Rationale
The global economic changes have significantly impacted language translation services, making translators essential in intercultural and business communication In today's globalized world, effective language translation is crucial for the clear transfer of ideas Once viewed as merely an art or craft, translation is now recognized as a science, earning its place within the realm of applied linguistics and scholarly pursuits.
As Vietnam deepens its integration into the global economy, educating English majors to achieve fluency in the language has become increasingly vital Graduates can pursue careers as professional translators or interpreters, necessitating that educational institutions equip them to adapt to market changes To address this, it is essential to understand both target needs and learning requirements to develop an effective translation syllabus As a researcher, I aim to create a translation syllabus that supports teachers while fulfilling the aspirations of learners.
The current translation syllabus appears inadequate in addressing the needs of both students and instructors, leading to differing opinions among teachers regarding its content It is essential for the syllabus to provide clear guidance on what and how to teach Both teachers and students have expressed concerns about the limited time allocated for skill development during the first two years, which is crucial for establishing a strong foundation for translation practice in the third year.
Students often struggle with the four essential language skills after their initial two years of study, which results in challenges when learning translation and interpreting Additionally, there appears to be a lack of emphasis on theoretical foundations and effective methodologies in their education.
The researcher highlights the insufficient focus on teaching students essential translation-related skills, particularly the use of computers as tools for aspiring translators and interpreters According to Ulrych (2005), technological aids significantly enhance the status and self-image of translators.
Aim of the study
This study focuses on identifying the needs, wants, and gaps of third-year English majors, as well as the expectations of trainers and course designers The findings will serve as a foundation for developing a suitable syllabus that encompasses content, teaching methods, and time management To accomplish this, a needs analysis was conducted to assess both the target needs and learning requirements of the students.
Research questions
1 What are the learning needs of the third-year English majors?
2 What are the target needs of the third-year English majors?
3 How should the proposed syllabus meet these needs?
Scope of the study
This study focuses on developing a written translation syllabus specifically for third-year English majors at Hanoi University of Business and Technology (HUBT) It is important to note that the scope of this thesis does not include an oral translation syllabus.
Significance of the study
The goal of this approach is to enhance the efficiency of translation learning by aligning it with learners' desires and trainers' objectives based on specific learning and target needs This framework aims to equip teachers with essential knowledge in syllabus design, particularly for translation courses Ultimately, the syllabus is intended to clarify for both educators and students what content and methodologies should be utilized to successfully meet the course objectives.
Content of the study
Part A: Introduction is aimed at providing the background, rationale, the aims, research questions and significance of the study
Chapter 1 Literature Review reviews the literature of syllabus design, translation teaching and translation syllabus
This article explores syllabus design, focusing on various types of syllabi that serve as a foundation for creating a proposed syllabus It also examines the concept of translation, detailing different types of translation syllabi and training contexts in several European and Asian countries By analyzing these situations, the researcher identifies effective strategies for developing the proposed syllabus.
The last part will provide some facts about The English Department, Hanoi University of Business and Technology
Chapter 2: Methodology deals with methodologies of collecting data
Chapter 3: Results and Discussion consists of an analysis of a post-course questionnaire, a semi-structured interview with the translation teachers
Chapter 4 outlines the proposed translation syllabus, detailing the aims and objectives of the translation course It includes an overview of the translation content, along with specific tasks and activities designed to enhance learning Additionally, the chapter presents the proposed syllabus structure and offers a sample translation lesson for practical application.
This chapter summarizes what has been done and arrive at recommendations for further research.
Literature Review
Syllabus in language teaching
A syllabus serves as a comprehensive summary of the content that learners will encounter throughout a course, providing them with a clear understanding of their progress and achievements As a fundamental guide, it outlines the learning objectives and expectations, helping students navigate their educational journey effectively According to Hutchinson and Waters (1987: 80), the syllabus is a crucial framework for both teaching and learning.
At its simplest level a syllabus can be described as a statement of what is to be learnt
It reflects of language and linguistic performance
A syllabus serves as a strategic framework for both teaching and learning, guiding educators in the delivery of their lessons and helping students understand their learning objectives Breen (cited in Read 1984a: 1) emphasizes that a syllabus outlines the goals to be achieved through instruction, a perspective I support, as it enables teachers to structure their lectures effectively Wilkins (1981: 1) further reinforces this notion by highlighting the importance of syllabuses in educational settings.
The specifications for language teaching content have been organized to enhance the effectiveness of teaching and learning While some authors emphasize the importance of content in syllabus design, others, like Candlin (cited in Nunan 1988), present a differing perspective.
46) wondered whether it is possible to distinguish the content from the method and evaluation The researcher thinks that it is better to combine all these factors to have a more comprehensive view to what teachers are to do in class Breen (cited in Nunan 1988: 46) also has the same viewpoint which does not only mention the pedagogy in the syllabus but also certain assumptions about the psychological and social processes From my own teaching experience, syllabuses in Vietnam only reflect the pedagogy but not the others mentioned by Breen as they require experts with rich knowledge of psychology and social issues
Dublin and Olshtain (1986: 28) offer a very comprehensive view on syllabus They hold that it should contain the following ingredients:
1 What the learners are expected to know at the end of the course, or the course objectives
2 What is to be taught or learnt during the course
3 When it is to be taught, and at what of progress relating to the inventory of items to the different levels and stages as well as to the time constraints of the course
4 How it is taught, suggesting procedures, techniques and materials
5 How it is to be evaluated, suggesting testing and evaluating mechanism
When designing a translation syllabus for HUBT students, it is essential to adopt a comprehensive approach that outlines both the content and the instructional methods This syllabus should include key components such as course objectives, anticipated outcomes, major topics, activities, time allocations, and recommended teaching and learning strategies and materials.
