INTRODUCTION
Statement of the problem
The increasing significance of translation in our globalized society has sparked discussions about effective strategies for translating various language elements, particularly proper names Often overlooked as meaningful linguistic units, proper names are frequently deemed unnecessary for translation This perspective is supported by both laypeople and scholars, such as Mill (1959), who argued that proper names lack connotation and are merely "unmeaning marks." Similarly, Vendler (1971) asserted that proper names serve only to identify, implying they do not require translation In practice, this notion holds true for most proper names, which are typically transferred or adapted into the target language.
Many linguists argue that proper names in imaginative literature, such as novels and short stories, possess attributes similar to common nouns Jespersen (1924) noted that proper names share certain characteristics, while Searle (1975) emphasized that they carry specific meanings This perspective is particularly relevant in literature, as authors often invest significant effort in choosing memorable names for their characters, which play a crucial role in shaping the initial impression of those characters.
Rowling said in an interview that she loved names: “I collect them […] If I hear a good name, I have got to write it down And it will probably crop up somewhere”
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(2000) Tolkien (1975) even wrote “Guide to the Names in The Lord of the Rings”
In 1975, a tool was introduced to assist translators in effectively translating proper names, emphasizing the translator's role in accurately rendering these names Numerous studies have since explored the challenges associated with this task Newmark (1988) proposed that names with connotations should first be translated into the target language (TL) and then adapted into a new source language (SL) proper name, applicable primarily when the SL and TL are cognate, such as English and French or Dutch and German Conversely, Nida (1964) outlined three strategies for translating proper names: adapting the sound of SL names to the TL, borrowing the orthographic form of SL names, and a "compromise" approach where familiar names retain the TL's written form and pronunciation while unfamiliar names are naturalized.
Several researchers, including Davies (2003), Fernandes (2006), and Coillie and Verschueren (2006), have built upon Newmark's (1988) translation procedures to develop their own strategies for translating literary proper names However, few studies have effectively assessed the suitability of these strategies or established general guidelines for their application Additionally, the inconsistency in research findings suggests that the success of translation strategies can differ based on time and geographical context, making it difficult to generalize results Therefore, further research is needed to evaluate the effectiveness of these strategies in translating proper names in children's literature, particularly from the perspective of contemporary Vietnamese readers across various ages and levels of foreign language proficiency.
This thesis focuses exclusively on literary proper names in children's literature for two primary reasons Firstly, names of characters in this genre are often imbued with meaning and closely tied to their traits, as opposed to everyday names, which typically lack such significance Literary names reflect the authors' insights into the characters' attributes or destinies, highlighting their importance in storytelling (Garcés, 2003, p 122; Fernandes).
2006, p 46) Some examples are Dark Lord in Tolkien’s The Lord of the Ringss
(Tolkien, 1954), Piglet (young pig ) in Milne’s Winnie-the-Pooh (Milne, 1926),
Mr and Mrs Beaver in Lewis’s The Lion, the Witch and the Wardrobe (Lewis,
Children's stories, like those featuring characters such as Wormtail from J.K Rowling's Harry Potter series, have a timeless appeal, captivating young readers across generations While the plots remain enduring, the language—particularly in translations—must evolve to reflect changing linguistic preferences and cultural contexts As readers' tastes shift over time, it becomes essential to research contemporary preferences regarding translated proper names in children's literature to ensure relevance and engagement.
The researcher uses two translations of Beatrix Potter’s seven short stories (The Tale of Peter Rabbit (1902), The Tale of Squirrel Nutkin (1903), The Tale of
This article focuses on the translations of Beatrix Potter's children's classics, including "Benjamin Bunny" (1904), "The Tale of Jeremy Fisher" (1906), "The Tale of Tom Kitten" (1907), "The Tale of Jemima Puddle Duck" (1908), and "The Tale of Samuel Whiskers" (1908), by translators Ly Lan and Ngo Ha Thu The selection of these works is significant due to their iconic status in children's literature and the presence of character names like Cotton-tail, Nutkin, and Old Brown, which carry meaningful attributes in English This study emphasizes the importance of accurately translating these proper names and aims to analyze readers' responses to the translations by comparing the two versions The focus is specifically on names of animate beings, including people, personified animals, and fictional creatures, within the narratives.
All of the aforementioned rationales have heightened the need for a study on “Strategies for Translating Proper Names in Children’s Literature: A
Comparative Study of Two Vietnamese Translations of Beatrix Potter’s Seven Short Stories”.
Research objectives and research questions
This thesis analyzes the translation strategies employed by translators Ly Lan and Ngo Ha Thu in rendering proper names in Beatrix Potter's seven short stories, including "The Tale of Peter Rabbit" (1902) and "The Tale of Squirrel Nutkin." It aims to identify and evaluate the methods used to preserve the cultural significance and context of these names while ensuring they resonate with the target audience The study highlights the importance of proper name translation in maintaining the original narrative's charm and appeal.
