Bahmed Sihem

Kasdi Merbah University - Ouargla
Faculty of Letters and Foreign Languages
Department of English Language and Letters
Dissertation: Academic Master
Field: English Language and Letters
Specialty: Translation and Translation Studies
Prepared by: BAHMED SAID & SIHEM MERAD
Title:
Translating Weather Idioms in English and

Arabic
-Error Analysis Approach-
Publically defended
On:
Publically defended
On: 23 /05/2017
Before the Jury:
President:Samira Sayah LEMBAREK UKM-Ouargla
Supervisor: Ahmed Nour Eddine BELARBI UKM-Ouargla
Examiner: Djamel GOUI UKM-Ouargla
Academic Year: 2016/2017

DEDICATION
In the name of Allah, Most Gracious Most Merciful
Sihem Merad
This work is dedicated to:
My Mother
A strong and gentle soul who taught me to trust in Allah ,believe in hard
work and that so much could be done with little .
My Father
For earing an honest living for us and for supporting and encouraging me
to believe in myself .
My perfect sister “ Sonia ” and her husband “ Chaoukri “ and
Brother “ Yanis ” for their support and encouragement and Love .
Special thank is due to my beloved MOURAD for his patience and care
Sisters not by blood but sister by heart : Sarah , Imene ,Liza , Hafsa, Hana ,
Aicha and All my colleagues at work without exception And My Binome
“Bahmed” Thanks for all lovely days we spent together.
Last but not least, to all my teachers who teach me how to love English .
I do hereby, Bahmed SAID, wholeheartedly dedicate the work to my parents
and my source of inspiration Mr. Stephen SACKUR.
This work is dedicated with respect and love

I
Acknowledgments
First of all thanks are due to Allah Almighty who helped us to accomplish
this study,
I would like to express my gratitude to my supervisor Ahmed Nour Eddine

Belarbi who was a source of guidance, help, and support through this
process. Thank you very much.
Our special thanks should be expressed to all teachers, in general and

teachers of translation major in particular
Thanks to our English department

Thanks to our families for their patient,
Finally, we are mostly thankful to every person who helped us to fulfill

this work.
II
List of Tables:
Table 01 : Statistics for the idiom: Snowed under P:29

Table 02 : Statistics for the idiom: Come rain or shine P:29.30
Table 03 : Statistics for the idiom: Under the weather P:30
Table 04 : Statistics for the idiom: A storm in a teacup P:31
Table 05 : Statistics for the idiom: On cloud nine P:32
Table 06 : Statistics for the idiom: The calm before the storm P:32
Table 07 : Statistics for the idiom: ‫ﺳﺤﺎﺑﺔ ﻧﮭﺎره‬ P:33
Table 08 : Statistics for the idiom: ‫ﺳﺤﺎﺑﺔ ﺻﯿﻒ‬ P:34
Table 09 : Statistics for the idiom: ‫ﺗﺬھﺐ رﯾﺤﻜﻢ‬ P:34.35
Table 10 : Statistics for the idiom: ‫ﻛﺎﻟﻨﺠﻢ ﻓﻲ ﻋﺰ اﻟﻈﮭﯿﺮة‬ P:35.36
Table 11 : Statistics for the idiom: ‫اﻣﻄﺮت ﺳﻤﺎﺋﮫ‬ P:36.37
Table 12 : Statistics for the idiom: ‫ھﺒﺖ رﯾﺤﮫ‬ P:37
III
Table of Contents
Dedication …………………………………………………………. .
Acknowledgements……………………………………………………………..
List of Tables ……………………………………………………………………
Table of Contents ……………………………………………………………………
Chapter One: Idioms in English and Arabic
Introduction
1.1 Idioms in English
1.2 Definition of Idioms
1.3Forms of Idioms
1.4 Types of Idioms
1.5 Weather Idioms in English
1.6 Idioms in Arabic
1.6.1 Definition of Idioms
1.6.2 Forms of Idioms
1.6.3 Types of Idioms
1.6.4 Weather Idioms in Arabic
Conclusion
Chapter two: Error Analysis

Introduction
2.1 idioms and Culture
2.2 theories and views dealing with translating idioms
2.2.1 Error Analysis
2.2.2 Definition
2.2.3 Error Analysis and Contrastive Analysis
2.2.4 Positive and Negative Transfer
2.2.5 Errors and Mistakes
2.2.6 Definition of Error and Mistake
2.2.7 Differences of Error and Mistake
2.2.8 Reasons behind Errors
Conclusion
IV
Introduction
Idioms are a combination of free and bound morphemes in larger linguistic fixed
units that differ from all forms of language in terms of the meaning they convey; they
deliver messages effectively in a concise and precise way depending on the context used
in. Idioms are set of expressions that allow little or no modification in the way written
or said; they can be in both spoken and formal written language. Through idioms one
can reveal wisdom, a cliché or a conventional truth using one of the types of idioms.
Idioms are heavily tainted with culture in general and are peculiar to the background of
the user of them and even to a particular discourse community group. Idioms have a set
of frozen patterns that might be structured with specificities concerning the grammar
used with and the choice of morphemes used in.
Objectives of Study
This research, in overall, attempts to study the following:

1. Find out the reasons behind the negative and positive transfer affecting the
students’ translation of weather idioms.
2. Identify the various possible strategies/procedures to follow in other to
overcome the difficulties arising from both linguistic and cultural levels.
Research Questions
These set of following questions are asked to deal with the problematic properly and set
an overall map for the research:
1. What are the possible reasons behind the students’ errors in translating weather
idioms in both languages ‘Arabic and English’?
2. To what extent be bicultural affect the translation of weather idioms?
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Research Hypotheses
Introduction:
Considering the aforementioned questions, one should formulate the following hypotheses:
* It is hypothesized that negative transfer may affect translating weather idioms.
* It is hypothesized that students find it easier to translate to their mother language
than to English.
Sub-hypotheses:
- Idioms in context are mostly paraphrased.
- Idioms out of context are literally translated.
Methodology of Study
Introduction:
In pure present study we opted for an analytic comparative study relying upon an error
analysis approach that helps us find the reasons, causes and motives of the errors by the
students when translating weather idioms. The research design will be formed is qualitative
aiming to cover some of the aspects of idioms that are changed when are translated.
Definition of terms:
In this glossary part, one should state some definitions for a set of technical and key
frequent words and expressions present in the thesis to explain their meanings.
Idiom (‫)ﻋﺑﺎرة ﻛﻧﺎﺋﯾﺔ‬: An idiom is a phrase or sentence whose meaning is not clear from the
meaning of individual words and which must be learnt as a whole unit. (Oxford Advanced
Learner's Dictionary, 1999) In other words, the meaning of an idiom is not dependent on the
sum of the individual words it has. However, the meaning might be just clear by the overall
meaning of the individual components of the expression unless it is very idiomatic. They
differ from the meaning of the counterpart expression mentioned hereinabove in the types
“sub-categories” of idioms under the umbrella term idiom.It might be confusing sometimes
to differentiate between those types in Arabic and English for the reason that one type of
idiom in one language, as for idiomatic phrasal verbs, can be language bound idioms or as
metaphor ‘‫ ’اﻟﻜﻨﺎﯾﺔ‬which is under another category in Arabic called ‫ﻋﻠﻢ اﻟﺒﯿﺎن‬. Their forms are
idioms, generally almost very opaque, i.e. bite the dust; phrasal verbs i.e. the idiom wind
up/down for a wing mirror of a car; simile “‫ ”اﻟﺗﺷﺑﯾﻪ‬i.e. like lightning; metaphor “ “‫اﻟﻜﻨﺎﯾﺔ‬i.e. he
2
is coward, the only thing he knows is running to the hills, meaning seeking safe places,
positions…etc; cliché “‫ ”ﻻزﻣﺔ‬i.e. wisdom tooth, as in Arabic which is related to maturity,
wisdom…etc; proverb/ saying/ adage “‫ ”ﺣﻜﻤﺔ او ﻣﺜﺎﻻو ﻣﺎﺛﻮر ﻗﻮل‬i.e. red sky at night shepherd’s
delight, red sky in the morning shepherd’s warning; fixed expressions as in the collocation
climate change. English is overloaded with idioms and idiomatic expression, many of which
tackle sometimes nearly a single meaning, so the context is very important and functions
like an arbiter excluding other idioms and idiomatic expressions.
‫ ﻫﻲ ﻋﺑﺎرات ﻟﻐوﯾﺔ اﺗﻔق ﻋﻠﯾﻬﺎ اﻟﻌﺎﻣﺔ ﻣن اﻟﻧﺎس واﻟﻠﻐوﯾون ﻻﺻطﻼﺣﻬﺎ ﻋﻠﻰ ﺿواﻫر او‬: ‫اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ‬
‫ ﻗد‬.‫ ﺗﺣﻣل ﺗﻠك اﻟﻌﺑﺎرات ﻋﺎدة ﻓﻲ طﯾﺎﺗﻬﺎ ﻟﻐﺔ ﺑﻼﻏﯾﺔ ﺗﺟﻌل ﻣن اﻟﻣﻌﻧﻰ ﺧﻔﯾﺎ وﺗﻘدﻣﻪ ﻓﻲ اﺳﻠوب ﺟﻣﺎﻟﻲ ﻣﻌﯾن‬.‫اﺷﯾﺎء ﻣﻌﯾﻧﺔ‬
‫ ﺗﻧﻘﺳم اﻟﻌﺑﺎرات‬.‫ﺗﺧﻠق اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺻﻌوﺑﺎت ﻓﻲ ﺗرﺟﻣﺗﻬﺎ ﻟﻛوﻧﻬﺎ ﻣﺗﺟذرة ﻓﻲ اﻟﺛﻘﺎﻓﺔ ﺣﺗﻰ ﻟﻣﺗﺣدﺛﯾﻬﺎ ﻛﻠﻐﺔ ام‬
.Implication ‫ و اﻟﺗورﯾﺔ‬Euphemism ‫اﻻﺻطﻼﺣﯾﺔ ﻓﻲ اﻟﻌرﺑﯾﺔ اﻟﻰ اﻟﻛﻧﺎﯾﺔ و ﻋﺑﺎرات اﻟﺗﻠطف‬
Idiomaticity: The level of opacity that an idiom or idiomatic expression can have
depending on how difficult it is to be perceived. The difficulty is due to cultural or linguistic
peculiarities as it comes across its grammar rules or the cultural norms of the other language
leaving a vacuum that could elude learners and translators. It differ from a type of idiom to
another, as for instance, it would be more transparent to a certain extent if the idiom is a
proverb, a cliché or a fixed expression but more opaque if it is a phrasal verb like set to or an
idiom as bite the dust. The degree of opacity or idiomaticity is also governed by an
individual’s knowledge of the English or Arabic culture and to an extent to whether or not is
their mother tongue. Hence, what might be transparent for someone could be very idiomatic
for another.
Idiom formation: English to a great extent is a very evolving vivid language that has a
big room for everyone to help invent or manipulate idioms especially in slang and informal
language some of which, by time, make their ways to formal English as some others get old
fashioned. Since the idioms are translated according to their whole meaning, it makes them
easier to be invented even in dialectal Arabic but unlike English none of them glide up to
formal Arabic. The English idioms of all types and forms related to different subjects
commence by coming out in public either by some important people as for instance for the
idiom don’t knock the weather which was said by a humorist and journalist called Frank
Hubbard or as for the idiom eat your heart out which was said by an American singer found
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their ways to English. History tells that some odd events helped create some idiom as after
the Munich Agreement in 1938, which was supposed to save Europe from war was in the
end of nonsense, so people now use the idiom another Munich to talk about any decision
like that. Cultural differences may come up with some idioms either in dialectal English or
Arabic as for the idioms take a French leave or excuse my French which reveal an insight to
the culture.
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1. Introduction
In this part of the research, there must be an introductory definition for idioms in both
English and Arabic and a clear demonstration of the forms and types of idioms in English
and Arabic then will precisely deal with weather related idioms and try to stress out the
factors that govern the use and make of idioms as well as the rendering of them from
English to Arabic.
1.1. Idioms in English
1.2. Definition of Idioms

An idiom is a phrase or sentence whose meaning is not clear from the meaning of
individual words and which must be learnt as a whole unit. (Oxford Advanced Learner's
Dictionary, 1999) In other words, the meaning of an idiom is not dependent on the sum of
the individual words. For example, the meaning of bite the dust has little to do with the
meaning of bite or dust; similarly the meaning of by and large cannot be understood from
the literal meanings of by or large.
In literature, idioms have been defined by many linguists and lexicographers in different
ways. Swinney and Cutler (1972, p. 523) define idioms as "a string of two or more words for
which meaning is not derived from the meanings of the individual words comprising that
string.” meaning that idioms are conventionalized fixed expressions whose figurative
meanings are not clear from the literal meaning of their individual constituents. Idioms
stress, as a whole unit, a moral or wisdom in a linguistically esthetic and pragmatic way
varying in register as they can be formal, informal, spoken or slang in English and across all
languages i.e. a storm in a tea cup (formal British English idiom), On cloud nine (informal
British English idiom). The word Idiom is of Greek derivation from the Greek idios, ‘one's
own, peculiar, strange’, meaning ‘standing apart on its own’, confirming to peculiar
different situations but restricted in use having their style and rules of grammar which are
quite inexplicable and an overwhelmingly implied message in a precise a concise expression
i.e. heads or tails?. Idioms are tremendously rooted in the culture of the language and firmly
tented with culture components as religion, geography, history, lifestyle i.e. for the British
idiom, pigs might fly, the animal mentioned has been chosen in the idiom on purpose instead
of another.
6
Operationally, idiomatic expressions refer to proverbs, metaphors, similes and binomials
which can be a word, a phrase or a sentence that are not taken literally as these expressions
can be related to any category as to business, relationship, weather…etc. An idiom is
composed of two or more words and these words are not included in the overall meaning of
the phrase. The overall meaning of these words expresses a completely different idea. The
reasons for this semantic abnormality is due to the fact that an idiom is not built word by
word, but it is a non-compositional phrase which is learned, stored than reproduced again as
a single item. Idioms are different from collocations and all patterns of language in which
idioms are not flexible, which do not allow several movements and changes in form and
meaning of the word or words in idioms except to make fun.
Idiomatic constructions can be described as complex symbols with specific formal,

semantic, pragmatic and sociolinguistic characteristics. This means that an idiom is a very
complicated notion of language, which overlaps mostly with culture. Language is closely
related to culture, and it can be regarded as a part of culture.
Language and culture shape and interact with each other. Idiom is a very important form of
language, which exists in both language and culture. It carries a huge amount of information
such as nationality, customs, traditions, ceremonies, religion, geography etc. Much
knowledge about culture can be exposed through the study of idioms and in turn better
understand of idioms by learning their cultural background and cultural patterns. Since each
language has its own way and devices of expressing certain ideas and issues in exposing
culture, idioms are considered language and culture specificities. Many such idioms are so
familiar that native speakers hardly realize they are using an idiom at all, exposure to a
foreign language quickly reveals the true position. Idioms may also suggest a particular
attitude of the person using them, for example disapproval, humor, exasperation or
admiration.
1.3. Forms of Idioms

The main feature that differentiates between the different kinds of idioms as easily
understandable or totally opaque is the degree of idiomaticity that an idiom carries. Idioms
are categorized in a cline from transparent to opaque. The latter has an important role in the
comprehensibility of idioms. Therefore, idioms can be divided into two broad categories are
transparent-opaque idioms and transparent idioms, and some other subcategories idioms.
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1.3.1. Opaque Idioms Opaque idioms are the most difficult type of idioms, because the
meaning of the idiom cannot be worked out from the meaning of their separate constituents.
In Cowie’s (1998) terms, these idioms are called true or pure idioms. Opaque idioms or the
idiomatic unit of meaning constrains the interpretation of it as whole for example the new
businessmen bit the dust in doing their work, to mean they failed to do well. Therefore, the
literal and idiomatic meaning is not related at all to each other bite and the dust, the
figurative sense takes over the meaning of such idioms. These kinds of opaque idioms are
commonly unknown but there are routinely used in people’s exchanges. Syntactically
speaking, opaque idioms cannot be transformed to the passive voice because they do not
carry their idiomatic meaning; for instance, the sentence my friend bit the dust yesterday
cannot be changed to “the dust was bitten by my friend yesterday” simply because to bite the
dust means to die. Semantically speaking, opaque idioms do not accept semantic flexibility
and lexical substitution by near synonyms. For example, substituting bite for eat or dust for
earth would not keep the idiomatic meaning of bite the dust in spite of the fact that both
variants bite the dust and eat the earth might be recognized to mean to die, but one is an
idiom and the other is a form of expressive language in a metaphoric way. Moreover, Moon
(1998 a, cited in Grant, 2003, P 26) states that opaque idioms cannot be understood without
background knowledge about their origin.
Unlike transparent idioms, the opaque ones do not allow modifications inside the
linguistic and semantic units such as adding words being them nouns, verbs or even
prepositions, for instance, they shot deep holes in my argument (adding deep to shot holes).
Opaque idioms are completely restricted to idioms’ principles such as rigidity. They are
highly idiomatic since they do not allow linguistic variations in their lexical and syntactic
structures. Their opacity is very often increased by the presence of cultural items.
1.3.2. Semi-opaque Idiom Idioms of this type are rather less opaque than the first ones.
Semi-opaque idioms have at least one semantic indicator to the idiomatic meaning. Unlike
opaque idioms, it might be possible to interpret their meaning from their expressive
components. The figurative sense becomes to some extent detachable from the meaning of
the constituent parts of idioms. For example to give someone a piece of one’s mind as a
semi-opaque idiom since the expression piece of mind may infer that an opinion has been
communicated. Red in the expression redline can also help to predict that it refers to things
that should not be done and literally to limits that must not be crossed.
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1.3.3. Transparent Idioms This type of idioms refers to expressions whose meaning is
compositional; they can be elicited from the words making up the idiomatic expression.
They are also called free collocations. Syntactically, transparent idioms are capable of
syntactic mobility. Ifill (2002) assumes that they can retain their idiomatic reading even if
they are used in passive voice; for example, the idiom wind down in the sentence Ali winded
down the car’s window maintains its idiomatic meaning in the passive sentence the car’s
windows were winded down by Ali. Moreover, they can also allow modifications such as
adding words i.e. Ali winded the new car’s windows down quickly.
1.3.4. Semi-transparent Idioms: Idioms in this category are often metaphors. They are
one of the confusing kinds of idioms due to the fact that their metaphorical meaning can also
have a literal counterpart. Therefore, they may also be referred to as semi-metaphorical and
semi-literal expressions i.e. put all your eggs in one basket, Consider the aforementioned
expression in a context it may mean the following: If we want to secure every precious thing
we have then we ought to have different techniques and measures to do so.
1.3.5 Culture-Free and Loaded Idioms The main feature that leads to the difficulty in
translating idioms is their culture specificity. An idiom, as the Oxford Dictionary (1983)
defines it as ‘a form of expression peculiar to a language’. The term ‘peculiar’ in this
definition, means that idioms are meaningful or they have sense in only one language or one
culture. Therefore, it is difficult, if not impossible, to find such an idiom in another different
language. Some idioms, however, as metaphors and proverbs, have direct equivalents and
hence, they can be easily translated into other languages. An example of that is the English
expression on cloud nine which has a direct equivalent in Arabic that is ‫ ﻓﻲ اﻟﺴﻤﺎء اﻟﺴﺎﺑﻌﺔ‬which
are both heavily tied to culture in general and to religion in particular because in Christianity
the number nine and the noun cloud are kind of sacred and luck bringing words, the noun
‫ اﻟﺴﻤﺎء‬in Arabic and the number ‫ اﻟﺴﺎﺑﻌﺔ‬are relatively tied to culture too, so the idioms are
culture loaded idioms. The Arabic expression, however, is more easily understandable,
because it has a transparent meaning and thus, it is a more culture free one. Having a wide
knowledge of the cultural references, as well as the context of use is the key for better
understanding and interpreting idioms, and mastering their different uses.
1.4. Types of Idioms
The characteristic features of the nature of idioms that have been mentioned above lead
us to the conclusion that idioms are of different types. Some are more frozen than others,
9
and other types are more flexible in additions to those related to a particular social area or
semantic field. Based on such features, idioms have been classified by linguists in different
ways.
1.4.1. Idioms which Violate Truth Conditions According to Baker (1992), these idioms
are one of the most recognizable types. For example, it’s raining cats and dogs, throw
caution to the wind, storm in a tea cup are easily recognized as illogical expressions at their
surface structure; they draw the person’s attention to read beyond their words. It is against
the truth of life to rain cats and dogs, or to have a storm in a tea cup. This type of idioms
includes ‘ill-formed expressions’ because they are independent from the grammatical rules
of language i.e. the world and his wife that means simply every one or a large number of
people, which does not only violate the truth, but it does not also follow the English
grammar in the sense that the word world has been personified (his instead of its).
1.4.2. Phrasal Verbs According to Palmer (1976), phrasal verbs are very common types
of idioms in English. They are a combination of a verb and an adverb such as wind up, wind
down or that of a verb, an adverb and a preposition such as put up with. The meaning of this
word association can by no means be deduced from the individual verb, adverb or
preposition; only the phrasal verb as a whole makes an idiomatic sense and they are more
flexible in terms of structure. In many cases, there are single verbs with the same or close
meaning of phrasal verbs; for example, the verb to frighten has the same meaning of scare
off, and to invent is very close to the meaning of make up. However, not all sequences of this
kind are idiomatic phrases. As a matter of fact, an idiomatic expression such as put on the
table can have a literal meaning rather than an idiomatic one in a sentence like put on (put
your coat on is an idiomatic expression). Moreover, there are even degrees of idiomaticity;
for instance, make up a story is more idiomatic than make up a fire or make up someone’s
face.
1.4.3. Simile-Idioms This type of idioms can either take like-structure or a noun
followed by as i.e. like the wind, or have the structure of as followed by an adjective then as
such as quick as lightning or as right as rain. According to Baker (1992), this kind of idioms
should not be interpreted literally. It has a form of a specific structure of comparison,
irregularity in word combination and fixedness in use. Consider the three previously
mentioned idiomatic expression for the first and the second, meaning very fast, are far more
predictable than the third one. Choosing the word lightning and wind to describe something
10
as being very quick makes the listener of it an easier choose to take than in the third
aforementioned idiom. This difference in the choice of word combination draws attention to
the fact that there are degrees of idiomaticity; some simile expressions are more idiomatic
than others.
1.4.4. Metaphorical Idioms Opacity is an extreme quality of this type of metaphorical

