AN ANALYSIS OF THE SUGGESTED TRANSLATION OF CHAPTER 3 FROM THE BOOK “JANE EYRE” BY CHARLOTTE BRONTE, 1847

INTRODUCTION

AIMS AND OBJECTIVES

Over the past four years, I have gained valuable experience and knowledge in the field of translation This graduation paper reflects the insights and skills I have acquired through my studies and the guidance of my instructors.

In Chapter 3, "A Governess at Thornfield," from the book "Jane Eyre," readers discover the complexities of love, highlighting that some relationships flourish effortlessly while others require a challenging journey to attain true happiness.

Moreover, through this graduation paper, I have the opportunity to practice and improve my translation skills to apply it better in other areas in the future.

Completing my graduation paper has deepened my understanding of women's pursuit of happiness and the human warmth prevalent in the 19th century, while also allowing me to navigate various challenges in this exploration Additionally, this experience has enriched my knowledge of translation theory and significantly improved my translation skills, particularly through engagement with complex sentence structures and unfamiliar vocabulary.

SCOPE OF STUDY

This graduation paper focuses on the chapter "A Governess at Thornfield" from Charlotte Brontë's "Jane Eyre," translated from English to Vietnamese It highlights key grammatical challenges faced during the translation, including complex vocabulary and structures, and provides analyses along with suggested translations for clarity and understanding.

The book has 5 chapters Because of time limitation, I decide to translate and analyze chapter 3-part 7,8,9 "A Thornfield" from the Book "Jane Eyre" which was written by Charlotte Bronte

This article explores the profound journey of a poor girl in search of happiness, highlighting her lack of beauty and material possessions Despite these challenges, her only inheritance is a kind heart, filled with love, integrity, and sincerity.

I decided on chapter 3 - part 7,8,9 "A Governess at Thornfield The translated text has about 4,038 words.

The book “Jane Eyre” by Charlotte Bronte is divided into 5 chapters:

Chapter II : A girl at Lowood

Chapter III : A Governess at Thornfield

Chapter IV : A woman at Moor House

Chapter V : A wife at Ferndean Manor

The text is in the book “Jane Eyre” is a novel by Charlotte Bronte(1816–1855), published by Smith, Elder & Company of London, 1847, under the pseudonym Currer Bell.

METHOD OF THE STUDY

In order to meet the aims and objectives of this graduation paper, I have used a number of methods based on various sources:

First, Using reference books and internet materials can provide me with a great source of information and help me gain a deep understanding of the

Secondly, referring to the findings of research from researchers around the world helps me build the theoretical foundation and list the difficulties in the translation process.

Thirdly, the method of analyzing vocabulary and sentence structure difficulties based on theoretical background helps me find out suggestions to give readers the best translation version.

ORGANIZATION OF THE STUDY

Apart from the statement of authorship, acknowledgement, abstract, abbreviations and table of contents, there are three main parts in my graduation paper.

THEORETICAL BACKGROUND

DEFINITIONS OF TRANSLATION

Some researchers in the world have given many different views on translation definition as follows:

According to Catford , “Translation is the replacement of textual material in one language (source language) by equivalent textual material in another language (target language).” [1]

Nord defines translation as the creation of a functional target text that preserves a connection to a specific source text, tailored to meet the intended or required purpose of the target text.

Nida and Taber define translation as the process of producing the closest natural equivalent of a source language message in the receptor language, prioritizing meaning first and style second.

Peter Newmark said: “Translation is rendering the meaning of a text into another language in the way that the author intended the text.” [4]

Bell said: “Translation is the expression in another language (or the target language) of what has been expressed in another, source language, preserving semantic and stylistic equivalences” [5]

Through the above ideas, I can express an opinion on the translation definition as follows:

Translation involves converting words from a source language into a target language while preserving their original meaning This process ensures that the author's intent is effectively communicated, bridging linguistic, cultural, and regional differences between the two languages.

METHODS, PRINCIPLES AND RULES OF TRANSLATION

Beside six types of catigories in the “Translation Theory” text book of

Mr Nguyen Manh Quang [6] There are also eight methods, six principles of translation, and some rules of translation that I can apply in the translation process.

