THE UNIVERSITY
OF BIRMINGHAM
Department of English
Centre for English Language Studies
Open Distance Learning MA TEFL/TESL/Applied Linguistics/ Translation Studies
Name
Country where registered
Noor Balfaqeeh
Worldwide
Dissertation title
Strategies for Translating Idioms and Culturally-bound
Expressions within The Human Development Genre
Submission date
September 17, 2009
Submission
First submission / Resubmission
Name of supervisor
Theron Muller
DECLARATION
I declare:
a) that this submission is my own work;
b) that this is written in my own words; and
c) that all quotations from published or unpublished work are acknowledged with
quotation marks and references to the work in question.
d) that this dissertation consists of approximately 13,000 words, excluding footnotes,
references, figures, tables appendices & long quotations.
Name: Noor Balfaqeeh
Date: September 17, 2009
STRATEGIES FOR TRANSLATING IDIOMS AND CULTURALLY-BOUND
EXPRESSIONS WITHIN THE HUMAN DEVELOPMENT GENRE
by
NOOR BALFAQEEH
A dissertation submitted to the
School of Humanities
of the University of Birmingham
in partial fulfilment of the requirements
for the degree of
Master of Arts
in
Translation Studies
This dissertation consists of approximately 13,000 words
Supervisor: Theron Muller
Centre for English Language Studies
Department of English
University of Birmingham
Edgbaston, Birmingham B15 2TT
United Kingdom
September 2009
ABSTRACT
As a result of their openness to other cultures, Arab readers have become more interested
in reading translated books within the sub-genre of personal and professional
development. This type of genre is full of idioms and culturally-bound expressions that
need to be carefully translated into Arabic. This research aims to investigate which
translation strategies are more acceptable to the readers: domesticated or foreignized
strategies.
Following Basil Hatim‘s (2001) schematic representation of action research, this
dissertation includes qualitative methods implemented in pair-in-depth interviews and a
quantitative survey. The survey‘s questionnaire was developed based on an observation
of data collected from different books. The results show that domesticated translation
strategies are more acceptable to Arab readers. Moreover, Arab readers care more about
the core message and appreciate translated idioms and cultural expressions using Arabic
equivalents, though literal translation and deletion gained minor preferences.
ACKNOWLEDGEMENT
Following the holy command of Allah in the verse, ―And remember, when your Lord
proclaimed, ‗If you will be grateful, then I shall give you more, and if you are thankless,
then My torment is severe.‘‖ (Ibrahim Chapter: verse 7) and the sacred guidance of
Prophet Mohammed (peace be upon him) represented in his saying, ―Whoever does not
thank people (for their favours) has not thanked Allah (properly), Mighty and Glorious is
He!‖ (Musnad Ahmad, Sunan At-Tirmidhî), I would like to express my sincere gratitude
to a group of people who contributed to the accomplishment of this dissertation.
My sincere thanks go to my supervisor Theron Muller, whose guidance and advice were
the assets upon which the dissertation was developed to reach its current status. I also
would like to thank my friend, Dr Jannat Al-Abbasi, who has been a great contributor to
my development, both academically and intellectually. Her keen advice and close
supervision yielded a firm determination on my side to do my best.
On this occasion, I would never forget to thank my friend, Dr Siddiga Al-Ghalib, the
research methods specialist who was my reliable reference when facing problems with
research reliability. She was a generous advisor who spent long hours teaching me how to
implement several quantitative techniques to achieve the objectives of my research.
Above all, my soul mate, my husband Abdullah Al-Bar, is the one who deserves the most
gratitude and appreciation for his support and encouragement along with my parents, who
never stop praying for my best.
CONTENTS
ABSTRACT ..........................................................................................................................
ACKNOWLEDGEMENT ....................................................................................................
CONTENTS ..........................................................................................................................
LIST OF TABLES ................................................................................................................
LIST OF FIGURES ..............................................................................................................
CHAPTER 1 INTRODUCTION ....................................................................................... 1
1.1.
Arabic and English: Linguistic Overview................................................................ 2
1.2.
Arabic and English: Cultural Overview ................................................................... 2
1.3.
Translation Status in Saudi Arabia, the Target Culture ........................................... 3
CHAPTER 2
LITERATURE REVIEW ....................................................................... 5
2.1.
Translation as Problems and Solutions .................................................................... 5
2.2.
Translation Strategies............................................................................................... 8
2.3.
Translation Strategies: Further Classification ........................................................ 10
2.4.
Professional and Personal Development Sub-Genre ............................................. 11
2.5.
Methodologies to Investigate Translation Problems.............................................. 12
CHAPTER 3 HYPOTHESES AND OUTLINE ............................................................. 14
3.1.
Research Hypotheses ............................................................................................. 14
3.2.
Dissertation Outline ............................................................................................... 15
CHAPTER 4
METHODOLOGY .................................................................................. 16
4.1.
Identifying and Investigating the Problem ............................................................. 16
4.2.
Evaluate, Organize and Consolidate the Data........................................................ 17
4.3.
How to Eliminate the Problem ............................................................................... 19
4.4.
Implement Action .................................................................................................. 20
4.5.
Questionnaire and Reliability ................................................................................ 26
CHAPTER 5 ANALYSIS AND DISCUSSION ............................................................ 28
5.1.
Qualitative: Meeting Respondents in Person ......................................................... 28
5.2.
Quantitative: Wider Reach ..................................................................................... 32
5.3.
Deletion as a Final Resort ...................................................................................... 39
CHAPTER 6 FINDINGS AND CONCLUSION ........................................................... 41
6.1.
The Message Matters: Paraphrasing or Arabic Equivalent.................................... 41
6.2.
Other Strategies: Literal Translation and Deletion ................................................ 43
6.3.
Recommendations and Implications ...................................................................... 44
6.4.
Restrictions and Further Research ......................................................................... 45
APPENDICES .................................................................................................................. 47
Appendix 1 First Draft of the Questionnaire (Arabic) .................................................... 47
Appendix 2 Second Draft of the Questionnaire (Arabic) ............................................... 49
Appendix 3 Final Draft of the Questionnaire (Arabic) .................................................... 52
Appendix 4 Final Draft of the Questionnaire (English)................................................... 55
Appendix 6 Statistical Analysis of the Test and Re-Test Check .................................... 62
Appendix 7 Collected Data ............................................................................................. 62
Appendix 8 Interviews Questions ................................................................................... 69
BIBLIOGRAPHY ............................................................................................................. 71
LIST OF TABLES
Table 1: Dissertation Outline .........................................................................................................................15
Table 2: Subject Classification and Distribution ..........................................................................................22
Table 3: Sample of the First Questionnaire's Questions on Idioms ...............................................................23
Table 4: Sample of the First Questionnaire‘s Questions on Culturally-bound Expressions ..........................24
Table 5: Sample of Second Questionnaire's Questions on Idioms ................................................................24
Table 6: Sample of the Second Questionnaire's Questions on Culturally-bound Expressions ......................25
Table 7: Sample of the Final Questionnaire's Questions on Idioms ..............................................................25
Table 8: Sample of the Final Questionnaire‘s Questions on Culturally-bound Expressions .........................25
Table 9: Question 2 .......................................................................................................................................33
Table 10: Question 9 .....................................................................................................................................33
Table 11: Question 7 .....................................................................................................................................33
Table 12: Question 8 .....................................................................................................................................34
Table 13: A Breakdown of the Questions‘ Results According to Idiom Type ..............................................36
Table 14: Question 19 ...................................................................................................................................38
Table 15: Question 21 ...................................................................................................................................38
Table 16: the Breakdown of the questions‘ results according to Culturally-bound Expressions ...................39
Table 17: A Sample of Deletion Questions ...................................................................................................40
LIST OF FIGURES
Figure 1: Total Score for Idioms ...................................................................................................................42
Figure 2: Total Score for Culturally-Bound Expressions ..............................................................................43
Figure 3: Total Score for Deletion .................................................................................................................44
CHAPTER 1 INTRODUCTION
Applying different translation strategies is one of the tools translators use to overcome
translation problems. Idioms and culturally-bound expressions are among prominent
translation problems, especially when translation occurs between two distinct languages like
English and Arabic which diverge both linguistically and culturally. This research aims to
investigate which translation strategies are most acceptable from the point of view of Arab
readers, when translating idioms and culturally-bound expressions within the sub-genre of
professional and personal development literature. The paper starts with a brief examination
of the linguistic and cultural features of English and Arabic, in addition to a concise
background of the status of translation in Saudi Arabia, the target culture. The literature
review explores what makes idioms and cultural expressions problems in translation and
what kinds of strategies are used to conquer these problems. It also presents different
classifications of translation strategies that will be used in the discussion, along with a
succinct summary of the research genre. Before commencing the methodology of the
research, a short presentation about methodologies that are commonly used to investigate
translation problems is provided, followed by a chapter introducing the hypotheses and an
outline of the research.
For the methodology, Basil Hatim‘s (2001) schematic representation for action research is
followed to include several steps starting with the problem definition and data collection
from two books within the research genre. Then the subjects of the research are
characterized to preface the practical method that is followed. Qualitative and quantitative
methods are designated so that the research can accomplish its objectives, among which is to
develop the measuring tool of the research, the questionnaire. The outcomes of both stages
are discussed intensively in Chapter 5, covering all translation strategies that were tested.
Finally, the results are presented in Chapter 6 along with the research restrictions and
recommendations. Throughout the paper, there are some abbreviations used. These
1
abbreviations are ST, TT, SL and TL which stand for source text, target text, source
language and target language respectively.
1.1. Arabic and English: Linguistic Overview
Arabic and English languages are different from each other, both linguistically and
culturally. Linguistically, Arabic is a Semitic language that depends on verbs made up of
three consonants, ―the-tri-consonantal-root‖, as the basic root from which all other
vocabulary can be derived (DeYoug, 1999). Arabic is also a highly inflected language that
depends on inflections to determine case, gender, and number. Another salient feature of
Arabic is diglossia. ―Diglossia is a situation where two very different variation of a language
co-occur throughout a community of speakers, each having a distinct range of social
functions‖ (Dickins, 2002:167). To elaborate, Arab children acquire different local
colloquial, and non-standard Arabic such as Syrian, Egyptian and Hijazi. By the time they
go to school, they begin to learn the standard Arabic (Mohammed, 2000, 129). Standard
Arabic, which does not allow colloquial expression, is most preferable in writing.
On the other hand, English language is an Indo-European language that is partially
inflectional and highly word-order dependent. It is non-diglossic but differentiates between
spoken and written language. English written language may contain some spoken-like
chunks, but this depends on the register and genre type. Also English has a limited
inflectional system compared to Arabic.
1.2. Arabic and English: Cultural Overview
English and Arabic are spoken by nations that are geographically, religiously, and socially
distant. Language and culture, which is ―whatever a person must know in order to function
in a particular society‖ (Goodenough in Wardhaugh 1986:219), are in a mutually
influential relationship, so the cultural dimension is very significant when two languages
are involved in any type of interaction. For Ronald Wardhaugh (1986:220) this interinfluential relationship follows three patterns: 1) the strong claim of linguistic determinism
or the weaker claim of linguistic relativity (Sapir-Whorf), when language determines
culture (the way the language‘s speakers view the world); 2) when the way the language‘s
2
speakers view the world determines language use; and 3) when the relationship between
language and culture is neutral.
Holmes (2001:78) defines lingua franca as ―a language serving as a regular means of
communication between different linguistic groups in a multilingual speech community‖.
Standard Arabic is the lingua franca of most Muslim and Middle East countries, among
which is Saudi Arabia, the target culture in this research. Therefore, Arabic is very much
affected by the Islamic social system. For example, in Arabic, there are two different terms
which stand for the English ‗uncle‘: ‗khal‘ is the mother‘s brother, and ‗aam‘ is the father‘s
brother. This distinction has implications regarding the position and status of ‗khal‘ and
‗aam‘ within Arabic culture.
In addition, the geographical nature of Middle East countries is very much reflected in
Arabic vocabulary because ―the physical and cultural environment in which it develops
influences the vocabulary and the grammar of a language‖ (Holmes 2001:337). To describe
hot weather, for example, there are tens of adjectives that do not have direct English
equivalents. Conversely, English vocabulary describing wet and rainy weather is rich and
hard to be fully translated into Arabic.
English, meanwhile, is the lingua franca of international academic, political and economic
summits and conferences. It is the official language of many countries around the world and
it is spoken as the second/foreign language in many countries, including Saudi Arabia. In
Saudi Arabia, English is obligatory throughout the education system – elementary,
intermediate, and secondary and university – yet it is taught with varying intensities (AlKhatib in Harbi 2007:108).
1.3. Translation Status in Saudi Arabia, the Target Culture
Saudi Arabia is currently going through information, economic and commercial revolutions.
These revolutions emerged through globalization and openness to other countries and
cultures, specifically European and American culture. This openness has resulted in
importing new texts about sciences and arts to meet the demands of a population seeking to
3
access that knowledge. However most of these texts are written in languages other than
Arabic, so translation into Arabic has flourished, particularly from English. English to
Arabic translation is popular for two reasons. First, as mentioned earlier, as the second
language in Saudi Arabia, English is more accessible to many professionals, such as
bankers, airline employees, and medical professionals (Al-Khatib cited in Harbi 2007:103).
Second, knowledgeable leaders within emergent fields are writing in English, raising interest
in reading translations of those texts.
Nevertheless, the performance of the translation industry in Saudi Arabia can be evaluated
as modest for several reasons. Economic factors play a major role in reducing the quality of
translation. Al-Khatib (in Harbi 2007:108) notes that ―the high costs of printing and
publishing in Saudi Arabia compared to the competitive costs in the other Arab countries
accentuates also the inflow of the imported Arabic translated books.‖ The cost of translation
has led the Saudi private sector to turn to other Arab countries, such as Egypt and Syria, for
their translation needs. Nonetheless, the number of books translated into Arabic and
introduced into the local market has increased between 1994 and 2004; the social sciences
and humanities have had the highest share of the translations in response to the demands of
the market (ibid). Private publishers like Jarir and Obaikan are among the top private
translation centres in Saudi Arabia in terms of cultural, political and literature translations
that target non-specialized readers. All the above factors, along with the translation
industry‘s negligible contribution to the Saudi economy, somehow results in modest national
interest to regulate translations for their quality (ibid).
4
CHAPTER 2
LITERATURE REVIEW
2.1. Translation as Problems and Solutions
Idioms and cultural expressions will be introduced and discussed as translation problems in
order to understand how they cause difficulties during translation; subsequently, a review of
the strategies used in translating them will be presented.
2.1.1. Idiom as a Translation Problem
Idioms are treated as figures of speech, which are defined in the Collins English Dictionary
(2006) as: ―an expression such as a simile, in which words do not have their literal
meaning,‖ but are categorized as multi-word expressions that act in the text as units.
Longman Idioms Dictionary (1998) defines an idiom as: ―a sequence of words which has a
different meaning as a group from the meaning it would have if you understand each word
separately.‖ Accordingly, idioms should not be broken up into their elements because they
are sometimes referred to as a ‗fixed expression‘ (Cowie and Mackin, 1975: viii cited in
Abu-Ssaydeh 2004).
Baker (1992:63), on the other hand, considers idioms and fixed expression as two different
categories under the multi-word units; she refers to them as ―frozen patterns of language
which allow little or no variation in form, and in the case of idioms, often carry meanings
which cannot be deduced from their individual components.‖ Also she adds some
constraints on idiom usage, which include the inability to change word order or structure and
the inability to delete, substitute or add words. On the other hand, Carter (1998:66) classifies
idioms as a type of fixed expression that include proverbs, stock phrases, catchphrases,
allusions, idiomatic similes and discoursal expressions. However, this classification does not
have defined boundaries and a structural overlap is very much expected (ibid). He also
identifies different sets of fixed expression characteristics: 1) non-substitutable, 2) more than
a single word and 3) semantically frozen.
5
The semantic and syntactic variation in frozenness results in different types of fixed
expressions. In this research, some of the fixed expressions other than idioms are included
for their idiomatic function because ‗idiomacity‘ (Cowie and Mackin (1975) and Cowie
(1983) cited in Abu-Ssaydeh 2004) is the common feature shared by all types of fixed
expressions.
Idioms are difficult to translate. It is sometimes hard to find the right equivalent for a single
word without finding equivalence for a sequence of words that convey one specific meaning.
Idiom translation difficulties fall into different types. First, there is a lack of sense
equivalence in the TL; idioms are culturally specific, which means that they may express a
sense that doesn‘t occur in the TL. Baker stresses this point when she says:
Idioms and fixed expressions which contain culture-specific items are not necessarily untranslatable.
It is not the specific items an expression contains but rather the meaning it conveys and its
association with culture-specific context which can make it untranslatable or difficult to translate.
(1992:68).
Thus translating the idiom mostly depends on the context in which it has occurred. Second,
there may be equivalence for the idiom in the TL, but the situation in which it has been used
differs from the SL to the TL. In other words, an idiom may have the same sense in the TL
but a different connotation. For example, ‗to sing a different tune‘ means in English to say or
do something that contradicts what has been said or done before. The Arabic equivalence for
that idiom is ‗yuGanni 'la laylah‘ (literal: ‗sing to his own Layla‘) and is used to refer to
situations in which a person only cares about his/her own benefit. Both idioms share the
surface meaning but are used differently. Third, the frequency and the formality of idioms
differ from one language to another. Baker (1992) demonstrates this point by giving Arabic
and Chinese as examples of languages that allow limited use of idioms in formal written
texts.
2.1.2. Cultural Expressions as Translation Problems
Bell (1991:20) defines the phenomenon of translation as ―the replacement of a
representation of a text in one language by a representation of an equivalent text in a second
language.‖ But in the era of globalization, translation has acquired a prominent position
6
because ―multiculturalism, which is a present-day phenomenon, plays a role here, because it
has had an impact on almost all peoples worldwide, as well as on the international relations
emerging from the current new world order‖ (Karamanian, 2002). Therefore, due to
globalization, some cultural aspects and notions are widespread across cultures, regardless
of linguistic, ethnic, and religious background. In this paper, culturally-bound expressions
may relate to some of these universal cultural phenomena, but the focus is on culturalspecific notions.
Carter (1998:34) differentiates between core vocabulary – which is the basic domain of lexis
that a language user needs to communicate in a simple context with foreigners or children –
and non-core vocabulary by several criteria, including being culture-free. He pointed out that
―the more core the word is, the less likely it is to be restricted to culture-specific uses‖
(1998:41). Based on that theory, there is core vocabulary that is independent from culture
and can be interpreted similarly in all contexts and cultures, and non-core, or culturallybound, vocabulary that must be interpreted differently from one culture to another. On the
other hand, within Sapir-Whorf‘s linguistic relativity, which is that ―language influences
perceptions, thought, and, at least potentially, behaviour‖ (Holmes 2001:324), Homeidi
points out that culture determines language: ―Words only have meaning in terms of the
culture in which they are used‖ (2004:14). Therefore, there are two schools of thought
regarding the level of culture involvement in vocabulary interpretation.
Based on the first school, words or expressions can be classified into two categories:
cultural-free, like eat, walk, chair, etc., and cultural-bound, like Independence Day,
godfather, Christmas, family reunion, etc. Although the second school states that no word
can be understood without its cultural context, there are some words that have universal
semantic elements that can be found in all languages. In this paper, culturally-bound
expressions are the ones that are specific to a given culture and do not necessarily have
equivalents in other cultures.
Teilanyo (2007) also considers culturally-bound expressions as a source of difficulty in
translation when she says, ―The difficulty arises from the problem of finding adequate target
7
language equivalents for terms conveying culture-sensitive notions in the source language as
a result of the fact that the two languages have different meaning subsystems and cultures‖
(2007:16). Some core vocabulary is not perceived as core by all language users (Carter
1998:46), so finding equivalents for these words would be problematic. If this is true for
core vocabulary, which are basic and simple words, finding equivalents for non-core
vocabulary would be even more challenging. It is harder because every language has
different semantic features, classifications, and prototypes. Furthermore, the level of
translatability of culturally-bound expressions depends on the feasibility of the TL
equivalents at both the denotative and connotative meaning levels (Teilanyo 2007:16). For
example, the denotative meaning of ‗hand‘ is the physiological part of the human, but at the
connotative level, there are many meanings of the word that may either relate to the
denotative meaning, like the metaphorical use of ‗give a hand,‘ or may not relate to it, like
the collocation of ‗second-hand.‘ It is also important to consider that ―[t]he process of
transfer, i.e., re-coding across cultures, should consequently allocate corresponding
attributes vis-a-vis the target culture to ensure credibility in the eyes of the target reader‖
(Karamanian 2002).
2.2. Translation Strategies
Idioms
Figures of speech and multi-word expressions are some of the most challenging translation
difficulties, according to Newmark (1988:104). Translating idioms is difficult, since idioms
are frozen chunks of words whose overall meaning differ from the meanings of the words
involved. To deal with the above difficulties, the translator may: 1) translate an idiom with a
counter identical TL equivalence1 (e.g. a thousand mile journey begins with the first step;
Arabic idiom: ‫و حبذأ بخط٘ة‬ٍٞ ‫ ;)سحيت األىف‬2) translate the idiom with a non-identical TL idiom
that conveys the same sense (e.g. beating around the bush; Arabic idiom: ٜ‫ضشة أخَبعًب ف‬ٝ
‫أعذاط‬, lit: multiplying fives by sixes); 3) paraphrase the idiom, which could risk losing the
stylistic impact of the idiom; 4) provide a literal translation, which may risk losing the
semantic impact, or 5) delete the idiom which risks losing both the stylistic and the semantic
1
2
All examples mentioned are taken from the data collected for this research.
It is important to mention that 70% of the C2 class were located in Jeddah, which justifies the similar
8
impact (Abu-Ssaydeh, 2006:117-120). Abu-Ssaydeh takes the view that the choice of a
particular strategy will depend on the ―closeness between the two languages, the translator‘s
experience, the adequacy of dictionaries, and the nature of the idiom in question‖ (2006:
117).
Culturally-Bound Expressions
Cultural expressions, on the other hand, are a salient translation problem, especially when
translating between two distinct languages that are spoken by two distant nations. To
translate the culturally-bound expressions, translators may use six different strategies
depending on the type of the culturally-bound expression itself. When translating culturallybound expressions, the translator may first provide the literal equivalents only without
adding any more information, as with ‗ ‫ إرا‬-ٙ‫ اىَْضه ٍش ة أخش‬ٚ‫َنْل اىشج٘ع إى‬ٞ‫ ف‬. ‫فقذ حٍ٘بط ٗىف ٍخطئ‬
‫ْت ٗ صحبت غبىبت‬َٞ‫‘ مبُ ٍْضىل ػببسة ػِ ػالقت ر‬as a TT for ‗Thomas Wolf was wrong. You can go
home again – if your home is a treasured relationship, a precious companionship.‘ This
strategy can be used when the ―translator knows that the TT reader will be familiar with the
cultural background reflected in the ST‖ (Sanchez 2007:129). Secondly, the translator may
literally translate and provide some addition information like ‗‫ دػبء‬Alcoholics Anonymous
ُ‫غؼُ٘ ىيخخيص ٍِ ٕزا اإلدٍب‬ٝ ِٝ‫ اىنح٘ه اىز‬ٍْٜ‫ت ٍذ‬ٞ‫ ‘ٕ٘ دػبء اشخٖش ػِ جَؼ‬as a TT for ‗Alcoholics
Anonymous prayer.‘ In this strategy, the translator intervenes depending on his/her
knowledge, and ―if he does not intervene, the purpose of translation as an act of crosscultural communication is not respected, and we can be sure that the reader in the target
language will not get the message expressed in the source text‖ (Homeidi 2004:24).
Thirdly, paraphrasing the expression is another strategy, with ‗ ‫ ٗ اىَقبػذ‬ٜ‫ٌ اىنشاع‬ٞ‫االٓ حَبً بخْظ‬
‫ اىغشق‬ٚ‫ْت أٗشنج ػي‬ٞ‫ ظٖش عف‬ٚ‫ ‘ػي‬as a TT for ‗like straightening deck chairs on the Titanic.‘
Fourthly, translating using the TL equivalent if available is another strategy, like ‗ ‫فت‬ٞ‫ٗص‬
‫ ‘اىؼشٗط‬for ‗bridesmaid.‘ Fifth, the translator may borrow the expression from the TL
culture, like '‫ دػبء‬Alcoholics Anonymous.‘ To support this strategy, Teilanyo says:
While philosophical concepts may not be translatable using the basic code of the TL, and some
lexical items may have to be translocated to the TT as loans or borrowings, others may be subjected
to some form of translation by resorting to ―loan translations,‖ ―calques,‖ ―neologisms,‖
9
―circumlocutions,‖ and some other forms of literalism (Jakobson 1992: 147; Mokwenye 1997: 11;
Okeogu 1997: 4). (2007:6)
Finally, the translator may delete the expression; which is what most translators choose
when faced with concepts that are considered taboo for the target culture. Sexual concepts
and purely Christian notions, for example, are among those concepts for Saudi culture.
In some cases a combination of more than one strategy is needed to convey the meaning
because, ―in many cases the social environment which underlies the SL will require an
adaptation, an explanation or a paraphrasing rather than, strictly speaking, a translation‖
(Sanchez 2007:129).
2.3. Translation Strategies: Further Classification
Translation strategies in general can be looked at differently. They can be pro-TL or SL
based on the communicative function of the translation itself (Karamanian 2002). When
using translation strategies that are pro-source language and culture, foreignized text would
be the outcome of the translation process. Literal translation and borrowing are among the
pro-SL translation strategies that introduce new or unfamiliar notions into the target culture.
The dilemma between producing foreignized texts and completely avoiding any foreign
features in the TT can be resolved by looking at Toury‘s notion of acceptability vs. adequacy
(1995:56-7). For Toury, on the one hand, producing adequate translation implicates some
departure from the target norms and abiding by the target norms to reach acceptability which
undertakes ―shifts from the source text‖ (1995:56). On the other hand, obligatory shifts in
the translation field universally occur, as the process of translation involves two languages
and two cultures (ibid). Manipulating non-obligatory shifts can help the translator produce
an acceptable TT that mainly communicates the intended message of the ST while
respecting the TL norms.
