Rationale
As globalization continues to shape the business landscape, an increasing number of companies are expanding their focus from local to international markets, with Vietnam emerging as a prime investment destination The country’s rich workforce and abundant resources have attracted foreign companies eager to tap into its potential Since becoming a member of the World Trade Organization, Vietnam has seen a surge in foreign investment, with many countries establishing operations there to leverage its skilled labor Concurrently, Vietnamese-owned companies are actively seeking overseas markets, often employing a diverse workforce from around the globe to facilitate the import and export of goods and products.
In today's globalized world, English has emerged as a crucial medium for fostering relationships across various domains, including economy, politics, education, and technology As the most widely used language for international communication, English translation has become essential for the success of individuals and organizations in a competitive landscape For Vietnamese learners, developing professional translation skills is vital for integrating into the global economy and engaging in cultural exchanges Despite the growing demand for English translators, mastering Vietnamese-English translation poses significant challenges, particularly for recent graduates lacking experience These challenges often stem from the inherent differences in linguistic systems, leading to common translation errors, as noted by Baker (1992).
Ervin and Bower (1953) identified key linguistic challenges in translation, which stem from three main sources: variations in word meanings, differences in syntax, and cultural context disparities among readers or listeners.
In Vietnam, numerous studies have focused on error analysis in English learning, yet there is a notable scarcity of research applying this analysis to examine errors in translation, particularly in Vietnamese-English translation.
For all the reasons above, the researcher decided to choose the study ―Common errors in
Vietnamese-English translation made by English translator trainees at Nui Phao Mining Company Limited‖ which aims at finding out the most common translation errors in
This study focuses on the Vietnamese-English translation errors made by English translator trainees at Nui Phao Mining Company (NPMC), analyzing the root causes of these mistakes and proposing effective strategies for improvement It aims to serve as a valuable resource for enhancing translation skills not only for NPMC trainees but also for all Vietnamese individuals aspiring to become expert translators Additionally, the research is intended to provide beneficial materials for educators teaching English translation and students majoring in English, particularly those enrolled in translation courses.
Aims of the study
The study is aimed at:
finding out common errors in translating Vietnamese into English of English translator trainees at NPMC
exploring the causes of making errors in translating Vietnamese into English
This article aims to assist English translation trainees and students in identifying common translation errors, enabling them to self-correct and discover effective strategies for enhancing their translation skills.
providing pedagogical implications for teachers in teaching English translation studies for students.
Research questions
To obtain the above stated purposes, the study aimed to answer the following questions:
1 What are the common errors in Vietnamese- English translation made by English translator trainees working at NPMC?
2 What are the causes for these errors?
3 What should be done to avoid these errors and to improve translation skills?
Scope of the study
This study examines common errors made by English translator trainees at Nui Phao Mining Company Limited in Vietnamese-English translation Due to time constraints, it focuses specifically on these errors, drawing data from translation works produced by the trainees, survey questionnaires they completed, and interviews conducted with four experienced English translators at NPMC.
Methods of the study
This study employs a case study approach, utilizing both qualitative and quantitative methods to address the research questions Data is gathered through survey questionnaires, Vietnamese-English translations, and semi-structured interviews Initially, translations by English translator trainees are collected and analyzed to identify common errors Subsequently, survey questionnaires and interviews are developed based on insights from these translations and distributed to the trainees to enrich the study's data.
Design of the study
The study is separated into three main parts:
Part A: Introduction- provides rationale, the aims and research questions of the study, scope and general structure of the study also are specified in this part
Part B: Development- includes three chapters:
Chapter I: Literature review- states the theoretical background in relation to the topic of the study including previous studies in the world and Vietnam
Chapter II: Methodology- presents participants, setting of the study and data collection which consists of providing data collection instruments, data collection procedures and data analysis procedures
Chapter III: Findings and discussion- offers findings drawn from data analysis, then discuss the pedagogical implications for both teachers and students who are involved in English translation studies
Part C: Conclusion-summarizes the key issues in the study, points out the limitations and provides some suggestions for further study
LITERATURE REVIEW
Error Analysis
Error Analysis (EA) is a key theory in second language acquisition, as defined by James (1988), focusing on the examination of errors made by L2 learners by comparing their acquired norms with target language norms Crystal (1999) further emphasizes that EA involves studying the unacceptable forms produced by individuals learning a foreign language This analysis helps in identifying and explaining the errors, contributing to a deeper understanding of language learning processes.
Error analysis, as defined by Brown (cited in Ridha, 2012), involves observing, analyzing, and classifying deviations from the rules of a second language to uncover the underlying systems used by learners AbiSamara (2003) further describes error analysis as a linguistic approach that specifically examines the mistakes made by learners.
Corder (1967) emphasizes that errors are beneficial for three key groups: they offer teachers insights into student progress, provide researchers with evidence on language acquisition, and serve as valuable learning resources for students themselves.
Corder emphasizes that error analysis involves examining the language used by second language learners A primary objective of this analysis is to enable teachers to more effectively identify the remedial support needed for ESL students preparing for English language assessments, ultimately helping them to avoid frequent mistakes.
Error analysis is a linguistic method that examines the mistakes made by language learners It involves comparing the errors in the Target Language (TL) with the correct forms of that language.
1.1.2 The significance of error analysis
Error Analysis is significant in the process of teaching and learning second language because it reveals to us -teachers, syllabus designers and textbook writers of what the
6 problem areas are so that we could design remedial exercises in accordance with these errors and focus more attention on the‗trouble shooting‘ areas
Corder (1967) emphasizes that learner errors offer valuable insights into how language is acquired and the strategies employed by learners during this process He highlights the significance of error analysis for researchers, teachers, and learners themselves By examining these errors, we gain a deeper understanding of language's inherent nature and the dynamics of language teaching and learning.
