MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN INVESTIGATION INTO THE EFFECT OF READING ENGLISH NEWSPAPERS ON THE ENGLISH MAJORED JUNIORS IN TRANSLATION STUDENT’S NAME NGO MY QUYEN STUDENT ID NUMBER 13026571 CLASS DHAV9 COURSE 2013 – 2017 SUPERVISOR NGUYEN THI BICH THUY, M A HCMC, May 2017 MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS AN IN.
INTRODUCTION
Rationale of the study
According to Dan Viet News, translation and interpreting emerged as one of the top ten in-demand jobs in 2017, with two to three foreign companies hiring translators each week, offering salaries between $300 and $1,500, as reported by www.vieclambank.com This trend highlights the growing popularity of translation as a professional career, necessitating an increased workforce While many individuals work as translators, only a select few achieve the highest level of success in the field, underscoring the challenges of mastering this profession.
Translation is a complex process that goes beyond instinctive translation, which is commonly used by English learners This approach is primarily applicable to those just starting in English studies, while individuals majoring in English require a more nuanced understanding of translation techniques.
English learners in the Faculty of Foreign Languages at the Industrial University of Ho Chi
Minh City in particular, Translation is a subject which requires students to deal with methodically by applying specific process and strategies
During her learning journey, the writer observed that her classmates often struggled with translating texts between English and Vietnamese, despite their considerable efforts This process was frequently hindered by numerous mistakes in vocabulary, grammar, idioms, terminology, and structure, which not only slowed down their progress but also led to feelings of underachievement, regardless of their hard work.
After studying Translation and practicing with English newspapers, the writer noticed significant improvement in her translation skills She believes many learners aspire to enhance their translation abilities and recommends utilizing English newspapers as an effective method for achieving smooth and accurate translations The writer hopes her thesis inspires students at FFL to incorporate reading English newspapers into their daily learning routines This practice not only offers long-term benefits but also encourages lifelong engagement with the language, whether through online or offline sources By adopting this effective approach, students can find translation easier and more enjoyable, ultimately maximizing their learning potential.
Aims of study
Translation is a complex subject that lacks definitive answers, as its quality is assessed through various criteria, including expression in the target language, understanding of source text issues, and the effective transmission of the text's functions Achieving a perfect translation is challenging due to individual writing styles and the inherent differences between languages Additionally, learners face obstacles that require them to devise effective strategies for their translation processes This study aims to explore the methods used in translation lessons and examine how reading English newspapers can enhance specific translation skills Furthermore, it seeks to present statistics that underscore the importance of English newspaper reading in translation classes Ultimately, the study offers suggestions for integrating English newspaper reading with translation studies to enhance learners' translation abilities.
Research questions
This research is carried out on English majors of class DHAV10 at the Industrial University of Ho Chi Minh city so as to answer the three following questions:
1 Which ways do English-majored juniors usually use to study translation?
2 In what ways does reading English newspapers help studying translation?
3 How should the students read English newspapers to improve translation?
Significance of study
Many translation students, from juniors to seniors, seek effective methods for improving their skills Observations of DHAV10 students reveal that they encounter various challenges while completing translation exercises To enhance their translation experience, I recommend that they regularly read English newspapers, as this practice can significantly aid in their development.
This thesis explores how juniors in the Foreign Language Faculty at IUH assess English newspapers, highlighting their significance in enhancing translation studies By understanding the value of reading English newspapers, learners can gain deeper insights into translation practices, ultimately encouraging them to incorporate this resource into their translation work.
Students at IUH, particularly English-majored juniors in the FFL, can utilize this thesis as a valuable reference to address the challenges faced in Translation studies It offers insights into the difficulties encountered and proposes solutions to improve the existing methods of Translation education Ultimately, the thesis aims to assist these students in enhancing their translation skills and achieving better outcomes in their studies.
The scope of study
This study focuses on English-majored juniors at IUH, examining the challenges they encounter in their translation course and the strategies they employ for effective learning The author proposes reading English newspapers as a beneficial solution to enhance their skills To ensure the study's validity and reliability, data is collected through questionnaires and interviews.
LITERATURE REVIEW
Translation
Translation is a multifaceted concept that has been interpreted in various ways by researchers throughout its history According to the Oxford Advanced Learner’s Dictionary, translation involves converting written or spoken content into another language, enabling readers from diverse countries to comprehend the same material in their native language Ordudari (2007) emphasizes that translation serves to transfer source language (SL) texts into equivalent target language (TL) texts, while Pinchuck (1977) describes it as the process of finding a TL equivalent for an SL utterance Wilss (1982) further contributes to this understanding, highlighting the complexities involved in the translation process.
Translation is a transfer process, which aims at the transformation of a written
The source language (SL) refers to the original language of the text, while the target language (TL) is the language into which the text is being translated Effective translation involves converting the SL text into an equivalent TL text that maintains the original meaning and context.
ST The language that is to be translated into is called the target language (TL); while the final product is called the target text (TT)
Translation serves the essential purpose of interpreting diverse texts, including literary, educational, scientific, and social works, into different languages This process enables a broader audience to access these materials, transcending geographical and temporal boundaries.
Translation, as defined by Nida and Taber (1982), involves reproducing the closest natural equivalent of the source message in the receptor language, focusing on both meaning and style Bell (1991) further emphasizes that translation is the transfer of meaning between texts in different languages Given the same source text, various translators may produce different versions, and even the same translator may create a new interpretation in a different context However, it is essential that these translations maintain fidelity to the original in terms of meaning and phraseology Therefore, translators must be diligent in accurately interpreting sentences to avoid misrepresenting the author's intent and causing misunderstandings for readers.
Translation is the process of converting a text from a source language to a target language while maintaining the original meaning.
The primary function of translation is to facilitate communication As defined by the Oxford Advanced Learner's Dictionary, the function refers to the specific activity or purpose of an entity In essence, translation serves as a vital medium for conveying messages between languages, enabling effective interaction According to Levy, as cited in Venutti, this role is crucial for bridging linguistic gaps and enhancing understanding across cultures.
Translation serves as a vital communication process, aimed at conveying the knowledge of the original text to foreign readers It acts as a medium that bridges linguistic and cultural barriers, facilitating understanding among diverse societies As highlighted by Nida, effective translation involves three essential elements: the source, the message, and the receptor, which are fundamental to all communication activities Moreover, Hatim and Mason emphasize that translation is an act of communication that strives to relay messages across cultural and linguistic divides.
The primary role of translation is to facilitate communication by serving as a bridge that conveys messages from the source language (SL) to the target language (TL) This process effectively breaks down language barriers between nations, allowing people worldwide to understand one another.