However, the pro TL translation is the free translation of Hasan Ghazala, who considers it
appropriate for specific genres like literary, political, journalistic, and cultural texts; these do
not require translation of details, but rather are concerned with conveying the general
10
message (2008:16). This leads to the notion of domesticating translation, which aims to
―allow the translation to work as a literary text in its own right, excreting its force within
native traditions‖ (Venuti 2000:16). For Ghazala, the translator of this kind of translation is
not committed to translate every single word of the ST, nor does he/she feel tied to the
constraints of individual words and phrases (2008:12). Using translation strategies that are
pro-TL, such as paraphrasing, deletion and translation using TL equivalents, can result in
domesticated TT. Domesticated texts match the TL norms linguistically and functionally,
whereas the translator manipulates the non-obligatory shifts abiding by the TL norms to
produce an acceptable TT.
Therefore, the translator is the centre around whom the whole process of translation
revolves. His/her knowledge, experience and ideology play a major role in selecting the kind
of strategy that will be used. Sanchez stressed this point when he stated,
It is not unusual, unfortunately, to come across lack of sufficient knowledge on the part of the
translator, and not just in relation to the SL, but also in relation to his or her own language. This has
a negative effect on the translation, sometimes to an extent that can be defined as foreignization
(2007:125).
However the visibility of translators‘ knowledge and ideology varies according to the level
of translator mediation, which is ―the extents to which translators intervene in the transfer
process, feeding their own knowledge and beliefs into their processing of a text‖ (Hatim and
Mayson 1997:147). Accordingly his/her choice of translation strategies will vary.
2.4. Professional and Personal Development Sub-Genre
Among the popular fields in which English translations are in high demand is the field of
professional and personal development literature. Professional and personal development
books are of interest to the target audience, which includes local, non-specialized readers in
Saudi Arabia. The information revolution that is emerging in Saudi society has motivated
the trend of seeking self-development, which includes an interest in attending seminars and
workshops and reading books on professional and personal development translated from
English. ―The social sciences occupied the first rank between the other sciences in the
number of books translated to Arabic language. About 39% of all translated books were in
11
this field this equals to 491 books.‖ (Al-Khatib in Harbi 2007:113). It has also been noticed
that the target audience tends to believe that what is written originally in the target language
within this genre is built on Western literature and knowledge. As a result, the translation
industry has flourished; this has caused the domination of commercial translation by the
private sector.
To wrap up, translation strategies can be pro-SL or TL depending on many factors, among
which are the genre of the text, the translator‘s ideology, the communicative purpose of the
translation itself and the distance between the two cultures involved.
2.5. Methodologies to Investigate Translation Problems
2.5.1. Toury’s Model of DTS
Gideon Toury‘s model of Descriptive Translation Studies (DTS) (1995) suggested four
phases for translation research. Phase 1 of DTS includes all research that compares the
source text with the target text in terms of acceptability and adequacy continuum in four
ways. The first way compares the ST with different synchronic TTs. The second way
compares the ST with different diachronic TTs. The third way compares the same ST with
different TTs produced by the same translator throughout time. The fourth one compares the
same ST with different TTs in different languages. Phase 2 suggests that the ST is compared
to its TT in parallel. Phase 3 assumes that the TL equivalents always exist, yet what is
significant in such research is what affects the translator‘s choice. Within phase 3, unlike
phases 1 and 2, the process of translation gains more priority than the translation product.
Phase 4 similarly throws lights on the socio-cultural dimension of translation. It gives the
socio-cultural aspect of translation a prominent role through elaborating norms that
determine translators‘ choices.
Therefore, this research matches the first way of Toury‘s phase 1 because it studies the ST
and its synchronic TT. It also works within the second phase, since it compares the idioms
and culturally-bound expressions of the ST and the TT in parallel. In addition, phase 4 is
reflected in this research because socio-cultural dimensions are extensively elaborated to
analyze the implication behind the translation strategies used.
12
2.5.2. Experimental vs. Action
In terms of descriptive research framework, this research can be categorized as action
research, since it mainly focuses on proposing the best translation strategies by examining
the translation process and observing the translator‘s tendencies when translating idioms and
culturally-bound expressions. However, proposing the most effective strategies to translate
idioms and culturally-bound expressions is measured through investigating the feedback of
Arabic readers, which is where the quantitative components of the research emerge. In
addition, since it is quite difficult to have access to the translators themselves (since the
translation is anonymous in both books of the study), an analysis of the process of
translation is achieved through comparing the ST and the TT in parallel. In other words, the
results are achieved through analyzing the translation product, which can be seen as an
experimental model. On the other hand, looking at the linguistic items that are culturally
bound and investigating them within the sub-genre of self- and professional development,
which is highly loaded with socio-cultural features, there is a need to adopt some techniques
of the ethnographic model of research. Ethnographic parts of this research include the field
study via the observation of the readers‘ feedback and the qualitative interpretative analysis
of the interviews.
To summarise, in order to explore the most effective strategies in translating idioms and
culturally-bound expressions, several steps were followed that functioned within the
schematic representation of action research proposed by Basil Hatim (2001), which is laid
out in Chapter 4.
13
CHAPTER 3 HYPOTHESES AND OUTLINE
3.1. Research Hypotheses
When dealing with translation problems, such as idioms and culturally-bound expressions,
translators tend to resort to different strategies to conquer these difficulties. According to
Hatim (2001), analyzing and working on translated texts should involve studying the context
of the translation, the history of the ST and TT and the position of the text within the literary
system of both languages. Thus, strategy selection is determined by several factors among
which are, the knowledge and the experience of the translator, the translation tools available
to him/her and, most importantly, the text genre and the type of target audience. The
professional and personal development sub-genre is the focus domain of this research and
the Muslim Arabs who live in Saudi Arabia are the target audience. Therefore, based on the
literature review of translation strategies introduced earlier in Chapter 2, the main
hypothesis of the research is that the most acceptable translation strategies to translate
idioms and culturally-bound expressions from English into Arabic within the professional
and personal development sub-genre are the pro-TL strategies, which are paraphrasing,
deletion and using Arabic equivalents. Two sub-hypotheses are derived from the main one:
1. Paraphrasing and translating using TL equivalents are acceptable strategies in
translating idioms because the two languages involved are spoken by distant cultures
and translation within this particular subgenre is communicative, so the message of
the ST can be conveyed by using such strategies.
2. Deletion and paraphrasing are acceptable strategies in translating culturally-bound
expressions due to the cultural distance between the two languages involved.
To collect the data for this research two books were scanned for idioms and culturally-bound
expressions: The Seven Habits of Highly Effective People by Steven Covey and Love Smart
by Phil McGraw. Both books were translated by Jarir Bookstore, one of the leading
translation centres in the target country, as mentioned above.
14
3.2. Dissertation Outline
This research will consider the issues discussed so far by analyzing translation strategies
employed by English to Arabic translators of popular mass-market self- and professional
development books. Table 1 demonstrates how the translation strategies of idiomatic and
cultural expressions are classified, tested and analyzed. More information about the
Prior to Implementation
methodology of this research is included in Chapter 4.
Stage
Function
Data Collection
Scanning the two books for idioms and culturally-bound expressions
Data Classification
Sorting the different types of idioms and
culturally-bound expressions
Strategies Classification
idioms and
culturally-bound expressions
Implementation
Qualitative Method
Focus group
Pair-in-depth
The outcome is used to design the questionnaire and to enhance the
analysis
Questionnaire
Quantitative Method
Implementation
Post
Listing the most common strategies for translating
Finalized to be used in next stage
Distribution
Coding and tabulation
Analysis & Discussion The outcome of the previous stages will be interpreted within the cultural
norms and the sub-genre features
Table 1: Dissertation Outline
For easy reference to the translation strategies that are the focus of this study, some
abbreviations are used. PM, AE and LT stand for paraphrased meaning, Arabic equivalent
and literal translation, respectively. SC and TC are abbreviations for source culture and
target culture.
15
CHAPTER 4 METHODOLOGY
As mentioned in the conclusion of section 2.2.2, Basil Hatim‘s (2001) schematic
representation of action and practitioner research is the methodology adopted in this study.
For Hatim, action and practitioner research within translation studies are implemented to
achieve different purposes, one of which is the aim to ―upgrade the general quality of
performance among teachers and learners, novices and professionals‖ (2001:189). From
identifying and investigating the problem, through evaluating and consolidating the data and
listing the possible course of actions, to predicting the outcomes, and finally, to
implementing and evaluating the action, Hatim suggested a schematic representation of
action and practitioner research. The steps of Hatim‘s schematic representation are
implemented in this research as follows.
4.1. Identifying and Investigating the Problem
Due to the information revolution that is emerging in the Saudi society, the target audience
has a tendency towards reading translated books in self- and professional development
rather than reading original Arabic books. Likewise, because of the need for translating
books in response to increased local demand, studying and analyzing the type of
translations available in the market is crucial in order to come up with reliable
recommendations for the translation strategies that should be followed. On the other hand,
English books in the sub-genre of self- and professional development are loaded with
idioms and culturally-bound expressions that are extensively used to present the content in
an easily readable and applicable layout for readers. Therefore, translating such books into
Arabic, and consequently addressing a conservative Saudi audience that is unfamiliar with
the source language and culture, is quite challenging. Hence, the problem can be stated as
thus: What would the best translation strategies be for dealing with idioms and culturallybound expressions when translating personal and professional development books from
English into Arabic?
16
In addition, there is another issue that needs to be tackled. When translating this sub-genre
of self- and professional development literature, would it be more effective to foreignize or
domesticate the TT? In other words, the choice of translation strategy depends on the type
of translation that is implemented, either domesticated or foreignized. Knowing what Arab
readers prefer when reading this kind of book would help the translator to decide which
translation strategy to use.
4.2. Evaluate, Organize and Consolidate the Data
To investigate what translators tend to do when faced with idioms and culturally-bound
expressions, two books are chosen as data sources. This stage was executed in two phases.
Phase I
The first book, The Seven Habits of Highly Effective People, was chosen for several reasons.
This book represents both sub-genres, personal development and professional development,
because it presents a range of communication skills that can be applicable and effective in
the context of one‘s personal, social, and professional life. It is also considered to be one of
the leading books in the Saudi market within the field of human development. In addition,
this book is rich in terms of idioms and culturally-bound expressions. Thus, the book was
scanned to locate the idioms and culturally-bound expressions, and then the Arabic version
was scanned to locate the parallel expressions. All data were organized in a table (refer to
Appendix 7) according to the type of expression found and the translation strategy that was
used. Idioms and culturally-bound expressions are classified as follows:
Idioms
The idiom categorization of Carter (1998), which includes idioms that are originally
metaphors, idioms that are semantically opaque, and idioms whose sense has been lost, is
followed, in addition to proverbs (i.e., ‗a thousand mile journey begins with the first step‘),
discoursal expressions (i.e., ‗sooner or later‘), and allusions and quotations (i.e., ‗do unto
others as you want others to do unto you‘). Fixed collocations (i.e., ‗dead drunk‘), similes
(i.e., ‗as old as the hills‘) and phrasal verbs (i.e., ‗hang out‘) are excluded from the scope of
this paper. However, there is an overlap between the idiom categories, and one idiom can be
17
classified under more than one category. For example, ‗to trample on the sacred ground of
another's heart‘ can be classified as an idiom or as allusion, because it is derived from the
words of Thornton Wilder: ―trampling on the feelings of those about you‖ (The Free
Dictionary). As a result, the idioms were re-categorized based on the translation strategies
used.
Based on the data collected, there are six translation strategies: 1) literal translation of
idioms that have a TL equivalent, 2) literal translation of idioms that have no TL equivalent,
3) literal translation of idioms that have the potential to be TL idioms eventually, 4)
paraphrasing, 5) translation using the TL equivalent, 6) incorrect translation and 7) deletion.
Culturally-Bound Expressions
Following Armellino‘s (2008) classification, culturally-bound expressions are divided into
three categories: 1) historical, 2) social and 3) religious. Historical expressions consist of
several sub-categories including literary expressions like (Aesop‘s fable of the goose and the
golden egg), historical incidents (like straightening deck chairs on the Titanic) and allusions
(e.g. ‗In the words of Abraham Maslow, ―He that is good with a hammer tends to think
everything is a nail‖‘). It is true that allusions are included in the idioms above, but allusion
exists in the grey area between idioms and culturally-bound expressions. In other words,
some allusions, like the Golden Rule‘s ―do unto to others as you want others to do unto
you,‖ are quoted idiomatically; over time, they become part of the language‘s idioms. Social
expressions include environmental expressions like ‗a place that served liquor would violate
his parole‘. Religious expressions include expressions related to any religion other than
Islam like ‗servant of Potiphar‘ and ‗Jeez Louise‘.
These culturally-bound expressions are classified according to the translation strategy that
was used: 1) literal translation without any attempt of domestication, 2) literal translation
with some features of domestication, 3) borrowing, 4) foreignized paraphrasing without any
attempt of domestication, 5) domesticated paraphrasing, 6) translation using the TL
equivalent, and 7) deletion.
18
Phase II
After sorting out the data collected from the first book and classifying the translation
strategies used while translating into Arabic, it was decided to include another book as
another data source for the following reasons. When all types of idioms and culturally-bound
expressions were sorted, a pattern of translation strategy in handling some types of idioms
and culturally-bound expressions was observed. For example, the translator of The Seven
Habits of Highly Effective People tends to delete religious quotes and literally translate
allusions and idioms. Thus, in order to raise the external validity of the research, analyzing
what another translator may do was necessary. Another justification is that the first book
does not include many social expressions that are considered taboo in the target culture, such
as sex and dating. For this reason, the second book was selected because it is a social book
and talks about daily social practices of Western culture at a personal level using informal,
speech-like language. The second book included is Love Smart, by Phil McGraw.
4.3. How to Eliminate the Problem
To decide which translation strategies are acceptable to the target audience of Saudi Arabia,
certain factors need to be taken into consideration. The purpose of this study is to discover
the best strategies to translate idiom and culturally-bound expressions, but the question is,
how does one define the term ―best strategies?‖ Are they the best because they convey the
intended meaning, or because they abide with the SL, or because they abide with the TL?
Ultimately, it was decided to define the best translation strategies as those that convey the
original intended meaning of the ST linguistically and pragmatically, while simultaneously
abiding by the TL norms.
The effective strategy presumably could be the strategy that results in an acceptable TT.
Therefore, the acceptability of the TT can be considered as a measuring criterion for the
effectiveness of the translation strategy that has been used. At this point, the need for field
work to collect the feedback of local readers and investigate their satisfaction with available
translated books was brought to the surface. Two investigation techniques were
implemented to survey the acceptability of translated idioms and culturally-bound
19
expressions by local Arab readers. All were carried out after summarizing the translation
strategies that are commonly used by the translators of the two books mentioned above.
Another way to reach the best strategies in translating idioms and culturally-bound
expressions is to investigate how translators make their decisions about strategies that
should be used. This approach concerns the process of translation itself rather than the
product and requires access to local translators.
It would be better if both approaches were combined to come up with the best translation
strategies within the genre of human development because that would likely result in an
integrated outcome that is convenient for translators and acceptable to the target audience.
However, due to the limited size and time-frame of this research, only the first approach was
applied: to present the most acceptable strategies from the point of view of the readers,
regardless of what translators may experience while translating.
4.4. Implement Action
To put this plan into action, two research methods were conducted to explore how the local
Arab readers evaluate the translated books within the genre of human development and what
they consider as acceptable in terms of translated idioms and culturally-bound expressions.
The first method involved qualitative personal interviews, and the second was composed of
a quantitative survey. Before introducing the elements of the qualitative and quantitative
stages, the subjects‘ features will first be discussed because the same criteria are applied in
both stages.
4.4.1. Subjects
Generally speaking, the subjects of this research are Arab readers, males and females, who
tend to read books translated into Arabic because they either lack the English language skills
that would enable them to read English books, or they are bilingual but feel more
comfortable reading books in their mother tongue. Subjects are also interested in reading
translated books in the human development genre, specifically those involving personal and
professional development.
20
The subjects‘ demographic description includes the following qualities: aged between 22-55,
Saudi or Arab expatriate, and holders of at least a Bachelor‘s degree. As an exception to the
last demographic criterion, some senior undergraduate student respondents were accepted.
For the age criterion, Arab readers below age 22 were excluded for two reasons. First, the
under-22 age group barely find time to read about personal and professional development
because their time is extremely occupied with studying and reading within the area of their
studies. Secondly, people who are truly interested in cultivating their personal and
professional skills tend to be those who work and are married, or about to marry, both of
which are qualities usually found in the over-22 age group.
Arab expats are included in this study to see if their feedback is different than that of the
Saudis. Generally speaking, it is quite common to think that Saudis are more conservative
and close-minded than other Arabs, so we might expect they would be biased toward
strategies that are pro-TL. Another reason was that the aim of this research is to recommend
the most effective strategies while translating into Arabic English idioms and culture-bound
expressions to all Arab readers regardless of their nationality. In addition Arab expats
represent a considerable percentage of the Saudi Arabia population, so including them will
add to the diversity of research coverage.
In addition to the rationale behind age criterion, a Bachelor‘s degree was the minimum
educational level of the respondents for the following reasons. Bachelor‘s degree holders
appear to have fair language capabilities and reading skills that will enable them to judge
texts for acceptability. They also tend to have an interest in reading books on personal and
professional development to enhance their skills.
Table 2 below illustrates the number and distribution of the respondents throughout the
methodology stages of the research.
21
Qualitative Subjects
Group Type
No/Group
Gender
Number
Focus Group
1
Mixed (5 females and 1 male)
6
Paired-in-depth
6
2 females
12
Paired-in-depth
6
2 males
12
30
Subtotal of Qualitative Respondents
Quantitative Subjects
Location
No/Group
Gender
Number
Jeddah
60
30 males and 30 females
60
Riyadh
60
30 males and 30 females
60
Subtotal of Quantitative Respondents
120
Grand Total of Subjects
150
Table 2: Subject Classification and Distribution
4.4.2. Qualitative Method
Interviews
The interviews were conducted in two phases to fulfil different objectives. The first phase
consisted of one focus group. The group consisted of five females and one male; all matched
the criteria for the research subjects. The objective of this group was to test the first
questionnaire. The first draft of the questionnaire was given to this group. Participants were
asked to complete it and comment on the structure and layout. The feedback from this focus
group was incorporated in the development of the second draft of the questionnaire.
The second phase consisted of six pair-in-depth interviews with three males and three
females. The initial plan was to conduct three mini focus groups consisting of four
respondents, two females and two males. However, it was not convenient to accommodate
females and males in one location because of the culturally-sanctioned segregation system
followed in Saudi Arabia. Specifically, some respondents would not agree to participate in
the research, if they knew that the interviews would be mixed-gender.
22
Questionnaire
The body of the questionnaire was built upon the completion of the data consolidating stage.
After studying the data collected from the two books selected for this research, the vision of
the questionnaire body became clear. Having envisioned a profound background about type
of idioms and culturally-bound expressions along with the most frequently used strategies in
translating into Arabic, the structure of questions was developed gradually to reach its final
version, which is attached in Appendices 3 and 4. For easy reference, the questions of the
questionnaire will be referred to as Q plus the number of the questions, as in Q1, Q2, etc.
Draft 1
The first draft was tested with the focus group mentioned above to validate its structure and
content. It consisted of two sections: one for idioms and the other for cultural expressions. In
the idiom section, the respondents were asked to choose the most correct meaning for the
underlined expression, and they were also given the choice to rank the three choices based
on most correct and least correct. The first section consisted of 13 questions, each of which
included text cited from one of the two books. The idiom in every question was underlined
as it was translated, and the respondent had to choose one of the three meanings provided.
The three choices represented a TL equivalent, paraphrasing, and an incorrect translation,
respectively (refer to Table 3 below). Q13 was a repetition of Q2 to validate the seriousness
of the respondents while filling in the questionnaire.
‫التقٌٌم‬
‫المعنى‬
‫العبارة‬
‫ٌنفقون معظم وقتهم فً القال و القٌل‬
‫ؼٌر أنً ال أشعر بؤي والء من ناحٌتهم وأظن أننً لو تؽٌبت ٌوما واحدا‬
‫ٌنفقون معظم وقتهم فً ما ال ٌنفع‬
‫ فسوؾ ٌنفقون معظم وقتهم فً الثرثرة حول نافورة المٌاه‬،ً‫لمرض ب‬
‫ٌضٌعون وقتهم فً التنزه و الحدٌث حول‬
‫لماذا ال أستطٌع تدرٌبهم على أن ٌكونوا نتحملٌن للمسإولٌة؟‬
‫نافورة المٌاه‬
Table 3: Sample of the First Questionnaire's Questions on Idioms
Section 2 regarding cultural expressions was similarly organized, but the request was to
choose the most acceptable choice rather than the most correct meaning to fill in the gap.
There were 12 questions and four choices: the TL equivalents, one paraphrased expression,
and two literal translations of the ST expression, one of which had additional information. In
23
some of the questions where the cultural expression was deleted in the TT, the expressions
were retrieved in the text of the question (refer to Table 4 below).
‫التقٌٌم‬
‫التعبٌر البدٌل‬
‫العبارة‬
‫دعاء المدم نٌن على الكحول المجهولٌن‬
‫و بهذه الطرٌقة فإننا ال نعطً هذه المشاكل‬
" ‫دعاء‬Alcoholics Anonymous ‫القوة لتسٌطر علٌنا و نتشرب بالروح التً " (و هو دعاء اشتهر عن جمعٌة‬
)‫مدمنً الكحول الذٌن ٌسعون للتخلص من هذا اإلدمان‬
ً‫" إلهً هبن‬.................." ‫تنبعث من دعاء‬
‫دعاء الخمر المجهول‬
‫الشجاعة ألاؼٌر من األشٌاء التً ٌجب أن‬
"Alcoholics Anonymous "
‫تتؽٌرو السكٌنة ألقبل األشٌاء التً ال ٌمكن‬
.‫تؽٌٌرها‬
Table 4: Sample of the First Questionnaire’s Questions on Culturally-Bound
Expressions
Draft 2
After discussing the first draft with the respondents in the focus group, some major
modifications took place. In the idiom section, the respondents were requested to fill in gaps
instead of choosing the meaning of the idiom; the three choices stood for TL equivalent,
paraphrased meaning, and literal translation. The wrong choice was deleted for being a
leading option that would definitely not be chosen (refer to Table 5). The repeated question
was deleted because there was no need for it; the questionnaire demanded focus and
concentration from the respondents, who easily figured out the repetition in the first draft.
‫التقٌٌم‬
‫المعنى‬
‫ٌنفقون معظم وقتهم فً القال و القٌل‬
‫ٌنفقون معظم وقتهم فً ما ال ٌنفع‬
‫ٌنفقون معظم وقتهم فً الثرثرة حول‬
‫العبارة‬
‫ؼٌر أنً ال أشعر بؤي والء من ناحٌتهم وأظن أننً لو تؽٌبت ٌوما واحدا‬
‫ لماذا ال أستطٌع تدرٌبهم‬................................‫ فسوؾ‬،‫لمرض بي‬
‫نافورة المٌاه‬
‫على أن ٌكونوا متحملٌن للمسإولٌة؟‬
Table 5: Sample of Second Questionnaire's Questions on Idioms
For the culturally-bound expression section, the choices were reduced to three choices to
reduce the ambiguity and the similarity of some options. In addition some of the literal
translations of the expressions, especially those that talked about historical and literary
incidents were accompanied by a note of explanation between parentheses (refer to Table 6).
‫التقٌٌم‬
‫التعبٌر البدٌل‬
‫العبارة‬
‫دعاء المدمنٌن على الكحول المجهولٌن‬
‫و بهذه الطرٌقة فإننا ال نعطً هذه المشاكل القوة لتسٌطر‬
" ‫دعاء‬Alcoholics Anonymous ‫" (و هو دعاء‬
‫علٌنا و نتشرب بالروح التً تنبعث من دعاء‬
24
‫" إلهً هبنً الشجاعة ألاؼٌر من األشٌاء اشتهر عن جمعٌة مدمنً الكحول الذٌن ٌسعون للتخلص‬.................."
)‫من هذا اإلدمان‬
‫التً ٌجب أن تتؽٌرو السكٌنة ألقبل األشٌاء التً ال ٌمكن‬
.‫تؽٌٌرها‬
"Alcoholics Anonymous "
Table 6: Sample of the Second Questionnaire's Questions on Culturally-Bound
Expressions
The second draft of the questionnaire was shared with the respondents of the six pair-indepths interviews after the core discussion. The comments and the feedback of the 12
interviewees were used to produce the final draft of the questionnaire that was sent out for
the quantitative stage.
Final Draft
One major section was added to this draft. Its importance was discovered based on the
insightful feedback received from the pair-in-depth interviews. When discussing the
translation of some religious expressions and some sensitive social practices, there was
diversity in the feedback of respondents as to whether these elements should be literally
translated or totally deleted. Therefore, the third section of the questionnaire was composed
of close-ended direct questions that asked the respondents about their preferences when
translating these sensitive social and religious expressions (refer to Table 7).
‫األمثال‬
‫العبارة‬
‫ْفغ‬ٝ ‫ ٍب ال‬ٜ‫ْفقُ٘ ٍؼظٌ ٗقخٌٖ ف‬ٝ
01
‫ٍ٘ب‬ٝ ‫بج‬ٞ‫ ى٘ حغ‬ّْٜ‫خٌٖ ٗأظِ أ‬ٞ‫ ٗالء ٍِ ّبح‬ٛ‫ ال أشؼش بأ‬ّٜ‫ش أ‬ٞ‫غ‬
ٓ‫ب‬َٞ‫ اىزشرشة ح٘ه ّبف٘سة اى‬ٜ‫ْفقُ٘ ٍؼظٌ ٗقخٌٖ ف‬ٝ
02
‫ ىَبرا ال‬................................ ‫ فغ٘ف‬،ٜ‫ٗاحذا ىَشض ب‬
‫و‬ٞ‫ اىقبه ٗ اىق‬ٜ‫ْفقُ٘ ٍؼظٌ ٗقخٌٖ ف‬ٝ
03
‫ت؟‬ٞ‫ِ ىيَغؤٗى‬ٞ‫نّ٘٘ا ٍخحَي‬ٝ ُ‫ أ‬ٚ‫بٌٖ ػي‬ٝ‫غ حذس‬ٞ‫أعخط‬
1‫ط‬
Table 7: Sample of the Final Questionnaire's Questions on Idioms
In addition, the second section was reduced to ten questions, and some of the questions now
offered only two choices—literal translation and paraphrasing; paraphrasing stands for the
TL equivalent, since there was no TL equivalent for those expressions (refer to Table 8).
