Strategies used in translating English binomials into Arabic

Babel ◽  
2011 ◽  
Vol 57 (2) ◽  
pp. 168-184 ◽  
Author(s):  
Riyad F. Hussein ◽  
Richard Lingwood
Keyword(s):  
Undergraduate Students ◽  
Test Items ◽  
Intermediate Group ◽  
Literal Translation ◽  
General Performance ◽  
Semantic Approximation

The present study investigates Jordanian students’ ability to translate English binomials into Arabic and explores the strategies used when translating them into Arabic. It also investigates the usefulness of English–Arabic dictionaries. For this purpose, a 25-item translation test was developed and distributed to two groups; an advanced group including 30 MA students, and an intermediate group comprising 50 undergraduate students studying English at Jordanian universities. The study revealed that the subjects’ general performance on the translation test was unsatisfactory. The percentage of correct answers on all items for all subjects was approximately 44%. This means that more than half of the test items in the translation test were erroneously rendered. The subjects used different strategies to translate English binomials into Arabic. The most frequently used strategy was contextualized guessing, followed by avoidance, literal translation, incomplete translation and least used, semantic approximation. Finally, with regard to the incorporation of English binomials along with their equivalents in Arabic in the English Arabic dictionaries, it was found that they were the highest in Al-Mawrid Dictionary 72%, followed by Atlas Dictionary 60%, and finally Oxford Wordpower 52%. Some binomials were included in one dictionary, others were included in only two dictionaries. Five binominals, or 20% of binomials under investigation, namely for and against, ifs and buts, heart and hand, here and now and nuts and bolts were missing in all of the dictionaries. This indicates the need to compile specialized English–Arabic dictionaries to address multi-word units such as collocations, idioms, and binomials, or at least to upgrade or enrich the currently used ones.

Test-Retest Reliability of the Eurofit Test Battery Administered to University Students

2002 ◽  
Vol 95 (3_suppl) ◽  
pp. 1295-1300 ◽  
Author(s):  
Nikolaos Tsigilis ◽  
Helen Douda ◽  
Savvas P. Tokmakidis
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Intraclass Correlation ◽  
Test Battery ◽  
Retest Reliability ◽  
Test Items ◽  
Motor Fitness ◽  
Fitness Tests ◽  
Test Retest Reliability ◽  
Motor Fitness Tests

The purpose of this study was to examine the rest-retest reliability of the Eurofit motor fitness tests performed by university students. A total of 98 undergraduate students who were enrolled in physical education departments in Greece participated (29 men aged 19.5 ± 2.7 hr. and 66 women aged 19, 4 ± 2.7 yr.). ALL Eurofit motor fitness tests and anthropometric measurements were obtained twice with one week between the two measurements, Intraclass correlation coefficient indicated satisfactory coefficients above .70 for most tests. The only exception was the plate-tapping test which yielded a low value ( R = .57). Further, the majority of the Eurofit test battery fitted well within the 95% confidence interval, and only three Eurofit motor fitness test items (flamingo balance, plate tapping, and sit-ups) presented a confidence limit below the value of .70, These findings indicated that the Eurofit test battery yielded reliable data for undergraduate students. However, modifications should be considered to improve the reliability of certain test items, for application to undergraduates.

scholarly journals The Applicability of Item Response Theory Based Statistics to Detect Differential Item Functioning in Polytomous Tests

2020 ◽  
Vol 1 (1) ◽  
pp. 1-13
Author(s):  
Abdul Wahab Ibrahim
Keyword(s):  
Item Response Theory ◽  
Differential Item Functioning ◽  
Item Response ◽  
Undergraduate Students ◽  
Function Analysis ◽  
Response Theory ◽  
Test Items ◽  
Item Functioning ◽  
Logistic Discriminant Function ◽  
High Degree

The study used statistical procedures based on Item Response Theory to detect Differential Item Functioning (DIF) in polytomous tests. These were with a view to improving the quality of test items construction. The sample consisted of an intact class of 513 Part 3 undergraduate students who registered for the course EDU 304: Tests and Measurement at Sule Lamido University during 2017/2018 Second Semester. A self-developed polytomous research instrument was used to collect data. Data collected were analysed using Generalized Mantel Haenszel, Simultaneous Item Bias Test, and Logistic Discriminant Function Analysis. The results showed that there was no significant relationship between the proportions of test items that function differentially in the polytomous test when the different statistical methods are used.  Further, the three parametric and non-parametric methods complement each other in their ability to detect DIF in the polytomous test format as all of them have capacity to detect DIF but perform differently. The study concluded that there was a high degree of correspondence between the three procedures in their ability to detect DIF in polytomous tests. It was recommended that test experts and developers should consider using procedure based on Item Response Theory in DIF detection.