Nutkin (1903), The Tale of Benjamin Bunny (1904), The Tale of Jeremy Fisher
(1906), The Tale of Tom Kitten (1907), The Tale of Jemima Puddle Duck (1908),
In "The Tale of Samuel Whiskers" (1908), the researcher will analyze the strengths and weaknesses of various strategies for translating proper names, considering the perspectives of readers across different age groups and levels of English proficiency Ultimately, this study aims to draw conclusions about the most effective translation strategies tailored to diverse audiences.
To achieve the aforementioned objectives, the thesis attempts to answer the three following questions:
1 What are the strategies used by the two translators (Ly Lan and Ngo Ha Thu) to translate proper names in Beatrix Potter’s seven short stories into Vietnamese?
2 Which translated version is more favored by each group of readers of different ages and levels of foreign language proficiency? What are the possible reasons?
3 Which strategies are the most effective for translating proper names in Beatrix Potter’s seven short stories from the perspectives of the sampled readers?
Significance of the study
This study evaluates the strategies for translating proper names in Beatrix Potter’s seven short stories from English to Vietnamese, aiming to identify the most effective methods based on reader reception By understanding the preferences of Vietnamese readers across various ages and language proficiency levels, the research seeks to enhance the translation of proper names in children’s literature, ultimately providing a more enjoyable reading experience for Vietnamese audiences Additionally, the investigation will reveal key characteristics and preferences of contemporary Vietnamese readers.
The thesis serves as a valuable resource for students and translators working with literary proper names, offering insights into the preferred translation strategies that resonate with Vietnamese audiences.
This study aims to provide a valuable resource for future researchers exploring related topics, particularly in the field of translation While it does not seek to generalize translating issues, it aspires to enhance the existing body of research on the translation of proper names and translation practices overall.
Methods of the study
The researcher employed a combination of quantitative and qualitative methods to gather data for the study Initially, document analysis was utilized to address the first research question, followed by a survey incorporating questionnaires and semi-structured interviews with selected readers to explore the second and third questions The collected data were then analyzed to extract key findings and implications.
Scope of the study
This study investigates the strategies employed in translating proper names in children's literature, focusing on two translations of Beatrix Potter's seven short stories The effectiveness of these strategies is evaluated based on feedback from Vietnamese readers, with a sample size of 239,160 individuals categorized into eight groups according to age and foreign language proficiency levels.
Overview of the study
The thesis has five chapters:
Chapter 1: Introduction states the rationale, objectives, significance, methods, scope and overview of the study
Chapter 2: Literature review lays the theoretical foundation for the research by defining and discussing key terms and frameworks
Chapter 3: Methodology describes in detail the data collection and data analysis methods and procedures the thesis adopts
Chapter 4: Findings and Dd iscussions answers the three research questions to figure out the strategies used by two translators to translate proper names seven short stories of Beatrix Potter and then point out the strengths and weaknesses of each strategy as well as make suggestion regarding the optimum strategies as perceived by Vietnamese readers of different ages and foreign language proficiency levels
Chapter 5: Conclusion summarizes the main points of the study, points out the limitations and makes suggestions for further studies.
LITERATURE REVIEW
Translation
Translation studies have evolved significantly over the past sixty years, with various scholars offering diverse definitions of the term "translation." It encompasses the subject, the product, and the process itself Newmark (1988) describes translation as the act of conveying the meaning of a text into another language while preserving the author's intent This aligns with Jakobson's concept of "interlingual translation." Furthermore, Newmark (1981) characterizes translation as a "craft," emphasizing the complexity of the process that demands translators possess a range of skills to navigate factors such as context, language rules, authorial intent, and writing style Nida and Taber (1969) further define translation as the reproduction of the source language's message in the target language, aiming for the closest natural equivalent.
Mounin (1963, p 24) argues that translation cannot fully replicate the original text, stating that “the only pity about a translation is that it is not the original.” This perspective suggests that while translation serves as a valuable link to the source text and culture, it remains an imperfect process.
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In conclusion, a universal definition of translation remains elusive However, this research aligns with Newmark's perspective (1981, 1988), focusing on the analysis and evaluation of translation strategies employed by translators with specific intentions and target audiences, which aligns well with the objectives of this thesis.
To identify the factors influencing strategy selection in translation, the researcher utilizes Nida's three-stage process from 1964 This approach, as highlighted by Munday (2001), underscores the scientific and practical benefits of Nida and Taber's method over creating exhaustive equivalence lists between source language (SL) and target language (TL) systems.