‫التعبيراث الثقافيت‬
‫ت مبّج حقذً بشّبٍجب‬ٞ‫ن‬ٝ‫ت أٍش‬ٍٞ‫ إػال‬ٜٕٗ( ٜ‫ت ٗ اّفخبح اىؼَت ب‬ٞ‫ح‬ٝ‫قيِ بنو أس‬ٝ
) ‫ْبث‬ٞ‫ اىغخ‬ٜ‫ب ف‬ّٞ٘ٝ‫حفض‬
ِ‫قي‬ٝ ٗ ‫َب‬ٝ‫شا قذ‬ٞ‫فنشُ حفن‬ٝ
‫العبارة‬
01
02
‫ل‬ٝ‫ شش‬ٚ‫ "اىؼز٘س ػي‬............ ِ‫أػشف أُ بؼضن‬
ٛ‫ظ عٖال مأ‬ٞ‫بة ً ُ أجو ػالقت حخ٘س ببىضٗاس ى‬ٞ‫ اىح‬1‫ط‬
"‫ اإلطالق‬ٚ‫ىؼبت ػي‬
Table 8: Sample of the Final Questionnaire’s Questions on Culturally-Bound
Expressions
25
As a result, the questionnaire ultimately consisted of twenty-six questions, twelve for
idioms, ten for culturally-bound expressions, and four for culture and deletion. Upon
completion of this stage of the qualitative field work, the quantitative work followed.
4.4.3. Quantitative Method
To prepare the questionnaire for this stage, some modifications were made. In order to send
the questionnaire to different locations in Jeddah, the local city of the research, and Riyadh,
the capital of the Saudi Arabia, a number of different interviewers was required.
Consequently, an information sheet was added to the questionnaire to guide the interviewers
in ensuring that the questionnaire administration was consistent across groups. The
information sheet clearly stated the steps of the questionnaire, along with the specific
questions that verify its criteria. In addition, every single question was coded in preparation
for the tabulation and statistical calculation. The final questionnaire is included along with
the information sheet in Appendices 3 and 4.
The questionnaire was distributed in the two main cities in Saudi Arabia, Jeddah and
Riyadh. These cities were chosen for several reasons. First, the community of Riyadh is
known for its conservative disposition. It represents the religious ideology of the Saudi
people more than the Jeddah community, which is known for its ideological diversity and
multiculturalism. For its low multiculturalism and high localism, Riyadh is a rich
environment in which to meet the criteria of the research‘s subjects who tend to read
translated books rather than reading English books. In addition, Riyadh includes a higher
percentage of Saudis than does Jeddah. Furthermore, the questionnaire targeted both males
and females to ensure that its conclusions pertained to both genders. To address the target
respondents directly, this stage was specifically conducted next to/in two main bookstores in
Saudi Arabia: Jarir and Obaikan which are among the top translation centres locally.
4.5. Questionnaire and Reliability
In order to enhance the reliability of the questionnaire, the measurement used for this study,
several techniques were employed. First, as mentioned before, one of the main objectives of
26
the pair-in-depth interviews was to test the questionnaire and its readability and validity.
Second, the repeated question that was added to the first draft of questionnaire and which
was later deleted was another trial to raise the reliability of the questionnaire through testing
the respondents‘ seriousness. Furthermore, having more than one question for every type of
idiom and culturally-bound expression was meant to lead to reliable results. Most
importantly, the test and re-test technique was implemented to verify the reliability of every
question on the questionnaire.
The test and re-test reliability check was conducted as follows. After one month of the first
round of the quantitative stage, in which 121 respondents took the questionnaire, the second
round took place, during which the questionnaire was re-administered to 15 respondents out
of the initial 121 respondents. Afterwards, the results of these 15 respondents in both rounds
were compared. The comparison showed that 3 questions scored less than 10 on the scale of
15 which stands for the 15 respondents. These low reliable questions are Q8 (the proverb),
Q9 and Q11 which are metaphorical idioms. For detailed information about the statistical
results of the test and re-test technique, refer to Appendix 6.
27
CHAPTER 5 ANALYSIS AND DISCUSSION
5.1. Qualitative: Meeting Respondents in Person
The qualitative stage of the research aims to learn about the target audience and their
preferences in terms of strategies and expectations when reading translated books. This stage
also aims to get direct and comprehensive feedback from the sample about the questionnaire
for the sake of improvement. In other words, this stage partially serves as a trial step towards
finalizing the measuring tool of this research.
As mentioned before, this stage was conducted in two phases. Phase 1 consisted of one
focus group. This phase aimed to test the first draft of questionnaire, and the outcome was
incorporated in Draft 2 in Chapter 4.
Twelve respondents were interviewed for the second phase; half of them were men, and half
were women. All of the interviewees matched the criteria of the research sample. The
interviews were conducted in Arabic and mainly focused on four topics: 1) reading
translated books generally, and personal and professional development books specifically, 2)
opinions about the language of the translated books and participants‘ reactions towards it, 3)
how they prefer Western idioms and culture-bound expressions to be translated; and 4) a
discussion about the questionnaire. A sample of the questions raised during the interviews is
in Appendix 8.
The discussion for this stage is categorized based on gender because the interviews were
conducted in separate pairs to adhere to the segregation and social restrictions of the TC.
5.1.1. Women’s Point of View: Motives and Preferences
Women‘s motives behind reading books vary and include the desire to learn about Western
cultures, the inspiring, interesting and optimistic content, Western writers‘ respectful attitude
towards readers, and the catchy titles and attractive displays of books in bookstores.
However, the desire to educate themselves and improve their skills is the highest drive
28
behind buying translated books in general. In addition, what they like most about Western
authors within professional and personal development is that they are globally addressing
human minds and raising issues that relate to humanity in general. They also think that those
authors are simple and direct in their approach, presenting applicable ideas and useful
advice.
Regarding the language of the available translated books, most of the female interviewees
think that the language is weak and sometimes difficult to understand, which makes them
read the paragraph more than once to grasp the idea. Nevertheless, this low language quality
does not matter to them as long as they can understand the general message. They also think
that sometimes the difficulty of understanding is not because of the incompetence of the
translator, but rather out of the oddness of the original notion of the ST; one of the
respondents mentioned an experience in which the author advises readers to burn hair ends
in order to encourage the hair to grow. She found the sentence difficult to understand for the
innovativeness of the thought rather than the lack of proper translation.
There is discrepancy in female feedback about preferences regarding translating culturallybound expressions. In terms of social and cultural notions, they all agree that the translator
should be loyal and honest in transferring the thoughts of the original author. To support
their argument, they stress the fact that the target audience is already familiar with Western
culture because of globalization and open media. ―TV shows like Dr Phil and Oprah, along
with Hollywood movies, play major roles in making Arab readers aware of Western culture,
particularly the American and European societies‖ is the essential claim that female
respondents gave when asked about culturally-bound expressions.
On the other hand, they give different feedback about translating religious notions, like
alcohol drinking and celebrating Christmas and sexual notions like dating and having sexual
relationships outside marriage. Some of them are pro translating the religious notions, but
the others are pro replacing those notions with Islamic ones. The former group thinks that
everything should be translated as it is, since the target audience is mature and has the ability
to filter and judge. Also they believe that they need to learn more about the Western culture
29
to avoid its faults and at the same time to build on their success. The latter group thinks that
religious and sexual notions should be domesticated in order not to harm the
conservativeness of the TC. For them, quotes from the Bible should be replaced by verses
from Quran and ‗girlfriend‘ should be replaced by ‗wife.‘ However, both groups agree that
notions that attack or harm Islam or Muslims either directly or indirectly should be deleted.
5.1.2. Men’s Point of View: Motives and Preferences
Likewise, male respondents have various motives behind reading translated books; however,
enhancing their work skills is their major motive behind reading human development books.
They also like the creative thoughts of Western authors which, they claim, most Arab
authors lack.
Although male respondents‘ feedback about the language of translated books varies, they all
agree that the language, most of the time, is weak and difficult to understand. This weak
language may stop them from completing the book. They think that sometimes the translator
has no knowledge about the topic and consequently fails to convey the intended message.
However, when they are asked to choose between reading an Arabic book and reading a
translated book within the same topic, they give different answers. One-third of the
respondents would read the translated books because they trust translators who tend to
domesticate the ST and present the TT in a layout that suits the target culture. The rest
would choose the original Arabic book to avoid the weak language of translation and out of
trust in the Arab author, who would be more effective in reflecting the TC.
All male respondents agreed that culturally-bound expressions should be wholly translated,
though those expressions are unrelated to the TC and accordingly difficult to be applied.
Similarly, they react to religious and sexual notions, but they advised that the translator may
generalize the notions to avoid translating sensitive expressions. They also refer to the fact
that they live in a global village and know a lot about Western society, so there is no harm in
translating everything about Western culture, including religious and sexual notions.
30
5.1.3. From Hypothetical to Actuality: Testing the Questionnaire
After discussing their preferences, the questionnaire was given to the respondents, and the
results are discussed in this section.
For idioms, most female respondents choose either the AE or the PM. One-third of the
women choose some LT because they are affected by the translation language that is
available on the market. For Ghazala (2008:7), literal translation is frequently used in Arab
countries not only by novice translators, but by professional practitioners, which is the
reason why some respondents choose the LT. They get used to this type of translation
available on the market, as was mentioned by some of the respondents in the qualitative
stage. For those who pick the LT, the AE is the second choice for them, since they are
interested in reading literary books and accordingly appreciate the beauty of language. The
other two-thirds either pick the AE or the PM equally. Likewise, one-third of the female
respondents choose several LT for culturally-bound expressions, and the rest alternate
between AE and PM.
For idioms, most male respondents choose either the AE or the PM. They never chose the
LT. It was also noticed that the respondents who are good readers and tend to read literary
book prefer the AE because they really care about the beauty of language. In addition, these
respondents pick the original Arabic books in the previous section because the language type
and cultural reflection matter to them.
For culturally-bound expressions, men respondents choose either the AE or the PM. It seems
that there is a contradiction in the men‘s answers regarding cultural notions. In the previous
section, they theoretically wanted all of the cultural notions to be translated without change
and to generalize the sensitive (religious and sexual) notions. Nonetheless, in actuality, when
they were given the questionnaire, they never choose the LT. On the contrary, they pick the
AE more, which shows that they really care about the values and notion of their cultures,
especially where there is an equivalent that can be used. Except for one case, they choose the
LT that is accompanied with an explanation between parentheses.
31
Regarding the layout and the items of the questionnaire, most of the respondents‘ feedback
was positive, and their comments were taken into consideration when developing the final
form of the questionnaire.
5.2. Quantitative: Wider Reach
The final questionnaire was given to a sample of 121 respondents, who were classified
demographically as follows.
5.2.1. Demographic Features
The whole sample is classified based on gender, age group, community, social class and
nationality. In age group there are two categories: age group A ranges between 22 and 35
years; and age group B ranges between 36 and 55 years. For community and nationality,
there are two categories: Jeddah and Riyadh, and Saudi and non-Saudi. In terms of social
class, there are three categories: C1, C2, and B, integrally determined based on income,
education, and occupation. Social class C1 is the upper-middle class that can be defined as
educated people who may live in modest districts but in nice homes/apartments. They work
in senior posts in governmental or medium-sized companies. Class C2 is the lower-middle
class, usually low-ranking clerk positions or assistants at companies. They may have a
Bachelors degree from an average university and occupy junior posts in medium sized
organizations. By contrast, class B consists of people who are the top position holders in
large companies, or the educated class of the society. They usually have more than one car,
live in affluent areas of the city, and are termed ‗successful.‘
5.2.2. Idioms: Translation Strategies and TC
Gender Preference
Females
For the 12 questions about idioms, AE gets the highest score for female respondents in 6
questions, with PM getting the highest in the others. The highest percentage throughout the
12 questions is 58%, scored for the PM in Q5 that has an allusion by Abraham Maslow.
However, the second highest percentage is 52%, scored for the AE in Q9 and Q12. In Q9,
32
the AE is the favourite as a translation strategy for the idiom ‗you miss the bus‘ and in Q12,
the AE is the favourite for the discoursal expression ‗sooner or later.‘
LT is the second most popular choice for females in Q2 and Q9; both idioms are
metaphorical. LT in these questions is similar to AE, whereas both share the same words and
the same structure. To elaborate, in Q2, LT and PM have the same score of 28%; both
choices share the same structure with the AE. In addition, this score supports the work of
Ghazala (2008: 129) who recommends literal translation for metaphorical idioms.
fortunately the situation came up when we
Q2 purchased an appliance. But when it did come
up, it ……..
AE
was like an alarm knock on a sensitive string
PM
was like an alarm stimulating a sensitive topic
LT
was like a stimulus that triggered off a hot button
response
Table 9: Question 2
Similarly in Q9, AE and LT share the same words:
Q9
I do not want you to panic or to feel that………
but it is time to stop wasting your days.
AE
you missed the marriage train
PM
you will become an old maid
LT
you missed the bus
Table 10: Question 9
Males
For male respondents, PM gets the highest score in five of the 12 questions. The secondhighest scorer is the AE, which was the preferred answer for four questions. Among them is
the biggest percentage, 82%, scored for Q12, the discoursal expression. Both AE and PM
scored 34% equally for Q3. However, LT got the highest score for two questions, Q7 and
Q10. Although the phrase of Q7 was literally translated, it stresses a strong meaning using
the words ‗knees‘ and ‗kneel down.‘ Both words draw an image that illustrates the situation
and at the same time forms a phrase that can be used as a potential Arabic idiom in the
future.
During the five years I have lived in UK, I saw AE
Q7
that country………. because train conductors
was rushed madly upon by misfortunes twice
PM
live crises twice
LT
brought twice to its knees
were maliciously obedient in following all the
rules and procedures written on paper.
Table 11: Question 7
33
In Q10, the LT holds the word ‗back‘, which has a connotation of support in both languages.
Therefore, the LT is a potential equivalent to complete the sentences, though it perhaps does
not make sense in Arabic, generally speaking. In contrast to the women, LT is either the
men‘s first or second choice in six of the questions. In addition, wherever the LT is the first
choice, PM is the second choice for men.
Age group
A (22-35)
The highest score strategy for age group A is AE, repeated six times. LT was the favourite
for Q7, which was discussed in the previous section. PM is the second most popular
strategy, and was repeated in five questions. LT was the second highest strategy once for
Q2, as discussed earlier.
B (36-55)
The most popular strategy for age group B is PM, repeated eight times. The second highest
percentage, 57%, was scored for PM of Q4.
Community and Nationality
In Jeddah, LT and PM shared the first place of the highest strategy with four repetitions. In
Q3, both PM and AE scored 37%. LT was the highest for questions 2, 7, 8, and 10. The LT
of Q2 is the women‘s favourite, while Q7‘s and Q10‘s LT are the men‘s favourite. The LT
of Q8‘s proverb ‗no pain, no gain‘ may be used in Jeddah as a result of the openness and
multiculturalism of this city, which make its community familiar with such idioms and their
literal translations.
……. has validity in some circumstances, but
AE
Q8 it is not the essence of an effective exercise PM
‗If you want the honey, bear the bees‘ stings‘
‗The one who wants to achieve results has to bear the
program.
LT
difficulties‘
‗No pain, no gain‘
Table 12: Question 8
In Riyadh, PM is the highest strategy in 6 questions. It also shares the highest score with AE
in two questions, 7 and 11. LT is neither the first nor the second choice for the Riyadh
34
community. This means that PM is the Riyadh‘s community‘s first choice, and AE is its
second.
For Saudi respondents, PM is the highest strategy, repeated seven times out of ten questions.
LT is the highest for Q2 and shared the same percentage with AE. By contrast, AE is the
non-Saudi respondents‘ preference for seven questions and LT is neither the first nor the
second choice for them.
Social Class
PM is the highest favourite for Bs, repeated seven times out of 12 questions. The second
choice for them is AE, and they prefer the LT only in Q7 for the phrasal reason mentioned
previously. For C1s, LT and PM equally share the position of first choice across the 12
questions
The result of the C2 class is quite different. The highest score is PM, repeated in six
questions, but they also choose the LT in three questions: Q3, 6, and 8, with a score above
50%. In addition, LT is not chosen for these questions by any classification of the sample
except for Q8, where the LT version is the favourite of the Jeddah community. What also
adds to the strangeness of this result is that the LT of Q6 has no apparent significance and
cannot be interpreted from the context of the question.
5.2.3. Idioms and Translation Strategies from a Different Angle
The table below shows the breakdown of the 12 questions about idioms according to the
idiom types and the highest-scored strategies.
Idiom Type
Metaphorical Idioms
Idioms with potential
Opaque
to be part of TL
Idioms
Q1
Q2
Q3
Q9
Q10
Q11
Q4
Q5
Q6
PM
PM
PM
AE
PM
AE
PM
PM
Female
AE
AE
PM
AE
PM
AE
PM
Male
PM
AE
AE
PM
LT
AE
Group A
AE
AE
AE
AE
AE
AE
Q#
Whole
Sample
Q7
Discoursa
Proverb
l Idiom
Q8
Q12
AE PM/LT
PM
AE
PM
PM
AE
PM
AE
PM
AE
AE
LT
PM
AE
PM
PM
PM
LT
PM
AE
35
Group B
PM
PM
Jeddah
PM
LT
Riyadh
PM
AE
Saudi
PM
AE
PM
PM
PM
AE
AE
PM
PM
AE
PM
LT
AE
PM
AE
PM
LT
LT
AE
PM
AE
PM
AE
PM
PM
AE
PM
PM
AE
AE LT/AE PM
AE
PM
AE
PM
PM
PM
PM
PM
AE
AE
PM
AE
AE
AE
PM
AE
LT
PM
AE
PM
AE
LT
PM
PM/
AE
Non-Saudi PM
PM
PM
AE
PM
B
PM
AE
PM
AE
PM AE/PM
PM
PM
PM
C1
PM
PM
AE
AE
PM
AE
PM
AE
AE PM/AE
C2
PM
PM
LT
AE
PM
AE
PM
PM/AE/LT LT
PM
Table 13: A Breakdown of the Questions’ Results According to Idiom Type
The majority of the sample prefers PM for translating four of the metaphorical idioms. In
addition, for most of the respondents, PM is the best strategy to translate the two idioms that
have the potential to be TL idioms in Q4 and 5, which eliminate their potential of being part
of the TL idioms. PM also is chosen for the proverb in Q8 and the opaque idiom in Q7.
Having revealed that PM is preferred by most of the respondents, the claim of Baker (1992),
which states that Arabic is among the languages that allow limited use of idioms in writing,
is supported. However, AE is preferred for the opaque idiom of Q6 and the discoursal
expression in Q12.
Female respondents pick PM for the two potentially transferable idioms, the proverb and
two of the metaphorical idioms, Q3 and Q10. AE is their preference for four metaphorical
idioms and the discoursal idiom. For the two opaque idioms, the female respondents are
divided between PM and AE. By contrast, male respondents choose PM for four
metaphorical idioms and the proverb in Q8. Opaque idioms for men are divided between AE
and LT, and the potential idioms between AE and PM.
Age group A is consistent in choosing AE for all metaphorical idioms, and PM is its choice
for the potentially transferable idioms, the proverb and one opaque idiom. Meanwhile, age
group B chooses PM for almost all the metaphorical idioms, the proverb, one opaque idiom
and one potentially transferable idiom.
36
For the Jeddah community, there is no consistency in their choices. All idiom types are
distributed between the three translation strategies. However, the Riyadh community prefers
PM for potentially transferable idioms and the proverb, and AE for opaque and half of the
metaphorical idioms.
Saudi respondents choose AE for most of the metaphorical idioms and PM for the rest,
except for one metaphorical in Q2, for which LT scored the highest. Metaphorical and
potentially transferable idioms are divided equally between AE and PM for non-Saudis; PM
is their choice for the proverb and AE for the opaque idioms.
5.2.4. Culture-Bound Expressions: Translation Strategies and TC
Throughout all questions in this section, LT and PM are the listed choices. However, AE is
given as a third choice in Q14, 16, 19, and 21. Most of the times, the LT is provided with an
explanation about the background of the culturally-bound expression, which for Homiedi
(2004:24) is the best strategy to translate culturally-bound expressions and idioms. This is
the case in Q15, 17, 18, 19, and 20. The result for this section is almost consistent across all
categories. Out of ten questions, PM is the highest scoring strategy in eight questions for
almost all categories.
In Q19, LT is the favourite strategy for all categories except the Riyadh community and
social classes B and C2. The Riyadh community and social class B choose AE, while class
C2 chooses PM. As mentioned before, the LT includes an explanation about the background
of the Titanic. This background might be irrelevant or unnecessary for Riyadh respondents;
they appear to be more conservative and close-minded, which makes them choose the AE.
The AE of the culturally-bound expression of this question, ‗like straightening deck chairs
on the Titanic,‘ is a rhetoric idiom that has a historical connotation.
37
AE
The one who cries after Malta‘s destruction
It is like straightening chairs on the deck of a
Efficient management without effective
Q19
LT
sinking ship (like what happened on the great
leadership is, as one individual had
Titanic)
phrased it, ―…………….‖
PM
It is like straightening chairs on the deck of a
sinking ship
Table 14: Question 19
For class B, who are described as highly educated, the expressive and stylistic effect of the
AE is more privileged than the LT. On the other hand, it could be argued that the simplicity
of class C2 in terms of education and income was behind choosing the PM that is simple,
short and straightforward.
In Q21, the highest strategy across all categories is AE, except for the Jeddah community
and class C2,2 who both prefer PM. The Jeddah community may prefer the PM version
because they think that the original author would not write the AE ‗the love of Allah‘ while
the original is ‗the love of Christ.‘ This is the case for some respondents in the pair-in-depth
interviews. Also the wording and structure of the choices may lead the respondents to
choose this specific strategy. Thus, the Muslim community will never choose the LT.
Q21
……… is visible through my actions toward
others.
AE
My love of Allah
PM
My faith
LT
My love of Christ
Table 15: Question 21
5.2.5. Culturally-Bound Expressions and Translation Strategies from a
Different Angle
The table below shows the breakdown of the ten questions of culturally-bound expressions
according to their types and the highest-scored strategies.
Culturally- Historical-
Social-
Social
Social-
bound Exp
social
Q#
Q13
Q14
Q15
Q16
Q17
Q22
Q18
Q19
Q20
Q21
Whole
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
2
Environmental
Historical-Literal
Religious
It is important to mention that 70% of the C2 class were located in Jeddah, which justifies the similar
score.
38
Sample
Female
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
Male
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
Group A
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
Group B
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
Jeddah
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
PM
Riyadh
PM
PM
PM/AE
PM
PM
PM
PM
AE
PM
AE
Saudi
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
Non-Saudi
PM
PM
PM/AE
PM
PM
PM
PM
LT
PM
AE
B
PM
PM
PM
PM
PM
PM
PM
AE
PM
AE
C1
PM
PM
PM
PM
PM
PM
PM
LT
PM
AE
C2
PM
PM
LT
PM
PM
PM
PM
PM
PM/LT
PM
Table 16: Breakdown of the questions’ results according to Culturally-Bound
Expressions
The results for culturally-bound expressions are consistent. For the historical-social, socialenvironmental and social expressions, the whole sample and the different classifications
choose PM. For historical-literal, PM is the choice except for Q19. The whole sample
chooses LT, which provided an explanation, except for the Riyadh community and the B
class, both of whom pick the AE. On the other hand, the Jeddah community picks the PM
for the religious expression in Q21, which reflects the tendency of this community towards
multiculturalism.
5.3. Deletion as a Final Resort
The third section of the questionnaire contains four questions with three choices. The
choices are deletion, LT, and AE. This section aims to explore whether deletion is the
audience‘s favourite in any culturally-bound cases. In this section, the respondents are asked
directly to choose the strategy which is paraphrased simply to state the situation of
translating some sensitive cultural situations. For example, they are asked what they would
prefer – deletion, LT, or PM – when translating social and ethical practices that belong to
Western society, like going to nightclubs and having sexual relations outside of marriage.
Here, the results are quite unexpected. Although deletion is the highest in Q25 for the
sample, with a non-significant score of 36%, LT is second with a score of 35% of the whole
39
sample. Q25 asks about the best strategy for translating religious practices, and it is
surprising to get the two most extreme strategies, LT and deletion, close in their score. In
addition, deletion got the lowest score in the other three questions, which indicates that
respondents do not prefer deletion at all levels. This result agrees with the feedback of the
majority of the interviewees in the qualitative stage.
Another surprising result is in Q23, where LT and AE scored the same, 40%, for the whole
sample. The question asks about how to translate sensitive social practices – mainly sexual
practices. However, when revising the questions in the culturally-bound section, particularly
Q22, which contains a sensitive sexual notion, the result was similar; here 60% of the
sample chose PM, and the rest chose LT.
Q26 asks the respondents about their preferred strategy for translating literary and historical
quotes and incidents (refer to Table 17). Most of the respondents prefer LT, which
corresponds to Q19 that asks about translating a literary expression and where LT is the
most frequent strategy.
Q26
Sentences that contain some literary and
historical incidents that belong to
western society like historical stories
and quoting the literary works.
01
02
03
To be deleted as long as deletion will not
affect the general meaning
To be literally translated
To be replaced by quotes from Arabic
literature and History
Table 17: A Sample of Deletion Questions
40
CHAPTER 6 FINDINGS AND CONCLUSION
6.1. The Message Matters: Paraphrasing or Arabic Equivalent
At the qualitative stage, translations using AE and PM were the interviewees‘ favourite
strategies for most idioms. Also one-third of the female interviewees chose LT, but men
never liked LT. At the quantitative stage, and across all idiom questions of the
questionnaire, AE was most frequently chosen by female respondents. PM was their
second favourite strategy, and LT was chosen by them in the questions where the LT of
the idiom resembled the AE. By contrast, PM was chosen most by male respondents,
with AE as the second most popular. They chose LT for a couple of questions (Q7 & 10)
in which the LTs emphasized an image that could symbolize the meaning of the idiom.