idioms. Words are deviated from their logical and ordinary meaning to carry a figurative
meaning. Metaphorical idioms are produced by quite large conceptual metaphors. For
example, the idiomatic unit be in your boss’s radar describes a good relationship of
loveliness and care between the boss and the employee, dog’s life describes hard times in
someone’s life or for instance Juliet is my sun as stated in Shakespeare’s story Romeo and
Juliet. Ghazala (1995) calls them ‘indirect idioms’ referring to the fact that they are a special
kind of idioms that they carry in the message in a powerful aesthetic way and concisely
deliver it, but are more flexible and adaptable according to the context used in.
The common meanings of the individual elements have totally nothing to do with the
idiomatic meaning. Consider the idiom in this context: well, speak of the devil, here is Ali
now.; it would be rather unacceptable and insulting to interpret it literally, however, the
connotative aspect of the idiom should be taken in consideration instead; the meaning refers
here to someone appears suddenly and unexpectedly when they have been talking about
them. Thus, the meaning of metaphorical idioms goes beyond the surface meaning of the
words. This type originates from metaphors; it carries out a kind of image such as: anger,
power, happiness and success. Our choice of these kinds is based on the common features
that characterize idioms such as being multi- lexical units, figurative expressions and fixed
patterns though some idioms accept a specific variation. The idiomatic meaning, as such, is
like a scale along which some idioms tend to be more idiomatic because they are more
restricted to these features like to bring, take, carry, etc. coal to Newcastle ‘idiom’ than
others which are at the bottom of the scale as to say of a person coward run for the hill
‘metaphor’ in which hill symbolizes safety. Thus, this draws attention to degrees of
idiomaticity, which is our next standpoint.
1.4.5. Idiom and Clichés a phrase or an idea that has been used so often that it no longer
has much meaning and is not interesting that might be most of the time untrue or
inapplicable in certain context but still they are considered idioms, i.e. a trouble shared is a
trouble halved or it never rain but it pours which means that when one bad thing happen to
11
you, other bad things happen soon after, which might not be true depending on each
person’s view. Idioms which are complex parts of fixed structure and syntax, whose
meanings are more than simply the sum of their individual parts, are considered as one
feature of this type of speech. Idioms, however, are not the only kind of premade speech;
there are many other sorts of fixed phrases like clichés. Clichés are similar to idioms in that,
they include patterns which are relatively fixed, but they are different from them, in the
sense that these patterns are usually made up of extended lines of language. Clichés as once
upon a time; have a nice day, differs also from idioms in the way that they are easily
understandable from the meaning of their individual constituents, in contrast to idioms
which are often learnt as a single unit without taking into account the meaning of their parts.
1.4.6. Idioms and Proverbs Like idioms, proverbs “are special, fixed, unchanged
phrases which have special, fixed, unchanged meanings” (Ghazala, 1995:142). They differ
from other idioms in the sense that they display shared cultural wisdom. In other words,
proverbs are easily understandable in most cases thus can be rendered easily. They are just
like idioms in the way that they allow little or no modifications. Although, proverbs are
considered as culture-specific because they are very bound to culture, many proverbs have
direct natural equivalents from English into Arabic or vise versa. For instance, the British
English expression prevention is better than cure can be rendered naturally and literary by
the Arabic idiom ‫اﻟﻮﻗﺎﯾﺔ ﺧﯿﺮ ﻣﻦ اﻟﻌﻼج‬but it would not be done literary if translated from the
American idiom an ounce of prevention is better than a pound of cure or for the idiom to
take, bring or carry coal to Newcastle can be naturally said in Arabic as ‫اﺧﺬ او ﺟﻠﺐ اﻟﺘﻤﺮ اﻟﻰ‬
‫ﺣﻠﺐ‬. However, we can have other indirect dynamic equivalent proverbs for other proverbs as
for the idiom a stitch in time saves nine which might be dynamically translated in Arabic as
‫رب ﺷﻖ اﺻﻠﺢ ﻓﻲ وﻗﺘﮫ ﻛﻔﻰ ﺑﯿﺘﺎ ﻣﻦ ھﺪﻣﮫ‬thus these kinds of idioms are not always transparent, and
their meanings are sometimes ambiguous. Yet people are fascinated by them since they are
always used with expressive colorful language. Idioms and proverbs are also a part of
figurative language that produces cultural information and their use shows that the person is
a part of that social group that uses them accordingly.
1.4.7. Idioms and Fixed Expressions are fixed phrases and sentences that have a
combination of two or more words that collocate with each other or one another; this
happens very often and more frequently than would happen by chance, for example, God
bless you, ladies and gentlemen, Our Lady (to refer to Mary). They differ from idioms in a
way that they have almost transparent meaning. There for, the meaning of the expression go
12
to bed, pass the time can easily be inferred from the meaning of its constituents, in contrast
to an idiom like pull a muscle meaning to damage it by using too much force in which the
meaning of the whole of it different to an extent from the constituents. But in spite of its
transparency, the meaning of a fixed expression, as that of an idiom, is sometimes more than
the sum meanings of its components. Similar to idioms, meeting any fixed expression brings
up in the mind of the reader all the aspects of experience associated with the different
contexts in which the expression is used. This feature is the leading cause to the widespread
use of fixed and semi-fixed expressions (Baker, 1992: 63).
1.5. Weather Idioms in English
Idioms, across all languages, as in English, constitute a mere large number for the facts
that they are of pragmatic use through which clear strong messages are precisely and
concisely conveyed. Idioms are used more in informal spoken English than formal written
one, they are tented with culture revealing many aspects as geography, religion, and
lifestyle; they are related to many fields of life like business, education, body and weather.
Weather idioms in English are numerous than weather idioms in Arabic, they may differ
completely or partially in terms of structure and number as we move from one English
speaking country to another i.e. the British idiom a storm in a teacup is localized in the US
as a tempest in a teapot meaning a lot of anger or worry about something unimportant
depending on world view, as would happen in Arabic among different Arabic subcultures. It
may happen that an English idiom can’t be simply be rendered by a counterpart in Arabic or
indeed be localized in another English subculture i.e. the South African idiom a monkey’s
wedding describes a particular state of the weather. The English are overwhelmingly
obsessed by the weather for the fact that the weather is so unpredictable during the day
across the kingdom leaving a big room for people to talk about it, discuss it to the point to if
it was not for the weather many people there would not start a conversation. Weather idioms
in English focus a lot on the aspect rain revealing its good and bad effects on the English’s
psychological state of mind i.e. right as rain to mean in excellent health or condition
whereas the idiom to rain on some body’s parade means to spoil something for them.
Idioms or idiomatic expressions are vehicles for cultural beliefs and a way to express a
certain feeling or image in a peculiar specific way that might not be simply rendered to the
second language using an idiom of any type as for some extreme and off the wall idiom, for
instance, God is fighting with himself to talk about a very unstable bad weather that is
13
stormy and rainy…etc. in a certain time. These kinds of religious bound idioms and other
offensive rather spoken idioms said in certain circumstances i.e. fuck somebody around
which means to treat them in a way that is deliberately not helpful to them or waste their
time, represent a real challenge for the translator or learner to translate them either using an
idiomatic expression or even an expressive language. Each culture has specificities that
cannot be sometimes transmitted to another culture using the same content present in the
idiom because not everything can be said or written, can be translated.
In the end, idioms of all types are only vehicles loaded with culture, without which
idioms would probably be of no aesthetic value. Culture subjects thoughts and ideas to it to
form certain culturally bound forms of written or spoken language which reveals in return a
bit about a community’s ideology and mainstream. Every single element of living for a
certain community or sub-community exposes itself to constantly merely constitute, in
general, culture as for the belief system they have, behaviorism, geography, history and even
undoubtedly every slight thing as, for instance, to the way of stirring sugar in their coffees or
the way of greeting to other people…etc, which all these go under the mode of behavior.
1.6. Idioms in Arabic
An idiom is an artistic expression of the language. Usually, the individual meanings of its
components are different from its literal meaning. An idiom is a form of speech or an
expression that is peculiar to itself. Grammatically, it cannot be understood from the
individual meanings of its elements. An idiom is a group of words which has, as a whole, a
different meaning from the meaning of its constituents (The Longman Pocket Dictionnary;
2001). According To Langacher (1968, P. 79), “an idiom is a kind of complex lexical item.
It is a phrase whose meaning cannot be predicted from the meaning of the morphemes it
comprises “. This definition shows two basic characteristics of the idioms, it is a complex
lexical items and it meaning cannot be inferred from its part.
Moreover, Palmer (1976, P. 79), defines idioms as collections of special kind whose
meaning is often opaque. He (ibid, P. 98) also claims that idioms have plenty of syntactic,
semantic and grammatical restrictions, accordingly, idioms can be said to be semantically
single units. They should not be analyzed into their individual words.
14
In A Dictionary of Linguistics and Phonetics, Crystal defines idioms as: “ A term used in
grammar and lexicology to refer to a sequence of words which is semantically and often
syntactically restricted , so that they function as a single unit. From a semantic viewpoint,
the meaning of the individual words cannot be summed to produce the meaning of the
idiomatic expression as a whole. From a syntactic viewpoint, the words often do not permit
the usual variability the display in other contexts e.g. it’s raining cats and dogs does not
permit it’s raining a cat and a dogs / dogs and cats, etc (Crystal 2008, P. 236). Further, Frase
(1976) considers an idiom as “a single constituent or series of constituents, whose semantic
interpretation is independent of the formatives which compose it”.
In addition, in the Longman Dictionary of Language Teaching and Applied Linguistics ,

Richard Schmidt (2002 ) define an idioms as ‘ an expression functions as a single unit and
whose meaning cannot be worked out from its separate parts ’ (P. 245) .Idioms, according to
Bolinger (1975) , are “ groups of words with set meanings that cannot be calculated by
adding up the separate meanings of the parts” ( as cited in Lattey 1986, P. 219 ) .
Having pointed out all the above definitions of idioms, it would be possible to identify
the following main idiom characteristics:
1. Idioms are fixed (frozen) in form and order
2. They carry meaning that cannot be understood literally in that they do not normally
mean what we expect them to mean (Al-Sha’Ian, 2007, P 46).
3. They are culture-based expressions.
Arabic language is a descriptive language in essence; it tends to more focus on

environment when analyzing the surrounding entities. Arabic in this regard, expresses
weather in various expressions. Needless to say that Arabs prefer being direct but eloquent
in their speech that is why they prefer using connotative aspects to express certain things
they see or feel.
Arabic language reflects the space where its speakers do sue it. Hence, most of the time
the expression linked to weather are mostly related to Hot, Desert, Wind, or they may
express things that seem to bring glad tidings for the Arabs as ‘rain’ shadows’ and cold in
general. In Arabic language, unfortunately, we do not find various expressions related to
weather, though they use a lot of others related to some other phenomena.
15
These idiomatic expressions related directly to weather express mostly the things
surrounding the Bedouin in their daily lives as: wind, hot, rain…etc. These latter, though
found in English but used in Arabic for very specific details or/and for other superstitious
phenomena.
1.6.2. Forms of Idioms

Arabic language like English language is rich of idiomatic expressions because the Arab
peoples as well use idioms to express images such as: happiness, richness, poverty and so
forth. The idioms in the other hand represent their wise, genuineness and the development of
their community.
Abu Sa’ad (1987) states that “There are two reasons why peoples use idiomatic
expressions in Arabic the first one is to beautify their language and distinguish it through
this stylistic phenomenon for example, he agrees to every things this person says .the second
reason is to avoid mentioning a word that may cause embarrassment or annoyance”. (P.7.8)
1.6.3. Types of Idioms
He (ibid) distinguishes two types of expressions in Arabic are:
1.6.3.1 Contextual expressions are those which acquire new meanings through their
context or structure such as the verb ‫( ﺿﺮب‬deraba) “to hit” or “to throw something” at
acquire their meanings through its structure and use as in “he blew the horn” ,”he set the tent
up” and “he mixed them”.
1.6.3.2 Idiomatic expressions are those which acquire their meanings through the image
they portray for instance “to pull the fire towards his loaf” means selfishness, “the war
showed its legs” means it become fierce and bloody.
The Arabic idiomatic expression are more found in Arabic dialects than in Modern
Standard Arabic because Syria, Morocco, Jordan, Algeria for example are countries
belonging to Arab community so their official language is the Arabic language but it may
find for each one an idiom expresses condolence which signify someone’s death .In many
cases, idiomatic expressions in Arabic are easy to grasp because their meanings are not far
from the sum total of their respective components. Whereas, others idioms are as in English
difficult to understand simply because their meanings are far from the sum of their
16
components. Moreover, “some of them are really difficult because they are very culture-
specific” (Kharma and Hajjaj, 1989, p.74).
Examples in Arabic and Their equivalence in English idioms:
ARABIC ENGLISH
‫اﻣﻄﺎر ﻛﺎﻓﻮاه اﻟﻘﺮب‬ To rain cats and dogs
‫ﻣﻘﻄﻮع ﻣﻦ ﺷﺠﺮة‬ He has no relative
‫اﻟﺼﺪﯾﻖ ﻋﻨﺪ اﻟﻀﯿﻖ‬ A friend in need is a Friend in deed
‫ﻋﺪو ﻋﺎﻗﻞ ﺧﯿﺮ ﻣﻦ ﺻﺪﯾﻖ ﺟﺎھﻞ‬ Better An open enemy than a false enemy
‫اﻟﺪھﺮ ﯾﻮﻣﺎن = ﯾﻮم ﻟﻚ و ﯾﻮم ﻋﻠﯿﻚ‬ Every dog has his day
17
18
2. Introduction
In this chapter of the dissertation, the impact of culture on the formation of idioms of
different types is demonstrated in general and elements of culture as religion and geography
are shown and illustrated using some idioms related to the topic area of weather. The
process of rendering idioms and the ways used are also explained with an insight into some
views of some translation theorists related to translating idioms.
2.1. Idioms and Culture
Idioms of all types have to fit in one mold of a particular community that is culture.
Idioms in general reveal great insights to a community’s customs, religion, life style,
geography, history...etc. the idiom may undergo little change as it goes from one English
speaking country to another especially between British English idioms and American ones
due to some factors and elements that are peculiar to an extent to that country or region i.e.
(Br Eng) a storm in a teacup would be used in American English as a tempest in a teapot (=
a lot of anger or worry about something that is unimportant). The change that occurs at the
level of lexical morphemes is due to the background those people have in common and the
social settings shared in the certain same geographical area, this results in particular peculiar
mentality known for that community.
The perception of those figurative ideas that form those idioms are built on those aspects
and factors if we may take the former mentioned example to illustrate with we find that the
Americans might have chosen the word teapot to symbolize the vast geographical area they
live in and the word tempest to mean a very violent wind which characterizes the United
States’ weather of strong tempests and hurricanes meanwhile the British would think of a
teacup to symbolize the small country with less severe winds and in parallel reveal
something of their food culture by choosing teacup. The two idioms though same they are in
terms of the meaning they convey but still build different images in the mind of the learner
or translator as they meet with them stressing out the mentalities of the two communities and
the peculiarities of the two nations.
The Arabic idioms have the same characteristics as they reveal insights into the Arabic
culture in general and into other smaller different subcultures in which the difference in the
expressions might be more obvious in spoken Arabic. As for the idioms in Arabic they carry
colorful images about the Arabs common history and also sort of common geography since
19
Arab nations exist in a greatly vast Saharan region in the world with long seashores. Since
the weather in the Arab region is dry and stormy, the weather aspect of storm and sun takes
over on some idioms to express a certain meaning that is generally negative i.e. ‫ﻋﺎد ادراج‬
‫ اﻟﺮﯾﺎح‬implies that someone got nothing after searching or asking for something. The same
impression of loss and bad luck the idiom ‫ ﺗﺠﺮي اﻟﺮﯾﺎح ﺑﻤﺎ ﻻ ﺗﺸﺘﮭﻲ اﻟﺴﻔﻦ‬deliver to the reader.
The most frequently used items of weather in idioms either in Arabic or English are rain,
storm, cloud or snow, English western culture seem to express the negative or bad feelings,
deeds…etc using the unwanted weather state of being rainy or stormy and the Arabic culture
expresses bad negative situations by using sun, in general, and storm because they impose
natural threat to their life system of agriculture…etc and rain to speak about positive stuff
because it goes perfectly with the nature they live in. However, the British on the other side,
for instance, they collocate rain and cloud generally with the negative side of life in idioms
as for the idiom come rain or shine in which rain may symbolize bad unpredictable weather
or any other difficulty that could block the way to achieve a certain result, or for other
idioms like (Brit Eng) it never rains but it pours, (Am Eng) when it rains it pours used to
say when one bad thing happens to you, other bad things happen soon after.
However, the weather situation could express same kind of effect on both English and
Arabic different cultures which may figuratively take the same lexical direction as for the
word storm when is used in the idiom the calm before the storm which might be rendered as
‫ اﻟﮭﺪوء اﻟﻠﺬي ﯾﺴﺒﻖ اﻟﻌﺎﺻﻔﺔ‬or for the weather word cloud in the English and Arabic counterpart
idiom every cloud has a silver lining and the Arabic one ‫ﺳﺤﺎﺑﺔ ﻋﺎﺑﺮة‬. In the four mentioned
idioms, the words storm and cloud take same lexical line though the Arabs tend to love
every ting results in rain as clouds, but here the two words symbolize noise, violence,
disagreement and any other sort of problems. As the gap between cultures widens, some
idioms take a rather peculiar form that cannot be rendered using same type of the idiom in
the other culture and language or even cannot be translated by an idiom of any type but just
expressively by sentences of no idiomatic expressions and meanings as for the South
African idiom a monkey’s wedding that is used to describe a certain state of the weather
when it is raining while the sun is shining, and this reveals part of the South African culture,
its geography and the way they perceive things and approach them.
Idioms or idiomatic expressions are vehicles for cultural beliefs and a way to express a
certain feeling or image in a peculiar specific way that might not be simply rendered to the
20
second language using an idiom of any type as for some extreme and off the wall idiom, for
instance, God is fighting with himself to talk about a very unstable bad weather that is
stormy and rainy…etc. in a certain time. These kinds of religious bound idioms and other
offensive rather spoken idioms said in certain circumstances i.e. fuck somebody around
which means to treat them in a way that is deliberately not helpful to them or waste their
time, represent a real challenge for the translator or learner to translate them either using an
idiomatic expression or even an expressive language. Each culture has specificities that
cannot be sometimes transmitted to another culture using the same content present in the
idiom because not everything can be said or written, can be translated.
In the end, idioms of all types are only vehicles loaded with culture, without which
idioms would probably be of no aesthetic value. Culture subjects thoughts and ideas to it to
form certain culturally bound forms of written or spoken language which reveals in return a
bit about a community’s ideology and mainstream. Every single element of living for a
certain community or sub-community exposes itself to constantly merely constitute, in
general, culture as for the belief system they have, behaviorism, geography, history and even
undoubtedly every slight thing as, for instance, to the way of stirring sugar in their coffees or
the way of greeting to other people…etc, which all these go under the mode of behavior.
2.2. Theories and Views Dealing with Translating Idioms
Idioms keep evolving and changing over time across languages exactly as words do
especially in vivid languages like English, taking different forms and structures in which
new morphemes exist to form new lexical units that have the same or slightly different
meaning as the old fashioned idiom especially at the level of spoken language. Idioms are
used in different cases as in disagreement, agreement or commenting on different situations
and represent a real challenge in conveying with the maximal success the same
conceptualization, connotation and shade of meaning. Word order in idioms in English is
very important, in general, when translating idioms as choice of words in idioms is (page 6,
English Idiom Advanced in Use) i.e. for the idiomatic expression safe and sound, not sound
and safe, which appears as a counterpart collocation following the same order as ‫ﺳﺎﻟﻢ وﻣﻌﺎﻓﻰ‬
or for the proverb a sound mind in a sound body is rendered using the same order and type
of idiom which is the proverb ‫ اﻟﻌﻘﻞ اﻟﺴﻠﯿﻢ ﻓﻲ اﻟﺠﺴﻢ اﻟﺴﻠﯿﻢ‬respecting the same type of idiom used
in the source language which impose a great challenge for translators to meet.
21
According to Bell and Bobrow (1973) the idiomatic expressions are accessed from ‘a
mental word dictionary’ called idiom list that is not part of the person’s normal mental
lexicon, this strategy is different from the processing of literal expressions and normal
sentences that is why knowing about idioms indicate the advanced level at which the learner
is or the translator who is doing the processing of a native speaker to the target language
idioms. In case of failing to literally analyze the idiom, the access to mental idiom list would
happen and the interpretation would be literally for the idiom. In Swinney and Cutter’s study
(1979) they demonstrate another model of processing is lexical representation hypothesis,
through which they believe that during the process of comprehension both literal and
figurative interpretation of idiomatic expressions take place simultaneously. According to
Gibbs (1984) encounters that for native speakers, the interpretation happens automatically
and figuratively without much focus on the literal meaning of the idiom even if it reveals
both implicit and explicit meaning and cause amazement to the learners.
Newmark (1980) believes that for most texts, the translator has to make sure that their
translations make sense and it reads naturally written in ordinary language using common
grammar, idioms and vocabulary that meet the situation. Since the right equivalent idiom or
idiomatic expression is hard to be found, sometimes, using the same characteristics of the
idiom present in the source language as for the type of the idiom mentioned, its degree of
formality, its frequency of use and shades of meaning it covers. This brings pushes
translators and learner to use the closest counterpart idiom or idiomatic expression for the
one given in the source text without the infringement of the first idiom’s linguistic
peculiarities and specificities, so one of the main problems for translators is the lack of
equivalence on the idiom level. All languages have idioms but it is yet still not easy to find
an equivalent in the target language that corresponds to the idiom in the source text in both
form and meaning for the same context and frequency of use. Baker (1992) believes that the
main problem that idioms and idiomatic expressions pose in translation is the ability to
recognize and interpret the idiom correctly and argues that the person’s competence for
using idioms and fixed expressions of foreign language is not comparable with that of a
native speaker that is why translating into and from a person’s language more reliable and
highly likely to be correct.
Sometimes we adapt the original natural idiom especially in spoken languages in case of
lacking the counterpart exact idiom by analyzing the meaning of its morphemes and try to
substitute it by another series of words in the target language and culture that can convey
22
exactly the same meaning in the translated from idiom according to the translated from
culture. Otherwise, some may resort to literally rendering the same idiom and adopting the
exact words used in i.e. in a blink of an eye for the Arabic ‫ ﻓﻲ رﻣﺸﺔ ﻋﯿﻦ‬instead of using the
idiom ‫ ﺑﻠﻤﺢ اﻟﺒﺼﺮ‬as an equivalent. It is also used to substitute natural equivalent idioms as a
stitch in time saves nine in English by anther dynamic equivalent idiom in Arabic. This is
the result of using same form and morphemes from the other language to fit a slot of
meaning or create a certain image in the target culture wishing to have the same view or
shades of meaning using an adapted counterpart vehicle to the target culture to reveal the
idiom.
2.2.1 Error Analysis
2.2.2. Error
In recent years, studies of second language acquisition have devoted many efforts
analyzing students errors based on the belief that those errors allow for prediction of the
difficulties involved in acquiring a second language. In this way, translators can be made
aware of the difficult areas to be encountered by their students and devote special care and
emphasis to them. Error Analysis is a type of linguistic analysis that focuses on the errors of
students made. It consists of a comparison between the errors made in the target language
and that target language itself. Error analysis emphasizes the significance of learners’ errors
in second language when translating idioms. Thus, it presents an explanation for the reason
behind making those errors. It is important to note that Interference from the learner’s
mother tongue is not only reason for committing errors in his target language. Another
concept of error analysis is given by Brown (1980, P. 160 in Hasyim, 2002, P. 43). He
defined error analysis as: “The process to observe, analyze, and classify the deviations of the
rules of the second languages and then to reveal the systems operated by learner”. The
definition of error analysis by Corder, (1974) is very relevant to isiZulu learners in this
study. Corder (ibid), argues that "what has come to be known as error analysis has to do with
the investigation of the language of second language learners." One of the main aims of
error analysis is to help teachers 3 assess more accurately what remedial work would be
necessary for English as a Second Language (ESL) students preparing for an English
Language test, so as to help students avoid the most common errors.
23
2.2.3. Contrastive Analysis
According to Ellis and Tomlinson (1980,P. 274) as quoted in Manthata 1990, Contrastive
Analysis is explained in the following way: Useful information about learning problems can
be discovered by comparing the learners’ mother tongue (s) and the learners’ target language
to discover ways, in which they are the same, similar and different. Such a contrastive
analysis is normally used to predict which errors are likely to be made by second language
18 learners as a result of negative interference from their first language and thus to decide
which items from the syllabus to give special care and emphasis to.
It was claimed that contrastive analysis can give only some insights as to structural
problems. Human behavior in teaching / learning involves so much more than language
structures in contact that it cannot be predicted accurately from contractive analysis. All
criticism might be partly true, but one cannot completely divorce linguistic problems from
teaching / learning that much should obvious. Contrastive information should then be very
useful for all those practical fields, provided it is not the only type of information given.
2.2.4. Positive and Negative Transfer