- Analyzing the surface structure of the ST into the basic elements of the deep structure (analysis of the ST);
- Transferring the basic elements of the deep structure from the SL source language to the TL target language;
- Restructuring the target language semantically and stylistically into the surface structure of the TT
The increasing significance of translation in our globalized society has sparked extensive discussions regarding the most effective translation strategies These discussions occur not only among various translators but also internally within individual translators Historically, such debates were largely confined to the field of linguistics However, since the 1970s, theorist-translators like Lefevere, Simon, and Venuti have expanded the conversation to encompass broader themes, including context, history, and conventions.
The "cultural turn" in translation studies, highlighted by theorists like Lefevere (1990) and Snell-Hornby (1995), emphasizes the role of translators in navigating power dynamics within postcolonial contexts Venuti stands out as a proponent of the translator's position at the intersection of source and target cultures, advocating for the concepts of domestication and foreignization Domestication, as defined by Nida (1964), aims for a natural expression that resonates with the target culture, while foreignization, championed by Venuti (1995), seeks to maintain the foreign text's identity, revealing the translator's presence and resisting cultural dominance Both strategies, though distinct, can coexist and are expressed through various translation procedures, representing two ends of a spectrum rather than opposing forces.
Readership
Readership refers to the specific group of readers targeted by a text, which can be classified into three categories: experts, educated laymen, and the uninformed, as noted by Newmark (1988) These categories are determined by readers' interest in the subject matter, their understanding of the relevant issues and cultural context, as well as their language skills and preferences.
2.2.2 The impact of readership on translation
Nida (1964) emphasized the significance of readership in the context of dynamic equivalence, asserting that a translated text should fulfill the linguistic needs and cultural expectations of its audience The primary objective of dynamic equivalence is to attain the closest natural equivalence to the source-language message, ensuring that the translation evokes a similar response in target language (TL) readers as the original does in source language (SL) recipients Nida's concept aligns with Newmark's communicative translation and Nord's instrumental translation, both of which prioritize the needs of the TL audience A thorough understanding of the target readership is crucial for translators in selecting appropriate translation strategies.
1984, p 101) Based on the topic of and the language employed in the original, a translator can define the readership of the original and the translation (Newmark,
A readership can be defined by various characteristics such as age, education, culture, interests, and subject knowledge, which are crucial for translators in determining the translation's formality, generality, and emotional tone (Newmark, 1988, p 13) Newmark emphasizes that texts typically target an educated, middle-class audience using an informal style rather than a colloquial one Therefore, it is essential for translators to identify their intended readership prior to commencing the translation process.
Children’s literature
2.3.1 Definition of children’s literature and its characteristics
Children's literature cannot be defined by a single standard, as literary works and genres continually evolve in meaning over time What is considered adult literature today may very well become children's literature in the future, highlighting the fluid nature of literary classification (Oittinen, 1993, p 42).
According to Olexová (2009), there are two primary categories of children's literature: intentional literature, specifically crafted for young readers, exemplified by works like The Tale of Peter Rabbit and Winnie the Pooh, and unintentional literature, which originally targets adult audiences, as seen in classics such as Robin Hood, Robinson Crusoe, and Gulliver's Travels.
Children's literature is often defined by its intended audience, which includes a wide age range from infants to teenagers, as noted by Puurtinen (2006) Similarly, Oittinen (2006) describes children's literature as encompassing all forms of writing designed for young readers.
“produced and intended for children and it is also literature read by children” (p
This research focuses on readers' reception of translations to meet its objectives, utilizing a recipient-oriented definition of children's literature This definition combines elements from Puurtinen and Oittinen, encompassing all written works created for an audience that includes infants to teenagers.
Children's literature serves as a vital source of moral lessons, knowledge, and language skill development (Puurtinen, 2006, p 314) To effectively fulfill these roles, it exhibits specific characteristics as outlined by McDowell.
Children's books are typically concise and emphasize active storytelling through dialogue and action rather than lengthy descriptions or introspection They often feature child protagonists and adhere to familiar conventions, with narratives structured around clear moral lessons These stories generally promote optimism and use language that resonates with young readers The plots are uniquely crafted, often disregarding probability in favor of elements like magic, fantasy, simplicity, and adventure, making them engaging and imaginative for children.
Children's books attract a diverse audience, with many adults also enjoying literature aimed at younger readers Fantasy and adventure novels, such as Colfer's "Artemis Fowl" and Carroll's "Alice," captivate both children and adults alike, highlighting the universal appeal of these genres.
Children's literature, such as "Adventure in Wonderland" and Lewis's "The Chronicles of Narnia," serves a dual readership, appealing to both children and adults However, it is essential to recognize that the primary audience is child-readers, while adults are considered the secondary audience Additionally, the term "children" encompasses a diverse group with varying ages, abilities, preferences, cultures, and experiences, highlighting the need for literature that resonates with this wide range of young readers.