This result appears to indicate that women are interested in the beauty of language more
than men are.
For the other classifications of the research sample, age group B, the Riyadh community,
Saudis, and the B social class all chose PM most across all idiom questions, while AE
was chosen most by age group A and non-Saudi respondents. However, in the answers of
those classifications, a minor percentage opted for the LT, except for the Riyadh
community, who are described as being more conservative and close-minded.
Across the whole sample, PM ended up in first place as the most popular answer for eight
questions, and AE was the second most popular as repeated for four questions. However,
statistically, AE took first place, with 40% of the total answers of the 121 respondents;
PM came in second with 38% (refer to Figure 1). Therefore, we can conclude that AE
and PM are the most acceptable strategies for translating idioms within the genre of
professional and personal development. This conclusion is supported by Ghazala‘s point
about translating proverbs; this can be generalized and applied to all other types of
idioms. Ghazala (2008:143) states that literal translation is not recommended for
proverbs, because it might distort the meaning, while paraphrasing or ―translating by
sense‖ can be the last resort when the equivalent or near equivalent is not available.
41
Total Score for Idioms
40%
35%
30%
25%
20%
15%
10%
5%
0%
Total
Arabic
equivalent
Meaning
Paraphrased
Literal
Translation
Figure 1: Total Score for Idioms
For culturally-bound expressions, the interviewees at the qualitative stage chose LT for
social practices; for religious notions, however, men chose PM or generalization, and
women chose LT or AE. Yet when given the questionnaire, they chose either AE or PM,
with more opting for AE.
At the quantitative stage, there was consistent feedback about culturally-bound
expressions across all categories (refer to Figure 2). Most of the respondents chose PM
for all questions except for two: Q19 and Q21. For Q19 (Titanic idiom), LT was the
favourite except for the Riyadh community and the B class, who choose AE, and the C2
class, who choose PM. These exceptions can be interpreted as a consequence of Arab
readers‘ familiarity with and understanding of the cultural and historical ideas of the
Titanic. For Q21 (religious expression), AE was the favourite, except for people from
Jeddah and the C2 class, who chose PM. This exception goes with the feedback of most
interviewees, who preferred the religious notions to be replaced by Islamic ones or to be
generalized.
42
Total Score for Culturally-Bound Expressions
50%
40%
30%
Total
20%
10%
0%
Arabic
equivalent
Meaning
Paraphrased
Literal
Translation
Figure 2: Total Score for Culturally-Bound Expressions
In a nutshell, domesticated strategies, including paraphrasing and translation using
equivalents, were more favourably received than the foreignized strategies, which include
literal translation, even though most of the literal translation choices in the culturallybound expressions in the questionnaire were accompanied with explanations.
6.2. Other Strategies: Literal Translation and Deletion
It is true that LT scored a minor percentage across the questionnaire, but this share cannot
be ignored. For example, the LT of idioms shared first place with PM for the Jeddah
community and the C1 social class. This result is supported by Ghazala‘s notion (2008:
129), which recommends translating metaphorical idioms directly using literal translation
so the TT can be indirectly understood. Also due to globalization and world media, many
Arab readers, especially those from the multi-cultural community of Jeddah, are familiar
with Western culture, which makes them understand and accept literal translation. In
addition, the translation available in the local market nowadays, which somewhat
depends on literal translation, affects readers‘ sense of judgment and makes them see
literal translation as the linguistic style of translated books.
Regarding deletion, the results, either in the qualitative or quantitative stages, do not
support deletion at all levels of culturally-bound expressions, though deletion non43
significantly scored high in one of the third section‘s questions relating to religious
practices (refer to Figure 3 which shows the total score for deletion at the quantitative
stage).
Total Score for Deletion
50%
40%
30%
Total
20%
10%
0%
Deletion
Literal
Translation
Arabic EQ
Figure 3: Total Score for Deletion
To synthesize, literal translation might be acceptable and sound familiar to Arab readers
who frequently read translated books and who are oriented to Western culture and
practices. On the contrary, deletion is not preferred as it is presumably received by Arab
readers as a dishonest practice on the part of the translator, and this supposition is
supported by much of interviewees‘ feedback in the qualitative stage. It can also be taken
as an indication of how keen Arab readers are to learn about Western cultures.
6.3. Recommendations and Implications
To a certain degree, Arab readers are satisfied with what is available now in terms of
translated books, and they convey indifference regarding the quality of translation.
However, we cannot conclude that they really do not care about the quality of language
because when they have a quality translation that mostly depends on translation using
Arabic equivalents, they praise the quality and comment on the ease of reading and
smooth flow of sentences. In addition, it is very important to remember that Arab readers
are eager to read in Arabic the knowledge of famous Western writers, regardless of the
linguistic frame in which it is presented. Moreover, Arab readers are already used to the
approach adopted by the leading translation centres in Saudi, which mainly use literal
translation and sometimes paraphrasing.
44
Arab readers are seeking self-development in their exploration of personal and
professional development books. Therefore, translating books within the genre of
professional and personal development using paraphrasing and generalization, i.e. pro-TL
strategies, is communicatively effective and at the same time acceptable, since the readers
are hungry for information and knowledge. This conclusion is applicable in the case of
idioms and culturally-bound expressions. In other words, if direct equivalents for idioms
or cultural expressions are not available, paraphrasing would be sufficient and acceptable
to the target audience.
Furthermore, it can be inferred from the results of this research that translating books that
address women more than men, using more polished language, and translating idioms and
cultural expressions using equivalents from the target language would be more effective
and acceptable. On the other hand, men care about the message more and prefer
generalized translation, which means that books that are purely addressed to men can be
translated using paraphrased meaning and generalized notions that convey the message
directly without any attempt towards using stylish language.
6.4. Restrictions and Further Researches
This research would be conducted more effectively, reach more accurate results, and
obtain applicable recommendations were it not restricted to the feedback of readers only.
In other words, a more comprehensive approach to the research would include insights
and reflections of what the translators tend to do when translating idioms and culturallybound expressions, as well as how they decide to choose one strategy over another. It
would also enhance the methodology if the research tested different translations of
specific numbers of idioms and culturally-bound expressions using different translation
strategies to see which strategy is more effective and more acceptable.
Future research can ascertain from this study the importance of conducting a range of
research on this topic. For one thing, research that investigates how translators tend to
translate idioms and cultural expressions and the reasons behind choosing one strategy
45
rather than the other would contribute to any kind of research that is meant to measure the
feedback of readers. Likewise, obtaining accurate feedback from the readers can be
conducted in stages; in each stage, one strategy could be tested to verify the significant
effectiveness of it in comparison to the other strategies.
Finally, more researches on the demands of the local market in terms of translated
material would contribute to any linguistic or cultural translation research that aims to
explore the best practices and the effective strategies in dealing with translation
problems. This kind of market research would also serve as an informative platform that
would pave the way for any national attempt towards regulating and developing
translation industry.
46
‫‪APPENDICES‬‬
‫)‪Appendix 1 First Draft of the Questionnaire (Arabic‬‬
‫البٌانات الدٌمغرافٌة‬
‫العمر‬
‫المستوى الدراسً‬
‫المدٌنة‬
‫‪:‬‬
‫‪:‬‬
‫‪:‬‬
‫أقل من ‪20‬‬
‫باكالورٌوس‬
‫جدة‬
‫‪40-20‬‬
‫ماجستٌر‬
‫الرٌاض‬
‫أكثر من ‪40‬‬
‫دكتوراه‬
‫ؼٌرها‬
‫******************************************************************************************‬
‫الرجاء قراءة التعلٌمات قبل البدء فً تعبئة االستبٌان‬
‫هذا االستبٌان ٌتألف من قسمٌن‪:‬‬
‫‪ .1‬القسم األول ٌقٌس مدى فهم القارئ العربً لبعض التعبٌرات اللؽوٌة المترجمة من اللؽة االنجلٌزٌة إلى العربٌة‬
‫‪ .2‬القسم الثانً ٌقٌس مدى قبول القارئ العربً لبعض التعبٌرات الثقافٌة المترجمة من اللؽة االنجلٌزٌة إلى العربٌة‪.‬‬
‫*****************************************************************************************‬
‫أوال‪ :‬التعبٌرات اللغوٌة‬
‫التعلٌمات‪:‬‬
‫‪ .1‬الرجاء اختٌار المعنى األصح للعبارات التً تحتها خط بوضع الرقم ‪ 1‬فً المربع المقابل‬
‫‪ٌ .2‬مكنك ترتٌب المعانً (بحٌث ٌمثل رقم ‪ 1‬المعنى األكثر صحة و ٌمثل الرقم ‪ 3‬الرقم األقل صحة)‪.‬‬
‫المعنى‬
‫العبارة‬
‫‪.1‬‬
‫ؼٌر أنً ال أشعر بؤي والء من ناحٌتهم وأظن أننً لو تؽٌبت ٌوما واحدا لمرض بً‪،‬‬
‫فسوؾ ٌنفقون معظم وقتهم فً الثرثرة حول نافورة المٌاه لماذا ال أستطٌع تدرٌبهم‬
‫على أن ٌكونوا متحملٌن للمسإولٌة؟‬
‫‪.2‬‬
‫لحسن الحظ أصبح األمر على ما ٌرام فقط عندما اشترٌنا الجهاز‪ .‬و لكن عندما‬
‫عرضنا هذا األمر للمناقشة كان كمنبه ضغط بشدة على زر استجابة حادة‪ ،‬وبدا لً‬
‫هذا االمر كرمز لكل التفكٌر ؼٌر العقبلنً و قد ولّد داخلً سلسلة من األحاسٌس‬
‫السلبٌة‪.‬‬
‫‪.3‬‬
‫كان المشروع ٌتهاوى‪ ،‬و بدت الشوارع اشبه ما تكون بساحة من األعشاب البرٌة‪ ،‬أما‬
‫مالكوا المنازل القلٌلة التً كانت قد شٌدت فقد تكاتفوا سوٌا فً مواجهة تدهور قٌمة‬
‫ممتلكاته م‪ ،‬و على مستوى المدٌنة ساد جو من االضطراب بشؤن تاخر مشروع أرض‬
‫النخبة عن موعده المحدد و تحوله لقذى العٌون‬
‫‪.4‬‬
‫كم هو فرق حقٌقً ذلك الذي ٌصنعه التفهم‪ .‬إن جمٌع النصائح الحسنة فً العالم لن‬
‫تساوي حتى مجرد صفقة من البقول ما لم تكن معنٌة بالمشكلة الحقٌقٌة و لن تستطٌع‬
‫أن تصل إلى المشكلة إذا ما كنا مسلمٌن أنفسنا لهذه الدرجة من الذاتٌة الشخصٌة‬
‫‪.5‬‬
‫إال ان الناس تمٌل إلى البقاء فً منطقة الراحة مع نصؾ الدماغ المسٌطر و تجري‬
‫التعامل مع كل موقؾ طبقا للجانب المفضل فً المخ‪ .‬وكما ٌقول إبراهام ماسلو‪ :‬إن‬
‫الذي فً ٌده مطرقة ٌمٌل إلى الظن بأن كل ما حوله مسامٌر‬
‫‪.6‬‬
‫وفً كل مرة أكون فٌها مسافرا إلى الخارج‪ ،‬تنتزع منً االعترافات و تسؤلنً أٌن‬
‫تناولت إفطاري؟ و من كان معً؟‬
‫‪.7‬‬
‫كنت ذات مرة مع مجموعة من األشخاص حٌث سؤل أحدهم "كٌؾ تطور موظفٌك‬
‫الكسالى أو ؼٌر األكفاء؟" و بادرواحد من المجموعة باإلجابة "أقذفهم بالقنابل الٌدوٌة"‬
‫و قد ابتهج العدٌدون لهذا النهج البتار فً اإلشراؾ اإلداري وهو نهج "أصلحهم أو‬
‫أغرقهم"‬
‫التقٌٌم‬
‫ٌنفقون معظم وقتهم فً القال و القٌل‬
‫ٌنفقون معظم وقتهم فً ما ال ٌنفع‬
‫يضٌعون وقتهم فً التنزه و الحدٌث‬
‫كان كمنبه دق على وتر حساس‬
‫كان كمنبه أثار موضوعا حساسا‬
‫كان كمنبه أٌقظنً من ؼفلتً‬
‫و أصبح المشروع أشبه باألرض الخربة‬
‫وتحوله إلى منظر بشع ٌإذي العٌون‬
‫و تحوله إلى مصدر تعاسة‬
‫ال تسمن و ال تؽنً من جوع‬
‫ال فابدة منها‬
‫ال تباع و تشترى‬
‫كل من كان جٌدا فً الطرق ٌمٌل إلى الظن ٌؤن‬
‫كل األشٌاء مسامٌر‬
‫أن كل من برع فً أمر ما قاس جمٌع االمور‬
‫علٌه‬
‫تعامل مع األشٌاء كؤنها مسامٌر‬
‫تمطرنً باألسبلة‬
‫تستجوبنً استجوابا حادا‬
‫تعطٌنً الدرجة الثالثة‬
‫إما إن ٌتحسنوا و إال فالباب ٌفوت جمل‬
‫إن لم ٌتحسن األداء فسٌفقدون عملهم‬
‫إن لم تحسن مظهرهم فسنشوههم‬
‫‪ .8‬إننً ارقب أصدقابً و أقربابً و هم ٌحققون بعض النجاح أو ٌنالون بعض التقدٌر و‬
‫ابتسم لهم و اهنبهم فً حماس غٌر أنه فً داخلً تتملكنً‬
‫التعاسة‬
‫ؼٌر أنً آكل قلبً من الؽٌظ‬
‫ؼٌر أنً فً قمة الحزن و القهر‬
‫ؼٌر أنً آكل قلبً‬
‫‪.9‬‬
‫‪47‬‬
‫و بٌنما اإلنسان ٌتقلب من عامل آلخر فإن النسبٌة الناجمة مثل البكرة المعلقة التً‬
‫تكون ما بٌن شد و رد‬
‫تدور فً حٌاة اإلنسان قد تصل إلى القمة فً إحدى اللحظات ثم تنخفض فً اللحظة‬
‫التالٌة‬
‫ال تبقى على حال بل تتارجح من القمة إلى القاع‬
‫مثل الحٌاة و اإلنسان‬
‫دست على أحزانً‬
‫‪ .10‬عندما تحققت أخٌرا من اننً أمتلك هذه القوة‪ ،‬و حٌنما ابتلعت مرارتً و أدركت أننً‬
‫قد اخترت أال أكون بابسة‪ -‬فً تلك اللحظة هببت واقفة لقد شعرت أنً كالمارد الذي‬
‫انطلق من القمقم‬
‫تجاوزت أزمتً‬
‫ابتلعت األقراص المرة‬
‫نفضوا الػبار عن أنفسهم‬
‫لذا تخلوا عن كل ما بٌن أٌدٌهم‬
‫لذا أطاحوا بالصؽٌر و حوض االستحمام إلى‬
‫الخارج‬
‫و بعد أن ضربنا بمدركاتنا القدٌمة عرض‬
‫الحابط‬
‫وبعد أن تخلٌنا عن مدركاتنا القدٌمة‬
‫و بعد أن وسّعنا مدركاتنا القدٌمة‬
‫كان كمنبه دق على وتر حساس‬
‫و كان كمنبه أثار موضوعا حساسا‬
‫كمنبه أٌقظنً من ؼفلتً‬
‫‪ .11‬و كنتٌجة لذلك فقد اعرض الكثٌر من الناس عن برامج ادارة الوقت و عن المخططٌن‬
‫الذٌن ٌجعلونهم ٌشعرون بؤنهم مجدولون اكثر مما ٌجب‪ ،‬و مقٌدون إلى حد بعٌد‪ ،‬ولذا‬
‫فقد أطاحوا بكل شٌئ وراء ظهورهم عابدٌن إلى تقنٌات الجٌلٌن األول و الثانً من‬
‫اجل الحفاظ على العبلقات‬
‫‪ .12‬وبعد أن ارخٌنا العنان لمدركاتنا القدٌمة عن ابننا و اعتمدنا على دوافع مستندة إلى‬
‫القٌم بدأت مشاعر جدٌدة فً االنبثاق‪ ،‬لقد وجدنا أنفسنا نستمتع بما ٌحدث بدال من‬
‫وضعه موضع المقارنة و االتهام‬
‫‪ .13‬و كان هذا األمر ٌعد إشارة بالنسبة لً‪ ،‬و لحسن الحظ أصبح األمر على ما ٌرام فقط‬
‫عندما اشترٌنا الجهاز‪ .‬و لكن عندما عرضنا هذا األمر للمناقشة كان كمنبه ضغط بشدة‬
‫على زر استجابة حادة‪ ،‬وبدا لً هذا االمر كرمز لكل التفكٌر ؼٌر العقبلنً‬
‫******************************************************************************************‬
‫ثانٌا‪ :‬التعبٌرات الثقافٌة‬
‫التعلٌمات‬
‫‪ .1‬الرجاء اختٌار التعبٌر األكثر مالءمة لملئ المكان الخالً و ذلك بوضع الرقم ‪ 1‬فً المربع المقابل‬
‫‪ٌ .2‬مكنك ترتٌب الخٌارات (بحٌث ٌمثل الرقم ‪ 1‬التعبٌراألكثر قبوال و ٌمثل الرقم ‪ 4‬التعبٌر األقل قبوال)‪.‬‬
‫العبارة‬
‫‪.1‬‬
‫عندما كنا فً بداٌة حٌاتنا الزوجٌة و كانت مٌزانٌتنا صؽٌرة‪ ،‬صممت‬
‫زوجتً ان نقطع مسافة ‪ 50‬مٌل إلى ‪ .................‬حٌث تباع أجهزة‬
‫فرجٌدٌر النه لم ٌكن ٌوجد تاجر فً مدٌنة الجامعة الصؽٌرة ٌبٌع هذا النوع‬
‫من األجهزة‬
‫‪.2‬‬
