Metaphors play an important role in conveying meaning not only in literary texts but also in scientific genres. Although there have been many translation studies on metaphor in literary texts, studies on metaphor translation in scientific settings seem to have been overlooked and received less attention. Therefore, this study aimed to identify the strategies used in translating scientific metaphors from English to Arabic by Yemeni senior translation students in three universities. This was achieved by using a translation test consisting of (33) metaphors selected from various sources based on Lakoff and Johnsen’s (1980; 2003) classification of metaphor. The test was given to a sample of 91 students who were randomly selected. 72 participants completed the test. Data were analyzed quantitatively and qualitatively. Results showed that eight strategies, adapted from Alshunnag (2016), were used. The highly frequent strategy was the literal strategy and the least frequent was the explication strategy. The use of literal strategy indicated the difficulty of finding a metaphorical expression of a different type for the English metaphors in Arabic which might be due to the limited time available for translation and lack of knowledge of the metaphorical structure in both the source and target languages. It was recommended, therefore, that more comparative studies should be done to help improve translation training offered to students who should also be provided with training sessions which are more conducive to learning.

This study aimed to investigate the difficulties encountered by translation students when translating the ten Arabic verb patterns into English. To achieve this objective, the descriptive quantitative and qualitative method was followed. A translation test consisting of 16 sentences which included the ten Arabic verb patterns was administered to a sample of 112 participants who were randomly selected from five Yemeni universities. The findings revealed that the additions associated with the Arabic verb root can create multiple semantic changes which are fraught with difficulties for student translators. The difficulties may lie in the fact that student translators lack basic knowledge and understanding of the multiple functions of the morpho-semantic features which might be due to the translators' unfamiliarity of the multiple and underlying meanings of the morphemes affixed to the root form. The findings revealed that the more features the pattern takes, the more difficult it is for student translators. Furthermore, the pattern with infixed morphemes was more difficult to be recognized than the one with prefixed morphemes. The findings also provide further insights on the importance of integrating the Arabic verb patterns into the translation modules with a focus on the link between form and functions of each morpho-semantic feature affixed to each pattern. Keywords: affixes, morpho-semantic features, root, translation, verb patterns.

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The present study aimed at exploring the extent to which WhatsApp (WA) and Facebook (FB) are used in ESP (English for Specific Purposes) contexts and their impact on ESP students' learning performance. To achieve this objective, two questionnaires and a semi-structured interview were developed. Due to Covid-19 restrictions, the questionnaires were administered online to a sample of 13 ESP male and female teachers and 406 ESP male and female students from eight Private Yemeni universities in Amanat Al Asimah and from four disciplines: engineering, computing and information technology, business, and medicine. The interviews with the teachers were also conducted via phone due to the restrictions imposed because of Covid-19.While SPSS was used to analyse the quantitative data, thematic analysis was used to analyse the qualitative data. The results of the study revealed that teachers' use and students' use of WA and FB in ESP contexts was moderate. The impact of WA and FB on students' learning performance was moderate from teachers' perspective while it was high from students' perspective. There was also a strong correlation between using WA and FB in ESP contexts and their impact on students' learning performance. The study recommended that universities train their teachers to use these applications and add a requirement course focusing on using technology tools for teaching and learning English language.