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