INTRODUCTION
RATIONALE
In a mountainous kingdom, a group of fearsome and vengeful elves resides in the caves, harboring a deep-seated grudge against the king and his people Their sinister plans take aim at the king's daughter, the princess, but only a humble miner seems to sense the impending danger.
As a person who loves reading fairy tales, funny animations and magical literature That's why I chose the book: the princess and the goblins to present my graduation thesis.
In chapters 5 and 6 of the book, the princess and her nanny are lost in the dark but find their way home safely thanks to a brief encounter with a miner boy This chance meeting not only alleviates their fear but also sparks gratitude in the princess, who wishes to see the miner again It is during this pivotal moment that she becomes aware of the elves' plot, highlighting the significance of her unexpected adventure.
With my enthusiasm and passion, I aim to share the valuable messages and insights this book offers I hope readers experience moments of relaxation and excitement while enjoying this translation.
AIMS AND OBJECTIVES
- To understand thoroughly theoretical translation and practice flexibly, creatively and exactly on specific English.
- To present my ability in translating and analyzing a document.
- To translate text smoothly and fast.
- To analyze complicated words, phrases, idioms, and contexts, etc.
- To help myself improve in translating.
SCOPE OF THE STUDY
"The Princess and the Goblin" is a classic children's fantasy novel written by George MacDonald, first published in 1872 by Strahan & Co The book features enchanting black-and-white illustrations by Arthur Hughes and was originally serialized in the monthly magazine "Good Words for the Young," starting in November 1870.
"The Princess and the Goblin" is a beloved fantasy tale by George MacDonald, featuring Princess Irene and her friend Curdie, the miner's son The adventure begins when Princess Irene uncovers a hidden stairway in the castle, leading her to her great-great-grandmother's secret chamber When Curdie learns of a sinister Goblin plot to kidnap the Princess and flood the mine, he must rise to the challenge to thwart their plans and rescue her.
The text includes chapters 05 and 06 of the book “The Princess and Goblin” It has about 5000 words in length.
The novel “The Princess and Goblin” by George MacDonald was gotten from the link: https://www.pagebypagebooks.com/George_MacDonald/The_Princess_and_the_Goblin/
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 natural sciences.
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
In the novel "The Princess and The Goblin," which consists of 32 chapters, I have selected to translate chapters 5 and 6, titled "The Princess Lets Well Alone" and "The Little Miner." These chapters explore the themes of adventure and friendship, highlighting the princess's journey and the miner's experiences.
Chapter 1: INTRODUCTION: rationale, aims and objectives, scope of the study, and method of the study.
Chapter 2: is theoretical background about translation.
Chapter 3: is original version of chapter 5 and 6, which is followed by my suggested translation.
Chapter 4: is contains the analysis of some vocabulary, grammatical structures, idiom and special phrases
Chapter 5: is consists of my difficult problems in translation
Chapter 6: are conclusions and some suggestions to the university and its teachers.
THEORICAL BACKGROUND OF TRANSLATION
Translation Theory
Translation is the process clearly presenting the relation between at least two languages: source language (SL) and target language (TL).
There are many different definitions of translation given by some well-known linguistic experts as follows:
According to Catford “Translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL).”[1]
According to Tudor Ian “Translation is the process of conveying messages across linguistic and cultural barriers.” [2]
According to Peter Newmark “Translation is a process rendering the meaning of a text into another language in the way that the author intended the text” [3]
There are some types of categories of translation defined in terms of extent, levels, and ranks of translation.
The distinction relates to the extents of translation.
According to J.C Carford (1965), in a full translation the entire text is submitted to the translation process: that is, every part of the SL text is replaced by
In a partial translation, some part or parts of the SL text are left untranslated: they are simply transferred to and incorporated in the TL text.
Full translation: I will buy five books
Tôi sẽ mua năm cuốn sách
Partial translation: Hanbok is the Korean traditional costume
Hanbok là trang phục truyền thống của Hàn Quốc
In terms of levels, translation is divided into two types by J.C Catford: total translation and restricted translation
Total translation involves substituting the grammar and vocabulary of the source language (SL) with corresponding grammar and vocabulary of the target language (TL) This process also leads to a transformation of the SL phonology and graphology into the distinct phonology and graphology of the TL, even though these elements may not have direct equivalents.
