DSpace :: Browsing by Author "Merabet, Mohamed Hamza"

Browsing by Author "Merabet, Mohamed Hamza"

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An Experimental study to iInvestigate students views about the difficulties in translating polysemous words from english to arabic and suggestions for how to overcome these issues: the case study of 3rd year EFL students english department at Larbi Ben M’Hidi University
(University of Oum El Bouaghi, 2023) Benhamadi, Aya; Aissaoui, Nesrine; Merabet, Mohamed Hamza
The Current study deals with investigating third year EFL students' views about the difficulties in translating polysemous words from English to Arabic and how to overcome these issues. The aim of the current study was discovering the difficulties that English words, in general, and Polysemous words, in particular, pose on students during the translation process. It also attempted to outline the methods which would allow students to translate such words successfully. In order to collect valuable data,the study procedure is built upon an experimental design based on a treatment that is followed for a period of three months during translation class.the study conducted a pre-test, post-test, and a questionnaire with 40 third year EFL students at L'arbi Ben M'Hidi University of Oum El Bouaghi. The findings of the current study revealed that a sizable percentage of students claimed to face difficulties when translating polysemous words. In addition, the findings showed that students use a number of strategies to resolve the difficulties associated with translating polysemouswords. The significance of understanding the whole context in which the polysemous word appears was emphasised by students. They were able to determine the word's intended meaning by taking into account the words around it and the overall meaning of the sentence or text. Based on the findings, it was recommended that teachers should explicitly explain how to recognise, comprehend, and translate polysemous words while highlighting the significance of context and numerous meanings. Students can improve their ability to handle the intricacies of polysemous words with the help of this focused teaching.
Evaluating the role of news text translation from english into arabic in learning new terminology in EFL classes
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Hadjam, Rahma; Adouani, Assala nedjda; Merabet, Mohamed Hamza
Many researchers have questioned the role of translation in foreign language classes. Moreover, only few scholars welcomed it as a learning method. The present study aims at evaluating the role of news text translation from English into Arabic in learning terminology. It attempts to account the hypothesis or reject the fact that news text translation is an effective method, in helping learners acquire new terminology in EFL classes. To check the hypothesis, a mixed method used in this study which are a descriptive along with non-experimental methods. First, a task was conducted after dealing with three different news text translation in order to test the participant capacity of translating modern terms. Secondly, a questionnaire designed to answer some concerns under the terminology learning through news translation. Both the task and the pilot questionnaire were made up for third year LMD students of the English department at Larbi Ben M'hidi University in Oum El Bouaghi. The results obtained revealed that there was a statistically significant of learning new terms through translation model specifically translation of news texts. It also shown that translation is an effective learning method of terminology. To sum up, the findings of this research lent more support to stated our hypothesis.
Exploring the transformative potential of chatgpt as a tool for enhancing english proficiency from EFL students perspectives
(University of Oum El Bouaghi, 2024) Badaoui, Akram Belkacem; Merabet, Mohamed Hamza
This research aims to investigate the affordances of ChatGPT on the improvement of EFL students’ English language learning. The main objective is thus to evaluate the impact of ChatGPT of learning, comprehensiveness, fluency and interaction with the regular or traditional learning methods. Specifically, research questions concern the possibilities of improving the English productivity – grammar, syntax, pronunciation and vocabulary – in English, in addition to students’ motivation by using the ChatGPT. Both quantitative questionnaires and tests as well as interviews and observations were used in the analysis of data. This study was Launched at Larbi Ben M’hidi University the learners chosen for the study were 60 L1 to L3 EFL students. For assessments of the language skills before and after ChatGPT use, quantitative data was obtained through pre and post tests given to the students, while quantitative data regarding the students’ experiences and views about ChatGPT as a learning tool were collected through interviews and observation notes. The findings suggest that learning with using of ChatGPT results in substantial improvement of foreign language which is English specifically in such aspects as vocabulary and grammar. :Students found that they are more enthusiastic and interested to use ChatGPT as compared to traditional teaching methods. The work also has recommendations on how the use of AI tools like ChatGPT impacts teaching and learning in languages specifically pointing out that such technologies offer instant feedback, personalized tuition as well as resource access to various language documents. However, the study’s findings have some methodological drawbacks which include the short-term perspective of the assessment and the use of self-report data exclusively. As for the future research, more attention should be paid to the long-term outcomes of the AI teaching applications, development of target language skills, and changes in AI technologies in the sphere of education.