Children cannot be viewed as a singular entity; factors such as class, ethnic origin, gender, geopolitical location, and economic circumstances contribute to the diverse experiences of children across the globe Each of these elements shapes the unique identities and realities of children in various contexts.
Therefore, child readers can be considered experts, educated laymen or the uninformed depending on their age, culture, experience, knowledge, interest, etc.
Proper names in children’s literature
2.4.1 Definition of literary proper names
According to Quirk and Greenbaum (1973), proper names are names of
“specific people, places, countries, months, days, holidays, magazines, and so forth” and have unique reference (p 76) They are written in initial capital letter
Their main function is to identify a person, an animal, a place, etc (Nord, 2003, p
183) Though proper names are usually used interchangeably with proper nouns,
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Proper names should not be confused with proper nouns, as they can also function as adjectives, such as "Fluffy" in J.K Rowling's Harry Potter series (Rowling, 1997) and "Lumpy" in A.A Milne's Winnie-the-Pooh (Milne, 1926) Additionally, proper names can appear as noun phrases, exemplified by "Hungarian Horntail" in Rowling's Harry Potter series (Rowling, 2000) and "Fatty Lumpkin" in J.R.R Tolkien's works.
Literary proper names, as exemplified in works like "The Lord of the Rings" by Tolkien (1954), serve as significant identifiers within novels, poems, and short stories These names act as "dense signifiers," offering insights into a character's fate and hints about potential developments in the storyline, as noted by Fernandes.
2006, p 46) As the focus of this research is on proper names of animate beings only, from this point onward, name/ proper name refers to proper name of animate beings
2.4.2 Types of literary proper names and their characteristics
Proper names can be classified into two main types: composite proper names and compound proper names, as identified by Gardiner (1940) Composite proper names consist of full names, which include both a first name and a surname In contrast, compound proper names often feature an adjective or a common noun, exemplified by characters such as Nearly Headless Nick from Rowling's Harry Potter series (1997) and Jeremy Fisher (Potter, 1906).
Marigold in Tolkien’s The Lord of the Rings(Tolkien, 1954), etc However, this classification is not specific enough for the purpose of examining names in literary works
Ainiala et al (2008, cited in Mọkinen, 2010, p 30) categorize literary proper names into four types: (1) authentic names, which are common in real life; (2) realistic but unauthentic names, which are imaginative yet applicable in reality; (3) artificial names, created by authors for fictional entities; and (4) borrowed names, sourced from other fictional works and absent from real-world naming conventions However, this classification lacks consideration of semantic, phonological, orthographic, and semiotic features, which are crucial for translators, making it inadequate for studies on the translation of proper names.
Bertills (2003, p 45) categorizes literary proper names into three types: conventional personal names, invented names, and classic names Conventional personal names are part of general anthroponymy and do not imply any specific traits of the individuals they represent.
Alice, Peter, and Harry represent a category of names specifically created for narrative contexts, serving to highlight distinct character traits These names carry clear semantic meanings that enhance the storytelling experience.
Examples of fictional characters include Little Red Riding Hood, Squealer from Orwell's *Animal Farm* (1945), and the Flesh-Eating Slug from Rowling's *Harry Potter* series (1998) Additionally, Bertills (2003) made a distinction between invented names and imaginary names in literature.
Detecting the semantic meaning of literary names poses significant challenges, as semantic ambiguity in invented character names is often the norm rather than the exception.
Literary proper names present significant challenges for translators of literary works, as highlighted by Bertills He identifies a third category of proper names known as historical, universal, or literary names, which are derived from historical figures or fictional characters that carry established connotations These names do not possess conventional meanings or semantic weight, making them particularly complex for translation.
From the perspective of a translator, names can be classified into two categories: conventional names, which are considered unmotivated for translation, and loaded names, which are motivated for translation (Hermans, 1988, p 88)
Conventional personal names, as defined by Bertills, typically do not need translation due to their international recognition or lack of inherent meaning related to the name-bearer In contrast, loaded names possess semantic, phonological, orthographic, or semiotic significance, ranging from subtle suggestions to overt expressions This category encompasses both invented and classic names, highlighting their deeper implications For instance, suggestive names like "Slytherine" from Rowling’s Harry Potter series exemplify how names can convey specific traits or associations.
In literature, names often hold significant semantic meaning that enhances the narrative, as seen with characters like Chubb in Tolkien's *The Lord of the Rings* and expressive names such as Old Brown in Potter's *The Tale of Squirrel Nutkin* and Butler in Colfer's *Artemis Fowl* These names not only convey clear meanings related to their roles but can also possess phonological qualities, mimicking the sounds associated with the creatures they represent.