Example: Blood is thicker than water
Một giọt máu đào hơn ao nước lã
Restricted translation is replacement of SL textual by equivalent TL textual material, at only one level.
According to Nguyen Manh Quang, M.A In this translation, the main thing is
SL phonology is replaced with equivalent TL one, but there are hardly other important replacements.
In phonological translation, sometimes grammatical or lexical changes may result accidentally.
In graphological translation, SL graphology is replaced with equivalent target one without other considerable replacements, also noted by Nguyen Manh Quang, M.A.
In transliteration, SL graphological units are replaced with corresponding SL phonological units Then these SL phonological units are translated into equivalent
TL phonological units Finally, the TL phonological units are replaced with corresponding TL graphological units
Example: Canada -> Ca-na-da
2.1.8 Free, Literal, and Word-for-word Translation
A "free" translation allows for greater flexibility, while a "word-for-word" translation adheres closely to the original text "Literal" translation occupies a middle ground, beginning with a "word-for-word" approach but adapting to the target language's grammar by modifying structures and inserting additional words, which can result in a group-group or clause-clause translation.
Free translation: This job is my bread and butter.
Công việc này là kế sinh nhai của tôi.
Word-for-word translation: The sun rises in the East and diving in the
Mặt trời mọc ở hướng Đông và lặn ở hướng Tây
Literal translation: A miss is as good as a mile
Sai một ly đi một dặm
Methods and Principles of Translation
There are some basic principles of translation listed by M.A Nguyen Manh Quang
The translation should reflect accurately the meaning of the original text. Nothing should be arbitrarily added or moved, though occasionally part of the meaning can be “transpose”
Example As you sow, so you shall reap
Gieo nhân nào gặt quả ấy
The translation should closely follow the original text's word and phrase order It's essential to maintain the same structure and arrangement of words If uncertain, highlight the key words in the original text to indicate where the main emphasis lies.
In English, emphasis or main stress can be obtained through inversion of word order and using different structures.
Example: Only by studying hard you can pass the final exam
Chỉ bằng cách học tập chăm chỉ bạn mới có thể vượt qua kì thi cuối kì
Languages often differ greatly in their levels of formality in a given context To resolve these differences, the translator must distinguish between formal and fixed expression.
Example: Please do not go fast
Làm ơn đừng lái xe quá nhanh
One of the most frequent issues in translation is that it can sound unnatural, often due to the translator being overly influenced by the original text's phrasing To achieve a more natural flow, it's advisable for translators to pause and translate a few sentences from memory, speaking them aloud to better capture authentic language patterns.
Example: We have had some problems with our computer systems recently.
Chúng tôi đã gặp sự cố với hệ thống máy tính của mình trong thời gian gần đây.
Idiomatic expressions like similes, metaphors, proverbs, and sayings cannot be translated literally Translators should aim to preserve the original phrase by placing it in inverted commas, provide a literal explanation in brackets, use close equivalents, or opt for a plain prose translation For instance, "Seeing is believing" illustrates this approach effectively.
Trăm nghe không bằng một thấy.
The style of the original should not be changed However, if the text is sloppily written or tediously repeated, the translator may correct the defects.
Example: She cooked, and washed dish, and washed clothes, and cleaned the house during all afternoon.
Cô ấy nấu ăn, rửa chén, giặt áo quần, dọn dẹp nhà cửa suốt cả buổi chiều.
Situational context encompasses the various factors that influence the meaning of a text, making it more challenging to identify than linguistic elements These factors include micro-level aspects such as facial expressions, gestures, and body language, as well as broader social, political, economic, and cultural contexts Additionally, conventions and value systems vary significantly across different cultures and societies, further shaping interpretation.
Hoàng Tử điện hạ/ Công chúa điện hạ!
All methods of translation below are defined by M.A Nguyen Manh Quang.
Interlinear translation typically features the target language (TL) text positioned directly beneath the source language (SL) words This method maintains the original SL word order, translating each word individually using its most common meaning, without considering the broader context.
Example: There is a blanket on the bed
Có một cái mền ở trên giường.
The SL grammatical structures are translated into their closest TL counterparts, while the lexical items are translated individually and without context This pre-translation approach highlights the challenges that need to be addressed.
Example: Photoshop pleased to sponsor this program.
