Abstract
This research aims to address the syntactic problems that Saudi students confront when translating. The significance of the study is to detect syntactic issues among Saudi Arabian undergraduate students. The question is addressed in the study: what are the syntactic problems that Saudi students confront when translating? The researcher used a descriptive analytical method. The sample of twenty undergraduate students, selected from the boys’ section, were males and in the second level, enrolled in the second semester of 2018, at the College of Arts and Sciences, majoring in English in Beljurshi, Al Baha University, and this study used a validated test of written Arabic text as a tool to collect information about the research problem. The data was examined, and the students’ syntactic problems were detected and categorized as omission and addition in the study. The study finding reveals that omission received a score of 103 out of a total of 50.7, while additions received a score of 99 out of a total of 49 percent. There are 202 syntactic problems in total. Discussion indicates that grammar norms are not being followed by the students, a lack of familiarity with the two languages’ rules, interference between the two languages is the most common cause of errors, and students failed to notice there are some distinctions between English and Arabic. The study recommends pursuing research in additional areas connected to syntactic issues.
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