In literature, names often carry significant meanings tied to their sounds For instance, Eeyore from A.A Milne's "Winnie-the-Pooh" and Breehy-hinny-brinny-hoohy-hah from C.S Lewis's "The Lion, the Witch and the Wardrobe" exemplify this concept Similarly, the name Slytherin in the Harry Potter series incorporates the morpheme "Sly," which is phonetically linked to negative connotations, as evidenced by the /sl/ cluster found in words with unfavorable meanings.
The terms "slimy," "sleek," and "sleazy" conjure images of dishonesty and trickery, perfectly embodying the notorious founder of Slytherin house and its reputation Additionally, a name can be considered a "loaded name" when it reflects aspects such as gender, class, religion, nationality, or evokes historical figures, events, myths, or epics.
The various categories of literary proper names identified by researchers can be categorized into two primary types: conventional names and loaded names, which encompass semantically, semiotically, and phonologically or orthographically loaded names (Hermans, 1988) Examples of loaded names include compound proper names, classic names, and realistic yet unauthentic names, all of which fall into three subtypes Therefore, this thesis utilizes Hermans' classification of proper names.
2.4.3 Characteristics of proper names in children’s literature
In children's literature, proper names can be categorized into two types: conventional names and loaded names Most children's books feature fictional settings, leading to characters with imaginative and often fantastical names that reflect their unique traits, such as special strengths or unusual appearances (Ainiala et al., 2008, cited in Mọkinen, 2010) According to Bertills (2003), the significance of a name is closely tied to the character it represents, with more uncommon names being more descriptive and meaningful Loaded names can convey a character's uniqueness without the need for extensive description, while conventional names may indicate an ordinary character However, characters can sometimes behave in unexpected ways that contrast with their names Consequently, loaded names are more prevalent in children's literature, making the names more expressive and accessible for young readers.
2.4.4 Translation of literary proper names
METHODOLOGY
Research subjects
The subjects of this thesis are all proper names identified in seven short stories of Beatrix Potter (The Tale of Peter Rabbit (1902), The Tale of Squirrel
Nutkin (1903), The Tale of Benjamin Bunny (1904), The Tale of Jeremy Fisher
(1906), The Tale of Tom Kitten (1907), The Tale of Jemima Puddle Duck (1908),
The Tale of Samuel Whiskers (1908)) and their two translations One translator is
Ly Lan Her translations of eight of Beatrix Potter’s stories were published by
Hochiminh City Culture–Literature and Arts Publishing House (Nhà xuất bản Văn hóa - Văn nghệ thành phố Hồ Chí Minh) in form of eight separate picture books
In 2011, four beloved children's stories were translated into Vietnamese, including "The Tale of Peter Rabbit," "The Tale of Squirrel Nutkin," "The Tale of Benjamin Bunny," and "The Tale of Jeremy Fisher." Additionally, another set of four stories, featuring "The Tale of Tom Kitten," was also translated, enriching the collection of classic tales for Vietnamese readers.
Jemima Puddle Duck (Cô vịt Mai Ma), The Tale of Samuel Whiskers (Ông Tí Râu
Sammy), The Tale of Timmy Tiptoes (Vợ chồng Sóc Típ Tô)) in 2014 The other translator is Ngo Ha Thu Her work, titled The Tales of Mischief and Mayhem
(Một cậu thỏ nghịch ngợm kinh khủng), is a compilation of translations of Beatrix
Potter’s eleven short stories The book was published by Kim Dong Publishing
House (Nhà xuất bản Kim Đồng) in 2014 The researcher, however, only
This article analyzes seven stories translated by Ly Lan and Ngo Ha Thu, focusing on a comparison of the translated names and the translation strategies employed by both translators.
There are thirty (30) proper names in the English versions of the aforementioned stories, which, according to Hermans’ classification, include six
The article discusses various types of names, categorizing them into six conventional names, nineteen semantically loaded names, two names that are phonologically and/or orthographically loaded, one semiotically loaded name, one name that is both semantically and semiotically loaded, and one name that is semantically and phonologically and/or orthographically loaded.