Investigating EFL Learners' attitudes towards the use of translation in second language writing essay
(university of Oum-El-Bouaghi, 2015) Filali, Razina; Merabet, Mohamed Hamza
The present research work examines, through a questionnaire provided with a written task; the way second year LMD students of english use translation as a strategy or as product process of language to generate ideas in Second language writing essay, and its effect on the enhancement or deterioration of EFL learners writing performance. It attempt to find out whether second year students benefit from studying and perceiving translation and its methods as a practical endeavor, and to investigate their abilities in translating from arabic to english, the strategies they employ and the problems that may encounter them while practicing the task of translation. The results obtained show that the students' level of translation is somewhat good. Through the questionnaire and the written task, it is clearly demonstrated that they like studying and practicing translation, despite the fact that they meet some difficulties and problems of grammatical nature, they believe that such difficulties will be reduced via much practice. The majority of the students reported that they think in arabic in the direct english writing task i.e., they translate their thoughts from arabic to english, particularly they consider translation as an effective tool in learning vocabulary, a helpful strategy to improve the writing skill through raising their perceptions about the similarities and the differences between the native language (arabic) and the target language (english). The findings suggest that teachers should incorporate translation procedures into their writing lessons and explicitly teach students how to become effective in employing such process in different situations. So, the provision of practice in using the native language particularly in planning and organizing learners' writing may be handy to students in performing certain written tasks.
Investigating EFL students’ attitudes towards Ivir’s strategies to overcome cultural difficulties in translation
(University of Oum El Bouaghi, 2023) Ben Hellak, Mohamed Elkhalil; Khelfaoui, Ilyes; Merabet, Mohamed Hamza
Cultural differences between languages pose significant challenges in accurate translation, potentially leading to harmful errors and misjudgments in discussions. The present investigation aims to enhance understanding of EFL students' awareness regarding cultural translation difficulties and the challenges they face when translating cultural elements. Specifically, it aims to investigate the attitudes of students towards Ivir's strategies for overcoming these cultural difficulties. It also attempts to examine students' performance before and after teaching them Ivir's strategies. To achieve these objectives, the study focused on third-year EFL students at Larbi Ben M'Hidi University, selecting a sample of 44 students. To gather data, a questionnaire was used, and a quasi-experimental approach was employed to divide the subjects into two equal groups. The study begins by administering a pre-test to both groups, followed by a treatment period for the experimental group regarding Ivir's strategies. Finally, a post-test is conducted for both groups to measure the progress achieved. The questionnaire findings shed light on students' understanding of the difficulties that arise during cultural translation. It was evident that students encounter difficulties when it comes to translating cultural elements, and there is a general lack of familiarity among them concerning translation strategies, including Ivir's strategies, suggesting a potential benefit in teaching them. The pre-test results showed similar scores for both groups, but the experimental group had slightly higher mean and median scores with greater variability. In the post-test, the experimental group showed significant improvement, outperforming the control group, suggesting that teaching Ivir's strategies had a positive impact on their performance. Based on these findings, a number of pedagogical implications are given to third-year EFL translation curriculum designers. They should promote cultural competence in translation, focus on enhancing cross-cultural communication skills, and add Ivir's strategies to the curriculum.
Investigating english major students’ attitudes towards the syntactic errors during translation activities from arabic into english
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2021) Benmoussa, Yousra; Aggoun, Sara; Merabet, Mohamed Hamza
Translation is a discipline which consists of an activity that conveys messages from one language to another; nevertheless, it is considered as a complicated task because many students face difficulties when translating and commit so many errors. Among these errors the grammatical ones are the most noticed that could be categorized as syntactic errors. The current study is dedicated to investigate the most frequent syntactic errors as well as their causes; moreover, it aims to find solutions to these issues. In doing so, a descriptive research methodology was used to accomplish the aims of this study with third year EFL students at Larbi Ben M‟hidi University. Two groups out of five have been selected as a sample which consists of sixty students that represents (40%) of the whole population. First of all, the students were tested through a designed test composed of thirty two sentences to be translated; this test was accepted from the supervisor which indicates its validity. Then students were administered a questionnaire in order to answer and describe their attitudes towards syntactic errors. The findings of this research asserted that the students‟ lack of knowledge of translation rules from one language to another resulted in errors related in the syntactic areas such as word order, articles, prepositions, tense, and demonstratives. The frequency of occurrence of the previous errors shows that tense and articles‟ use and prepositions‟ errors are the most frequent, hence Word order and demonstratives have less frequency of occurrence but still should be taken into consideration. On the basis of the resulted findings, it is recommended to encourage students to carry out studies in translation topics; in addition, using textbook issues of translation that can help avoiding syntactic errors.