Photoshop xin hân hạnh tài trợ chương trình này.
A faithful translation attempts to reproduce the precise contextual meaning of the original meaning within the constraints of the TL grammatical structures It
“transfers” cultural words and preserves the degree of grammatical and lexical
“abnormality” in the translation It attempts to be completely faithful to intentions and the text realization of the SL writer.
Example: "We can think of transmission risk with a simple phrase: time, space, people, place," explains Dr William Miller, an epidemiologist at Ohio State University.
Tiến sĩ William Miller, nhà dịch tễ học tại đại học bang Ohio, giải thích rằng nguy cơ lây truyền có thể được hiểu qua bốn yếu tố chính: thời gian, khoảng cách, con người và địa điểm.
This approach prioritizes the aesthetic quality of the source language (SL) text, focusing on achieving a beautiful and natural sound, even if it means compromising on meaning It avoids jarring elements such as assonance, wordplay, or repetition in the final translation Additionally, less significant cultural terms may be translated using culturally neutral or functional equivalents rather than direct cultural counterparts, allowing for minor adjustments to better suit the audience.
Example: Children are the future of the country
Trẻ em là mầm non của đất nước.
This translation method is the most flexible, primarily applied to plays and poetry It retains the original themes, characters, and plots while adapting the source language culture into the target language, resulting in a rewritten text.
Example: One swallow doesn’t make a summer (The name of the radio theme)
Một cánh én không làm nên mùa xuân
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: The grass is always greener on the other side of the fence
Đứng núi này trông núi nọ
This translation method aims to convey the original's contextual meaning in a manner that is both clear and accessible to the audience It is commonly used in radio broadcasts and newspaper articles Occasionally, communicative and semantic translations align, as demonstrated by the simple reminder: "Please remember to turn off the lights before you leave!"
Xin hãy nhớ tắt đèn trước khi bạn rời đi!
SUGGESTED TRANSLATION
The Princess Lets Well Alone
The next morning, she awoke to the sound of rain still falling, making the day feel strikingly similar to the one before, blurring the lines of distinction between them.
Her thoughts were immediately drawn not to the rain, but to the lady in the tower She contemplated whether she should request the nurse to honor her promise that very morning and accompany her to search for her grandmother after having breakfast.
She realized that the lady might not appreciate her bringing anyone to visit without permission, particularly since it was clear that the lady lived on pigeons' eggs and prepared them herself.
SUGGESTED VERSION Công chúa trốn đi một mình
Khi nàng thức dậy vào sáng hôm sau, âm thanh của mưa rơi vẫn vang lên Ngày hôm nay dường như giống như ngày cuối cùng, khiến nàng bối rối không biết nên sử dụng thời gian này để làm gì.
Nàng không nghĩ đến cơn mưa mà chỉ nhớ đến bà cố sống trong tòa tháp Câu hỏi đầu tiên xuất hiện trong tâm trí nàng là liệu sáng nay có nên nhờ bảo mẫu thực hiện lời hứa và cùng nàng đi tìm bà sau khi ăn sáng xong hay không.
Nàng nhận ra rằng bà cố sẽ không vui nếu nàng dẫn ai đến gặp mà không xin phép trước, đặc biệt là vì bà sống một mình và không muốn gia đình biết sự hiện diện của mình.
The princess decided to seize the first chance to approach her grandmother alone, seeking permission to bring her nurse She felt that her inability to prove her honesty would significantly influence her grandmother's decision.
5 The princess and her nurse were the best of friends all dressing-time, and the princess in consequence ate an enormous little breakfast.
In a whimsical moment, she asked her nurse, affectionately called Lootie, about the taste of pigeon eggs while enjoying her own unique pink egg, which was a special selection just for her.
The nurse promised, "We'll get you a pigeon’s egg, and you can judge for yourself," highlighting her intention to prepare the eggs herself This secretive act made her reluctant to let her family know about her activities.
Công chúa quyết định tận dụng cơ hội để hỏi xem liệu nàng có thể dắt theo bảo mẫu của mình không Nàng tin rằng nếu lời nói của mình không đủ thuyết phục, thì những lời của bà cố sẽ có trọng lượng hơn.
5 Công chúa và bảo mẫu của nàng thân thiết với nhau trong những lúc chải chuốt , và công chúa đã ăn hết sạch phần ăn sáng của mình.