Error analysis, as outlined by Corder (1974), encompasses two main objectives: a theoretical aspect that clarifies the processes involved in second language acquisition, and an applied aspect aimed at enhancing learning efficiency by utilizing insights from the learner's native dialect for educational purposes.
According to Ancker, (2000), making mistakes or errors is anatural process of learning and must be considered as part of cognition
Weireesh, (1991) considers learners‘ errors to be of particular importancebecause making of errors is a device the learners use in order to learn
Weireesh (ibid.) highlights the significance of Educational Assessment (EA) as a crucial tool for identifying and addressing the challenges faced by learners He emphasizes that EA provides reliable feedback, enabling educators to develop effective remedial teaching strategies This underscores that, despite the complexity of the errors, their identification allows for targeted support for students, making it easier for teachers to implement necessary remedial interventions.
According to Sercombe (2000), error analysis (EA) serves three key purposes: assessing a learner's language proficiency, identifying common challenges in language acquisition, and understanding the language learning process This perspective suggests that analyzing errors can be beneficial for both learners and educators, highlighting the positive aspects of studying language mistakes.
Error Analysis, as noted by James (1998), suggests that errors reflect a learner's stage in language acquisition This approach views learners as active participants who formulate hypotheses about the rules of the target language, similar to how children learn their first language Consequently, errors serve as indicators of the learner's strategies in developing competence in the target language.
1.1.3 The sources and causes of errors
It can be seen that there are many reasons for how learners make errors Myles (2002) states that the errors take root from both social factors and cognitive factors
Selinker (1972) reported five sources of errors:
Language transfer plays a crucial role in second language acquisition, encompassing both positive and negative influences Positive transfer facilitates learning by leveraging similarities in pronunciation, word order, and grammar, while negative transfer can create challenges and hinder progress This concept also includes semantic transfer, writing transfer, pragmatic transfer, and cultural transfer, all of which significantly impact the effectiveness of learning a new language.
Transfer of training refers to the impact that previous learning experiences have on the performance of new tasks This concept highlights how skills and knowledge acquired in one context can enhance or hinder the execution of activities in different situations.
(3) Strategies of second language learning This is an attempt to develop linguistic and sociolinguistic competence in the target language
(4) Strategies of second language communication This consists of attempts to deal with problems of communication that have arisen in interaction
(5) Overgeneralization of the target language (TL) linguistic material This happens when a second language leaner applies a grammatical rule across all members of a grammatical class without making the appropriate exception
Brown (1980) identifies four main sources of error in language learning: 1) interlingual transfer, which refers to the negative influence of a learner's native language; 2) intralingual transfer, the incorrect generalization of rules within the target language; 3) context of learning, which includes the impact of classroom environments and social situations on language acquisition; and 4) communication strategies, where learners consciously use verbal mechanisms to convey ideas when they lack the appropriate linguistic forms Understanding these sources of error is crucial for effective language teaching and learning.
Norrish (1983:21-26) classifies causes of error into three types that is carelessness, first language interference, and translation
Another expert who discusses the sources of error is Richards in Schummann and Stenson
In his 1978 article "Error Analysis and Second Language Strategies," the author categorizes sources of errors in language learning into six distinct types First, interference occurs when elements from the source language are incorrectly transferred to the target language Second, overgeneralization happens when learners apply target language rules inappropriately Third, performance errors arise from factors like memory lapses or emotional states Fourth, markers of transitional competence reflect natural errors that occur during the second language acquisition process Fifth, communication strategies lead to errors when learners attempt to use the target language without fully mastering its grammatical structures Lastly, teacher-induced errors stem from instructional methods or materials used in the classroom.
In another article ―A Non-Contrastive Approach to Error Analysis‖, Richards (1971:19-22) classifies causes of error into 1) overgeneralization, 2) incomplete application of rules, 3) false concepts hypothesized, and 4) ignorance of rule restriction.
Translation and errors in translation
Translation has been defined in various ways by numerous linguists throughout its extensive history, highlighting its complexity and multifaceted nature The following definitions from diverse sources provide deeper insights into the essence of translation.
Translation involves converting text from a source language to a target language, ensuring that the meaning and style are preserved According to Catford (1965), this process replaces the original material with equivalent content in another language As noted by Dubois (1973, cited in Bell 1991), effective translation expresses the same ideas in a different language while maintaining both semantic and stylistic fidelity.
Translation involves transforming written text from a source language into an equivalent target language, necessitating a comprehensive understanding of the source language's syntax, semantics, and pragmatics This process requires analytical skills to ensure accuracy and coherence in the target text.
Translation is the expression in another language (target language) of what has been expressed in one language (source language), preserving semantic and stylistic equivalencies (Bell R., 1991)
Translation is the replacement of a representation of a text in one language by a representation of an equivalent text in s second language (Bell R., 1991)
Translation is a vital human activity that facilitates the exchange of ideas and thoughts across diverse languages It serves as a crucial channel for the transmission of ideas and cultures, allowing for meaningful communication and understanding among people from different linguistic backgrounds.
1.2.2.1 Definition of errors in translation
Errors in translation are also referred to as defects (Pym 1991), mistranslations(Lauscher
2000) and mismatches (Hatim and Mason 1997) Pym (1992: 281) defines errors as a manifestation of a defect in any of the factors entering into the two skills of:
• The ability to generate a target-text series of more than one viable term (targetext ' , target text2, target text3) for a source text
• The ability to select only one target text from this series
"Errors in translation mostly result from the non-equivalence between the source and the target languages " (Baker, 1992)
Albir (1995 in Waddington 2001) presents s list of possible errors in translations as follows:
Inappropriate renderings can significantly hinder the comprehension of the source text (ST) and are categorized into eight distinct types: countersense, faux sense, nonsense, addition, omission, unresolved extralinguistic references, loss of meaning, and inappropriate linguistic variation, including issues related to register, style, and dialect.
