Sharmini Abdullah
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Preferred name
Sharmini Abdullah
Official Name
Sharmini, Abdullah
Alternative Name
Abdullah, Sharmini
Sharmini, A.
Abdullah, S. F.A.
Main Affiliation
Scopus Author ID
57200994082
Researcher ID
FXY-9043-2022

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  • Publication
    Metaphor translation in Chinese documentaries: a case study of 'A bite of China'
    ( 2024-12)
    Cai Yujie
    ;
    Sharmini Abdullah
    ;
    Siti Balkis MKM Mohamed Ibrahim
    This study explores the translation of metaphors in the subtitles of the Chinese documentary A Bite of China, using Newmark's metaphor translation procedures as a guiding framework. Documentaries are vital for cultural exchange and shaping international perceptions, making accurate subtitle translation crucial. Despite the growing popularity of Chinese documentaries, their subtitles often suffer from inconsistencies and lack a solid theoretical foundation. This results in translations that may be inaccurate or fail to adhere to established principles, potentially diminishing their ability to convey the intended message and cultural details to global audiences. The study seeks to investigates the extent to which metaphors are used in the documentary's subtitles and identify the types of metaphors in the subtitles of the documentary translated from Mandarin into English. By examining the relationship between metaphor translation and subtitle translation, this study emphasizes the critical role of precise translations in promoting Chinese culture internationally and enhancing the global reception of Chinese documentaries.
  • Publication
    Translating metaphors in political speeches from English to Arabic: strategies and procedures
    ( 2023-12)
    Eman Abdallah Hassan Elqubaisi
    ;
    Sharmini Abdullah
    ;
    Harshita Aini Haroon
    This study investigates the metaphors’ translation from English to Arabic in political speeches, with the aim of identifying the metaphor translation procedures employed. Using a qualitative descriptive approach, the research analyzed the translation of 82 English source language (SL) metaphors into Arabic target language (TL), employing Newmark's Metaphor Translation Procedures as a framework. The findings reveal that while certain SL metaphors have direct equivalents in Arabic, the Arabic translator introduced two new variants or procedures (H1 and H2). Appropriate metaphors’ selection in the TL is found to be affected by all of cultural as well as linguistic factors, in addition to text type and metaphor class. The study sheds light on how translators in the TL effectively address linguistic and cultural challenges during metaphor translation, offering valuable insights into the process of English-Arabic translation. Accordingly, Future studies are is recommended to comprehensively analyze metaphor translation in the political discourse context
  • Publication
    Figurative Language in Malay to English Translation: An Analysis of the 2015 UniMAP VC's Keynote Speech
    ( 2016)
    Sharmini Abdullah
    ;
    Muhammad Bazli Mahmood
    ;
    Khairul Hisham Jamalludin
    ;
    Ahmad Hifzurrahaman Ridzuan
    ;
    Mohamad Zaki Abdul Halim
    ;
    Siti Nurul Jannah Fital
    Translating figurative language involves more than just replacing the figurative language with its equivalent in the target language. Therefore, it is not surprising for the translation of figurative language to have its own set of challenges. Problems the translator faces in translating the Malay Figurative Language into English include complexities in understanding, interpreting and recreating the Figurative language that are unique in the Source Language (SL) culture; which have to be explained and described in Target Language (TL) where such practices and customs are non - existent. Secondly, the Source Text (ST) figurative language may appear in a variety of types and have a distinct denotative and connotative meaning and reference; most often, it is difficult to find an equivalent which totally matches the original meaning or concept. This particular paper analyses the translation of figurative language extracted from UniMAP's Vice Chancellor Keynote Speech in 2015. Findings reveal that the three categories of figurative language identified were namely idioms, metaphors and similes. Translation strategies used are either not translated, paraphrased or translated with a similar meaning but in different form.
      9  59
  • Publication
    Anxiety in using learning aid software in learning English language among primary school children during the pandemic Covid 19: A case study in rural primary schools
    ( 2023-08-16)
    Junainor Hassan
    ;
    Sharmini Abdullah
    ;
    Loo Shih Min
    ;
    Ibrahim S.B.M.K.M.M.