All the constructivists, including fries, Lado, Haugen, etc… work within psychological
theory of transfer of learning. Transfer can be defined as an effect of learning task upon
another learning task (cf. James 1980, P. 2). This effect can work forward or backward in
time. From this point of view we can distinguish:
2.2.4.1. Proactive transfer: The effect of a previously learned task: this is supposed to be
the main cause of errors in foreign language learning the influence of the structures of the
native language upon the structures of the language being learned. More generally speaking,
the influence of the native and any previously learned language upon the language being
learned. In the case of Algerian students one might expect the influence of Arabic and
French upon English, Hence the importance of French in the Algerian Learning situation.
2.2.4.2. Retroactive transfer: The effect of a subsequently learned task upon the
retention of previously learned one; this concerns the so-called “backlash interference “, e.g.
influence of French structures on Arabic one. This type of investigation would be interesting
among immigrant groups, e.g. Algerians living in France. From the point of view of ease or
difficulty of learning we have:
2.2.4.3. Positive Transfer: Which obtains when the learner similarity between the two
system
24
, e.g. speakers of Arabic easily learn to pronounce the English, because of the existence of a
similar phoneme in their system.
2.2.4.4. Negative transfer: Which obtains when the leaner produces an incorrect
structure or sound because of a structure difference, e.g. an Arabic speaker can have
difficulties with the English /r/ because of phonetic dissimilarities between Arabic and
English /r/s.
2.2.4.5. Zero transfer: Which obtains when a response in the native language has no
relation to a response in the foreign language , some of the constructivists omit this case as
highly improbable .
2.2.5. Errors and Mistakes
‘Error’ and ‘Mistake’ are two of these words. Both of the words mean: “A wrong action
attributable to bad judgment, or ignorance, or inattention”. Many use these words
interchangeably, which can be right for certain situations, but some would deem a particular
word as more appropriate than the other.
2.2.6. Definition of Error
An error is a deviation from accepted rules of a language made by a learner of a second

language. Such errors result from the learner's lack of knowledge of correct rules of the
target language. A significant distinction is generally made
between errors and mistakes which are not treated the same from a linguistic viewpoint. The
study of learners' errors was the main area of investigation by linguists in the history
of second-language acquisition research.
Is usually a choice that turns out to be wrong, mistakes are usually accidental. You know
it’s wrong. In other words, mistakes are performance based, and can be self-
corrected. Mistake is less formal than error, and is usually used in daily speech.
2.2.7. Difference between Mistakes and Error
Error reflect gaps in a learner’s knowledge, learner does not know is correct but Mistakes
reflect occasional lapses in performance, they occur because in particular instance, the
learner is unable to perform what she / he knows. Mistake refers to a performance error that
is either a random guess or a “slip”, in that is a failure to utilize a known system correctly.
Native speakers make mistakes. When attention is called to them, they can be self-corrected.
25
Error a noticeable deviation from the adult grammar of a native speaker reflects the
competence of the learner.
2.2.8. Reasons behind Error
• Forgetfulness—sometimes we forget things when we are not concentrating.
• Errors due to misunderstanding—sometimes we make mistakes when we jump to the

wrong conclusion before we're familiar with the situation.
• Errors in identification—sometimes we incorrectly assess a situation because we view it

too quickly or are too far away to see it clearly.
• Errors due to work force turn over—sometimes we make mistakes because of our lack of
experience.
• Errors due to short cuts—sometimes errors occur when we decide that we can ignore rules
under certain circumstances.
26
27
Research Design
This study is a contrastive analysis of some Arabic and English weather idioms
deliberately and diplomatically chosen to confirm to the knowledge of the sampled group
meeting some desires for us to translate them from and into English. A bunch of twelve
weather idioms in total, half of them in English and the other in Arabic ranking in difficulty
were set out to be translated in a questionnaire form to test the students’ awareness of
translating that kind of language that is concise in form and precise in the meaning they
reveal into the other language meeting the same criteria present in the translated from
language. The realm and the challenge for students is the way they choose the vehicle for the
idiomatic meaning they recognize to transmit them from and into English, and most of all to
spot the right meaning, frequency and the idioms shades of meaning. The point considered
behind the questionnaire is the extent to which the students are bicultural not only bilingual
in their translations. We selected different weather idioms, containing weather patterns like
rain, cloud and storm in both languages. Since we are looking for the students’ biculturalism
in translated idioms, we tried to our best to clarify the meaning of the idioms by using them
in contexts but focusing on the translation of those idioms in particular, however, three
idioms in English and other three idioms in Arabic were decontextualised on purpose
The Sample of Study

The sample of study consists of 23 third year license students from the English
Department. The students were all subjected to the same conditions individually translating
the 12 idioms in a classroom during the same timeframe given to them. In fact, the group are
native Arabic speakers and have nearly the same level of English but different in their
commitments in faithfully translating the idioms.
Methodology
The results of the test were analyzed according to some idiomatic considerations and
through a set of statistical and contrastive techniques. The data analysis was done at the
idiom level only although the provided idioms in contexts were translated with the
contextual sentences they are in from and into English. In this analysis, the idioms translated
in an expressive language covering the same meaning of the idioms provided are considered
correct as for equivalent idioms and the unanswered idioms provided in the questionnaire
are considered with the portion of wrongly translated idioms in the statistics. Students
throughout the questionnaire are asked to translate the idiom given by its counterpart in the
28
other language using an idiom of formal written Arabic or even an idiom using dialectal
Arabic, if desperate, or at least by paraphrasing using an expressive language.
Snowed under
Strategies Number of Sentences Correct Translation False Translation

Translating “idiom 02 02 00
with an idiom”
with non idiom”
Non-translated idiom 00 00
Total 23 100%
Table 01: Representing the students’ answers for the 1th example
The above mentioned idiom was contextually used for students to well challenge their
ability not to recognize it but to come up with the equivalent idiom in Arabic, so the
sentence used in was, I could not exercise yesterday; I was really snowed under doing
homework. Though the idiom was so clear in the context given, however only two students
out of 25 adopted the strategy of translating an idiom by an idiom and succeeded, in which
the two students used the so called ‘kinayah’ in Arabic (antonomasia) ‫ ﻣﻐﻤﻮر‬and ‫ ﻏﺎرق‬for the
idiom. The vast majority of students used paraphrasing for the idiom rendering it simply by
‫ ﻣﺸﻐﻮل)ة( ﺟﺪا‬and 6 of them were incorrect even in using expressive language talking about
some other meanings as stress and tire giving the idiom another scope of meaning.
Come rain or shine

with an idiom”
with non idiom”
Total 23 100%
Table 02: Representing the students’ answers for the 2nd example
The second table shows the statistics for the idiom come rain or shine included in the
29
contextual sentence, I really know that it is hard and risky to do but I got to do it come rain
or shine, in which the two patterns rain and shine symbolize differently bad notions as
disagreement, troubles…etc for rain and as for shine all positive notions contrary to the first.
This point of world view drove 9 students out of 19 who used non idiomatic language to
somewhat successfully render the two patterns rain and shine by paraphrasing them to ‫ﺣﺴﻦ او‬
‫ ﺳﻲء‬or ‫ ﺳﮭﻞ او ﺻﻌﺐ‬and just some others who used incorrectly ‫ ﻋﺎﺟﻼ ام اﺟﻼ‬which does not
merely fit in the sentence mold in general. There are 6 students who translated the idiom
expressively in dialectal Arabic but failed in their choice of words have translated the idiom
as ‫ﺟﺎت وﻻ ﻣﺠﺎﺗﺶ‬, ‫ ﻛﯿﻤﺎ ﺟﺎت ﺗﺠﻲ‬and ‫ ﺻﻠﺢ وﻻ ﻣﺎﺻﻠﺤﺶ‬covering another scope of meaning.
Under the weather

with an idiom”
with non idiom”
Total 23 100%
Table 03: Representing the students’ answers for the 3rd example
In this third table, we can see the extent to which students failed to even correctly render
the idiom in the sentence, last time, Peter caught a fever and a cold then now all his family
are under the weather. Though the meaning was as clear as day by the recognizable
example and the idiom in English was underlined but still some students could not translate
the idiom well by even paraphrasing falling in the trap of redundancy and frequency for the
idiom. Only 9 students are correct in translating the meaning of the idiom to ‫ ﻣﺮﺿﻰ‬or ‫ﺑﺤﺎﻟﺔ‬
‫ ﺳﯿﺌﺔ‬and 13 students are incorrect as some of them restricted the meaning of the idiom too
much witch simply means sick to ‫ﻋﺪوى‬or ‫ ﺣﻤﻰ‬or something of the sort which does not
necessarily reveal the same meaning. Some other students included in the same portion of
incorrect translations were really out of the main stream by translating the idiom incorrectly
by ‫ ﻣﺤﺒﻄﯿﻦ‬or ‫ﺗﺤﺖ اﻟﻀﻐﻂ‬. The fact that students were asked to translate the idioms by idioms
in formal Arabic or colloquial dialect Arabic, at least, and their failure so far to translate the
idioms given in clear recognizable contexts reveals again how indeed in need they are to a
30
bank of idioms in their Arabic either used as their mother tongue to communicate in their
daily life or in formal written one.
A storm in a teacup

with an idiom”
with non idiom”
Total 23 100%
The forth example idiom is a storm in a teacup which means a lot of anger or worry
about something that is not important. For this idiom as for the next coming two idioms in
the analysis are decontexualised and stated directly for students to be translated not as for
the first three idioms. However they might be unrecognizable, so incorrectly translated.
Most of the students seemingly did well in translating it by an idiom in Arabic. Eight
students out of 12 were correct in finding the right counterpart idiom that is ‫ﻋﺎﺻﻔﺔ ﻓﻲ ﻛﺎس‬
‫)ﻛﻮب( ﺷﺎي‬, ‫زوﺑﻌﺔ ﻓﻲ ﻓﻨﺠﺎن‬or even correctly ‫اﻟﻤﻨﺬﺑﺔ ﻛﺒﯿﺮة واﻟﻤﯿﺖ ﻓﺎر‬. All of the 8 students
succeeded to some extent in substituting the culturally standing pattern teacup by ‫ﻛﺎس ﺷﺎي‬
using the so called ‘Majaz’ in Arabic (rhetorical expression) keeping the patterns storm or
tempest in Arabic but slightly modifying teacup by ‫ ﻛﺎس ﺷﺎي‬due to cultural consideration. A
mere minority of 4 students translated the idiom by an idiom failed translating it as ‫ﻋﻔﺮﯾﺖ ﻓﻲ‬
‫ زﺟﺎﺟﺔ‬or dialectally as ‫ اﻟﻨﺎر ﺗﺤﺖ اﻟﺘﺒﻦ‬which does not really capture the real intended meaning
behind it. Seemingly as most students used an idiom for an idiom strategy succeeded
somewhat in rendering it, however, astonishingly those who used just paraphrasing failed
writing things like ‫ﻛﺘﻢ ﻏﯿﺾ‬, ‫ ﻓﻮﺿﻰ ﻋﺎرﻣﺔ‬and ‫ ﻣﺸﻐﻮل‬which have nothing to do with the idiom.
On cloud nine

with an idiom”
31
with non idiom”
Total 23 100%
As for the idiom, on cloud nine only 5 students used an idiom for an idiom strategy
succeeding, nearly all of them, in translating it as ‫ ﻓﻲ اﻟﺴﻤﺎء اﻟﺴﺎﺑﻌﺔ‬and only one rendered it as
‫ ﺑﯿﻦ اﻟﻤﻄﺮﻗﺔ واﻟﺴﻨﺪان‬that has nothing to do with the state of being happy. This is as other idiom,
based on some cultural ground related to religion as the Christians perceive the number nine
as luck and happiness bringing number which is seven for the Arabs who perceive ‫اﻟﺴﻤﺎء‬
‫اﻟﺴﺎﺑﻌﺔ‬as hypothetically the closest to God as the story of the profit Muhammed and his
golden unicorn says. The vast majority of 10 whom by expressive language paraphrased the
idiom as ‫ﻣﻜﺘﺌﺐ‬, ‫ ﺣﺰﯾﻦ‬in Arabic that is totally the opposite in English and only two students
used the word (‫ ﺳﻌﯿﺪ )ﺟﺪا‬to express it. The errors in rendering the idiom shows the lack of
perceiving idioms and finding an idiomatic vehicle to reveal the same meaning or at least
The calm before the storm

with an idiom”
with non idiom”
Total 23 100%
As for the idiom the calm before the storm, the result of the analysis was pretty
contenting since we had only two students out of the correct portion of 21 students most of
whom literally but idiomatically translated the idiom in Arabic using ‘kinayah’ in Arabic by
‫ اﻟﮭﺪوء اﻟﺬي ﯾﺴﺒﻖ اﻟﻌﺎﺻﻔﺔ‬and only one out of the same portion of correct equivalent correctly
and acceptably used the phrase ‫ اﻟﺼﻤﺖ اﻟﺬي ﯾﺴﺒﻖ اﻟﻤﻌﺮﻛﺔ‬which merely reveals the same
meaning that is a calm time immediately before an expected period of violent activity or
argument. Only one student mistranslated the idiom by paraphrasing as ‫رﺟﻌﺖ اﻻﻣﻮر اﻟﻰ ﺣﺎﻟﮭﺎ‬
‫ اﻟﻄﺒﯿﻌﻲ‬which does not serve the intended meaning behind the English idiom. Only one
32
student did not translate the idiom into Arabic. The fact that students translated the idiom
correctly though it was given out of context is to the frequency of it in both languages and to
the positive transfer in terms of structure and particularly in terms of meaning.
‫ﺳﺤﺎﺑﺔ ﻧﮭﺎر‬

with an idiom”
with non idiom”
Total 23 100%
Table 07: represents the students’ answers for the 7th example
Considering the translations for the idiom in Arabic ‫ ﺳﺤﺎﺑﺔ ﻧﮭﺎر‬which was given in a
context and well made to the point in terms of meaning to cut corners for the students to find
the right equivalent for it in English, however, only 2 students used the idiom for idiom
strategy but failed. A large portion of 15 students decided to use paraphrasing to solve the
problem of non-equivalence for the Arabic idiom which actually is a kind of safe refuge for
many students throughout this questionnaire particularly with this idioms and the set of
example idioms yet to come in Arabic. Though the simplest and the easiest this idiom in
above is in terms the meaning it conveys and the transparence of it, yet, the most to cause
worry and lead to mistranslating it as the statistics show in the table above. Out of the main
portion of 15 students who used non-idiomatic language, we got 8 students failed in their
translations. The number of students who have not at all translated the idiom by a form or
another rises up with this example idiom as well with the other coming ones raising a
concern in our mind about the sincerity and commitments of students to translating the
idioms as they gradually precede with them and a rather big question on the fact that they do
just well when it comes to idioms from English into Arabic but not as so when they are
translating them from Arabic into English. As for the equivalent idiom for the idiom ‫ﺳﺤﺎﺑﺔ‬
‫ ﻧﮭﺎر‬would be the counterpart idiom make a day of it to mean some body spends the day
doing or enjoying a certain activity.
33
‫ﺳﺤﺎﺑﺔ ﺻﯿﻒ‬

with an idiom”
with non idiom”
Total 23 100%
Concerning the idiom in Arabic ‫ ﺳﺤﺎﺑﺔ ﺻﯿﻒ‬stated out of context has been translated as
the statistics shows in the table above using the paraphrasing strategy; no student out of the
main portion of 17 students who translated the idiom by paraphrasing strategy in rendering
the meaning which is about a temporary bad situation or problem that someone should
overcome which is expressed by the idiom in English, every cloud has a silver lining or even
more appropriately as in the wind depending on the context in which they occur. In fact, the
patterns used in idioms generally, as in the here above mentioned example idioms, reveal
sometimes not only the meaning but tell us about the way of perception for a certain group
of people to a particular situation and encapsulate common wide spread imaginative world
views about them, as for the Arabic idiom ‫ ﺳﺤﺎﺑﺔ ﺻﯿﻒ‬which is chosen on purpose to
describe, as the English counterpart idiom does, a temporary bad situation comparing it to
the image of a cloud in high summer in the Arab Saharian region in which it appease like a
smoke screen and vanishes quickly, as for the English in the other hand, who perceive sun
rays as a form of fortune that they should make the most of them when they appear because
they vanish very fast. The students, in total, have shown again a lack of idioms in their
banks and even worse than that lack of using, as I call it, their imaginative analytic skill to
dig deep in the idiom to find its meaning and raise a mind background about how idioms are
formed and how they just change as they are being moved in between both cultures.
‫ﺗﺬھﺐ رﯾﺤﻜﻢ‬

with an idiom”
34
with non idiom”
Total 23 100%
As for the idiom ‫ ﺗﺬھﺐ رﯾﺤﻜﻢ‬was stated in a Koranic verse context through which the
idiom’s meaning was made clearer. As the statistics show in the table above, the majority of
students have not rendered the idiom either by idiom or even by paraphrasing driven on by
some incentives that just do not stand as the preservation of the holy text and some silly
worries caused this ever high number of non-translated idiom in this study. None of the
students used an idiom for an idiom strategy with this example idiom. Only 9 of them
translated the idiom using paraphrasing strategy and 6 students out of the same portion were
correct in their tries as they rendered it by you fail/ get loose/ weakened, lose your strength
and 3 students of the same portion failed to render the meaning by paraphrasing it as you get
restrained/ dispersed. As for the counterpart idiom in English to the idiom ‫ ﺗﺬھﺐ رﯾﺤﻜﻢ‬can
have some sort of expressive equivalents depending on contexts but not synonyms and do
not consequently cover the same spot of meaning present in the Arabic idiom as for the
idioms disappear/ vanish off the face of the earth, dice with death and safety in numbers/
first. However more appropriately one should use the idiom die a death to correctly translate
and cover all the aspects of meaning present in the idiom ‫ ﺗﺬھﺐ رﯾﺤﻜﻢ‬which means you fail
completely.
‫ﻛﺎﻟﻨﺠﻢ ﻓﻲ ﻋﺰ اﻟﻈﮭﯿﺮة‬

with an idiom”
with non idiom”
Total 23 100%
35
Concerning the Arabic example idiom in the questionnaire ‫ ﻛﺎﻟﻨﺠﻢ ﻓﻲ ﻋﺰ اﻟﻈﮭﯿﺮة‬was given
out of context for the students to find an equivalent for in English; however none of them
tried to use an idiom for an idiom strategy in their translations and 11 students just left the
gap blank without even trying to paraphrase it. Only 3 students out of 12 who used
paraphrasing strategy probably have succeeded in their tries in translating the meaning of the
idiom in Arabic hiding it better, not as the rest of the portion who tried to state directly the
expressive meaning of it, in a form of simile as provided in Arabic making harder for me to
decide whether they really meant the meaning revealed by the idiom in Arabic. Positive
transfer appears to happen quite so often with metaphors and similes for the idioms from and
into English. The three students used sentences i.e. like a star in day light ‘literally rendered’
and like a midday moon/ star in the morning. Two students were semi correct in their tries
by genuinely stating the first part of the whole meaning of the idiom in Arabic by
paraphrasing it as an interesting and important person famous person failing to mention the
second part of the meaning which is the fact that they are neglected, are not treated well and
not maybe even heard of. So the meaning of the idiom is not as the idiom in English clear as
day, which means easy to see or understand but is explained in the Arabic idiom itself as a
person who is like a full moon or a shining star in a cloudless night spreading pleasure and
enjoyment to people but treated bad forgotten as part of the past like the image of shiny stars
and full moons in day light. The students, in total, have shown again a lack of idioms in their
banks and even worse than that lack of using, as I call it, their imaginative analytic skill to
dig deep in the idiom to find its meaning and raise a mind background about how idioms are
formed and how they just change as they are being moved in between both cultures.
‫اﻣﻄﺮت ﺳﻤﺎؤه‬