Designing English as a Foreign Language (EFL) syllabuses is crucial in language teaching, as it shapes the overall program regarding course objectives, content, methodology, assessment, and attendance This topic has garnered significant interest from linguists, leading to diverse opinions on the various types of syllabuses available In this section, the author will outline several types of syllabuses along with their unique characteristics.
According to Dublin (1986: 37), a structural syllabus emphasizes grammatical elements, centering on the forms and structures of the language being taught This approach to language instruction prioritizes the systematic teaching of grammar and linguistic constructs.
„sequence from easy to difficult or frequent to less frequent‟ (Brown 1995: 7)
According to Nunan (2001), a task-based syllabus is a specific implementation of communicative language teaching This approach starts with a needs analysis rather than traditional lists of grammatical or functional-notional items, allowing the designer to identify the target tasks that learners need to perform.
„real-world‟ outside the classroom.” In my reflection, this type of syllabus is suitable for students who are learning business English for their future jobs
Task-based syllabuses significantly enhance learning by focusing on practical skills rather than just linguistic forms According to Richards (2001), the tasks and activities in these syllabuses serve as fundamental units of learning This approach is particularly beneficial in translation classes, where skill acquisition is crucial for students' future work By incorporating relevant tasks and activities aligned with course objectives, learners can actively engage in the classroom and more easily develop their language skills.
Topical syllabuses are structured around themes and topics, prioritizing content in syllabus design (Brown 1995: 9) The selection of topics is based on their perceived relevance to students' lives, which enhances learner motivation and addresses their needs (Robinson 1991: 37; Richard 2001: 158) This approach also facilitates the use of authentic materials and serves as a solid foundation for developing a "real syllabus" that focuses on language forms and functions.
A skill-based syllabus organizes educational materials around essential language or academic skills necessary for students to effectively learn and use a language This approach emphasizes the four key skills in English learning: reading, writing, listening, and speaking For example, a reading course may teach techniques such as skimming for general ideas and scanning for specific information The selection and order of these skills are typically determined by the author's assessment of their relevance and usefulness, often following a logical progression based on frequency and importance (Brown 1995: 11).
Syllabus designers increasingly blend different types of syllabi, resulting in the emergence of mixed syllabi According to Brown (1995: 12), mixed syllabi are created when authors integrate two or more syllabus types, leading to a unique syllabus format, particularly evident in the table of contents Course designers can strategically combine various syllabus types based on course priorities to develop an effective syllabus framework tailored to specific educational needs.
Translation
Translation and interpreting are closely linked activities that involve converting a source text into a target language (TL) According to Reiss and Vermeer (1984), both processes are fundamentally the same, emphasizing the importance of understanding the nuances of translation in relation to interpreting.
It is a written or spoken expression of the meaning of a word, speech, book, etc in another language
In this study, translation is defined as the written process of transferring ideas from one language to another, as referenced in the Concise Oxford English Dictionary, 11th edition, revised 2008.
Translation involves reproducing the closest natural equivalent of a source language (SL) message in the receptor language, focusing on both meaning and style (Nida & Taber, 1974) Catford (1965) supports this by describing translation as the substitution of textual material from one language to another Alternatively, Hartmann & Stork (1972) define it as replacing a text's representation in one language with an equivalent representation in another Bell (1991) emphasizes that translation expresses what has been conveyed in one language while maintaining semantic and stylistic equivalences, transforming the original text into an equivalent form in a different language while preserving the message's content and formal features.
Translation is a procedure that transforms a written source language (SL) text into an optimally equivalent target language (TL) text, ensuring syntactic, semantic, stylistic, and pragmatic comprehension by the translator (Wiles, 1982, cited in Hoang 2006) It is fundamentally a communicative activity that bridges linguistic and cultural barriers, extending its relevance beyond conventional boundaries (Tudor, cited in Duff 1989) Hatim and Mason (1990) also emphasize that translation occurs within a social context Ultimately, translation can either preserve the original text's integrity or adapt it for the target audience, fulfilling the essential task of conveying messages across languages.
When designing an effective syllabus for a third-year translation course, it is essential to consider various factors, including the types of translation syllabuses and the skills required by students The researcher aims to explore expert opinions on these aspects and evaluate the benefits of teaching translation through both direct (L2 to L1) and reverse (L1 to L2) methods.
Vermeer (1998) highlights that traditional translation teaching has relied on outdated language learning methods, focusing on a bottom-up approach where smaller linguistic units are taught before larger ones Linguistic theories address equivalence by emphasizing content similarity between the source language (SL) and target language (TL), concluding the translator's role with the creation of a target text (TT) Zeng and Lu-Chen (2002) note that this approach leads students to focus on specific linguistic issues, often neglecting the broader translation process, which can hinder their ability to produce a cohesive target rendition of a larger source text (ST).
