Abstract:

Numerous linguists and educators recognize the importance of teaching and learning idioms, as they present a serious challenge to second language learners (e.g. Granger, Meunier, 2008; Naciscione, 2001). For instance, translating idioms from a source language into a target language can be a daunting experience for students. As Baker (1992: 65) observes ‘the main problems that idiomatic and fixed expressions pose in translation relate to two main areas: the ability to recognize and interpret an idiom correctly and the difficulties in rendering various aspects of meaning that an idiom or a fixed expression conveys into the target language’. This article describes and analyzes the results of an experiment aimed at exploring difficulties that L2 learners face when translating idioms in context. Thirty-four undergraduate students took part in the experiment. The instrument used in the experiment was a compilation of twelve phraseologically rich extracts (4 German and 8 English horoscopes) which the students had to translate from L2 (either German or English) into L1 (Russian). The experiment showed that poorly developed identification skills caused failure to translate idioms. Adequacy of translation mostly depended on whether an idiom was opaque or transparent. The students applied such inadequate translation strategies as literal translation, omission and, mostly, the choice of an incorrect counterpart when translating opaque or semi-opaque idioms from L2 into L1. The students translated idioms adequately if the latter are: (a) transparent, (b) have equivalents in the Russian language or (c) if German/English idioms have been recently borrowed into Russian. The results of the experiment demonstrated that more attention should be paid to identification and translation strategies in the classroom; especially, when translating contextually modified idioms.

Keywords:

Translation, Context, Idiom, Phraseology, Russian Language, German as a Foreign Language, English as a Foreign Language.