‫إن األمر ٌقتضً قدرا هاببل من األمن الداخلً حتى ٌمكن البدء بروح من‬
‫المؽامرة‪ ،‬بروح من ارتٌاد المجهول‪ ،‬بروح من اإلبداع و بدون شك‪ ،‬فإن‬
‫علٌك‪............................... .‬‬
‫‪.3‬‬
‫و لكن لو ألقٌنا نظرة من قرب نحو كثٌر من التوجهات المطلوبة للنمو و‬
‫تحقٌق الذات‪ ،‬فإننا سوؾ نجد فً لبها أو جوهرها التمركز حول الذات‪.‬‬
‫ولكن ٌوجد فً مركز الذات القلٌل من االمان و التوجٌه و الحكمة و القوة‬
‫ألنه مثل ‪ ..................‬الذي ٌؤخذ و لكنه ال ٌعطً و ٌصبح بذلك راكدا‬
‫‪.4‬‬
‫و كان جدوله حافل بالمهمات بما فً ذلك شراء بعض الكتب و ؼسل‬
‫سٌارته و توصٌل ‪ .................‬و ؼٌر ذلك‬
‫التعبٌر البدٌل‬
‫وسط البلد‬
‫منطقة بعٌدة حٌث ٌوجد السوق الكبٌر‬
‫السوق‬
‫المدٌنة الكبٌرة‬
‫أن تنزل من أبراجك العاجٌة لتواجه الواقع‬
‫أن تترك ما اعتدت علٌه لتكتشؾ و تعٌش عالما جدٌدا‬
‫أن تترك الراحة و تبدأ فً العمل فً البراري‬
‫أن تهجر عالم الراحة فً مستقرك الربٌسً لتواجه عالما‬
‫كامبل جدٌدا و مجهوال فً قفار البرٌة‬
‫البحر المٌت فً األردن‬
‫البحر المٌت‬
‫البحر الؽدار‬
‫البحر المٌت فً إسرابٌل‬
‫عشٌقته‬
‫خطٌبته‬
‫زوجته‬
‫صدٌقته (‪(girl friend‬‬
‫‪.5‬‬
‫و بهذه الطرٌقة فإننا ال نعطً هذه المشاكل القوة‬
‫لتسٌطر علٌنا و نتشرب بالروح التً تنبعث من دعاء‬
‫" ‪ "..................‬إلهً هبنً الشجاعة ألاؼٌر من‬
‫األشٌاء التً ٌجب أن تتؽٌرو السكٌنة ألقبل األشٌاء‬
‫التً ال ٌمكن تؽٌٌرها‪.‬‬
‫‪.6‬‬
‫لقد كان لقدماء اإلؼرٌق فلسفة رابعة تضمنتها ثبلث‬
‫دعاء المدمنٌن على الكحول المجهولٌن‬
‫دعاء " ‪( "Alcoholics Anonymous‬و هو دعاء اشتهر عن جمعٌة مدمنً‬
‫الكحول الذٌن ٌسعون للتخلص من هذا اإلدمان)‬
‫دعاء الخمر المجهول‬
‫" ‪"Alcoholics Anonymous‬‬
‫‪48‬‬
‫سلطة المتحدث و استعطاؾ الجمهور و المنطق‬
‫التقٌٌم‬
‫كلمات مرتبة فً تتابع منهجً و هً ‪ ..........‬و‬
‫أزعم أن تلك الكلمات تحتوي على جوهر مبدأ السعً‬
‫أوال للفهم و تقدٌم صورة مإثرة‬
‫إٌثوز(و ٌعنً إخبلص و سلطة المتحدث) و باثوز(ٌعنً استعطاؾ الجمهور ) و‬
‫لوقوز (و ٌعنً المنطق و الحقابق التً تدعم حجة المتحدث)‬
‫إٌثوز و باثوز و لوقوز‬
‫‪Ethos, Pathos, and Logos‬‬
‫‪.7‬‬
‫إن اإلدارة دون القًادة المإثرة هً أقرب ما تكون‬
‫إلى‪ ، ................ .‬و لن تستطٌع اإلدارة الناجحة أن‬
‫تعوض فشل القٌادة و ٌعود سبب صعوبة القٌادة إلى‬
‫أننا ننحرؾ بها و ننؽمس فً تصور ذهنً لئلدارة‬
‫‪.8‬‬
‫و شعرنا بؤن أساس استمرار حبنا هو أن نتحدث و‬
‫خاصة عن المشاعر وأن نحاول التحدث مع بعصنا‬
‫البعض كل ٌوم حتى و إن كنت على سفر ألن ذلك‬
‫هو أساس السعادة واألمان التً ستعم أرجاء المنزل‪.‬‬
‫‪..................‬‬
‫‪.9‬‬
‫أم ا المتحدث الثالث فسوؾ ٌكون من زمبلء العمل و‬
‫المهنة على حٌن سوؾ ٌكون الرابع من ‪ ...........‬أو‬
‫إحدى الجمعٌات فً المنطقة‬
‫‪ .10‬أسعى ألن أكون خٌّرا كجار ‪ .............‬ستظهر فً‬
‫سلوكٌاتً تجاه اآلخرٌن‬
‫‪ .11‬ومن ناحٌة أخرى هناك أشخاص أقل فً ترددهم‬
‫لدور العبادة و مع هذا ٌظهر فً سلوكهم و مواقفهم‬
‫تمسكا حقٌقٌا ‪......................‬‬
‫‪ .12‬تقول القاعدة الذهبٌة‪ "................." :‬فً حٌن أن‬
‫المعنى الظاهر لهذه القاعدة قد ٌعنً أن تقدم لهم ما‬
‫تحب أن ٌقدموه لك لكنً أعتقد أن المعنى الجوهري‬
‫هو أن تفهم اآلخرٌن بعمق كؤشخاص و بالطرٌقة التً‬
‫هم أنت بها‪.‬‬
‫ترٌد أن ُتؾ‬
‫من ٌبكً بعد خراب مالطا‬
‫عدم جدوى االهتمام بتنظٌم الكراسً و المقاعد على ظهر سفٌنة أوشكت على‬
‫الؽرق (كما حدث على ظهر سفٌنة تاٌتنك العظٌمة و هً تؽرق)‬
‫من مسإلٌته تنظٌم الكراسً فوق ظهر السفن‬
‫عدم جدوى االهتمام بتنظٌم الكراسً و المقاعد على ظهر سفٌنة أوشكت على‬
‫الؽرق‬
‫فؤنت ستحب العودة إلى المنزل ما دام ٌنتظرك فٌه أناس تربطك بهم عبلقة قوٌة و‬
‫متٌنة‬
‫فٌمكنك الرجوع إلى المنزل مرة أخرى‪(-‬و ذلك على عكس رواٌة توماس وولؾ‬
‫التً بعنوان "ال ٌمكنك العودة إلى المنزل") ‪ -‬إذا كان منزلك عبارة عن عبلقة‬
‫ي‬
‫ثمٌنة و صحبة ؼالة‬
‫ال ٌمكنك العودة إلى المنزل الملٌا بالعبلقات الثمٌنة‬
‫فٌمكنك الرجوع إلى المنزل مرة أخرى‪ -‬إذا كان منزلك عبارة عن عبلقة ثمٌنة و‬
‫ي‬
‫صحبة ؼالة‬
‫مسجد الحً‬
‫دار عبادتك‬
‫الجمعٌة‬
‫كنٌستك‬
‫ألن محبتً هلل‬
‫ألن إٌمانً و اعتقادي‬
‫ألن محبتً لؤلنبٌاء‬
‫ألن محبتً لٌسوع‬
‫بالمبادئ األخبلقٌة السماوٌة األساسٌة‬
‫بقٌم األدٌان السماوٌة األساسٌة‬
‫بالقٌم‬
‫بالقٌم المسٌحٌة الٌهودٌة األساسٌة‬
‫أحب ألخٌك ما تحب لنفسك‬
‫عامل الناس بمثل ما تحب أن ٌعاملوك به‬
‫كن طٌبا مع الناس‬
‫قدم لآلخرٌن ما ترؼب أن ٌقدمه اآلخرون لك‬
‫مع خالص شكري و تقدٌري‪،،،،،،،،‬‬
‫نور علوي بلفقٌه‬
‫طالبة ماجستٌر الترجمة فً جامعة برمنجهام فً المملكة المتحدة‬
‫ٌناٌر ‪2009‬‬
‫)‪Appendix 2 Second Draft of the Questionnaire (Arabic‬‬
‫البٌانات الدٌمغرافٌة‬
‫العمر‬
‫الجنس‬
‫المستوى الدراسً‬
‫المدٌنة‬
‫‪:‬‬
‫‪:‬‬
‫‪:‬‬
‫‪:‬‬
‫أقل من ‪20‬‬
‫ذكر‬
‫باكالورٌوس‬
‫جدة‬
‫‪40-20‬‬
‫أنثى‬
‫ماجستٌر‬
‫الرٌاض‬
‫أكثر من ‪40‬‬
‫دكتوراه‬
‫ؼٌرها‬
‫******************************************************************************************‬
‫الرجاء قراءة التعلٌمات قبل البدء فً تعبئة االستبٌان‬
‫هذا االستبٌان ٌتألف من قسمٌن‪:‬‬
‫‪ .3‬القسم األول ٌقٌس مدى مالءمة بعض التعبٌرات اللؽوٌة المترجمة من اللؽة االنجلٌزٌة إلى العربٌة‬
‫‪ .4‬القسم الثانً ٌقٌس مدى قبول القارئ العربً لبعض التعبٌرات الثقافٌة المترجمة من اللؽة االنجلٌزٌة إلى العربٌة‪.‬‬
‫*****************************************************************************************‬
‫أوال‪ :‬التعبٌرات المجازٌة و األمثال‬
‫الرجاء اختٌار العبارة األكثر مالءمة لملئ المكان الخالً بوضع دائرة حول الحرف المقابل‪.‬‬
‫العبارة‬
‫‪ .14‬ؼٌر أنً ال أشعر بؤي والء من ناحٌتهم وأظن أننً لو تؽٌبت ٌوما واحدا لمرض بً‪،‬‬
‫‪49‬‬
‫أ)‬
‫المعنى‬
‫ٌنفقون معظم وقتهم فً القال و القٌل‬
‫العبارة‬
‫فسوؾ ‪ ................................‬لماذا ال أستطٌع تدرٌبهم على أن ٌكونوا متحملٌن‬
‫للمسإولٌة؟‬
‫‪ .15‬لحسن الحظ أصبح األمر على ما ٌرام فقط عندما اشترٌنا الجهاز‪ .‬و لكن عندما‬
‫عرضنا هذا األمر للمناقشة ‪ ،..........................‬وبدا لً هذا االمر كرمز لكل‬
‫التفكٌر ؼٌر العقبلنً و قد ولّد داخلً سلسلة من األحاسٌس السلبٌة‪.‬‬
‫‪ .16‬العملٌة كلها أشبه باللعبة و التً ٌجب أن تمارسٌها ‪ ،..........................‬و إال لن‬
‫تحصلً أبدا على ما تبحثٌن عنه‬
‫‪ .17‬كم هو فرق حقٌقً ذلك الذي ٌصنعه التفهم‪ .‬إن جمٌع النصابح الحسنة فً العالم‬
‫‪ ...................‬ما لم تكن معنٌة بالمشكلة الحقٌقٌة و لن تستطٌع أن تصل إلى‬
‫المشكلة إذا ما كنا مسلمٌن أنفسنا لهذه الدرجة من الذاتٌة الشخصٌة‬
‫ب)‬
‫المعنى‬
‫ٌنفقون معظم وقتهم فً ما ال ٌنفع‬
‫ج)‬
‫ٌنفقون معظم وقتهم فً الثرثرة حول نافورة المٌاه‬
‫أ)‬
‫كان كمنبه دق على وتر حساس‬
‫ب)‬
‫كان كمنبه أثار موضوعا حساسا‬
‫ج)‬
‫كان كمنبه ضؽط بشدة على زر استجابة حادة‬
‫أ)‬
‫برباطة جؤش‬
‫ب)‬
‫بدون قلق و توتر‬
‫ج)‬
‫بدون ٌد مبتلة من العرق‬
‫أ)‬
‫ال تسمن و ال تؽنً من جوع‬
‫ب)‬
‫ال فابدة منها‬
‫ج)‬
‫لن تساوي حتى مجرد صفقة من البقول‬
‫‪ .18‬إال ان الناس تمٌل إلى البقاء فً منطقة الراحة مع نصؾ الدماغ المسٌطر و تجري‬
‫التعامل مع كل موقؾ طبقا للجانب المفضل فً المخ‪ .‬وكما ٌقول إبراهام ماسلو‪:‬‬
‫‪.................................‬‬
‫أ)‬
‫ب)‬
‫ج)‬
‫‪ .19‬وفً كل مرة أكون فٌها مسافرا إلى الخارج‪ .................... ،‬و تسؤلنً أٌن تناولت‬
‫إفطاري؟ و من كان معً؟‬
‫أ)‬
‫ب)‬
‫ج)‬
‫أ)‬
‫تؽٌٌر الحال من المحال‬
‫أن كل من برع فً أمر ما قاس جمٌع االمور علٌه‬
‫كل من كان جٌدا فً الطرق ٌمٌل إلى الظن بؤن كل األشٌاء‬
‫مسامٌر‬
‫تمطرنً باألسبلة‬
‫تستجوبنً استجوابا حادا‬
‫تعطٌنً الدرجة الثالثة‬
‫تتكالب علٌه المصابب مرتٌن‬
‫ب)‬
‫ٌمر بؤزمتٌن حقٌقٌتٌن‬
‫ج)‬
‫ٌركع على ركبتٌه مرتٌن‬
‫أ)‬
‫"إذا أردت جنً العسل تحمل لسع النحل"‬
‫ب)‬
‫"من أراد تحقٌق النتابج علٌه تحمل الصعاب"‬
‫ج)‬
‫"ال ألم و ال ربح"‬
‫أ)‬
‫ب)‬
‫ج)‬
‫أ)‬
‫بؤنه قد فاتك قطار الزواج‬
‫أنك قد أصبحت عانس‬
‫بؤنه قد فاتتك الحافلة‬
‫تنالٌن بها أقصى المنى‬
‫ب)‬
‫تشبع كل احتٌاجاتك‬
‫ج)‬
‫تحك ظهرك‬
‫أ)‬
‫ب)‬
‫ج)‬
‫أ)‬
‫ب)‬
‫ج)‬
‫لقد تسلل الملل و الرتابة إلى زواجنا‬
‫لقد فقد زواجنا كل معانً اإلثارة‬
‫لقد أصبح زواجنا أملسًا‬
‫عاجبل أم آجبل‬
‫سواء اآلن أو بعد حٌن‬
‫قرٌبا أو الحقا‬
‫‪ .20‬خبلل السنوات الخمس التً عشتها فً برٌطانٌا العظمى رأٌت هذا البلد‬
‫‪ ...........................‬و ذلك ألن محصلً تذاكر القطارات كانوا بتبعون‬
‫االجراءات و القواعد المكتوبة بمكر و دهاء‬
‫‪ .21‬قد تصدق عبارة ‪ ........................‬فً بعض األحوال و لكنها لٌست جوهر‬
‫برنامج التمارٌن الفعالة‪.‬‬
‫‪ .22‬ال أرٌدٌك أن تصابً بالذعر أو أن تشعري ‪ .................... .‬و لكن حان الوقت‬
‫للتوقؾ عن إهدار أٌامك‬
‫‪ٌ .23‬مكنك إٌجاد فارس األحبلم الذي تعرفٌن أنه مناسب لك‪ ،‬ستحصلٌن على عبلقة‬
‫‪ ، ........................... .‬و تحقق أحبلمك التً طالما حلمت بها منذ الطفولة‬
‫‪.24‬‬
‫‪ ...... …….‬إننا ال نتشاجر أو نفعل أي شٌا لقد كففنا عن حب بعضنا البعض‪.‬‬
‫‪ .25‬ؼٌر أنك ستجد نفسك مضطرا إلى مواجهة الحقابق ‪......................‬‬
‫ثانٌا‪ :‬التعبٌرات الثقافٌة‬
‫الرجاء اختٌارالتعبٌر األكثر مالءمة لملئ المكان الخالً و ذلك بوضع عالمة فً المربع المقابل‬
‫العبارة‬
‫‪ .13‬أعرؾ أن بعضكن ‪" ............‬العثور على شرٌك الحٌاة‬
‫من أجل عبلقة تتوج بالزواج لٌس سهبل كؤي لعبة على‬
‫اإلطبلق"‬
‫‪ .14‬و لكن لو ألقٌنا نظرة من قرب نحو كثٌر من التوجهات‬
‫‪50‬‬
‫التعبٌر البدٌل‬
‫أ)‬
‫ٌعتقدن أن‬
‫ب)‬
‫ٌفكرن تفكٌرا قدٌم ا و ٌقلن‬
‫ج)‬
‫ٌقلن بكل أرٌحٌة و انفتاح العمة بً (وهً إعبلمٌة أمرٌكٌة كانت تقدم برنامجا تفزٌونٌا فً‬
‫الستٌنات)‬
‫البحر المٌت فً األردن‬
‫أ)‬
‫العبارة‬
‫المطلوبة للنمو و تحقٌق الذات‪ ،‬فإننا سوؾ نجد فً لبها‬
‫أو جوهرها التمركز حول الذات‪ .‬ولكن ٌوجد فً مركز‬
‫الذات القلٌل من االمان و التوجٌه و الحكمة و القوة ألنه‬
‫مثل ‪ ..................‬الذي ٌؤخذ و لكنه ال ٌعطً و ٌصبح‬
‫بذلك راكدا‬
‫‪ .15‬إنك تتعلم حٌن تصمت‪ ،‬كما أنك تعطً من ٌعمل معك‬
‫ٌهم الوالء الذي ٌتجاوز كثٌرا‬
‫التنفٌس المعنوي‪ ،‬إنك تبث ؾ‬
‫‪ .....................‬البلزمة للوظٌفة (أو البلزم للوظٌفة)‪.‬‬
‫‪ .16‬لقاء التعارؾ ببساطة من أكثر الطرق العشوابٌة و الؽٌر‬
‫منتجة فعادة تؤخذ الحوارات أشكاال مثل‪:‬‬
‫‪................................‬‬
‫‪ .17‬و بهذه الطرٌقة فإننا ال نعطً هذه المشاكل القوة لتسٌطر‬
‫علٌنا و نتشرب بالروح التً تنبعث من دعاء‬
‫" ‪ "..................‬إلهً هبنً الشجاعة ألاؼٌر من‬
‫األشٌاء التً ٌجب أن تتؽٌرو السكٌنة ألقبل األشٌاء التً‬
‫ال ٌمكن تؽٌٌرها‪.‬‬
‫‪ .18‬لقد كان لقدماء اإلؼرٌق فلسفة رابعة تضمنتها ثبلث‬
‫كلمات مرتبة فً تتابع منهجً و هً ‪ ..........‬و أزعم‬
‫أن تلك الكلمات تحتوي على جوهر مبدأ السعً أوال للفهم‬
‫و تقدٌم صورة مإثرة‬
‫‪ .19‬إن اإلدارة دون القٌادة المإثرة هً أقرب ما تكون‬
‫إلى ‪ ، .................‬و لن تستطٌع اإلدارة الناجحة أن‬
‫تعوض فشل القٌادة و ٌعود سبب صعوبة القٌادة إلى أننا‬
‫ننحرؾ بها و ننؽمس فً تصور ذهنً لئلدارة‬
‫‪ .20‬و شعرنا بؤن أساس استمرار حبنا هو أن نتحدث و‬
‫خاصة عن المشاعر وأن نحاول التحدث مع بعصنا‬
‫البعض كل ٌوم حتى و إن كنت على سفر ألن ذلك هو‬
‫أساس السعادة واألمان التً ستعم أرجاء المنزل‬
‫‪..................‬‬
‫‪ .21‬و من ٌحاولن اللجوء إلى عملٌات التجمٌل ٌنتهً بهن‬
‫الحال إلى شكل مزٌؾ و صناعً أكثر من ‪...............‬‬
‫‪ .22‬أسعى ألن أكون خٌّرا كجار ‪ .............‬ستظهر فً‬
‫سلوكٌاتً تجاه اآلخرٌن‬
‫‪ .23‬ومن ناحٌة أخرى هناك أشخاص أقل فً ترددهم لدور‬
‫العبادة و مع هذا ٌظهر فً سلوكهم و مواقفهم تمسكا‬
‫حقٌقٌا ‪......................‬‬
‫‪ .24‬أنا أستحق الزوج المناسب الذي سٌكمل عمره معً‪ ،‬و‬
‫نعٌش معا فً تجربة جمٌلة‪ ،‬و ٌتعرؾ على شخصٌتً و‬
‫نكمل بعضنا البعض و ‪..................................‬‬
‫التعبٌر البدٌل‬
‫ب)‬
‫ج)‬
‫البحر المٌت‬
‫البحر المٌت فً إسرابٌل‬
‫أ)‬
‫نصاب ساعات العمل‬
‫ب)‬
‫الثمان ساعات الٌومٌة‬
‫ج)‬
‫المتطلبات المادٌة (‪ 8‬ساعات فً خمسة أٌام)‬
‫أ)‬
‫ما هو برجك؟ الجو شدٌد الحرارة ألٌس كذلك؟ هل قرأت العدد االخٌر من مجلة سٌدتً؟‬
‫ب)‬
‫اضاعة الوقت فً السإال عن آخر المستجدات االجتماعٌة و السٌاسٌة و أحوال الطقس‬
‫ج)‬
‫إلى أي برج تنتمً ؟ هل ترى كل هذه االمطار الؽزٌرة؟ هل طالعت م جلة" بٌبول "هذا األسبوع؟"‬
‫أ)‬
‫دعاء المدمنٌن على الكحول المجهولٌن‬
‫ب)‬
‫دعاء " ‪( "Alcoholics Anonymous‬و هو دعاء اشتهر عن جمعٌة مدمنً الكحول الذٌن‬
‫ٌسعون للتخلص من هذا اإلدمان)‬
‫ج)‬
‫" ‪"Alcoholics Anonymous‬‬
‫أ)‬
‫سلطة المتحدث و استعطاؾ الجمهور و المنطق‬
‫ب)‬
‫إٌثوز(و ٌعنً إخبلص و سلطة المتحدث) و باثوز(ٌعنً استعطاؾ الجمهور ) و لوقوز (و ٌعنً‬
‫المنطق و الحقابق التً تدعم حجة المتحدث)‬
‫‪Ethos, Pathos, and Logos‬‬
‫أ)‬
‫ب)‬
‫من ٌبكً بعد خراب مالطا‬
‫عدم جدوى االهتمام بتنظٌم الكراسً و المقاعد على ظهر سفٌنة أوشكت على الؽرق (كما حدث‬
‫على ظهر سفٌنة تاٌتنك العظٌمة و هً تؽرق)‬
‫عدم جدوى االهتمام بتنظٌم الكراسً و المقاعد على ظهر سفٌنة أوشكت على الؽرق‬
‫أ)‬
‫ب)‬
‫فؤنت ستحب العودة إلى المنزل ما دام ٌنتظرك فٌه أناس تربطك بهم عبلقة قوٌة و متٌنة‬
‫عنوان "ال‬
‫فٌمكنك الرجوع إلى المنزل مرة أخرى‪(-‬و ذلك على عكس رواٌة توماس وولؾ التً ب‬
‫ي‬
‫ٌمكنك العودة إلى المنزل") ‪ -‬إذا كان منزلك عبارة عن عبلقة ثمٌنة و صحبة ؼالة‬
‫ي‬
‫فٌمكنك الرجوع إلى المنزل مرة أخرى‪ -‬إذا كان منزلك عبارة عن عبلقة ثمٌنة و صحبة ؼالة‬
‫أ)‬
‫ب)‬
‫ج)‬
‫أ)‬
‫ب)‬
‫ج)‬
‫أ)‬
‫ب)‬
‫ج)‬
‫أ)‬
‫أقنعة المهرجٌن‬
‫أقنعة عٌد الهاالوٌن‬
‫أقنعة عٌد رأس السنة‬
‫ألن محبتً هلل‬
‫ألن إٌمانً و اعتقادي‬
‫ألن محبتً لٌسوع‬
‫بالمبادئ األخبلقٌة السماوٌة األساسٌة‬
‫بقٌم األدٌان السماوٌة األساسٌة‬
‫بالقٌم المسٌحٌة الٌهودٌة األساسٌة‬
‫لٌس هدفه من الزواج الجانب الحسً فقط‬
‫ب)‬
‫و لٌس هدفه االستمتاع بجسدي فقط‬
‫ج)‬
‫لٌس هدفه الحصول على جسدي فقط‬
‫ج)‬
‫ج)‬
‫ج)‬
‫مع خالص شكري و تقدٌري‪،،،،،،،،‬‬
‫لفقٌه‬
‫نور علوي ب‬
‫طالبة ماجستٌر الترجمة بجامعة برمنجهام فً المملكة المتحدة‬
‫مارس ‪2009‬‬
‫‪51‬‬
Appendix 3 Final Draft of the Questionnaire (Arabic)
If respondent does not accept  Close interview; If accepts  Continue
Thank you for your participation in this study.
Your cooperation is very important in the good development of this study
.‫ تابع المقابلة إذا قبل المشاركة‬، ‫انهى المقابلة إذا لم ٌقبل المجٌب المشاركة فً المقابلة‬
‫ تعاونك مهم جداً فً التطور الجٌد لهذه الدراسة‬. ‫شكراً لمشاركتك فً هذه الدراسة‬
: 1 ‫القسم‬
Section I: Screener
S1. May I have your age please?
‫ مٌ ػَشك؟‬.1
Less than 22 years old
01
22 – 35 years old
02
‫ سنوات‬35 – 23
36 - 55 years old
More than 55
03
04
‫ سنوات‬55 – 36
‫ سنوات‬55 ‫أكثر من‬
‫سنوات‬22 ‫أقل من‬
Nationality
S2.
Terminate
ً‫انه‬
Continue
‫تابع‬
Terminate
ً‫انه‬
‫الجنسٌة‬
Saudi
Arab
01
02
‫سعودي‬
‫عرب‬
Other expatriate
03
:‫ حدد‬،‫جنسٌة أخرى‬
S3.
High School
01
02
03
04
Bachelors
Masters
Doctorate
S4.
How many English translated books have you read?
S5.
In what kind of topics you like to read?
Terminate ً‫انه‬
Continue
‫تابع‬
# of Books
None
1–2
3–4
More than 4
‫تابع‬
Terminate ً‫انه‬
‫ما هو مؤهلك العلمي؟‬
Educational Degree
S4
01
02
03
04
Continue
S5
01
01
01
01
Type of Books
Literary
02
Literary
02
Literary
02
Literary
02
‫الثانوٌة العامة‬
‫الباكالورٌوس‬
‫الماجستٌر‬
‫الدكتوراة‬
Terminate
Continue
ً‫انه‬
‫تابع‬
‫كم كتاب مترجم قرأت حىت اآلن؟‬
‫يف أي املوضوعات حتة أن تقرأ؟‬
Self & Professional Development
Self & Professional Development
Self & Professional Development
Self & Professional Development
03
03
03
03
Others
Others
Others
Others
If Self Development (S5 = Code #02) was not chosen, TERMINATE interview.
Section II: Main Questionnaire
Interviewer: There will be two parts in this questionnaire. In
the first one, it is about idiomatic expressions that are
translated from English to Arabic. Let us start with this
section. Please read the statements and please choose
the best option of the three that would best fill in the gap.
Please read it 2 to 3 times and please select the answer
that is appropriate for you. There is no right or wrong
answer but rather what you would feel best suits to finish
the sentence.