Interlinear translation displays the target language (TL) directly beneath the source language (SL) words, maintaining the original word order In this method, words are translated individually using their most common meanings, often without context Cultural terms are translated literally This word-for-word translation approach is primarily utilized to grasp the structure of the SL or to facilitate the translation of complex texts.

Example: She is beautiful and smart.

→ Cô ấy thì xinh đẹp và thông minh.

The SL grammatical constructions are converted to their nearest TL equivalents, but the lexical words are again translated singly out of context.

As a pre-translation process, this indicates the problem to be solved

Example: He has a dark face.

→ Anh ấy có khuôn mặt tối tăm

A faithful translation aims to accurately convey the original context while adhering to the grammatical structures of the target language It carefully transfers cultural terms and maintains the level of grammatical and lexical uniqueness found in the source text The goal is to remain entirely true to the intentions and stylistic choices of the original writer.

Example: He was a fast as a kangaroo.

→ Anh ấy nhanh như một con kangaroo.

This approach emphasizes the aesthetic qualities of the source language (SL) text, prioritizing a beautiful and natural sound over strict adherence to meaning when necessary It avoids jarring assonance, wordplay, or repetition in the final translation Additionally, less significant cultural terms may be translated using culturally neutral or functional alternatives instead of direct cultural equivalents, allowing for minor adjustments to better suit the readership.

Example: I take the medicine twice a day.

→ Tôi uông thuốc hai lần một ngày.

The "freest" form of translation is primarily utilized for plays and poetry, focusing on preserving themes, characters, and plots while adapting the source language (SL) culture to the target language (TL) culture through a process of rewriting the text.

This technique replicates the substance of the original text while omitting its stylistic elements, resulting in a paraphrase that is typically longer than the source material Known as "intra-lingual translation," this approach can often appear verbose, overly elaborate, and may not seem like a translation at all.

This produces the “message” of the original again but tends to distort the nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original.

Example: Add fuel to the fire.

This translation method aims to accurately convey the original's contextual meaning while ensuring that both the content and language are easily understandable for the audience It is commonly used in radio news and newspapers, where communicative and semantic translation may overlap.

Example: Don’t drink and drive.

→ Đã uống rượu bia thì không lái xe.

While this article is not theoretical in nature, it offers students practical guidelines for self-evaluation of their translation work The following general principles are applicable to all aspects of translation.

The translation should reflect accurately the meaning of original text.

Nothing should be arbitrarily added or moved, though occasionally part of the meaning can be “transpose”.

Example: “Coral reefs fringing the Okinawan islands just like a necklace can be seen only in warm and very clear water.”

→ “ Những rặng san hô bao quanh các đảo vùng Okinawa giống như một chiếc vòng cổ nổi bật trên nền nước biển trong xanh.”

In translation, it is crucial to maintain the original order of words and ideas as closely as possible This includes preserving the form and sequence of words When uncertain, underline the key words in the original text that carry the main stress In English, emphasis can be achieved through various structures, such as inversion of word order and phrases like “No sooner than,” “It is/was that(who) ,” and “Only by ”.

Example: No sooner had he graduated than was he was on his way to America.

→ Ngay sau khi anh ấy tốt nghiệp, anh ấy đến Mỹ.

Languages often differ greatly in, their levels of formality in a given context (say, in a business letter) To resolve these differences, the translator must distinguish between formal and fixed expressions.

Would any expression in the original sound too formal/ informal, cold/ warm, personal / impersonal if translated literally?

What is the intension of the writer or speaker? (to persuade/ dissuade apologize, criticize?) Does it come through in the translation?

→ All of them have the same meaning: “xin loi”.

A common criticism of translation is that it often lacks a natural flow, primarily because translators may become overly influenced by the original text's structure and wording To create more fluid and engaging translations, it's essential for translators to break free from the constraints of the source material and allow their own voice and style to shine through.

The influence of the source language (SL) involves setting aside the text and verbally translating a new sentence from memory This approach highlights the natural thought patterns in the target language (TL) that may not surface when one is focused on the SL text.

Idiomatic expressions are often difficult to translate directly, encompassing various forms such as similes, metaphors, proverbs, sayings, jargon, slang, colloquialisms, and phrasal verbs When faced with untranslatable expressions, one effective approach is to retain the original term by placing it in inverted commas.

→ Nhạc jazz. b.Retain the original expression, with a literal explanation in brackets. Example: Tốt gỗ hơn tốt nước sơn.