- Inappropriate renderings, which affect expression in the TL These are divided into five categories: spelling, grammar, lexical items, text and style
- Inappropriate renderings, which affect the transmission of either the main function or secondary function of the ST
Pym (1991) categorizes errors into two types: 'binary' and 'non-binary' Binary errors present a clear contrast between a wrong answer and the correct one, while non-binary errors are more nuanced, allowing for judgments of correctness that may have some weaknesses, making them not definitively right or wrong.
Binary errors, as described by Pym, pertain to grammatical, morphological, systemic, and lexical aspects of language, while non-binary errors arise from translation issues related to the misapplication of strategies like addition, omission, selection, and ordering Kussmaul (1995) similarly differentiates between these two types of errors Weinstock (1988), in evaluating his translation from Swedish to English, categorizes his mistakes into intellectual errors—stemming from misunderstandings of the text—and dictionary errors, which occur when he is misled by his reference materials.
In the realm of translation teaching, error categorization often follows a two-distinction approach, as seen in the works of Steinbach (1981) and Sager (1983) Steinbach classifies errors based on type and level, identifying categories such as orthography, grammar, and lexis, with criteria including unacceptable spelling and grammatical choices He further breaks down errors into addition, omission, selection, and ordering Steinbach's analysis operates on two levels: the first pertains to the meaning in the source language (Li) and its corresponding choice in the target language (L2), while the second focuses on grammatical acceptability in L2, independent of Li's meaning However, this classification system is problematic due to its strict separation of L1 and L2 errors, as real-world translation issues often do not fit neatly into either category.
Alternatively, Sager's (1983) model involves five categories, each working at a linguistic, semantic or pragmatic level The five types of errors are:
On the other hand, Mauriello (1992: 64) proposes what she calls a taxonomical list of abbreviations denoting the most frequent errors in translations at university level
Furthermore, according to Roomy (2006), translation errors can be classified into four broad types, namely, (i) grammatical errors; (ii) mistranslations; (iii) localization errors, and (iv) errors of inconsistency
He also gives more details for the four above errors as follows:
Grammatical errors would be characterized as errors dealing with the grammar of the target language, including errors of usage, collocation, syntax and tense
Mistranslation errors are simply an oversight or an arrogant act or plain ignorance on part of the translator
The errors pertaining to localization take place due to the fact that the term to be translated normally does not exist as a concept in the target language
Inconsistencies in translation can lead to significant issues in specific contexts, while they may be less critical in others However, at the highest levels of professionalism, it is essential for translators to avoid such errors entirely.
In addition, according to Nowak (2006) translation errors include:
1) mistranslating terms and phraseological units (including collocations, word combinations or syntagms)
3) grammatical errors spotted include inflexion errors (e.g incorrect stem or desinence) and incorrect syntax (e.g government, concord, prepositions, or word order)
5) punctuation errors: (i) the lack of a punctuation mark; (ii) an incorrect punctuation mark; and (iii) an excessive punctuation mark
Meanwhile, American Translators Association (ATA) suggests a list of 22 types of errors that should be used as criteria for evaluating work done by professional translators:
1) Incomplete passage, 2) Illegible handwriting, 3) Misunderstanding of the original text, 4) Mistranslation into target language, 5) Addition or omission, 6) terminology, word choice, 7) Register, 8) Too freely translated, 9) Too literal, word-for-word translation, 10) False cognate, 11) Indecision in word choice, 12) Inconsistent, 13) Ambiguity, 14) Grammar, 15) Syntax, 16) Punctuation, 17) Spelling, 18) Accents, 19) Case (upper case/lower case), 21) word form and 22) Style
1.2.2.3.Common errors in Vietnamese-English translation
Na (2007) presents a model for analyzing errors in translation training in Vietnam, categorizing them into comprehension errors, linguistic errors, and translation errors Comprehension errors occur when learners misunderstand the syntax or misread words in the source text, leading to incorrect translations Linguistic errors encompass various types, such as grammatical, syntactic, morphological, collocational, and word form mistakes Translation errors involve issues like omission, addition, inaccurate rendering of text items, distorted meanings, overly free or literal translations, pragmatic errors, and incorrect lexical choices.
Comprehension errors occur when learners misinterpret the syntax of a sentence or misread a word in the source text, leading to translations that are based on these misunderstandings.
Linguistic errors consist of grammatical errors, syntactic errors, morphological errors, collocational errors and word form
Grammatical errors arise from issues in word structure, such as subject-verb agreement, incorrect verb tenses or forms, and the misuse of noun, pronoun, or adjective cases Additionally, using an adjective instead of an adverb contributes to these errors, as highlighted by the American Translators Association (ATA) Framework for Standard Error Making.
Vietnamese: ―Anh ta nói chuyện thân mật với tôi.‖
English: ―He talked with me friendly‖ (Incorrect)
The mistake in this example lies in the incorrect use of the adjective "friendly." Despite the "ly" suffix, "friendly" remains an adjective rather than an adverb Thus, the correct translation of the sentence is "He talked with me in a friendly manner."
Syntactic errors occur when learners struggle with linguistic structures larger than a single word, such as phrases, clauses, or entire sentences (James, 1998) Common types of syntactic errors include sentence fragments, improper modification, lack of parallelism, and unnatural word order, as outlined by the American Translators Association (ATA) Framework for Standard Error Making.
Vietnamese: ―Cô ấy là một cô gái rất tốt‖
English: ―She is a girl very nice‖ (Incorrect)
This sentence should be corrected into ―She is a very nice girl‖
Previous studies in the world and in Viet Nam
Translation and error analysis have been extensively studied by linguists globally, including in Vietnam Numerous studies have focused on identifying translation errors that occur when converting content from a source language to a target language.
Naqvy (2006) identifies four main types of translation errors: grammatical errors, mistranslations, localization errors, and inconsistencies, offering guidance for beginners in the translation field Additionally, Zakia (2005) presents a ranked taxonomy of challenges encountered when translating from English to Arabic, based on findings from two empirical studies.