Participants
To answer Research Questions 2 and 3, eight groups of participants were formed on the basis of age and level of foreign language proficiency The eight groups are as follows:
Group (A1): Participants were 11 kindergarten students who have not learned
Group (A2): Participants were 11 kindergarten students who have learned
English for two or three years
(A1) Low level of foreign language proficiency
(A2) High level of foreign language proficiency
(B1) Low level of foreign language proficiency
(B2) High level of foreign language proficiency
(C1) Low level of foreign language proficiency
(C2) High level of foreign language proficiency
(D1) Low level of foreign language proficiency
(D2) High level of foreign language proficiency
Group (B1): Participants were 31 elementary students who got mark 7.5/10 or below for their end-of-term English exam that took place in the most recent semester
Group (B2): Participants were 39 elementary students who got mark 8/10 or above for their end-of-term English exam that took place in the most recent semester
Group (C1): 42 participants were picked from three sources:
- Source 1: Members of English classes at English language teaching centers whose IELTS overall band scores (in official tests or placement tests) were 5 or below
- Source 2: Secondary students whose overall scores in English language were below 8/10 in the most recent semester
- Source 3: University students whose overall scores in English language were below 3.2/4 in the most recent semester
Group (C2): 48 participants were picked from three sources:
- Source 1: Members of English classes at English language teaching centers whose IELTS overall band scores (in official tests or placement tests) were 5.5 or above
- Source 2: Secondary students whose overall scores in English language were
8/10 or above in the most recent semester
- Source 3: University students whose overall scores in English language were
3.2/4 or above in the most recent semester
Group D1 consisted of 31 participants aged over 23 who had limited English proficiency These individuals were either unfamiliar with the language or enrolled in English classes at language teaching centers, with official IELTS overall band scores of 5 or below.
Group (D2): 26 participants were members of English classes at English language teaching centers whose IELTS overall band scores (in official tests or placement tests) were 5.5 or above.
Research instruments
To address the first research question and develop questionnaires and interview prompts, document reading and analysis were conducted The researcher examined the original English texts of Beatrix Potter's seven short stories along with their two translations to identify proper names present in the narratives These names were then characterized and categorized based on the translation strategies utilized.
To address the second and third research questions, questionnaires were utilized as an effective research instrument, allowing for the collection of data from a large sample of participants quickly and objectively These questionnaires aimed to gather insights into the preferences of the sampled readers, the reasons behind those preferences, and their evaluations of names translated using various strategies A total of 239 participants completed the questionnaires, which were provided in Vietnamese, as detailed in section 3.2.
The questionnaire has three main parts The first part was used to collect personal information, i.e name, age, English proficiency level and phone number
In the second part of the study, two translated versions of each original name were presented, categorized into seven groups based on the translation strategies used by the translators To eliminate potential bias, the names of the translators were not disclosed in the questionnaires Participants were then asked to select their preferred translated name from the two options provided The third part of the study explored the reasons behind participants' preferences for specific names or groups of names.
Semi-structured interviews were conducted to understand kindergarteners' preferences for specific names, as traditional questionnaires proved too complex for them These interviews aimed to clarify any inconsistent or incomplete responses from the questionnaires, ensuring more detailed and accurate insights from the participants For instance, if a participant did not select all copied or transcribed names from a given group, follow-up interviews were initiated This approach was crucial for validating, consolidating, and enhancing the findings obtained through the questionnaires.
IAll interviews were conducted in both Vietnamese and English, depending on the interest of the participants Detailed notes were taken during the interviews
Some interviews were also recorded at the participants’ permission
The researcher utilized questionnaires and semi-structured interviews to identify preferred translated names and the reasoning behind these preferences, addressing the second research question By categorizing the names based on the translation strategies used, insights were gained into their strengths and implications.
(and weaknesses) of each strategy Thence, the third research question about the most effective strategies for translating proper names in children’s literature could be answered.
Data collection procedures
The procedure of data collection consists of three main stages:
In the first stage of the analysis, we compiled proper names from Beatrix Potter’s seven short stories along with their translations by two different translators, presenting the findings in a table format to facilitate strategy identification, analysis, and comparison.
- Stage 2: 239 questionnaires were administered to eight groups of participants
- Stage 3: Semi-structured interviews were conducted with kindergarten students and participants who gave inconsistent or incomplete answers.
Data analysis methods
Quantitative data analysis was employed to evaluate the information collected from Part 2 of the questionnaire, with the percentage of readers in each group supporting each translated name calculated and visually represented in charts.
Qualitative data analysis was conducted to process information gathered from document reviews, questionnaires, and interviews The researcher focused on analyzing names extracted from documents to identify the translation strategies employed for each proper name.
By adopting qualitative data analysis, implications couldan be made from answered questionnaires and interview transcript when the researcher attempted to explain and interpret the collected data.
Data analysis procedures
The procedure of data analysis consists of three main stages:
- Stage 1: Strategies used by the two translators to translate each proper name in
Beatrix Potter's seven short stories were analyzed, leading to the categorization of their titles according to various translation strategies This categorization facilitated the development of questionnaires and interview questions for further research.
In Stage 2, the responses from participants to the questionnaires were synthesized and analyzed, with the results presented in tables and charts to facilitate easier comparisons among different groups.
- Stage 3: Information achieved through interviews was summarized and decoded in accordance with the research questions.
FINDINGS AND DISCUSSION
Research Question 1: What are the strategies used by the two translators (Ly Lan
translators (Ly Lan and Ngo Ha Thu) to translate proper names in Beatrix
Potter’s seven short stories into Vietnamese?