→ The good inner nature is always more important than the beauty of the outer flashiness. c.Use a close equivalent

Example: Họa vô đơn chí.

→ It never rains but it pours. d.Use a non-idiomatic or plain prose translation

Example: Get off the ground.

While maintaining the original style, a translator should address any sloppy writing or tedious repetitions in the text to enhance readability for the audience.

Example: Don’t gain the world and lose your soul, wisdom is better than silver or gold.

→ Đừng đuổi theo quyền lực mà đánh mất đạo đức, cũng như trí tuệ đem đến cho bạn hạnh phúc chứ không phải là tiền bạc và vật chất.

English sentences can be arranged and classical into seven patterns follows:

S +V + A ( Ex: The lamp is on the table )

S + V + O + A ( Ex: I met you at the railway station )

S + V + O + O ( Ex: John gave his wife a gift )

S + V + O + C ( Ex: The company appointed him clerk.

“Proximity” means “nearness” in English

When altering any element of language, it is essential to position the MODIFIER in close proximity to the item it describes This applies whether the modifier is a single word, a phrase, a participial group, or an infinitive group Proper placement of modifiers enhances clarity and coherence in writing.

Example: “Only he can speak English in class.”

→ Chỉ có anh ấy có thể nói tiếng Anh trong lớp

“He can speak only English in class.”

→ Anh ấy chỉ có thể nói tiếng Anh trong lớp.

In English, mistakes caused by incorrectly placing the position of modifies are called misplaced modifies.

Rule: The speech elements of the same grammatical function must be performed in an only similar structural form.

Similar structural form may be a single word, a P_group, V_ing/ed group, Inf-group, or an S-group (clause).

More specifically, when sentence elements have the same grammatical function, a Noun must be parallel to Noun an Adjective parallel to an Adjective.

The Rule and conjunctions of coordinating form

The rule of parallelism is strictly used when we are expressing a series of similar ideas in which we have to use conjunctions “AND” and “OR”.

Example: “I like playing footbal, listening to music and to watch TV.” → “watching” not “to watch”

The Rule and Correlative Conjunctions

Correlative conjunctions are those such as BOTH … AND, EITHER …

OR, NEITHER … NOR, NOT ONLY … BUT ALSO, etc…

Structural forms after each element of the correlative conjunction must be the same.

Example: “I like both oranges and apples.”

“The place was not only cold, but also damp.”

ANALYSIS

VOCABULARY

The article discusses the challenges of encountering words with multiple meanings, specialized terminology, and unique phrases that are difficult to understand It highlights the struggle of finding accurate definitions in dictionaries, leading to the necessity of selecting free translations or choosing the most contextually appropriate meanings for clarity.

In Cambridge Dictionary, the noun “instruction” is defined by some meanings:

[1] The act of teaching someone how to do something – “sự hướng dẫn”.

[2] An order to do something – “mệnh lệnh”.

The noun "instruction" has two meanings, but in this context, the second definition is most appropriate, as it aligns well with the text's intent In Vietnamese, this meaning translates to "mệnh lệnh."

My Vietnamese version is as follows:

Teaching the delightful Adele during the day brought me joy, and conversing with the kind-hearted Mrs Fairfax in the evenings was fulfilling; however, I couldn't shake the feeling that there was an emptiness in my life.

In Cambridge Dictionary, the word “missing” is defined by some meanings:

[1] To be lacking in something – “thiếu”.

[2] The soldiers or military vehicles have not returned from fighting in a war but are not known completely certainly to be dead or destroyed – “những người mất tích (quân sự)”.

Looking up the dictionary to find the meaning of the word ans basing on the context, we can meet a meaning as follows “thiếu”.

Tôi rất hạnh phúc khi dạy Adele nhỏ xinh vào ban ngày và trò chuyện với bà Fairfax, một người phụ nữ đứng tuổi tốt bụng vào buổi tối; tuy nhiên, tôi cảm thấy cuộc sống của mình vẫn còn thiếu thốn điều gì đó.

Example 3: “Stopping on the lonely road, I watched the sun go down in the trees behind Thornfield, and then in the silence I heard a horse approaching.”

In Oxford Learner’s Dictionaries, the word “approach” is defined by some meanings:

[1] A way of dealing with somebody/something; a way of doing or thinking about something such as a problem or a task – “cách tiếp cận”.