Nàng tự hỏi về vị của trứng 'chim bồ câu', món ăn đặc biệt mà bảo mẫu Lootie thường chuẩn bị cho nàng Trong khi thưởng thức, nàng nhận ra rằng đây không phải là những quả trứng thông thường, mà là những quả hồng hào được chọn lựa kỹ càng.
7 "Chúng tôi sẽ lấy cho người một quả trứng chim bồ câu, và người hãy
Irene quickly realized that their actions might disturb the old lady, and even if they didn't, it would result in her having one less item.
9 ‘What a strange creature you are,’ said the nurse - ‘first to want a thing and then to refuse it!’
But she did not say it crossly, and the princess never minded any remarks that were not unfriendly.
In the conversation, she hesitated to elaborate on the reasons behind her actions, fearing that discussing past conflicts might lead her nurse to leave before securing her grandmother's approval Although she had the option to refuse her nurse's departure, doing so would only diminish her trust further.
The nurse acknowledged that she could not be present in the room at all times Previously, the princess had never given her any cause for concern, which contributed to her sense of security.
Irene bỗng kêu lên: “Ồ, không, không!” khi nhận ra rằng việc lấy trứng có thể làm phiền đến bà cố, và nếu không làm phiền, bà cũng sẽ thiếu một quả để ăn.
9 "Người thật là một cô bé kì lạ", bảo mẫu nói - "trước tiên là muốn một thứ và sau đó từ chối nó!"
Nhưng nàng không nói chen vào nữa và công chúa chẳng bận lòng nếu như điều đó tỏ ra thiếu thân thiện
ANALYSIS & EVALUATION
Vocabulary
Vocabulary is a crucial aspect of language acquisition, significantly impacting learners' abilities During the translation process, encountering challenging words is inevitable In this document, I encountered numerous unfamiliar terms, making it difficult to derive precise meanings for a more nuanced translation Consequently, I select the most appropriate translation method tailored to each specific context.
Multiple meanings refer to words that possess more than one definition in a dictionary, contributing to ambiguity in natural language processing To accurately interpret the intended meaning of a multi-meaning word, it is essential to analyze the surrounding context.
In this translation, I have highlighted several words that lead to variations in meaning To select the most appropriate and accurate interpretation, I frequently find it necessary to read the original text multiple times.
The protagonist pondered whether to request the nurse to keep her promise and accompany her in the search for her grandmother right after breakfast.
According to Oxford Dictionary [5], the word “nurse” is defined by some meanings:
• A person whose job is to take care of sick or injured people, usually in a hospital
• A woman or girl whose job was to take care of babies or small children in their own homes
A caregiver is a trained professional dedicated to assisting individuals who are ill, injured, or elderly and unable to care for themselves These compassionate individuals not only provide essential support for daily activities but also collaborate with medical professionals to ensure comprehensive treatment and care for their patients.
In Vietnamese, the term "Nurse" is translated as "y tá, vú nuôi, cái nôi," according to the TFlat Dictionary However, a more nuanced translation that captures the essence of the role would be beneficial.
Câu hỏi đầu tiên xuất hiện trong tâm trí nàng là liệu sáng nay có nên nhắc nhở bảo mẫu thực hiện lời hứa và cùng nàng tìm bà sau bữa sáng hay không.
Example 2: ‘Yes, indeed it is!’ said the nurse, beginning to cry again ‘And I shall have to suffer for it.’ [L11,P41,p40]
According to Oxford Dictionary [5], the word “suffer” is defined by some meanings:
• To be badly affected by a disease, pain, sad feelings, a lack of something, etc.
• Suffer something to experience something unpleasant, such as injury, defeat or loss
• To experience physical or mental pain
• To experience or show the effects of something
In Vietnamese, the term "Suffer," as defined by the TFlat Dictionary, translates to "trải qua, chịu đựng, đau khổ." However, when examining the context and nuances of the word, a more nuanced translation would capture its essence more effectively.
Suggested version: “Đúng vậy, đúng là như vậy!” Bảo mẫu nói, lại bắt đầu khóc "Và tôi sẽ bị trừng phạt vì điều đó."
Example 3: ‘Don’t go on like that,’ said the nurse to the boy, almost fiercely.