Applying constructivism to translation pedagogy emphasizes the importance of active learner participation in various activities throughout the course Translation learning should focus on the process rather than just the final product Duffy and Cunningham (1996) highlight that learning is an active construction process, while Kiraly (1995) advocates for an educational culture that empowers learners through hands-on practice Task-Based Language Teaching (TBLT) utilizes real-world tasks to enhance learning, simulating authentic experiences (Long & Crookes, 1992) Additionally, Pica, Kanagy, and Falodun (1993) argue that social interactions among students facilitate learning by fostering collaboration towards common goals, thereby increasing motivation and engagement in the classroom.
This type of syllabus rates translation experiences around fields of knowledge Example of this type can be found in Sewell‟s survey (1996: 152): translation material in many universities
The topic-based syllabus, which emphasizes areas like education, university life, media, and current affairs, has gained significant traction in translator training programs in Vietnam According to Richards (2001: 158), this approach is effective in meeting students' needs and enhancing their motivation, likely contributing to its widespread adoption in the country.
The advancement of text linguistics has led to the adoption of a "top-down approach" in translation, which emphasizes evaluating the source text (ST) from larger to smaller units This method organizes translation experiences around the analysis of various text types, as it is believed to align closely with the translation process, where different text types impose unique demands on translators (Reiss, cited in Nguyen 2005: 14) Consequently, many universities have integrated the concept of text and text-type into their translation curriculum, categorizing texts based on subject matter, such as journalistic, technical, and literary, as well as by function, including expressive, informative, and vocative types (Newmark 1988).
The translation syllabus design employs a blend of topic-based, text-based, and task-based approaches, allowing students to select their preferred translation topics The teacher then tailors activities based on both target and learning needs, ensuring alignment with future professional demands, as emphasized by Snell-Hornby (1992) Marsh (1987) identifies journalistic and technical text types as most suitable for language learners, advocating for the use of articles from newspapers, magazines, and journals, which aligns well with the context of students at HUBT, a business school.
The content is designed around topical issues that resonate with students' knowledge and interests, enhancing motivation and bridging cultural gaps The language used is contemporary and varies significantly across different sections of newspapers, magazines, and journals The information density is typically high, requiring compact syntactic structures and a substantial number of content lexical items, which, while challenging, remains manageable Additionally, the range of topics covered is extensive.
The cooperative model, as proposed by Holz-Manttari (cited in Mackenzie 2004: 36), emphasizes the importance of preparing future translators through practical role-playing scenarios Educators should create opportunities for students to engage in product specification by analyzing the source text (ST) and its context This involves utilizing Christiane Nord's formula (1991) to assess critical elements such as who is communicating, the intended audience, the purpose of the message, and the methods employed, enabling students to make informed decisions about translation approaches.
To succeed in the translation industry, translators must develop a range of essential skills, including resource management, time management, and client management Effective text research, which involves consulting the source text's author, colleagues, and subject matter experts, is crucial for bridging knowledge gaps Additionally, strong composition skills, including cohesion, coherence, and the ability to adapt to different registers, are necessary for text production, alongside proficiency in text processing Quality management skills are vital for evaluating translations and ensuring client satisfaction through appropriate revision strategies Holz-Manttari (cited in Mackenzie 2004: 36) highlights that these roles are typically distinct in translation companies; however, it is beneficial for student translators to engage in all these roles during their training Furthermore, translators should possess linguistic, cultural, interpersonal, and IT skills to effectively utilize research tools like translation memory software and terminology databases Immersion in real or simulated scenarios enhances practical translation skills, while a solid foundation in historical context, theory, and methodology deepens their understanding of professional roles and boosts their self-image as translators.
Ulrych (2005) emphasizes the importance of computer skills as essential tools for professional translators, enabling them to work efficiently across various domains Bowker (2002) highlights that the use of translation aids not only enhances translators' status and self-image but also represents a valuable professional skill that is increasingly recognized in the marketplace Consequently, the incorporation of technology into translation programs significantly influences the methods used to teach translation.
Translators often encounter defective texts and must possess the ability to summarize, explain, or adapt content based on the specific needs of their employers (Snell-Hornby, 1992) Strong research skills are essential for translators, as they typically work across various topics and fields, especially at the beginning of their careers when their knowledge may be limited Developing effective research abilities allows translators to adapt to diverse working situations and advance in their profession According to Bermardini (2004), translation skills are fundamental to the translation profession and should be prioritized in the education of future translators.
There is another issue in designing a syllabus Should the students be taught direct translation or inverse translation or both?
Needs analysis
Some facts about Hanoi University of Business and Technology
Hanoi University of Business and Technology (HUBT) is a private university founded in
Founded in 1996, the University has focused on training graduates in various fields, including English studies, business administration, finance and banking, tourism, and accounting From the outset, the Management Board prioritized English language and computer skills, aiming to ensure that graduates are proficient in both English and business As a result, many of our graduates have gained a competitive edge over their peers from other institutions The curriculum for English majors at HUBT comprises 240 credits, with 80 credits dedicated to translation studies.
Teaching translation is a vital component of the English curriculum for majors, with two dedicated sessions each week across four periods The four-year program utilizes the "Market Leaders" textbooks by David Cotton, David Falvey, and Simon Kent, covering levels from Elementary to Upper-intermediate By the end of the second year, students achieve an intermediate proficiency, while translation practice, including both direct and reverse translation, is integrated into their studies alongside subjects like Discourse Analysis, Contrastive Linguistics, and Functional Grammar.
