The document discusses several grammatical challenges in translating from English to Arabic. Key issues include:
1) Verbs like "be", "do", and "have" do not directly translate and require understanding their meaning in different contexts.
2) Questions are formed differently, as Arabic uses "hal" instead of changing word order.
3) Modal verbs like "can" imply both the verb and "an" in Arabic. Negation also uses different words like "lam" instead of "not".
4) Literal translation of verbs is usually poor, and their meaning depends on objects or context. Overall, understanding differences in grammar between the languages, rather than direct translation, is important for accurate
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
Similar to grammatical-problems-in-translation.ppt (20)
Translation studies
Equivalence at word level
When analysing STs, translators recognize words as single units aiming to find a direct ‘equivalent’ in the TL.
Translators should consider a number of factors such as number, gender and tense.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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2. English and Arabic belong to two different language families,
their
grammar are sharply different .
Several grammatical features of English create variable
problems of translation into Arabic.
Experience shows that one of the primary mistakes committed
by the student of translation is their presupposition that English
grammar and Arabic grammar can translate each other in a
straightforward way.
To confirm that, the problem of translating the most prominent
points of English grammar into Arabic are discussed below .
All problems are followed by one or more solutions.
3. 1. Literal translation of “ am, is, are, was, were”
When these verbs are the main and only verbs in the sentence, they are
translated by many students literally into ()يكون, which is poor
translated. And the same thing when we used as auxiliary verbs to
form the present progressive tenes and the present passive voice. A
good number of students translate them literally; For example:
“She is kind” (
تكون هي
طيبة
)
“ I am leaving now” (
اآلن ًمغادر أكون أنا
)
“They are put in the same situation” (نفسه الموقف في موضوعين يكونون )هم
…………………..
Verb “be” in the present simple is used to connect as much as equate
between two words. And usually dropped in Arabic, both as main as
well as auxiliary, it mostly unacceptable and poor in Arabic grammar
and word order.
Also, “- ing” ending for the main verbs have no equivalent in Arabic
grammar.
•
طيبة هي
•
اآلن ٌمغادر أنا
•
نفسه الموقف في موضوعين هم
4. There are two exceptions which they used the past simple of “
be”, are translated literally into ”
كان
“ both as well as auxiliary
which is writing as a main verbs and as auxiliary in the past
progressive but in the past passive voice sentence we should
dropped them:
As the main verbs:
“the child was ill” = “ ًامريض الطفل كان ”
As auxiliary: the past progressive :
“Our guests were playing” = “يلعبون ضيوفنا ”كان
BUT as the past passive voice :
“ The food was eaten” = “ الــطـعـام كــلُأ ”
5. 2. Translation of verb Do and Did :
As main verbs (do & did) doesn’t pose any grammatical problems.
However, as an auxiliary, poses more than one problem.
Verb “Do” is used in English to form the negative of all verbs except
“be”, “have” and the modal verbs. Do & Does used with the present
simple, whereas “ Did” with past simple. All these form meaningless in
Arabic , they have the function of indicating the tenes of the verb( past or
present) , and what is translated into Arabic is negative particle “not”( ,
لم
,
ما
,
ال ) except in the questions it implies the question particle “ ؟ ”هـل
whether in the present or in the past.
1- Do in the negative: means ( ال ) , for example:
“ Some people (do not) smile” = ”
بعض
الناس
(
ال
)
يبتسمون
“
2- Did in the negative: usually translated into ( لم ) with the present, and
occasionally into ( ما ) with the past; for example:
“She (did not) eat much” = “ (
لم
)
تأكل
/
(
ما
)
أكلت
...
ًاكثير
3- Do > did in question; means ( هل )
“ (Do) you sleep early?” = “ هـل
ًابـاكـر تـنـام ”
“ (Did) Ali visit you yesterday?” = “ هـل
علي زارك
باألمس؟ ”
6. Translate “Do” as main verb:
1- as main verb “do” is meaningful in translation, usually it is translated as “ يفعل ”
for example:
“ I will do my best ” = “ س
أفعل
بوسعي ما ”
2- or it can be translated as “ write” = “…”يكتب
“ Some student do their homework’s quickly” = “ بسرعة واجباتهم ِةالطلب بعض ”يكتب
At translating verb “Do” as an auxiliary verb, it has NO lexical meaning in Arabic,
but implies the grammatical question particle “”هل . However, as a main verb , it
has a full lexical meaning.