According to Oxford Dictionary [5], the word “fiercely” is defined by some meanings:
• In a way that shows strong feelings; with a lot of activity or determination
• Very strongly in a way that could cause damage
• In a frightening, violent, or powerful way.
In Vietnamse, according to the TFlat Dictionary, the meaning of
The term "fiercely" translates to "dữ dội, mãnh liệt," but given the context and meaning, a more nuanced translation would capture its intensity and strength.
Suggested version: "Đừng tiếp tục như vậy nữa," bảo mẫu nói với cậu bé, với vẻ mặt hung dữ
In a moment of determination, Curdie released his grip on his companion and charged towards the creature in the road, intent on crushing it beneath his feet The creature responded with an impressive leap, swiftly ascending one of the rocks like a giant spider.
According to Oxford Dictionary [5], the word “spring” is defined by some meanings:
• The season between winter and summer when plants begin to grow
• A place where water comes naturally to the surface from under the ground
A spring's remarkable ability to revert to its original shape after being twisted, pushed, pressed, or pulled showcases its resilience and functionality This characteristic ensures that, regardless of the force applied, the spring consistently returns to its initial position, highlighting its essential role in various mechanical applications.
• A quick sudden jump upwards or forwards
Spring is the transitional season between winter and summer, occurring from March to June in the Northern Hemisphere and from September to December in the Southern Hemisphere During this time, temperatures rise, leading to the rejuvenation of foliage and the blossoming of flowers, marking a vibrant period of growth in nature.
In Vietnamese, the term "spring" translates to "mùa xuân, sự nhảy, suối, lò xo, động cơ" according to the TFlat Dictionary However, to capture the essence of the word in context, it is essential to interpret it more freely, reflecting its diverse meanings and significance.
Khi Curdie nói lời tạm biệt, cậu buông tay người bạn đồng hành và lao vào vật bên đường, như thể muốn giẫm nát nó Vật đó bật lên và chạy thẳng lên một tảng đá, giống như một con nhện khổng lồ.
According to the Oxford Dictionary, a phrasal verb consists of a main verb combined with an adverb, a preposition, or both, and its meaning often cannot be easily deduced from the individual words This complexity can lead to confusion, particularly when translating texts that contain various phrasal verbs.
Example 5: ‘what pigeons’ eggs taste like?’ she said, as she was eating her egg
- not quite a common one, for they always picked out the pinky ones for her. [L2,P6,p24]
Structures
The grammatical structure of English ensures the correct arrangement of sentences, maintaining relationships and harmony among words to form complete sentences that convey information accurately and methodically Sentences in English can range from simple to complex, yet they share essential elements that enhance their meaning Analyzing the grammatical components within a paragraph is crucial for understanding its full content Consequently, translators must have a strong command of grammatical structures in the source language to effectively translate the text's meaning into the target language.
A compound sentence contains two clauses that are joined together by a comma and a coordinating conjunction There are 7 coordinating conjunctions FOR, AND, NOR, BUT, OR, YET, SO.
Example 8: The next day, the great cloud still hung over the mountain, and the rain poured like water from a full sponge [L1,P17,p29]
Two independent clauses “ The great cloud still hung over the mountain ” and “ The rain poured like water from a full sponge ” are connected by a coordinating conjunctions : “and”.
Suggested version: Ngày hôm sau, đám mây lớn vẫn treo lơ lửng trên núi, và mưa trút xuống như nước vắt ra từ một miếng bọt biển.
Example 9: She kept on chattering as well as she could, but it was not easy.[L13,P25,p32]
Two independent clauses “ She kept on chattering as well as she could ” and “ It was not easy ” are connected by a coordinating conjunctions : “but”.
Suggested version: Nàng cứ nói huyên thuyên hết mức có thể, nhưng điều đó không dễ dàng chút nào.
A complex sentence has an independent clause and at least one dependent clause The dependent clause usually begins with a subordinating conjunction.
4.2.2.1 Complex sentences with Adverbial Clause
An adverb clause functions similarly to an adverb by providing information about where, when, why, and how an action occurs These clauses begin with subordinators like when, while, because, although, if, so, or that, and they can be positioned either before or after an independent clause in a sentence.