Investigating learners' attitudes towards translation as a teaching technique of the english language and vocabulary
(university of Oum- El- Bouaghi, 2017) Adnane, Randa; Merabet, Mohamed Hamza
The present study aims at investigating students' attitudes towards translation as a teaching technique of the English language and vocabulary. The basic hypothesis set out is that translation is an effective technique, in helping learners acquire vocabulary in specific and the English language in general. The method of this research study is descriptive, which seeks to describe two variables: the translation technique as the independent variable and the English language and vocabulary learning as the dependant variable. The data was collected through questionnaires designed to 2nd year LMD students of the English department of Larbi Ben M'hidi University of Oum El Bouaghi. The results have shown that translation can be an effective teaching technique of English and vocabulary in some learning areas, whereas, it is ineffectual in some others. Therefore, it is the role of the teacher to recognize in which areas his/her students need to use translation.
Investigating learners’ attitudes towards the effect of language anxiety on sight translation tasks
(Oum-El-Bouaghi, 2020) Brek, Bouchra; Zaouia, Bouchra; Merabet, Mohamed Hamza
Language anxiety is defined as being afraid, nervous, and embarrassed when learning a foreign language. Previous studies have dealt with it in relation to consecutive interpreting and simultaneous interpreting; yet, only few researches have focused on its effect on students' performance in sight translation tasks. Therefore, this thesis seeks to understand and investigate learners' perceptions towards the impact of language anxiety on sight translation tasks. A modified version of Horwitz et al (1986) questionnaire provided quantitative data from 55 third year didactics participants from the English department at Larbi Ben M'hidi University. The findings indicated that the informants hold negative attitudes for the effect of language anxiety on ST tasks. Moreover, the study revealed that the students feel anxious more in translation module than in the other modules. The research also offers set of strategies for teachers and learners to cope with language anxiety. As a result of this investigation, recommendations were identified for future researches.
Investigating student's cultural problems in translating english idioms into arabic
(university of Oum El Bouaghi, 2016) Ounes, Wafa; Merabet, Mohamed Hamza
The present study is a linguistic investigation of cultural difficulties in translation. It deals with the difficulties of finding the appropriate equivalent when translating english idioms into arabic. The aim of this study is to examine the cultural problems, that third year students at Larbi Ben M'Hidi university Oum-El-Bouaghi face while translating english idioms. And tries to suggest solutions and identify strategies that may help to minimize these difficulties. In this respect, a test made up of twenty english idioms is given to third year students to be translated. The results of the study show that in addition to some semantic problems where students can not recognize the meaning of the constituent words of the idiom, the main difficulty lies in identifying the cultural context or background of the target language idiom in the process of translating idioms from english into arabic. Furthermore, the findings show that knowing the origin or being aware of the variation of the context of use helps a lot of students of english to guess the suitable meaning of idioms. They also reveal that, literal translation is the most used strategy among students whereas the application of other translation strategies is limited, the thing that leads to the emergence of difficulties of translation, in addition to the inability of students to find the appropriate equivalent because of their poor repertoire.
Investigating students attitudes towards the semantic difficulties in translating proverbs from english into arabic: the case of third year students of english at Larbi Ben M’hidi University Oum El Bouaghi
(University of Oum El Bouaghi, 2023) Saoula, Souha; Merabet, Mohamed Hamza
Translation is not an easy task as it seems. It requires a deep understanding of both the source and target language, as well as the differences between them. In addition, translation is fraught with challenges and obstacles that a translator may face during the process. This study aims at investigating the students' major attitudes towards the semantic difficulties in translating proverbs from English into Arabic. A descriptive method is used to test the hypotheses which state that third year English students at Larbi Ben Mhidi University Oum -El Bouaghi- have semantic difficulties in translating proverbs from English to Arabic, and in order to overcome these semantic difficulties they select the best strategies. As a research tool, a questionnaire is used for gathering data. for the sake of giving more explanations about the results, a translation test was used. In this test, students were asked to translate ten (10) English proverbs to Arabic. The questionnaire's results confirm the aforementioned hypothesis which states that Third year English students face semantic difficulties in translating proverbs from English to Arabic. Students also declared that they use specific strategies in order to overcome these difficulties. Concerning the test's results, they confirmed the students' answers provided before in the questionnaire.
Investigating teachers and students' attitudes toward the role of translation from english into arabic on learning the use of phrasal verbs
(university of Oum-El-Bouaghi, 2015) Bensaha, Khadidja; Merabet, Mohamed Hamza
This dissertation is intended to investigate the role of translation from english into arabic as a learning strategy that may be used by students to acquire and use phrasal verbs.Mostly, the study is based on attitudes of teachers and students from english department at Larbi Ben M'Hidi university, Algeria, Oum-El-Bouaghi, about the subject matter. Since the study is about teachers and students’ perception, the method takes the form of questionnaires. The first questionnaire is administered to 3rd year LMD students of language sciences, while the second one is administered to teachers. The results of the study show that students recognize the importance of such multi-word expressions in learning english. Not all students adopt translation as a learning strategy especially advanced level ones and teachers (53.33%) as well as students (70%) consider that translation has a negative effect on learning the use of phrasal verbs. On the basis of these findings, we suggest recommendation to students by giving much more attention to those expressions and also focus on practice. For teachers, we suggest to include them eithe implicitly or explicitly in their class every occasion.key words translation.