with an idiom”
with non idiom”
Total 23 100%
36
Concerning the idiom here above has been only translated non-idiomatically by 14
students who paraphrased the meaning of it and only 9 of them correctly rendered it as
became lucky, got happy news and his fortune has come. However, 5 students have not done
well in translating the meaning of the idiom by giving it a completely different sense as they
translated it got angry or burst into tears. Some translations of the idiom in English do not
correlate with each other, there for, incompatibly hard to perceive for us. The equivalent
idiom in English would be as chance would have it which means as the idiom in Arabic a
lucky person, especially one who by accident became so. The negative transfer in terms of
meaning here with the English one is clear since the Arabs regard rain as a source of fortune
and good luck; however the English would have used other linguistic patterns instead of
‫ اﻣﻄﺮت‬and ‫ ﺳﻤﺎء‬to correctly and fully cover the same spot of meaning present in the idiom.
‫ھﺒﺖ رﯾﺤﮫ‬

with an idiom”
with non idiom”
Total 23 100%
Table 12: Students’ answers for the 12th example
As for the idiom ‫ ھﺒﺖ رﯾﺤﮫ‬in Arabic was given out of context, as for the two former
mentioned example idioms. The point of similarity between them is that many of the
students left the gap blank walking away even from paraphrasing the idioms, meanwhile
none of them adopted an idiom for idiom strategy. In fact the idiom the idiom is not
frequently used in Arabic and even sounds old fashioned now. The other portion of those
who tried at least to paraphrase the meaning of the idiom as they numbered 15 students
nearly all failed in translating the meaning and only one succeeded by rendering it as being
lucky. This failure was expected in a way that the reasons behind their errors is high due to
the interference of idioms with one another in terms of structure and meaning and the
sharing of some aspects as with the idiom ‫ ﺗﺬھﺐ رﯾﺤﻜﻢ‬which seem like the opposite of the
idiom ‫ ھﺒﺖ رﯾﺤﮫ‬and that made some students just state the opposite meaning for the idiom
‫ﺗﺬھﺐ رﯾﺤﻜﻢ‬. The recognition of the indications for some linguistic patterns as the case with
37
the idiom ‫ اﻣﻄﺮت ﺳﻤﺎءه‬which actually have nearly the same meaning as ‫ ھﺒﺖ رﯾﺤﮫ‬with the
difference that in the second unlike ‫ اﻣﻄﺮت ﺳﻤﺎءه‬good luck or result was expected not by
accident. The likelihood of perceiving the meaning easily and correctly of the idiom ‫اﻣﻄﺮت‬
‫ ﺳﻤﺎءه‬is higher than the idiom ‫ ھﺒﺖ رﯾﺤﮫ‬as the statistics show in the two tables due to the fact
that rain ‘‫ 'ﻣﻄﺮ‬is so often used to express something positive and approving generally as it is
rooted the psychology of Arabs rather than the aspect wind ‘‫ 'رﯾﺢ‬does generally. The
negative transfer inn terms the linguistic unit hampered any effort for the students to
translate the idiom correctly. The right equivalent for the idiom ‫ ھﺒﺖ رﯾﺤﮫ‬in English would be
simply to luck out covering the same spot of meaning.
The practical framework assessed the translations of the students for the manner of
translating some idioms and idiomatic expressions set for them in English and Arabic
resulting in the following findings:
1. Students throughout the test set for them failed considerably in rendering the idioms given
in both languages using, as they are required, counterpart idioms. This stresses the students’
need for an idiom bank and the speculative analytic skill of splitting up the idiomatic
expressions to well recognize their meanings which involves recognizing the indication of
each weather pattern present in the unit. In addition, working on their guessing based on
cultural reasoning.
2. contentedly, students did well in translating the idiomatic expressions given in English
into their mother tongue, but bizarrely they did even better in rendering the English idioms
given out of context though those given in context are more transparent and less culturally
bound but not as frequent as those given out of context.
3. The cultural fluidity of some patterns in the English idiomatic expressions given out of
context have surely to a particular extent helped the students to properly digest the meaning
and indication of every single pattern related to the weather. In terms of structure, as well,
those idioms again seemed to fit also in the linguistic mold of the other counterpart
expressions in Arabic making the transfer easier.
4. Students failed considerably to state the counterpart idioms for those given in English
using idiom for idiom strategy though even disparately were allowed to resort to dialectal
Arabic was there ever a need for that.
38
5. Stunningly, students failed remarkably in translating the idioms set for them in Arabic
either for those stated in or out of context failing to even at least paraphrase them in English
taking in consideration that the idioms were made infrequent and more idiomatically
complex to the fact that they exclusively converse in their daily life using dialectal Arabics
which are distinctly far from formal Arabic unlike English which poses little problem in
using the idiomatic expressions either formally or informally for the fact that one could
barely notice the difference between the two.
6. English to a large extent is more idiomatically diverse1 in terms of meaning and

expressively different2 in terms the particular worldview it reveals through idioms especially
those related to the weather. Weather idioms in English presumably outnumbers weather
idioms in Arabic using so many idioms filling certain slots of meaning that might just have a
bunch of idioms equivalent to an idiom in Arabic, as for the idiom‫ ﺗذﻫب رﯾﺣﻛم‬which would
be accurately rendered by the idiom ‘die a death’ and still also can be rendered using idioms
that are close to the idiom in Arabic and lie in the periphery meaning of it, like the idioms
(as quick as a flash, like lightning, thick and fast, quick off the mark, as faster as your legs
can carry you).
1
Idiomatically diverse: English is overloaded with different types of idioms of different degrees of
opacity encapsulating particular slots of meanings.
2
Expressively different: merely because the two cultures are very different in terms of lifestyle,
traditions, religion and language making the idiomatic expressions as well different in the way they
reveal certain ideas and conceptions.
39
Conclusion
This study is concerned with investigating the problems of translating idioms from
Arabic into English and vice versa. It is an attempt to investigate the issue of translating
idioms and idiomatic expressions particularly those related to the weather. Idioms are
occupying a tremendously large part of the language and interestingly act like culture lesson
teachers aesthetically revealing about the collective psyche and mindset of certain linguistic
communities and sub-communities. In short the main problems that weather idioms pose in
translating related to the fact that the two languages are from different language family trees
and more importantly to two distinctly different cultures that rises the possibly of making
errors for students in translating those idioms especially very idiomatic and culturally bound
ones opting out then for negative transfer. In the theoretical part our research, we tried to
shed light on the most important aspects which are related to the scope of idiomaticity as
well as to show the complexity of idioms in particular. Idioms as such are rigid and fixed
expressions which are difficult to be understood. This difficulty is related to the fact that the
idiomatic expressions are more related to the culture of language than to its linguistic
system. They differ in the degree of idiomaticity and types of complexity which are simply
not the same, so what can be considered in one language as an idiom might not be so in the
other language due to the differences in labeling them.
The results in the practical framework show that the students really find considerable
difficulties in guessing the appropriate meaning of the idiomatic expressions severely
lacking the imaginative analytic skill for the patterns present in the idioms. Their familiarity
with English and especially with Arabic idioms is somehow low, and their ability to
interpret unfamiliar idioms is limited. This is mainly due to the fact that idioms are artistic
and colorful expressions of the language in which the meaning is not obvious from the
meaning of the constituent words. The social context has an important role in facilitating the
figurative interpretation of idiomatic expressions in both English and Arabic in a way that
they precisely present the proper scope of meanings, hence, providing correct answers.
Students’ translations of de-contextualized idioms usually end up with unsatisfactory results
simply because an idiom is largely related to the situation that gives it a special meaning.
However, it would be easier if the idiom is frequent and transparent. The problems in
translating idioms, as shown in the practical part, are not only about the zero equivalence for
some idioms but much more about trying to encapsulate the exact meaning conveyed in the
SL idiom using the same type, degree of idiomaticity and aesthetic value . In the end, one
40
should stress out again that students should commit to adhering to biculturalism not only
being bilingual to limit the margin of error.
41
Being a native speaker is not much of an asset unless they are really cultural.
Consequently, acquiring a language is of no sense if it is not strictly related to its cultural
background. Hence, students and teachers alike would absolutely need to get rid of the idea
of monoculturalism only and adopt biculturalism too as they seek to be bilingual and see the
world from two worldviews.
The role of the teacher in classrooms is not restricted in teaching the language but also its
background in which is rooted. As for students, they should make the most of the advanced
technologies in discovering the other culture in their ways.
Unless they are transparent and very frequent, Idioms can rarely be translated properly
out of their cultural and linguistic contexts.
Knowing how idioms are formed; how they operate in languages as well as the
transformation they undergo diachronically based on culture is very crucial to recognize the
idioms.
English is an astonishingly evolving language that keeps its self healthy and up to date by
inventing and manipulating certain words and idioms to occupy different slots of meanings.
42
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Journal Articles
Awwad, M. (1990). Equivalent and translatability of English and Arabic Idioms.
Papers and studies in contrastive linguistics. Yarmouk university.

Mc Cathy, CH. (2008).www ecenglish.com/learn english/lessons/time-idiom. Retrieved
09/08/2015, from :< http:// www. EU.Using English.com/reference/idioms/cat/29.html.
Monireh, A. (2013). Strategies for Translating Idioms. Islamic Azad University, Science and Re-
search Campus, Tehran, Iran. Journal of Academic and Applied Studies (Special Issues bon
Applied Linguistics), Vol. 3(8). Retrieved from :< http://www.academians.org.
Dissertation:
Othman. S, J.(2014). Translating idiomatic Expressions from English into Arabic (Master
thesis). Middle East University Amman.
Linguistic Websites:
http://www.ScienceDirect.com
http://www.linguaspectrum.com
http://www.ou.cu.edu.eg.
44
Kasdi Merbah University of Ouargla
FACULTY OF LETTERS AND LANGUAGES
DEPARTMENT OF LETTERS AND ENGLISH LANGUAGE
Find equivalents for following idioms and idiomatic expressions in Arabic:

1. I could not exercise yesterday; I was really snowed under doing homework.
............................................................................................................................................... .1
2. I really know that is hard and risky to do, but I got to do it come rain or shine.
................................................................................................................................................ .2
3. Last time, Peter caught a fever and a cold then now all his family are under the weather.
................................................................................................................................................ .3
4. A storm in a tea cup ................................................................................................... .4
5. On cloud nine. ................................................................................................. .5
6. The calm before the storm. ........................................................................................... .6
45
‫‪Find equivalents for the following idioms and idiomatic expressions in‬‬
‫‪English‬‬
‫‪.7‬ﺿﻞ ﺳﺤﺎﺑﺔ ﻧﮭﺎره ﻓﻲ اﻟﻌﻤﻞ ﻣﻨﺬ اﻟﺼﺒﺎح اﻟﺒﺎﻛﺮ ﺣﺘﻰ ﻣﻐﯿﺐ اﻟﺸﻤﺲ‪.‬‬
‫‪7. …………………………………………………………………………………………. .‬‬
‫‪ .8‬ﻣﺎھﻲ إﻻ ﺳﺤﺎﺑﺔ ﺻﯿﻒ ﻋﺎﺑﺮة ﻓﻼ ﺗﯿﺄس و ﺗﻮﻛﻞ ﻋﻠﻰ ﷲ‪.‬‬
‫‪.8................................................................................................................................................‬‬
‫‪ .9‬ﯾﻘﻮل ﷲ ﺗﻌﺎﻟﻰ ﻣﺨﺎطﺐ اﻟﻤﺆﻣﻨﯿﻦ ﺣﻮل اﻟﺮﺳﻮل 'واطﯿﻌﻮا ﷲ ورﺳﻮﻟﮫ وﻻ ﺗﺘﻨﺎزﻋﻮ ﻓﺘﻔﺸﻠﻮا وﺗﺬھﺐ رﯾﺤﻜﻢ وﺻﺒﺮوا ان‬
‫ﷲ ﻣﻊ اﻟﺼﺎﺑﺮﯾﻦ'‪ .‬اﻻﯾﺔ ‪ 46‬ﻣﻦ ﺳﻮرة اﻻﻧﻔﺎل‪.‬‬
‫‪9. ................................................................................................................................................‬‬
‫‪ .10‬ﻛﺎﻟﻨﺠﻢ ﻓﻲ ﻋﺰ اﻟﻈﮭﯿﺮة ‪10. ....................................................................................................‬‬
‫‪11. ...........................................................................................................‬‬ ‫‪ .11‬اﻣﻄﺮت ﺳﻤﺎﺋﮫ‬
‫‪12. .....................................................................................................‬‬ ‫‪ .12‬ھﺒﺖ رﯾﺤﮫ‬
‫‪46‬‬
Glossary
Since the types of idioms in English and Arabic are different; what is idiomatic in one
language might not be so in the other; a particular meaning might be expressed idiomatically
in one language but not so in the other or with shades of meaning “nuances”, this makes
finding right equivalents for some idioms difficult especially in Arabic as the following two
tables illustrate:
Idiom in English Equivalent idiom in Arabic

Raining cats and dogs ‫ﺗﻤﻄﺮ ﻛﺎﻓﻮاه اﻟﻘﺮب‬
Right as rain ‫ « ﺑﺼﺤﺔ وﻋﺎﻓﯿﺔ‬paraphrased »
Rain on some body’s parade ‫ «اﻓﺴﺪ ﯾﻮﻣﮫ‬paraphrased »
It never rains but it pours ‫ «اﻟﻤﺸﺎﻛﻞ ﻻ ﺗﺎﺗﻲ ﻓﺮادى‬paraphrased »
Come rain or shine ‫ «ﻣﮭﻤﺎ ﺣﺼﻞ‬paraphrased »
A storm in a teacup ‫ﻋﺎﺻﻔﺔ ﻓﻲ ﻓﻧﺟﺎن‬
The calm before the storm ‫اﻟﮭﺪوء اﻟﺬي ﯾﺴﺒﻖ اﻟﻌﺎﺻﻔﺔ‬
In the wind ‫ﻋﻠﻰ ﺑﺴﺎط اﻟﺮﯾﺢ‬
Throw/ cast caution to the wind(s) ‫دﺧﻞ ﻓﻲ ﻗﻠﺐ اﻟﻌﺎﺻﻔﺔ‬
Wind up/ down (phrasal verb) ‫ﯾﻐﻠﻖ زﺟﺎج اﻟﺴﯿﺎرة اﻟﺠﺎﻧﺒﻲ‬- ‫ «ﯾﻔﺘﺢ‬paraphrased »
Like the wind/ lightning ‫ﺳﺮﯾﻊ ﻛﺎﻟﺒﺮق‬
Like/ in a flash ‫ﺳﺮﯾﻊ ﻛﺎﻟﺒﺮق‬
As quick as a flash ‫ﺳﺮﯾﻊ ﻛﺎﻟﺒﺮق‬
Under the weather ‫ « ﻋﻠﯿﻞ‬paraphrased »
Bite the dust ‫ « ﺗﻮﻓﻲ‬paraphrased »
Snowed under ‫اﺛﻘﻞ ﻛﺎھﻠﮫ ﺑﺎﻻﻋﻤﺎل‬
On cloud nine ‫ﻓﻲ اﻟﺴﻤﺎء اﻟﺴﺎﺑﻌﺔ‬
‫اﻟﻣﻛﺎﻓﺊ ﻟﻠﻌﺑﺎرة اﻻﺻطﻼﺣﯾﺔ ﺑﺎﻻﻧﺟﻠﯾزﯾﺔ‬ ‫اﻟﻌﺑﺎرة اﻻﺻطﻼﺣﯾﺔ ﺑﺎﻟﻌرﺑﯾﺔ‬