Example 11: When she turned to go back, she failed equally in her search after the stair [L11,P12,p26]
Adverbial clause of time: “When she turned to go back”
Independent clause: “she failed equally in her search after the stair.”
Suggested version: Khi nàng quay lại để quay về, nàng cũng thất bại trong việc tìm kiếm cầu thang phía sau
Example 12: Although she was not allowed to go there alone, her nurse had often taken her [L2,P15,p27]
Adverbial clause of concession: “Although she was not allowed to go there alone”
Independent clause: “Her nurse had often taken her.”
Suggested version: Mặc dù nàng không được phép đến đó một mình, bảo mẫu thường phải dắt nàng đi
4.2.2.2 Complex sentences with Relative Clause
A relative clause, or adjective clause, serves to modify a noun in a sentence, whether it is the subject or the object of a preposition These clauses typically begin with relative pronouns such as who, whom, whose, which, that, where, when, or why, and in some cases, the pronoun may be omitted Additionally, the use of commas is sometimes necessary to clarify the meaning of the relative clause.
There are two types of relative clause:
Defining relative clauses (also called identifying relative clauses or restrictive relative clauses) give detailed information defining a general term or expression Defining relative clauses are not put in comma.
Non-defining relative clauses, also known as non-identifying or non-restrictive relative clauses, provide extra information about a subject without defining it These clauses are set off by commas, highlighting their role in adding context rather than restricting the meaning of the noun they describe.
Example 13: They had been running down into a little valley in which there was no house to be seen [L8,P31,p35]
According to the example, the restrictive relative clause“in which there was no house to be” modifying the noun phrase “A little valley”
Suggested version: Họ đã chạy xuống một thung lũng nhỏ nơi mà không nhìn thấy một ngôi nhà nào cả
Example 14: His face was almost too pale for beauty, which came of his being so little in the open air and the sunlight [L7,P38,p38]
According to the example, the relative clause“which came of his being so little in the open air and the sunlight” modifying the noun phrase “His face”
Relative clause: “Which came of his being so little in the poen air and the sunlight”
Suggested version: Khuôn mặt của cậu ấy gần như quá nhợt nhạt để có thể gọi là đẹp, do cậu sống ở vùng ít không khí và ánh sáng.
4.2.2.3 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, including the subject of a verb, subject complement, object of a verb, object of a preposition, or an adjective complement Typically, noun clauses are introduced by the conjunction "that," but they can also begin with other conjunctions such as "if," "whether," "who," "where," "when," and "what."
Example 15: At length she observed that the sun was getting low, and said it was time to be going back [L1,P22,p31]
The sentence features an independent clause, "she observed," which includes the verb "observed." This is followed by a dependent noun clause introduced by the subordinating conjunction "that." Within this noun clause, "The sun" serves as the subject and "was getting" functions as the verb, positioning the entire clause as the object of the main sentence.
Suggested version: Đi một quảng đường xa, bà nhận ra rằng thấy mặt trời đang lặn dần và nói rằng đã đến lúc phải về nhà.
Example 16: My own suspicion is that she had not gone up high enough, and was searching on the second instead of the third floor [L8,P12,p26]
The sentence features the independent clause "My own suspicion is," which includes the verb "is." Following this, a noun clause begins with the subordinating conjunction "that," serving as a dependent clause This noun clause contains the subject "she" and the verb "had not gone," placing it in the object position of the overall sentence.
Suggested version: Sự nghi ngờ của riêng tôi là nàng đã không lên đủ cao, và đang tìm kiếm ở tầng hai chứ không phải tầng ba.
Compound- complex sentences are made from two independent clauses and one or more dependent clauses.
Example 17: The Princess was very fond of being out of doors, and she nearly cried when she saw that the weather was no better [L4,P17,p29]
The sentence features a compound-complex structure, combining two independent clauses: "The Princess was very fond of being outdoors" and "she nearly cried," connected by the coordinating conjunction "and." Additionally, it includes the dependent clause "she saw that the weather was no better," with "when" serving as a subordinating conjunction.
Suggested version: Công chúa rất thích được ra ngoài, và nàng gần như phát khóc khi thấy thời tiết chẳng có chút gì tốt hơn.
