Linguistic Equivalence is Not Sufficient: Saudi Translation Students’ Linguistic Knowledge Compared to their Sociocultural Knowledge of the English Language

Faisal M Alqahtani

doi:10.7575/aiac.ijalel.v.10n.4p.50

Abstract

English as a foreign language (EFL) and translation studies have argued that linguistic equivalence is not sufficient to transfer intended cultural meanings of the target language (TL) text. Unlike previous studies, this study investigates and compares the knowledge level of the linguistic and sociocultural competencies of selected Saudi translation students (STSs) at King Saud University. A multiple-choice test questionnaire was developed and used to examine the respondents’ knowledge level of two areas of linguistic competence: grammatical functions and grammatical forms of key elements of English language tense and aspect, and two areas of sociocultural competence: knowledge of native speakers’ culture and the cultural dimension of the TL. The results were compared to determine any statistically significant differences. These results suggest that the respondents’ linguistic competence is more developed than their sociocultural competence, and their knowledge of the forms is more developed than that of the functions of key elements of English language tense and aspect.

Highlights

Research studies in the fields of language learning and translation have emphasized the importance of developing non-native speakers’ knowledge of both the cultural background of the target culture (TC) and the cultural dimension of the target language (TL)
Approaching the concepts of linguistic and sociocultural competencies differently, the linguistic competence in this study refers to knowledge of language forms and functions, and the sociocultural competence refers to knowledge of culture and appropriate language use
With respect to sociocultural competence, translation, as discussed by several translation studies, is not a cognitive game of finding linguistic equivalence, but rather, it is an act of cultural transfer

Summary

Introduction

Research studies in the fields of language learning and translation have emphasized the importance of developing non-native speakers’ knowledge of both the cultural background of the target culture (TC) and the cultural dimension of the target language (TL). These studies have demonstrated that knowledge of grammatical functions and rules of the TL can only help language learners use the foreign language (FL) accurately. Not understanding how native speakers in different cultural contexts socially and culturally use the FL creates gaps in the crucial components of non-native language users’ “communicative competence (CC).”. Translation studies (e.g. Catford, 1964; Bassnett, 2002; Nida, 1964 and 1994) have stressed that translation students need to develop both kinds of knowledge to be able to translate a source text both accurately and appropriately

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