ERROR ANALYSIS OF URDU TO ENGLISH PASSAGES OF SECONDARY SCHOOL LEVEL: REASONS AND REMEDIES

Abstract

This study examines the errors made by Pakistani secondary school students translating Urdu passages into English. This study has used qualitative methods including the selected translation passages and semi-structured interviews with English teachers. The analysis is underpinned by the cognitive, social, and cultural factors that result in the common grammatical, lexical, and semantic errors in the translation of Urdu passages into English. This study has a sample of seven English teachers and 150 diverse 10th graders to collect the data. According to the survey, Urdu-English translation is especially difficult for students. The findings have shown errors in sentence structure, word choice, and the idiomatic translation of sets. These errors make students almost completely dependent on vocabulary. The findings also indicate cultural/language awareness training is necessary for students. This result indicates that cognitive training, interactive learning and vocabulary broadening all improve translation abilities. The analysis further shows that only teacher training adapted to the times can make translation education truly effective. This study concludes by listing tenth-grade students' translation errors and their cognitive, instructional, sociocultural, and linguistic causes. These results may improve language education and curriculum design for student translations and language training in the Pakistani second language context.