: 2 ‫القسم‬
ً٘‫ إرا أسدث عأق‬.‫ت‬ٞ‫ اىؼشب‬ٜ‫ت إى‬ٝ‫ض‬ٞ‫ت ٗ األٍزبه اىَخشجَت ٍِ اإلّجي‬ٝ‫ اىؼببساث اىَجبص‬:‫اىقغٌ األٗه‬
ُ‫ أسج٘ أ‬.‫الئَٖب أٗ ىل أُ حأخز اى٘سقت ٗ أّج حقً٘ بخؼبئخٖب‬ٝ ‫ل ٗ أّج حخخبس ٍب‬ٞ‫بقشأة اىؼببسة ػي‬
‫ش‬ٞ‫ذ أّٔ ال ح٘سد ػببسة غ‬ٞ‫ أّٔ األمزش ٍالءٍت ح‬ٙ‫حقشأ اىؼببسة أمزش ٍِ ٍشة ٗ حخخبس ٍب حش‬
.‫بساث‬ٞ‫حت ٍِ ضَِ اىخ‬ٞ‫صح‬
52
‫س‪1‬‬
‫العبارة‬
‫ؼٌر أنً ال أشعر بؤي والء من ناحٌتهم وأظن أننً لو تؽٌبت ٌوما واحدا لمرض بً‪،‬‬
‫فسوؾ ‪ ................................‬لماذا ال أستطٌع تدرٌبهم على أن ٌكونوا متحملٌن‬
‫للمسإولٌة؟‬
‫س‪2‬‬
‫لحسن الحظ أصبح األمر على ما ٌرام فقط عندما اشترٌنا الجهاز‪ .‬و لكن عندما عرضنا‬
‫هذا األمر للمناقشة ‪ ،..........................‬وبدا لً هذا االمر كرمز لكل التفكٌر ؼٌر‬
‫العقبلنً و قد ولّد داخلً سلسلة من األحاسٌس السلبٌة‪.‬‬
‫العملٌة كلها أشبه باللعبة و التً ٌجب أن تمارسٌها ‪ ،..........................‬و إال لن‬
‫تحصلً أبدا على ما تبحثٌن عنه‬
‫س‪3‬‬
‫س‪4‬‬
‫كم هو فرق حقٌقً ذلك الذي ٌصنعه التفهم‪ .‬إن جمٌع النصابح الحسنة فً العالم‬
‫‪ ...................‬ما لم تكن معنٌة بالمشكلة الحقٌقٌة و لن تستطٌع أن تصل إلى المشكلة‬
‫إذا ما كنا مسلمٌن أنفسنا لهذه الدرجة من الذاتٌة الشخصٌة‬
‫س‪5‬‬
‫إال ان الناس تمٌل إلى البقاء فً منطقة الراحة مع نصؾ الدماغ المسٌطر و تجري‬
‫التعامل مع كل موقؾ طبقا للجانب المفضل فً المخ‪ .‬وكما ٌقول إبراهام ماسلو‪:‬‬
‫‪.................................‬‬
‫س‪6‬‬
‫س‪7‬‬
‫س‪8‬‬
‫وفً كل مرة أكون فٌها مسافرا إلى الخارج‪ .................... ،‬و تسؤلنً أٌن تناولت‬
‫إفطاري؟ و من كان معً؟‬
‫خبلل السنوات الخمس التً عشتها فً برٌطانٌا العظمى رأٌت هذا البلد‬
‫‪ ...........................‬و ذلك ألن م حصلً تذاكر القطارات كانوا ٌتبعون االجراءات‬
‫و القواعد المكتوبة بمكر و دهاء‬
‫قد تصدق عبارة ‪ ........................‬فً بعض األحوال و لكنها لٌست جوهر برنامج‬
‫الفعال ‪.‬‬
‫ة‬
‫التمارٌن‬
‫ال أرٌدٌك أن تصابً بالذعر أو أن تشعري ‪ .................... .‬و لكن حان الوقت‬
‫للتوقؾ عن إهدار أٌامك‬
‫س‪9‬‬
‫ٌمكنك إٌجاد فارس األحبلم الذي تعرفٌن أنه مناسب لك‪ ،‬ستحصلٌن على عبلقة‬
‫‪ ، ........................... .‬و تحقق أحبلمك التً طالما حلمت بها منذ الطفولة‬
‫س‪10‬‬
‫‪ ......‬إننا ال نتشاجر أو نفعل أي شٌا لقد كففنا عن حب بعضنا البعض‪….‬‬
‫س‪11‬‬
‫ؼٌر أنك ستجد نفسك مضطرا إلى مواجهة الحقابق ‪......................‬‬
‫س‪12‬‬
‫اىقغٌ اىزبّ‪ :ٜ‬اىخؼب‪ٞ‬شاث اىزقبف‪ٞ‬ت اىَخشسٍت ٍِ اإلّجي‪ٞ‬ض‪ٝ‬ت إى‪ ٜ‬اىؼشب‪ٞ‬ت‪ .‬إرا أسدث عأقً٘ بقشأة‬
‫اىؼببسة ػي‪ٞ‬ل ٗ آّج حخخبس ٍب ‪ٝ‬الئَٖب أٗ ىل أُ حأخز اى٘سقت ٗ أّج حقً٘ بخؼبئخٖب‪ .‬أسج٘ آُ حقشأ‬
‫اىؼببسة أمزش ٍِ ٍشة ٗ حخخبس ٍب حش‪ ٙ‬أّٔ األمزش ٍالءٍت ح‪ٞ‬ذ أّٔ ال ح٘جذ ػببسة غ‪ٞ‬ش صح‪ٞ‬حت‬
‫ٍِ ضَِ اىخ‪ٞ‬بساث‪.‬‬
‫‪53‬‬
‫األمثال‬
‫‪01‬‬
‫ٌنفقون معظم وقتهم فً ما ال ٌنفع‬
‫‪02‬‬
‫ٌنفقون معظم وقتهم فً الثرثرة حول نافورة المٌاه‬
‫‪03‬‬
‫ٌنفقون معظم وقتهم فً القال و القٌل‬
‫‪01‬‬
‫كان كمنبه دق على وتر حساس‬
‫‪02‬‬
‫كان كمنبه ضؽط بشدة على زر استجابة حادة‬
‫‪03‬‬
‫كان كمنبه أثار موضوعا حساسا‬
‫‪01‬‬
‫بدون قلق و توتر‬
‫‪02‬‬
‫برباطة جؤش‬
‫‪03‬‬
‫بدون ٌد مبتلة من العرق‬
‫‪01‬‬
‫لن تساوي حتى مجرد صفقة من البقول‬
‫‪02‬‬
‫ال تسمن و ال تؽنً من جوع‬
‫‪03‬‬
‫ال فابدة منها‬
‫‪01‬‬
‫أن كل من برع فً أمر ما قاس جمٌع االمور علٌه‬
‫‪02‬‬
‫تؽٌٌر الحال من المحال‬
‫‪03‬‬
‫كل من كان جٌدا فً الطرق ٌمٌل إلى الظن بؤن كل األشٌاء مسامٌر‬
‫‪01‬‬
‫تعطٌنً الدرجة الثالثة‬
‫‪02‬‬
‫تستجوبنً استجوابا حادا‬
‫‪03‬‬
‫تمطرنً باألسبلة‬
‫‪01‬‬
‫ٌمر بؤزمتٌن حقٌقٌتٌن‬
‫‪02‬‬
‫ٌركع على ركبتٌه مرتٌن‬
‫‪03‬‬
‫تتكالب علٌه المصابب مرتٌن‬
‫‪01‬‬
‫"من أراد تحقٌق النتابج علٌه تحمل الصعاب"‬
‫‪02‬‬
‫"إذا أردت جنً العسل تحمل لسع النحل"‬
‫‪03‬‬
‫"ال ألم و ال ربح"‬
‫‪01‬‬
‫بؤنه قد فاتتك الحافلة‬
‫‪02‬‬
‫أنك قد أصبحت عانس‬
‫‪03‬‬
‫بؤنه قد فاتك قطار الزواج‬
‫‪01‬‬
‫تنالٌن بها أقصى المنى‬
‫‪02‬‬
‫تحك ظهرك‬
‫‪03‬‬
‫تشبع كل احتٌاجاتك‬
‫‪01‬‬
‫لقد أصبح زواجنا أملسًا‬
‫‪02‬‬
‫لقد تسلل الملل و الرتابة إلى زواجنا‬
‫‪03‬‬
‫لقد فقد زواجنا كل معانً اإلثارة‬
‫‪01‬‬
‫عاجبل أم آجبل‬
‫‪02‬‬
‫سواء اآلن أو بعد حٌن‬
‫‪03‬‬
‫قرٌبا أو الحقا‬
‫‪Interviewer: The second section assesses the acceptance‬‬
‫‪of some cultural expressions translated from English to‬‬
‫‪Arabic. Please read the statements and please choose‬‬
‫‪the best option of the three that would best fill in the gap.‬‬
‫‪Please read it 2 to 3 times and please select the answer‬‬
‫‪that is appropriate for you. There is no right or wrong‬‬
‫‪answer but rather what you would feel best suits to finish‬‬
‫‪the sentence.‬‬
‫‪31‬س‬
‫‪14‬س‬
‫‪1‬س‪5‬‬
‫‪1‬س‪6‬‬
‫‪1‬س‪7‬‬
‫‪1‬س‪8‬‬
‫العبارة‬
‫أعرؾ أن بعضكن ‪" ............‬العثور على شرٌك الحٌاة من أجل‬
‫عبلقة تتوج بالزواج لٌس سهبل كؤي لعبة على اإلطبلق"‬
‫و لكن لو ألقٌنا نظرة من قرب نحو كثٌر من التوجهات المطلوبة‬
‫للنمو و تحقٌق الذات‪ ،‬فإننا سوؾ نجد فً لبها أو جوهرها التمركز‬
‫حول الذات‪ .‬ولكن ٌوجد فً مركز الذات القلٌل من االمان و‬
‫التوجٌه و الحكمة و القوة ألنه مثل ‪ ..................‬الذي ٌؤخذ و‬
‫لكنه ال ٌعطً و ٌصبح بذلك راكدا‬
‫إنك تتعلم حٌن تصمت‪ ،‬كما أنك تعطً من ٌعمل معك التنفٌس‬
‫المعنوي‪ ،‬إنك تبث فٌهم الوالء الذي ٌتجاوز كثٌرا‬
‫‪ .....................‬البلزمة للوظٌفة (أو البلزم للوظٌفة)‪.‬‬
‫لقاء التعارؾ ببساطة من أكثر الطرق العشوابٌة و الؽٌر منتجة‬
‫فعادة تؤخذ الحوارات أشكاال مثل‪................................ :‬‬
‫سٌطر علٌنا و‬
‫و بهذه الطرٌقة فإننا ال نعطً هذه المشاكل القوة لت‬
‫نتشرب بالروح التً تنبعث من دعاء " ‪ "..................‬إلهً‬
‫هبنً الشجاعة ألاؼٌر من األشٌاء التً ٌجب أن تتؽٌرو السكٌنة‬
‫ألقبل األشٌاء التً ال ٌمكن تؽٌٌرها‪.‬‬
‫لقد كان لقدماء اإلؼرٌق فلسفة رابعة تضمنتها ثبلث كلمات مرتبة‬
‫فً تتابع منهجً و هً ‪ ..........‬و أزعم أن تلك الكلمات تحتوي‬
‫على جوهر مبدأ السعً أوال للفهم و تقدٌم صورة مإثرة‬
‫إن اإلدارة دون القٌادة المإثرة هً أقرب ما تكون‬
‫إلى ‪ ، .................‬و لن تستطٌع اإلدارة الناجحة أن تعوض‬
‫فشل القٌادة و ٌعود سبب صعوبة القٌادة إلى أننا ننحرؾ بها و‬
‫ننؽمس فً تصور ذهنً لئلدارة‬
‫‪1‬س‪9‬‬
‫‪20‬س‬
‫س‪21‬‬
‫س‪22‬‬
‫و شعرنا بؤن أساس استمرار حبنا هو أن نتحدث و خاصة عن‬
‫المشاعر وأن نحاول التحدث مع بعصنا البعض كل ٌوم حتى و‬
‫إن كنت على سفر ألن ذلك هو أساس السعادة واألمان التً ستعم‬
‫أرجاء المنزل ‪..................‬‬
‫أسعى ألن أكون خٌّرا كجار ‪ .............‬ستظهر فً سلوكٌاتً‬
‫تجاه اآلخرٌن‬
‫التعبٌرات الثقافٌة‬
‫‪01‬‬
‫ٌقلن بكل أرٌحٌة و انفتاح العمة بً (وهً إعبلمٌة أمرٌكٌة كانت تقدم برنامجا تفزٌونٌا فً الستٌنات)‬
‫‪02‬‬
‫ٌفكرن تفكٌرا قدٌما و ٌقلن‬
‫‪01‬‬
‫البحر المٌت‬
‫‪02‬‬
‫البحر المٌت فً األردن‬
‫‪03‬‬
‫البحر المٌت فً إسرابٌل‬
‫‪01‬‬
‫نصاب ساعات العمل‬
‫‪02‬‬
‫المتطلبات المادٌة (‪ 8‬ساعات فً خمسة أٌام)‬
‫‪01‬‬
‫"هذا األسبوع؟ "بٌبول" إلى أي برج تنتمً ؟ هل ترى كل هذه االمطار الؽزٌرة؟ هل طالعت مجلة‬
‫‪02‬‬
‫اضاعة الوقت فً السإال عن آخر المستجدات االجتماعٌة و السٌاسٌة و أحوال الطقس‬
‫‪03‬‬
‫ما هو برجك؟ الجو شدٌد الحرارة ألٌس كذلك؟ هل قرأت العدد االخٌر من مجلة سٌدتً؟‬
‫‪01‬‬
‫" (و هو دعاء اشتهر عن جمعٌة مدمنً الكحول الذٌن ٌسعون ‪Alcoholics Anonymous‬دعاء "‬
‫للتخلص م ن هذا اإلدمان)‬
‫‪02‬‬
‫المتضرعٌن الملهوفٌن‬
‫‪01‬‬
‫إٌثوز(و ٌعنً إخبلص و سلطة المتحدث) و باثوز(ٌعنً استعطاؾ الجمهور ) و لوقوز (و ٌعنً المنطق‬
‫و الحقابق التً تدعم حجة المتحدث)‬
‫‪02‬‬
‫استعطاؾ الجمهور و المنطق سلطة المتحدث و‬
‫‪01‬‬
‫من ٌبكً بعد خراب مالطا‬
‫‪02‬‬
‫(كما حدث على عدم جدوى االهتمام بتنظٌم الكراسً و المقاعد على ظهر سفٌنة أوشكت على الؽرق‬
‫ظهر سفٌنة تاٌتنك العظٌمة و هً تؽرق)‬
‫‪03‬‬
‫عدم جدوى االهتمام بتنظٌم الكراسً و المقاعد على ظهر سفٌنة أوشكت على الؽرق‬
‫‪01‬‬
‫فٌم كنك الرجوع إلى المنزل مرة أخرى‪(-‬و ذلك على عكس رواٌة توماس وولؾ التً بعنوان "ال ٌمكنك‬
‫ي‬
‫العودة إلى المنزل") ‪ -‬إذا كان منزلك عبارة عن عبلقة ثمٌنة و صحبة ؼالة‬
‫‪02‬‬
‫فؤنت ستحب العودة إلى المنزل ما دام ٌنتظرك فٌه أناس تربطك بهم عبلقة قوٌة و متٌنة‬
‫‪01‬‬
‫ألن محبتً لٌسوع‬
‫‪02‬‬
‫أنا أستحق الزوج المناسب الذي سٌكمل عمره معً‪ ،‬و نعٌش معا‬
‫فً تجربة جمٌلة‪ ،‬و ٌتعرؾ على شخصٌتً و نكمل بعضنا‬
‫البعض و‪..................................‬‬
‫‪03‬‬
‫‪01‬‬
‫لٌس هدفه الحصول على جسدي فقط‬
‫‪02‬‬
‫لٌس هدفه من الزواج الجانب الحسً فقط‬
‫اىقغٌ اىزبىذ‪ :‬بشنو ػبً ٍبرا حفضو ػْذ حشجَت اىحبالث اىخبى‪ٞ‬ت‪ .‬إرا أسدث عأقً٘ بقشأة اىؼببسة‬
‫ػي‪ٞ‬ل ٗأّج حخخبس ٍب ‪ٝ‬الئَٖب أٗ ىل أُ حأخز اى٘سقت ٗ أّج حقً٘ بخؼبئخٖب‪ .‬أسج٘ آُ حقشأ اىؼببسة‬
‫أمزش ٍِ ٍشة ٗ حخخبس ٍب حش‪ ٙ‬أّٔ األمزش ٍالءٍت ح‪ٞ‬ذ أُ ال ح٘جذ طش‪ٝ‬قت غ‪ٞ‬ش صح‪ٞ‬حت ًُ‬
‫ضَِ اىخ‪ٞ‬بساث‪.‬‬
‫‪2‬س‪3‬‬
‫ألن إٌمانً و اعتقادي‬
‫ألن محبتً هلل‬
‫العبارة‬
‫العبارات التً تعكس عادات و ممارسات اجتماعٌة و أخبلقٌة تخص المجتمع‬
‫الؽربً مثل التردد علً النوادي اللٌلٌة و العبلقات الجنسٌة خارج مإسسة‬
‫الزواج‪:‬‬
‫‪54‬‬
‫‪Interviewer: The third section assesses the preference of‬‬
‫‪the reader in certain situations whether to delete, translate‬‬
‫‪literally, or provide an Arabic equivalent while translating‬‬
‫‪from English to Arabic. Please read the statements and‬‬
‫‪please choose the best option of the three translation‬‬
‫‪strategies.‬‬
‫‪Please read it 2 to 3 times and please select the answer‬‬
‫‪that is appropriate for you. There is no right or wrong‬‬
‫‪answer but rather what you would feel best suits to‬‬
‫‪translate such an expression.‬‬
‫التعبٌر األفضل‬
‫‪01‬‬
‫ثقافت‪.‬‬
‫أن تستبدل بممارسات و عادات تتوافق مع عاداتنا االجتماعٌة و نا‬
‫‪02‬‬
‫أن تترجم ترجمة حرفٌة‪.‬‬
‫التعبٌر األفضل‬
‫العبارة‬
.‫أن تحذؾ تماما من النص عند الترجمة طالما الحذؾ ال ٌخل بالمعنى العام‬
03
.‫أن تحذؾ تماما من النص عند الترجمة طالما الحذؾ ال ٌخل بالمعنى العام‬
01
.ً‫أن تستبدل باقتباسات و استشهادات من الدٌن اإلسبلم‬
02
.‫أن تترجم ترجمة حرفٌة‬
03
.‫أن تترجم ترجمة حرفٌة‬
01
.‫أن تحذؾ تماما من النص عند الترجمة طالما الحذؾ ال ٌخل بالمعنى العام‬
02
.‫أن تستبدل باقتباسات و استشهادات من الممارسات و العادات االسبلمٌة إن وجد‬
03
.‫أن تحذؾ تماما من النص عند الترجمة طالما الحذؾ ال ٌخل بالمعنى العام‬
01
.‫أن تترجم ترجمة حرفٌة‬
02
.‫أن تستبدل باقتباسات و استشهادات من التارٌخ و األدب العربً إن وجد‬
03
‫العبارات التً تحوي بعض االقتباسات من االنجٌل و مقدسات األدٌان األخري‬
‫كاالستشهاد بؤقوال القسسٌسٌن و األحبار‬
ً‫العبارات التً تعكس عادات و ممارسات دٌنٌة ؼٌر إسبلمٌة مثل التردد عل‬
‫الكنٌسة أو االحتفال بالكرٌسمٌس‬
ً‫العبارات التً تضم أحداث و اقتباسات تارٌخٌة و أدبٌة تخص المجتمع الؽرب‬
:‫مثل االستشهاد ببعض القصص التارٌخٌة أو االقتباس من األعمال األدبٌة‬
4‫س‬2
25‫س‬
26‫س‬
Thank you for your time in participating in our research. With your opinion, we continue to progress.
Appendix 4 Final Draft of the Questionnaire (English)
: 2 ‫القسم‬
Section II: Main Questionnaire
Interviewer: There will be two parts to this questionnaire. The first
one is about idiomatic expressions that are translated from English
to Arabic. Let us start with this section. Please read the statements
and choose the best option of the three that would best fill in the
gap.
Please read it 2 to 3 times and select the answer that is appropriate
for you. There is no right or wrong answer, but rather what you
would feel best suits to finish the sentence.
ٜ‫ت إى‬ٝ‫ض‬ٞ‫ت ٗ األٍزبه اىَخشجَت ٍِ اإلّجي‬ٝ‫ اىؼببساث اىَجبص‬:‫اىقغٌ األٗه‬
ُ‫الئَٖب أٗ ىل أ‬ٝ ‫ل ٗ أّج حخخبس ٍب‬ٞ‫ إرا أسدث عأقً٘ بقشأة اىؼببسة ػي‬.‫ت‬ٞ‫اىؼشب‬
‫ أسج٘ أُ حقشأ اىؼببسة أمزش ٍِ ٍشة ٗ حخخبس‬. ‫حأخز اى٘سقت ٗ أّج حقً٘ بخؼبئخٖب‬
َِ‫حت ٍِ ض‬ٞ‫ش صح‬ٞ‫ذ أّٔ ال ح٘سد ػببسة غ‬ٞ‫ أّٔ األمزش ٍالءٍت ح‬ٙ‫ٍب حش‬
.‫بساث‬ٞ‫اىخ‬
Expression
Q1
Q2
Q3
Q4
Q5
Meaning
01
spend most of their time chatting
02
spend most of their time on useless stuff
03
spend most of their time gabbing at the water fountain
01
was like an alarm knock on a sensitive string
02
was like an alarm stimulating a sensitive topic
03
triggered off a hot-button response
But the process that gets you there is a game,
a game that has to be played loose and fun if
you want to win. You have got to play the
game ……..
01
with self-possession
02
without worries and tension
03
without sweaty palms
What a difference real understanding can
make! All the well-meaning advice in the
world ………….. if it does not even address the
real problem.
01
does not fatten and substitute hunger
02
is useless
03
won't amount to a hill of beans
01
“Changing the case is impossible.”
“If somebody is good at one thing, he/she deals with
other things in the same way.”
“He that is good with a hammer tends to think
everything is a nail.”
rains me with questions
interrogates me severely
gives me the third degree
But I do not feel any loyalty from them. I think if
I were home sick for a day, they would……..
Fortunately, the situation came up when we
purchased an appliance. But when it did
come up, it was like a stimulus that……..
In the words of Abraham Maslow, ……..
02
03
Q6
She ……….. every time I am away. Where did I
eat my breakfast? And who else was there?
01
02
03
55
Q7
Q8
During the five years I lived in UK, I saw that
country………. Because train conductors were
maliciously obedient in following all the rules
and procedures written on paper.
……. has validity in some circumstances, but it
is not the essence of an effective exercise
program.
01
rushed madly upon by misfortunes twice
02
live crises twice
03
brought twice to its knees
01
„If you want the honey, bear the bees‟ stings‟
02
„The one who wants to achieve results has to bear the
difficulties‟
03
„No pain, no gain‟
Q9
I do not want you to panic or to feel
that……… but it is time to stop wasting your
days.
01
02
03
you missed the marriage train
you have become an old maid
you missed the bus
You can create a relationship that
will…………..and fulfil the dream you had since
you were a little girl.
01
help you reach the highest wishes
Q10
Q11
………… We do not fight or anything. We just
do not love each other anymore.
Q12
But you will find yourself forced to face the
reality…..
02
03
01
02
03
01
02
03
fulfil your ambitions
scratches every itch you have
Boredom and routine have sneaked into our marriage.
My marriage has lost all excitement.
My marriage has gone flat.
hastily or lately
either now or after a while
sooner or later
Interviewer: The second section assesses the acceptance
of some cultural expressions translated from English to
Arabic. Please read the statements and choose the best
option of the three that would best fill in the gap.
Please read it 2 to 3 times and select the answer that is
appropriate for you. There is no right or wrong answer, but
rather what you would feel best suits to finish the sentence.
Q13
Q14
Q15
Expression
I know that some of you ………….. .., “I do not
think a life partner to enter into the sanctity of
marriage is any kind of game.”
But if look closely at many of the popular
approaches to growth and self-fulfillment, we
often find self-centering at their core. There is
a little security, guidance, wisdom, or power in
the limited center of self. Like …….. it accepts
but never gives.
When you listen, you learn. And you also give
the people who work for you and with you
the psychological air. You inspire loyalty that
goes well beyond…………..
I mean, give me a break, how lame is typical
date rhetoric:……………………………
Q16
01
02
01
02
01
02
Q18
would say with the Progressiveness of Aunt Bee (who is
an American Media personality who presented a TV
show in the 60s)
the Dead Sea in Jordan
the Dead Sea
the Dead Sea in Israel
the work load
the eight-to-five physical demands of the job
02
“What is your sign? The weather is hot today, isn‟t it?
Have you read the last edition of Sayidati Magazine?”
Wasting time asking about the last political and social
updates and about weather.
"So, what is your sign? Can you believe all this rain? Did
you see People magazine this week?"
the prayer of Unknown Alcoholic addicts
“The Alcoholic Anonymous prayer,” which is a famous
prayer of the Alcoholic Addicts Society.
01
ethos (Personal credibility), pathos (emphatic side), and
logos (the logic)
02
Personal credibility, emphatic side, and logic
01
02
In this way, we do not empower those
problems to control us. We share in the spirit
embodied in………. “Lord, give me the
courage to change.
The early Greeks had a magnificent
philosophy which is embedded in three
sequential words:……
Meaning
who think old thinking would say
03
03
Q17
‫ إرا أسدث عأقً٘ بقشأة‬.‫ت‬ٞ‫ اىؼشب‬ٜ‫ت إى‬ٝ‫ض‬ٞ‫ت اىَخشجَت ٍِ اإلّجي‬ٞ‫شاث اىزقبف‬ٞ‫ اىخؼب‬:ّٜ‫اىقغٌ اىزب‬
‫ أسج٘ آُ حقشأ‬.‫الئَٖب أٗ ىل أُ حأخز اى٘سقت ٗ أّج حقً٘ بخؼبئخٖب‬ٝ ‫ل ٗ آّج حخخبس ٍب‬ٞ‫اىؼببسة ػي‬
‫حت‬ٞ‫ش صح‬ٞ‫ذ أّٔ ال ح٘جذ ػببسة غ‬ٞ‫ أّٔ األمزش ٍالءٍت ح‬ٙ‫اىؼببسة أمزش ٍِ ٍشة ٗ حخخبس ٍب حش‬
.‫بساث‬ٞ‫ٍِ ضَِ اىخ‬
01
56
Q19
Efficient management without effective
leadership is, as one individual had phrased it,
“…………….”
The one who cries after Malta‟s destruction
01
It is like straightening chairs on the deck of a sinking ship
(like what happened on the great Titanic)
It is like straightening chairs on the deck of a sinking ship
02
03
Q20
Q21
Q22
We feel the key to staying in love is to talk
particularly about feelings. We try to
communicate with each other several times
every day, even when I am traveling. ……
You can go home again if it contains people with whom
you have strong relationships.
You can go home again (opposite to Thomas Wolfe‟s
novel You Cannot Go Home Again) if it contains people
with whom you have strong relationships.
01
02
……… is visible through my actions toward
others.
I deserve somebody to spend time with me,
share experiences with me, and get to know
me………
01
My love of Allah
02
03
01
02
03
My faith
My love of Christ
not to target from marriage the physical side
not to enjoy my body only
not to grab my ass
Interviewer: The third section assesses the preference of
the reader in certain situations to delete, translate literally,
or provide an Arabic equivalent while translating from
English to Arabic. Please read the statements and choose
the best option of the three translation strategies.
Please read it 2 to 3 times and select the answer that is
appropriate for you. There is no right or wrong answer, but
rather what you would feel best suits to translate such an
expression.
Q23
‫ إرا أسدث عأقً٘ بقشأة اىؼببسة‬.‫ت‬ٞ‫ بشنو ػبً ٍبرا حفضو ػْذ حشجَت اىحبالث اىخبى‬:‫اىقغٌ اىزبىذ‬
‫ أسج٘ آُ حقشأ اىؼببسة‬.‫الئَٖب أٗ ىل أُ حأخز اى٘سقت ٗ أّج حقً٘ بخؼبئخٖب‬ٝ ‫ل ٗأّج حخخبس ٍب‬ٞ‫ػي‬
ٍِ ‫حت‬ٞ‫ش صح‬ٞ‫قت غ‬ٝ‫د أُ ال ح٘جذ طش‬ٜ‫ أّٔ األمزش ٍالءٍت ح‬ٙ‫أمزش ٍِ ٍشة ٗ حخخبس ٍب حش‬
.‫بساث‬ٞ‫ضَِ اىخ‬
Expression
Sentences that reflect social and ethical
practices that belong to Western society,
like going to night clubs and sexual
relations outside marriage
01
02
03
To be deleted as long as deletion will not
affect the general meaning
To be deleted as long as deletion will not
affect the general meaning
To be replaced by quotes from Islam
To be literally translated
01
To be literally translated
03
Q24
Q25
Sentences that contain some quotes from
the Bible and holy books of other religions,
like quoting priests and popes.
01
02
Sentences that reflect non-Islamic
religious practices, like going to churches
and celebrating Christmas.
02
03
Q26
Sentences that contain some literary and
historical incidents that belong to Western
society, like historical stories and quoting
literary works.
Meaning
To be replaced by our traditions and
customs
To be literally translated
01
02
03
To be deleted as long as deletion will not
affect the general meaning
To be replaced by practices from Islam
To be deleted as long as deletion will not
affect the general meaning
To be literally translated
To be replaced by quotes from Arabic
literature and History
Thank you for your time in participating in our research. With your opinion, we continue to progress.