Translation goes beyond merely altering words or sentences; it involves conveying the underlying ideas and information from the source language (SL) to the target language (TL) To achieve a smooth and accurate translation, a translator must first grasp the translation process, which consists of three key phases: pre-translation, translation, and post-translation (Daniel Gouadec 2007: 13).
Before translating a text, a translator must take into account six essential factors, as outlined by Bui et al (1997) and cited in Giang Thuc Anh (2012:10) The initial step in this process is to thoroughly read and understand the source text.
In the initial stage of translation, the translator carefully reads and comprehends the source text to establish a clear focus for the translation According to Larson (1984), the primary goal is to achieve an idiomatic translation that effectively conveys the original meaning into the natural forms of the target language This process involves analyzing the lexicon, grammatical structure, communication context, and cultural nuances of the source language to uncover its meaning Once understood, the translator reconstructs this meaning using appropriate vocabulary and grammar that align with the target language's cultural context.
Figure 1 Translation process by Larson (1984: 4)
The translator's intention is crucial in the translation process, as their careful approach can significantly influence the interpretation of the text It is essential for translators to be mindful of their choices, as they are ultimately responsible for how the content is perceived in the target language.
Text to be translated Translation
The essence of translation lies in conveying the author's intent from the source text (ST) into another language According to Newmark (1988), a translator must ensure that their interpretation aligns closely with the original author's purpose.
The translator's primary goal often aligns with that of the original author; however, in some cases, the translator may focus on conveying the structure and formulation of advertisements, notices, or instructions in the source language rather than adapting them for persuasion in the target language Additionally, when translating manuals for a less educated audience, the translator may need to provide more extensive explanations in their translation than what is present in the original text.
When translating, it is essential to consider the style of the source language (SL) text According to EL Shafey (1985:95, as cited by Tran Thi Kim Khue 2013: 9), a translator must first analyze the message by breaking it down into its simplest and clearest elements This analysis allows the translator to effectively transfer the message into the target language in a way that is most suitable for the intended audience Therefore, a deep understanding of the SL text's style is crucial for successful translation.
English Newspapers
A newspaper is defined as a collection of large printed sheets that provide readers with news, articles, and advertisements, published daily or weekly (Oxford Advanced Learner's Dictionary, 2010; Merriam-Webster) This format delivers essential information about current events and stories both locally and globally, ensuring that readers stay informed about happenings in their nation and beyond (Alejandro, 2015).
A newspaper is a regularly published medium, either daily or weekly, that features a variety of content including local and international news, advertisements, opinions, sports updates, and television listings According to the International Organization for Standardization (ISO), a newspaper is defined as a serial publication that presents news on current events of both special and general interest, typically organized chronologically or numerically and released at least once a week This format provides readers with a convenient way to access information on topics of interest, allowing them to stay informed about their surroundings With well-structured and categorized content, newspapers make it easy for readers to select sections that appeal to them and comprehend the information presented.
2.2.2 Benefits of reading English newspapers
Reading English newspapers brings huge benefits First, reading newspaper will enhance the reader‟s knowledge about general information Marky (2012) sates that
Reading newspapers is essential for staying informed about global events, including politics, business, education, sports, and technology They offer insights into government policies and corporate plans through editorials, while also featuring advertisements that keep readers updated on scientific advancements Engaging with newspapers allows individuals to participate in discussions about current events, fostering a well-rounded understanding of the world Additionally, reading English newspapers serves as a valuable educational tool, providing authentic materials that enhance students' knowledge and language skills This daily practice not only broadens their awareness of various topics but also enriches their vocabulary and aids in foreign language learning.
In today's digital age, while television channels and radio programs provide current news, newspapers remain the most reliable source for documenting global events, according to the Newspaper Association of America Foundation (2010).
2.2.3 Difficulties when reading English newspapers
Reading English newspapers offers numerous advantages, but it can also pose significant challenges for readers, especially international students According to Anderson, reading is one of the most challenging academic tasks for these students Without strong, fluent reading skills, they may find themselves spending twice as much time on homework assignments.
Reading foreign materials, such as newspapers and books, poses a significant challenge for non-native English speakers due to limited vocabulary Research by Hwang and Paul (1989) indicates that learners with a vocabulary of around 2,000 words may encounter approximately 10 unknown words per 100 words in newspaper articles, leading to comprehension difficulties Similarly, John O'Connor (1922) highlights that the complexity of vocabulary in English newspapers can hinder readers lacking extensive word knowledge This abundance of unfamiliar terms can discourage learners and negatively impact their reading comprehension, even if they attempt to use dictionaries for assistance.
Antonio (2010) argues that many learners attribute their struggles with foreign education and English-language materials to a limited vocabulary However, he contends that once they acquire a sufficient vocabulary, the primary challenge shifts to understanding cultural nuances and practical application He emphasizes that culture significantly impacts readers' comprehension when engaging with English newspapers.
In 1890, it was suggested that cultural differences can pose greater challenges for learners than variations in language structure To effectively comprehend an English newspaper, readers must have a solid grasp of both their own culture and that of the foreign context, along with an understanding of the news and concepts presented.
Antonio (2010) highlights the diverse uses of language and writing styles, noting that newspapers possess a unique style distinct from other forms of writing This variance can pose challenges for readers when engaging with English newspapers.
Mr Antonio proposes an effective strategy for overcoming challenges with English newspapers by encouraging readers to first engage with news stories in their native language After grasping the content, they can then read the same articles in English Additionally, he recommends watching news broadcasts in their own language before switching to the language they are learning, allowing for a direct comparison and deeper understanding.
Consistent practice is essential for improvement; the more time students dedicate to reading English newspapers, the more proficient they will become By regularly engaging with this material, students can gradually overcome challenges and ultimately find enjoyment in reading English newspapers.
The effect of reading English newspapers on translation
2.3.1 The functions of English newspapers
Textbooks serve as the primary resource for teaching in translation classes, offering students practical experience in various subjects such as health, education, and society However, these textbooks often suffer from outdated information and a lack of new terminology that reflects current phenomena Consequently, many teachers depend heavily on textbooks, leading students to rely solely on the vocabulary presented within them and neglecting other valuable resources like newspapers, television, and radio In contrast, newspapers provide timely and carefully curated content that enhances the learning experience As noted by the Newspaper Association of America Foundation (2010), newspapers offer a wealth of current information that can significantly enrich the curriculum By engaging with English newspapers, students of all ages can find motivation through diverse reading and visual materials, fulfilling the modern educational goal of utilizing various informational resources effectively According to Shivender (2016), English newspapers have numerous educational benefits that can further support students' learning journeys.