[2] Movement nearer to somebody/something in distance or time – “đến gần”.

[3] a path, road, etc that leads to a place – “đường đi đến”.

The term "approach" has multiple meanings, but in this context, the second definition is most relevant, referring to the movement of a person or object In Vietnamese, this translates to "đến gần."

Trên con đường vắng vẻ, tôi dừng lại để ngắm hoàng hôn rực rỡ sau những tán cây ở Thornfield, và trong khoảnh khắc tĩnh lặng, âm thanh của một con ngựa tiến lại gần đã thu hút sự chú ý của tôi.

1.2 Words with no Vietnamese equivalent in dictionary

Example 1: Tonight he did not look so stern, and there was a softness in his fine, dark eyes.

In Longman Dictionary, the adjective “fine” is defined by some meanings:

[2] Especially spoken satisfactory or acceptable.

[4] It’s bright and not raining.

The third interpretation appears to be the most appropriate, as it effectively conveys the intended impression While the Longman dictionary translates the term as “beautiful” in this context, a literal translation fails to capture the nuance Thus, I propose that the Vietnamese equivalent for the adjective “fine” should be “sâu sắc.”

→ “Đêm nay ông ta trông có vẻ không nghiêm nghị, và có một sự mềm mại trong đôi mắt đen sâu sắc ấy.”

PHRASAL VERBS

A phrasal verb consists of a verb combined with a preposition or adverb, resulting in a meaning that differs from the original verb During translation, certain phrasal verbs can be particularly confusing.

Despite the house's dark and intimidating atmosphere, characterized by its spacious rooms filled with heavy furniture, I felt a sense of excitement about being in a new environment and eagerly anticipated my new life working for the kind Mrs Fairfax.

In Cambridge Dictionary, the verb “look foward” is defined by some meanings:

[1] To feel pleased and excited about something that is going to happen

[2] Used at the end of a formal letter to say you hope to hear from or seesomeone soon, or that you expect something from them.

I think second meaning is most suitable to the context of this sentence I decided to translate it in Vietnamese is “mong đợi”

Dù ngôi nhà có vẻ tối tăm và đáng sợ, với những căn phòng rộng lớn chứa đầy đồ đạc nặng nề, tôi vẫn cảm thấy hào hứng khi được sống ở một nơi mới và háo hức về cuộc sống mới cùng công việc cho bà Fairfax, người phụ nữ tốt bụng.

Example 2: “I stopped to look at them, and thought for a moment they looked like prison doors, hiding evil secrets.”

In Cambridge Dictionary, the verb “look at” is defined by some meanings:

[2] To view or consider something in a particular way.

[3] To think about, consider or study somthing.

The verb "look at" has three meanings, but in this context, the second meaning is the most appropriate choice This interpretation aligns well with the text and translates to "nhìn" in Vietnamese.

→ “Tôi dừng lại để nhìn chúng, và nghĩ trong giây lát, nó giống như những cánh cửa nhà tù, che giấu những bí mật xấu xa.”

Example 3: “Suddenly there was a crash as the horse slipped and fell on the ice, bringing down its rider.”

In Oxford Learner’s Dictionaries, the verb “bring down” is defined by some meanings:

[1] To make somebody lose power or be defeated.

[2] To make somebody fall over.

I think second meaning is most suitable to the context of this sentence I decided to translate it in Vietnamese is “hạ gục”

→ “Đột nhiên có một tiếng va chạm khi con ngựa trượt chân và ngã trên mặt băng, hạ gục người cưỡi ngựa.”

STRUCTURES

Translating text from English to Vietnamese often presents challenges due to complex and ambiguous sentence structures A solid understanding of the grammatical rules in the source language is crucial for accurately conveying the intended meaning in the target language Additionally, the presence of multiple clauses and the excessive use of both short and long sentences can hinder readability and comprehension in a paragraph.

So I have to analyze its grammatical components to easily guess the meaning of the sentence and fully understand the meaning of the passage.

A compound sentence made from two or more independent clauses that are joined by a semicolon or a comma followed by a coordinating conjunction such as FOR, AND, NOR, BUT, OR, YET, SO.

Example 1: I have always liked him, and I think he's a fair master to his servants.