Evaluation of reading comprehension with neuropsychological and event-related brain potential (ERP) methods

2000 ◽  
Vol 6 (5) ◽  
pp. 556-567 ◽  
Author(s):  
RYAN C.N. D'ARCY ◽  
JOHN F. CONNOLLY ◽  
GAIL A. ESKES
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Response Pattern ◽  
Reading Test ◽  
Response Patterns ◽  
Brain Potential ◽  
Test Items ◽  
Individual Participant ◽  
Standardized Reading Test ◽  
Simultaneous Event

Evidence is presented for the efficacy of a new method of assessing reading comprehension using a standardized reading test that was formatted for computer presentation with simultaneous event-related brain potential (ERP) recordings. Reading comprehension abilities of 23 healthy undergraduate students were evaluated using ERPs. The results revealed a differential ERP response pattern for correct and incorrect test items. These response patterns were observed at individual participant levels. The findings provided further support for the use of ERPs in the neuropsychological assessment of patients who are difficult or impossible to assess using behavioral responses because of concomitant motoric and/or communicative limitations. (JINS, 2000, 6, 556–567.)

scholarly journals Translation Strategies Employed by EFL Learners and the Impact of That on Their Translation Skills Development

2020 ◽  
Vol 10 (4) ◽  
pp. 34
Author(s):  
Abdulkhaleq Q. A. Hassan
Keyword(s):  
Undergraduate Students ◽  
Quantitative Methods ◽  
Target Language ◽  
Cross Sectional ◽  
Translation Strategies ◽  
Qualitative And Quantitative Methods ◽  
Literal Translation ◽  
Translation Strategy ◽  
Free Translation ◽  
The Impact

The present cross-sectional empirical study investigates the different types of strategies and methods that the undergraduate students employ when translating from their native language into the target language and vice versa. The study was conducted on one hundred twenty, third and fourth year, students at the College of Science and Arts, King Khalid University. The data were collected through translation tasks and questionnaires. Both qualitative and quantitative methods were used to analyze and interpret the data collected to achieve the objectives of this study. The study revealed valuable information. The most favored strategies by Arab college students were literal translation, free translation and word-for-word translation respectively. More than half of the all used strategies were literal translation with a percentage of about fifty-five. The mixed translation strategies were found to be about twenty one percent for all the three levels. Free translation strategy was only fourteen percent which is, somehow, a low percentage. The students showed considerable improvement as they progress from one level to a higher one. It is expected that translation instructors as well as course designers will reflect on the findings of this study by raising the learners’ awareness of the great differences between English and Arabic when teaching or designing translation courses. Parallel texts that include literal translation as well as free translation have to be included to show the deficiency and ungrammaticality of the texts produced when applying literal translation.

scholarly journals ENHANCING STUDENTS’ HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER

2020 ◽  
Vol 19 (5) ◽  
pp. 842-854
Author(s):  
King-Dow Su
Keyword(s):  
Undergraduate Students ◽  
Cognitive Skills ◽  
High Order ◽  
Particulate Nature Of Matter ◽  
Test Items ◽  
Test Instrument ◽  
Particulate Nature ◽  
Research Students ◽  
Low Order ◽  
Nature Of Matter

To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students’ assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students’ total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students’ micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms. Keywords: high-order cognitive skills, hierarchical designs, micro, symbolic performances, particulate nature of matter

Issues in translating English and Arabic plurals

2020 ◽  
Vol 13 ◽  
pp. 7-27
Author(s):  
Reima AL-JARF
Keyword(s):  
Data Analysis ◽  
Undergraduate Students ◽  
Morphological Features ◽  
Target Language ◽  
Parts Of Speech ◽  
Source Language ◽  
Plural Form ◽  
Literal Translation ◽  
Common Strategy ◽  
Image Processors

This study explores undergraduate students’ difficulties in translating English and Arabic plurals. The results of an English and Arabic plural translation test exhibited cases where Arabic plurals matching those in English were translated correctly. However, the students had difficulty translating the following: (i) Arabic plurals with a singular English equivalent, e.g., مجوهرات /mujawharaat/ jewellery; (ii) Arabic duals with two different singular stems, e.g., الرافدان the Tigris and Euphrates; (iii) multiple Arabic plurals, i.e. plurals of paucity and multiplicity, e.g., دجاج /dajaaj/ chicken, دجاجات /dajaajaat/ a number of hens; (iv) stems with two plurals and different usages, e.g., economics اقتصاديات /iqtiṣadiyyaat/, economies اقتصادات /iqtiṣadaat/; (v) compound plurals, e.g., image processors معالجات الصور /muʕaalijaat aṣṣuwar/; (vi) English nouns ending in -ies that have the same singular and plural form, e.g., series, species; (vii) singular and plural forms of the same base when the base could assume two parts of speech, e.g., rich and riches; wood and woods; (viii) foreign/Latin singular and plural forms, e.g. ,indices, larvae, tempi, oases; and (ix) names of tools and articles of dress consisting of two parts ending in -s, e.g., scissors مقص /miqaṣ/, مقصات /miqaṣaat/, scales ميزان /mīzaan/ and موازين /mawazīn/ and more. Error data analysis showed that the subjects made more errors in translating Arabic plurals into English than in translating English plurals into Arabic, made more interlanguage than interlanguage errors, had more morphological than semantic difficulties on the Arabic-English plural translation test, and had more semantic difficulties on the English-Arabic plural translation test. They tended to translate imitatively rather than discriminately, and literal translation was the most common strategy. When they could not access the meaning of a noun on the test, they provided an equivalent that was phonologically close, or offered a paraphrase, an explanation, or an extraneous equivalent. In translating English and Arabic plurals, transfers were bidirectional, i.e., students transferred a noun’s morphological features from the source to the target language, regardless of whether the source language was Arabic (L1) or English (L2). Recommendations for plural translation instruction are provided.