Incorporating English newspapers into the classroom on a regular basis fosters the development of essential vocabulary and encourages spontaneous learning While students engage with newspapers primarily for information, they inadvertently absorb valuable language skills with minimal effort This approach not only enhances their understanding of current events but also enriches their overall language proficiency.
making the process of learning more innovative and interesting
offering a wide variety of information in every aspect of life
developing writing and reading skills
mastering terminology and special expressions
learning idioms, phrases and many new innovative constructions
Reena, M., (2014) defines the role of English newspaper in English Language Learning as below:
Teaching English to non-native speakers can be challenging, as students often focus on memorizing their syllabus to pass exams However, this approach frequently leads to difficulties in speaking, reading, and writing Utilizing newspapers can be a valuable resource in developing these essential language skills, as they provide exposure to real-world language use and diverse vocabulary.
It opens many new ways of discussion and conversation in classroom
The teacher and students can discuss innumerable aspects of newspapers daily and can do a creative writing section on the spot every day
Working of a newspaper can give many new ideas and openings
Daily discussion of „Headlines‟ gives a lot of knowledge and exposure
Games adapted from newspapers can provide vital information for pairwork and group work while increasing the feeling of sharing and teamwork
Practice of writing short articles enhances student knowledge of grammar and creative writing
Newspapers serve as a powerful resource for sharing information and expanding knowledge, providing students with practical wisdom and reliable content They are accessible and can be utilized effectively for English learning, offering numerous activities both inside and outside the classroom By engaging with newspapers, students are encouraged to innovate their learning methods, challenging their opinions and beliefs on current topics This engagement fosters a genuine interest in reading and helps them enrich their target language skills.
According to Cheyney (1982), newspapers serve as dynamic textbooks that deliver current information on various affairs, making them valuable authentic materials for teaching and learning translation Laureta (2009) emphasizes that newspapers reflect the culture and language evolution of communities, aiding both students and teachers in staying updated Reading English newspapers exposes learners to British and American cultures, enhancing their translation skills However, as noted by Antonio (2010), many learners struggle with reading foreign newspapers due to cultural misunderstandings, which can hinder accurate and smooth translation.
According to Laureta (2009), newspapers offer a diverse array of text types and language styles that are often absent in traditional textbooks Each author brings a unique writing style, reflective of a professional native voice By regularly reading various English newspapers, learners gradually internalize these styles Consequently, when translating content, they can apply a professional tone that mirrors the natural style of the English newspapers they have previously encountered.
Reading English newspapers significantly enhances vocabulary skills and background knowledge, as noted by Strommen and Mates (2004) Fisher and Frey (2009) and Kamil et al (2008) emphasize that these elements are critical for effective learning, particularly in translation Tarchi (2009) highlights that a learner's ability to infer meaning from text is closely linked to their vocabulary and background knowledge Consequently, a strong grasp of vocabulary and relevant concepts enables learners to better understand and translate texts, underscoring the profound impact these factors have on reading comprehension and translation skills.
Reading is a powerful tool for learning, especially when it involves engaging topics that spark motivation (Sanderson, 2002) English newspapers serve as an excellent resource for learners, offering a wealth of new and intriguing content that encourages daily reading habits They not only reflect cultural nuances but also present a diverse array of text types and language styles Additionally, English newspapers enrich learners' vocabulary and provide essential background knowledge, significantly aiding in the translation process.
2.3.2 Improvements English newspapers bring to translation
Research by Nation and Beglar (2007) and Meara (2010) highlights that an active vocabulary is a key indicator of language proficiency A study by Yo et al (2014) suggests that assessing vocabulary skills can effectively evaluate translation abilities Therefore, students' vocabulary usage is crucial for determining their translation competence, emphasizing the need for learners to expand their vocabulary In addition to traditional dictionary learning, reading English newspapers is an excellent method for vocabulary enhancement.
Reading English newspapers significantly enhances vocabulary acquisition due to their rich and vivid content, as noted by Raju (2016) John O'Connor (1922) emphasizes that this practice is crucial for expanding one's word knowledge, highlighting that most vocabulary is encountered through such reading Clement (2010) further supports this by stating that English newspapers are particularly effective for vocabulary learning Hwang (1989) adds that these newspapers create optimal conditions for vocabulary acquisition Additionally, Hansan (2000) underscores the importance of consistent reading in this process.
Reading a variety of texts, particularly novels, literary works, magazines, and newspapers, significantly enhances vocabulary exposure English newspapers, in particular, offer a wealth of new words that can initially pose challenges for language learners However, by understanding these words through context or dictionary definitions, students can effectively incorporate them into their vocabulary Additionally, newspapers often feature expressions—unique combinations of words with specific meanings—that are crucial for developing academic vocabulary in English.
In translation classes, common topics such as education, social affairs, and culture are typically organized into separate units, requiring a structured approach to teaching and learning In contrast, English newspapers offer a diverse range of engaging topics that allow both teachers and students to explore their interests freely For instance, readers can dive into showbiz news or financial updates, enhancing their language skills in the process According to Shivender (2016), newspapers serve as valuable supplementary materials, enabling students to pursue various reading topics based on personal interests outside the classroom The breadth of topics in English newspapers enriches students' background knowledge and specialized vocabulary However, Marziyeh and Mohammad (2016) emphasize the importance of focused reading, suggesting that persistent engagement with a single genre or topic can deepen understanding and vocabulary acquisition This concept aligns with "Narrow Reading," which posits that repeated exposure to high-frequency words related to a specific topic reinforces learning (Robert, 2015).
Reading diverse topics in English newspapers offers significant advantages for learners To fully harness these benefits, it is essential for learners to focus on one topic for an extended period before moving on to another This approach not only enhances comprehension but also aids in effectively applying the insights gained from reading into translation practices.
Translating a source language (SL) text into a target language (TL) text requires a good writing style to ensure a smooth translation There are four primary writing styles: expository, descriptive, persuasive, and narrative, each serving a distinct purpose Expository writing aims to explain processes, while descriptive writing focuses on detailing characters, events, places, or situations Persuasive writing seeks to convince readers through reasons and arguments, and narrative writing tells a story, introducing characters and their experiences To effectively translate texts across these diverse styles, translators must identify the type of text to select the appropriate writing style for their translations.
Translating English newspapers into Vietnamese highlights a distinct difference in journalistic style compared to academic writing English newspaper paragraphs often consist of single sentences that prioritize quotations and factual information, utilizing simple language to ensure clarity for readers In contrast, textbook translations are uniformly formal, while newspaper styles exhibit a broader range of diversity and informality, catering to a wider audience.
REASEARCH METHODOLOGY
Participants
The thesis focused on examining the impact of reading English newspapers on translation skills To achieve this, a survey was conducted involving the Translation 1 instructor and students enrolled in the Translation 1 course at the Faculty of Foreign Languages (FFL) at the Industrial University of Ho Chi Minh City (IUH).