Appendix 5 Statistical Analysis of the 121 subjects
Demographics
1 - Total
BASE: All
Respondents
2 - City
3 - Gender
Total
Jeddah
Riyad
h
121
60
61
4 - Age
5 - Social Class
6 - Nationality
Mal
e
Fema
le
22 –
35
36 –
55
B
C1
C2
Sau
di
Exp
Arab
61
60
65
56
43
72
6
58
63
57
2 - City
Jeddah
50%
100%
0%
49%
50%
51%
48%
37%
58%
33%
50%
49%
Riyadh
50%
0%
100%
51%
50%
49%
52%
63%
42%
67%
50%
51%
50%
50%
51%
50%
50%
22 – 35
54%
36 – 55
46%
36%
3 - Gender
Male
Female
0%
46%
55%
51%
49%
67%
55%
46%
49%
100
%
0%
100%
54%
45%
49%
51%
33%
45%
54%
55%
52%
49%
58%
100%
0%
65%
47%
50%
64%
44%
45%
48%
51%
42%
0%
100%
35%
53%
50%
36%
56%
27%
44%
36%
35%
43%
27%
100
%
0%
0%
45%
27%
0%
100
%
0%
53%
65%
2%
8%
4 - Age
5 - Social Class
B
60%
C1
70%
49%
57%
62%
52%
68%
5%
3%
7%
7%
3%
5%
5%
0%
0%
100
%
48%
48%
48%
52%
43%
57%
38%
60%
43%
17%
52%
52%
52%
48%
57%
43%
63%
40%
57%
Jarir
45%
38%
52%
56%
35%
51%
39%
44%
Obekon
S3 - Educational
Degree
55%
62%
48%
44%
65%
49%
61%
56%
High School
67%
70%
64%
51%
83%
72%
61%
Bachelors
26%
25%
28%
44%
8%
26%
Masters
S5.1 - Type of Novel
Read
7%
5%
8%
5%
8%
2%
Literary
Self & Professional
Development
75%
60%
90%
65%
100%
100%
100%
85%
100
%
73%
58%
87%
C2
6 - Nationality
Saudi
Exp Arab
83%
100
%
0%
100%
49%
17%
57%
35%
51%
83%
43%
65%
65%
67%
83%
67%
67%
27%
28%
28%
0%
28%
25%
13%
7%
6%
17%
5%
8%
72%
79%
100%
100%
72%
100
%
67%
100
%
71%
100
%
79%
100%
81%
100
%
63%
69%
77%
70%
74%
83%
69%
0%
7 - Location
Others
82%
100%
76%
Main Questions
1Total
BASE: All
Respondents
2 - City
3 - Gender
4 - Age
5 - Social Class
6 - Nationality
Total
Jedda
h
Riyad
h
Mal
e
Femal
e
22 –
35
36 –
55
B
C1
C2
Saud
i
Exp
Arab
121
60
61
61
60
65
56
43
72
6
58
63
36%
33%
39%
26%
47%
45%
27%
44%
41%
40%
35%
46%
36%
44%
23%
30%
16%
33%
13%
20%
27%
33
%
50
%
17
%
33%
37%
36
%
39
%
25
%
40%
40%
37
%
42
%
21
%
24%
22%
36%
25%
46%
28%
43%
40%
30%
41%
39%
28%
23%
46%
17
%
67
%
37%
27%
33
%
38
%
34%
34%
42
%
23
%
31%
37%
First Part - Q1
Arabic equivalent
Meaning
Paraphrased
Literal Translation
First Part - Q2
Arabic equivalent
Meaning
Paraphrased
58
Literal Translation
31%
48%
13%
33%
28%
37%
23%
36%
37%
34%
34%
37%
38%
32%
41%
37%
46%
34%
48%
37%
46%
23%
27%
20%
31%
15%
25%
21%
38%
42%
34%
43%
33%
43%
32%
53%
48%
57%
46%
60%
49%
57%
9%
10%
8%
11%
7%
8%
11%
41%
58%
25%
46%
37%
38%
45%
43%
28%
57%
28%
58%
46%
39%
16%
13%
18%
26%
5%
15%
16%
42%
37%
48%
46%
38%
42%
43%
40%
40%
41%
31%
50%
45%
36%
17%
23%
11%
23%
12%
14%
21%
32%
28%
36%
25%
40%
31%
34%
34%
32%
36%
33%
35%
32%
36%
34%
40%
28%
43%
25%
37%
30%
30%
25%
34%
31%
28%
32%
27%
44%
33%
54%
36%
52%
45%
43%
26%
42%
11%
33%
20%
23%
30%
44%
30%
57%
36%
52%
37%
52%
34%
47%
21%
46%
22%
32%
36%
22%
23%
21%
18%
27%
31%
13%
31%
30%
33%
26%
37%
35%
27%
40%
25%
56%
30%
52%
34%
48%
28%
45%
11%
44%
12%
31%
25%
41%
45%
38%
34%
48%
48%
34%
35
%
29
%
17
%
26
%
49
%
26
%
43
%
39
%
18
%
17
%
17
%
67
%
28
%
60
%
12
%
44
%
49
%
33
%
50
%
17
%
34%
27%
33%
38%
40%
43%
28%
19%
41%
35%
52%
54%
7%
11%
31%
51%
52%
35%
17%
14%
36%
48%
38%
43%
26%
10%
29%
35%
36%
32%
34%
33%
33%
27%
41%
46%
26%
27%
45%
43%
31%
37%
24%
21%
29%
33%
43%
38%
28%
29%
41%
41%
First Part - Q3
Arabic equivalent
Meaning
Paraphrased
Literal Translation
First Part - Q4
Arabic equivalent
Meaning
Paraphrased
Literal Translation
7%
First Part - Q5
Arabic equivalent
Meaning
Paraphrased
Literal Translation
40
%
53
%
43
%
38
%
19
%
33
%
33
%
33
%
40
%
47
%
14
%
46
%
38
%
17
%
17
%
33
%
50
%
30
%
30
%
40
%
35
%
35
%
31
%
17
%
50
%
33
%
35
%
47
%
19
%
26
%
44
%
29
%
33
%
17
%
50
%
47
%
33
%
21
%
40
%
35
%
25
%
67
%
33
%
35
%
40
%
26
%
31
%
40
%
29
%
17
%
50
%
33
%
37
%
42
%
67
%
7%
First Part - Q6
Arabic equivalent
Meaning
Paraphrased
Literal Translation
First Part - Q7
Arabic equivalent
Meaning
Paraphrased
Literal Translation
First Part - Q8
Arabic equivalent
Meaning
Paraphrased
Literal Translation
First Part - Q9
Arabic equivalent
Meaning
Paraphrased
Literal Translation
0%
First Part - Q10
Arabic equivalent
Meaning
Paraphrased
Literal Translation
First Part - Q11
Arabic equivalent
59
Meaning
Paraphrased
Literal Translation
34%
30%
38%
33%
35%
29%
39%
25%
25%
25%
33%
17%
23%
27%
67%
70%
64%
82%
52%
62%
73%
24%
18%
30%
11%
37%
29%
18%
9%
12%
7%
7%
12%
9%
9%
68%
80%
56%
61%
75%
71%
64%
32%
20%
44%
39%
25%
29%
36%
32%
20%
44%
48%
17%
28%
38%
68%
80%
56%
52%
83%
72%
63%
0%
0%
0%
0%
0%
0%
0%
72%
75%
69%
56%
88%
78%
64%
28%
25%
31%
44%
12%
22%
36%
25%
22%
28%
26%
23%
22%
29%
59%
62%
56%
56%
62%
65%
52%
17%
17%
16%
18%
15%
14%
20%
74%
72%
75%
67%
80%
75%
71%
26%
28%
25%
33%
20%
25%
29%
69%
75%
62%
62%
75%
72%
64%
31%
25%
38%
38%
25%
28%
36%
36%
33%
39%
34%
38%
35%
38%
23%
20%
26%
25%
22%
23%
23%
40%
47%
34%
41%
40%
42%
39%
67%
68%
66%
51%
83%
72%
61%
33%
32%
34%
49%
17%
28%
39%
52%
42%
62%
44%
60%
52%
52%
36%
47%
26%
39%
33%
40%
32%
37
%
26
%
33
%
25
%
17
%
17
%
72
%
23
%
67
%
22
%
11
%
33
%
50
%
17
%
65
%
35
%
69
%
31
%
67
%
33
%
26
%
74
%
0%
33
%
67
%
0%
67
%
33
%
0%
77
%
23
%
72
%
28
%
33
%
67
%
26
%
60
%
14
%
26
%
57
%
17
%
74
%
26
%
74
%
26
%
67
%
33
%
67
%
33
%
69
%
31
%
67
%
33
%
42
%
21
%
37
%
33
%
22
%
44
%
33
%
50
%
17
%
70
%
30
%
67
%
33
%
50
%
50
%
51
%
40
%
56
%
33
%
17
%
50
%
31%
37%
28%
22%
66%
68%
31%
17%
3%
14%
60%
75%
40%
25%
38%
27%
62%
73%
0%
0%
71%
73%
29%
27%
24%
25%
57%
60%
19%
14%
72%
75%
28%
25%
60%
76%
40%
24%
38%
35%
17%
29%
45%
37%
59%
75%
41%
25%
47%
57%
45%
29%
First Part - Q12
Arabic equivalent
Meaning
Paraphrased
Literal Translation
Second Part – Q13
Meaning
Paraphrased
Literal Translation
5%
Second Part – Q14
Arabic equivalent
Meaning
Paraphrased
Literal Translation
Second Part – Q15
Arabic equivalent
Literal Translation
Second Part – Q16
Arabic equivalent
Meaning
Paraphrased
Literal Translation
Second Part – Q17
Meaning
Paraphrased
Literal Translation
Second Part – Q18
Meaning
Paraphrased
Literal Translation
0%
67
%
33
%
Second Part – Q19
Arabic equivalent
Meaning
Paraphrased
Literal Translation
Second Part – Q20
Meaning
Paraphrased
Literal Translation
Second Part – Q21
Arabic equivalent
Meaning
Paraphrased
60
Literal Translation
Second Part – Q22
Meaning
Paraphrased
Literal Translation
12%
12%
11%
16%
7%
8%
16%
60%
57%
62%
57%
62%
54%
66%
40%
43%
38%
43%
38%
46%
34%
20%
20%
20%
3%
37%
23%
16%
40%
52%
28%
62%
17%
34%
46%
40%
28%
52%
34%
47%
43%
38%
22%
25%
20%
13%
32%
28%
16%
38%
35%
41%
48%
28%
37%
39%
40%
40%
39%
39%
40%
35%
45%
36%
43%
28%
26%
45%
43%
27%
35%
30%
39%
44%
25%
31%
39%
30%
27%
33%
30%
30%
26%
34%
13%
25%
2%
20%
7%
15%
11%
56%
52%
61%
52%
60%
54%
59%
31%
23%
38%
28%
33%
31%
30%
9%
11
%
33
%
60
%
40
%
58
%
42
%
67
%
33
%
16
%
35
%
49
%
22
%
43
%
35
%
17
%
33
%
50
%
28
%
33
%
40
%
21
%
39
%
40
%
40
%
40
%
21
%
35
%
29
%
36
%
21
%
51
%
28
%
10
%
58
%
32
%
9%
14%
59%
60%
41%
40%
26%
14%
34%
44%
40%
41%
21%
24%
36%
40%
43%
37%
38%
33%
33%
37%
29%
30%
17%
10%
55%
57%
28%
33%
Third Part – Q23
Deletion
Literal Translation
Arabic equivalent
Third Part – Q24
Deletion
Literal Translation
Arabic equivalent
0%
67
%
33
%
Third Part – Q25
Deletion
Literal Translation
Arabic equivalent
17
%
67
%
17
%
Third Part – Q26
Deletion
Literal Translation
Arabic equivalent
0%
67
%
33
%
Total Scores for the three Strategies
Section 1
Total
Arabic equivalent
40%
Meaning Paraphrased
38%
Literal Translation
Section 2
22%
Total
Arabic equivalent
29%
Meaning Paraphrased
45%
Literal Translation
Section 3
26%
Total
Deletion
23%
Literal Translation
42%
Arabic EQ
35%
61
Appendix 6 Statistical Analysis of the Test and Re-Test Check
Q1
%
Q2
Counts
%
Q3
Counts
%
Q4
Counts
%
Q5
Counts
%
Q6
Counts
%
Counts
73%
11
67%
10
67%
10
80%
12
93%
14
73%
11
27%
4
33%
5
33%
5
20%
3
7%
1
27%
4
Q7
%
Q8
Counts
%
Q9
Counts
%
Q10
Counts
%
Q11
Counts
%
Q12
Counts
%
Counts
87%
13
60%
9
60%
9
73%
11
60%
9
80%
12
13%
2
40%
6
40%
6
27%
4
40%
6
20%
3
Q13_B
%
Q14_B
Counts
%
Q15_B
Counts
%
Q16_B
Counts
%
Q17_B
Counts
%
Q18_B
Counts
%
Counts
100%
15
73%
11
67%
10
73%
11
100%
15
100%
15
0%
0
27%
4
33%
5
27%
4
0%
0
0%
0
Q19_B
%
Q20_B
Counts
%
Q21_B
Counts
%
Q22_B
Counts
%
Q23_C
Counts
%
Q24_C
Counts
%
Counts
80%
12
73%
11
87%
13
73%
11
73%
11
73%
11
20%
3
27%
4
13%
2
27%
4
27%
4
27%
4
Q25_C
%
Q26_C
Counts
%
Counts
67%
10
73%
11
33%
5
27%
4
Appendix 7 Collected Data
ST
location
intended meaning
they'd spend most of
their time gabbing at the
water fountain
Page 15
they spend their times in trivial
things
wind up sick
Page 59
swallowed that bitter pill
Page 73
from follows function
To arrive in a place or situation
after or because of a course of
action
a situation that is unpleasant but
must be accepted
TT
location
TL Equivalent
‫فسوؾ ٌنفقون معظم وقتهم‬
‫فً الثرثرة حول نافورة‬
‫المٌاه‬
Page 18
‫ٌقضون وقتهم فً القال و‬
‫القٌل‬
‫تعود أدراجك مرٌضا‬
Page 83
‫تسقط مرٌضا‬
ً‫ابتلعت مرارت‬
Page 102
‫تجرعت المر‬
Page 158
‫الشكل ٌتبع المضمون‬
Page 222
‫الجواب ٌجهر من العنوان‬
down-to-the-minute time
allocations for every
activity
Page 169
very tight time table
‫حافل بالمهمات المحددة‬
‫الدقٌقة لكل نشاط على حدة‬
Page 237
‫ٌوم محجوز عن بكرة أبٌه‬
let go
Page 169
do not bother yourself with it
‫دعه ٌعمل‬
Page 240
Page 192
do to people what you want
people to do to you
"do unto others as you
want others to do unto
you"
I'll sweet-talk you to your
face and bad-mouth you
behind your back
people know in their
hearts
Page 196
Page 224
the tip of the iceberg of
emphatic listening
Page 248
that triggered off a hot
button response
Page 312
a small part of a problem or a
difficult situation which is really
much larger than it seems
a subject that is important to
people and which they feel very
strongly about
‫ال تلقً له باال‬
‫عامل الناس بمثل ما تحب‬
‫أن ٌعاملوك به أو أحب‬
‫لؤلخرٌن ما تحبه لنفسك‬
‫كالذي ٌعطٌك من طرؾ‬
‫اللسان حبلوة و ٌروغ منك‬
‫كما ٌروغ الثعلب‬
‫قدم لآلخرٌن ما ترؼب أن‬
‫ٌقدمه اآلخرون لك‬
Page 269
ً‫سؤقول معسول الكبلم ف‬
‫وجهك و سؤتكلم عنك‬
‫بالسوء من خلفك‬
Page 275
‫ٌعرؾ الناس ٌقلوبهم‬
Page 317
‫بفطرتهم أو ؼرٌزتهم‬
ً‫قمة جبل االستماع العاطف‬
Page 354
‫بٌت القصٌد‬
‫كمنبه ضؽط بشدة على زر‬
‫استجابة حادة‬
Page 448
‫دق على وتر حساس‬
Translatio
n Strategy
Literal Translation the has a TL Equivalent
The Seven Habits of Highly Effective People
Idioms
62
to play the game without
sweaty palms
Page 6
with firm grib and determinism
this is no dress rehearsal
Page 10
ST
location
intended meaning
get off his back
Page 17
leave him alone and do not
bother him
shake things up, make
heads roll
shape up lazy and
incompetent employees
The Seven Habits of Highly Effective People
drop hand grenades
improve and turn out
Page 58
metaphorically
page 86
reduce it to the blueprint
Page 99
measure twice, cut once
Page 99
think deeply before acting
marching orders for the
day
Page 99
give someone their marching
orders - to tell someone to leave
the battle scars of quick
fix skirmishes
Page 105
multi-metaphorical expression
licking the earth
Page 115
solve problem is fight or
flight
a burning yes
of
the
if your life runs hot and
cold
you can work your
fingers to the bone to
make a deposit
delivering
grandiose
rhetoric from a soapbox
"an idea whose time had
come"
hung on the edge of
chaos
in a flash of certainty
Page 450
‫ال تقفوا خلؾ ظهره‬
Page 82
‫أصلحهم أو أؼرقهم‬
Page 82
‫سعاة‬
Page 121
‫تنتقل باألمر إلى صورة‬
‫التصمٌم المعماري‬
Page 138
Page 138
Page 139
Page 145
‫كمن ٌاعق األرض‬
Page 160
ً‫البكرة المعلقة التً تدور ف‬
‫حٌاة اإلنسان‬
Page 170
ً‫لحل المشكبلت تتمثل ف‬
"‫"اضرب و اهرب‬
Page 192
Page 122
Page 138
face the problem or ignore it
Page 149
a pushing yes accompanying a
desire to reveal it
‫كلمة نعم ملتهبة‬
Page 208
Page 227
if you give someone an amount
of money up front, you pay them
before they start a job
‫للهدؾ الذي أمامنا‬
Page 321
Page 238
out of shock
Page 241
to work very hard for a very long
time
Page 257
to start expressing strong
opinions impressively, especially
about a subject that people are
bored of hearing you speak
about
Page 266
Page 266
cultural expression
‫متحدثا فً ببلؼة ارتجالٌة‬
‫افظٌة متكلفة‬
" ‫فكرة صادفت وقتها المبلبم‬
‫"لهم‬
‫كانت معلقة على تخوم‬
‫الفوضى‬
by hacking at the leaves
Page 317
ST
location
intended meaning
you can't have the fruit
without the roots
Page 186
Page 337
Page 341
Page 368
Page 380
Page 381
‫فً لمعة من ثقة‬
Page 422
)‫بقطع الضبلت (األوراق‬
Page 454
Page 293
TT
‫فبل ٌمكنك جنً الثمار دون‬
‫الجذور‬
‫إن الذي فً ٌده مطرقة ٌمٌل‬
‫إلى الظن بؤن كل ما حوله‬
‫مسامٌر‬
ً‫إذا التقطنا أحد طرف‬
‫ فإننا نلتقط الطرؾ‬،‫العصا‬
‫اآلخر‬
‫اتركوه و شؤنه‬
Page 56
Page 82
‫إذا ما كانت حٌاتك تتقلب‬
‫بٌن االنفعال و البرودة‬
‫إنك تستطٌع أن تفتش‬
‫بؤصابعك ألعمق األعماق‬
‫لتودع ودٌعة ما‬
Translatio
n Strategy
TL evident
Page 20
‫أقذفهم بالقنابل الٌدوٌة‬
‫قم بقٌاساتك مرتٌن لتقطع‬
‫أخشابك مرة واحدة‬
‫و تعطً األوامر الخاصة‬
‫بهذا الٌوم‬
‫مشحونة بالمشاحنات و آثار‬
‫الجروح الناج مة عن‬
‫المعارك‬
‫بعزٌمة قوٌة‬
Page 20
location
‫ٌقلب األشٌاء راسا على‬
‫ ٌدٌر الرإوس‬،‫عقب‬
‫كٌؾ تطور موظفٌك‬
‫الكسالى و ؼٌر االكفاء؟‬
‫ترعى حول حمى الماكن‬
‫الحساسة‬
Page 17
a situation which changes
suddenly and often between
being good and being bad
to cut and clear (a way) through
undergrowth
he that is good with a
hammer tends to think
everything is a nail
when we pick up one
end of the stick, we pick
up the other
chasing
after
the
poisonous snake that
bites us will only drive
the poison through our
entire system
the world won't amount
to a hill of beans
TT
something that you say in order
to tell someone that if their
behaviour does not improve,
they will have to leave
(slang: go for) an employee who
runs errand in addition to regular
duties
an original description of a plan
or idea that explains how it is
expected to work
gofers
understanding
goal up front
The Seven Habits of Highly Effective People
Page 58
Page 58
coasting
‫بدون ٌد مبتلة من العرق و‬
‫القلق‬
‫لٌس هذا وقت تجربة األداء‬
‫أو التدرٌب على العرض‬
Page 41
shape up or ship out
like
roller
through life
‫أن تخوض فً منطقة مقدسة‬
‫فً قلب شخص آخر‬
Literal Translation that has no TL Equivalent
Page 314
To inflict injury as if by treading
heavily: "trampling on the
feelings of those about you"
Thornton
Wilder
http://www.thefreedictionary.com
/trampling)
location
‫سفح‬
Page 261
Page 130
think in the same pattern and
deal with all things in the same
way
Page 91
when we consider an aspect of
the matter other aspects follow
Page 91
focus on the wrong aspect while
being in a dangerous status
‫إن مطاردة الثعبان السام‬
‫الذي ٌعضنا لن تسفر سوى‬
‫عن سرٌان السم فً ك افة‬
‫أجزاء جسمنا‬
Page 128
Page 250
to have very little or no value
‫لن تساوي حتى مجرد صفقة‬
‫من البقول‬
Page 357
Translatio
n Strategy
TL evident
ً‫اذا عجز الحمار ف‬
‫الجبل لم ٌنقل الحمل إلى‬
‫أعبله‬
Page 181
Page 127
‫ما علٌنا سوى أن نلتقط‬
‫طرؾ الخٌط‬
‫شروى نقٌر‬
Literal Translation that are Potential to
be TL Equivalent
Love
Smart
to trample on the sacred
ground
of
another's
heart
63
I'm eating my heart out
Page 16
get rich quick
Page 35
The Seven Habits of Highly Effective People
more than his
could swallow
pride
location
ً‫ؼٌر أنه فً داخلً تتملكن‬
‫التعاسة‬
Page 19
‫كن ثرٌا حاال‬
Page 48
Page 37
more than what he can stand
‫أكبر مما ٌتحمله كبرٌاإه‬
Page 50
Page 54
it is very perfect to be realistic
‫ٌبدو مستعصٌا على‬
‫التصدٌق‬
Page 73
use control levers
Page 55
using control tools
‫استخدام وسابل التحكم‬
Page 77
Page 169
to say that you agree with and
support an idea or plan but not
do anything to help it to succeed
more than
service
giving
lip
Profits skyrocket
Page 57
profits rised rapidly
costs skyrocket; profits
nose-dive
Page 57
rise rapidly and fell rapidly
"walk our talk"
Page 148
she gives me the third
degree every time I'm
away
Page 185
"step on me
Everyone does"
Page 209
again.
let alone put their boots
under their bed and start
filling joint tax returns
Love Smart
you should be sorry for the
choices you have made
literal
meaning
but
the
expression has a sound effect
TT
too good to be true
the
managers
were
creaming
if
your
performance
doesn't square with your
public performance
our differences are no
longer stumbling blocks
to communication and
progress
the sizzle has started to
fizzle
I know for absolute,
drop-dead certain
scratch every itch you
have
we are going to have an
absolute ball doing it
‫بدال من مجرد الر كون إلى‬
ً‫التؤٌٌد اللفظ‬
‫ترتفع األرباح إلى عنان‬
‫السماء‬
‫التكالٌؾ هً الً ارتفعت‬
‫إلى عنان السماء فً حٌن‬
‫ؼاصت األر باح إلى‬
‫األعماق‬
to actually perform what you
say you can do
a situation in which someone
tries to find out information by
asking you a lot of questions.
to upset someone, esp. by
getting involved in something
that is their responsibility
Page 207
‫تنزع منً االعترافات‬
Page 260
‫تخطانً مرة أخرى كل‬
‫واحد ٌفعل‬
Page 294
‫المدراء هم الذٌن كانوا‬
‫ٌجنون الثمار‬
Page 327
get the best
Page 238
to agree with something
‫إذا لم ٌتطابق سلوكك‬
‫الخاص مع سلوكك العام‬
Page 337
Page 259
a problem which prevents
someone
from
achieving
something
‫لن تستمر كؤحجار تعٌق‬
‫التقدم و التدفق‬
Page 371
Page 4
‫تشبع كل احتٌاجاتك‬
Page 20
Page 10
‫أننا سنستمتع للؽاٌة بالقٌام‬
‫بذلك‬
Page 21
stop burning daylight
Page 10
‫التوقؾ عن إهدار أٌامك‬
Page 21
dog biscuit
page 45
‫مجرد شٌا ببل قٌمة‬
‫تمارسٌن اللعبة بقلق و‬
‫توجس‬
‫تخٌلً أنك أقرب صدٌقة‬
‫لنفسك‬
page 52
page 57
page 66
page 71
page 56
‫نسختك المهتربة‬
page 72
but one log won't burn
page 62
ً‫لكن مٌزة واحدة ال تكف‬
‫لتحقٌق عبلقة مثالٌة‬
page 77
ST
location
inside-out
page 15
you always reap what
you saw
a thousand mile journey
begins with the first step
Page 22
Page 37
doing their own things
Page 50
who picks up the pieces
Page 58
sooner or later
intended meaning
to work on the internal behaviour
and attitudes first then to work on
the external
you always gain the result of
what you have done
the long journey needs an
initiative movement
do what they want
Page 77
at some time in the future
I get caught up in the
thick of thin things
Page 105
to be very involved at the busiest
or most active stage of a
situation or activity
love-hate over reaction
Page 112
mixed opposite feelings
throw more light on brain
functioning
Page 130
focus on the wrong aspect while
being in a dangerous status
TT
location
‫من الباطن إلى الظاهر‬
page 17
‫إنك دابما تحصد ما تزرع‬
Page 27
‫إن رحلة األلؾ مٌل تبدأ‬
‫بالخطوة األولى‬
Page 50
‫ٌفعلون ما ٌحلو لهم‬
Page 69
‫من سٌجمع األشبلء‬
Page 82
‫عاجبل أم آجبل‬
Page 109
‫و تمسك بتبلبٌبً أمور‬
‫بسٌطة‬
Page 146
‫تختلط مشاعر الحب و‬
‫الكراهٌة معًا‬
‫لتلقً مزٌدا من الضوء على‬
‫وظابؾ المخ‬
‫تحقٌق و استجواب‬
PAGE 59
your dog-eared copy
‫لكن ٌد واحدة ال تصفق‬
‫بٌده مقالٌد األمور‬
Page 14
Page 10
slang-cannot be changed
‫الثراء السرٌع‬
Page 12
Page 16
Page 6
‫أعض اصابع الندم و‬
‫الحسرة‬
Page 81
Page 231
Page 1
Translatio
n Strategy
Page 80
‫ٌطابق فعلنا كبلمنا‬
‫ذلك دون االتطرق إلى‬
‫موقؾ هذا الشخص إزاء‬
‫األعمال المنزلٌة البسٌطة و‬
‫األمور المالٌة التً قد‬
‫تجمعهم كزوج و زوجة‬
‫ٌظلهم سقؾ واحد‬
‫حل الفتور مكان الحماس‬
‫المتقد‬
TL evident
Page 239
‫كحقٌقة مطلقة و ٌقٌنٌة‬
playing
with
sweaty
palms
step into the shoes of
your closest friends
The Seven Habits of Highly Effective People
intended meaning
Paraphrasing
location
TL evident
Translatio
n Strategy
‫من الداخل إلى الخارج‬
‫رحلة األلؾ مٌل تبدأ بخطوة‬
TL Equivalent
ST
‫أؼرق فً تفاصٌل أمور‬
‫تافهة‬
Page 155
Page 182
64
Page 246
cultural expression
Page 247
Trying with no sucess
Page 253
proceed in the future
potential problems can
be nipped in the bud
Page 259
to prevent a small problem from
getting worse by stopping it soon
after it starts
on the very edge of
chaos
Page 265
we're beating around the
bush
you're already miles
down the road
a flight of fancy
Love Smart
create wedges in the
relationship
everyone else is buried
by the minutia
Page 272
Affect the relationship badly
Page 277
Too much busy with details
No pain no gain
Page 291
No reward without efforts
we can't live without
eating but we don't live
to eat
Page 302
we have blindly taken for
granted
Page 315
pull me out off the lonely
water
page 2
missed the bus
Page 10
Too old or too late
walking hand in hand
page 45
Happy and accompanied
a dog-eat-dog
world
page 46
Very brutal world
dating
to expect something to be
available all the time and forget
that you are lucky to have it
Take me out of the bad
situation
off the hook
page 64
ST
location
intended meaning
Page 16
unexciting
my marriage has gone
flat
loosened up our old
perception of our son
The Seven Habits of Highly Effective People
Page 266
an idea which shows a lot of
imagination but which is not
practical or useful in real
situations
Page 20
gradually changing our old
perception about our son
to improve your situation by your
own efforts without any help from
other people
To arrive in a place or situation
after or because of a course of
action
up-by-the-bootstraps
efforts
Page 148
wind up sick
Page 59
you're wiped out
Page 152
to be destroyed
let go
Page 169
do not bother yourself with it
Page 188
someone who behaves as if they
are more important or powerful
than they really are
or playing little tin god in
your life
an organized father and
son outing, complete
with
gymnastics,
wrestling
matches,
hotdogs, orangeade, and
a movie- the works
I carry my battle scars
with me into any future
negotiations
let's really hammer it out
inwardly
they
were
eating their hearts out
brought twice to its
knees
we involved people at
grass root level
would give all the dirty
job
that had been built were
up in arms
becoming an eyesore
Page 192
cultural aspects
Page 212
Page 213
Page 219
Page 223
Page 230
Page 231
to create an agreement or
solution to a problem
you should be sorry for the
choices you have made
to destroy or defeat someone or
something
the ordinary people in a society
or political organization and not
the leaders
to do the unpleasant or difficult
things
‫إن المدرسة ال تساوي‬
‫شروى نقٌر‬
ً‫إننا نضرب أخماسا ف‬
‫أسداس‬
‫تكون قد قطعت بالفعل‬
‫شوطا طوببل فً طريقك‬
‫الذي ٌقضً على المشكبلت‬
ً‫الكامنة و هً مازالت ف‬
‫مهدها‬
Page 351
Page 352
Page 361
Page 371
‫على شفا هارٌة الفوضى‬
Page 378
‫مجرد سباحة فً الخٌال‬
Page 379
‫ٌدق إسفٌنا فً عبلقتهما‬
Page 391
‫كل شخص آخر ٌنؽمس‬
‫حتى أذنٌه فً التفاصٌل‬
‫إذا أردت جنً العسل تحمل‬
‫لسع النحل‬
Page 398
Page 419
‫إننا ال نعٌش كً نؤكل بل‬
‫نؤكل لنعٌش‬
Page 435
‫أخذناها كؤمر مسلم به‬
Page 452
‫ٌنتشلنً من الؽرق فً المٌاه‬
‫الراكدة‬
‫وكؤن قطار الزواج أو‬
‫االرتباط قد فاتك‬
page 12
Page 21
‫تسٌر و هً متؤبطة ذراع‬
page 60
‫عالم الزواج شرس و عنٌؾ‬
page 60
‫خارج مضمار العبلقات‬
‫الزوجٌة‬
page 78
TT
location
ً‫لقد أخفق زواج‬
Page 19
‫ومع ارخاء العنان لمعتقداتنا‬
‫القدٌمة عن ابننا‬
Page 24
‫و القرٌب من شراك النعل‬
Page 207
‫تعود أدراجك مرٌضا‬
‫"نحن قوم ال نؤكل حتى‬
"‫نجوع و إذا أكلنا ال نشبع‬
Translatio
n Strategy
TL evident
Page 83
‫تسقط مرٌضا‬
‫ثم تشل قدرتك‬
Page 212
‫قضً علٌك‬
‫دعه ٌعمل‬
Page 240
‫ال تلقً له باال‬
‫و ألعب معك لعبة الكذب‬
Page 264
‫كانت نزهة مارسوا فٌها‬
‫بعض األلعاب الرٌاضٌة‬
‫مثل المصارعة و تناولوا‬
‫بعض شطابر السجق و‬
‫المشروبات و شاهدوا فٌلما‬
‫ اسمه العمل‬- ‫سٌنمابٌا‬
Page 270
‫ربما ساقوم خبلل مفاوضات‬
‫المستقٌل بإنزال األذى بك‬
Page 299
‫و دعنا نتطبلق إلٌها‬
Page 302
‫إال أنهم من الداخل تتآكل‬
‫قلوبهم من الؽٌظ‬
Page 310
‫رأٌت هذا البلد ملتزما‬
Page 315
‫أن ٌطوروا من األساس‬
Page 325
‫ٌوفرون كل الوظابؾ األقل‬
‫شؤنا‬
Page 327
Page 282
to be very angry
‫تكاتفوا سوٌا فً مواجهة‬
Page 405
Page 287
something very ugly
‫و تحوله إلى قذى العٌون‬
Page 405
Incorrect Translation
schools are for birds
‫تحترق قلوبهم حسرة و‬
‫ؼٌظا‬
65
Culturally-Bound Expressions
ST
location
intended meaning
TT
location
classification
Aesop's fable of the
goose and the golden
egg
Page 52
cultural expression
‫خرافة عٌسوب حول األوزة‬
‫و البٌضة الذهبٌة‬
Page 73
(Historical/Liter
ary)
Page 59
Well quite literally it is one who
studies forever. You might say
that everyone is in fact an eternal
student. But I am referring to that
type of person who is a
permanent
resident
in
a
university. The perks of staying
in college are numerous-namely you don't have to pay for
your life. Some of the lucky are
able to con parents into paying
for their stay at institutes of
higher education, but one can
occasionally
trick
the
government
and
other
scholarship organizations into
paying. There are several types
of eternal students ranging from
the truly dedicated to the wild
partier.
