mosque / the holy Shrine / Al Aqsa
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Copyright Dr. Antar Solhy Abdellah 2004-2005
c) the killing of seven Palestinians on the borders. /
d) the killing of Mohmmad al- Dorra
4. a) F
b) T
c) F
d) F
Section B: Researching Skills:
-
Assign 10 marks for this section, 2 ½ marks for each question item.
- Answer Key
1. British variation in spelling
2. pronunciation of the word .
3. refers to the quality of the word as Countable
4. an example for the meaning of 'generation' as a noun.
5. the function of the word, here a 'noun'.
Section C: Analytical Skills:
-
Assign 12 marks for this section as follows:
- 4 marks for each sentence, 2 for translation, 1 for stating the difficulty ,
and 1 for stating the solution technique followed.
- Any suitable answer to the difficulties and solutions parts are accepted.
- Answers in Arabic are also accepted as long as they are appropriate.
- For sentences
translation, marks are assigned according to the
following scale:
2 marks
Sentences that deserve the full mark should have the following characteristics:
representation of the overall meaning in good Arabic
well-build sentence structure in Arabic
translation of the item of difficulty in the sentence; if the item of
difficulty is a word (lexical difficulty), the translation gave a good
equivalent to it in Arabic; if it is a structure, a corresponding structure
is presented in Arabic, if it is s culture-oriented expression, an
equivalent cultural-oriented expression is given in Arabic, if it is an
idiom, the meaning of the idiom is given in Arabic, and , finally, if it is
a technical term, the term used in Arabic is given.
1.1/2 marks
Sentences that take 1.1/2 marks represent the following characteristics:
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Copyright Dr. Antar Solhy Abdellah 2004-2005
al of the above but sentence structure is bad in Arabic; a verb
comes after the noun in a verbal sentence, or basic rules of Arabic
are not followed.
1 mark:
Sentences that take 1 mark represent the following characteristics:
meaning of individual expressions and phrases within the sentence
is given, however the overall meaning of the sentence is not
conveyed.
Structure in Arabic is bad.
1/2 mark
Sentences that take half a mark represent the following characteristics:
overall meaning is misunderstood and misrepresented.
meaning of item of difficulty is misrepresented.
structure in Arabic is disfigured.
However, a translation in this level will get chunks of translation
for individual words and expressions in the sentence.
0 Mark
Sentences that take 0 mark represent the following characteristics:
the sentence is left untranslated
a translation of a different sentence is given
the source sentence is copied.
Key answer:
1. a) Translation:
(
)
b) Difficulty:
a difficulty in identifying the meaning of 'overwhelmingly' and
'spontaneous' in this sentence. ( any other related problem is accepted)
c) Solution:
identifying the function of the word 'overwhelmingly' as an adverb and
'spontaneous' as an adjective and a complement. Then depending on the
context of the sentence, and surrounding sentences, the meanings
'spontaneous' and
for
for 'overwhelmingly' were the most appropriate
47
Copyright Dr. Antar Solhy Abdellah 2004-2005
ones to choose.
(any solution related to the above problem is also
accepted).
2. a) Translation:
.
b) Difficulty:
the use of the past participle in 'driven' at the beginning of the sentence,
and the identification of who was frustrated; Palestinian youth or 'Oslo'
generation, or both together in one. ( any other related problem is also
accepted).
c) Solution:
A major rephrasing and changing of word order was done in the Arabic
sentence, and some added expressions were used to render the meaning as
clear as possible in Arabic. 'more' was changed by '
'
' and the verb
' was also added to explain the relation between the expressions
'Oslo generation' and 'Palestinian youth'. (any solution related to the above
problem is also accepted).
3. a) Translation:
-
.
b) Difficulty:
The use of the adverb 'rather' to refer to the main reason for the Indtifada,
and the difficulty in identifying the meaning of 'spark'. ( any other related
problem is also accepted).
c) Solution:
the meaning of 'spark' could be inferred from the context of the sentence
and surrounding sentences, and the adverb 'rather' was rendered in Arabic
by using the particle '
-
'. A whole parenthetical sentence
-
was inserted in order to modify the meaning in Arabic. (any
solution related to the above problem is also accepted).