The sentence is compound sentence with two independent clauses.

The first clause is: “I always liked him”

The second clause is: “I think he’s a fair master to his servants.”

The coordinating conjunction is: “and”

→ “'Tôi luôn mến ông ấy, và tôi nghĩ ông ấy là một người chủ công bằng đối với những người hầu của mình.”

Example 2: “I could get no further information from Mrs Fairfax about

Mr Rochester, but instead she offered to show me round the whole house.” The sentence is compound sentence with two independent clauses.

The first clause is: “I could get no further information from Mrs Fairfax about Mr Rochester”

The second clause is: “instead she offered to show me round the whole house.”

The coordinating conjunction is: “but”

→ “Tôi không thể hỏi thêm được thông tin nào từ bà Fairfax về ôngRochester, nhưng thay vào đó bà đề nghị cho tôi xem toàn bộ ngôi nhà.”

A complex sentence is formed by combining an independent clause, which can stand alone, with one or more dependent clauses These clauses are linked together using subordinating conjunctions or relative pronouns, creating a more intricate structure that enhances the depth of the sentence.

2.2.1 Complex Sentences with Relative Clause

A relative clause, also known as an adjective clause, serves to modify nouns or pronouns within a sentence It can enhance any noun, including subjects and objects of prepositions Typically, a relative clause begins with a relative pronoun such as who, whom, whose, which, or that, or a relative adverb like where, when, or why In certain cases, the relative pronoun may be omitted, and the use of commas can be necessary depending on the context.

Example 1: “She was a little old lady, dressed in black, who seemed glad to have someone else to talk to, apart from the servants.”

The first clause “She was a little old lady, dressed in black” is an independent clause.

The second clause “who seemed glad to have someone else to talk to, apart from the servants” is a relative clause that modified the first clause.

I realized this sentence is a complex sentence with relative clause and

→ “Bà ấy là một quý bà nhỏ con, mặc bộ đồ đen, có vẻ rất vui khi có người nào khác để trò chuyện, ngoài những người hầu.”

Example 2: “I did not want to go into the dark house, where I would spend the evening quietly with old Mrs Fairfax.”

The first clause “I did not want to go into the dark house” is an independent clause.

The second clause “I would spend the evening quietly with old Mrs Fairfax” is a relative clause that modified the first clause.

I realized this sentence is a complex sentence with relative clause and

→ “Tôi không muốn vào căn nhà tối tăm đó và dành buổi tối lặng lẽ cùng bà Fairfax lớn tuổi.”

2.2.2 Complex Sentences with Adverbial Clause

An adverbial clause is a dependent clause functioning as an adverb, modifying verbs, adjectives, or other adverbs It provides information regarding time, place, reason, extent, or conditions These clauses typically begin with subordinating conjunctions like when, where, while, after, before, because, although, if, unless, and so that.

Example 1: “When I met you on the road to Hay last night, I almost thought you had put a spell on my horse.”

In the sentence “When I met you on the road to Hay last night,” the dependent adverb clause introduces a contrasting idea to the independent clause, “I almost thought you had put a spell on my horse.” The use of the subordinating conjunction “When” effectively links these two clauses, highlighting the relationship between the timing of the encounter and the speaker's thoughts.

→ “Khi tôi gặp cô trên đường đến Hay đêm qua, tôi gần như nghĩ rằng cô đã bỏ bùa mê vào con ngựa của tôi.”

Despite the house's dark and intimidating atmosphere, characterized by its spacious rooms filled with heavy furniture, I felt a sense of excitement about this new environment and eagerly anticipated my new life working for the kind Mrs Fairfax.

The sentence features a dependent adverb clause, “Although the house was dark and frightening, with its big rooms full of heavy furniture,” which contrasts with the independent clause, “I was excited at being in a new place, and looked forward to my new life there, working for kind Mrs Fairfax.” This structure highlights the tension between the unsettling environment and the narrator's anticipation for a fresh start.

2.2.3 Complex Sentences with Noun Clause

A noun clause is a dependent clause that acts as a noun within a complex sentence It can serve various roles, such as the subject of a verb, subject complement, object of a verb, object of a preposition, or an adjective complement Typically introduced by the conjunction "that," noun clauses can also begin with other conjunctions like "if," "whether," "who," "where," "when," and "what."