Example 18: He expected the nurse to interfere again; but he soon saw that she was too frightened to speak [L6,P48,p45]
The sentence comprises two independent clauses connected by the coordinating conjunction "but": "He expected the nurse to interfere again" and "he soon saw." Additionally, it includes a dependent clause, "She was too frightened to speak," making it a compound-complex sentence, with "that" functioning as a subordinating conjunction.
“but” work as a coordinating conjunction.
Suggested version: Cậu mong bảo mẫu can thiệp lần nữa; nhưng cậu đã sớm thấy rằng bà quá sợ hãi để nói.
Passive Voice
To enhance the fluency and naturalness of translating text into Vietnamese, many sentences originally in passive voice are transformed into active structures in the target language Nevertheless, there are instances where the passive form in English is retained.
S + am/is/are + V-ing + O S + am/is/are + being + PP.2 + by + O
S + has/have + PP.2 + O S + has/have + been + PP.2 + by + O
S + V-ed + O S + was/were + PP.2 + by + O
S + was/were + V-ing + O S + was/were + being + PP.2 + by + O
S + had + PP.2 + O S + had + been + PP.2 + by + O
S + will/shall + V + O S + will + be + PP.2 + by + O
S + will + have + been + PP.2 + by + O
S + am/is/are + going to + V + O
S + am/is/are + going to + be + PP.2 + by + O
S + model verb + V + O S + model verb + be + PP.2 + by + O
Irene was captivated by the magnificent brown streams cascading all around her, and Lootie, who had also been stuck indoors for three days, joyfully shared in her excitement.
Irene đang say mê ngắm nhìn những dòng suối lớn màu nâu chảy khắp nơi, trong khi Bảo mẫu Lootie cũng chia sẻ niềm thích thú đó với cô, bởi bà đã không ra khỏi nhà suốt ba ngày.
Example 20: You wouldn’t have lost your way if you hadn’t been frightened,’ said the boy [L2,P43,p41]
A verb in passive voice is often translated into “được” or “bị” Therefore, I decide to translate the sentence into Vietnamese
Suggested version: Bà sẽ không lạc đường nếu bà không bị cuống lên, 'cậu bé nói.
Example 21: The nurse was comforted at hearing this, and said no more [L1,P47,p43]
A verb in passive voice is often translated into “được” or “bị” Therefore, I decide to translate the sentence into Vietnamese
Suggested version: Bảo mẫu được an ủi khi nghe điều này, và không nói nữa
Empty Subject
A complete sentence requires a subject and at least one verb In various contexts, the subject may be unknown or overly lengthy, leading us to use the empty subjects "it" or "there" as substitutes.
Example 22: ‘It is very much kinder of you to go out of your way to take us home,’ said Irene [L1,P49,p45]
Suggested version: Irene nói: “Thật là tốt bụng khi anh đi ngược đường để đưa chúng tôi về nhà.
Example 23: It was true enough they had lost the way [L7,P31,p35]
Suggested version: Đúng là họ đã lạc đường
DIFFICULTIES AND SOLUTIONS
Difficulties
The graduation project marks a significant milestone in a student's academic journey, serving as the culmination of four years of university education It is an opportunity to apply the knowledge and experiences gained throughout the English major, showcasing the skills developed during this time This report holds great importance as it reflects the dedication and learning achieved over the years.
I have chosen to translate "The Princess and the Goblins." Initially, the text appears straightforward; however, my research revealed several challenges related to grammar and vocabulary.
In the translation process, I faced numerous vocabulary challenges, as understanding the nuances of words is crucial for effective language learning Misinterpreting a word can distort the text's content or divert from the author's intended message To accurately convey the author's ideas, I often need to consult multiple sources to find contextually appropriate vocabulary, which significantly extends the time required for translating this book.
Identifying pronouns in this story has proven challenging due to the numerous subjects that may lead to confusion during translation After multiple readings and extensive efforts to find contextually appropriate pronouns, I aim to ensure a fluent translation Additionally, I plan to incorporate elements that resonate with children to enhance the story's appeal.
Ultimately, the most challenging aspect for me was mastering the grammar structure of the narrative Despite having acquired substantial knowledge, I often struggle to apply it effectively.
Over time, I began to forget the material, which required extensive study and review Despite my thorough training, I encountered challenging sentences that necessitated consulting my instructor for clarification Additionally, I often analyzed sentences from multiple perspectives before selecting the most relevant interpretation to apply to the narrative.