PERSONALITY CORRELATES OF VERBAL AND SPATIAL ABILITY

1974 ◽  
Vol 2 (2) ◽  
pp. 113-118 ◽  
Author(s):  
K. Barton ◽  
R. B. Cattell ◽  
W. Silverman
Keyword(s):  
Undergraduate Students ◽  
Personality Factor ◽  
Sixteen Personality Factor Questionnaire ◽  
Social Stimuli ◽  
Personality Variables ◽  
Personality Differences ◽  
Intermediate Group ◽  
Sixteen Personality Factor ◽  
Mental Abilities ◽  
Personality Factor Questionnaire

One hundred seventy-five undergraduate students took Cattell's Sixteen Personality Factor questionnaire (16 P.F.) and Thurston's Primary Mental Abilities test (PMA). Subjects were divided into the following three groups on the basis of their PMA subtest scores -A “high verbal-low spatial” group (HiV - LoS), an “intermediate” group, and a “high spatial-low verbal” group (HiS - LoV).On the basis of previous work with HiV - LoS and HiS - LoV subjects, several personality differences between the two groups were hypothesized. Analyses of variance were conducted with personality factor scores as dependent variables and sex and ability patterns as independent variables. Results indicated that at least for male subjects, the HIS - LoV and HiV - LoS groups differed significantly on certain personality variables involving response to social stimuli.

A Classroom Activity to Demonstrate Self-Other Agreement in Personality Judgments

2012 ◽  
Vol 39 (3) ◽  
pp. 213-216 ◽  
Author(s):  
Seth A. Kaplan ◽  
Alicia A. Stachowski ◽  
Jill C. Bradley-Geist
Keyword(s):  
Undergraduate Students ◽  
Preliminary Evidence ◽  
Classroom Activity ◽  
Personality Psychology ◽  
Test Items ◽  
Personality Item ◽  
Psychology Courses ◽  
Statistical Issues ◽  
Personality Judgments ◽  
Relevant Material

This article describes a classroom activity to demonstrate (dis)agreement in personality judgments, using an exercise derived from Watson’s research on the accuracy of rating strangers’ personalities. On the first day of class, undergraduate students in psychology courses rated their own personality and the personality of a classmate, using items from the International Personality Item Pool (IPIP). Across five samples, self-other correlations were strong for extraversion but varied for the other four traits. Comparisons with control groups on relevant test items provided preliminary evidence that the exercise promotes learning of relevant material. This exercise can be used in introductory or personality psychology courses to facilitate discussion of various topics including interpersonal judgment and accuracy and methodological and statistical issues.

The Development of Life and Career Skills in 21st Century Test for Undergraduate Students

2022 ◽  
Vol 11 (1) ◽  
pp. 51-68
Author(s):  
Nuanphan Chaiyama ◽  
Nimnoul Kaewpila
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
Phase 1 ◽  
Second Phase ◽  
Eastern Region ◽  
Test Items ◽  
The North ◽  
North Eastern ◽  
Two Phases ◽  
Career Skills

<p style="text-align: justify;">The purposes of this study were to explore factors and indicators of life and career skills and to develop a life and career skills in the 21st century test for undergraduate students. This research employed a mixed-method study adopting an exploratory design: instrument development model to generate research tools. This study was divided into two phases; Phase 1 was to explore factors and indicators of life and career skills in 21st century, by using a qualitative method to analyze relevant documents; Phase 2 was the development of a life and career skills in 21st century test by adopting a quantitative method to collect data from students studying in 12 universities of the north-eastern region of Thailand via the test. In the second phase, the data were analyzed by descriptive statistics and Confirmatory Factor Analysis (CFA) Results revealed that the skills consisted of 6 factors and 35 indicators, and the test comprised 105 items. The quality of the test has been examined by five expertise, the reliability of all test items is acceptable, and all 6 factors demonstrated good construct validity. Factor loadings of six factors were 0.7940 -1.7816. This study can be implemented to measure the life and career skills of undergraduate students in any university to obtain data for establishing a policy and plans for maximizing students’ potential to achieve their careers and a happy living in 21st century after their graduation.</p>

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