Example 1: “I'd forgotten that I pay you a salary.”

The sentence “I’d forgotten” serves as an independent clause featuring the verb “forgotten.” It is followed by a noun clause initiated by the subordinating conjunction “that.” This noun clause, which is dependent, contains the subject “I,” the verb “pay,” and the object “you a salary.” In this structure, the noun clause functions as the object of the sentence, highlighting the components: subject “I,” verb “pay,” and object “you a salary.”

→ “Tôi đã quên rằng tôi trả lương cho cô.”

Example 2: “Soon I discovered what Mr Rochester meant when he said he had done wrong.”

In the sentence "Soon I discovered," the independent clause features "I" as the subject and "discovered" as the verb The phrase "Mr Rochester meant when he said he had done wrong" serves as a noun clause beginning with a WH-word, acting as the object of the verb "discovered." This noun clause contains its own subject, further enriching the meaning of the sentence.

“Mr Rochester” and the verb “meant”.

→ “Chẳng bao lâu tôi phát hiện ra những gì ông Rochester định nói khi ông đã làm sai.”

A compound-complex sentence is sort of like a mash-up of compound sentences and complex sentences It has at least two independent clauses and at least one dependent clause.

Example 1: “His leg was supported on a chair, but he made no effort to greet me when I entered.”

The sentence features two independent clauses, "His leg was supported on a chair" and "he made no effort to greet me," connected by the coordinating conjunction "but." Additionally, the dependent clause "I entered" contributes to its structure This illustrates that the sentence is a compound-complex sentence, utilizing "when" as a subordinating conjunction and "but" as a coordinating conjunction.

→ “Chân ông ấy được chống trên ghế, nhưng ông ấy đã không muốn chào tôi khi tôi bước vào.”

To enhance the fluency and naturalness of translations from English to Vietnamese, many passive voice sentences are converted into active structures in the target language Nonetheless, there are instances where the passive form in English is retained.

Example 1: “'She is paid to help the housemaid in her work, and always sews

The passive form of this sentence is S + TOBE (WAS) + PAST

PARTICIPLE + BY + O I translated it into Vietnamese as “được thuê I use

“được” to express passive meaning because I think that the translation way is unsuitable for this context, so I decided to choose the version “được thuê” for my translation.

→ “Cô ấy được thuê để giúp đỡ người hầu làm việc nhà, và luôn may vá ở một trong những phòng đó.”

Example 2: “I was welcomed by Mrs Fairfax.”

Passive verb phrases: was welcomed

→ “Ở đó, sau cuộc hành trình kéo dài mười sáu giờ của tôi, tôi được bà Fairfax đón tiếp.”

A sentence typically consists of two main components: the subject and the verb, although there are exceptions In certain situations, the subject may lack meaning, necessitating the use of a 'dummy' subject to maintain grammatical structure.

In English, dummy subjects like "It" and "There" are used when a verb lacks a specific subject, allowing the sentence to maintain coherence These artificial subjects help convey meaning while the actual subject is located elsewhere in the clause.

Example 1: “'It's not easy to describe.”

In this sentence, the pronoun “It” just stands before "is" to be the subject of the verb “is” and not related anything “It” is the dummy subject

→ “Thật không dễ để miêu tả.”

Example 2: “There is something like magic in your face.”

In this sentence, the pronoun “There” just stands before "is" to be the subject of the verb “is” and not related anything “There” is the dummy subject

→ “ Có một cái gì đó giống như phép kỳ diệu trên khuôn mặt của cô.”

DIFFICULTIES AND SOLUTIONS

DIFFICULTIES

During the completion of my graduation paper, I received immense support from many individuals, particularly my supervisor, Mrs Nguyen Quynh Chi, who provided invaluable guidance and suggestions for shaping my research Additionally, this experience allowed me to enhance my translation skills as I navigated various vocabulary and grammar challenges, which highlighted the areas where I needed to grow due to my limited knowledge.

First of all, I could not grasp all the specialized knowledge of natural science because I rarely translated materials in this field before

The text presents challenges due to its use of complex and compound sentences, making analysis difficult Despite consulting dictionaries and grammar resources, I struggled to grasp the intricate structures, which required extensive research and revisions Additionally, my focus on individual words during translation hindered my understanding of the overall context To improve, I needed to read more related materials to accurately interpret the original text The presence of specialized terminology and phrases lacking Vietnamese equivalents further complicated the translation process, necessitating careful selection of appropriate meanings to fit the context.

