Error Analysis of Iranian Students' Translations of Arabic Texts: A Case Study of the Third Grade High School Students of Fars Province

Language teaching and learning have certain opportunities and challenges. 'Errors' are almost seen in all language areas; hence, researchers need to master a good command of error analysis to be able to make a distinction among different types of errors. The present study, therefore, attempted to use a descriptive-analytical approach to distinguish the possible causes of errors in translation tasks of Iranian third grade high school students. The target population of the study was defined as Iranian third grade high school students. The sample composed of 40 students randomly selected from among the high school students of North of Fars Province. Translation errors were extracted from the students' performance on three translation tests given to them during and at the end of the semester. The findings indicated that errors included addition and omission of language elements, wrong choice of items, and incorrect arrangement of structures. These errors seemed to be originated from language interference, intra-lingual errors and learning contexts.