Abstract:
The purpose of this study was to explore difficulties encountered by
undergraduate learners of English as a Foreign Language (EFL) in translating
idiomatic expressions into French (L2). The goal was to identify the specific
difficulties they pose to learners. Identifying the causes of the difficulties experienced
by EFL undergraduate students in translating idiomatic expressions into French and
proposing translation-enhancing strategies for idioms is thought to be of interest to
learners and teachers alike.
The study was designed as a qualitative exploratory case study.
The key findings derived from analysis by the researcher revealed that EFL
undergraduate students find it particularly difficult to recognise and understand
idiomatic expressions in English, and recreate them accurately in French. In the first
place, the study has shown that EFL learners fail to recognise that idiomatic
expressions make a whole semantic unit. They transfer the lexicogrammatical patterns
of English idioms to French, on the other hand. As a result of this two-faceted
difficulty, i.e.failure to recognise idioms as polylexical structures with semanticunity
and strong tendency for reproducing source-text lexicogrammatical patterns, learners
resort predominantly to paraphrasing as a translation strategy for rendering idiomatic
expressions. In tackling the difficult task of idiom translation, omission and
FLidiomatic expression transfer into target text (L2) are widely employedby
undergraduate students.
In addition to identifying translation difficulties encountered by students, the present
study also suggests idiom translation-enhancing solutions through an integrated
approach to idioms, with a wider, systematic, exposure to idiomatic expressions
through translation classes targeting idioms and explicit idiom instruction in readingcomprehension and linguistics courses. Another solution for enhancing skills in
idiomatic expression translation is teacher preparation for translation classes.
Additional findings are described in the dissertation. These findings relate in
particular to word class divergence and collocational patterns as recurrent translation
difficulties experienced by students. In other words, they fail to make the
lexicogrammatical transformations required in translation process and translate
predominantly word class for word class, as well as they combine words following the
source-text collocational patterns, resulting in unnatural, atypical phrasesin French.
Finally, a systematic approach to idiom translation strategies for EFL
undergraduate learners has been recommended. This approach consists of a step-by step introduction to idiom translation strategies based on the closeness of formal and
semantic features characteristic of idiomatic expressions.
The study includes the need and recommendations for further studies.
Description:
In the Department of APPLIED LINGUISTICS
FACULTY OF LANGUAGES EDUCATION
Submitted to the School of Graduate Studies, University of Education, Winneba in
partial fulfilment of the requirements for award of the Doctor of Philosophy Degree
2014