Abstract

This study aims to discover the problems that face Libyan university

students when translating Libyan proverbs into English. It also focuses on

the techniques applied by the students in the translation process. To

achieve the goals, the researchers asked the study participants to

translate about ten Libyan proverbs into Arabic. The sample of this study

consisted of twelve second year students specialized in translation from

the English department in the Assabha Faculty of Arts. The results

showed that some students faced problems in transferring the meaning of

Libyan proverbs into the target language (English). This could be

attributed to the different culture between both languages (i.e. Arabic and

English) The results also revealed that the participants used literal

translation method as their primary strategy. Translation tutors and

curriculum designers need to focus on the effective strategies to achieve

the correct translation of Libyan proverbs into English

Abstract

Although listening skill plays a significant role in daily communication and

education process in teaching English , listening subject has long been neglected

in second language teaching. This study aims to explore problems, difficulties

and barriers in teaching listening to Libyan students in our case study Alassaba

area, 3rd year secondary science school, Mosab Ben Omer Secondary School

and Omer Ben Alkhtab Secondary school. The participants of our study were 5

teachers. Classroom observation and teacher’s interview are used for data

collection. It is found that all teachers were using grammar translation method

in teaching listening. Most classes were uncomfortable learning atmosphere,

beside the absence of technology which used and facilitate teaching listening.

The findings based on data analysis and discussion may be of a great

significance to find solutions for these problems and improving the way of

teaching listening

Abstract

Cohesion is one of the most important characteristics of good translation. Having a good translation is not achieved unless this factor is carefully observed. We may find students who have good mastery of spelling, grammatical rules and the skill of speaking but have noticeable weaknesses of using cohesive devices when they translate literary prose texts from Arabic into English. This study tries to examine the use of cohesive devices by University students when they translate literary prose text from Arabic into English. Texts used as a tool or instrument of data collection were given to some students to translate. The participants, in their translations, depended on certain devices ignoring the others. The subjects disregarded completely some categories of cohesive devices, such as the class of possessive pronouns, comparative reference, ellipsis, and substitution. Students sometimes misused the items, such as what happened with ‘the’. Many students were unable to vary the language (expressions) they used to express their ideas. Students sometimes succeeded in achieving cohesiveness but sometimes failed. A number of students did not end the sentences they wrote and started new ones.

Most students do not know how to compose a good piece of writing