Translating this story was a challenging journey, but I take pride in the accomplishment that reflects my four years of study My ultimate goal is to ensure that readers find satisfaction in my translation I am committed to continuous self-improvement and strive to enhance my skills every day.
Solotions
Through a number of difficulties in the translation process, I have gained new experiences and knowledge to add to my knowledge.
When faced with challenging and significant vocabulary, I rely on reputable dictionaries like the Cambridge Dictionary and the Oxford Dictionary of English to find the most appropriate translations for my exercises.
Next, I use search engines like: Google and youtube to find out the meaning of the idioms I researched from different sources to select the best meaning for idioms.
Besides, I also learn the author's writing style to understand more about his tone, from which I can best express my translation.
To successfully complete my graduation assignment efficiently, I prioritize effective time management and the invaluable support of my instructor, Bui Thi Kim Phung Her guidance in correcting my mistakes and encouraging timely submissions has greatly contributed to the quality of my work, allowing me to present my graduation project in a clear and coherent manner.
CONCLUSIONS AND SUGGESTIONS
Summary of the Finding
After completing this report, I have accumulated a lot of knowledge and experience during the translation process.
During my research and translation journey, I have recognized my shortcomings and the need to enhance my knowledge and skills in translation However, my dedication and focused approach to exploring various topics have enabled me to acquire valuable skills, deepen my understanding, and improve my ability to choose appropriate words effectively.
My vocabulary has significantly expanded, thanks to the process of applying and reviewing previous knowledge during translation This practice has enabled me to master essential sentence structures and grammar, enhancing my overall language skills.
As a translator, fluency in both my native language and additional languages is essential Continuous improvement in understanding the culture, customs, and habits of my country and its neighbors enhances my translation skills This cultural insight enriches translations, making them more meaningful and inspiring A translator with a deep knowledge of various languages and cultures is often prioritized for opportunities in the field.
In my student life, this curriculum stands out as the most exhilarating experience I've had The challenges encountered were met with immense satisfaction as I applied the knowledge gained to successfully complete my thesis.
Suggestions
After I finish my graduation paper, I have some suggestions for learning and teaching.
Over the past four years, I have gained extensive knowledge and experience as an English major A genuine passion for the subject is essential for every student, as it transforms challenges into motivation for daily improvement While learning can be difficult, a love for the subject helps us navigate obstacles However, passion must be complemented by consistent, serious study and daily practice Mastering the material ultimately makes the learning process significantly easier.
The challenges posed by the epidemic have significantly impacted project collaboration, highlighting the importance of direct communication with instructors for optimal results To enhance the learning experience, I suggest extending project submission deadlines to alleviate pressure on students and provide teachers with the necessary time to rest and offer detailed feedback on assignments.
6.2.2 Suggestions for students in Department of English
During 4 years of university, choosing Duy Tan university is the place to learn English is a right choice for me I would like to contribute some personal ideas to the university I hope it can be helpful First of all, we are majoring in English, we look forward to learning and chatting directly with foreign teachers to improve our English skills If possible, I hope that the school will organize field trips many times a year for students to improve their knowledge of translation Finally, The school should organize a few extra-curricular sessions a year so we can learn from the experts and have more memorable experiences.
[1].Catford, J.C, (1965), A Linguistic Theory of Translation, Oxford
[2] Tudor Ian, Dr, (1965), About translation theory, Cambridge
[3] Newmark, P.(1984) Approaches to Translation.Pergamo Press.
[4] Nguyen, Quang M.(2013) Translation Theory Duy Tan University Faculty of English.
[6] https://dictionary.cambridge.org/vi/
[7] http://saokhue.edu.vn/7-phuong-phap-dich-thuat-co-ban-nd,67030
[8] https://tuhocanhngu.com/phan-biet-cau-don-cau-ghep-cau-phuc-va-cau-hon- hop-trong-tieng-anh/
[9] https://langmaster.edu.vn/113-idiom-thong-dung-b10i83.html
[10] https://kdtqt.duytan.edu.vn/Home/ArticleDetail/vn/33/5138/full-and- partial-translation
[11] https://ielts-fighter.com/tin-tuc/PASSIVE-VOICE-Cau-bi-dong-Cau-truc- theo-cac-thi-bai-tap-chi-tiet_mt1550159442.html