Make a day of it ‫ﺳﺣﺎﺑﺔ ﻧﻬﺎرﻩ‬
47
Salvation/…in the wind ‫ﺳﺣﺎﺑﺔ ﺻﯾف‬
Die a death ‫ﺗذﻫب رﯾﺣﻛم‬
Luck out ‫ﻫﺑت رﯾﺣﻪ‬
As chance would have it ‫اﻣطرت ﺳﻣﺎﺋﻪ‬
48
‫اﻟﻣﻠﺧص ‪:‬‬
‫ﻣﻘدﻣﺔ‬
‫ﺗم اﺧﺗﯾﺎر ﻫذا اﻟﻣوﺿوع ﻧظ ار ﻷﻫﻣﯾﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ اﻟﺗﻲ ﺗﻌد أﺣد أﻫم اﻟﺟواﻧب اﻟﺗﻲ ﺗﻣﺛل‬
‫ﺛﻘﺎﻓﺔ أي ﻟﻐﺔ زﯾﺎدة ﻋﻠﻰ ذﻟك أﻫﻣﯾﺔ ﻋﺎﻣل اﻟطﻘس اﻟذي ﯾﻌﺗﺑر ﻛﻣﻠﺟﺎ ﻣﻬم ﻟﻛﺛﯾر ﻣن اﻟﻧﺎس ﻟﺑدء‬
‫ﻣﺣﺎدﺛﺎﺗﻬم ﺣﯾث اﻧﻪ ﻟﯾس ﺑﻣوﺿوع ﺧﺎص او ﺟدﻟﻲ ﺑﺣﯾث ﺗﺗﺟﻠﻰ ﻣﻌﺎﻧﻲ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ اﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺑﻪ ﺑﻧوع اﻟطﻘس اﻟﺳﺎﺋد ﻓﻲ ﻣﻧطﻘﺔ ﺟﻐراﻓﯾﺔ ﻣﻌﯾﻧﺔ ﻣﺳﺗﻣدة اﺣﺎءاﺗﻪ وﻣﻌﺎﻧﯾﻬﺎ ﻣن طﺑﯾﻌﺔ ذاﻟك اﻟطﻘس‪.‬‬
‫ﺗﻌد اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻣﺷﻛﻼ ﻋوﯾﺻﺎ ﻓﻲ ﻣﯾدان اﻟﺗرﺟﻣﺔ ﻧظ ار ﻻرﺗﺑﺎطﻬﺎ اﻟوﺛﯾق ﺑﻠﻐﺔ و ﺛﻘﺎﻓﺔ‬
‫ﻣﻌﯾﻧﺔ ﺗﺧﺗﻠف ﻋن ﺛﻘﺎﻓﺔ وﻟﻐﺔ أﺧرى و ﺗﺣﻣل ﻫذﻩ اﻟﺗﻌﺎﺑﯾر ﻣﻌﺎﻧﻲ ﻻ ﯾﻣﻛن ﺗرﺟﻣﺗﻬﺎ أو ﺗﺄوﯾﻠﻬﺎ ﻣن ﺧﻼل‬
‫اﻟﺗرﺟﻣﺔ اﻟﺣرﻓﯾﺔ ﻟﻠﻌﻧﺎﺻر اﻟﻣﻛوﻧﺔ ﻟﻬﺎ ﻛل ﻋﻠﻰ اﻧﻔراد إذ ﯾﺄﺧذ ﻣﻌﻧﻰ ﻫذﻩ اﻟﻌﺑﺎرات ﺟﻣﻠﺔ واﺣدة و ﻛوﺣدة‬
‫واﺣدة زﯾﺎدة ﻋﻠﻰ ذﻟك اﺣﺗواﺋﻬﺎ ﻟﻣﻌﺎﻧﻲ ﻣﺟﺎزﯾﺔ ﺗزﯾد ﻣن ﺻﻌوﺑﺔ ﺗرﺟﻣﺗﻬﺎ‪.‬‬
‫ﻧﻬدف ﻣن ﺧﻼل ﻫذﻩ اﻟدراﺳﺔ اﻟﻰ اﻟﺑﺣث ﻋن اﻟﺻﻌوﺑﺎت اﻟﺗﻲ ﺗواﺟﻪ اﻟﻣﺗرﺟم ﺧﻼل ﺗرﺟﻣﺗﻪ‬
‫ﻟﻠﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟطﻘس واﻻﺳﺗراﺗﯾﺟﯾﺎت اﻟﺗﻲ ﯾﺗﺑﻌﻬﺎ اﻟﻣﺗرﺟم ﺑﺎﻟﺗوازي ﻟﻠﺣد ﻣن‬
‫ﺻﻌوﺑﺎﺗﻬﺎ ﺑﺎﻻﺿﺎﻓﺔ اﻟﻰ اﻗﺗراح ﺣﻠول ﻟﻬﺎ‪.‬‬
‫إﺷﻛﺎﻟﯾﺔ اﻟﺑﺣث‬
‫ﺗﺣﻣل اﻟﻌﺑﺎرات اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟطﻘس ﻓﻲ طﯾﺎﺗﻬﺎ ﻛﻐﯾرﻫﺎ ﻣن اﻟﻌﺑﺎرات ﻣﺷﻛﻼ ﻓﻲ اﻟﺗرﺟﻣﺔ ﺑﺎﻋﺗﺑﺎرﻫﺎ‬
‫ﻣرﺗﺑطﺔ ﺑﻌواﻣل ﻋدة اﺧرى ﻛﺎﻟﺟﻐراﻓﯾﺎ واﻟدﯾن واﺳﻠوب اﻟﺣﯾﺎة اﻻﺟﺗﻣﺎﻋﻲ ﻟﻣﺟﻣوﻋﺔ ﺛﻘﺎﻓﯾﺔ ﺳﻛﺎﻧﯾﺔ ﻣﻌﯾﻧﺔ‪.‬‬
‫ﻏﺎﻟﺑﺎ ﻣﺎ ﺗﺣﻣل ﻫذﻩ اﻟﻌﺑﺎرات ﻣﻌﺎﻧﻲ ﻣﺟﺎزﯾﺔ وظﻼل ﻣﻌﺎﻧﻲ ﻣﺣددة ﻗد ﻻ ﺗﻛون ﻧﻔﺳﻬﺎ ﻓﻲ اﻟﻌﺑﺎرة‬
‫اﻻﺻطﻼﺣﯾﺔ ﻋﻧد اﻟﻠﻐﺔ اﻟﻬدف وﻫﺎذا ﻣﺎﯾﺟﻌل ﺗرﺟﻣﺗﻬﺎ ﺣرﻓﯾﺎ ﻏﯾر ﻣﻣﻛن ان ﻟم ﯾﻛن ﻣﺳﺗﺣﯾﻼ‪ .‬اﻟﻌﺑﺎرات‬
‫اﻻﺻطﻼﺣﯾﺔ ﺗﺗﻣﯾز ﺑﺻﺑﻐﺗﻬﺎ اﻟﺛﻘﺎﻓﯾﺔ اﻟﻣﺗﻌددة اﻻﻟوان اﻟﺗﻲ ﺗﻛﺳﯾﻬﺎ ﺣﻠﺔ ﺟﻣﺎل وﺗﻣﯾزﻫﺎ ﻋن ﺳﺎﺋر‬
‫‪1‬‬
‫اﻟﻌﺑﺎرات ﺑﺎﻟﺟﻣﺎﯾﺔ اﻟﺗﻲ ﯾﺣﻣﻠﻬﺎ اﻟﻣﻌﻧﻰ اﻟﻠذي ﯾﻛون ﺑدورﻩ ﻣرﻛز وﻣﺣدد ﻓﻲ اﺷﯾﺎء دون ﻏﯾرﻫﺎ ﻣﻣﺎ ﯾﺟﻌل‬
‫اﻟﻣﺗرﺟم ﻓﻲ وﺿﻌﯾﺔ اﻟﺑﺣث ﻋن زوﺟﻬﺎ ﻓﻲ اﻟﻠﻐﺔ اﻟﻬدف‪.‬‬
‫اﺳﺋﻠﺔ اﻟﺑﺣث‬
‫ﺗﺗﻣﺣور ﻫﺎذﻩ اﻟدراﺳﺔ اﻟﺗﺣﻠﯾﻠﯾﺔ ﻋﻠﻰ اﻟﺳؤاﻟﯾن اﻟﺗﺎﻟﯾﯾن ‪:‬‬
‫‪ .1‬ﻣﺎﻫﻲ اﻟﺻﻌوﺑﺎت وﻋﻠﻰ اﯾﺔ ﻣﺳﺗوﯾﺎت ﺗﻠك اﻟﺗﻲ ﺗظﻬر ﻣن ﺟراء ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ‬
‫اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟطﻘس وﻣﺎﻫﻲ اﻻﺳﺗراﺗﯾﺣﯾﺎت اﻟﺗﻲ ﻗد ﯾﺗﺑﻌﻬﺎ اﻟﻣﺗرﺟم ﻟﺗﺟﻧب اﻻﺧطﺎء اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻠﻐﺔ او‬
‫اﻟﺛﻘﺎﻓﺔ؟‬
‫‪ .2‬اﻟﻰ اي ﻣدى ﯾﻣﻛن ﻟﻠﺻﻌوﺑﺎت اﻟﺛﻘﺎﻓﯾﺔ واﻟﻠﺳﺎﻧﯾﺔ ان ﺗﺎﺛر ﻓﻲ ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ اﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺑﺎﻟطﻘس واﻟﻰ اي ﺣد ﯾﻣﻛن ﻟﺛﻧﺎﺋﻲ اﻟﺛﻘﺎﻓﺔ ﺗﺟﻧﺑﻬﺎ واﻧﺗﺎج ﺗرﺟﻣﺔ ﻣﺛﺎﻟﯾﺔ؟‬
‫ﻓرﺿﯾﺔ اﻟﺑﺣث‬
‫ﺗﺗﺟﻠﻰ ﻫذﻩ اﻟﻔرﺿﯾﺔ ﻟﻠﻌﯾﺎن ﺑﻧﺎء ﻋﻠﻰ ﻣﺎ ﺳﺑق ذﻛرﻩ ﻣن اﺳﺋﻠﺔ ﺣول اﻟﺑﺣث وﻫﻲ ‪:‬‬
‫ان ﻣﻌرﻓﺔ ﺛﻘﺎﻓﺔ اﻟﻠﻐﺔ اﻟﻣﺗرﺟم اﻟﯾﻬﺎ ﺟد ﻣﻬﻣﺔ ﻟﻠوﻟوج اﻟﻰ ﻣﻌﺎﻧﻲ وﺟﻣﺎﻟﯾﺔ اﻟﺗﻌﺎﺑﯾر اﻻﺻطﻼﺣﯾﺔ‬ ‫‪‬‬
‫ﻻﻧﺗﺎج ﺗرﺟﻣﺔ ﺟﯾدة وﺗﺟﻧب اﻻﺧطﺎء اﻟﻛﺛﯾرة واﻟﺷﺎﺋﻌﺔ اﻟﻠﺗﻲ ﺗﻘﻊ ﻋﻠﻰ ﻣﺳﺗوى اﻟﻠﻐﺔ واﻟﺛﻘﺎﻓﺔ‪.‬‬
‫ﯾﻔﺗرض ان اﻟطﻠﺑﺔ ﯾﺗرﺟﻣون اﻟﺗﻌﺎﺑﯾر اﻻﺻطﻼﺣﯾﺔ ﺑﻧوﻋﯾﺔ ودﻗﺔ اﻛﺑر اﻟﻰ ﻟﻐﺗﻬم اﻻم وان ﺗﻠك‬ ‫‪‬‬
‫اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻋﺎدة ﻣﺎ ﺗﺗرﺟم ﺣرﻓﯾﺎ ﻋﻧدﻣﺎ ﺗﺎﺧذ ﺧﺎرج اﻟﺳﯾﺎق اﻟﻠﻐوي ﻟﻬﺎ واﻧﻬﺎ ﻏﺎﻟﺑﺎ ﻣﺎﺗﺗرﺟم‬
‫ﺑﻠﻐﺔ ﻏﯾر اﺻطﻼﺣﯾﺔ ﻋﻧدﻣﺎ ﺗﻛون ﻓﻲ ﺳﯾﺎق ﻟﻐوي‪.‬‬
‫وﺳﺎﺋل اﻟﺑﺣث‬
‫ﺗﻌﺗﻣد ﻫذﻩ اﻟدراﺳﯾﺔ اﻟﺗﺣﻠﯾﻠﯾﺔ ﻋﻠﻰ ﻋرض ﺑﻌرض ﺧﺻﺎﺋص اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ و ﻣﯾزاﺗﻬﺎ اﻟﻠﺳﺎﻧﯾﺔ‬
‫وﻛذا اﻟﺛﻘﺎﻓﯾﺔ اﻟﺗﻲ ﺗﻣﯾزﻫﺎﻋن اﺳﻠوب اﻟﻛﺗﺎﺑﺔ او اﻟﺧطﺎب اﻟﻌﺎدي اﻟﻐﯾر ﺑﻼﻏﻲ ﺑﺣﯾث اﻧﻪ ﻫذﻩ اﻟﻌﺑﺎرات‬
‫اﻻﺻطﻼﺣﯾﺔ ﺗﺧﻠق ﺻﻌوﺑﺎت ﻟﻠطﺎﻟب واﻟﻣﺗرﺟم ﻋﻠﻰ ﺣد ﺳواء وﺗﻠزﻣﻬم ﻋﻠﻰ ﻣﻌرﻓﺔ ﺑﻌض اﻻﺳﺗراﺗﯾﺟﯾﺎت‬
‫واﻟﺳﺑل اﻟﺗﻲ ﯾﺟب اﺗﺑﺎﻋﻬﺎ واﻟﺗﻘﯾد ﺑﻬﺎ وذاﻟك ﺑﻌرض ﻋﺑﺎرات اﺻطﻼﺣﯾﺔ ﻋدة ﻣﺗﻌﻠﻘﺔ ﺑﺎﻟطﻘس ﻓﻲ ﻣﺟﻣﻠﻬﺎ‬
‫و ﺗرﺟﻣﺗﻬﺎ ﻟﺷرح اﻟﯾﺎت ﺗرﺟﻣﺗﻬﺎ وﺗﺑﯾﺎﻧﻬﺎ وﻛدا اﻟﺗطرق اﻟﻰ ﺑﻌض اﻟﺻﻌوﺑﺎت اﻟﺗﻲ ﺑدورﻫﺎ ﻗد ﺗﺗﺳﺑب ﻓﻲ‬
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‫ﺳوء اﻟﺗﻌﺎﻣل ﻣﻌﻬﺎ ﻓﻲ ﺗرﺟﻣﺗﻬﺎ ان ﻋﻠﻰ اﻟﺻﻌﯾد اﻟﻠﻐوي او اﻟﺛﻘﺎﻓﻲ وﻛذا اﻟﻘﯾﺎم ﺑﺎﻣﺗﺣﺎن ﻟﻣﻠﻛﺔ اﻟﺗرﺟﻣﺔ‬
‫ﻟﺛﻼﺛﺔ وﻋﺷرﯾن طﺎﻟب ﻣن اﻟﺳﻧﺔ اﻟﺛﺎﻟﺛﺔ ﻟﻐﺔ اﻧﺟﻠﯾزﯾﺔ ﻟﻣﻌرﻓﺔ اﻟﻰ اي ﺣد ﯾﻣﻛﻧﻬم اﻟﺗﻐﻠب ﻋﻠﻰ ﺻﻌوﺑﺎت‬
‫ﺗرﺟﻣﺗﻬﺎ واﻻﺳﺗراﺗﯾﺟﯾﺎت اﻟﺗﻲ ﯾﺗﺑﻌوﻧﻬﺎ ﺧﻼل ﺗرﺟﻣﺗﻬم ﻻﺛﻧﻲ ﻋﺷر ﻋﺑﺎرة اﺻطﻼﺣﯾﺔ ﻣﻧﻬﺎ ﺳﺗﺔ ﺑﺎﻟﻐﺔ‬
‫اﻟﻌرﺑﯾﺔ وﺳﺗﺔ ﺑﺎﻻﻧﺟﻠﯾزﯾﺔ ﻣراﻋﯾن اﻻﺳﻠوب اﻟﺑﻼﻏﻲ و اﻟﺟﻣﺎﻟﻲ ﻓﻲ اﻟﻠﻐﺔ اﻟﻬدف ﺣﯾث ان ذاﻟك ﯾﺎﻫﻠﻬم‬
‫ﻧوﻋﺎ ﻣﺎ ان ﯾﻛوﻧوا ﻟﯾس ﺛﻧﺎﺋﯾﻲ اﻟﻐﺔ وﻓﻘط ﺑل واﻟﺛﻘﺎﻓﺔ ﺣﯾث ان ﻫذﻩ اﻻﺧﯾرة ﺗﻠﻌب دو ار ﻫﺎﻣﺎ ﻓﻲ ادراك‬
‫ﻣﻌﺎﻧﻲ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ‪.‬‬
‫اﻟﻬدف ﻣن اﻟدراﺳﺔ‬
‫ﺗﻬدف ﻫذﻩ اﻟدراﺳﺔ اﻟﺗﺣﻠﯾﻠﯾﺔ ﺣول ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻓﻲ اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ واﻻﻧﺟﻠﯾزﯾﺔ اﻟﻰ‬
‫اﯾﺟﺎد اﻟﻌواﻣل اﻟﻣﺷﺗرﻛﺔ ﻋﻠﻰ اﻟﺻﻌﯾد اﻟﻠﺳﺎﻧﻲ واﻟﺛﻘﺎﻓﻲ اﻟﻠﺗﻲ ﺗﺳﻬل ﻋﻣﻠﯾﺔ ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ‬
‫وﻛذا ﺗﺑﯾﯾن اﻟﻌواﻣل اﻟﺳﺎﻧﯾﺔ واﻟﺛﻘﺎﻓﯾﺔ اﻟﺧﺎﺻﺔ ﺑﻛل ﻟﻐﺔ واﻟﺻﻌوﺑﺎت اﻟﻠﺗﻲ ﺗﻼزﻣﻬﺎ وﻛذا اﻻﺧطﺎء اﻟﻠﺗﻲ ﻗد‬
‫ﯾﻘﻊ ﻓﯾﻬﺎ اي طﺎﻟب او ﻣﺗرﺟم‪.‬‬
‫اﻟﺟﺎﻧب اﻟﻧظري ‪:‬‬
‫اﻟﻔﺼﻞ اﻷول‪ :‬طﺒﯿﻌﺔ اﻟﺘﻌﺒﯿﺮات اﻟﺒﻼﻏﯿﺔ‬
‫ﺗﻌرﯾف اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ‬
‫اﻟﺗﻌﺎﻣل ﻣﻊ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﯾﺗطﻠب أوﻻ اﻻﺗﻔﺎق ﻋﻠﻰ ﻣﺎﻫﯾﺗﻬﺎ‪ ,‬وﺗﺟدر اﻹﺷﺎرة إﻟﻰ ﺗﻧوع ﻫذﻩ‬
‫اﻟﺗﻌﺑﯾرات ﻟﺗﻌدد اﻟدارﺳﯾن ﻣن ﻟﻐوﯾﯾن وﻧﺣوﯾون وﻣؤﻟﻔﻲ ﻣﻌﺎﺟم وﻣﻌﻠﻣون وﻟﻧﺄﺧذ ﻋدد ﻗﻠﯾﻼ ﻣﻧﻬﺎ‪.‬‬
‫ﻣﺻطﻠﺢ "ﺗﻌﺑﯾر ﺑﻼﻏﻲ" أو "اﻻﺻطﻼﺣﯾﺔ" ﻫو ﻣن أﺻل ﯾوﻧﺎﻧﻲ ﯾﻌﻧﻲ "اﻟﻣﻣﯾز" أو "اﻟﻔردي" ﺣﯾث ﻋرﻓت‬
‫ﻣوﻧﺎ ﺑﯾﻛر)‪ (1992‬اﻟﺗﻌﺑﯾرات اﻟﺑﻼﻏﯾﺔ ﻋﻠﻰ أﻧﻬﺎ "ﻧﻣط ﺟﺎﻣد ﻟﻠﻐﺔ اﻟﺗﻲ ﺗﺳﻣﺢ ﺑﺎﺧﺗﻼف ﺑﺳﯾط ﻓﻲ اﻟﺷﻛل‪,‬‬
‫وﻏﺎﻟﺑﺎ ﺗﺣﻣل اﻟﻣﻌﺎﻧﻲ اﻟﺗﻲ ﻻ ﯾﻣﻛن اﺳﺗﻧﺗﺎﺟﻬﺎ ﻣن ﻣﻛوﻧﺎﺗﻬﺎ اﻟﻔردﯾﺔ")ص‪.(63.‬‬
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‫ﺧﺻﺎﺋص اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ‬
‫ﻫﻧﺎك ﺗواﻓق ﻋﻠﻰ اﻟﺧﺻﺎﺋص اﻟﻌﺎﻣﺔ اﻟﻣﺷﺗرﻛﺔ ﺑﯾن ﺗﻛﺗل أو ﻣﺟﻣوﻋﺔ ﻣن اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ وﻫﻲ‬
‫ﻛﺎﻷﺗﻲ‪:‬‬
‫أ‪.‬اﻟﺗرﻛﯾﺑﯾﺔ أو اﻟﻣرﻛﺑﺔ‬
‫ب‪.‬ﺗﻧظﯾﻣﯾﺔ‬
‫ج‪.‬اﻟﻘدرة اﻟﻣﻌﻧوﯾﺔ‬
‫د‪.‬اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﺛﺎﺑﺗﺔ و ﺟﺎﻣدة ﻓﻲ اﻟﺷﻛل واﻟﺗرﺗﯾب‪.‬‬
‫أﻧواع اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ‬
‫ﻫﻧﺎك أﻧواع ﻣﺧﺗﻠﻔﺔ ﻣن اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺑﻌﺿﻬﺎ ﺟﺎﻣد و اﻟﺑﻌض اﻷﺧر أﻛﺛر ﻣروﻧﺔ و ﺑﻌض‬
‫اﻷﻧواع ﻫﻲ ﺳﻬﻠﺔ اﻹدراك‪ .‬ﺻﻧف اﻟﻌدﯾد ﻣن اﻟﻠﺳﺎﻧﯾﯾن اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﺑطرق ﻣﺧﺗﻠﻔﺔ ‪.‬‬
‫اﻟﺗﻌﺎﺑﯾر اﻟﺗﻲ ﺗﺗﻐﯾر ﺣﺳب اﻟظروف‬
‫وﻓﻘﺎ ﻟﺑﯾﻛر)‪ (1992‬ﻫذﻩ اﻟﺗﻌﺎﺑﯾر ﻫﻲ ﻣن أﻛﺛر اﻷﻧواع اﻟﻣﺗﻌﺎرف ﻋﻠﯾﻬﺎ ‪.‬ﻧﺗﻌرف ﻋﻠﯾﻬﺎ ﺑﺳﻬوﻟﺔ ﻛﺗﻌﺑﯾرات‬
‫ﻏﯾر ﻋﻘﻼﻧﯾﺔ او ﻣﻧطﻘﯾﺔ ﻓﻲ ﺑﻧﯾﺗﻬﺎ اﻟﺳطﺣﯾﺔ‪ ,‬ﻓﺗﺟذب اﻟﺷﺧص ﻟﻣﻌرﻓﺔ اﻟﻣﻌﻧﻰ اﻟﺗﻠﻣﯾﺣﻲ ﻟﻬﺎ‪ .‬ﻫذا اﻟﻧوع‬
‫ﻣن اﻟﺗﻌﺎﺑﯾر ﻻ ﯾﺧﺿﻊ ﻟﻠﻘواﻋد اﻟﻧﺣوﯾﺔ ﻟﻠﻐﺔ‪.‬‬
‫أﺷﺑﺎﻩ اﻟﺟﻣل اﻟﻔﻌﻠﯾﺔ‬
‫وﻓﻘﺎ ﻟﻐزاﻟﺔ )‪ (2008‬أﺷﺑﺎﻩ اﻟﺟﻣل اﻟﻔﻌﻠﯾﺔ ﻫﻲ ﻣن أﻧواع اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ اﻷﻛﺛر ﺷﯾوﻋﺎ واﻟﻣﻌﺗرف‬
‫ﺑﻬﺎ‪ ,‬ﺗﺗﻛون ﻣن ﻓﻌل وظرف أو ﺣرف ﺟر أو ظرف وﺣرف ﺟر ﻣﻌﺎ)ﻣﺛل‪ :‬ﻓوق‪ ,‬ﺗﺣت‪ ,‬ﺧﺎرج‪....‬اﻟﺦ(‪.‬‬
‫ﻫذا اﻟﻧوع ﻣن اﻟﺗﻌﺑﯾرات ﻟﻬﺎ ﻣﻌﻧﻰ اﺻطﻼﺣﻲ ﺧﺎص ﻻ ﯾﻣﻛن أن ﯾﺳﺗدل ﻋﻠﯾﻪ ﻣن ﺧﻼل اﻟﻣﻌﻧﻰ اﻟﻔردي‬
‫ﻟﻠظرف أو ﺣرف اﻟﺟر اﻟﻣﻛون ﻟﻪ‪ .‬ﻓﻲ ﻋدﯾد اﻟﺣﺎﻻت ﻫﻧﺎك ﻓﻌل ﯾﺷﺑﻪ ﻣﻌﻧﻰ أﺷﺑﺎﻩ اﻟﺟﻣل اﻟﻔﻌﻠﯾﺔ‪.‬‬
‫اﻟﺗﺷﺑﯾﻪ‬
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‫وﻓﻘﺎ ﻟﺑﯾﻛر)‪ (1992‬ﻻ ﯾﻣﻛن أن ﯾﺗرﺟم ﻫذا اﻟﻧوع ﻣن اﻟﺗﻌﺑﯾرات ﺣرﻓﯾﺎ ﻷﻧﻪ ﯾﺣﺗوي ﻋﻠﻰ ﺑﻧﯾﺔ ﻣﻘﺎرﻧﺔ‪ ,‬وﻋدم‬
‫اﻻﻧﺗظﺎم ﻓﻲ اﻟﺟﻣﻊ ﺑﯾن اﻟﻛﻠﻣﺎت‪ .‬ﺑﻧﺎءا ﻋﻠﻰ ﻫذﻩ اﻻﺧﺗﻼﻓﺎت ﻓﻲ اﺧﺗﯾﺎر اﻟﻛﻠﻣﺎت اﻟﻣﻛوﻧﺔ ﯾﻠﻔت اﻻﻧﺗﺑﺎﻩ‬
‫إﻟﻰ ﺣﻘﯾﻘﺔ أن اﻻﺻطﻼﺣﯾﺔ درﺟﺎت وﻫذا ﯾﻌﻧﻰ أن ﺑﻌض اﻟﺗﺷﺑﯾﻬﺎت ﻫﻲ أﻛﺛر اﺻطﻼﺣﯾﺔ ﻣن ﻏﯾرﻫﺎ‪.‬‬
‫اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ اﻟﻣﺟﺎزﯾﺔ‬
‫ﯾﺗﻣﯾز ﻫذا اﻟﻧوع ﻣن اﻟﺗﻌﺑﯾرات ﺑﺎﻟﻐﻣوض‪ ,‬ﺗﻧﺣرف ﻛﻠﻣﺎﺗﻪ ﻋن ﻣﻌﺎﻧﯾﻬﺎ اﻟﻣﻧطﻘﯾﺔ واﻟﻌﺎدﯾﺔ ﻟﺗﺣﻣل ﻣﻌﺎﻧﻲ‬
‫ﻣﺟﺎزﯾﺔ‪ .‬ﯾﺳﻣﻲ ﻏزاﻟﺔ )‪ (2008‬ﻫذا اﻟﻧوع ﻣن اﻟﺗﻌﺑﯾرات ﺑﺎﻟﺗﻌﺑﯾرات اﻟﻐﯾر ﻣﺑﺎﺷرة اﻟﺗﻲ ﻻ ﯾﻣﻛن أن ﺗﻔﻬم‬
‫ﻣن ﺧﻼل اﻟﺣرﻓﯾﺔ أو اﻟﻣﻌﻧﻰ اﻟﻌﺎم ﻟﻠﻛﻠﻣﺎت‪ .‬وﻫذا ﻣﺎ ﯾﻌﻧﻲ أن ﻣﻌﻧﻰ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ اﻟﻣﺟﺎزﯾﺔ‬
‫ﯾﺗﻌدى اﻟﻣﻌﻧﻰ اﻟﺳطﺣﻲ ﻟﻠﻛﻠﻣﺎت ﻷﻧﻬﺎ ﺗﻧﺗﺞ ﺗﻌﺑﯾرات ﻣﺟﺎزﯾﺔ وﺗﺣﻣل ﻧوﻋﺎ ﻣن اﻟﺻور ﻛﺎﻟﺳﻌﺎدة و اﻟﻧﺟﺎح‬
‫و اﻟﺣزن واﻟﻔﺷل‪....‬اﻟﺦ‪.‬‬
‫اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ واﻟﺛﻘﺎﻓﺔ‬
‫ﯾﻌد ﻓﻬم اﻟﻌﻼﻗﺔ ﺑﯾن اﻟﻠﻐﺔ واﻟﺛﻘﺎﻓﺔ ﺑﻐﺎﯾﺔ اﻷﻫﻣﯾﺔ واﻟﻣرﻛزﯾﺔ ﻟﺗﻌﻠم أي ﻟﻐﺔ‪ ,‬ﻓﻲ اﯾطﺎر اﻻﺳﺗﻌﻣﺎل اﻟﺣﻠﻲ‬
‫ﻟﻠﻐﺔ ﻟﯾﺳت أﺷﻛﺎل اﻟﻠﻐﺔ ﻓﻘط ﻣن ﺗؤدي اﻟﻣﻌﻧﻰ ﺑل ﻫﻲ اﻟﻠﻐﺔ ﺳﯾﺎﻗﻬﺎ اﻟﺛﻘﺎﻓﻲ اﻟﺗﻲ ﺗﺧﻠق اﻟﻣﻌﻧﻰ‪ .‬ﻓﻲ ﻫذا‬
‫اﻟﺳﯾﺎق ﯾﺟب اﻟﻘول أن اﻟﻠﻐﺔ ﻻ ﺗوﺟد ﻓﻲ ﻣﻌزل ﻋن اﻟﺛﻘﺎﻓﺔ‪ ,‬وﺑﻣﺎ أن اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﺟزء ﻻ ﯾﺗﺟ أز‬
‫ﻣن أي ﻟﻐﺔ ﻓﺈﻧﻬﺎ ﺑﻛل ﺗﺄﻛﯾد ﺗﺧﺿﻊ ﻟﺳﻠطﺔ اﻟﺛﻘﺎﻓﺔ ﻫذا ﻫو اﻟﺣﺎل ﺑﯾن اﻻﻧﺟﻠﯾزﯾﺔ واﻟﻌرﺑﯾﺔ وﺣﯾث أﻧﻬﻣﺎ‬
‫ﻏﻧﯾﺗﺎن ﺑﺎﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﻓﺎن ﺣﺗﻣﺎ اﻻﺧﺗﻼف ﺑﯾﻧﻬﻣﺎ ﻋﻠﻰ ﺻﻌﯾد اﻟﺧﺻﺎﺋص اﻟﺛﻘﺎﻓﯾﺔ و اﻟﻌﺎدات و‬
‫اﻟﻣﻌﺗﻘدات‪...‬اﻟﺦ ﻓﺎن ﻫذا ﯾﻧﻌﻛس ﻋﻠﻰ طﺑﯾﻌﺔ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﻓﻘد ﯾﺗﺷﺎﺑﻬﺎن ﻓﻲ ﺑﻌض اﻟﺗﻌﺑﯾرات‬
‫اﻻﺻطﻼﺣﯾﺔ ﻛﺗﻌﺑﯾر "اﻟﻬدوء اﻟﻠذي ﯾﺳﺑق اﻟﻌﺎﺻﻔﺔ" و ﻣﻘﺎﺑﻞ ”‪ “the calm before the storm‬وﻗد‬
‫ﯾﻧﻌدم اﻟﻣﻛﺎﻓﺊ ﻓﻲ اﻟﻠﻐﺔ اﻟﻬدف ﻛﻌﺑﺎرة ”‪ “monkey’s wedding‬اﻟﺗﻲ ﻻ ﺗﻣﻠك ﻣﻛﺎﻓﺊ ﻓﻲ اﻟﻌرﺑﯾﺔ‪,‬‬
‫ﻓﯾﻣﻛن ﻗول "طﻘس ﻣﻣطر وﻣﺷﻣس" ﻛﻌﺑﺎرة ﺗﻌﺑﯾرﯾﺔ ﻟذاﻟك‪ .‬ﻛﻣﺎ ﺗﻌد اﻟطﺑﯾﻌﺔ اﻟﺗﻲ ﺗﻠﻌب دو ار ﻛﺑﯾ ار ﻓﻲ‬
‫ﺗﺷﻛل اﻟﺛﻘﺎﻓﺔ ﻋﺎﻣﻼ ﻣؤﺛ ار ﻋﻠﻰ ﺗرﻛﯾﺑﺔ اﻟﺗﻌﺑﯾر اﻻﺻطﻼﺣﻲ ﻣﺛل‪" :‬أﺛﻠﺞ ﺻدري" وﻣﻘﺎﺑﻠﻬﺎ ‪“warmed‬‬
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‫و ﻓﻲ اﻟﺳﻣﺎء اﻟﺳﺎﺑﻌﺔ‬ ‫”‪ my heart‬و ﻋﺎﺻﻔﺔ ﻓﻲ ﻛوب ﺷﺎي وﻣﻘﺎﺑﻠﻬﺎ”‪“a storm in a teacup‬‬
‫وﻣﻘﺎﺑﻠﻬﺎ ﻓﻲ اﻻﻧﺟﻠﯾزﯾﺔ ”‪ “on cloud nine‬ﻓﻬذا ﯾﺗطﻠب وﻋﻲ ﻛﺑﯾ ار ﻣن اﻟﻣﺗرﺟم وﺗﻣﻛن ﻣن ﻛل ﻣن‬
‫اﻟﺛﻘﺎﻓﺔ اﻷﺻل واﻟﻬدف ﻟﺗﺣدﯾد ﻣﻌﻧﻰ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ وﻧﻘﻠﻬﺎ ﺑﺷﻛل ﺻﺣﯾﺢ إﻟﻰ اﻟﻠﻐﺔ اﻟﻬدف‪.‬‬
‫اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﻓﻲ اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ‬
‫ﺗﻣﯾﯾز اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ﺑﺛراء ﻛﺑﯾر ﻓﻲ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻷﻧﻬﺎ ﺗﺳﺗﺧدم ﻟرﺳم ﺻور ﻣﺛل اﻟﻔﻘر و اﻟﻐﻧﻰ و‬
‫اﻟﺳﻌﺎدة‪.‬ﻛﻣﺎ أﻧﻬﺎ ﻣن ﻧﺎﺣﯾﺔ أﺧرى ﺗرﻣز إﻟﻰ ﺣﻛﻣﺗﻬم و ذﻛﺎﺋﻬم وﺗطور ﻣﺟﺗﻣﻌﻬم‪ .‬ﻫﻧﺎك ﺳﺑﺑﺎن ﻻﺳﺗﻌﻣﺎل‬
‫اﻟﻌرب ﻟﻠﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ اﻷول ﻟﺗﺟﻣﯾل ﻟﻐﻠﺗﻬم واﻟﺛﺎﻧﻲ ﻟﺗﺟﻧب اﺳﺗﻌﻣﺎل اﻟﻛﻠﻣﺎت اﻟﺗﻲ ﻗد ﺗﺳﺑب‬
‫اﻹزﻋﺎج أو اﻹﺣراج ﻟﺑﻌض اﻟﻧﺎس وذاﻟك ﺑﺗﻘدﯾﻣﻬﺎ ﻓﻲ ﻗﺎﻟب ﻏﯾر ﻣﺑﺎﺷر‪.‬‬
‫اﻟﻔﺻل اﻟﺛﺎﻧﻲ‪ :‬ﻋﻼﻗﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺑﺎﻟﺗرﺟﻣﺔ ‪:‬اﻟﻣﺷﺎﻛل و اﻻﺳﺗراﺗﯾﺟﯾﺎت‬
‫ﺗﻌرﯾف اﻟﺗرﺟﻣﺔ‬
‫ﻋرف ﻛﺎﺗﻔورد"‪ "Catford‬اﻟﺗرﺟﻣﺔ ﻋﻠﻰ أﻧﻬﺎ "ﺗﻌوﯾض ﻣواد ﻧﺻﯾﺔ ﻓﻲ ﻟﻐﺔ ﻣﺎ )اﻟﻠﻐﺔ اﻟﻣﺻدر( ﺑﻣواد ﻧﺻﯾﺔ‬
‫ﻣﻛﺎﻓﺋﺔ ﻓﻲ ﻟﻐﺔ أﺧرى)اﻟﻠﻐﺔ اﻟﻬدف(‪ ,‬ﻛﻣﺎ ﻣﯾز ﺑﯾن اﻟﺗرﺟﻣﺔ اﻟﻛﻠﯾﺔ واﻟﺗرﺟﻣﺔ اﻟﻣﺣدودة‪ .‬ﯾﻌﺗﻣد ﻫﺎذا اﻟﺗﻌرﯾف‬