    ;
    Nurhidayah Marzuki @ Yahaya
    ;
    Abdul Rahman Abdul Manaf
    ;
    Ahmad Fahmi Mahamood
    ;
    Mat N.M.J.N.
    The purpose of this study is to examine the relationships in using the learning aid software in learning English language among rural primary school children during the Pandemic Covid 19. This study has shown that the most contribution socio demographic factors in influencing the occurrence of anxiety among the rural primary school children in using the learning aid software in learning English language were the parents' or guardians' education and income followed by internet accessibility, number of siblings, place in siblings and gender. The basic computer skills that the rural primary school children had significant contribution in anxiety namely somatic, cognitive and avoidance behaviour. Assessing the ability of mastering the ICT basic skills contributed to anxiety whereby cognitive scores the highest followed by somatic and avoidance behaviour.
  • Publication
    Kajian bagi menyelaraskan ujian penulisan kepada Common European Framework of Reference (CEFR)
    ( 2023)
    Yuziana Yasin
    ;
    Harshita Aini Haroon
    ;
    Sharmini Abdullah
    ;
    Rozilawati Mahadi
    Secara umumnya, proses menyelaraskan penilaian bahasa Inggeris kepada piawaian antarabangsa, seperti Common European Framework of Reference (CEFR) dapat mengukuhkan kesahihan ujian yang dibangunkan. Kertas kerja ini adalah bertujuan untuk mengkaji bagaimana skala CEFR dapat dioperasikan dalam pembangunan ujian penulisan kepada pelajar antarabangsa bagi saringan tahap penguasaan Bahasa Inggeris pelajar antarabangsa untuk kemasukan ke universiti. Pada beberapa peringkat pembangunan ujian berasaskan CEFR ini, proses untuk menghubungkan ujian penulisan dengan CEFR telah dikaji. Di awal pembangunan item ujian, penggubal item ujian mengenalpasti tahap keperluan minimum penguasaan pelajar berdasarkan skala CEFR yang ingin diukur. Seterusnya proses pembinaan item ujian dan proses semakan aras kesukaran item dijalankan. Skala pemarkahan kemudiaannya disemak untuk mengenalpasti kriteria yang dinilai dan julat markah bagi setiap skala CEFR ditentukan. Setelah ujian dijalankan kepada pelajar antarabangsa, sampel markah pelajar dinilai dan markah bagi sampel diselaraskan berdasarkan rubrik skala CEFR. Akhirnya, nilai tahap persetujuan yang tinggi di antara pemeriksa ujian penulisan digunakan untuk meningkatkan kesahihan pelaporan markah pelajar berdasarkan kepada skala CEFR. Kajian masa hadapan dapat dilaksanakan kepada proses penyelarasan ujian berasaskan CEFR kepada kemahiran mendengar, bercakap dan juga membaca bagi mendapatkan keputusan tahap penguasaaan bahasa Inggeris pelajar yang lebih menyeluruh.
      2  30
  • Publication
    The status of EFL writing instruction in Saudi Arabia
    ( 2020-12)
    Najwa Rebhi Wahdan
    ;
    Sharmini Abdullah
    ;
    Rozilawati Mahadi
    This paper examines the status of writing instruction among EFL learners in Saudi Arabia. It attempted to highlight the current teaching methods and curriculum used to teach EFL writing in Saudi Arabia. Findings revealed that the traditional teaching methods are still used for teaching EFL writing skills in writing classes and the focus is on the form of the written product rather than on the process of writing. The implementation of traditional teaching methods led to students’ low achievement in writing skills among Saudi students. There are also other factors responsible for writing difficulties such as cultural factors, sociocultural factors, and psychological factors. The paper concludes with implications and suggestions given to the EFL instructors to enhance students’ abilities in writing skills and improve their writing achievements.
      2  17