Methodology
Data collection instruments
The researcher aims to employ a survey as the primary research method for this study As noted by Hutchinson and Waters (1987), Robinson (1991), and Dudley-Evans and St John (1998), utilizing tools such as questionnaires, interviews, authentic workplace texts, and workplace visits is the most effective approach to assess the target and learning needs of specific groups of workers or students Among these techniques, questionnaires are the most widely used and serve as the main means of data collection This study will utilize a combination of two primary data instruments to gather information effectively.
Questionnaires for the current students
This multi-method approach aims to enhance the reliability of collected data, as highlighted by Richards (2001: 59), who notes that relying on a single source of information often leads to incomplete or partial data Therefore, employing a triangulation strategy—gathering information from two or more sources—is recommended for more comprehensive data collection.
The questionnaire is divided into two parts: Part A gathers background information about third-year students, including their age, gender, place of birth, and years of studying English Part B contains 16 questions, with 10 closed-ended and 6 open-ended, aimed at collecting students' opinions on the translation course, their learning methods, and their expectations The focus is on understanding students' awareness of translation, evaluating teaching methods and teachers, and gathering suggestions for course improvement To maintain objectivity, no hypotheses were established (See Appendix 5).
2.1.2 Structure of Interviews with the teachers
The researcher carried out a semi-structured interview with five translation teachers at HUBT, utilizing a set of 13 questions to gather insights about their backgrounds and teaching methodologies in translation For sample questions from these interviews, please refer to Appendix 6.
Subjects of the study
The third-year English major students at HUBT, aged 20-24, possess varying learning experiences of 5 to 14 years As they approach the end of the 2009-2010 academic year, these students, primarily from northern provinces of Vietnam such as Nam Dinh, Thai Nguyen, Hai Phong, and Quang Ninh, have completed three years of study, with an additional half year remaining Although they were selected after successfully passing the entrance exam, their language proficiency is relatively lower compared to peers from other universities Over the past two years, they have developed their four language skills, but translation theory has not been included in their curriculum.
The teaching staff consists of five educators with Master's degrees in English, bringing a wealth of experience to the classroom The oldest teacher, in his sixties, possesses extensive theoretical and practical knowledge, while two teachers are in their forties and two are in their thirties All have received training from esteemed institutions such as Hanoi University and the National University, College of Foreign Languages Their collective positive attitude towards the course enhances the learning environment.
Data collection procedures
The questionnaire, piloted and subsequently distributed, was administered to 50 third-year English majors from classes 1201 and 1202 at HUBT during the 2009-2010 academic year The analysis focused on both qualitative data from open-ended questions and quantitative data from multiple-choice items For the multiple-choice questions, the frequency of each response was calculated, while open-ended responses were categorized by content and analyzed for frequency where applicable Each item’s data will be examined in detail in the subsequent sections.
Two days following the administration of the questionnaire, the researcher aimed to gather more in-depth insights into teachers' attitudes towards the courses and their students, along with suggestions for enhancing the quality of the translation training program.
Results and Discussion
Questionnaire
A survey conducted among 50 third-year English major students at HUBT revealed that a significant majority, 81%, are female, with ages predominantly around 20.
At 24 years old, individuals from districts (65%) and big cities (35%) have typically studied English for 5 to 14 years However, their proficiency remains limited due to their backgrounds outside of Hanoi, leading to challenges in communication After two years of study, many have achieved an intermediate level, yet significant efforts are still required to enhance their linguistic skills and overall knowledge.
Many participants express a strong desire to collaborate with international firms, translation agencies, and communication companies, highlighting their high expectations for the course in developing essential translation skills and techniques.
76 % of the sample want to work as translators and interpreters This means the course should equip them with skills and techniques, and more importantly the habit of lifelong learning
What kind of job would you like to do? Number Percentage
Are you taught any skills or techniques? Number Percentage
4 What are the main translation skills or techniques you have learnt?
Students are instructed on how to interpret the true meaning of original texts and translate them into versions that reflect local language characteristics They learn comprehension strategies, reading processes, and appropriate syntax for translation However, many believe that the focus should be on conveying meaning rather than performing word-for-word translations While various skills are taught, some students find them to be abstract rather than practical It is evident that the curriculum primarily emphasizes text handling Therefore, instructors should incorporate more practical skills, such as editing, self-evaluation, personal marketing, and research techniques, into the third-year syllabus.
Students approach text translation with a focus on readership, recognizing the importance of making their translations comprehensible to readers This practice not only enhances their skills but also prepares them to become responsible translators in the future Given their exposure to predominantly journalistic texts, students should prioritize content over form, leading to translations that are more literal than free.
How do you translate? Number Percentage
Right from the first sentence 4 8%
Think of the way it is expressed in the target language 39 78%
Up to 50% of students express interest in extracurricular activities, highlighting a demand for opportunities that connect them with the practical world of translation Additionally, 74% prefer collaborative learning through pair and group work, indicating their active engagement in the learning process Furthermore, nearly half of the students are interested in workshops, demonstrating a desire for hands-on experiences to apply their classroom knowledge in real-life situations.
7 Why do you attend this course?
Many participants enroll in the course to enhance their English and communication skills, manage documents in English, and pursue careers as professional translators and interpreters Additionally, personal interests drive some individuals to join, showcasing their motivation Therefore, it is crucial for the course to incorporate relevant skills and strategies that prepare them for their future roles as translators and interpreters.