‫ﻋﻠﻰ اﺳﺗﻌﻣﺎل اﻟﺗرﺟﻣﺔ ﻛوﺳﯾﻠﺔ ﻟﺗﺣدﯾد ﻓﻬم ﺗرﻛﯾب اﻟﺟﻣﻠﺔ ﻟﻠﻐﺔ اﻟﻣدروﺳﺔ ﻋﻠﻰ ﻧﺣو وﺟﯾﻪ و ﯾرﻛز ﻋﻠﻰ‬
‫إﻧﺗﺎج ﻣواد ﻟﺳﺎﻧﯾﺔ )ﻧص ﻫدف( ﻗﺎﺋم ﻋﻠﺔ ﻗواﻋد اﻟﻧﺳﺧﺔ اﻟﻠﺳﺎﻧﯾﺔ اﻷﺻﻠﯾﺔ )ﻧص أﺻﻠﻲ( دون اﻷﺧذ‬
‫ﺑﺎﻻﻋﺗﺑﺎر اﻻﻋﺗﺑﺎرات اﻟﺧﺎرﺟﯾﺔ‪.‬‬
‫ﺻﻌوﺑﺎت ﺗرﺟﻣﺔ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ‬
‫ﺗﻌد اﻟﺗرﺟﻣﺔ أﻣر ﺻﻌﺑﺎ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠﻣﺗرﺟم وﺗرﺟﻣﺔ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﻋﻠﻰ وﺟﻪ اﻟﺧﺻوص ﺣﯾث ان‬
‫ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺻﻌﺑﺔ ﺑﻘدر ﻣﺎ ﻫﻲ ﻣرﻛزﯾﺔ ﻓﻲ اﻟﺻورة اﻟﺑﻼﻏﯾﺔ اﻟﻠﺗﻲ ﺗﻌﺑر ﻋﻧﻬﺎ وﻣرﻛزة‬
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‫ﻓﻲ ﻣﻌﻧﺎﻫﺎ‪ .‬ﺗﻧﺷﺎ ﻫذﻩ اﻟﺻﻌوﺑﺎت ﺣﺳب ﻧﯾوﻣﺎرك )‪ (1988‬ﻣن ﺣﻘﯾﻘﺔ أن اﻟﻛﻠﻣﺎت اﻟﻣﻛوﻧﺔ ﻟﻠﺗﻌﺑﯾر‬
‫اﻻﺻطﻼﺣﻲ ﻻ ﯾﻣﻛن أن ﺗﺗرﺟم ﺣرﻓﯾﺎ‪.‬‬
‫ﯾﻣﻛن ﺗﺻﻧﯾف ﻫذﻩ اﻟﺻﻌوﺑﺎت إﻟﻰ‪:‬‬
‫‪ .1‬ﺻﻌوﺑﺎت دﻻﻟﯾﺔ‪ :‬ﺗطرح اﻟﻣﻌﺎﻧﻲ اﻟﻣﺟﺎزﯾﺔ واﻟﺿﻣﻧﯾﺔ ﺻﻌوﺑﺔ ﻛﺑﯾرة ﻟﻠﻣﺗرﺟم واﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ‬
‫ﺑﺎﻋﺗﺑﺎرﻫﺎ ﻧوع ﻣن ﻫذﻩ اﻟﻣﻌﺎﻧﻲ ﻓﺈﻧﻬﺎ ﺗطرح ﻧﻔس اﻹﺷﻛﺎل‪ .‬ان اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ وﺑﻌض اﻟﺗﻌﺑﯾرات‬
‫اﻟﻣﺟﺎزﯾﺔ اﻷﺧرى ﻏﺎﻟﺑﺎ ﻣﺎ ﺗﺗﻌرض ﻟﺗﻌدﯾﻼت دﻻﻟﯾﺔ ﻛﺛﯾرة ﻓﻲ اﻟﺗرﺟﻣﺔ ﻻن اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﻓﻲ‬
‫ﻟﻐﺔ واﺣدة ﻧﺎد ار ﻣﺎ ﺗﻣﻠك ﻧﻔس اﻟﻣﻌﻧﻰ واﻟوظﯾﻔﺔ ﻓﻲ ﻟﻐﺔ أﺧرى ﻣﺛل اﻟﻣﻌﻧﻰ اﻟﻣﺟﺎزي ﻟﻠﻌﺑﺎرة وﻫو ﻣﺎ‬
‫ﯾﺳﺗوﺟب ﻋﻠﻰ اﻟﻣﺗرﺟم اﻟﻧظر ﺧﻠف اﻟﻣﻌﻧﻰ اﻷوﻟﻲ واﻟﻘدرة ﻋﻠﻰ اﻟﺗﻌرف ﻋﻠﻰ اﻟﻣﻌﻧﻰ اﻟﻣﺟﺎزي ﻟﻠﻌﺑﺎرة‪.‬‬
‫‪ .2‬اﻟﺻﻌوﺑﺎت اﻟﻠﻐوﯾﺔ و اﻟﺛﻘﺎﻓﯾﺔ ﺑﯾن اﻟﻠﻐﺎت‪ :‬ﺗﺟﻌل اﻻﺧﺗﻼﻓﺎت اﻟﻠﻐوﯾﺔ و اﻟﺛﻘﺎﻓﯾﺔ ﺑﯾن اﻟﻠﻐﺔ اﻷﺻل‬
‫واﻟﻬدف ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ أﻛﺛر ﺻﻌوﺑﺔ‪ ,‬ﺣﯾث ان اﻻﺧﺗﻼﻓﺎت اﻟﺛﻘﺎﻓﯾﺔ ﺑﯾن اﻟﻠﻐﺎت ﻫﻲ ﻣﺷﻛل‬
‫ﻋوﯾص وﺻﻌوﺑﺔ ﻟﻠﻣﺗرﺟم ﻟﻠرﺑط ﺑﯾن اﻟﻌﺑﺎرﺗﯾن اﻻﺻطﻼﺣﯾﺗﯾن ﺧﺎﺻﺔ ان ﻛﺎﻧت اﻟﻠﻐﺗﯾن ﻣن ﺷﺟرﺗﯾن‬
‫ﻣﺧﺗﻠﻔﺗﯾن وﻛﺎﻧت اﻟﻬوة اﻟﺛﻘﺎﻓﯾﺔ ﺑﯾن اﻟﻣﺟﻣوﻋﺗﯾن اﻟﻠﺳﺎﻧﯾﺗﯾن ﺷﺎﺳﻊ‪.‬‬
‫إذا اﻣﺗﻼك ﻗﺎﻋدة ﺛﻘﺎﻓﯾﺔ ﺻﻠﺑﺔ ﻟﻠﻐﺔ اﻟﻬدف ﯾﻣﻛن اﻟﻣﺗرﺟم ﻣن ﻓﻬم اﻟﻣﻌﻧﻰ اﻟﺿﻣﻧﻲ وﻫو أﯾﺿﺎ ﻣﺎ ﯾﺗطﻠب‬
‫ﺗطوﯾر اﻟوﻋﻲ اﻟﺑﯾن ﺛﻘﺎﻓﻲ وﯾﺳﺗوﺟب ﻓﻬم واﺳﻊ ﻟﺛﻘﺎﻓﺔ اﻟﻠﻐﺔ اﻟﺛﺎﻧﯾﺔ ﻣن ﺟواﻧب ﻣﺧﺗﻠﻔﺔ‪.‬‬
‫ﺗﺑﻘﻰ اﻟﻣظﺎﻫر اﻟﻠﻐوﯾﺔ واﻟﺛﻘﺎﻓﯾﺔ ﻣن أﻫم اﻟﻣﺷﺎﻛل واﻟﺻﻌوﺑﺎت ﻓﻲ اﻟﺗرﺟﻣﺔ ﻻن اﻟﻠﻐﺔ واﻟﺛﻘﺎﻓﺔ ﻣرﺗﺑطﯾن‬
‫ﺑﺑﻌﺿﻬﻣﺎ وﻻ ﯾﻣﻛن ﻷﺣد أن ﯾﺗرﺟم ﻣن ﻏﯾر اﻟرﺟوع إﻟﻰ اﻟﺛﻘﺎﻓﺔ ﻻن اﻟﻠﻐﺔ ﻫﻲ ﺑﺣد ذاﺗﻬﺎ ﺟزء ﻣن اﻟﺛﻘﺎﻓﺔ‪.‬‬
‫‪ .3‬اﻟﺻﻌوﺑﺎت اﻟدﯾﻧﯾﺔ ﺑﯾن اﻟﻠﻐﺎت‪ :‬ﯾﺟب ﻋﻠﻰ اﻟﻣﺗرﺟم اﻟﻣؤﻫل اﻣﺗﻼك ﻣﻌرﻓﺔ ﺟﯾدة ﺑﺎﻟﻣﻔﺎﻫﯾم اﻟدﯾﻧﯾﺔ‬
‫ﻟﻺﺳﻼم واﻟﻣﺳﯾﺣﯾﺔ وﻏﯾرﻫﺎ‪.‬‬
‫اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟدﯾن ﻏﺎﻟﺑﺎ ﻣﺎ ﺗﻛون ﺻﻌﺑﺔ اﻟﺗرﺟﻣﺔ ﻣﺎ ان ﻛﺎﻧت اﻟﻣﺻطﻠﺣﺎت اﻟﻣﺗﻌﻠﻘﺔ‬
‫ﺑﺎﻟﻣظﺎﻫر اﻟدﯾﻧﯾﺔ أﻛﺛر ﺻﻌوﺑﺔ ﻓﻲ ﻛل ﻣن ﺗﺣﻠﯾل اﻟﻣﻌﺟم اﻷﺻﻠﻲ ٕواﯾﺟﺎد اﻟﻣﻛﺎﻓﺊ اﻷﺣﺳن ﻓﻲ اﻟﻠﻐﺔ‬
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‫اﻟﻣﺳﺗﻘﺑﻠﺔ ‪,‬وﯾﻌود اﻟﺳﺑب إﻟﻰ أن ﻫذﻩ اﻟﻛﻠﻣﺎت ﻏﺎﻣﺿﺔ وﻋدﯾد اﻟﻣﻣﺎرﺳﺎت ﺗﻛون ﺗﻠﻘﺎﺋﯾﺔ ﺣﯾث أن ﻣﺗﻛﻠﻣﯾن‬
‫اﻟﻠﻐﺔ ﻏﯾر واﻋﯾﯾن ﺑﺎﻟﺟواﻧب اﻟﻣﺧﺗﻠﻔﺔ ﻟﻠﻣﻌﻧﻰ اﻟﻣﺗﺿﻣن‪.‬‬
‫‪ .4‬اﻟﺻﻌوﺑﺎت اﻻﺟﺗﻣﺎﻋﯾﺔ ﺑﯾن اﻟﻠﻐﺎت‪ :‬ﻟﻠﺛﻘﺎﻓﺔ اﻻﺟﺗﻣﺎﻋﯾﺔ ﺗﺄﺛﯾ ار ﻛﺑﯾ ار ﻋﻠﻰ اﻟﺗﻌﺎﺑﯾر اﻟﻠﻐوﯾﺔ اﻟﻣﺳﺗﻌﻣﻠﺔ‬
‫ﻓﻲ ﻛل ﻟﻐﺔ‪ ,‬ﻋﻠﻰ ﺳﺑﯾل اﻟﻣﺛﺎل اﻟﻌواﻣل اﻻﺟﺗﻣﺎﻋﯾﺔ ﻟﻠﺛﻘﺎﻓﺔ اﻻﻧﺟﻠﯾزﯾﺔ واﻟﻌرﺑﯾﺔ ﻟﻬﺎ ﺗﺄﺛﯾر ﻋﻠﻰ اﻟﻠﻐﺔ‬
‫اﻻﻧﺟﻠﯾزﯾﺔ واﻟﻌرﺑﯾﺔ واﻟﺗﻲ ﺑدورﻫﺎ ﻟﻬﺎ ﺗﺄﺛﯾر ﻋﻠﻰ ﻣﻔﻬوم اﻟﻣﻣﺎرﺳﺎت اﻻﺟﺗﻣﺎﻋﯾﺔ اﻟﺗﻲ ﺗﺗﺿﻣن ﻛل ﻣﺟﺎﻻت‬
‫اﻟﺣﯾﺎة ﻛﺎﻟﻌﺎدات واﻟﻣﺷﺎﻋر واﻟﻣﻌﺗﻘدات واﻟزواج واﻻﻗﺗﺻﺎد‪...‬اﻟﺦ‪.‬‬
‫ﻋﻧدﻣﺎ ﯾﺗﻌﺎﻣل اﻟﻣﺗرﺟم ﻣﻊ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻓﺎﻧﻪ ﻻ ﯾواﺟﻪ ﻣﺷﻛﻼ واﺣدا ﻓﻘط ﺑل ﻋدة ﻣﺷﺎﻛل ﻛﻣﺎ‬
‫ﺗرى ﺑﺎﯾﻛر)‪ (1992‬أن أﻫم اﻟﻣﺷﺎﻛل اﻟﺗﻲ ﺗطرﺣﻬﺎ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺗﺗﻌﻠق ﺑﺄﻣرﯾن ﻣﻬﻣﯾن ﻫﻣﺎ‪:‬‬
‫‪ .1‬اﻟﻘدرة ﻋﻠﻰ ﻣﻌرﻓﺔ وﺗﻔﺳﯾر اﻟﺗﻌﺑﯾر ﺑﺷﻛل ﺻﺣﯾﺢ‪.‬‬
‫‪ .2‬اﻟﺻﻌوﺑﺎت اﻟﻣﺗدﺧﻠﺔ ﻓﻲ ﻧﻘل اﻟﻣظﺎﻫر اﻟﻣﺧﺗﻠﻔﺔ ﻟﻠﻣﻌﻧﻰ اﻟذي ﯾؤدﯾﻪ اﻟﺗﻌﺑﯾر اﻻﺻطﻼﺣﻲ أو اﻟﻌﺑﺎرات‬
‫اﻟﺟﺎﻣدة إﻟﻰ اﻟﻠﻐﺔ اﻟﻬدف‪.‬‬
‫وﻗد ﺻﻧﻔت ﺑﺎﯾﻛر)‪ (1992‬ﺑﻌض اﻟﺻﻌوﺑﺎت اﻟﺗﻲ ﯾواﺟﻬﻬﺎ اﻟﻣﺗرﺟم إﻟﻰ‪:‬‬
‫‪ .1‬ﺑﻌض اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ ﻻ ﺗﻣﻠك ﻣﻛﺎﻓﺊ ﻓﻲ اﻟﻠﻐﺔ اﻟﻬدف‪.‬‬
‫‪ .2‬اﻟﺗﻌﺑﯾر ﺑﻠﻐﺎت ﻣﺧﺗﻠﻔﺔ ﻋن ﻧﻔس اﻟﻣﻌﻧﻰ ﺑﻛﻠﻣﺔ ﻣﻔردة واﺣدة‪.‬‬
‫‪ .3‬ﻗد ﯾﻣﻠك اﻟﺗﻌﺑﯾر اﻻﺻطﻼﺣﻲ ﻣﻛﺎﻓﺊ ﻓﻲ اﻟﻠﻐﺔ اﻟﻬدف ﻟﻛن اﻟﺳﯾﺎق اﻟذي ﯾﺳﺗﻌﻣل ﻓﯾﻪ ﻣﺧﺗﻠف‪.‬‬
‫‪ .4‬اﺳﺗﻌﻣﺎل اﻟﺗﻌﺑﯾر اﻻﺻطﻼﺣﻲ ﺑﻣﻌﻧﯾﯾﻪ اﻟﺣرﻓﻲ واﻻﺻطﻼﺣﻲ ﻓﻲ اﻟﻠﻐﺔ اﻷﺻل‪.‬‬
‫اﺳﺗراﺗﯾﺟﯾﺎت ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ‬
‫ﺣﺎول اﻟﻌدﯾد إﯾﺟﺎد ﺣﻠول ﻟﻣﺷﺎﻛل ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ وﺳﻧﻌرض ﻣوﻧﺎ ﺑﯾﻛر ﻛﻧﻣوذج‪:‬‬
‫اﺳﺗراﺗﯾﺟﯾﺎت ﻣوﻧﺎ ﺑﯾﻛر‪:‬‬
‫‪ .1‬اﺳﺗﺧدام ﻋﺑﺎرات اﺻطﻼﺣﯾﺔ ﻣن ﻣﻌﻧﻰ وﺷﻛل ﻣﻣﺎﺛل‪.‬‬
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‫‪ .2‬اﺳﺗﺧدام ﻋﺑﺎرات اﺻطﻼﺣﯾﺔ ﻣن ﻣﻌﻧﻰ ﻣﻣﺎﺛل وﺷﻛل ﻣﺧﺗﻠف‪.‬‬
‫‪ .3‬اﻟﺗرﺟﻣﺔ ﺑﺈﻋﺎدة اﻟﺻﯾﺎﻏﺔ‪.‬‬
‫‪ .4‬اﻟﺗرﺟﻣﺔ ﺑﺎﻟﺣذف‪.‬‬
‫اﻻﺳﺗﻧﺗﺎج‪:‬‬
‫ﺗطرﻗﻧﺎ ﻓﻲ ﻫذا اﻟﻔﺻل ﻟﺗﻌرﯾف اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ وأﻧواﻋﻬﺎ وﺧﺻﺎﺋﺻﻬﺎ أﯾﺿﺎ واﻟﺻﻌوﺑﺎت اﻟﺗﻲ‬
‫ﺗواﺟﻪ اﻟﻣﺗرﺟم ﺧﻼل ﺗرﺟﻣﺔ اﻟﺗﻌﺑﯾرات اﻻﺻطﻼﺣﯾﺔ اﻟﺗﻲ ﯾرﺟﻊ ﺑﻌﺿﻬﺎ إﻟﻰ طﺑﯾﻌﺔ اﻟﺗﻌﺑﯾر اﻻﺻطﻼﺣﻲ‬
‫ﻣﻣﺎ ﺧﻠق ﻓراﻏﺎ واﺳﻌﺎ ﺑﯾن اﻟﻠﻐﺗﯾن اﻟﻌرﺑﯾﺔ‬ ‫واﻟﺑﻌض اﻷﺧر إﻟﻰ اﻻﺧﺗﻼﻓﺎت اﻟﺛﻘﺎﻓﯾﺔ ﺑﯾن اﻟﻠﻐﺎت‬
‫واﻻﻧﺟﻠﯾزﯾﺔ وذاﻟك ﺗرﺟم ﺑوﻗوع اﻟطﻼب ﻓﻲ ﻋذة اﺧطﺎء ﻋﻠﻰ اﻟﺻﻌﯾد اﻟﻠﺳﺎﻧﻲ واﻟﺛﻘﺎﻓﻲ ﻓﻲ ﺗرﺟﻣﺔ ﺗﻠك‬
‫اﻟﻌﺑﺎرات اﻟﺑﻼﻏﯾﺔ ﻻن اﻟﻠﻐﺗﯾن ﻣن ﺷﺟرﺗﯾن ﻟﻐوﯾﺗﯾن ﻣﺧﺗﻠﻔﺗﯾن و ﻛذا اﻟﺛﻘﺎﻓﺔ اﻟﺧﺎﺻﺔ ﺑﺗﻠك اﻟﻣﺟﻣوﻋﺗﯾن‬
‫اﻟﻠﺳﺎﻧﯾﺗﯾن ﻣﺧﺗﻠﻔﺔ ﺟدا‪ .‬ﻛﻣﺎ ﯾﻌرض ﻫذا اﻟﻔﺻل ﻣﺧﺗﻠف اﻻﺳﺗراﺗﯾﺟﯾﺎت اﻟﺗﻲ ﯾﻣﻛن ﻟﻠﻣﺗرﺟم اﺳﺗﺧداﻣﻬﺎ‬
‫ﻟﺗذﻟﯾل ﻫذﻩ اﻟﺻﻌوﺑﺎت‪.‬‬
‫اﻟﻔﺻل اﻟﺛﺎﻟث ‪:‬‬
‫اﻟﺟﺎﻧب اﻟﺗطﺑﯾﻘﻲ ‪:‬‬
‫ﯾﻣﺛل ﻫذا اﻟﺟﺎﻧب اﻟﺗطﺑﯾﻘﻲ ﻣن ﻫذﻩ اﻟدراﺳﺔ اﻟﺗﺣﻠﯾﻠﯾﺔ ﻓﻲ اﺳﺎﺳﻬﺎ ﻟﻼﺧطﺎء اﻟﺗرﺟﻣﺎﻧﯾﺔ اﻟﺗﻲ ﺗﻘﻊ ﻏﺎﻟﺑﺎ‬
‫ﻋﻧد ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺣﻠﻘﺔ ﻣﻬﻣﺔ ﺑﺣﯾث ان اﻟﻔرﺿﯾﺎت اﻟﻣطروﺣﺔ ﺳﺎﺑﻘﺎ ﯾﺛﺑت ﻣدى ﺻﺣﺗﻬﺎ‬
‫ﻣﻊ اﻻﺧﺗﺑﺎر اﻟﻣﻘدم ﻟطﻠﺑﺔ اﻟﺳﻧﺔ اﻟﺛﺎﻟﺛﺔ ﺗﺧﺻص ﻟﻐﺔ اﻧﺟﻠﯾزﯾﺔ واﻟﻠذي ﯾﻣﺗﻣﺛل ﻓﻲ ﺗرﺟﻣﺔ اﺛﻧﺗﻲ ﻋﺷر‬
‫ﻋﺑﺎرة اﺻطﻼﺣﯾﺔ ﻣﺗﻌﻠﻘﺔ ﺑﺎﻟطﻘس ﻣﻧﻬﺎ ﺳﺗﺔ ﺑﺎﻻﻧﺟﻠﯾزﯾﺔ‪ ,‬ﺛﻼﺛﺔ ﻣﻧﻬﺎ ﻓﻲ ﺳﯾﺎق ﻟﻐوي و ﺛﻼﺛﺔ اﺧرى ﺧﺎرج‬
‫ﺳﯾﺎق ﻟﻐوي ﺑﺣﯾث اﻧﻪ طﻠب ﻣن اﻟطﻠﺑﺔ ﺗرﺟﻣﺗﻬﺎ اﻟﻰ اﻟﻌرﺑﯾﺔ ﻋﻠﻰ ﺷﻛل ﻋﺑﺎرة اﺻطﻼﺣﯾﺔ ﻣﻛﺎﻓﺋﺔ ﻟﻬﺎ‬
‫ﺣﯾث ان ﻋدد ﻣرﺿﻲ ﻣﻧﻬم ﻗﺎم ﺑﺗرﺟﻣﺗﻬﺎ ﺗﻌﺑﯾرﯾﺎ ﻋﻠﻰ اﻻﻗل ﺑﺷﻛل ﺻﺣﯾﺢ‪ ,‬ﻛﻣﺎ ﻓﻌﻠﻬﺎ اﻟﺑﻌض اﻻﺧر‬
‫ﺑﺎﻣﺗﯾﺎز ﺑﻌﺑﺎرات ﻣﻛﺎﻓﺋﺔ ﻟﻬﺎ اﻣﺎ ﺑﺎﻟﻌرﺑﯾﺔ اﻟﻔﺻﺣﻰ‪ ,‬وﻫو اﻟﻐﺎﻟب‪ ,‬او ﺣﺗﻰ ﺑﺎﻟدارﺟﺔ دون اﻻﺧﻼل ﺑﺎﻟﻣﻌﻧﻰ‬
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‫واﻟﺟﻣﺎﻟﯾﺔ ﻟﻠﻌﺑﺎرة ﻓﻲ اﻟﻠﻐﺔ اﻻﺻل ﺧﺎﺻﺔ ﺑﻣﺎ ﯾﺗﻌﻠق ﺑﺗﻠك اﻟﺗﻲ ﺗﺗداول ﻛﺛﯾ ار ﺑﯾن اﻟﻠﻐﺗﯾن وﺗﻠك اﻟﺗﻲ‬
‫ﻻﺗﺣﻣل ﺧﺻوﺻﯾﺔ ﺛﻘﺎﻓﯾﺔ ﻓﻲ ﻋﻣﻘﻬﺎ ﺗﺟﻌﻠﻬﺎ ﺑﻠﯾﻐﺔ ﺟدا ﻣﺳﺑﺑﺔ ﻟﻼﺧطﺎء ﻣﺛل اﻟﻌﺑﺎرة ‪the calm before‬‬
‫‪ the storm‬اﻟﺗﻲ ﻫﻲ ﺧﺎرج ﺳﯾﺎق ﻟﻐوي‪ .‬او ﻟﻠﻌﺑﺎرة ‪ a storm in a teacup‬اﻟﺗﻲ ﻫﻲ اﯾﺿﺎ ﺧﺎرج‬
‫ﺳﯾﺎق وﻣﺗداوﻟﺔ وﺳﻬﻠﺔ ﺑﺎﻟﻣﻘﺎرﻧﺔ ﻣﻊ اﻟﺑﻌض اﻻﺧرى اﻟواردة ﻓﻲ ﺳﯾﺎق ﻻن اﻟﺗﻌدﯾل ﻓﯾﻬﺎ ﺑﺳﯾط ﯾﻛون ﻋﻠﻰ‬
‫ﻣﺳﺗواﻫﺎ اﻟﻠﻐوي ﺑﺗﻌوﯾض اﻟﻣﻔردة ‪ teacup‬وﻫو ﻓﻧﺟﺎن ﺑﻛوب ﺷﺎي‪ ,‬ﻋﻠﻣﺎ ان اﻟواردة ﻓﻲ ﺳﯾﺎق ﻟﻐوي‬
‫ﻛﺎﻧت واﺿﺣﺔ ﺟدا اﻻ اﻧﻬﺎ ﻟم ﺗﺗرﺟم اﻻ ﺗﻌﺑﯾرﯾﺎ ﻟﻌدم ﺗوﻓر ﻣﻛﺎﻓﺋﺎت ﻟﻬﺎ ﻣن ﻧﻔس اﻟﻧوع اوﺣﺗﻰ ﻣن ﻧوع‬
‫اﺧر ﻓﻲ اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ﻣن ﺟﻬﺔ‪ ,‬وﻣن ﺟﻬﺔ اﺧرى ﻋدم ﺗداول ﻣﻛﺎﻓﺋﺎت ﻟﻬﺎ ﺗﺣﻣل ﻣﻌﻧﺎﻫﺎ اﻟﺑﺳﯾط‬
‫واﻟواﺿﺢ‪ .‬ﻛﺎﻧت اﻻﺣﺻﺎﺋﯾﺎت ﻟﻼﺧطﺎء ﻫﻧﺎ ﻗﻠﯾﻠﺔ ﺑﺎﻟﻧﺳﺑﺔ ﻟﻠطﻠﺑﺔ ورﻏم ﻗﻠﺔ ﻣن ﺗرﺟم ﺗﻠك اﻟﻌﺑﺎرات‬
‫اﻻﺻطﻼﺣﯾﺔ ﺑﻌﺑﺎرات اﺻطﻼﺣﯾﺔ ﻣﻛﺎﻓﺋﺔ ﻣن ﻧﻔس اﻟﻧوع او ﺣﺗﻰ ﺣﺎوﯾﺔ ﻟﻧﻔس اﻟﻣﻌﻧﻰ وﺿﻼﻟﻪ اﻻ اﻧﻬﺎ‬
‫ﻛﺎﻧت اﻟﻰ ﺣذ ﻣﺎ ﻣرﺿﯾﺔ ﻋﻠﻰ ﻋﻛس ﻣﺎ ﺗﺧﺑر ﺑﻪ اﻻﺣﺻﺎﺋﯾﺎت اﻟﻣﺗﻌﻠﻘﺔ ﺑﺎﻟﻌﺑﺎرات اﻟﺳﺗﺔ اﻻﺻطﻼﺣﯾﺔ‬
‫اﻟﻣﻘدﻣﺔ ﺑﺎﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ﻓﻲ اﻟﺷطر اﻟﺛﺎﻧﻲ واﻟﺗﻲ طﻠب ﻣﻧﻬم ﺗرﺟﻣﺗﻬﺎ اﻟﻰ اﻻﻧﺟﻠﯾزﯾﺔ ﺣﯾث ﻛﺎﻧت ﻛﺎرﺛﯾﺔ‬
‫ﺣﺗﻰ ﺑﺗرﺟﻣﺗﻬﺎ دون اﺳﺗﻌﻣﺎل اﻟﻌﺑﺎرات اﻟﻣﻛﺎﻓﺋﺔ ﻟﻬﺎ ﻓﻲ اﻟﻠﻐﺔ اﻻﻧﺟﻠﯾزﯾﺔ ﺣﯾث ﻓﺷل اﻟطﻠﺑﺔ ﻋﻠﻰ اﻟﻌﻣوم ﻓﻲ‬
‫اﻋﺎدة ﺻﯾﺎﻏﺔ ﻣﻌﺎﻧﯾﻬﺎ‪ .‬ان اﻻﺧطﺎء اﻟﻣرﺗﻛﺑﺔ وطﺑﯾﻌﺗﻬﺎ ﺗظﻬر اﻻﻫﻣﯾﺔ اﻟﺑﺎﻟﻐﺔ ﻟﻠﺛﻘﺎﻓﺔ ﻓﻲ ﺗﻌﻠم اﻟﻠﻐﺔ‬
‫واﻟﺗرﺟﻣﺔ ﻋﻠﻰ اﻟﻌﻣوم وﻓﻲ ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻋﻠﻰ اﻟﺧﺻوص ﺣﯾث ﺗﻛون ﻣﺛﻘﻠﺔ وﻣﻠوﻧﺔ‬
‫ﺑﺎﻟﺛﻘﺎﻓﺔ ﺣﯾث ﺗﺷﻛل اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺟزﺋﺎ ﻛﺑﯾ ار ﺟدا ﻣن اي ﻟﻐﺔ وﻟذاﻟك ﯾﺟب ﻋﻠﻰ اﻟﻣﺗرﺟم ان‬
‫ﯾﻛون ﺛﻧﺎﺋﻲ اﻟﺛﻘﺎﻓﺔ ﻟﯾوﺻل اﻟرﺳﺎﻟﺔ ﺑﺎﻣﺎﻧﺔ وﯾﻘﻠص ﻣن ﺣﺟم اﻟﻬوة ﺑﯾن اﻟﺛﻘﺎﻓﺔ اﻟﻌرﺑﯾﺔ واﻻﻧﺟﻠﯾزﯾﺔ اﻟﺗﻲ‬
‫ﺗﺳﺑب اﻻﺧطﺎء ﻓﻲ اﻟﺗرﺟﻣﺔ وﺗﻘود اﻟﻰ ﺧﯾﺎﻧﺔ اﻟﻣﻌﻧﻰ‪.‬‬
‫اﻟﺧﻼﺻﺔ ‪:‬‬
‫ﺗﺳﻌﻰ ﻫذﻩ اﻟدراﺳﺔ اﻟﻰ ﺗﺣﻠﯾل اﻻﺧطﺎء اﻟﻧﺎﺟﻣﺔ ﻋن ﺗرﺟﻣﺔ ﻣﺟﻣوﻋﺔ ﻣﻌﯾﻧﺔ ﻣن اﻟﺗﻌﺎﺑﯾر‬
‫اﻻﺻطﻼﺣﯾﺔ ﻣن اﻻﻧﺟﻠﯾزﯾﺔ اﻟﻰ اﻟﻌرﺑﯾﺔ وﻣن اﻟﻌرﺑﯾﺔ اﻟﻰ اﻻﻧﺟﻠﯾزﯾﺔ‪ .‬ﺗﻌﺗﺑر ﻫذﻩ اﻟﻣﺣﺎوﻟﺔ ﻛﺗﻘﯾﯾم وﺗﻘوﯾم‬
‫‪10‬‬
‫ﻟﻠﺗرﺟﻣﺎت اﻟﻣﻘدﻣﺔ اﻟﻣﺗﻌﻠﻘﺔ ﺑﻛﺎﻣﻠﻬﺎ ﺑﺎﻟطﻘس‪ .‬ﺗﺷﻐر اﻟﺗﻌﺎﺑﯾر اﻻﺻطﻼﺣﯾﺔ ﺣﯾ از ﻛﺑﯾ ار ﻛﺑﯾ ار ﻣن اﻟﻠﻐﺔ‬
‫ﺑﺣﯾث اﻧﻬﺎ ﺗﺣﻣل ﻓﻲ طﯾﺎﺗﻬﺎ اﻓﻛﺎر واﺳﺎﻟﯾب ﻋﯾش ﻟﻣﺟﻣوﻋﺎت ﻟﻐوﯾﺔ ﻣﺣددة ﺗﺣت ﻟﻐﺔ واﺣدة ﺣﯾث ان‬
‫ذاﻟك اﻟﻧﻘل اﻟﺛﻘﺎﻓﻲ ﻟﻬﺎ ﻋﺑر اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﯾﺟﻌل ﻣﻧﻬﺎ ﻋﺑﺎرات ﺟﻣﺎﻟﯾﺔ وﺑﻼﻏﯾﺔ ﺑﻣﺟرد ﻣﻘﺎرﻧﺗﻬﺎ‬
‫ﻣﻊ ﺗﻠك اﻟﻌﺑﺎرات اﻻﺧرى ﻟﻠﻐﺔ اﻻﺧرى‪ .‬ﺑﺎﻋﺗﺑﺎر ان اﻟﻠﻐﺗﯾن اﻟﻌرﺑﯾﺔ واﻻﻧﺟﻠﯾزﯾﺔ ﻣن اﺷﺟﺎر ﻟﻐوﯾﺔ واﺳر‬
‫ﻟﺳﺎﻧﯾﺔ ﻣﺧﺗﻠﻔﺔ ﺑﺎﻻﺿﺎﻓﺔ اﻟﻰ ﻋﺎﻣل اﻟﺛﻘﺎﻓﺔ اﻟﻣﺧﺗﻠف ﺟدا ﺑﯾﻧﻬﻣﺎ ﯾﺿﻊ اﺣﺗﻣﺎﻟﯾﺔ ارﺗﻛﺎب اﻟﺧطﺎ ﻋﻧد‬
‫ﺗرﺟﻣﺗﻬﺎ واردة ﺟدا ﺧﺎﺻﺔ ﺗﻠك اﻟﻣﺗﻌﻠﻘﺔ ﻓﻲ اﺳﺎﺳﻬﺎ ﻋﻠﻰ ﺗﻠك اﻟﺛﻘﺎﻓﺔ وﻫذا ﻣﺎ ﯾﺟﻌل ﻋﻘﺑﺎت ﻓﻲ طرﯾق‬
‫اﻟﻣﺗرﺟم ﻻﻋﺎدة ﺻﯾﺎﻏﺗﻬﺎ ﻓﻲ اﻟﻠﻐﺔ اﻟﻬدف ﺧﺎﺻﺔ ان ﻛﺎﻧت ﻏﯾر ﻣﺗداوﻟﺔ ﺟدا‪.‬‬
‫ﺳﻌﯾﻧﺎ ﻓﻲ اﻟﺷق اﻟﻧظري اﻟﻰ اﻟﺗطرق ﻟﻠﻌواﻣل اﻟﺗﻲ ﺗﺟﻌل ﺗﻠك اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ اﻛﺛر ﺑﻼﻏﺔ‬
‫وﺧﺻوﺻﯾﺔ‪ .‬ﺗﻛون اﻟﺗﻌﺎﺑﯾر اﻻﺻطﻼﺣﯾﺔ ﻓﻲ ﻏﺎﻟﺑﻬﺎ دون ﺑﻧﯾﺔ ﻟﻐوﯾﺔ ﻣﻌﯾﻧﺔ ﻻ ﺗﻘﺑل اﻟﺗﻐﯾر ﻓﻲ ﻣﻼﻣﺣﻬﺎ‬
‫وﻟﻛن ﻫذا ﻻﯾﻬﻧﻲ ان ﻣﻔﻌول اﻟﺛﻘﺎﻓﺔ ﻋﻠﻰ اﻟﻠﻐﺔ ﻏﯾر ﻛﺑﯾر‪ .‬ﺗﺧﺗﻠف اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﻓﻲ اﻧواﻋﻬﺎ‬
‫ﻛﺎﻟﻛﻧﺎﯾﺔ واﻟﺗﺷﺑﯾﻪ ﺑﺎﻧواﻋﻪ وﺗﺧﺗﻠف اﯾﺿﺎ ﻓﻲ درﺟﺔ ﺑﻼﻏﺗﻬﺎ ﻣﻣﺎ ﯾﻌﻘد اﻻﻣر اﻛﺛر ﻋﻠﻰ اﻟطﻠﺑﺔ ان ﯾﺗرﺟﻣوﻫﺎ‬
‫ﺑﺎﺳﺗﻌﻣﺎل ﻧﻔس اﻟﻧوع ودرﺟﺔ اﻟﺑﻼﻏﺔ ﻓﻲ اﻟﻐﺔ اﻟﻬدف‪.‬‬
‫وﺟد اﻟطﻠﺑﺔ ﻓﻲ اﻟﺷق اﻟﺗطﺑﯾﻘﻲ ﺻﻌوﺑﺎت ﻛﺑﯾرة ﻓﻲ ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ ﺑﺎﺧرى اﺻطﻼﺣﯾﺔ‬
‫اوﺣﺗﻰ ﺑﻠﻐﺔ ﺗﻌﺑﯾرﯾﺔ ﻏﯾر ﺑﻼﻏﯾﺔ ﻟﻛوﻧﻬم ﯾﻔﺗﻘدون اﻟﻰ ﻣﻬﺎرة ﺗﺣﻠﯾل اﺟزاء اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ وﻣﻌرﻓﺔ‬
‫اﯾﺣﺎءاﺗﻬﺎ وﻫذا راﺟﻊ اﻟﻰ اﻫﻣﺎﻟﻬم ﻟدور اﻟﺛﻘﺎﻓﺔ ﻓﻲ ﺗرﻛﯾﺑﺔ اﻟﻣﺻطﻠﺣﺎت واﻟﻣﯾﻛﺎﻧﯾزﻣﺎت اﻟﺗﻲ ﯾﻌﺗﻣد ﻋﻠﯾﻬﺎ‬
‫ﻏﺎﻟﺑﺎ ﻟﺗﺎوﯾﻠﻬﺎ وﺗرﺟﻣﺗﻬﺎ‪ .‬ﻧﺟﺢ اﻟطﻠﺑﺔ اﻟﻰ ﺣد ﻣﺎ ﻓﻲ ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات اﻻﺻطﻼﺣﯾﺔ اﻟواردة ﺑﺎﻻﻧﺟﻠﯾزﯾﺔ اﻟﻰ‬
‫اﻟﻌرﺑﯾﺔ ﻟﻛوﻧﻬﺎ ﻏﯾر ﺑﻼﻏﯾﺔ اﺣﯾﺎﻧﺎ وﺷﺎﺋﻌﺔ ﻓﻲ اﻟﺑﻌض اﻟﻼﺧر وﻟﻛﻧﻬم ﻟم ﯾﻧﺟﺣو ﻓﻲ ﺗرﺟﻣﺔ اﻟﻌﺑﺎرات‬
‫اﻟﺻطﻼﺣﯾﺔ اﻟواردة ﺑﺎﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ اﻟﻰ اﻻﻧﺟﻠﯾزﯾﺔ وﻟو ﺑﺗﻌﺎﺑﯾرﻫم اﻟﻐﯾر ﺑﻼﻏﯾﺔ ﻓﻲ ﻏﺎﻟب اﻻﺣﯾﺎن وﻫذا‬
‫ﻣﺎﯾطرح ﺳؤال ﻣﻬم ﻋن درﺟﺔ اﻟﻣﺎﻣﻬم ﺑﺛﻘﺎﻓﺗﻬم اﻻم اﻟﺗﻲ ﺳﺑﺑت ﻟﻬم اﻻﺧطﺎء ووﺿﻌت ﻋراﻗﯾل ﻟﻬم ﻓﻲ‬
‫ﺳﺑﯾل ﺗرﺟﻣﺎﺗﻬم‪.‬‬
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‫ﺟﺎﻣﻌﺔ ﻗﺎﺻدي ﻣرﺑﺎح ‪-‬ورﻗﻠﺔ‪-‬‬
‫ﻛﻠﯾﺔ اﻵداب واﻟﻠﻐﺎت اﻷﺟﻧﺑﯾﺔ‬
‫ﻗﺳم اﻵداب واﻟﻠﻐﺔ اﻹﻧﺟﻠﯾزﯾﺔ‬
‫ﻣذﻛرة‪ :‬ﻣﺎﺳﺗر أﻛﺎدﯾﻣﻲ‬
‫ﻣﯾدان‪:‬اﻵداب واﻟﻠﻐﺎت اﻷﺟﻧﺑﯾﺔ‬
‫اﺧﺗﺻﺎص‪ :‬ﺗرﺟﻣﺔ وﻋﻠم اﻟﺗرﺟﻣﺔ‬
‫ﻣن إﻋداد‪ :‬ﺑﺎﺣﻣد ﺳﻌﯾد‬
‫ﺳﻬﺎم ﻣراد‬
‫ﺑﻌﻧوان‪:‬‬
‫ﺗﺮﺟﻤﺔ اﻟﻌﺒﺎرات اﻻﺻﻄﻼﺣﯿﺔ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻄﻘﺲ ﻓﻲ اﻻﻧﺠﻠﯿﺰﯾﺔ واﻟﻌﺮﺑﯿﺔ‬

