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The syllabus does not put special emphasis on the morphological and syntactic differences between English syntactic structures and Arabic syntactic structure.

The syllabus does not pay attention to the lexical knowledge in the two language and thus the subtle nuances of particular lexical items go unnoticed.

I was unaware of the socio-cultural background of the text.

The syllabus does not familiarize students with the different Arabic and English cohesive systems which lead to negative transfer while translating.

Students are not introduced to translation-oriented Text Analysis in the programme.

Students are not introduced to different genres and text types which may cause text-specific problems.

An effective training in mother-tongue competence is not offered with a view to help students to be more sensitive to the way they use their own language and as a therapy to errors made by them while comprehending the ST.

The course does not meet the needs of the students in terms of bi-cultural competence, research skills competence (e.g. encyclopaedic and subject knowledge) which negatively affect the students’ performance.

Computer-assisted translation tools are used in the programme at your college/university.

The course does not meet the needs of the students in terms of bi-cultural competence, research skills competence (e.g. encyclopaedic and subject knowledge) which negatively affect the students’ performance.