Hassan and Aref (2013) explore linguistic challenges in Arabic-English translation, highlighting significant grammatical weaknesses among students These deficiencies lead to considerable difficulties in understanding and accurately translating sentences between the two languages.
Nowak (2006) presents a selection of translation errors and mistakes which have been noticed in Polish versions of EU legal texts
Pym (1992) studies translation error analysis and the interface with language teaching In his article, he presents descriptive distinction between binary and non-binary errors in translation
Ahmad (2010) highlights the challenges faced by English students at QOU during the translation process from English to Arabic, categorizing these issues into linguistic and cultural problems Linguistic challenges encompass grammatical differences, lexical ambiguity, and meaning ambiguity, while cultural problems arise from varying situational contexts Solutions to these translation difficulties are also discussed in the article.
In a study conducted by Na (2007), the impact of typological differences between Vietnamese and English on the translation of authentic Vietnamese sentences into English was examined The research included a preliminary report analyzing errors in translations made by Vietnamese EFL students.
Binh (2002) investigates the linguistic and cultural errors prevalent among Vietnamese learners of English as a foreign language His study highlights the common mistakes these learners make and explores the underlying causes of these errors, providing valuable insights into the challenges faced by this demographic in mastering English.
In his book on translation, Tuan (2006) identifies prevalent errors made by Vietnamese students when translating from Vietnamese to English He categorizes these mistakes into three primary types: linguistic errors, style errors, and cultural errors.
METHODOLOGY
Research Questions
To obtain the above stated purposes, the study aimed to answer the following questions:
1 What are the common errors in Vietnamese- English translation made by English translator trainees working at NPMC?
2 What are the causes of these errors?
3 What should be done to avoid these errors and to improve translation skills?
Settings of the study and participants
The study was conducted at Nui Phao Mining Company, a subsidiary of Masan Resources Group in Thai Nguyen province, Vietnam, specializing in the exploration and processing of tungsten, fluorspar, bismuth, copper, and trace amounts of gold With 150 foreign employees from various nationalities across different departments, the company ensures that all operational documents are bilingual, facilitated by in-house English translators.
30 English translators working at different departments in NPMC They all majored in English and they were responsible for translating both Vietnamese-English and English- Vietnamese
The study involved a group of 10 English translator trainees at Nui Phao Mining Company, all of whom majored in English and completed translation courses at their universities Aged between 24 and 25, these trainees worked in various departments, including Human Resources, Construction, HSS, Environmental, Warehouse, and Maintenance, with tenure ranging from two months to two years They engaged in translating both Vietnamese to English and English to Vietnamese, with their translation topics varying according to their respective departments.
A team of four experienced English translators at Nui Phao Mining Company has honed their skills over many years, employing various techniques and strategies for effective translation In addition to their roles as translators, they actively mentor trainees, providing valuable feedback on their translation work.
Data collection
2.3.1.1.The Vietnamese-English translations analysis
The researcher gathered 30 Vietnamese-English translations completed by English translator trainees, covering various topics such as construction, environment, health, safety, security, and commercial operations Each translation ranged from 1 to 3 pages in length Subsequently, the researchers conducted an analysis and statistical evaluation of these translations to identify and categorize the common errors made by the trainees.
The questionnaire is a widely used tool for gathering data on less observable phenomena such as attitudes, motivations, and self-conceptions in social science To explore translators' perspectives on Vietnamese-English translation, including their recognition of challenges and errors in translating Vietnamese texts into English, as well as their methods for enhancing translation skills, the researcher employed a questionnaire This instrument not only aids in uncovering essential information for the study but also offers potential solutions The questionnaire was crafted based on insights from the analysis of Vietnamese-English translations and the specific research questions posed.
To enhance the reliability of the study, interview questions were crafted for four seasoned English translators This approach aimed to gather insights into common errors made by Vietnamese-English translation trainees, explore the underlying causes of these mistakes, and identify potential strategies for improving their translation skills.
The study began by gathering Vietnamese-English translations from English translator trainees, which were then analyzed to identify and categorize common errors Subsequently, survey questionnaires were developed using insights derived from the analysis of these translations.
The study involved distributing questionnaires to 10 English translator trainees, who completed them before the questionnaires were collected To gather additional insights, follow-up interviews were conducted with four participants and recorded for further analysis.
The study analyzed 30 Vietnamese-English translations with the assistance of four experienced English translators from NPMC to identify common translation errors, as outlined in the Literature Review Due to time constraints, the categories of errors were adapted and detailed in Appendix V The errors were then classified by frequency to determine the most prevalent issues Subsequently, questionnaires were developed based on the translation analysis and three research questions, and distributed to 10 English teachers for data collection The responses were analyzed to address the research questions, and the recordings from interviews were transcribed and examined for additional insights.
FINDINGS AND DISCUSSION
Personal information of the participants
This study involved two groups: ten English translator trainees and four experienced English translators, all employed at NPMC The primary focus was on the trainees, whose Vietnamese-English translations were analyzed to identify common errors Data was collected through questionnaires directed at the trainees, while interview questions aimed to gather insights from the experienced translators who assist in reviewing the trainees' work before it is officially utilized by the company.
3.1.1 The first group of participants
The study involved a group of ten female English translator trainees, all aged 24 to 25, who had graduated from universities with a major in English Their personal information was gathered through questionnaires, with further details provided in the accompanying table.
Trainees (ETT) Age Gender Years of translating experience Major
ETT 1 24 Female Under 1 year English
ETT 2 24 Female Under 1 year English
ETT 3 24 Female Under 1 year English
ETT 4 24 Female Under 1 year English
Table 1: Background of questionnaire participants
The data reveals that the participants were quite young, having graduated from university only one to two years prior, and their translation experience ranged from a few months to two years.
At NPMC, they served as an English translator, collaborating with various departments and handling a diverse array of translation topics and text types.
