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This paper compares the output of two translation tasks. In an attempt to find out the extent to which students of translation can translate Arabic contextualized collocations into English properly, two conflicting views about carrying out a translation task are tested. The first holds that avoiding the use of a dictionary in test sessions, though not in translation classes, would save time and yield better translation products, whereas the second contends that recourse to a dictionary is unavoidable at any translation task, including tests. The two opposing views have their corollary in a similar dispute which has already been settled in favour of the mental lexicon rather than the dictionary (cf. Rangelova/Echeandia 2001). The results of this study defeat the first claim and run counter to Rangelova/Echeandia's findings, though obtained from qualitatively a different test setting.

The Translation of Arabic Collocations into English: Dictionary-based vs. Dictionary-free Measured Knowledge