Abstract

: Recent studies done on the translation of "idiomatic/formulaic expressions" have always concerned themselves with the type of strategies used to account for the translation of idiomatic expressions. However, the difficulties which ESL/EFL students encounter in tackling such expressions stem not only from finding the appropriate strategy but also from the complex and culture-specific nature of such expressions which seem to constitute a real challenge to both native and non-native speakers This paper is two-folds: First, it argues for the proposition that idiomatic /formulaic expressions can potentially represent the 'marked' rather than the 'unmarked' or the 'non-canonical versus canonical ' structures in English or any language and as a result of that such expressions constitute a real challenge to ESL/EFL students. It attributes the difficulties that such expressions pose to ESL/EFL students to the peculiar nature and recurrent structure of such expressions. Second, it provides a sound rationale for ESL/EFL students' adoption of specific translation strategy over other one to account for the translation of such expressions. The methodology in this study consists of a set of 20 idiomatic expressions some of which have equivalence in the students' native language while other expressions do not have equivalents. The test is administered to 71 undergraduate English major at An-Najah National University. The second component of the test has dealt with the interview which the instructor conducted as a follow -up and for the sake of soliciting necessary feedback concerning students' responses and the opting of specific translation strategy over other possible ones. The findings of this study have shown that ESL/EFL students have relied heavily on their mother tongue as a potential strategy to account for the translation of idiomatic/formulaic expressions. Their adoption of the literal translation strategy over other possible strategies is a clear indication that EFL/ESL students resort to their mother tongue to account for the translation of such expressions due to lack of pragmatic/cultural competence and lack of exposure to the use of such idioms. The findings have also underscored a) the merits and significant role which the Cross-Linguistic Influence known as CLI can play in any learning process; and b) the Markedness Deferential Theory known as MDT as an instrumental mechanism in assisting ESL/EFL students and instructors with the task of distinguishing between " marked and unmarked" structures.

Title

Ayman Nazzal

Publisher

Ayman Nazzal

Publisher Country

Palestine

Indexing

Thomson Reuters

Impact Factor

1.0

Publication Type

Both (Printed and Online)

Volume

5

Year

2017

Pages

1-12