The writer gathered insights from a translation teacher at IUH, who consistently incorporates English newspaper reading into his curriculum and inspired the research Utilizing both a questionnaire and an interview, the writer aimed to explore the teacher's perspectives on translation learning and how students engage with newspaper reading in their studies Additionally, the writer sought to gain valuable experiences and practical advice on translation from the teacher.
The writer conducted a survey among a group of 120 junior students from DHAV10 at IUH, aiming for a sample size of 150 to enhance the authenticity of the results Despite the initial target, data collection was limited due to intermittent absences and incomplete responses All participants were enrolled in Translation 1 during their third semester, ensuring a uniform level of English proficiency They utilized the course book "Translation 1" (2008) by Nguyen Quy Tam, which is standard for teaching translation at both associate and university levels To maximize accuracy, the writer provided clear instructions on how to complete the data sheets prior to the survey.
Research instruments
To clarify the research questions in the study, the writer used two research instruments to gather information during the survey They included questionnaires and interview
The writer opted for questionnaires as a data collection method due to their numerous advantages According to Karim (2013), questionnaires facilitate the gathering of both subjective and objective data from a large sample, ensuring statistically significant results while also protecting participants' privacy Respondents can provide honest answers without the presence of an observer, fostering comfort in their responses Additionally, Harry (2009) highlights two more benefits: the low cost associated with designing and distributing questionnaires, and the reduced time and resources required for data analysis In the current survey, two sets of questionnaires were employed—one for teachers and another for students—all written in English.
The teacher questionnaires included fourteen multiple-choice questions, two sets of rating scale questions, and two sets of Likert scale questions to gather comprehensive feedback An "Others" section was added to allow teachers to share additional insights that might not fit the predefined answers, resulting in richer data for the study The rating scale questions aimed to assess teachers' feedback considerations regarding students' translations and their evaluation of the difficulty level of the topics taught One set of Likert questions measured the frequency of translation mistakes made by students, using a four-point scale from 'Never' to 'Always.' The second set sought to understand the reasons behind students' apprehension towards translating specific topics in textbooks and English newspapers, utilizing a scale from 'Strongly Disagree' to 'Strongly Agree.'
The student questionnaires, detailed in Appendix 2, comprised fourteen multiple-choice questions, a series of dichotomous questions, and a set of Likert scale items The multiple-choice questions allowed students to express their own ideas alongside predefined options The dichotomous questions aimed to identify common challenges faced by students when translating topics from English newspapers Meanwhile, the Likert scale questions, utilizing a five-point range from "strongly disagree" to "strongly agree," were designed to assess students' evaluations of English newspapers.
The writer aimed to explore potential issues with translation and the practical use of English newspapers, prompting direct interviews with both teachers and students for deeper insights Open-ended questions were crafted for these interviews, focusing on the teacher's perspectives regarding students' challenges in utilizing English newspapers for translation practice and the selection of relevant topics Twelve students from a larger group were randomly selected for interviews to discuss their difficulties in translating specific sentences between English and Vietnamese, as well as the lessons learned from the exercise Conducted in Vietnamese, the interviews allowed participants to express their thoughts freely while the researcher maintained control over the discussion flow Additionally, the researcher recorded the conversations and noted key points, facilitating clarification of any ambiguous responses.
Data collection procedure
In the thesis, there were two stages in the data collection procedure Stage 1 focuses on getting the teacher‟s opinion and stage 2 on the students‟ work
The questionnaires used in this research were carefully crafted based on insights gained from the literature review, with the supervisor emphasizing the importance of incorporating teachers' perspectives on student translation evaluations To ensure professionalism and accuracy, each question was meticulously reviewed for spelling and grammar errors, leading to three rounds of adjustments before data collection commenced Teachers took approximately twenty minutes to complete the questionnaires, after which the researcher sought permission to conduct brief five-minute interviews The enthusiastic participation of the teachers, who provided valuable insights during both the questionnaire and interview, significantly contributed to the writer's thesis.
The student questionnaires were designed to address the initial research questions, with careful compilation of responses under the supervisor's guidance Once the questionnaires were completed, the writer began the data collection process by distributing them to students, with permission from their teachers After a brief self-introduction, the writer provided clear instructions on how to answer each question and addressed any difficult items immediately Students spent approximately twenty-five minutes completing the questionnaires and translating two sentences For the translation exercise, the class was divided into two groups: one used reference materials from the Dak Lak and Vietnam Tourism News articles, while the other translated independently These articles included relevant vocabulary, structures, and background knowledge to assist students in understanding the questionnaire's content.
The survey conducted required significant time and effort from both the teacher and students, and the writer expresses gratitude for the teacher's unwavering support and the students' cooperation in completing the questionnaires Following data collection, the writer engaged in enjoyable interviews with the students, discussing translation and newspaper reading in a relaxed atmosphere The students responded to the writer's questions with comfort and sincerity, leaving a lasting impression on her.
Data analysis procedure
To ensure the validity and reliability of the study, the writer conducted a thorough data editing process This involved reviewing the questionnaires to identify any missing, invalid, or inconsistent responses (Richard, 2016) Questionnaires with even a single omitted question were deemed unacceptable and excluded from the study As a result, all remaining questionnaires are considered valid and reliable for the research objectives.
The second step in the data analysis procedure is crucial, as highlighted by Bourque and Linda (2004), who define coding data as the transformation of verbal information into numerical variables and categories for computer analysis This process involves converting extensive data into numerical values, enabling effective data entry and analysis In this survey, both teacher and student responses were inputted into the computer, where they were quantified and expressed as percentages For open-ended questions, the writer documented the responses and organized them into categories Additionally, information gathered from interviews was compiled for the subsequent chapter on findings and discussion.
Data analysis is essential for any research, as it helps to interpret the collected information (Nabi, 2016) Jayesh emphasizes that the primary goal of data analysis is to derive meaningful insights from the data gathered In this study, the author utilized Microsoft Excel to analyze data obtained from a large student sample The results were then presented through tables and graphs, providing an effective method for novice researchers to showcase their findings clearly and accurately.
RESULTS AND DISCUSSION
Students’ attitudes towards translation
Translation plays a crucial role in connecting individuals who speak different languages, facilitating knowledge sharing across diverse cultures This essential process is vital for the advancement of human society, making it a required subject for all English majors in universities worldwide.
4.1.1 Students’ evaluations of their own translation skills
Students recognize their challenges in translation, with nearly 80% indicating they require significant improvement in the subject Additionally, 28% feel capable of handling some translation tasks but seek new methods to further enhance their skills Only a small minority, 2%, consider themselves proficient in translation.
