Error Analysis of Translation from Urdu into English

Grammar is a fundamental aspect of language that plays a crucial role in the quality of translation. Beyond lexical choices, the grammatical structure of sentences significantly influences the clarity and accuracy of a translated text. This study investigates the grammatical errors made by 9th-grade students of Dar-e-Arqam School, Kernal Sher Kali, Swabi, while translating 23 sentences from their first language (Urdu) into English. Data were collected through a translation test administered to a sample of 30 students and analysed using Corder’s (1974) four-step error analysis framework: data collection, error identification, error description, and error explanation. The analysis revealed a total of 317 grammatical errors, including issues with parts of speech, tenses, subject-verb agreement, and collocation, as identified through linguistic taxonomy, and 104 errors, including addition, omission, misordering, and misformation, based on Duley’s surface taxonomy. A mixed-method approach further identified several factors contributing to these errors, such as L1 interference through word-for-word translation, overgeneralization, insufficient application of rules, carelessness, and teacher-centred instructional methodology. The study highlights the importance of recognising students’ difficulties in translation, evaluating the effectiveness of teaching materials and methodologies, and adopting strategies to minimise grammatical errors, thereby enhancing overall translation proficiency.