Chelli, Madjdasaadi, Hacene2018-01-212018-01-212003http://hdl.handle.net/123456789/786The present research, a total of six chapters, irivestigates the stratégies used by second and third year students of translation to translate metaphors and whether the students use these stratégies in any given order of preference. It also sets to verify whether third year students are more successful than second year students in better rendering the metaphors at hand or not. It aims at diagnosing the students* weaknesses in metaphor translation and suggesting a three-step pattem for metaphor translation. We do not pretend to get hold of ail the aspects of metaphor translation; however, we daim to evoke some of its most important ones. This might further improve the students' général translation ability. Metaphor is such a complex phenomenon that we felt obligëd to check its compréhension immediately before its translation. That is why the test of the present research comprised two parts: the compréhension part and the translation part. Students' translations were classified, discussed and analysed against pre-established strategie^gotjtrom the différent teachers' questionnaires. A students' questionnaire was used to support the analysis. The results of the research reveal that the students are not aware of the order of preference of the stratégies of metaphor translation we developed in the first hypothesis. In addition, one academic year interval did not resuit in a noticeable différence in the performance of the students. Finally, a set of implications and suggestions could be got.enMetaphor translationEnglish translationOther