Abstract
This study was designed to examine difficulties in interpreting English phrasal verbs (PVs) that individual college student of English face during their academic career. Interpretation is an apparent obstacle that Jordanian English students encounter as they learn language systematically. The learners being investigated were divided into two groups including regular students of English language and literature and non-majoring English students who study communication skills in English at Al Hussein Bin Talal University. Basically, the present study attempted to investigate students’ background level and performance to identify the source of weakness in interpreting PVs either orally or based on written texts. The findings would shed light on translating inability and more significantly on interpreting strategies while students work out the meaning of spoken or written PVs combinations. The overall score obtained by students in the designed test resulted in a plausible explanation for this learning problem and should help for a better course design and instruction as well as effective classroom teaching and curricula.
Highlights
Translation is described as the process of translating words or texts from one language into another
The findings would shed light on translating inability and more significantly on interpreting strategies while students work out the meaning of spoken or written phrasal verbs (PVs) combinations
The purpose of this study is to investigate the linguistic capabilities and learners’ strategies employed by L2 Jordanian students of English when dealing with spoken texts, written exercise, or organized classroom material test and trying to interpret PVs involved in based on linguistic capacity, language translating and interpreting backgrounds
Summary
Translation is described as the process of translating words or texts from one language into another. The purpose of this study is to investigate the linguistic capabilities and learners’ strategies employed by L2 Jordanian students of English when dealing with spoken texts, written exercise, or organized classroom material test and trying to interpret PVs involved in based on linguistic capacity, language translating and interpreting backgrounds. Since PVs found in Arabic language have a completely different form, structure and function, the current study would familiarize students of English with importance of this aspect of language and of mechanics available to help master this essential part of spoken and written English This individual study will allow us to directly and critically analyze the learners’ performance in dealing with both spoken and written texts. To expose the kind of interpretation problems Arab English-major undergraduates face when translating, this study uses a test designed for this purpose and administered to a sample of 37 students of English language and literature and 20 advanced students of different majors who are taking communication skills in English as an optional course
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