Beatrix Potter's seven short stories feature thirty proper names that can be classified into six distinct categories: (1) conventional names, (2) semantically loaded names, (3) phonologically and/or orthographically loaded names, (4) semiotically loaded names, (5) semantically and semiotically loaded names, and (6) semantically and phonologically and/or orthographically loaded names This categorization follows Hermans (1988)'s classification of proper names, highlighting the diverse linguistic elements present in Potter's work.
Table 2 in Appendix 1 presents English names along with their translations by translators Ly Lan and Ngo Ha Thu, highlighting the strategies employed based on the procedures outlined by Coillie and Verschueren and Fernandes.
Below is the chart depicting the strategies used by Ly Lan and Ngo Ha Thu to translate conventional names, semantically loaded names and phonologically and/or orthographically loaded names
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Figure 2 Translation strategies used to translate three types of names by
Ly Lan and Ngo Ha Thu
Ngo Ha Thu translated all conventional names from the source language (SL) to the target language (TL), while Ly Lan employed four translation procedures: copying, transcription (e.g., Peter to Bít-tơ, Ribby to Rịp), substitution (e.g., McGregor to Mặt-rỉ), and partial deletion Among these strategies, transcription was utilized most frequently.
Conventional names Semantically loaded names
Phonologically and/or orthographically loaded names
Ly Lan utilized phonological replacement to translate names with phonological and orthographic significance, such as transforming Tabitha Twitchit into Tám Tíu Tít and Flopsy into Lăn-tăn In contrast, Ngo Ha Thu employed a combination of phonological replacement, as seen with Flopsy becoming Lí Lắc, along with the direct copying of names like Tabitha Twitchit and the addition of footnotes for original names to enhance the target language names This approach of phonological replacement not only preserved the original sounds but also facilitated easier pronunciation for readers.
Ngo Ha Thu utilized seven procedures 34 times, while Ly Lan applied eight strategies 31 times to translate 19 names with semantic meanings Both translators predominantly used rendition, which represented about one-third of their total procedures, as the most common strategy for translating these names (e.g., Cotton-tail to Đuôi Bông, Farmer Potatoes to ông nông dân Khoai Tây).
Ngo Ha Thu employed copy as her second most common translation strategy, accounting for about 25% of her work, whereas Ly Lan used it much less frequently at 9.68% Significant differences also emerged in their approaches to transcription and addition; Ngo Ha Thu did not use transcription at all, while Ly Lan applied it six times for translating names such as Rebeccah to Rơ Béc-ca and Drake to Đờ Rách In terms of addition, Ly Lan only included names of animal species twice, contrasting with Ngo Ha Thu's more extensive use of this strategy.
Ha Thu's approach incorporated footnotes that listed both the original names and the names of animal species, appearing six times throughout the text Additional strategies included phonological replacement, such as changing "Mittens" to "Míp," and substituting common nouns, like transforming "the Puddle-Ducks" to "đám gà vịt" (Ly Lan) or "nhà vịt" (Ngo Ha Thu) Furthermore, the translation of connotations was evident in the adaptation of "Nutkin" to "Lấc Xấc" (Ly Lan) or "Khìn Khìn" (Ngo Ha Thu).
Ha Thu)) and partial deletion (Twinkleberry→Chớp Chớp (Ly Lan)/ Nhấp Nháy
In the analysis of Ngo Ha Thu's translation strategies, it was observed that both translators utilized specific techniques only once to thrice, resulting in comparable percentages of their approaches The primary methods that effectively maintained the semantic meanings of the names included rendition, replacement with a common noun, and translation of connotations Conversely, strategies such as copying, transcription, and phonological replacement led to a loss of these semantic meanings.
Figure 3 Translation strategies used to translate three types of names by
Ly Lan and Ngo Ha Thu
Figure 3 summarizes the procedures used by the two translators to translate semiotically loaded names, semantically and semiotically loaded names, and semantically and phonologically and/or orthographically loaded names
To translate these three types of proper names, Ngo Ha Thu used the strategy of copy For semantically and semiotically loaded names, she also
Semantically and semiotically loaded names
Semantically and phonologically and/or orthographically loaded names
Ly Lan employed a variety of translation strategies, including transcription and partial deletion for names with strong semiotic meanings, such as transforming Isaac Newton into Niu-tơn She also combined rendition and connotation translation to effectively convey the essence of semantically rich names, exemplified by translating Alderman Ptolemy Tortoise as Rùa Ấm Additionally, she utilized common noun replacement to adapt names that were semantically, phonologically, or orthographically loaded, as seen in the translation of Sally Henny Penny to đám gà vịt.
