2026· Scientific Bulletin of the Politehnica University of Timişoara: Transactions on Modern Languages· 0 citations
Abstract
This study investigates the translation of gender from English into Arabic, focusing on the performance of senior-level translation students in a literary context. Building on previous research on verbal and adjectival translation, the article adopts a mixed-methods approach combining quantitative frequency analysis with qualitative examination of error types. The corpus consists of selected passages from Naguib Mahfouz’s Midaq Alley, translated into Modern Standard Arabic by student translators. Gender-related renderings are classified as similar, different or unattempted in order to assess both accuracy and omission. The findings indicate that while gender is generally handled correctly at the lexical level, significant difficulties arise in maintaining agreement within phrases and clauses, particularly in cases involving inanimate or abstract nouns and structurally complex constructions. The study highlights the impact of grammatical asymmetry between English and Arabic on translation performance and underscores the need for more systematic instruction in contrastive grammar and contextual analysis. It contributes to a more nuanced understanding of gender as a key factor in English–Arabic literary translation and provides implications for translator training.
The analysis shows that most mismatches follow a recurring pattern in which a French passé composé reporting the students’ own methods, results, or attribution to prior research is rendered in the English present tense, blurring the distinction between the students’ specific findings and established disciplinary knowledge.
Kaoutar Atarchi, Abdelkrim Elamari, Mohamed Marouane· International Journal of Lin...· 0 citations
This work contributes a preliminary cross-system comparison for an underexplored language pair and lays the groundwork for larger-scale evaluations of gender-inclusive AT, indicating that all four models struggle to faithfully convey gender information from source to target.
Xiaolan Xu, Sara Mendes, F. Batista et al.· 0 citations
ABSTRACT
Writing is one of the most challenging skills for learners of English as a Foreign Language (EFL) because it requires the integration of linguistic, cognitive, and communicative competencies. In higher education, writing proficiency is essential for producing various academic texts; however, Indonesian EFL students continue to experience grammatical difficulties that negatively affect the quality of their writing. This study aims to examine the common grammatical errors found in the writing of Indonesian EFL students through the perspectives of Contrastive Analysis and Error Analysis. This study employed a library research design by analyzing and synthesizing relevant books, scholarly journal articles, and previous studies. The findings reveal that the most frequent grammatical errors involve tense usage, subject–verb agreement, articles, prepositions, plural forms, and sentence structure. These errors are primarily attributed to first-language transfer, overgeneralization, incomplete rule application, limited grammatical competence, and structural differences between Indonesian and English. In conclusion, Contrastive Analysis and Error Analysis provide complementary frameworks for identifying the sources of grammatical errors and serve as a valuable basis for improving the writing accuracy of EFL learners. The findings are expected to provide useful insights for teachers, curriculum developers, and researchers in designing more effective EFL writing instruction.
ABSTRAK
Menulis merupakan salah satu keterampilan yang paling menantang bagi pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) karena menuntut penguasaan aspek linguistik, kognitif, dan komunikatif. Dalam pendidikan tinggi, kemampuan menulis sangat penting untuk menghasilkan berbagai karya akademik, namun mahasiswa EFL di Indonesia masih sering melakukan kesalahan gramatikal yang memengaruhi kualitas tulisan. Penelitian ini bertujuan mengkaji kesalahan gramatikal yang umum ditemukan dalam tulisan mahasiswa EFL Indonesia melalui perspektif Analisis Kontrastif (Contrastive Analysis) dan Analisis Kesalahan (Error Analysis). Penelitian ini menggunakan metode kepustakaan (library research) dengan menganalisis berbagai buku, artikel ilmiah, dan hasil penelitian yang relevan. Hasil kajian menunjukkan bahwa kesalahan yang paling dominan meliputi penggunaan tenses, subject–verb agreement, artikel, preposisi, bentuk jamak, dan struktur kalimat. Kesalahan tersebut dipengaruhi oleh transfer bahasa pertama, overgeneralisasi, penerapan aturan yang tidak lengkap, keterbatasan penguasaan tata bahasa, serta perbedaan struktur antara bahasa Indonesia dan bahasa Inggris. Simpulannya, Analisis Kontrastif dan Analisis Kesalahan saling melengkapi dalam mengidentifikasi penyebab kesalahan gramatikal dan dapat menjadi landasan untuk meningkatkan akurasi menulis mahasiswa EFL. Temuan penelitian ini diharapkan menjadi acuan bagi guru, pengembang kurikulum, dan peneliti dalam mengembangkan pembelajaran menulis EFL yang lebih efektif.
Lili Elisa Rahma, Nazwa Umri Damanik, Rismayani Marpaung et al.· LANGUAGE Jurnal Inovasi Pend...· 0 citations
This pilot study examines how the English adverb actually is rendered in Slovak translation, drawing on a corpus of literary texts and their translations. As a multifunctional item, actually performs a range of syntactic and pragmatic functions in context, most notably those of emphasizer and disjunct. The analysis draws on three Slovak translations of works by the same English-speaking author. Although each translator worked on a different set of books, the corpus still makes it possible to compare translation strategies within a relatively consistent authorial style and to observe how individual translators deal with the same multifunctional source item. The study combines qualitative functional analysis with quantitative observations in order to identify recurrent Slovak renderings of actually, including lexical substitution, structural reformulation, attenuation, and omission. The findings suggest that translation difficulty arises not from the lack of Slovak expressive resources, but from differences between English and Slovak in the grammatical encoding of discourse-related meaning. In particular, functions expressed in English through sentence adverbials do not always correspond to a single formal category in Slovak, which increases the likelihood of functional shift or translation loss. The study contributes to translation studies and contrastive linguistics by showing how the pragmatic contribution of a frequent multifunctional item may be preserved, reinterpreted, weakened, or omitted in translation, and how these outcomes vary across translators.
Zuzana Knižková· Studies About Languages· 0 citations
This study investigates the development of machine-translation literacy (MT literacy) among Arabic-speaking translation students in the United Arab Emirates, combining quantitative learning analytics with qualitative reflection. Using EduApp, a process-logging platform designed by the author, the research analyzed post-editing behavior across five bidirectional Arabic-English/English-Arabic translation and post-editing tasks. The descriptive results suggest that directionality, diglossia, and educational bilingualism are associated with differences in post-editing efficiency and confidence. Students required more time and produced denser edits when revising English-to-Arabic MT output, often treating stylistic variation as machine error. Content analysis of 160 reflective statements, aggregated at the student level, identified an attitudinal continuum—from skeptical rewriters to pragmatic revisers and strategic users—that coincided with higher throughput and lower edit density. Over the semester, participants displayed growing ethical awareness, shifting from instrumental reliance on MT to reflective, accountable use. The findings highlight that MT literacy is not merely technical but sociocultural, shaped by linguistic diversity, digital experience, and professional ethics. The study proposes a glocalized framework—that is, one that merges global MT-literacy principles with locally attuned pedagogies—for translator education, integrating analytics-based reflection, culturally responsive pedagogy, and data-informed curriculum design to connect global technology with regional linguistic realities.
Noureldin Mohamed Abdelaal· The International Journal of...· 0 citations
Assessment of how GT and GPT-4o translate English VPE into Arabic focuses on the accuracy of ellipsis reconstruction and the translation strategies employed, highlighting the importance of better-quality training data for NMT and LLM tools for both discourse-level processing and context-dependent data.
Eassa Ali, Abbas Brashi, Dana Awad et al.· The International Journal of...· 0 citations