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Copyright Dr. Antar Solhy Abdellah 2004-2005
Section D: Production Skills:
1. Passage Translation :
-
Assign 20 marks to the this part, as follows:
20 Marks
an answer that will have the full mark will have the following
characteristics:
representation of the overall meaning in good Arabic
well-build sentence structure in Arabic
good choice of vocabulary
appropriate reformulation of ideas
use of cohesive devices as followed in Arabic
no deviation from the ideas in the source text
no drops or missing ideas or sentences in the translation.
15 Marks
an answer that will have the full mark will have the following
characteristics:
representation of the overall meaning in good Arabic, but with
some mistakes in the formulation of ideas.
well-build sentence structure in Arabic; minor mistakes in the
verb agreement or case marking with verbs like '
' or particles
like ' '.
good choice of vocabulary
accurate reformulation of ideas
use of cohesive devices as followed in Arabic
no deviation from the ideas in the source text
one or two drops or missing ideas or sentences in the
translation.
10 Marks
an answer that will have the full mark will have the following
characteristics:
representation of the overall meaning in Arabic is understood
with difficulty.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
sentence structure in Arabic deviates from most regular rules;
major mistakes in the verb agreement or case marking with
verbs like '
' or particles like ' '.
choice of vocabulary conveys the overall meaning but not the
accurate meaning of individual expressions.
Redundant use of cohesive devices
deviation from the ideas in the source text
three or four drops or missing ideas or sentences in the
translation.
5 Marks:
an answer that will have the full mark will have the following
characteristics:
overall meaning is misunderstood and misrepresented.
meaning of item of expressions and vocabulary is misrepresented.
structure in Arabic is disfigured.
a translation in this level will get chunks of translation for
individual words and expressions in the sentence.
A remarkable deviation from ideas in the source text.
Half the passage is left untranslated or just copied from the source
text.
0 Mark
an answer that will have the full mark will have the following
characteristics:
the passage is left untranslated
a translation of a different passage is given
the source passage is copied.
Answer Key( suggested translation)
(
)
.
-
.1993
50
1987
Copyright Dr. Antar Solhy Abdellah 2004-2005
.
).
.(2000
(Any other appropriate translation is accepted.)
------------------------------------------------------------------------------------------------Section B Sentences Translation:
Each group of sentences represent one type of difficulty in Translation; lexical,
structural, cultural, idiomatic, and technical.
For this section, assign 50 marks; two marks for each sentence,
according to the 5-point scale (0,1/2, 1, 1.1/2, 2) used with the
sentence translation in the analytical skills part.
Sample answer:
Lexical difficulty:
(
)
-1
.(
(
)
(
)
)
-2
.
(
)
-3
.
.
-4
) .
(
)
-5
.(
Structural difficulty:
.1937
-1
.
-2
.
-3
.
-4
.
-5
Cultural difficulty:
51
Copyright Dr. Antar Solhy Abdellah 2004-2005
-1
.
-2
(
)
.
-3
(
(
)
-4
)
-5
Idiomatic difficulty:
(
...
)
-1
.
-2
.
-3
.
-4
.
-5
Technical difficulty
(
)
(.....
)
(
- 1 .1
)
.
.2
)
.3
.(
.4
.
.
.5
(any suitable translation that follows the scale provided above is accepted).
52
Copyright Dr. Antar Solhy Abdellah 2004-2005
TEST TOTAL
MARK
Name:__________________
Year: __________________
A Test In Basic Translation Skills
Age: ___________________
ducation
________________________(Form B)__________________________
Instructions:
-
This test is designed to measure your abilities in the basic skills of
Translation.
-
It is not a final exam for you, so don’t worry about the mark you will
get.
-
The test is divided into two main sections: Translation Theory and
Practical Translation .
-
The practical translation part includes two sections: Sentence
translation and passage translation: The passage translation include
four subsections: reading comprehension, Researching, Analysis, and
Composing.
-
Read the questions, think well and answer at your own speed.
-
Answer all the questions, and don’t leave any item without an answer.
-
Time allotted is 3 hours and total mark is 116 points.
____________________________________________________________
Part One : translation Theory
THIS IS AN EXAMPLE
Question:: A prefix is a morp heme that ______________________,exa mple
________________
Answer: a ttached to the beg inning of the word
re in reread.