Kinds of text for translating:
Kinds of text Number of ETT Percentage
Others (announcement, training documents, plan…)
Table 2: Kinds of text of Vietnamese-English translation
Translating topics Number of ETT Percentage
Table 3: Topics in Vietnamese-English translation
The analysis of the data reveals that English translators frequently handle a variety of texts, with the most common being meeting minutes (90%), official dispatches (80%), and reports (60%) Their work spans different company departments, resulting in diverse translation topics Notably, construction-related content constitutes 50% of the translations, highlighting its significance in their workload.
3.1.2 The second group of participants
The second group consisted of four experienced English translators (EET) from NPMC, tasked with translating, interpreting, teaching, and reviewing the work of translator trainees Their personal details are outlined in the accompanying table.
Age Gender Years of translating experience
Table 4: The background of interview informants
The study included four experienced English translators, comprising three females and one male, aged between 33 and 36 years Their translation experience ranged from 5 to 8 years.
Difficulties of English translator trainees in translating Vietnamese-English text22 3.3 Common errors on Vietnamese- English translation made by English translator
In order to get the information about the difficulties of English translator trainees, one question relating to this was designed and put in both questionnaire and interview
The result from questionnaire for English translator trainee is shown in the table below:
Difficulties Percentage a Choosing appropriate vocabulary in English 90% b Finding suitable grammar structures in the target language to transfer idea effectively
60% c Analyzing the meaning of sentences in the source text 30% d Understanding special phrases and terminologies in the source text
Table 5: Difficulties in Vietnamese-English translation
The data indicates that all English translator trainees struggled with understanding specialized phrases and terminology in the source text Furthermore, 90% reported difficulties in selecting appropriate vocabulary in English, while 60% faced challenges in identifying suitable grammar structures to convey ideas effectively Only 30% of the trainees experienced fewer difficulties in these areas.
23 of them felt it was not easy to analyze the meaning of the source text The result proves that the two biggest problems are in relation to lexical
The challenges faced by Vietnamese-English translator trainees were highlighted in interviews with experienced English translators EET 1 noted that a lack of experience and knowledge often hinders trainees from accurately transferring the meaning of source texts into target texts, making it difficult to select appropriate words and structures EET 2 and EET 3 corroborated this, stating that trainees frequently struggle with understanding specialized phrases and terminology, many of which they have never encountered before EET 4 echoed these sentiments, emphasizing that selecting the right vocabulary and structure is a complex task that demands extensive study and real-world translation experience He provided examples of difficulties related to terminology in construction, commercial, and legal contexts.
3.3 Common errors on Vietnamese- English translation made by English translator trainees working at NPMC
3.3.1 Overall results from Vietnamese-English translations analysis, questionnaires and interviews
An analysis of 30 Vietnamese-English translations was conducted to identify and categorize errors The study focused on the frequency of these errors, revealing the most common types, which were classified into two main categories: linguistic errors and translation errors Each category encompassed various subtypes of errors.
The following table will provide the full details of the most common errors in Vietnamese- English translations of English translator trainees working at NPMC:
Errors Number of errors Percentage
Distorted meaning of source text 15 4.74%
Too literal translation, word-by-word translation
The total number of errors 317 100%
Table 6: Common errors found in 30 Vietnamese-English translations
The analysis of 30 Vietnamese-English translations revealed a total of 317 common errors, categorized into 13 distinct types The most prevalent error identified was lexical choice errors, which constituted 20.8% of the total mistakes Additionally, English translator trainees frequently encountered issues with prepositions (12.62%), word forms (11.36%), and verb tenses (30%) Omission errors also emerged as a significant concern, accounting for 11.04% of the total errors.
The total number of translation errors made by each ETT as below:
The chart indicates that ETT 1 recorded the highest number of errors, totaling 60 across three Vietnamese-English translations, while ETT 2 and ETT 3 had fewer mistakes.
4 also made a lot of translation errors ETT 5, 6, 7, 8 and 9 made fewer translation errors ETT 10 made fewest translation errors
Based on the most common errors found in Vietnamese-English translations, the questionnaires and interviews were designed and distributed to the participants to get more information for the study
Questionnaire results indicated that English translation trainees (ETTs) are conscious of their errors when translating from Vietnamese to English Additionally, interviews with four experienced English translators revealed that common mistakes among these trainees include the misuse of prepositions, verb tenses, word forms, collocations, lexical choices, omissions, and overly literal translations.
The common linguistic errors included errors in using prepositions, verbs tenses, sentence structures, word orders, word collocations and word forms
As can be seen from the Table 6, there were 40 errors in using prepositions in 30 Vietnamese-English translations made by 10 English translator trainees
The number of errors made by each ETT was as in the table below:
ETT 1 ETT 2 ETT 3 ETT 4 ETT 5 ETT 6 ETT 7 ETT 8 ETT 9 ETT 10
Table 7: Errors in using of preposition of each ETT
The analysis revealed varying frequencies of preposition errors across different English Translation Tests (ETTs), with ETT 1 and ETT 2 showing high error rates of 22.5% and 20%, respectively In contrast, ETT 10 exhibited no preposition errors at all Other ETTs displayed a more moderate range of errors, varying from 2% to 5% Additionally, the identified preposition errors were categorized into three distinct sub-types, as illustrated in the accompanying chart.
The chart reveals that errors due to the omission of prepositions were the most prevalent, constituting 50% of the total errors In contrast, errors from the addition of prepositions represented 33%, while incorrect preposition usage accounted for just 17%.
The examples of each type of prepositions will be given below:
There were 7 wrong prepositions found in Vietnamese-English translations of EET For example, in the translation of EET 1, she translated the sentence ―Nhà Thầu phải nộp cho
Nui Phao Company must submit the final completed quantity, which requires the signature of NPMC's Site Supervisor However, the translator has made an error in this sentence.