7. 3. Translation of verb “Have”:
As a main verb, it can pose a few problems to the student of translation, it take different
meanings. What helps students distinguish between these meanings of “ have” is the
consideration of the word immediately after it “its object”. Together with its
object , “have” make especial combination in Arabic.
A-“She had a nice holiday” = “جميلة عطلة قضت”
B-“The students have left early today” = “اليوم ًاباكر الطالب ”غادر
C- “She has the tablets on time” = “المحدد الوقت في الحبوب ”تتناول
D- “she has money” = “نقود حوزتها ”في / “نقود ”تملك /“نقود ”)هي(لديها
we cannot say “دواء ”يملك بل “دواء ”يتناول
4. Translation of Modals”
Because there are many auxiliary verbs in English, so they create several problems of
translation for two major reason:
A- they don’t have one-to-one single semantic equivalent in Arabic, and there is no
grammatical class of verbs called Modal Auxiliary in Arabic.
B- they have several complex and complicated function in English.
8. 1- “ will, would, shall,” are not verbs in Arabic, these modals are used to refer to future either
in present “will, shall” or in the past “would”
it translated into “”سوف or “ ”ســ for example:
“ They will forgive us” = ”
سيغفرون
لنا
“
2-”can, may, must, could, might, ”: usually translated by students to mean one word each.
BUT the case is NOT so. They imply two words. Problem becomes clearer when students
translate them from Arabic into English, they’re translated into “ أن يمكن
,
أن يجب
,
أن يستطيع ”
because أن is implied in these verbs and needed in such combination in Arabic for e.g. :
“we can walk” = “نمشي أن نستطيع ”
but we cannot say # نمشي نستطيع
3-The confusion of “must have” and “should have”
the students understand these as having the same meaning in the past but it the
opposites. MUST HAVE = action which took place, whereas SHOULD HAVE
=“action didn’t take place” …. e.g.
“They must have finished work” = “ العمل أنهوا أنهم البد ”
“They should have finished work” = “ العمل ينهوا أن عليهم ”كان
9. 5- Translating of Question:
Questions in English are formed in two ways only:
A) Yes/No Questions (the answer to the question is "Yes" or "No")
B) Question Word Questions (the answer to the question is "Information")
The first problem appear in the possibility of imitating the question form: so the
students will find this not possible because simply there are NO such
equivalents in Arabic but just one word for Yes/No questions it is( هــل ). e.g. :
“Are you playing tennis?”
“Have you played tennis?”
“Do/Did you play tennis?”
OR the disappearance of ()هل with WH-question:
when “do” and the subject –verb conversation are used in WH-question, they
are meaningless. “”هل is on longer used in the Arabic translation here e.g.
“what have you said?” = “تقول؟ ”ماذا
“why they are crying?” = “يبكون؟ ”لماذا
10. 6. Translation of negation
she cannot pay money.
النقود تدفع أن تستطيع ال.
she will not pay money.
النقود تدفع لن.
she has not money.
ًانقود تملك ال.
All that glitters isn't gold.
ًاذهب يلمع ما كل ليس.
Do not, does not = ال
Did not = لم
Many people do not play chess
الشطرنج الناس من الكثير يلعب ال.
The children did not sleep early
yesterday
باألمس ًاباكر األطفال ينم لم.
‘Not’ has more than one
equivalent
Negation in English includes the following words "not , do not , does not , did not
, never , neither , nor & no ".
Do not, does not, did not
11. • لن
+
ًاأبد
/
ال
+
ًاأبد
/
لم
+
ًاأبد
we never give up.
أبد نستسلم لن
.
Neither…nor = ال
..
وال
Either..or = إما
..
أو
I like neither lying nor cheating.
الغش وال الكذب أحب ال.
You can either come with me or stay
here.
هنا البقاء أو معي القدوم باستطاعتك
.
Never Neither…nor, either…or
No
ممنوع
/
ال
/
ليس
No smoking.
التدخين ممنوع
.
She has no money.
نقود لديها ليس
/
ًانقود تملك ال
.
12. We hope you like it
Prepared by : Jamal Abed Elhadi
Abed Elhadi Abed Elhadi
To Dr. : Sha3ban El3omari
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