Which activities would you like? Number Percentage
Teachers talking all the time 2 4%
Doing pair work and group work 37 74%
Taking extra-curricular activities (meeting translation experts…) 25 50%
The primary focus in education revolves around teaching methods and the role of teachers Educators must consistently evaluate their instructional approaches to ensure they are practical and aligned with career goals Additionally, it is crucial for teachers to inspire students to take initiative in their learning, fostering independence while providing guidance Teachers should ideally possess both teaching experience and professional translation expertise to enhance the learning experience.
If possible, the department can invite some professional translators to teach translation and share their experience with them
Which factor(s) do you think makes a more successful translation course?
The findings indicate that while students recognize the significance of translation theory, they prefer to allocate more time to practical application Consequently, course designers for third-year English majors at a business university should prioritize hands-on learning in the syllabus, aligning with students' practical learning preferences and their motivation to acquire skills relevant to their future careers.
Which of the following would you prefer to spend more time on?
With a strong background in business, nearly 48% of students at HUBT express a preference for business-related topics throughout their course Their interests extend to current news, finance, banking, and law, all of which are integral to their studies Given that students engage with a variety of business subjects in their first two years, it's essential to focus on these topics This emphasis not only enhances their understanding but also allows them to develop vital research skills, particularly in the specialized terminology associated with finance, law, banking, and business.
Which topics do you prefer? Number Percentage
11 Please give your own definition of translation
Translation is often viewed as the process of conveying the true meaning of original text into another language while maintaining its specific characteristics A significant portion of students (28%) perceive translation as merely restating words from one language to another, while 26% define it as transforming written or spoken texts into a different language Additionally, another 26% highlight that translation involves replacing a message in one language with an equivalent in another, emphasizing the importance of preserving the original meaning The findings suggest that students have been exposed to linguistic approaches that treat translation as a code-switching operation, yet only 20% recognize the need to consider both the original text and the target audience Overall, it is evident that students grasp the essence of the translation process, indicating a need for more practical experience to enhance their understanding.
The research highlights that reading skills pose a significant challenge, with long and complex sentences accounting for 24% and lengthy texts for 26% of the issues identified In the third year, it is crucial to continue practicing all four language skills, particularly reading, to help students internalize essential terminology for their future as professional translators Teachers should actively encourage students to dedicate time to this practice Additionally, cultural factors are noted as a concern, with students showing a lack of interest in this area Therefore, it is recommended that supplementary subjects be introduced in the third year instead of the fourth, as outlined in the current curriculum.
What are your problems when you translate a text? Number Percentage
Finding meaning of new words 7 14%
The university provides numerous opportunities for students, including access to computers and multimedia facilities This enables teachers to effectively utilize these resources, equipping students with essential computer skills for their future careers.
What facilities are available for your study? Number Percentage
If any others, please specify 0 0%
A recent survey of students over three years reveals that while one-third perceive their teachers as flexible, only a small number feel that a learner-centered approach is utilized The majority express dissatisfaction with teacher-centered methods, highlighting a desire for more active participation and teamwork in lessons Students expect teachers to provide topics, documents, and instructions for discussion, followed by reviews and feedback Consequently, it is essential for teachers to create more opportunities for student engagement in class, taking on the role of facilitators in the learning process.
The course materials primarily consist of various texts, with students frequently receiving news articles sourced from reputable outlets like newspapers, magazines, and platforms such as BBC and CNN While these sources are generally appropriate, some students find the content outdated To enhance student motivation, educators should seek more current articles that align with the students' interests and preferred topics.
Interviews
In order to involve the translation teachers in the English Department into the development of the syllabus for third-year English majors, we have conducted semi-structured interviews
- One of them has obtained official training in translation at Hanoi University
- The others graduated from Hanoi National University, College of Foreign Languages One of them is experienced in teaching translation
- All of them have got an M.A in English
- They all try to study, attend seminars on language teaching and syllabus design
Teachers express dissatisfaction with the curriculum, citing disagreements over the content of materials and the absence of a comprehensive syllabus to guide their instruction.
The teaching methodology emphasizes discourse analysis of source texts (ST) to ensure clarity before translating into target texts (TT) It incorporates various steps of the translation process and promotes collaborative discussions among students on translation strategies The researcher observes a strong focus on guiding students to discover optimal solutions for effective translation.
In the third year, students must enhance their linguistic competence by strengthening their reading and writing skills It is essential to introduce both translation theory and practice, with an emphasis on practical application Students should engage in various roles, including that of the author, client, translator, and reader, to better prepare for the professional translation environment Extracurricular activities, such as museum visits, translating illustrations, internships, and workshops, are also vital for real-world experience with business documents Additionally, developing research skills is crucial, as it equips students to gather knowledge on specialized subjects for future application.
Students express concerns about their language competence, believing it requires improvement, particularly in the four key skills during their third year They suggest that if the university supports the initiative, attending a Vietnamese language course would be beneficial, enhancing their translation abilities in both directions.
The Department should collaborate with professional translators to enhance student learning through shared experiences Home assignments must be reviewed and commented on by teachers or visiting scholars to foster continuous engagement Implementing an entry test in the first year or a selection test at the beginning of the third year can help identify more competent students from other departments This approach ensures that only the most qualified students with strong English skills are enrolled in the program, ultimately improving the quality of translator training.
Summary
The findings from the questionnaire and interviews have significantly influenced the syllabus design for third-year English majors, aiming to enhance learner motivation and teaching effectiveness Additionally, the results highlight the necessity of better integrating theory with practice, as well as skills and strategies, to create a robust foundation for students' future careers Emphasizing a student-centered approach, this year's priorities include fostering learner autonomy and developing research skills.