27 preposition; she might think that the word ―cho‖ can be translated by the preposition ―for‖ in English however after the verb ―submit‖ the preposition should be ―to‖
In the translation of EET 2, the sentence "the contractor will be responsible for coordinating with the Consultant and Electricity for approval of design changes" was accurately conveyed.
The contractor will be responsible for collaborating with the consultant and obtaining approval for design changes.
―for‖ It can be explained as below: a Be responsible for something or carrying out an action For example,
- We are responsible for ensuring delivery of the program (an action)
- We are responsible for the program (a specific thing) b Be responsible to a person or group of people For example,
- We are responsible to our clients (group of people) for the program
This error was repeated many times in other translations of EET 3, 5, and 6
The number of errors caused by omission of prepositions was 33, nearly double the number of errors caused by wrong prepositions
For example, in translation of EET 4, she translated ―vì vậy chúng tôi kính đề nghị công ty
The Contractor requests NPMC to review and approve our construction method Additionally, the translation omitted a preposition in the phrase "significantly impact the construction progress," which should be corrected to "significantly impact on the construction progress."
The most prevalent error in preposition usage accounted for 50% of cases, with "regarding to" being the most common mistake among EETs In reality, "regarding" does not require an additional preposition,
The sentence "Vui lòng liên hệ với chúng tôi bất cứ lúc nào nếu bạn có thắc mắc gì" translates to "Should you have any concerns, please contact us at any time," highlighting the importance of clear communication.
Our company is in the process of purchasing professional liability insurance for our workers.
Example 3 : the sentence “Hai bên cần phải thảo luận về phương án thay thế” was translated into ―Two parties need to discuss about the alternative method‖ (an unnecessary about)
The causes of translation errors
The analysis of Vietnamese-English translations reveals that language transfer significantly influences the translation process for English translators They often rely on their Vietnamese language skills to generate ideas when translating into English However, this reliance can lead to difficulties in distinguishing between the differences and similarities in vocabulary and grammar.
Many English translators struggle with the nuances between their mother tongue and the second language, often substituting familiar characteristics of their first language for those they lack in the second This overreliance on similarities can lead to significant errors, such as the incorrect addition of prepositions to English verbs that do not require them For instance, while Vietnamese phrases like "mua cho" (to buy for) and "thảo luận về" (to discuss about) are commonly used, English verbs like "buy" and "discuss" are transitive and should not be paired with prepositions The following table presents the results of questionnaires that identify the causes of these translation errors.
Causes Percentage (%) a The interference of mother tongue in the process of translating
90 b Lack of vocabulary and grammar 80 c Lack of knowledge about the translation fields 50 d Insufficient translation skills and the inappropriate translation methods
Table 9: Causes of translation errors
The majority of English-to-Vietnamese translators (90%) acknowledged that interference from their mother tongue, Vietnamese, significantly contributes to their translation errors Despite the substantial differences in discourse mechanisms, literary devices, rhetoric, and thought patterns between English and Vietnamese, many translators tend to treat the two languages similarly.
A significant factor contributing to translation errors among English Teaching Trainees (ETTs) is their limited vocabulary and grammar knowledge Eight ETTs indicated that a lack of terminology often resulted in incorrect lexical choices during both Vietnamese-English and English-Vietnamese translations Additionally, insufficient understanding of grammar led to further translation mistakes Some ETTs acknowledged that they occasionally employed inappropriate translation methods, which also contributed to errors Overall, many ETTs admitted that their translation skills were inadequate, leading to frequent translation inaccuracies.
Finally, the results from the interviews with 4 experienced English translators working at NPMC as follows:
Three out of four Experienced English Translators (EETs) identified a lack of vocabulary and grammar as the primary causes of translation errors made by English Translation Trainees (ETTs) EET 1 noted that insufficient vocabulary hindered ETTs from selecting the appropriate words necessary to accurately convey the meaning of the source text, resulting in numerous lexical choice errors Additionally, she emphasized the need for improvement in grammar to reduce these mistakes Furthermore, EET 1 pointed out that some ETTs were influenced by their mother tongue, which led to errors due to a lack of awareness of the differences between the two languages For instance, she highlighted that while the concept of tenses is absent in Vietnamese, English has strict rules governing verb tense usage.
Several English translator trainees (ETTs) shared similar views on the challenges faced in translation quality They noted that laziness and a lack of thoroughness in reviewing vocabulary and grammar were significant contributors to poor translations, often resulting in errors in lexical choice and grammar Carelessness was also highlighted as a key issue, with some ETTs failing to read the source text carefully, leading to misunderstandings and inaccurate translations that did not convey the original meaning Furthermore, the importance of translation skills and methods was emphasized, as many ETTs lacked the necessary skills developed during their university education, which often did not align with the demands of real-world translation Inappropriately applied translation methods also contributed to ambiguous and incorrect translations.
In conclusion, various factors contribute to the translation errors made by English translator trainees, such as mother tongue interference, limited vocabulary, grammar issues, inadequate knowledge, insufficient translation skills, inappropriate methods, and a lack of diligence To address these challenges and enhance their translation abilities, it is essential for trainees to adopt effective strategies, which will be explored in the following section.
3.5 Suggestions to avoid the common errors in translation and improve translation skills
To address the third research question regarding strategies for avoiding errors and enhancing translation skills, the findings from the questionnaires reveal key insights Participants highlighted the importance of continuous training and education, emphasizing the need for translators to engage in regular practice and professional development Additionally, fostering collaboration among translators and seeking feedback from peers were identified as effective methods for improving translation accuracy Implementing technology and tools, such as translation software and resources, can also aid in minimizing errors and refining skills Overall, a commitment to ongoing learning and collaboration is essential for translators aiming to enhance their proficiency and reduce mistakes in their work.