Answer the following Questions. (8 points)
Fill in the blanks with suitable phrases;
9.
a Word
is ____________ that have spaces on both sides and
_____________
10. a Suffix
is a mo rpheme tha t is ___________________ ,
examp le ness in
53
_________
116
Copyright Dr. Antar Solhy Abdellah 2004-2005
ha ppiness
11. Con text:
the word , _______________________ tha t surround
the ______________________a nd tha t help in clarifying its
mea ning
12. Seman tic field s : ____________________ of wo rd items; for
examp le fruit is a
semantic field for
______________________ etc
13. Synon ym:
they are word s ______________________________ to
other words.
14. Appro priacy: Translating the meanings of the o riginal text b y
____________________________________________
___________
15. Mode o f d iscourse: the register used accord ing to
________________________
16. Equivalen ce : rep lication o f the sa me situation as in the orig inal,
whilst using
_________________. It can ma intain the
stylistic impa ct of the orig ina l text.
Equiva lence is therefore the id eal method
when the translato r ha s to deal with
___________________________ ..etc
Translation Theory
Mark
________
8
##############################################################
############
Part Two: Practical Translation Skills
Section One: Passage translation
Read the following passage and answer the questions:
The life and death of Sheikh Yasin
Sheikh Ahmad Yasin was born in 1936 in al-Jura, a Palestinian village that no
longer exists. In his early years of life he had an injury while he was playing
sports at the age of 12. It left him paralyzed, and forced to use a wheelchair for
54
Copyright Dr. Antar Solhy Abdellah 2004-2005
life. Despite his paralysis, Yasin left Gaza to Egypt in 1959 where he spent a
year studying in Ain Shams University. Forced to cut short his academic career
due to a lack of money, he returned to Gaza. In 1987, he founded Hamas.
The Israeli government of Prime Minister Ariel Sharon had openly called for
Sheikh Yasin's assassination. On 6 September 2003, Yasin survived an attempt
on his life when an Israeli F-16 fighter jet fired several missiles at a home in
Gaza city. The resistance leader was slightly wounded. Finally, Israel managed
to assassinate him on 22 March 2004, along with nine other people.
"His wheelchair was twisted. Two or three people were laying next to him on
the ground," said a taxi driver describing the bloody scene in Gaza. The most
prominent Palestinian leader to be assassinated by Israel was targeted while on
his way out of a Gaza mosque after the early morning prayer. (Aljazeera.net
2004)
D. Reading Comprehension Skills: (16 marks)
1. How o ld was Sheikh Yasin when he died?
_ __ _______________________________________________
2. How lo ng d id he sta y o n a wheelchair ?
_ __ _______________________________________________
3. What was he doing when the Israeli fo rces attacked
him ?
_ __ __________________________________________
4. Sa y whether th e following sen tences are true o r false,
a. Sheikh Yasin went to Egypt to fo und Hamas
T/F
b . Sheikh Yasin was b orn a handicapped
T/F
c. He was no t alone when he d ied b y Israeli fires
T/F
d . The Israelis d id no t mean to kill Sheikh Yasin
T/F
Reading
comprehension Mark
E. Resea rch ing Skills (10 marks)
________
16
Dictionary work
Look at this extract from an English-English dictionary and say what are the
different numbers represent.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
THIS IS AN EXAMPLE:
Question: (v)
Answer: word function ; a verb
1. __________________________
2. __________________________
3. __________________________
4. __________________________
5. __________________________
Researching Mark
Par.a.lyse BrE//paralyze AmE
/'pær laiz/ v-lysed, -lysing [T] to
make (the body muscles)unable to
move: paralysed with fear.
Pa.ral.y.sis / 'rælisis/ n ses
/si:z/ [C;U] (a) loss of feeling in
and control of the body muscles:
paralysis of the arm
Par.a.lyt.ic /,pær 'litik/ n adj 1 (a
person) suffering from PARALYSIS
2 causing PARALYSIS: a paralytic
STROKE (3) 3 infml (of a person)
very drunk paralytically adv
________
10
F. Analytical Skills : (12 marks)
Translate the following sentences into Arabic, explaining the difficulty you
found in the sentence and how you could overcome it. (you can explain in
Arabic also)
)
.(
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Copyright Dr. Antar Solhy Abdellah 2004-2005
THIS IS AN EXAMPLE
Question: There was no question of finding a seat.