Finally, I found that there are many complicated sentences that are interconnected, so I find it hard to translate accurately and most understandable.

CONCLUSION AND SUGGESTIONS

Summary of Finding

Completing my graduation paper highlighted a valuable opportunity to enhance my translation skills Throughout the translation process, I encountered numerous challenges, including complex vocabulary, specialized terminology, and intricate sentence structures To overcome these obstacles, I dedicated significant time to consulting dictionaries, exploring various websites, and reviewing extensive documentation related to the subject matter, ensuring I captured the most accurate context for my translations.

Despite facing numerous challenges, this experience serves as a valuable opportunity to enhance my knowledge in both specialized areas, such as translation skills, vocabulary, and sentence structure analysis, as well as in essential soft skills like text formatting, presentation, and problem-solving abilities.

Through the translation of this text, I have acquired valuable insights into natural science and enhanced my understanding of the science of sleep.

In summary, this graduation paper reflects my comprehensive knowledge and the valuable experiences I have gained throughout its development I hope that Duy Tan University, my supervisor, and all the faculty members of the Foreign Language Department, who have guided me over the past four years, will recognize and appreciate my efforts in completing this project.

Suggestions

2.1 Suggestion for Faculty of English

My four years at Duy Tan University have provided me with invaluable experiences, encompassing both specialized knowledge and essential soft skills that will benefit my future career I am profoundly grateful for this opportunity; however, I would like to propose some suggestions for improvement to the Foreign Language Department and Duy Tan University.

Firstly, adding more specialized knowledge because the number of classes of specialized subjects is still quite small, not enough to meet the work in the future.

The Department should expand its offerings by introducing more classes taught by faculty from abroad, fostering new learning environments that enhance student interaction with native speakers This initiative will not only improve students' listening skills but also contribute to greater fluency in their English speaking abilities.

Thirdly, organizing English seminar and English clubs for students to improve communication skill, teamwork skill as well as support answers to student questions to make language learning more effective.

To enhance student development, schools should prioritize creating a more suitable schedule that accommodates students' needs This includes organizing additional classes focused on essential soft skills such as problem-solving, time management, teamwork, and communication skills.

2.2 Suggestions for students in Faculty of English

This graduate article serves as a valuable opportunity for me to enhance my translation skills, which I aim to apply more effectively in various fields in the future Consequently, I would like to offer some recommendations for fellow students in the Department of Foreign Languages at Duy Tan University.

In completing my graduation paper, I discovered that a robust vocabulary is crucial for effective language learning and translation Students often face challenging sentence structures that complicate the translation process Consequently, it is essential to establish a strong foundation in grammar and engage in regular practice to enhance translation skills.

To enhance our translation accuracy across various fields, it is essential to develop strong research skills by utilizing the internet and engaging with diverse literature This includes exploring subjects such as science, economics, culture, and society, which broadens our knowledge base and enables us to translate texts more effectively.

Active participation in faculty and school social activities, as well as English club events, is essential for students to enhance their listening and speaking skills Engaging in group activities not only fosters effective communication but also cultivates teamwork and problem-solving abilities These strategies aim to significantly improve the foreign language proficiency of students at Duy Tan University.

[1] Catford, J.C (1965), A Linguistic Theory of Translation, Oxford University Press, London.

[2] Nord, Christiane (2007), Translating as a Purposeful Activity:

Functionalist Approaches Explained, St Jerome Publishing, Manchester.

[3] Nida, E.A., & Taber, C.R (1969), The theory and practice of translation, E.J Brill, Leiden.

[4] Peter Newmark, P (1988), A Textbook of Translation, Prentice Hall, Lebanon, Indiana, U.S.A.

[5] Bell, Roger T (1991), Translation and Translating: Theory and Practice, Longman, London and New York.

[6] Nguyễn Mạnh Quang (2016), Translation Theory, Duy Tan University, Departmen of Foreign Languages.

1 Cambridge Dictionary by the Cambridge University Press, 1995.

2 Oxford Dictionary by Oxford University Press, 1884.

Định dạng
Số trang	67
Dung lượng	168,05 KB