Translation is a complex discipline that requires students to possess a solid grasp of both general and academic English, along with an understanding of the culture, literature, history, and education of various countries To excel in translation, students must cultivate strong motivation, passion, and dedicate sufficient time while employing effective practice methods A serious commitment to the craft is essential for optimizing their translation skills.
Yes I am good at translation and I don’t need any methods to improve my translation skills
Yes I am quite good at translation but I also want to find new methods to improve my translation skills more.
No I still lack factors to be good at translation.
4.1.2 Students’ purposes of learning translation
Figure 3 Students’ purposes of learning translation
The graph illustrates students' objectives for learning translation, revealing that 83 out of 120 students (69.2%) aim to translate various topics upon completing the course, making it the most common goal The second most popular objective, chosen by many, is to become a professional translator in the future, indicating that most students have set ambitious goals for their translation studies Additionally, 30 students (25%) and 28 students (23.3%) selected other objectives, highlighting a diverse range of aspirations among learners.
Students in the FFL program at IUH prioritize "to get good marks" and "to pass the exam" as their primary goals for learning translation, which is a crucial subject in their curriculum They dedicate significant time and effort to enhance their translation skills, as achieving high marks can substantially improve their grade point average This focus on academic performance explains the high percentage of students selecting these two objectives Notably, no "others" option was reported, indicating that these four goals represent the fundamental aspirations of junior students in the program.
To become a professional translator in the future
To be able to translate various topics after finishing the translation course
Figure 4 Students’ expectations of feedback
The bar graph illustrates student preferences for feedback after completing translation tasks, revealing that only 0.8% of the 120 students surveyed did not seek feedback A significant majority, 119 students, acknowledged the value of feedback from teachers, peers, or reference materials The most sought-after type of feedback was "corrective feedback from the teacher," which comprised 70.8% of responses, followed closely by "informative feedback from the teacher" at 68.3% This indicates that students are eager for guidance on aspects such as style, word choice, grammar, and punctuation to improve their work.
Students expressed a desire for various types of translation samples to enhance their learning, with 52.5% seeking examples from the teacher, 25% from proficient classmates, and 16.7% from reference books These samples serve as valuable resources for students to refine their ideas, identify and correct mistakes, and emulate well-crafted sentences in their own translations Additionally, positive feedback from teachers plays a crucial role in motivating students to excel in their translation efforts, as indicated by the 14.2% of students who highlighted the importance of teacher compliments.
Corrective feedback from the teacher (tell me if there is something wrong with my style,…
Informative feedback from the teacher (guide me to correct my mistakes)
A Sample translation from the teacher
Sample translation from classmates who are good at translation in class.
Sample translation you found in the reference books.
In conclusion, feedback plays a crucial role in students' learning across all subjects, particularly in Translation By receiving constructive input from teachers, peers, and reference materials, students can identify and rectify their mistakes while enhancing their strengths, ultimately leading to smoother and more accurate translations in future assignments.
Students’ learning behavior after class
Figure 5 Students’ learning after class
Mr Diep Ba Tuong, a Translation teacher at FFL, emphasizes the importance of self-study for his students, advising them to dedicate twice the time at home compared to classroom hours With only 45 periods in class, students should aim for 90 hours of self-study to improve their translation skills Most students recognize this necessity and engage in serious practice at home Notably, 60% memorize new vocabulary and idioms, 45.8% review translation samples, and 25.8% attempt to translate texts again However, there is a significant variation in these efforts, as some students focus on memorization and review without actively translating Regular practice of translating textbook texts is essential for reinforcing and solidifying their knowledge.
Translation 1 Reference books Online sources experience for the next texts Therefore, these three actions should be combined in order that translation practice process can achieve the best effect
In addition, a large number of students (44.2%) found online sources to practice translation From online sources, the students could access a variety of topics Lastly, the
Only 5% of students opted to work as contributors in a translation company, a choice that, while low, deserves recognition for its practical benefits This experience not only provided valuable hands-on learning but also allowed students to receive feedback from industry experts, enhancing their translation skills However, a concerning trend emerged, with 13 students choosing to do nothing at home This lack of engagement poses a risk of forgetting what they learned in class, potentially undermining their translation abilities.
To succeed in the translation field, students should dedicate 20 to 30 minutes to revising their translations, alongside an additional 15 minutes for reading and translating a short newspaper article or other preferred materials This practice not only reinforces their knowledge but also enhances their reading and translation skills Consistent practice is key to improvement and success in translation.
Students’ translation materials
The primary textbook for the translation course at the Faculty of Foreign Languages (FFL) at IUH is "Translation 1," which comprises twelve units covering diverse topics such as population, environment, migration, urbanization, education, services, globalization, poverty elimination, tourism, culture, sports, and social issues The exam content, including quizzes, midterms, and final tests, aligns closely with these twelve subjects Consequently, "Translation 1" serves as the essential study material for approximately 70% of the students, amounting to 83 out of 120 students.
In addition to traditional translation resources, online sources serve as valuable tools for students to enhance their translation skills, as recommended by their instructors These platforms offer a wide array of engaging topics and vibrant, authentic images, making the learning experience more dynamic Furthermore, the convenience of accessing these resources on smartphones allows students to study translation anytime, anywhere Notably, a significant 61.3% of students recognize the advantages of using online sources for their translation practice.
Figure 7 Some websites on online sources
In this kind of material, four famous websites were mentioned including Tuoi Tre News, Viet Nam News, Thanh Nien News and VOA News All of them have two versions:
When practicing translation between English and Vietnamese, students can verify their work by comparing their translations to the corresponding text in the opposite language Among the online resources available, Tuoi Tre News was the most favored, with 93% of students, or 68 out of 73, selecting it as their preferred source for translation practice.
In a survey regarding reliable news sources for translation practice, Viet Nam News was cited by 41% of respondents, followed by Thanh Niên News at 30% and VOA News at 13% Additionally, five students suggested alternative websites, including BBC, CNN, Viet Nam Net, and Saigon Times, as trustworthy resources for translation exercises.
In addition to Translation 1 and online resources, 20.2% of students found reference books to be significantly beneficial Two key reference books were introduced: "Cam Nang Luyen Dich Viet-Anh" by Nguyen Thu Huyen, published by Hanoi University Publisher House, which covers essential translation factors, challenging Vietnamese-to-English words, and offers translation practice; and "Huong Dan Ky Thuat Bien Dich."
Anh-Viet, Viet-Anh by Nguyen Quoc Hung, M.A (2007), published by Saigon Culture
The article discusses a Publisher House that focuses on translation, structured into two main sections: an introduction to translation and practical exercises The introduction covers essential aspects such as definitions, key factors to consider before translating, general techniques, and recommended approaches By studying these two reference books, students gain in-depth insights into translation, enabling them to work on various texts Each exercise is accompanied by translation samples for self-assessment, allowing students to identify and correct their mistakes Additionally, 4 out of 24 students suggested supplementary readings, including "Phien Dich Sach-Bao Viet-Anh" by Trinh Thanh Toan and "Phuong Phap Viet."