When selecting materials, teachers must consider the English proficiency levels of their students Additionally, course evaluation can be conducted through various methods, including assignments, mid-term tests, and final assessments.
The proposed translation syllabus
Introduction
This chapter outlines the proposed translation syllabus for third-year students in the Department of English at HUBT The syllabus development is grounded in literature review, insights from translation experts and educators, and student reflections, all tailored to the teaching and learning context It encompasses clear objectives, relevant content, and engaging tasks and activities.
The aims and objectives of the translation course
The program aims to cultivate skilled translators and interpreters proficient in at least one foreign language, equipping them for a competitive market that demands high intellectual, professional, and technical abilities Graduates will be adept at reading and translating business documents, including contracts related to business and investment They will possess the competence to work as translators and interpreters in foreign companies, projects, as well as in newspapers and magazines Additionally, they will have opportunities to contribute in PR departments of international organizations and Vietnamese companies.
From the above goals, the objectives of the syllabus are specified in terms of translation knowledge and translation skills as follows:
- Be good at analyzing ST
- Know what a translation process is
- Be aware of what makes a successful translation
- Acquire translation skills and other skills needed by translators
- Deal with texts of about 1,000 words (for about an hour)
- Acquire background subjects such as an introduction to theories of translation or computer skills applied to translation
- Edit translations and use translation aids in doing that
Choosing the translation content
The translation syllabus for third-year English majors focuses primarily on theoretical concepts, taught alongside practical applications over a span of 24 weeks Each week consists of two instructional periods dedicated to this subject Additionally, students are required to present their understanding of the theoretical material during the mid-term test in the 9th week and again in the 18th week.
4.3.1 The integration of translation theory
Gentiles (1996) highlights that most translation courses incorporate a theoretical component, which should focus on understanding translation as a phenomenon rather than merely a process applied to a source text This perspective is supported by translators and researchers like Hatim and Mason (1997), who advocate for the inclusion of theory in translation programs Gentiles emphasizes that “practice without theory is blind” and suggests that curriculum objectives should consider factors such as time frame, student intake, and exit levels, which in turn influence material selection and grading This necessitates a flexible approach to teaching, as educators aim to adapt the curriculum to meet the needs of each class Dimitrova (2002) further underscores the importance of translators developing both theoretical and practical competencies, with essential content for this theoretical foundation being crucial for effective translation training.
4.3.1.1 Introduction to History of translation
Woodsworth (1996) emphasizes that studying the past is crucial as it offers valuable lessons, providing students with a broader understanding of society and humanity While the immediate practical benefits may not be apparent, this knowledge is essential for professional translators, who must be well-versed in the history of translation to enhance their practice effectively.
Students learn not only the definitions of translation from various researchers but also the essential steps in analyzing the source text (ST) and the translation process The focus is on understanding that translation is more than just a final product, and teaching should extend beyond mere corrections It is important for students to recognize the time-consuming nature of preparing, analyzing, revising, and delivering translations Additionally, criteria for a good translation are provided, enabling students to evaluate their own work and that of their peers effectively.
The students should be introduced with the basic translation methods as suggested by
Examples are given by the teachers The aim is making the students know which method they can choose depending on types of texts
The researcher would like to apply a process approach in designing the syllabus Therefore, the steps before and during the translation process are introduced as follows:
The intention of the text
The intention of the translator
To effectively teach translation, the teacher will present a sample text and guide students through the translation process using specific steps This collaborative discussion will help students understand the methodology behind translation Following this, students will be assigned to create their own translations at home, applying the steps learned in class.
The course integrates both theoretical and practical components, allowing students to apply their theoretical knowledge in real-world scenarios.
Tasks and activities in the year
This section focuses on the translation of texts and the challenges encountered during the process, covering topics such as business, tourism, finance, law, and current events sourced from newspapers, magazines, and journals Over a 16-week term, the syllabus allocates six periods each week for in-depth discussion and consultation, with most assignments completed at home to maximize classroom interaction According to Snell-Hornby (1992), translation activities must align with future professional needs to be considered authentic in a training context Therefore, it is crucial to incorporate diverse classroom activities, including pair work, peer correction, and both in-class and at-home assignments Students should also engage in extracurricular activities, such as meeting professional translators and attending workshops, and may participate in real projects if deemed capable by the instructor The importance of combining theory with practical experience in teaching translation/interpreting is emphasized, as students benefit from expert guidance and hands-on experience, which in turn fosters their motivation and enthusiasm for learning.
During the process of translating, the following skills are developed in class:
analyzing a ST from the translator‟ perspective
evaluating their own and others‟ translations
Editing is a crucial aspect of the translation process, as it involves multiple stages of writing and rewriting to accurately convey the source text's message in the target text Consequently, incorporating translation-related activities, such as writing compositions, is essential this year.
The third year of study focuses on developing students' transferable skills, enabling them to confidently engage with any text across various subjects and contexts This training prepares them to effectively communicate their performance with fellow translators and clients, ensuring they remain adaptable in the competitive landscape of professional translation.
A proposed translation syllabus for third-year English majors at Hanoi University of
The teacher will utilize a communicative and interactive approach to foster effective communication in the target language (TL) audience, creating a collaborative learning environment where students engage with classmates to analyze translation challenges This student-centered teaching model positions teachers as facilitators, guiding students to focus on translating meaning rather than a literal word-for-word translation This approach necessitates significant effort from both students and teachers The proposed translation syllabus for Term 1 is outlined below, with the Term 2 syllabus available in Appendix 7.