With a view to making an overall comparison between Ly Lan’s and Ngo
Ha Thu’s translation strategies, a chart quantitatively illustrating all the procedures employed by each translator without regard to the classification of proper names was drawn below
Figure 4 Translation strategies employed by Ly Lan and Ngo Ha Thu
Ly Lan Ngo Ha Thu
Translation of connotation(s) Phonological replacement Deletion
The chart indicates that Ly Lan predominantly utilized rendition as her primary strategy Additionally, her most common procedures included transcription, phonological replacement, and copying The remaining strategies accounted for 28.88% of her total methods, with each comprising less than 10%.
Ngo Ha Thu predominantly employed translation strategies, with copy being the most utilized at just over 40% This was closely followed by rendition and addition, primarily through footnotes The other strategies accounted for only 17.02% of the total methods used.
Ngo Ha Thu predominantly employs foreignization in her copy, while Ly Lan prefers to localize proper names through techniques such as rendition, phonological replacement, and transcription.
4.2 Research Question 2: Which translated version is more favored by each group of readers of different ages and levels of foreign language proficiency? What are the possible reasons?
The data gathered from questionnaires and interviews were compiled and processed to answer this research question
Figure 5 Readers' preferences for translated names in Group 1
The preference for copied names tends to increase with age and foreign language proficiency, while the appeal of naturalized names declines Readers highlight that copied names encourage exploration of characters, source languages, and cultures Participants express a desire for translators to connect them with the writer and the exotic culture However, concerns arise, as noted by Participant A (28 years old, IELTS 7.0), who states that transcribed names may lead young children to adopt incorrect pronunciations, potentially hindering their foreign language learning and interactions with diverse cultures.
Most participants preferred either all copied or all transcribed names, with a few exceptions favoring naturalized names for easier pronunciation Notably, Isaac Newton was chosen due to his global recognition, making transcription unnecessary and somewhat amusing to readers Some participants suggested alternative transcriptions for Ribby, indicating that names like Rịp could negatively affect the story's mood and pose pronunciation challenges, especially for children Additionally, concerns arose with Drake Puddle-Duck, as one participant noted that the Vietnamese meaning of "Rách" in Đờ Rách could lead to unintended negative connotations for the character.
Figure 6 Readers' preferences for translated names in Group 2
Figure 7 Readers' preferences for translated names in Group 3
Most groups preferred proper names translated through substitution and phonological replacement, as the English versions were often difficult to pronounce and remember Domesticated versions were seen as cuter and more appropriate for children However, two groups of adults favored the original names over substituted ones, finding the latter awkward and unrelated to the original characters, such as "McGregor-Mặt-rỉ" and "Tabitha Twitchit-Tám Tíu Tít." Additionally, young adults with a high level of familiarity also shared this preference.
Phonological replacementCopy of foreign language proficiency also preferred copied names to phonologically imitated names for the same reasons
Figure 8 Readers' preferences for translated names in Group 4
Research Question 3: Which strategies are the most effective for translating proper
Children's literature undergoes several filtering stages before reaching young readers, heavily influenced by adult perceptions of what is suitable Unfortunately, children’s preferences often diverge from adult opinions on appropriate content Adults believe that literature should expand children's horizons and impart desired knowledge, values, and beliefs (Thomson-Wohlgemuth, 1998, p.111) In contrast, children seek entertainment and learning, yet adults frequently misjudge their interests and needs, imposing their views instead For instance, many adult readers favor foreignization in the translation of proper names to encourage language learning, as noted by Participant D (27 years old, IELTS 6.0), who stated that names should remain foreign to promote the study of English and other languages However, preschoolers and elementary students often prefer the charm of names like Lí Lắc, Múp Míp, reflecting a disconnect between adult intentions and children's desires.
Râu Sammy and Tom Nhí inspire children to explore delightful characters and the author's captivating stories The charming names encourage young readers to engage more with their favorite tales, fostering both enjoyment and learning Unfortunately, adults often misunderstand children's preferences and needs, wielding their authority to impose differing opinions on them.
Children often prefer easier and more enjoyable reading material when given the choice, even if they may initially endure literature selected by adults For children's literature to be effective, it must resonate with young readers; otherwise, it risks being overlooked.
A successful translation for children's literature must prioritize names that are readable, memorable, and phonologically appealing Phonological replacement, substitution, and transcription are effective methods for achieving these qualities; however, transcription can hinder children's language learning Therefore, it is advisable for translators to avoid transcription and focus on the phonological aspects to enhance the reading experience Additionally, the meanings and connotations of names should not be overlooked, as understanding these elements is crucial for children to grasp character details and storylines The optimal approach involves translating the connotations of semantically loaded names While adults often prefer to expose children to foreign cultures through copied names, it is beneficial to retain original localized names to satisfy both adult preferences and some children's interest in foreign languages and cultures Many child readers express a desire to learn about the pronunciation of foreign names and broaden their cultural perspectives, highlighting the importance of thoughtful translation strategies.