"Va Dich Tieng Anh" by Thien An Truong Hung, Minh Khanh, and "Giao Khoa Can Ban Mon Dich Anh-Viet, Viet-Anh" by Truong Quang Phu are highly recommended reference books for students seeking resources to enhance their translation skills.
In summary, students can enhance their translation skills by utilizing a variety of effective study materials, including textbooks, reference books, and online resources It is essential for students to approach these materials selectively to maximize their learning and improve their translation abilities.
4.4 Students’ methods to study translation
Figure 8 Students’ methods to study translation
This graph illustrates the common methods students use to study translation
Watching US-UK TV programs with subtitles and reading English newspapers are the most popular methods for students learning English, with usage rates of 64.2% and 61.7%, respectively These activities not only provide valuable information but also offer relaxation, making them favored choices for language acquisition Additionally, translating exercises in textbooks, which account for 50.8% of student preferences, serve as a crucial tool for reinforcing previously learned material while introducing new vocabulary, phrases, idioms, and grammatical structures that enhance translation quality.
Vocabulary plays a crucial role in enhancing students' translation skills, with 32.5% of students prioritizing vocabulary improvement through their textbooks Additionally, 34.25% of students sought translation samples from teachers, classmates, and reference materials Note-taking emerged as a popular strategy, utilized by 31.7% of students who recorded information from various sources to aid their translations Collaborative learning was also favored, with nearly one-third of students engaging in pair or group work for translation practice Furthermore, 29.2% of students focused on grammar exercises to reinforce their understanding of tenses and sentence structures Lastly, 14.2% of students found reading reference books to be an effective method for enhancing their translation skills.
In reference books, authors typically present fundamental translation methods, criteria for evaluating translations, and exercises with suggested answers These resources enable students to independently study, practice, and assess their own work effectively.
4.5.1 Factors that affect the quality of students’ translation
Figure 9 Factors that affect the quality of students’ translation
The chart highlights key factors impacting the quality of student translations, revealing that over 54% of students do not engage in regular translation practice Consistent practice is crucial for mastering the translation process, as it reinforces learned knowledge Consequently, the lack of regular practice has hindered the translation abilities of some students.
“Lack of effective methods” is also one of the main factors affecting the students‟ translation
A significant 52.4% of students indicated that distractions hinder their translation efforts, with 42.5% citing multitasking activities like surfing the Internet, watching TV, listening to music, and chatting as major obstacles Additionally, 35% of students reported that noise and tiredness contribute to a lack of concentration, further complicating their translation studies.
20.800% 20% reach a high-level concentration while practicing it Translating and doing other things at the same time can reduce the quality of the translation
Many students face challenges when translating lengthy or complex texts, leading to feelings of discouragement and impatience A survey revealed that 34.2% of students identified impatience as a significant barrier to their translation efforts Additionally, over 40% reported a lack of guidance and feedback from their teachers, while 20.8% expressed a need for feedback but hesitated to ask Time pressure affected 19.2% of students, and 11.7% admitted to being distracted by personal matters during class These factors collectively hinder their ability to produce quality translations.
4.5.2 Students’ difficulties while doing translating tasks
Figure 10 Students’ difficulties with translation
The bar chart illustrates the challenges students face in translation practice, highlighting that over 66.7% struggle with new structures and vocabulary Additionally, 60% of students reported issues related to a lack of background knowledge and unfamiliar academic topics Cultural and historical knowledge gaps also hindered 57.5% of students in their translation efforts Notably, nearly one-third of students approached translation without any specific methods, often resorting to a word-for-word translation Furthermore, complex grammar points posed difficulties for 28.3% of the students.
A lot of new structures and vocabulary
Not knowing clearly about foreign customs,…
Many difficult topics: Astronomy, Science,…
Lack of background knowledge Complex grammar points
Time pressure Not knowing any translation methods
0% students to be a major difficulty preventing students from translating smoothly Lastly, 15% felt that their translation suffered because of their poor time management
Students’ opinions of translation
4.5.1 Factors that affect the quality of students’ translation
Figure 9 Factors that affect the quality of students’ translation
The chart highlights key factors influencing the quality of student translations, revealing that over half of the students (54.2%) do not engage in regular translation practice This lack of consistent practice is detrimental, as regular translation exercises are crucial for reinforcing learned knowledge and improving translation skills Consequently, many students experience a decline in their translation abilities due to insufficient practice.
“Lack of effective methods” is also one of the main factors affecting the students‟ translation
According to the survey, 52.4% of students identified distractions as a major hindrance in their translation studies Additionally, 42.5% of students reported that multitasking—such as browsing the Internet, watching TV, listening to music, and chatting—impacted their ability to focus Furthermore, 35% of students cited noise and fatigue as significant factors contributing to their lack of concentration during translation tasks.
20.800% 20% reach a high-level concentration while practicing it Translating and doing other things at the same time can reduce the quality of the translation
Many students struggle with translation due to the challenges posed by lengthy or complex texts, leading to feelings of discouragement and impatience A survey revealed that 34.2% of students identified impatience as a significant barrier to their translation efforts Additionally, over 40% of students reported a lack of guidance and feedback from instructors, while 20.8% expressed a need for feedback but hesitated to approach their teachers Time pressure affected 19.2% of students, and 11.7% admitted to being distracted by personal matters during class, all of which they believed hindered their ability to produce quality translations.
4.5.2 Students’ difficulties while doing translating tasks
Figure 10 Students’ difficulties with translation
The bar chart illustrates the challenges students face in translation practice, with over 66.7% struggling primarily with new structures and vocabulary Additionally, 60% of students reported difficulties due to a lack of background knowledge and unfamiliar academic topics Cultural and historical knowledge gaps were also significant barriers for 57.5% of the students Notably, nearly one-third of students approached translation without any specific methods, often resorting to a word-for-word translation Furthermore, complex grammar points posed challenges for 28.3% of the students.
A lot of new structures and vocabulary
Not knowing clearly about foreign customs,…
Many difficult topics: Astronomy, Science,…
Lack of background knowledge Complex grammar points
Time pressure Not knowing any translation methods
0% students to be a major difficulty preventing students from translating smoothly Lastly, 15% felt that their translation suffered because of their poor time management
Students face numerous challenges in translation practice, including unfamiliar structures and vocabulary, insufficient background knowledge, and a wide range of academic topics They also struggle with understanding customs, cultures, and history, as well as complex grammar rules and time constraints By identifying these issues and systematically working to overcome them, students can significantly improve their translation skills.