Week 1 Session 1 History of translation
-Deal with texts of 300 words -Assign homework for students to prepare 1 st draft
-Discuss with PEERS and teacher
-Work on the second draft at home
Week 2 Session 1 History of translation (cont)
-Hand in translation -Deal with texts of 300 words -Assignment at home
-Discuss with PEERS and teacher
-Work on the second draft at home and terminology on finance and banking
Week 3 Session 1 History of -Hand in translation News translation (cont) -Sharing terminology
-Assignment at home ( search new words)
-Discuss with PEERS and teacher
-Work on the second draft at home
Week 4 Session 1 History of translation (cont)
-Hand in translation -Deal with texts of 400 words -Assignment at home
-Discuss with PEERS and teacher
-Work on the second draft at home
-Hand in translation -Deal with texts of 400 words -Assignment at home
Session 2 Workshop on technology aids
-Hand in translation -Deal with texts of 400 words -Assignment at home
Week 7 Session 1 History of -Deal with texts of 450 words Business
Week 8 Session 1 Presentation on History
Week 9 Session 1 Definition of translation
-Discuss in pairs or groups -Assign homework
Week 10 Session 1 Steps in a translation task
- Hand in translation -Apply in class-texts of
Week 11 Session 1 Steps in a translation task
-Apply in class-texts of
Week 12 Session 1 Criteria of a good translation applying in class (using previous translations)
Session 2 applying in class (using previous translations)
Week 13 Session 1 Criteria of a good translation applying in class (using previous translations)
Week 14 Session 1 Text analysis -Apply in class-texts of 500 words -Assign homework
-Hand in translation -Apply in class-texts of
Week 16 Session 1 study in library
Session 2 Final test (two directions)
Sample translation lesson (Appendix 8)
For the model procedure of teaching and the material used in the session, please see Appendix
Summary
Davies (2005) critiques traditional classes as being overly focused on the teacher and text, primarily aiming for an ideal model translation, while Kiraly highlights the neglect of crucial elements such as the learning environment, student-teacher roles, and curriculum evaluation These traditional methods often lack pedagogical guidelines and fail to motivate students In contrast, Davies advocates for a process-based approach that emphasizes skill acquisition for competent translation, leading to more student-centered classes that promote interaction and foster learner autonomy.
The study aims to design a translation syllabus for third-year English majors at HUBT, beginning with a literature review on syllabus design, translation, and the teaching context in various Asian and European countries A needs analysis reveals the necessity for a student-centered, task-based syllabus focused on career-oriented training To gather data, the researcher distributed questionnaires to 50 third-year students and interviewed translation teachers Chapter 4 presents the developed syllabus, which integrates translation theory with practical tasks and activities The final chapter summarizes the study and offers recommendations for future research.
The researcher has proposed a new syllabus designed to meet both student needs and trainer expectations, focusing on task-based, skills-based, and topic-based approaches This syllabus aims to connect students with real-world experiences through relevant materials, engaging teachers, and extracurricular activities Additionally, teachers emphasize the importance of increased practice, enhancing students' linguistic competence in both English and Vietnamese, and fostering collaboration with professional translators from various training institutions within and beyond Vietnam.
Recommendations for further research
According to Kurz (2002), training must align with the realities of the job market, requiring university departments to actively adapt their curricula to meet the evolving demands of employers Due to time constraints and the scope of my thesis, I was unable to include perspectives from ex-students, employers, and other translation experts from Vietnam's translation training institutions Gathering this information would provide valuable insights into market demands and the expectations of former learners Consequently, this would enable course designers to develop a syllabus that accurately reflects learners' needs, ultimately enhancing the effectiveness of teaching.
The researcher suggests conducting further studies to gather insights from former students, employers, professional translators, and experienced translation educators This approach aims to develop a syllabus that effectively addresses the needs of learners Additionally, it is important to incorporate assessment criteria and marking guidelines in future translation syllabi.
The syllabus is specifically designed for pre-experienced learners, excluding those with job experience who participate in in-service courses at HUBT Further research is essential to identify the differences between these two groups of learners, enabling the development of a tailored syllabus that meets their distinct needs.
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Administrative translation encompasses a wide range of texts utilized in businesses and organizations for daily management purposes This category can also extend to similar documents used in government settings.
Commercial translation, also known as business translation, encompasses various documents utilized in the corporate sector, including correspondence, financial statements, tender documents, and reports This type of translation demands specialized translators who possess a deep understanding of business terminology.
Computer translation should not be confused with computer-assisted translation (CAT), which involves software-aided translations Instead, computer translation specifically refers to the translation of materials related to computers, including software, manuals, and help files.
Economic translation, a specialized subset of commercial translation, focuses on translating documents related to economics These texts often possess a more academic tone, requiring precision and a deep understanding of economic concepts.
Financial translation is the translation of texts of a financial nature Anything from banking to asset management to stocks and bonds could be covered
General translation refers to the most straightforward form of translation, characterized by the use of everyday language that is easily understood It typically avoids complex or technical terminology, making it accessible to a broader audience Most translations conducted today fall into this category, emphasizing clarity and simplicity.