The ways to avoid errors and improve translation skills Percentage (%) a Improving your vocabulary especially terminologies 100 b Improving your grammar 90 c Studying translation methods from translation books, magazines, internet and experienced translators
70 d Reading documents related to your translation topics in both
Table 10: The ways to improve translation skills
Table 10 highlights that all 10 ETTs recognize the significance of enhancing their vocabulary and knowledge pertaining to their translation subjects Additionally, they affirmed that mastering grammar and translation techniques is crucial for ensuring high translation quality.
Interviews corroborated the questionnaire findings, with four experienced engineering translators (EETs) emphasizing the need for engineering translation trainees (ETTs) to enhance their vocabulary, grammar, and background knowledge EET 1 recommended seeking clarification on unfamiliar terminology from colleagues, particularly engineers, to acquire precise language EET 2 advised ETTs to extensively read field-related documents to improve their vocabulary, grammar, and writing style Meanwhile, EETs 3 and 4 highlighted the importance of practice in minimizing errors and refining translation skills, affirming that consistent practice is a familiar yet highly effective approach.
This chapter identifies common errors in Vietnamese-English translations made by English translator trainees at NPMC, based on translation analyses, questionnaires, and interviews It explores the underlying causes of these errors and provides comprehensive strategies for avoiding them, ultimately aiming to enhance translation skills through detailed insights gathered from both questionnaires and interviews.
Summary of the findings
In recent years, Vietnamese-English translation has seen significant growth, driven by increased communication and transactions between Vietnamese speakers and English speakers Despite this expansion, there is a lack of research on the quality and common errors in these translations This study aims to identify prevalent errors in Vietnamese-English translations and explore their underlying causes through translation analysis, questionnaires, and interviews Additionally, the study offers recommendations for minimizing these errors and enhancing translation skills.
The study identified two main categories of translation errors: linguistic errors and translation errors Linguistic errors predominantly involved issues with prepositions, verb tenses, and word forms, alongside problems with sentence structure, word order, and collocations In contrast, translation errors were primarily characterized by poor lexical choices, followed by omission errors and other issues such as addition, distorted meanings, overly literal translations, and excessively free translations Notably, inexperienced English translators exhibited a higher frequency of these errors compared to their more experienced counterparts.
The study clearly identified the primary causes of common translation errors, with language transfer, particularly negative transfer, being the most significant factor Inexperienced English translator trainees often relied heavily on their mother tongue, leading to misunderstandings of the differences and similarities between English and Vietnamese This tendency resulted in the overgeneralization of vocabulary and grammar, causing them to apply the same rules indiscriminately, which further contributed to translation errors Additionally, the findings highlighted a lack of proficiency as another contributing factor to these mistakes.
39 vocabulary, grammar, knowledge, insufficient translation skills, inappropriate translation methods, laziness and carelessness
The study's findings highlight essential strategies for avoiding translation errors and enhancing translation skills among English translator trainees It emphasizes the importance of expanding vocabulary, mastering grammar, and honing translation techniques through extensive reading and practice These insights are beneficial not only for trainees at NPMC but also for all English translators and students in translation studies Furthermore, the study serves as a valuable resource for educators teaching English translation, aiding them in guiding students to minimize errors and improve their translation proficiency.
Concluding remarks
From what has been analyzed above, the aims set forth at the beginning of the study have been obtained successfully
The primary objective of this study is to identify prevalent errors made by English translator trainees at NPMC when translating from Vietnamese to English Through a comprehensive analysis of errors, along with data collected from questionnaires and interviews, we have examined the most frequent mistakes in Vietnamese-English translations These errors are categorized into two main types: linguistic errors and translation errors Collectively, these findings highlight the common challenges faced by trainees in the translation process.
Translational errors occur during the translation process and can be categorized into linguistic and translation errors Linguistic errors encompass grammatical, syntactic, morphological, collocational errors, and incorrect word forms In contrast, translation errors arise when transferring sentences from the source text to the target text while maintaining acceptable grammar Common translation errors include omission, addition, distorted meaning, overly literal or free translations, and poor lexical choices Notably, lexical choice errors constitute the majority, with 66 instances, followed by grammatical errors related to prepositions, verb tenses, sentence structures, and word order Additionally, errors in word forms, omissions, and collocations also represent significant proportions of the total errors.
The second aim is to explore the causes of making errors in translating Vietnamese into English This aim also has been achieved successfully by using results from questionnaires and
In a study of 40 interviews, the primary cause of translation errors was identified as language transfer Additional contributing factors included a limited vocabulary, poor grammar, inadequate knowledge, insufficient translation skills, inappropriate methods, and a lack of diligence.
This study aims to assist English translator trainees and students in English translation studies in identifying and self-correcting common translation errors The findings suggest that these individuals possess sufficient knowledge to recognize their mistakes and can utilize the recommendations provided to enhance their translation skills, particularly in Vietnamese-English translation.
The primary goal of this study is to offer pedagogical insights for educators teaching English translation studies The findings aim to serve as a valuable resource for teachers, enabling them to assist students in minimizing translation errors and enhancing their translation skills Furthermore, this research identifies effective teaching strategies for English translation studies and presents a model for analyzing translational errors, equipping teachers with the tools necessary for improved instruction.
The researcher faced several challenges during this study, leading to notable limitations in the findings Due to constraints in time, scope, and knowledge, the research is limited to a small sample of English translator trainees at NPMC, focusing solely on their translation errors Consequently, the results cannot be generalized to all English translators or students in translation studies Additionally, the study primarily highlights common errors in Vietnamese-English translations These limitations must be acknowledged for future research endeavors.
Furthermore, in light of limitations exposed, some recommendations for further research could be made as follows:
This study primarily examined common errors in Vietnamese-English translations, suggesting that future research could explore errors in English-Vietnamese translations Additionally, the focus was solely on errors made by English translator trainees, indicating that subsequent studies might benefit from investigating experienced English translators or students specializing in English translation.