4.5.3 Students overcome difficulties in translating
Figures 11 How students overcome difficulties in their translation
A graph illustrates how students overcame challenges in translation practice, with over 60% utilizing modern technology, such as SDL Trados Studio, Wordfast, and Imtranslator, which require paid subscriptions While Google Translate is free, its reliability is often questioned, yet it remains popular among students faced with complex texts Additionally, 43.3% of students opted to work in groups, facilitating idea exchange and error correction Furthermore, 41.7% of students reported reading texts multiple times to grasp their content, and 33.3% consulted reference books for similar paragraphs to aid their understanding.
I try to read the text carefully at home.
I will work in group to discuss some difficu…
I ignore the difficult paragrap hs and transla…
I read similar paragrap hs in the referenc e books
I use online translati on software (Goog…
I note difficult points and ask my teache…
English newspapers written by native speakers
English newspapers are written by Vietnamese
A majority of students effectively utilized their skills in translation, while 31.7% noted challenging sections and sought assistance from their teacher Conversely, only 15% of students chose to overlook difficult paragraphs, opting to translate easier sections instead, which could negatively affect their overall translation proficiency.
Reading English newspapers
4.6.1 Kinds of English newspapers students read
Figure 12 Kinds of English newspapers students read
A pie chart illustrates the types of English newspapers preferred by students for translation studies Notably, 28.6% of students favor newspapers authored by native speakers, believing that the content is entirely accurate due to the authors' mastery of the language This preference allows students to study without concerns about grammar, structure, or word order Additionally, they gain insight into the authors' professional writing styles However, students acknowledge that understanding English newspapers can be challenging, posing a significant obstacle in their reading experience.
A significant 19.3% of students prefer reading English newspapers written by Vietnamese authors, citing that the writing styles of local authors are more relatable and culturally similar, making it easier for them to comprehend the content Additionally, English newspapers written by Vietnamese tend to use simpler vocabulary and sentence structures, making them more accessible to readers compared to those written by native English speakers.
Nearly 50% of students utilize both Vietnamese and native English newspapers for translation studies, believing that this approach helps them understand the writing styles of both cultures However, some students expressed concerns about the time-consuming nature of integrating these two types of newspapers in their studies.
Many students prefer reading comprehensive English newspapers due to their diverse range of topics, while only a few opt for specialist newspapers The primary reason for this preference is that specialist newspapers often contain complex vocabulary, making it challenging for students to grasp the content effectively.
4.6.2 Students’ general evaluation about the effect of reading English newspapers
Strongly Disagree Disagree Neutral Agree
Reading English newspapers helps me get more information about many countries around the world, and broaden my horizon
I can study a lot of vocabulary through reading
Grammar and structures in English newspapers are correct, so I can apply them into my translation
All information in English newspapers is accurate 0% 12.5% 18.2% 60.8% 7.5%
Whenever I can imitate a sentence in English newspapers and apply it to my translation, I feel I am very professional
Reading the funny stories corner on English newspapers also helps me feel relaxed 2.5% 15% 12.5% 55% 15%
Reading untrustworthy newspapers can affect my background knowledge 0% 5% 10% 65% 20%
Reading a lot of articles proves that I am good at translation 33.3% 34.2% 9.2% 17.5% 5.83%
Through reading English newspapers, my style in translation has improved much 0% 0% 1.6% 66.7% 31.7%
English newspapers are so boring 3.3% 55% 22.5% 19.2% 0%
English newspapers are difficult to understand 2.5% 5.8% 9.2% 75.8% 6.7%
I do not have reliable sources of English newspapers to read 2.5% 25% 3.3% 67.5% 1.7%
Table 1: Students’ general evaluation about the effect of reading English newspapers
Figure 13 Students’ general evaluation about the effect of reading English newspapers
The chart indicates a generally positive evaluation of English newspapers among students An impressive 98% of students reported that reading English newspapers enhances their knowledge about various countries and broadens their perspectives Additionally, nearly all students acknowledged that they acquired a significant number of new vocabulary words through this reading Furthermore, 48.3% of students expressed strong confidence in the grammatical structures presented in English newspapers Moreover, 55.8% of students, including 50% who agreed and 5.8% who strongly agreed, noted that they successfully imitated well-crafted sentences from English newspapers, which they felt added a professional touch to their translations.
Strongly Disagree Disagree Neutral Agree Strongly Agree student population agreed that apart from information, vocabulary, structures, etc., English newspapers also offer funny stories which help them feel relaxed
Students expressed concerns about using newspapers as supplementary learning resources, with 68.3% indicating skepticism about the accuracy of information in English newspapers Additionally, many students questioned the overall quality of entertainment and information provided by these publications.
A significant 67.5% of students believe that solely reading English newspapers does not guarantee proficiency in translation, emphasizing the need to pair this practice with effective methods to enhance translation skills Additionally, 66.7% of students concurred, while 31.7% noted a marked improvement in their writing style attributed to reading English newspapers.
A recent survey revealed that only 19.2% of students find reading English newspapers boring, while 22.5% remain neutral, and over 58% disagree with this sentiment The majority of students appreciate the diverse range of topics available in English newspapers, allowing them to select areas of interest for reading Consequently, many believe that English newspapers are not dull at all.
Discouragement among students often arises from their struggles with unfamiliar vocabulary and expressions in academic texts A significant 82.5% of students find it challenging to comprehend complex materials, while only 8.3% feel equipped to tackle these difficulties Although newspapers aim to deliver accurate information and trustworthy critiques, readers must select reliable sources to gain credible insights into their areas of interest Alarmingly, the survey reveals that 70% of students lack access to dependable reading materials.
In summary, while English newspapers offer numerous advantages for students, they also present certain challenges To mitigate issues related to information reliability and language proficiency, students should opt for reputable newspapers.
4.6.3 Students’ assessments of the effects of reading English newspapers on translation
Figure 14 Students’ assessment of the effects of reading English newspapers on translation
The pie chart reveals that only 6% of respondents felt that English newspapers were unhelpful for translation, citing reasons such as boredom and difficulty in understanding In contrast, over 90% of students reported significant improvements in their translation skills through reading English newspapers, with 53% stating it helped "definitely" and 31% indicating "quite a lot." Students highlighted that English newspapers introduce a wealth of new vocabulary and provide essential background knowledge across various fields, aiding their translation practice However, the higher percentage of those who chose "quite a lot" suggests that some believe translation skills require more than just reading newspapers to improve effectively.