Investigating the impact of code- switching on EFL learners’ participation during interaction
(University of Oum El Bouaghi, 2018) Amnai, Saliha; Bensizerara, Nourelhouda; Merabet, Mohamed Hamza
EFL learners' interaction and participation in the classroom remains important aspects in learning/teaching a foreign language. The study investigates the impact of Code-switching on EFL learners' participation during classroom practice. Two methods......tools have been used to test our hypothesis: a quasi-experiment and a questionnaire for students. The experiment involved two groups an experiment and a control group which underwent a pre- and post-test. While the former went through a treatment period, which consisted of being exposed to two languages (i.e, code-switching from L1 to L2), the control group did not receive any of such a treatment. The results showed that code-switching has significant effect on students' participation.
Problems of translating negation from english in to arabic
(university of Oum-El-Bouaghi, 2016) Boudab, Habib; Merabet, Mohamed Hamza
Nowadays, translation became an important activity regarding the need to deal with other people who use different languages. Translation can be practiced when the translator has a basic knowledge of the various aspects of both languages the source and the target one. Grammar is one aspect of language that should be mastered by translators. Since it is a very wide area of investigation, our concern was restricted mainly on negation. As some would think, negation is not an easy field to deal with in view of translation from one language to another, which is why our research was performed to shed light on the different issues that translators as well as students of translation would encounter when performing translation activities. The present work was devoted to identify them in order to allow translation learners benefit from the different remarks taken during the study. We divided the work into two chapters, the first chapter contained two sections, the first section dealt with the translation and the most important issues related to it, such as definitions types and problems. While the second one highlighted the negation in english and how to translate it into arabic, using the rules of translation in both languages. The last chapter is purely practical; we tried to show the application of the theoretical part practically, by giving 25 sentences of negation in the english language to students of the third year at Larbi Ben M'Hidi university, to be translated into Arabic. Then, we studied these translated sentences and analyzed them to show the problems they faced.
The Effect of context on translation accuracy
(university of Oum- El- Bouaghi, 2017) Kharkhache, Soumia; Merabet, Mohamed Hamza
This present study is conducted to investigate the effect of context on translation accuracy: from a foreign language to a native language of third- year EFL students at Larbi Ben M'Hidi University, Oum El Bouaghi. To fulfil the purpose of this study, a quasi-experimental design was conducted. Two pre-existing groups of learners were randomly assigned as experimental and control groups. Taking expressions and cultural words as target structures of the study, the two groups were pre-tested on translation of a list of decontextualized words. Then the experimental group learned the three types of context: co-text, context of situation, and context of culture with their sub-elements within translation through the Dynamic Equivalence Method, while the control group had no treatment. After the treatment period, a post-test that consists of words and expressions in their context was administered for both groups to measure their translation accuracy. The data analysis indicated two results. On one hand, the paired-sample t-test showed that the treatment of context within its strategies highly affected the translation accuracy of the students. On the other hand, the independent-samples t-test indicated that the integration of context strategies within translation is more effective than the written context accompanied with the expressions which need translation alone. The hypothesis of the study was accepted because the context teaching and its strategies were proved to be significantly effective in raising students' translation accuracy.
The Effect of error correction method on sight translation tasks from EFL learners’ perspective
(Université De Larbi Ben M’hidi Oum EL Bouaghi, 2022) Boughalem, Khawla; Bouzidi, Meryem; Merabet, Mohamed Hamza
his present study is conducted to investigate the effect of error correction method on sight translation tasks from EFL learners' perspective. To fulfill the purpose of this study, third year EFL learners at Larbi Ben M'hidi University, Oum el bouaghi were selected as our sample. 60 students were selected randomly to answer a questionnaire and a post test. First of all, the students were administrated with the questionnaire in order to answer and describe their attitudes towards Error Correction Method and Sight Translation. This questionnaire composed of 16 questions, gathered in 04 parts (general information, sight translation, error correction method, and the effect of error correction method on sight translation tasks) and it was accepted from the supervisor which indicates its validity. Secondly, students were tested with the teacher (translate and interpret 05 texts) then it was corrected following error correction method as a treatment. After that, we selected 02 texts to reuse them with students as a post-test. They were asked to mention their previous errors and give the Arabic equivalents of the words they learnt from the texts. The results showed that error correction method enriches learners' vocabulary and treats sentence structure errors and word by word translation errors. On the basis of the resulted findings, it is recommended to encourage learners for more practice on sight translation tasks following error correction method.

Browsing by Author "Merabet, Mohamed Hamza"

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