International Journal of Scientific Research and Engineering Development

Arabic – English translation presents significant linguistic and cultural challenges due to fundamental differences in syntax, morphology, semantics, and pragmatic conventions between the two languages. This study investigates the nature, frequency, and underlying causes of translation errors among students engaged in Arabic–English translation. Adopting a qualitative case study design, the research was conducted with a sample of 25 undergraduate students enrolled in a translation course at a higher education institution in Sri Lanka. Data were collected through a controlled translation test and a structured questionnaire designed to capture learners’ linguistic background, translation strategies, and perceived difficulties. The analysis categorizes errors into four major types: grammatical, lexical, syntactic, and cultural/contextual. Findings indicate that grammatical errors (particularly tense usage, agreement, and article omission) account for the largest proportion of errors, followed by lexical errors involving inappropriate word choice and literal translation. Syntactic errors reflect negative transfer from Arabic sentence structure, especially in word order and clause formation. Cultural errors are evident in the mistranslation of idiomatic expressions and culturally bound terms, resulting in semantic distortion and loss of pragmatic meaning. The study identifies first language interference, limited proficiency in English, inadequate exposure to authentic language input, and lack of cultural competence as the primary factors contributing to translation inaccuracies. Furthermore, the findings highlight that students tend to rely heavily on word-for-word translation strategies rather than meaning-based approaches, indicating insufficient training in translation techniques. This research contributes to translation studies by providing empirical insights into learner difficulties in Arabic–English translation within an ESL context. It also underscores the need for pedagogical interventions that integrate contrastive linguistic analysis, task-based translation practice, and cultural awareness. The study recommends the incorporation of technology-enhanced translation tools, corpus-based learning, and explicit error analysis in the curriculum to improve translation competence. These findings are expected to inform educators, curriculum designers, and researchers aiming to enhance translation teaching and learning outcomes in multilingual educational settings.

Shifa Bilal Tamboli, Simeen Phiroj Mulani, Arman Tajuddin Shiakh,"Common Errors in Arabic–English Translation Among Students" International Journal of Scientific Research and Engineering Development, V9(2): Page(2156-2161) Mar-Apr 2026. ISSN: 2581-7175. www.ijsred.com. Published by Scientific and Academic Research Publishing.