Abstract

This study aims to discover the problems that face Libyan university

students when translating Libyan proverbs into English. It also focuses on

the techniques applied by the students in the translation process. To

achieve the goals, the researchers asked the study participants to

translate about ten Libyan proverbs into Arabic. The sample of this study

consisted of twelve second year students specialized in translation from

the English department in the Assabha Faculty of Arts. The results

showed that some students faced problems in transferring the meaning of

Libyan proverbs into the target language (English). This could be

attributed to the different culture between both languages (i.e. Arabic and

English) The results also revealed that the participants used literal

translation method as their primary strategy. Translation tutors and

curriculum designers need to focus on the effective strategies to achieve

the correct translation of Libyan proverbs into English

Abstract

Although listening skill plays a significant role in daily communication and

education process in teaching English , listening subject has long been neglected

in second language teaching. This study aims to explore problems, difficulties

and barriers in teaching listening to Libyan students in our case study Alassaba

area, 3rd year secondary science school, Mosab Ben Omer Secondary School

and Omer Ben Alkhtab Secondary school. The participants of our study were 5

teachers. Classroom observation and teacher’s interview are used for data

collection. It is found that all teachers were using grammar translation method

in teaching listening. Most classes were uncomfortable learning atmosphere,

beside the absence of technology which used and facilitate teaching listening.

The findings based on data analysis and discussion may be of a great

significance to find solutions for these problems and improving the way of

teaching listening