Finally, further studies can be carried out by other research methods and with the larger number of participants in order to make the results more reliable and convincing
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QUESTIONNAIRE COMMON ERRORS IN VIETNAMESE-ENGLISH TRANSLATIONS MADE BY
1 How long have you worked as an English translator? a) Under 1 year b) 1 year c) 2 years d) More than 2 years
2 What kinds of text you often translate from Vietnamese into English? a) Official Dispatches b) Reports c) Minutes of Meetings d) Contracts e) Others:………
3 What are your Vietnamese-English translation about? a) Environment b) Health, Safety and Security c) Construction d) Operation, Processing e) Finance f) Others: ………
4 In your opinion, what are your difficulties when you translate from Vietnamese into English? a Choosing appropriate vocabulary in English b Finding suitable grammar structures in the target language to transfer idea effectively c Analyzing the meaning of sentences in the source text d Understanding special phrases and terminologies in the source text e Others:
5 What are linguistic errors you often make when translating from Vietnamese into English? (Please write Y (yes) or N (no))
6 What are translation errors you often make when translating from Vietnamese into English? (Please write Y (yes) or N (no))
3 Distorted meaning of source text
4 Too literal translation (word-by-word)
7 In your opinion, what are the main causes leading to the errors in your Vietnamese- English translations: a The interference of mother tongue in the process of translating b Lack of vocabulary and grammar c Lack of knowledge about the translation fields d Insufficient translation skills and the inappropriate translation methods e Others:………
8 What did you do to avoid translation errors and improve your translation skills? a Improving your vocabulary especially terminologies b Improving your English grammar c Studying translation methods from translation books, magazines, internet and experienced translators d Reading documents related to your translation topics in both Vietnamese and English e Others:
Thank you for your cooperation
PHIẾU ĐIỀU TRA NHỮNG LỐI HAY GẶP TRONG DỊCH VIỆT ANH CỦA PHIÊN DỊCH VIÊN MỚI RA
1 Bạn đã làm công tác dịch thuật được bao lâu? a) Dưới 1 năm b) 1 năm c) 2 năm d) Trên 2 năm
2 Các văn bản Việt-Anh bạn dịch là loại văn bản nào? a) Công văn b) Báo cáo c) Biên bản họp d) Hợp đồng e) Loại khác:………
3 Các văn bản bạn dịch liên quan đến lĩnh vực nào? a) Môi trường b) An ninh, y tế c) Xây dựng d) Vận hành, sản xuất e) Thương mại f) Lĩnh vực khác: ………
4 Theo bạn những khó khăn mà một phiên dịch mới ra nghề gặp phải trong dịch Việt- Anh là gì? a) Lựa chọn từ vựng thích hợp trong Tiếng Anh b) Tìm các cấu trúc ngữ pháp trong Tiếng Anh để truyền tải nội dung bản dịch một cách chính xác và hiệu quả c) Phân tích nghĩa của câu trong Tiếng Việt d) Hiểu được các cụm từ đặc biệt, từ chuyên ngành trong ngôn ngữ gốc e) Các khó khăn khác:
5 Những lỗi ngôn ngữ (Linguistic errors) nào bạn hay gặp phải trong quá trình dịch Việt-Anh? (Vui lòng viết Y/N (Có/Không) vào lỗi bạn gặp phải)
1 Lỗi giới từ ( errors of prepositions)
2 Lỗi động từ (errors of verbs)
3 Lỗi cấu trúc câu (errors of sentence structures)
4 Lỗi trật tự từ trong câu (errors of word orders)
5 Lỗi kết hợp từ (errors of collocations)
6 Lỗi từ loại của từ (errors of word forms)
7 Các loại lỗi khác(others)…
6 Những lỗi dịch thuật (translation errors) nào bạn hay gặp phải trong quá trình dịch Việt-Anh? (Vui lòng viết Y/N (Có/Không) vào lỗi bạn gặp phải)
1 Lỗi dịch thiếu ý so với văn bản gốc Tiếng Việt (omission)
2 Lỗi tự thêm vào các ý không có trong văn bản gốc Tiếng Việt
3 Lỗi dịch sai ý của văn bản gốc (Distorted meaning of source text)
4 Lỗi dịch quá sát nguyên văn (too literal translation)
5 Lỗi dịch quá thoáng (too free translation)
6 Lỗi lựa chọn từ vựng (lexcical choice)
7 Theo bạn, nguyên nhân chính gây ra những lỗi trong quá trình dịch Việt-Anh của bạn là gì? a) Do sự ảnh hưởng của Tiếng Việt vào quá trình tư duy khi dịch sang Tiếng Anh b) Do vốn từ vựng, ngữ pháp còn thiếu c) Do thiếu kiến thức về lĩnh vực cần dịch d) Do kỹ năng dịch thuật còn yếu và việc áp dụng các phương pháp dịch chưa phù hợp e) Những nguyên nhân khác:
8 Bạn đã làm gì khắc phục các lỗi dịch Việt-Anh của mình? a) Bổ sung vốn từ vựng, đặc biệt là từ vựng chuyên ngành b) Tăng cường ngữ pháp Tiếng Anh
Để nâng cao kỹ năng dịch thuật, bạn cần tìm hiểu các phương pháp dịch từ sách, báo, internet và từ những người có kinh nghiệm Ngoài ra, việc đọc nhiều tài liệu liên quan đến chuyên ngành bằng cả tiếng Anh và tiếng Việt cũng rất quan trọng Bên cạnh đó, hãy khám phá thêm những cách khác để cải thiện khả năng dịch của mình.
Thank you for your cooperation!
CÂU HỎI PHỎNG VẤN NHỮNG LỐI HAY GẶP TRONG DỊCH VIỆT ANH CỦA PHIÊN DỊCH VIÊN MỚI RA
NGHỀ Thông tin cá nhân:
1 Anh (chị) đã công tác trong ngành dịch thuật trong thời gian bao lâu?