URDU INTO ENGLISH
TRANSLATION ISSUES
FACED BY SECONDARY
SCHOOL TEACHERS: THE
MANSEHRA PERSPECTIVE
By ‘Farkhanda Khan’
Student ID mc190405578
Supervisor: Mr Hafiz Umair Qayyum
Thesis submitted in partial fulfillment of
degree requirement of MA-ELT
1
VIRTUAL UNIVERSITY OF PAKISTAN
Presentation Outline
Introduction
Literature Review
Objectives of Study
Research Questions
Significance of the Research
Research Methodology
Results of the Study
Conclusions
Recommendations
References
Introduction
Translation is the
transmission of a
word or phrase
with proper
grammatical,
semantic, and
pragmatic meaning
into another
language. The current study
examines the
translation issues
that Urdu-
speaking teachers
experience while
translating from
Due to linguistic Urdu to English.
differences between
Urdu and English,
many children are not
effectively translated.
This study is based on
this backdrop, and it
aims to identify the
translation challenges 3
that exist.
Literature Review
Baker (1992) describes the problems of translation and classifies the theory of
translation into six parts.
Lorscher (1991) defines a translation strategy as a global procedure that
consists of a series of minimal problem-solving steps
Seguinot (1991) views strategies as both the conscious and the unconscious
procedures and to both overt tactics and mental processes
Harvey (2000:2-6) suggests four major strategies for translating CBTs. Functional Equivalence:
Formal Equivalence Transcription or 'borrowing' Descriptive or self-explanatory translation:
Newmark (1988b) proposes different translation procedures
4
Objectives of the study
To find out the
strategies adopted
by English teachers
for Urdu into
English translation
at Mansehra city.
To investigate
different
translation issues of
Urdu into English
faced by English
teachers at
secondary level at
Mansehra city.
5
Research Questions
Q1. What
Problems do
Q2. What
teachers face strategies are
while coping applied by the
with translation teachers when
from Urdu to they face the
English at the non-
secondary level equivalence of
in Mansehra Urdu and
city?
English in
translation?
6
Significance of the Study
This study can play a vital role in The research study will be
compelling the readers to ponder the
Urdu to English translational issues of necessary for the following
secondary teachers in Mansehra city. categories of people:
Students Teachers Researchers
Linguists,
Curriculum
language Translators
Developers
specialists
7
Research Methodology
Methodolog
y
Data Data Design of
Collection Analysis Study
Instrument Population SPSS Form Quantitative
RELIABILITY Close-Ended
Questionnaire Sampling
AND VALIDITY questions
The survey included five point Likert
reviewed with the
Google Form course supervisor
64 English teachers
scale
from Mansehra city'
8
It contains 20
statements
Finding of the study
• I asked about techniques that are used by teachers
for translation purposes
65 62
54 55 55 56
55 53
45 40
38 36
34 35 35
35
25
15
Borrowing Neologism Literal Translation Semantic change Equivalence Cultural Substitu-
tion
Frequency 38 40 34 35 35 36
Percentage 54 62 53 55 55 56
9
Frequency Percentage
Results Of the Study
Difficulty in Proverbs Different Features Of Cultural transmission
both languages
17% Agree Agree
Agree
Disagree Disagree 9% Disagree
Neutral 13% Neutral
20% 55% 14% Neutral
Strongly Agree Strongly Agree
Srongly Agree
Strongly 16% Strongly 3%
Strongly Disagree
8% Disagree 51% Disagree
75%
13%
7%
10
Finding and Discussion
politeness and subtleties Translation training lexical-semantic prob-
of Urdu lems
Agree Agree
Agree
Disagree 3% Disagree
11% Disagree
Neutral Neutral
13% Neutral
Strongly Agree 34% Strongly Agree
45% Strongly Agree 13%
21% Strongly Disagree Strongl Disagree
Strongly
3% Disagree
61%
6% 14%3% 71%
Finding and Discussion
Exact matching words Syntactical Prroblems Different Grammar
Agree Agree Agree
17% Disagree 15% Disagree Disagree
20%
3% Neutral Neutral Neutral
5% Strongly Agree 14% Strongly Agree Strongly Agree
Strongly Disagree Strongly Disagree 11% Strongly Disagree
5% 60%
66% 8%
74%
Conclusion
Cultural issues Borrowing strategies
Compound Words Separate structural families
Semantic Problems Various Forms of Single Word
Diacritical Marks Rhetorical issues
Translating Sarcasm Pragmatic problems
Translating Idioms Missing Names in Translation
Types of Tense Gender-related words
Abbreviations and proper nouns identification
Missing Names in Translation
13
English Loan Words
Recommendations
The translator should have a thorough understanding
University translation courses for translation teachers should be expanded
Utilizing dictionaries
Theoretical foundation in translation
Introducing teachers to the educational field of translation
Using a variety of text formats and translation models
Class size as small
Conducting in-class and out-of-class practical interpretation activities
Improving one's mother tongue's transparency
Training should be given to teachers
14
References
• Baker, M. (1992). In Other Words: A Coursebook on Translation. London: Routledge.
• Baker, M. (2018). In other words: A coursebook on translation. Routledge.
• Chesterman, A. (1997). Memes of translation: The spread of ideas in translation theory. John
Benjamins Publishing Company., Vol 123.
• Chesterman, A. (1997). Memes of Translation: The spread of ideas in translation theory.
Amsterdan: John Benjamins Publishing.
• Chesterman, A. (2016). John Benjamins Publishing Company. Memes of translation: The spread
of ideas in translation theory, Vol 123.
• Harvey, M. (2000). A beginner’s course in legal translation: the case of culture-bound terms.
ASTTI/ETI, 2(24),, 357-369.
• Junining. (2014). Translation Srategies Adopted by English Department Students in Coping with
Non Equivalence ProblemsLeonardi, V
• Leppihalme, R. (1997). Culture bumps: An empirical approach to the translation of allusions.
Multilingual Matters, Vol.10.
• Löscher, W. (1991). Translation performance, translation process and translation strategies.
• Neubert and Shreve. (1992). Translation as a Text. Ohio/London: The Kent State University
Press.
• Newmark. (1988). Approaches to translation. Oxford: Pergamon Press, pg 82.
16