Answer:
a) Translation:
)
(
b) Difficulty:
the meaning of the word 'question' and whether it means 'posing a question' or
'discussing a case'
question
"
"
"
."
c) Solution:
the meaning of ‘question’ can be inferred from the context of the description of a
crowded place , which shows that we can be sure that there will not be a seat
available, so we do not ‘question’ the matter. So the word ‘question is rendered in
Arabic as
or …
question
"
question ."
"
"
"
"
4. It left him paralyzed, and forced to use a wheelchair for life.
Translation:
__________________________________________________
__________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
Difficulty:
__________________________________________________
___________
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Copyright Dr. Antar Solhy Abdellah 2004-2005
__________________________________________________
___________
Solution :
__________________________________________________
__________________________________________________
______________________
2. The Israeli government of Prime Minister Ariel Sharon had
openly called for Sheikh Yasin's assassination
Translation:
__________________________________________________
__________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
Difficulty:
__________________________________________________
__________________________________________________
Solution :
__________________________________________________
__________________________________________________
______________________
3. The most prominent Palestinian leader to be assassinated by
Israel was targeted while on his way out of a Gaza mosque.
Translation:
__________________________________________________
__________________________________________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
Difficulty:
__________________________________________________
__________________________________________________
______________________
Solution :
__________________________________________________
__________________________________________________
______________________
Analysis Mark
________
12
D. Composing Skills:
1. Translate the passage into Arabic: (20 marks)
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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Copyright Dr. Antar Solhy Abdellah 2004-2005
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________
Passage mark
20
15
10
5
0
#########################################################
#################
Section Two: Sentence translation:(50 Points)
Translate the following sentences into good Arabic:
B. Lexical difficulty:
1. Adept advertisements attract new customers. These clever
advertisements promise whatever the customer desire and more.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. The job applicant sat in the personnel office and filled out a vita. When she
finished the application, she gave it to the secretary.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
3. Some political campaigns turn into debacles. Mismanagement, illegal
funding, and serious debts are characteristic of these disasters.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. She has a love of rote work, but no fondness for creative jobs.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. Today's teenagers seem to be more liberal in their ideas than their
conservative grandparents.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
B. Structural Difficulty:
1. It was not until 1937 that the southernmost source of the Nile River was
discovered.
_________________________________________________________________
_________________________________________________________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
2. Platinum is a rare and valuable metal, white in colour and easy to work.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. oceans contain many forms of life that have not yet been discovered.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. Perhaps it was his journey in Japan that got him this big wealth.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. Not only are universities built for scientific researches, but for serving the
society as well.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
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Copyright Dr. Antar Solhy Abdellah 2004-2005
F. Cultural Difficulty:
1. a bird in the hand is worth two in the bush.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. Actions speak louder than words.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. Beauty is only skin deep.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. A friend's frown is better than foe's smile
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. A good Jack makes a good Jill
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Copyright Dr. Antar Solhy Abdellah 2004-2005
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
G. Idiomatic Difficulty:
1. Losing my job was a bitter pill to swallow.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. Jim has been feeling under the weather for weeks.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. We told him to go away for a few days to recharge the batteries.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. I have told him the same thing over and over.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. I can't stay in one place for more than a year without having itchy feet.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
H. Technical Difficulty:
1. I d like to cash this cheque and make a deposit in my checking account.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
2. An exchange rate is the price of one currency in terms of another.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
3. With the discovery of Pluto's moon, astronomers now think Pluto is the
smallest planet in our solar system.
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Copyright Dr. Antar Solhy Abdellah 2004-2005
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
4. The mouse was originally designed for handicapped people who cannot use
the keyboard when working with computers.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
5. Adult Education has become increasingly popular in Egypt in recent years.
_________________________________________________________________
_________________________________________________________________
______________________
Sentence Mark
0
1/2
1
1.1/2
2
Total Mark for
sentences
____________
50
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Copyright Dr. Antar Solhy Abdellah 2004-2005
A Test In Basic Translation Skills
Answer Key and Scoring criteria
FORM (B)
Part I: Translation Theory.