‫اﻋﺘﻤﺎدا ﻋﻠﻰ ﻣﻨﮭﺠﯿﺔ ﺗﺤﻠﯿﻞ اﻻﺧﻄﺎء‬
‫ﺗﻣت ﻣﻧﺎﻗﺷﺗﻬﺎ ﻋﻠﻧﯾﺎ ﻓﻲ‪:‬‬
‫‪ 22‬ﻣﺎي ‪2017‬‬
‫أﻣﺎم اﻟﻠﺟﻧﺔ اﻟﻣﻛوﻧﺔ ﻣن‪:‬‬
‫اﻟرﺋﯾس‬ ‫ﺟﺎﻣﻌﺔ ﻗﺎﺻدي ﻣرﺑﺎح‪-‬ورﻗﻠﺔ‬ ‫د‪ .‬ﺳﻣﯾرة اﻟﺳﺎﯾﺢ ﻟﻣﺑﺎرك‬
‫اﻟﻣﺷرف واﻟﻣؤطر‬ ‫ﺟﺎﻣﻌﺔ ﻗﺎﺻدي ﻣرﺑﺎح‪-‬ورﻗﻠﺔ‬ ‫د‪ .‬اﺣﻣد ﻧور اﻟدﯾن ﺑﻠﻌرﺑﻲ‬
‫اﻟﻣﻧﺎﻗش‬ ‫ﺟﺎﻣﻌﺔ ﻗﺎﺻدي ﻣرﺑﺎح‪-‬ورﻗﻠﺔ‬ ‫د‪ .‬ﺟﻣﺎل ﻗوي‬
‫اﻟﻣوﺳم اﻟﺟﺎﻣﻌﻲ ‪2017/2016 :‬‬
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ABSTRACT
Idioms are totally different from all forms of language, because their meanings cannot be predicted
from their individual words. They allow no changing in their form under normal circumstances
unless someone is consciously making a joke or attempting a play on words. Idioms across English
and Arabic are subjected to the peculiarities that might be common in some terms in between or just
might be completely different depending on some factors and elements under culture as lifestyle,
religion, geography...etc. Idioms are continuously evolving in English and Arabic stressing new
different ideas and capturing new meanings. Idioms are of many types and forms related to different
topic areas like food, body parts, animals, weather…etc. Problem of finding the right equivalent
idiom with the same meaning as in the target language using the same context and type of idiom
present in the source language is a real challenge for the translator to aesthetically and properly
transfer the same meaning and make it reads naturally and sounds authentic.
Key words: Idioms, morphemes, culture, patterns, weather, rendering, peculiarities, nuances and
difficulties.
Abstrait
Les expressions idiomatiques sont totalement différentes de toutes les formes de langue, car leurs
significations ne peuvent être prédites à partir de leurs mots individuels. Ils ne permettent pas de
changer leur forme dans des circonstances normales, à moins que quelqu'un ne fasse une blague ou
ne tente de jouer à des mots. Les expressions idiomatiques à travers l'anglais et l'arabe sont soumises
aux particularités qui peuvent être courantes dans certains termes intermédiaires ou simplement
peuvent être complètement différentes en fonction de certains facteurs et éléments culturels tels que
le mode de vie, la religion, la géographie ... etc. Les expressions idiomatiques évoluent en continu en
anglais et en arabe en insistant sur de nouvelles idées différentes et en saisissant de nouvelles
significations. Les expressions idiomatiques sont de nombreux types et formes liées à différents
domaines tels que les aliments, les parties du corps, les animaux, les intempéries ... etc. Le problème
de trouver le bon idiome équivalent au même sens que dans la langue cible en utilisant le même
contexte et le même type d'idiome présent dans la langue source est un véritable défi pour le
traducteur de transmettre esthétiquement et correctement le même sens et de le faire se lire
naturellement et Semble authentique.
Mots clés: Idiomes, morphèmes, culture, motifs, temps, rendu, particularités, nuances et difficultés.:
‫ﻣﻠﺨﺺ اﻟﺪراﺳﺔ‬
‫ﺗﻐﻄﻲ اﻻﺳﺎﻟﯿﺐ اﻟﺒﻼﻏﯿﺔ ﺣﯿﺰا ﻛﺒﯿﺮا ﺟﺪا ﻓﻲ اﻟﻠﻐﺔ ﺣﯿﺚ اﻧﮭﺎ ﻣﺘﻤﯿﺰة ﻋﻦ اﻻﺳﻠﻮب اﻟﺘﻌﺒﯿﺮي واﻟﺘﻮاﺻﻠﻲ اﻟﻠﻐﻮي اﻟﺒﺴﯿﻂ‬
‫ ﺗﺴﻤﻰ ﺗﻠﻚ اﻻﺳﺎﻟﯿﺐ ﺑﺎﻟﺒﻼﻏﯿﺔ ﻻﻧﮭﺎ‬.‫اﻟﺬي ﻻ ﯾﺤﺘﻮي ﻋﻠﻰ اي ﻏﻤﻮض او اﺑﺪاع وﺟﻤﺎﻟﯿﺔ ﻓﻲ اﯾﺼﺎل اﻟﻤﻌﻨﻰ واﻟﺮﺳﺎﻟﺔ‬
‫ﺗﺴﺘﻌﻤﻞ وﺗﻔﻀﻞ ﺻﯿﻎ اﻟﻤﺒﺎﻟﻐﺔ واﻟﺘﻜﻠﯿﻒ ﻋﻠﻰ ﻋﻜﺲ اﻻﺳﻠﻮب اﻟﺘﻌﺒﯿﺮي اﻟﺒﺴﯿﻂ اﻟﺬي ﯾﺘﺒﻨﻰ اﻟﺴﮭﻮﻟﺔ واﻟﺒﺴﺎطﺔ ﻓﻲ‬
‫ ﺗﺨﺘﻠﻒ اﻻﺳﺎﻟﯿﺐ اﻟﺒﻼﻏﯿﺔ ﺑﯿﻦ اﻟﻌﺮﺑﯿﺔ واﻻﻧﺠﻠﯿﺰﯾﺔ ﻓﻲ ﻋﺪدھﺎ واﻧﻮاﻋﮭﺎ ﺣﯿﺚ اﻧﻊ ﻻ ﺗﺤﻜﻤﮭﺎ ﻧﻔﺲ‬.‫ﺗﻤﺮﯾﺮاﻟﻤﻌﺎﻧﻲ واﻟﺮﺳﺎﺋﻞ‬
‫اﻟﺨﺼﺎﺋﺺ وﻟﺪﯾﮭﺎ ﻣﯿﺰات ﻣﺨﺘﻠﻔﺔ ﻓﻤﺎ ﯾﻤﻜﻦ ان ﯾﻜﻮن اﺳﻠﻮﺑﺎ ﺑﻼﻏﯿﺎ ﻓﻲ اﻟﻌﺮﺑﯿﺔ ﻗﺪ ﻻ ﯾﻜﻮن ﻛﺬاﻟﻚ ﻓﻲ اﻻﻧﺠﻠﯿﺰﯾﺔ واﻟﻌﻜﺲ‬
‫ﺻﺤﯿﺢ اﻻ ان ﺟﻮھﺮھﻤﺎ واﺣﺪ وھﻮ اﯾﺼﺎل اﻟﻤﻌﻨﻰ ﻓﻲ ﻗﺎﻟﺐ ﺟﻤﺎﻟﻲ ﻓﺮﯾﺪ وﻣﺮﻛﺰ ﯾﺤﻤﻞ ﻓﻲ طﯿﺎﺗﮫ اﺷﯿﺎء ﻻ ﺗﺮى اﻻ‬
‫ ان ھﺬه اﻻﺳﺎﻟﯿﺐ اﻟﻠﻐﻮﯾﺔ ﺗﺠﺘﻤﻊ ﻓﻲ اﻟﻌﺮﺑﯿﺔ واﻻﻧﺠﻠﯿﺰﯾﺔ ﻋﻠﻰ اﯾﺼﺎل ﻧﺼﯿﺤﺔ او‬.‫ﺑﺎﻟﻐﻮص اﻟﻌﻤﯿﻖ ﻓﻲ اﻟﺘﺮﻛﯿﺒﺔ اﻟﻠﻐﻮﯾﺔ ﻟﮭﺎ‬
‫ ﺗﺴﺘﻌﻤﻞ ھﺬه اﻻﺳﺎﻟﯿﺐ اﻟﺒﻼﻏﯿﺔ ﻛﺎﻟﻜﻨﺎﯾﺔ‬.‫اﻟﺘﻌﺒﯿﺮ ﻋﻦ وﺟﮭﺔ ﻧﻈﺮ ﻋﻘﻼﻧﯿﺔ ﯾﺘﻔﻖ ﻋﻠﯿﮭﺎ اﻟﺠﻤﯿﻊ ﺣﻮل ﺷﺊ ﻣﺎ واﻟﻰ ﻣﺎ ﻏﯿﺮ ذاﻟﻚ‬
.‫واﻻﺳﺘﻌﺎرة واﻟﺘﺸﺒﯿﮫ ﻓﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ ﻓﻲ ﻣﺴﺘﻮﯾﯿﻦ ﻟﻐﻮﯾﯿﻦ ﻣﺨﺘﻠﻔﯿﻦ وھﻤﺎ اﻟﻤﺴﺘﻮى اﻟﻠﻐﻮي اﻟﻤﻜﺘﻮب واﻟﻐﯿﺮ ﻣﻜﺘﻮب اﻟﺪارج‬
‫ ان‬.‫ﻗﺪ ﺗﻌﺒﺮ اﻻﺳﺎﻟﯿﺐ اﻟﺒﻼﻏﯿﺔ ﻋﻦ درﺟﺔ اﻟﻮﻋﻲ واﻻدراك اﻟﺬي ﯾﺘﻤﯿﺰ ﺑﮫ اﺣﺪ ﻋﻦ ﻏﯿﺮه ﺑﺎﺳﺘﻌﻤﺎﻟﮫ اﻟﻤﺘﻤﯿﺰ واﻟﺼﺤﯿﺢ ﻟﮭﺎ‬
‫اﻻﺳﺎﻟﯿﺐ اﻟﺒﻼﻏﯿﺔ ﻛﻠﮭﺎ ﻣﺒﻨﯿﺔ وﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﺜﻘﺎﻓﺔ وﻛﻞ ﻣﺎﯾﻨﺪرج ﺗﺤﺘﮭﺎ ﻣﻦ ﺗﺎرﯾﺦ وﻣﻌﺘﻘﺪ وﺟﻐﺮاﻓﯿﺎ وﺣﺘﻰ ﻣﺴﺘﻮى ﻣﻌﯿﺸﻲ‬
‫وﻏﯿﺮه ﺣﯿﺚ ﺗﺴﺘﻤﺪ اﻻﺳﺎﻟﯿﺐ اﻟﺒﻼﻏﯿﺔ وﺣﯿﮭﺎ اﻟﺨﻼق وﺟﻤﺎﻟﯿﺘﮭﺎ ﻣﻨﮭﺎ وﻻن ھﺬه اﻟﻌﻮاﻣﻞ اﻟﺜﻘﺎﻓﯿﺔ وﻛﺬا اﻟﻠﺴﺎﻧﯿﺔ ﻋﻠﻰ ﻣﺴﺘﻮى‬
‫اﻟﻜﻼم ﺗﺨﺘﻠﻒ اﺧﺘﻼﻓﺎ واﺿﺤﺎ ﺑﯿﻦ اﻟﺸﻌﻮب اﻟﻌﺮﺑﯿﺔ ﻓﺎن اﻻﺳﺎﻟﯿﺐ ﻓﻲ ﻣﺤﺘﻮاھﺎ ﻛﺬاﻟﻚ ﯾﺨﺘﻠﻒ وﯾﺘﻨﻮع ﺧﺎﺻﺔ ﻋﻠﻰ ﻣﺴﺘﻮى‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ اﻟﺪارﺟﺔ ﺣﯿﺚ اﻧﮭﺎ ﺟﺪ ﺑﻌﯿﺪة ﻋﻠﻰ ﺧﻼف اﻻﻧﺠﻠﯿﺰﯾﺔ ﻣﻦ ﺗﻠﻚ اﻟﻤﻜﺘﻮﺑﺔ ﻣﺸﻜﻠﺔ ﺑﺬاﻟﻚ ﻓﺮص اﺧﺮى ﻟﺼﯿﻎ ﺑﻼﻏﯿﺔ‬
.‫ﻋﺪة ان ﺗﺨﺘﻠﻒ ﻋﻠﻰ ﺣﺴﺐ اﻟﺴﻜﺎن واﻟﻤﻨﻄﻘﺔ ﺑﺤﯿﺚ اﻧﮭﺎ ﻗﺪ ﺗﺮﻣﻲ ﻓﻲ اﺳﺎﺳﮭﺎ اﻟﻰ ﻣﻔﮭﻮم وﻣﻌﻨﻰ واﺣﺪ‬
.‫ اﻟﺻﻌوﺑﺎت‬,‫ اﻟﻔوارق اﻟﺑﺳﯾطﺔ‬,‫ اﻟﺧﺻﺎﺋص‬, ‫اﻟﺗرﺟﻣﺔ‬,‫ اﻟطﻘس‬, ‫ اﻧﻣﺎط‬,‫ اﻟوﺣدة اﻟﻠﻐوﯾﺔ‬, ‫اﻟﺗﻌﺎﺑﯾراﻻﺻطﻼﺣﯾﺔ‬: ‫اﻟﻛﻠﻣﺎت اﻟﻣﻔﺗﺎﺣﯾﺔ‬
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Bahmed Sihem