Some common types of specialized translation and interpretation are financial translation and interpretation
(By Arjona, based on Proceedings from Velleman‟s model of the 1941 Geneva curriculum- Group 5-K16 English)
Core translation and interpretation competence
Core translation and interpretation model
Basic and advanced interpretation competence
Basic translation and interpretation competence
Advanced translation and interpretation competence
Advanced translation and interpretation competence
This questionnaire seeks to develop a suitable translation syllabus for third-year English majors at Hanoi University of Business and Technology Your insights on the key elements of a translation syllabus are invaluable to this study We appreciate your honest responses to the following questions Thank you for your cooperation!
Part A: Please fill in your personal information
For the multiple choice questions, please tick in the box for your choice
1 Who will you work with?
2 What kind of job would you like to do?
3 Are you taught any skills or techniques?
4 What are the skills or techniques you have learnt?
A Right from the first sentence
D Think of the way it is expressed in the target language
6 Which activities would you like?
A Teachers talking all the time
B Doing pair work and group work
D Taking extra-curricular activities (meeting translation experts…)
7 Why do you attend this course?
8 Which factor(s) do you think makes a more successful translation course?
9 Which of the following would you prefer to spend more time on?
10 What are the topics do you prefer?
11 Can you define what translation means?
12 What are your problems when you translate a text?
A finding meaning of new words
13 What facilities are available for your study?
D If any others, please specify: ………
14 What teaching styles are you used to?
15 What types of texts are available during the course?
16 How do you feel about the translation class?
5 Do you have formal training in translation and translation teaching?
6 Have you got any extra training in translation teaching?
7 What do you think of your translation teaching? Are you happy with your teaching?
8 How do you teach translation?
9 What should be focused on the third year?
10 What extra-curricular activities are offered during the third year?
11 What facilities are useful for students?
12 What do you think about the students‟ linguistic competence after the first two years?
13 What do you suggest improving the teaching of translation?
Proposed Translation Syllabus for Term 2
-Deal with texts of 600 words
-Work on the second draft at home
Week 2 Session 1 Translation methods (cont)
-Hand in translation -Apply with texts of 600 words
Week 3 Session 1 Translation methods (cont)
- Role-play-texts of 700 words
Week 6 Session 1 Visit and work as interns
Week 9 Session 1 Presentation on results of work during week 6, 7 & 8
Week 10 Session 1 -Deal with texts of 800 words
Week 11 Session 1 _Hand in translation
- Role-play-texts of 800 words -Assign homework
Week 12 Session 1 -Hand in translation
- Share updated new terminology on law and banking
Week 13 Session 1 _Hand in translation
- Role-play-texts of 900 words
-Assign homework Session 2 -Discuss with peers
Week 14 Session 1 _Hand in translation
- Role-play-texts of 1,000 words -Assign homework
Week 15 Session 1 _Hand in translation
- Role-play-texts of 1,000 words
Week 16 Session 1 Visit and work as interns at companies
Week 18 Session 1 Hand in assignment on Theory and work results of week 15 and 16 Session 2 Final test
To optimize class time, students are required to gather information on the topic a week in advance, allowing for discussions and presentations during class This approach fosters teamwork, a crucial skill for modern translators, before they receive their assignments.
Translating - asking the students to do 2 stages
- The students read and comprehend the ST (lexical and grammatical items)
- They answer some questions on sociocultural analysis of the ST
Where and when is the TT written?
What is TL structure to describe the ST situation?
Who is the TT audience?
Rewriting and reediting (doing at home)
Bringing to class and discussing
Dealing with the final draft
The next six months will see bankers pushing ahead with fund raising campaigns that may present opportunities for foreign investors
The recent cash shortages among bankers are not due to market liquidity problems, but rather stem from the State Bank of Vietnam (SBV) implementing a new registered capital limit for local banks This regulatory change has impacted all banks operating within the country.
By the end of December, joint stock commercial banks must have a total registered capital exceeding VND 3,000 billion ($157 million) As of May, approximately 22 banks, including one state-owned commercial bank, reported total registered capital below the required level, according to incomplete data from the State Bank of Vietnam (SBV) SBV Governor Nguyen Van Giau emphasized at a recent press briefing in Ho Chi Minh City that banks failing to raise their capital by the end of September must submit a plan to address the issue.
According to government Decree 141 from 2006, the central bank has mandated that all banks must increase their capital to a minimum of VND 3,000 billion by the end of this year, based on their total risk-weighted assets While the international standard for capital adequacy is set at 8 percent of assets, the State Bank of Vietnam (SBV) has established a higher requirement of 9 percent.
Since late last year and early this year, several local banks have been actively pursuing capital raising initiatives A significant development in the banking sector is the transformation of the previously supervised Pacific Bank, now known as Vietnam Tin Nghia Bank After facing potential closure and being placed under the central bank's special supervision a few years ago, the bank successfully increased its total registered capital from VND 1,133 billion ($60 million) in November 2009 to VND 3,400 billion ($179 million).
Non-listed banks are exploring various strategies for capital raising, including requesting additional contributions from existing shareholders, converting previously-issued bonds into new shares, and seeking foreign strategic partners For instance, PG Bank plans to convert VND1,000 billion in bonds into new shares to enhance its registered capital, while GiaDinh Bank aims to leverage the support of its current shareholders and utilize surplus funds from previous years TienPhong Bank is combining these approaches by selling stakes to foreign investors to meet the VND3,000 billion requirement Recently, Nam A Bank received approval from the SBV to increase its capital from VND1.25 trillion to VND2 trillion, with plans to further raise it to VND3 trillion this year.