-
Assign One mark for each item, half a mark for each blank space. If
the item contains just one blank space the whole mark should be
assigned to that.
Any suitable answer that gives the meaning as in the answer model is accepted.
Answer Key:
1- any gro up of letter ….. carry a meaning
2- attached to the end o f the wo rd
3- phrase, sentence, or p aragrap h… unfamiliar wo rd or exp ressio n
4- headings o f categories… o range, ap ple, pear..
5- or p hrases that are similar in meaning
6- giving the natural equ ivalents in the target language (Arabic) b y loo king at the
passage as a who le.
7- to the nature of the situ ations
8- co mp letely different wording… pro verb s, id ioms, ..etc
Part II Practical Translation
Section A: Passage Translation:
Reading Comprehension,
-Assign 4 marks to each of the four reading items. If an item includes more than one
sub-items, one mark is assigned to each sub-item.
Answer Key :
1. He was 68 years old.
2. 56 years.
3. He was in his way out of a mosque after the morning prayer.
4. a) F
b) F
c) T
d) F
Section B: Researching Skills:
-
Assign 10 marks for this section, 2 marks for each question item.
- Answer Key
67
Copyright Dr. Antar Solhy Abdellah 2004-2005
1. American variation in spelling
2. pronunciation of the word .
3. refers to the quality of the word as Countable and Uncountable
4. an example for the meaning of 'paralysis' as a noun.
5. the function of the word, here an 'adjective'.
Section C: Analytical Skills:
-
Assign 12 marks for this section as follows:
- 4 marks for each sentence, 2 for translation, 1 for stating the difficulty ,
and 1 for stating the solution technique followed.
- Any suitable answer to the difficulties and solutions parts are accepted.
- Answers in Arabic are also accepted as long as they are appropriate.
- For sentences
translation, marks are assigned according to the
following scale:
2 marks
Sentences that deserve the full mark should have the following characteristics:
representation of the overall meaning in good Arabic
well-build sentence structure in Arabic
translation of the item of difficulty in the sentence; if the item of
difficulty is a word (lexical difficulty), the translation gave a good
equivalent to it in Arabic; if it is a structure, a corresponding structure
is presented in Arabic, if it is s culture-oriented expression, an
equivalent cultural-oriented expression is given in Arabic, if it is an
idiom, the meaning of the idiom is given in Arabic, and , finally, if it is
a technical term, the term used in Arabic is given.
1.1/2 marks
Sentences that take 1.1/2 marks represent the following characteristics:
al of the above but sentence structure is bad in Arabic; a verb
comes after the noun in a verbal sentence, or basic rules of Arabic
are not followed.
1 mark:
Sentences that take 1 mark represent the following characteristics:
68
Copyright Dr. Antar Solhy Abdellah 2004-2005
meaning of individual expressions and phrases within the sentence
is given, however the overall meaning of the sentence is not
conveyed.
Structure in Arabic is bad.
1/2 mark
Sentences that take half a mark represent the following characteristics:
overall meaning is misunderstood and misrepresented.
meaning of item of difficulty is misrepresented.
structure in Arabic is disfigured.
However, a translation in this level will get chunks of translation
for individual words and expressions in the sentence.
0 Mark
Sentences that take 0 mark represent the following characteristics:
the sentence is left untranslated
a translation of a different sentence is given
the source sentence is copied.
Key answer:
1. a) Translation:
(
-
)
.
b) Difficulty:
There is a difficulty in identifying the meaning of the word 'paralyzed'.
(any other related problem is accepted)
c) Solution:
The context of the sentence shows that the sheikh did not have a choice
whether or not to have a wheelchair, he was forced to do it, so the meaning
of ' paralyzed' should refer to this state of inability or disability. (any
solution related to the above problem is also accepted).
2. a) Translation:
(..
).
69
Copyright Dr. Antar Solhy Abdellah 2004-2005
b) Difficulty:
The verb 'call for' might not be clear in this sentence as it is a phrasal verb.
The word 'assassination' might not be known for some students. The
adverb 'openly' might not be understood by some students. ( any other
related problem is also accepted).
c) Solution:
A search for the basic components of the sentence is carried out; finding
the main verb 'called for' and the main subject 'government'. The a
rephrasing of the sentence is done in order to cope with the structure of
Arabic. The meaning of 'openly' can be inferred from the context to mean
'publicly' (any solution related to the above problem is also accepted).