‫نموذج الدارس األبدي‬
Page 83
Social
"‫إلى "المدٌنة الكبٌرة‬
Page 448
(Social/Environ
mental)
Page 450
social/literary
Page 453
cultural
expression
‫نبوءة تحقق أؼراضها ذاتٌا‬
Page 112
religious
student
The Seven Habits of Highly Effective People
to the "big city"
Thomas Wolf was wrong.
You can go home againif your home is a
treasured relationship, a
precious companionship
"there are only two
lasting bequests we can
give our children- one is
root, the other wings"
Page
312
.
Page
314
cultural expression Novel "You
Can't go home again" (1940)
Page
316
cultural expression
self-fulfilling prophecy
Page 69
cultural and religious
Hollywood scripts
Page 80
cultural expression
like straightening deck
chairs on the Titanic
Page
102
taking care of something after
being destroyed- uselessness
a puppet pulled by
someone else's strings to
high proactively
going to and fro in the
world and up and down
in it like Satan, explaining
and
experiencing
whatever Vanity Fair has
to offer
terms of active, inactive,
liberal,
orthodox
or
conservative
look at the program in
you hands
like the Dead Sea in
Israel
The Pareto Principle
Sunday to work on it
complete
with
high
school bands
an organized father and
son outing, complete with
gymnastics,
wrestling
matches,
hotdogs,
orangeade, and a moviethe works
Page
111
Page
115
religious concept
Page
117
religious expression
Page 96
cultural and religious practice
Page
118
cultural aspect
Page
156
The Pareto principle (also
known as the 80-20 rule, the law
of the vital few and the
principle of factor sparsely)
states that, for many events,
80% of the effects comes from
20% of the causes. e.g., "80% of
your sales comes from 20% of
your clients."
Page
163
Page
230
‫فقد توماس ولؾ مخطا‬
‫فٌمكنك الرجوع إلى المنزل‬
‫ إذا كان منزلك‬-‫مرة أخرى‬
‫عبارة عن عبلقة ثمٌنة و‬
‫صحبة ؼالبة‬
" ‫هناك وصٌتان فقط دابمتان‬
-‫ٌمكننا أن نعطٌهما ألبنابنا‬
‫ و‬،‫واحدة منهما هً الجذور‬
‫"األخرى هً األجنحة‬
‫السٌنارٌو الهولٌودي‬
Page 113
social
‫االهتمام بتنظٌم الكراسً و‬
‫المقاعد على ظهر سفٌنة‬
‫أوشكت على الؽرق‬
Page 143
historical/literar
y
ً‫القٌام بدور الدمٌة الت‬
‫ٌتبلعب بها شخص‬
Page 154
social/Environm
ental
‫و التجول فً العالم‬
‫كالشبطان و شرح و تجربة‬
‫كل ما ٌمنحه الؽرور و‬
‫التباهً من لذة‬
Page 160
religious
Page 163
religious
Page 135
social
Page 164
social/environm
ental
‫ٌطلق على هذا األمر "مبدأ‬
"‫بارٌتو‬
Page 218
cultural
expression
‫ٌوم األحد النجازه‬
Page 229
social
‫وصؾ اآلخرٌن بعبارات‬
‫نشٌط كسول متحرر سلٌم‬
‫العقٌدة محافظ‬
‫تنظر إلى ورقة فً ٌدٌك‬
...‫تضم أسماء‬
‫مثل البحر المٌت الذي ٌاخذ‬
ً‫و لكنه ال ٌعط‬
cultural aspect
cultural
Page
192
cultural aspects
a pace car in the race
Page
227
(Cultural)
A
usually
highperformance automobile that
leads a group of competing cars
through the pace lap of a race
but does not participate in the
race.
beyond the eight-to five
physical demands of the
job
Page
259
cultural working hours
‫فرق طلبة المدارس العلٌا‬
Page 325
social
‫كانت نزهة م ارسوا فٌها‬
‫بعض األلعاب الرٌاضٌة‬
‫مثل المصارعة و تناولوا‬
‫بعض شطابر السجق و‬
‫المشروبات و شاهدوا فٌلما‬
‫ اسمه العمل‬- ‫سٌنمابٌا‬
Page 270
social
‫دور ٌشبه سٌارة تقوم بتعٌٌن‬
‫سرعة العداد فً سباق‬
Page 322
social
Page 371
social
‫(ثمانٌة‬
‫البلزمة‬
‫المتطلبات المادٌة‬
) ‫مقابل خمس ة‬
‫للوظٌفة‬
Literal Translation
the
eternal
syndrome
Translation
Strategy
66
The Seven Habits of Highly Effective People
The Seven Habits of Highly Effective People
Love Smart
Christ takes the slums
out of people
as though there were
only one pie out there
and if someone get a big
piece of the pie, it would
mean less for everybody
else
in a place the served
liquor would violate his
parole
Page
292
Page
309
cultural religious expression
religious expression
Page
219
Page 2
those women who dress
up her pets and calls
them her "children"
Page 3
you are about to get your
relationship "black belt"
Page 5
she needs to spend a
little more time at the
buffet
"so what is your sign?
Can you believe all this
rain? did you see People
magazine this week?"
Mr. Rift jumps up on the
hood and knocks on your
windshield screaming
cultural concept
Page 7
social ex
social exp.
social exp.
social exp.
Page 11
social exp.
Page 11
social exp.
"Infrared Dating"
Page 11
you're heading for more
nights alone than a
cloistered nun
page 48
religious-social
molestation or abuse
page 49
social -religious
welcome to Singleville
page 54
social exp.
ST
location
intended meaning
alcoholic
prayer
anonymous
page 86
cultural and religious (is a
worldwide organization of people
who share a desire to stop
drinking alcohol.[1])
The modes of persuasion are
devices in rhetoric that classify
the speaker's appeal to the
audience. They are: ethos,
pathos and logos. Ethos is an
appeal to the authority or
honesty of the speaker, Pathos
is an appeal to the audience’s
emotions, Logos is logical
appeal, and the term logic is
derived from it. It is normally
used to describe facts and
figures
that
support
the
speaker's topic.
ethos, pathos, and logos
Page
255
ST
location
intended meaning
Page
139
cultural expression
in September and Junethe beginning of school
and the end of schoolchurch or community
affairs
his girlfriend
Christ changes men
Christ
can
change
human nature
I believe that correct
principles are natural
laws, and that God, the
Creator and Father of us
all, is the source of them,
and also the source of
our conscience
Page
162
Page
169
Page
309
Page
309
religious expression
‫فإن علٌك أن تهجر عالم‬
‫الراحة فً مستقرك لتواجه‬
ً‫عالما جدٌدا و مجهوال ف‬
‫قفار البرٌة‬
Page 375
social/Environm
ental
‫التؤمل و الصلوات الٌومٌة‬
Page 420
religious
‫ٌخرج هللا األحٌاء الفقٌرة من‬
‫الناس‬
Page 443
religious
‫مع أنه ٌوجد فطٌرة واحدة‬
‫ و إذا أراد شخص‬،‫فحسب‬
‫ما الحصول على قطعة‬
‫ سٌكون ذلك‬،‫كبٌرة منها‬
‫على حساب اآلخرٌن‬
Page 309
social
‫فً مكان ٌقدم الخمور لن‬
‫ٌجعله ٌتمكن من الحدٌث‬
‫معً كما ٌجب‬
ً‫و أصبح كالن ساء البلت‬
‫ٌجعلن الحٌوانات األلٌفة‬
‫ترتدي المبلبس و ٌطلقن‬
ً‫علٌها لقب أطفال‬
‫و بصدد الحصول على‬
‫الحزام األسود فً فن إقامة‬
‫العبلقات الناجحة المثٌرة‬
‫إنها تحتاج لقضاء المزٌد من‬
ً‫الوقت فً تناول الطعام ف‬
‫البوفٌه‬
" ‫إلى أي برج تنتمً؟ هل‬
‫ترى كل هذه االمطار‬
‫الؽزٌرة؟ هل طالعت مجلة‬
"‫"هذا األسبوع؟ "بٌبول‬
‫و صول الرجل المناسب‬
‫قافزا على ؼطاء سٌارتك‬
‫طارقا لزجاجها و ه و ٌصٌح‬
‫التعارؾ باألشعة تحت‬
‫الحمراء‬
‫أمامك لٌالً وحدة طوٌلة‬
‫أكثر من الراهبة التً تعتزل‬
‫الناس‬
‫للتحرش الجنسً أو‬
‫اإلؼتصاب‬
‫أهبل بك فً مدٌنة العوانس‬
page 12
social
Page 13
social
Page 154
social
Page 18
social
Page 21
social
Page 21
social
Page 22
social
page 62
religious-social
page 63
social -religious
page 79
social
TT
location
classification
alcoholic
‫دعاء‬
anonymous
Page 120
social -religious
ethos, pathos, and
logos
Page 365
Historical
TT
location
classification
Page 193
social
Page 228
religious
-‫فً شهري سبتمبر و ٌونٌو‬
‫موعد بدء و انتهاء السنة‬
-‫الدراسٌة‬
‫أدوار دٌنٌة أو فً شبون‬
‫المجتمع‬
‫خطٌبته‬
Page 237
social
religious expression
‫و ٌؽٌرهم هللا‬
Page 443
religious
religious expression
‫و لكن هللا ٌمكنه أن ٌؽٌر‬
‫الطبٌعة البشرٌة‬
Page 443
religious
‫أعتقد أن المبادئ الصحٌحة‬
‫هً قوانٌن طبٌعٌة و أن هللا‬
‫الخالق هو مصدرها و كذلك‬
‫مصدر ضمابرنا‬
Page 457
religious
Page 457
religious
Page 457
religious/social
cultural expression
Page
319
religious and cultural expression
require the power of God
to deal with
Page
319
religious and cultural expression
Teilhard de Chardin, "We
are not human beings
having
a
spiritual
experience.
We
are
Page
319
religious and cultural expression
‫و لكنها تتطلب قدرة هللا‬
‫سبحانه و تعالى للتعامل‬
‫معها‬
‫ٌقول تٌبلرد دي كارٌن "إننا‬
‫لسنا كابنات بشربة لها‬
‫تجربة روحٌة و لكننا‬
‫كابنات روحٌة لها تجربة‬
Translation
Strategy
Borrowing
daily prayerful meditation
Page
263
Translation
Strategy
TL Equivalent
you have to leave the
comfort zone of base
camp and confront an
entirely
new
and
unknown wilderness
67
cultural expression
"crazy cat woman" that
scares
the
neighbourhood kids.
Page 3
social exp.
a boyfriend or husband
Page 4
social exp.
getting married is not
something you must do
Page 4
social exp.
instead of a bride maid
Page 7
social exp.
‫و لٌس وصٌفة العروس‬
Page 17
to play the dating game
Page 9
social exp.
‫لممارسة لعبة االرتباط‬
Page 20
Jeez Louise
Page 11
religious expression
! ً‫ٌا إله‬
Page 21
the last four Fridays
Page 46
social exp.
a member of my church
Page 47
religious and cultural expression
Angelina
types
Page 54
social exp.
location
intended meaning
TT
location
classification
Page
161
religious expression
deleted
Page 226
religious
Page
127
cultural concept
deleted
Page 176
social
religious expression
deleted
Page 176
religious
deleted
Page 176
social
Page 135
religious/social
deleted
Page 125
religious
deleted
Page 432
social/literary
deleted
Page 125
religious
Page 22
religious/social
page 59
religious/social
sexpot
The Seven Habits of Highly Effective People
The
basic
JudeoChristian ethic honours
the Sabbath
Handel's Messiah might
rate higher priority than a
rock concert
good church member
service or seeking after
material wealth
your church or some
community organizations
the old Testament, part
of the fundamental fabric
of the Judeo-Christian
tradition
the musical Man of La
Mancha
Page
127
Page
127
Page 97
cultural and religious practice
Page 89
religious concept
Page
300
Page 89
religious concept
‫آخر أربع عطبلت نهاٌة‬
‫األسبوع‬
‫و عضو فً أنشطة دور‬
‫العبادة‬
‫و هناك نوع آخر من‬
‫الفاتنات مثل الممثلة أنجٌلٌنا‬
ً‫جول‬
ً‫من إحدى الجمعٌات ف‬
‫المنطقة‬
‫سواء كان المكان أحد‬
‫النوادي أو صالة لؤللعاب‬
‫الرٌاضٌة أو المواعدة عبر‬
‫االنترنت‬
‫الفتٌات الشابات الجمٌبلت و‬
‫ؼٌر المتزوجات أو لسن‬
‫مخطوبات‬
Page 237
cultural
expression
Page 13
social
page 15
page 15
page 61
page 61
social
social
social
social
religious
social
religious
page 68
social
at a nightclub, gym,
church or online dating
Page 11
social-religious
hot, young, single girls
page 45
social-religious
trendy nightclubs or new
restaurant bars
page 45
social-religious
deleted
page 59
social
a Christian
page 53
religious concept
deleted
page 67
religious
page 73
social
location
classification
you are not Ms. Potato
Head
ST
church centeredness
Judeo-Christian ethic
social-literary
location
Page
117
Page
117
you can be active in a
church but inactive in its
gospel
Page
117
gofer delegation
Page
173
stewardship delegation
Page
173
we're not omniscient
Christmas family reunion
Christian
Page
123
Page
272
Page
136
intended meaning
religious expression
proclamation of the redemption
preached by Jesus and the
Apostles, which is the central
content of Christian revelation
(slang: go for) an employee who
runs errand in addition to regular
duties
The term continues to be used in
these specific ways, but it is also
used in a more general way to
refer to a responsibility to take
care of something one does not
own
omniscient
cultural expression
religious expression
TT
‫مركز المإسسات الدٌنٌة‬
Page 163
religious
‫المبادئ األخبلقٌة السماوٌة‬
‫األساسٌة‬
Page 163
religious
‫الشخص قد ٌنشط داخل دور‬
ً‫العبادة و لكنه ال ٌنشط ف‬
‫تطبٌق تعالٌم الدٌن‬
Page 163
religious
‫التفوٌض اآلمر‬
Page 242
social
‫التفوٌض بالمسبولٌة‬
Page 242
social
Page 171
social
Page 389
religious
Page 189
religious
‫لسنا على إحاطة تامة بكل‬
‫العلوم‬
ً‫لقضاء وقت معها مع باق‬
‫العابلة بمناسبة رأس السنة‬
‫رجل الدٌن‬
Translation
Strategy
Deletion
Jolie
servant of Potiphar
The Seven Habits of Highly Effective People
‫كانا مخطوب ٌن منذ مدة‬
‫طوٌلة‬
‫امرأة كبٌرة و مرعبة‬
‫مهووسة بالرجال و ٌخٌم‬
‫علٌها شبح العنوسة و‬
‫تخٌؾ أطفال الجٌران و ال‬
‫تفعل سوى تربٌة القطط‬
‫زوج أو صدٌق من الجنس‬
‫اآلخر‬
‫الزواج لٌس شٌبا حتمٌا‬
‫ٌنبؽً أن تقومً به‬
Page
169
ST
Love Smart
"‫بشرٌة‬
Translation
Strategy
Paraphrasing or TL Equivalent
Love Smart
spiritual beings having a
human experience."
they had been dating for
a long dating
68
a loving Heavenly Father
and that every Goliath
can be overcome
Love Smart
the love of Christ
to share the two little
words "we" and "us"
I am planning on getting
forty cents off a can of
Pledge
your "friend at the
factory"
little girls who march their
Babies down the "aisle"
so they can marry their
brothers' G.I. Joes
if your goal is to get to "I
do", then you have a
different set of standards
from what you have if
your goal is "I am"
Jude
Law's
younger
brother
a dog-eat-dog dating
world
with
all
the
progressiveness of Aunt
Bee
playing the game and
doing the dance
Page
136
Page
136
Page
136
religious expression
deleted
Page 189
religious
Page 189
religious
religious expression
‫محبتً هلل‬
linguistic-social exp
‫لدٌه توجه نخو تقدٌم روح‬
‫الجماعة على النزعة الفردٌة‬
Page 12
‫ سنتا من ثمن‬40 ‫سؤوفر‬
‫عبوة سابل التنظٌؾ‬
Page 14
Page 12
‫و كؤننً الجاسوس ا لخاص‬
‫بك‬
Page 23
Page 13
‫سمعنا كلنا عن الفتٌات‬
‫الصؽٌرات ٌلعبن بدمٌتهن و‬
‫ٌجعانها تتزوج دمٌة األخ‬
Page 24
Page 3
social exp.
‫إذا كان هدفك هو أن ٌوافق‬
،‫أي رجل على الزواج منك‬
‫سٌكون هناك معاٌٌر مختلفة‬
‫عما إذا كان هدفك هو‬
‫السعادة الزوجٌة‬
‫رجل فً قمة الوسامة و‬
‫األناقة‬
social
social
social
social
Page 14
linguistic-social exp
Page 25
page 45
social exp.
page 46
social-religious
Page 46
history-social
page 46
social-religious
joining fraternity
page 46
social exp.
you've slept with enough
guys to make up two
football teams
page 49
social-religious
when some jerk roles up,
slaps you on the butt
page 51
social-religious
not grab my ass
page 51
social-religious
in the Singles Scene
Page 53
social
same Rhonda Radio
from Nowhere USA voice
Page 53
social
I Love the 80s
Page 54
social-literary
‫تبدو من موضة الثنانٌنات‬
page 69
Miss Thangs with their
flat bellies and endless
legs
page 57
social
‫بالفتٌات الطوٌبلت القامة‬
‫ذوات الخصور النحٌلة‬
page 71
Halloween Mask
Page 59
social-religious
‫أقنعة عٌد رأس السنة‬
page 73
Goody Two-Shoes
page 60
social-literary
spunky "double dog dare
ya"
page 60
social
"Whoohoo"
page 60
social
social
page 60
‫عالم الزواج شرس و عنٌؾ‬
page 60
‫ٌفكرن تفكٌرا قدٌما‬
page 60
social
social/historical
‫ٌمارسون لعبة التعارؾ و‬
‫التوافق‬
‫أو االنضمام الحدى‬
‫الجمعٌات‬
‫لدٌك تارٌخ قد ال تفخرٌن به‬
‫و قد ٌكون مصدرا للخزي و‬
‫العار‬
‫فؤذا جاءك رجل أحمق‬
‫للتعرؾ علٌك و كل ؼرضه‬
‫التسلٌة فقط‬
‫لٌس هدفه من الزواج‬
‫الجانب الحسً فقط‬
‫لدى الرجال الباحثٌن عن‬
‫امرأة مناسبة‬
‫و نؾس اللهجة األمرٌكٌة‬
‫ألصواتهم‬
‫لم تكن الفتاة الفاتنة بارعة‬
‫الجمال‬
‫نوع الفتٌات الجرئ الممتع و‬
‫ؼٌر المتوقع‬
‫تصبح صاخبة بكل تؤكٌد‬
page 60
page 60
social
social
page 63
social
page 65
social
page 66
page 67
page 67
social
social
social
social/literary
social
page 74
page 74
page 74
religious/social
social/literary
social
social
Appendix 8 Interviews Questions
Pair-in-depth questions
1. Why are you interested in professional and personal development?
2. Who are the writers that you like most within this field?
3. Why do you read translated books rather than reading Arabic books?
4. What is special about the information you gain from translated books?
5. How do you find the language of translated books?
6. Do you enjoy reading these books because of the content or the easiness of
their languages?
7. What bothers you most about translated books?
8. From where do you buy the translated books?
69
9. Which bookstore you prefer, Jarir or Obaikan? Why?
10. Are you happy with the quality of translation? Why or why not?
11. Do you like to read books that are full of cultural concepts that do not relate to
our Saudi and Islamic culture? Example: boyfriend, Christmas, historical
characters, and incidents.
70
BIBLIOGRAPHY
Books
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New York.
Bell, R. 1991. Translation and Translating. Longman. London and New York
Dickins, J, Harvey, S & Hihhins, I. 2002. Thinking Arabic Translation. Routledge,
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Carter, R. 1998. Vocabulary: Applied Linguistics Perspectives. 2nd Edition. Routledge,
London and New York.
Catford, J C. 1965. A Linguistic Theory of Translation, London: OUP; Uma Teoria
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Coulthard, M. (ed). 1994. Advances in Written Text Analysis. Routledge, London and
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Covey, S. 1989. The Seven Habits of Highly Effective People. Franklin Covey Co. New
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Covey, S. 1989. (2006 Trans. Jarir Bookstore). ‫ت‬ٞ‫ اىؼبداث اىغبغ ىيْبط األمزش فؼبى‬. Jarir
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Ghazala, H. 2008. Translation as Problems and Solutions. Dar El-Ilm Lilmalayin.
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Harbi, N. (ed). 2007. Performance of the Arabic Book Translation Industry in Selected
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Holmes, J. 2001. An Introduction to Sociolinguistics. 2nd Edition. Longman.
McGraw, P. 2005. Love Smart. Free Press.
Newmark, P. 1988. A Textbook of Translation. New York: Prentice Hall International.
Toury, G. 1995. Descriptive Translation Studies and Beyond. John Benjamin Publishing
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Venuti, L. (ed) 2000. The Translation Studies Reader. Routledge. New York and London.
Articles
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Abu-Ssaydeh, A. 2004. ‗Translation of English Idioms into Arabic‘ in Babel, Vol:50,
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Hale, S & Campbell, S. 2006. ‗The Interaction between Text Difficulty and Translation
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73