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Bahmed Sihem

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Kasdi Merbah University - Ouargla

Faculty of Letters and Foreign Languages

Department of English Language and Letters

Dissertation: Academic Master

Field: English Language and Letters

Specialty: Translation and Translation Studies

Prepared by: BAHMED SAID & SIHEM MERAD

Translating Weather Idioms in English and

Academic Year: 2016/2017

This work is dedicated with respect and love

I would like to express my gratitude to my supervisor Ahmed Nour Eddine

Our special thanks should be expressed to all teachers, in general and

Thanks to our English department

Finally, we are mostly thankful to every person who helped us to fulfill

Table 01 : Statistics for the idiom: Snowed under P:29

Chapter two: Error Analysis

2.1 idioms and Culture

2.2 theories and views dealing with translating idioms

2.2.1 Error Analysis

2.2.3 Error Analysis and Contrastive Analysis

2.2.4 Positive and Negative Transfer

2.2.5 Errors and Mistakes

2.2.6 Definition of Error and Mistake

2.2.7 Differences of Error and Mistake

2.2.8 Reasons behind Errors

This research, in overall, attempts to study the following:

.Implication ‫ و اﻟﺗورﯾﺔ‬Euphemism ‫اﻻﺻطﻼﺣﯾﺔ ﻓﻲ اﻟﻌرﺑﯾﺔ اﻟﻰ اﻟﻛﻧﺎﯾﺔ و ﻋﺑﺎرات اﻟﺗﻠطف‬

1.1. Idioms in English

1.2. Definition of Idioms

Idiomatic constructions can be described as complex symbols with specific formal,

1.3. Forms of Idioms

1.4. Types of Idioms

1.4.4. Metaphorical Idioms Opacity is an extreme quality of this type of metaphorical

1.5. Weather Idioms in English

1.6. Idioms in Arabic

In addition, in the Longman Dictionary of Language Teaching and Applied Linguistics ,

Arabic language is a descriptive language in essence; it tends to more focus on

1.6.2. Forms of Idioms

1.6.3. Types of Idioms

He (ibid) distinguishes two types of expressions in Arabic are:

Examples in Arabic and Their equivalence in English idioms:

2.1. Idioms and Culture

2.2. Theories and Views Dealing with Translating Idioms

2.2.1 Error Analysis

2.2.4. Positive and Negative Transfer

2.2.5. Errors and Mistakes

An error is a deviation from accepted rules of a language made by a learner of a second

2.2.7. Difference between Mistakes and Error

2.2.8. Reasons behind Error

• Forgetfulness—sometimes we forget things when we are not concentrating.

• Errors due to misunderstanding—sometimes we make mistakes when we jump to the

• Errors in identification—sometimes we incorrectly assess a situation because we view it

The Sample of Study

Strategies Number of Sentences Correct Translation False Translation

Come rain or shine

Strategies Number of Sentences Correct Translation False Translation

Under the weather

Strategies Number of Sentences Correct Translation False Translation