3. a) Translation:
(
)
(.....
).
b) Difficulty:
There is a difficulty in identifying the meaning of the structure 'was
targeted' and 'to be assassinated'. (any other related problem is also
accepted).
c) Solution:
The structure can be rendered in Arabic depending on the context. The
structure 'targeted' and 'assassinated' refer to the same result which is the
death of the sheikh, however, 'targeted' shows that that death was planned,
so in the Arabic structure we can add some more information that shows
this meaning, such as
or
(any
solution related to the above problem is also accepted).
Section D: Production Skills:
1. Passage Translation :
-
Assign 20 marks to the this part, as follows:
20 Marks
an answer that will have the full mark will have the following
characteristics:
70
Copyright Dr. Antar Solhy Abdellah 2004-2005
representation of the overall meaning in good Arabic
well-build sentence structure in Arabic
good choice of vocabulary
appropriate reformulation of ideas
use of cohesive devices as followed in Arabic
no deviation from the ideas in the source text
no drops or missing ideas or sentences in the translation.
15 Marks
an answer that will have the full mark will have the following
characteristics:
representation of the overall meaning in good Arabic, but with
some mistakes in the formulation of ideas.
well-build sentence structure in Arabic; minor mistakes in the
verb agreement or case marking with verbs like '
' or particles
like ' '.
good choice of vocabulary
accurate reformulation of ideas
use of cohesive devices as followed in Arabic
no deviation from the ideas in the source text
one or two drops or missing ideas or sentences in the
translation.
10 Marks
an answer that will have the full mark will have the following
characteristics:
representation of the overall meaning in Arabic is understood
with difficulty.
sentence structure in Arabic deviates from most regular rules;
major mistakes in the verb agreement or case marking with
verbs like '
' or particles like ' '.
choice of vocabulary conveys the overall meaning but not the
accurate meaning of individual expressions.
Redundant use of cohesive devices
71
Copyright Dr. Antar Solhy Abdellah 2004-2005
deviation from the ideas in the source text
three or four drops or missing ideas or sentences in the
translation.
5 Marks:
an answer that will have the full mark will have the following
characteristics:
overall meaning is misunderstood and misrepresented.
meaning of item of expressions and vocabulary is misrepresented.
structure in Arabic is disfigured.
a translation in this level will get chunks of translation for
individual words and expressions in the sentence.
A remarkable deviation from ideas in the source text.
Half the passage is left untranslated or just copied from the source
text.
0 Mark
an answer that will have the full mark will have the following
characteristics:
the passage is left untranslated
a translation of a different passage is given
the source passage is copied.
Answer Key( suggested translation)
(
)
1936
.
1959
.
.1987
-
2003
72
Copyright Dr. Antar Solhy Abdellah 2004-2005
.
16
.
2004
.
":
."
(2004
).
(Any other appropriate translation is accepted.)
------------------------------------------------------------------------------------------------Section B Sentences Translation:
Each group of sentences represent one type of difficulty in Translation; lexical,
structural, cultural, idiomatic, and technical.
For this section, assign 50 marks; two marks for each sentence,
according to the 5-point scale (0,1/2, 1, 1.1/2, 2) used with the
sentence translation in the analytical skills part.
Sample answer:
Lexical difficulty:
(
)
-6
.(
(
)
(
)
)
-7
.
(
)
-8
.
.
-9
) .
(
)
-10
.(
Structural difficulty:
.1937
-6
.
-7
.
-8
.
-9
.
-10
Cultural difficulty:
-6
.
73
-7
Copyright Dr. Antar Solhy Abdellah 2004-2005
(
)
.
-8
(
(
)
-9
)
-10
Idiomatic difficulty:
(
...
)
-6
.
-7
.
-8
.
-9
.
-10
Technical difficulty
(
)
(.....
)
(
- 1 .6
)
.
.7
)
.8
.(
.9
.
.
.10
(any suitable translation that follows the scale provided above is accepted).
74
Copyright Dr. Antar Solhy Abdellah 2004-2005
:
.
.
(
)
SPEER: Spotlights on Primary English Education Resources
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Copyright Dr. Antar Solhy Abdellah 2004-2005
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