Quite a lotNot reallyNot at all
4.6.4 Reading English newspapers to improve translation
Figure 15: Reading English newspapers to improve translation
The graph indicates that 71.7% of students prefer to read topics they are interested in, which can motivate them to engage with English newspapers However, focusing solely on preferred topics may lead to challenges when translating unfamiliar content Additionally, 42.5% of students read entire texts carefully, underlining and noting new vocabulary, which aids in understanding the author's intention and producing accurate translations Conversely, 26.7% of students skim articles for main points, a practice that can result in misunderstandings and inaccurate translations, as it may overlook critical details necessary for conveying the author's message.
Out of 120 students, 31 preferred a word-by-word reading approach, which is effective for simple texts but can lead to misinterpretations in more complex materials containing idioms and slang Additionally, 14 students tended to read the initial sections carefully while skimming the latter parts, risking a misunderstanding of the author's intent and a failure to grasp the overall content This careless reading can compromise the translation quality of the target language (TL) text Conversely, a small group of students (9.2%) opted to read the article multiple times for better comprehension, which, while effective, is time-consuming.
In summary, students can enhance their translation skills by utilizing various methods of reading English newspapers, each offering unique advantages and disadvantages By acknowledging the benefits of these approaches while minimizing their drawbacks, students can effectively optimize their translation abilities.
4.6.5 Difficult topics in English newspapers
Figure 16: Difficult topics in English newspapers
The graph clearly illustrates the topics that students find challenging, with ten common subjects identified: politics, business, technology-science, society, art and culture, media, education, sports, tourism, and health The top four challenging topics are politics (72.5%), technology and science (62.5%), art and culture (59.2%), and business (58.3%) In contrast, society, media, education, sports, tourism, and health are perceived as easier, with difficulty levels ranging from 10% to 23%.
Politics Business Technology - Science Society
Art and Culture Media Education Sports
F i gure 17: Reasons for difficult topics
TRANSLATE INTO VIETNAMESE
In recent years, international tourists from countries such as France, Switzerland, Denmark, Canada, Japan, and Hong Kong have flocked to the Lak district, where they have enjoyed vibrant nights filled with "Can" alcohol, participated in the gong festival, and engaged in traditional dancing and storytelling around a forest fire with local ethnic communities.
(Extract from CẨM NANG LUYỆN DỊCH VIỆT – ANH, NGUYỄN THU HUYỀN, NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA HÀ NỘI)
Samples translations by two students from the two groups are presented as follows
Hơn nhiều năm qua, nhiều đoàn du lịch quốc tế tế từ Pháp, Thụy Sỹ, Đan Mạch,
Canada, Nhật Bản và Hồng Kông đã cùng nhau tham gia một chuyến thăm đến Lak, nơi họ thưởng thức đêm rượu “Cần” và ăn mừng lễ hội Cồng Chiên Tại đây, họ đã nhảy múa và nghe những câu chuyện “Khan” bên ánh lửa rừng cùng với người dân tộc thiểu số.
Trong những năm gần đây, huyện Lak đã thu hút nhiều nhóm du khách quốc tế từ các quốc gia như Pháp, Thụy Sỹ, Đan Mạch, Canada, Nhật Bản và Hồng Kông Du khách đến đây không chỉ thưởng thức những đêm tuyệt vời với rượu “Cần” mà còn tham gia vào lễ hội Cồng Chiên, nhảy múa và lắng nghe những câu chuyện Khan từ các dân tộc thiểu số bên ánh lửa rừng.
After reading all the Vietnamese translation versions by 120 students, the writer came to the tentative conclusion that over 80% of them could deal with the text successfully
Both Student A and Student B accurately conveyed the meaning of the source text in their translations However, 40 out of 120 students mistakenly confused "Switzerland" with "Sweden." Additionally, 10 students incorrectly translated the phrase "paid a visit" as "paid money to visit Lak district."
TRANSLLATE INTO ENGLISH
Cách thị xã Buôn Mê Thuột 50km trên quốc lộ 27, huyện Lak nổi bật với cảnh quan thiên nhiên tuyệt đẹp và hoang sơ Nơi đây được thiên nhiên ưu đãi với những khung cảnh hùng vĩ giữa núi rừng bao la, dễ dàng chinh phục lòng người.
(Extract from CẨM NANG LUYỆN DỊCH VIỆT – ANH, NGUYỄN THU HUYỀN, NHÀ XUẤT BẢN ĐẠI HỌC QUỐC GIA HÀ NỘI)
Here are two sample translations by two students picked from the two groups
Far away from Buon Me Thuot town about
50 kilometers, on 27 highway road, Lak district is favored by nature with beautiful sceneries: natural landscape, neglected among the magnificent mountains
Far away from Buon Me Thuot town 50 kilometers, located on highway 27, Lak district is bestowed by the nature with enthralling sights: natural and wild landscapes amidst immense forests.
Many students found a particular sentence challenging to translate due to its length of 100 words, leading to confusion about its structure This complexity resulted in misplacement of essential elements in some translations, rendering them meaningless Additionally, the sentence included difficult phrases that prompted some students to simplify them, which ultimately compromised the original intent of the author For instance, student A translated “những cảnh quan dễ làm say đắm lòng người” as “beautiful sceneries,” failing to capture the intended beauty, whereas student B’s choice of “enthralling sights” better aligned with the author's original meaning.
In a study to understand students' translation techniques, twelve students from two groups were interviewed Group A employed two different methods: four students read each sentence twice before translating, while the other two translated word by word concurrently Overall, they faced minimal challenges when translating from English to Vietnamese However, they struggled with the Vietnamese phrases “được thiên nhiên ưu đãi” and “cảnh quan dễ làm say đắm lòng người,” resorting to dictionaries or peer assistance, and some even chose to omit these phrases entirely.
Group B utilized two newspapers provided by the writer to gather new vocabulary, phrases, and background information relevant to their translation topics After reading the newspapers once, they reviewed the source text and began their translation process This approach enabled Group B students to effectively navigate challenges that their peers in Group A faced, enhancing their overall translation experience.
In a recent interview with twelve students, it was revealed that translating two sentences significantly enriched their vocabulary related to tourism, improved their understanding of Vietnam's tourist destinations, and provided insight into the writing styles of both English and Vietnamese Additionally, the students acknowledged their areas for improvement.
They thought that they need to improve their general English, background knowledge about various fields, the vocabulary, their reading speed and writing skills as well
Translating English into Vietnamese necessitates that students cultivate strong writing skills to effectively convert the source language (SL) text into the target language (TL) text To achieve high-quality translations in English, students must fulfill various criteria, including a solid grasp of vocabulary, sentence structure, idioms, slang, phrasal verbs, and phrases Additionally, a comprehensive understanding of figures of speech—such as simile, metaphor, metonymy, personification, irony, hyperbole, and litotes—is essential for accurately conveying the author's intent.