INTRODUCTION
In the era of globalization and Vietnam's open door policy, the country has prioritized international relations, making translation—particularly from Vietnamese to English—crucial for fostering mutual understanding and strengthening global connections This growing demand for effective communication has led to an unprecedented need for skilled translators, highlighting the importance of their role in enhancing multilateral relations among nations.
In response to the growing demand for skilled translators across various fields, many universities and institutions have introduced translation courses that attract students of all ages The University of Languages and International Studies (ULIS) stands out as a leading institution, offering specialized translation courses for third-year students in the Faculty of English and Teacher Education (FELTE) after two years of English proficiency training These courses equip students with both general and in-depth knowledge of translation, preparing them to meet the increasing professional demands for qualified translators.
The translation courses at ULIS equip students with comprehensive knowledge through three key areas: basic translation practice, translation theory, and advanced translation, all emphasizing practical skills However, this method may lead students to function like machines, merely replicating ideas from the source text without considering cultural differences between languages Additionally, the translation theory course lacks a structured approach, leaving students without clear guidance.
To create an accurate and readable translation, it is essential to implement a systematic process that enhances the quality of the English translated product Prioritizing this approach will not only improve comprehension but also increase reader acceptance, making further research in this area crucial.
In 1953, American anthologist R Benedict emphasized the need for translators to prioritize cultural studies to enhance their cultural awareness, rather than solely focusing on language proficiency.
In 2015, Kaplan's research from 1966 highlights the varying cultural thought patterns across different societies, emphasizing the significant role culture plays in shaping idea development and the relationships between concepts in language Translators must take these cultural influences into account to produce translations that resonate naturally and smoothly with readers.
Kaplan's theory highlights the significance of linearity and hierarchical dependency in the English language However, ESL students often lack the necessary understanding and time to master the translation process that emphasizes these elements As a result, it is crucial to focus more on these aspects, especially considering the growing importance of translation in Vietnam's integration era and its relevance for students majoring in FELTE Translation and Interpreting.
In conclusion, the author emphasizes the importance of studying the "Application of Linearity and Hierarchical Dependency in Vietnamese-English Translation by Students at the Faculty of English Language Teacher Education, ULIS, VNU." This research aims to provide Translation and Interpreting majors at FELTE, as well as the author, with a deeper understanding of linearity and hierarchical dependency in Vietnamese to English translation, enabling them to express ideas naturally and effectively.
This study is targeted at presenting an investigation in the application of linearity and hierarchical dependency in V-E translations of FELTE students It aims:
- to provide a systematic and comprehensive overview of linearity and hierarchical dependency according to Kaplan‟s paper
- to convince the effectiveness of the translation techniques applying linearity and hierarchical dependency to of V-E translations of FELTE students
- to determine suitable situations to apply this translation technique
To achieve the study's objectives, the author employs both qualitative and quantitative approaches The qualitative method primarily assesses the effectiveness of translation techniques by comparing translations produced by FELTE students using Juliane House’s TQA model, alongside expert and foreigner feedback Meanwhile, the quantitative analysis gauges participating students' feelings regarding the translation process and evaluates the effectiveness of linearity and hierarchical dependency in V-E translations compared to their previous methods.
The research questions explored in this study are as follows:
1 What is the effectiveness of applying linearity and hierarchical dependency to V-E translations of FELTE students?
2 What are some recommendations of experts for applying this translation technique in specific situations to make best use of it?
This study aims to enhance the readability of translations by applying Kaplan's (1966) concepts of linearity and hierarchical dependency Additionally, it explores the use of thematic progression patterns and subordinate elements, including adverbial phrases, relative clauses, and subordinate conjunctions, as effective techniques for improving translation clarity.
4 improve linear and hierarchical idea development in V-E translations of FELTE students
The study focuses on the Faculty of English Language and Education Teacher (FELTE) at the University of Languages and International Studies (ULIS), a key institution for training translators in Vietnam It involves 20 Vietnamese FELTE students who participate in four lessons designed to enhance their understanding of linearity and hierarchical dependency in Vietnamese-English translation The students complete paper tests and questionnaires both before and after the lessons Additionally, two native English speakers and two professional translators are interviewed to assess the differences in translation quality pre- and post-instruction, particularly regarding the cohesion and dependency of ideas Their feedback aims to evaluate the effectiveness of the new translation method in improving readability and to identify the strengths and limitations of the process, as well as the types of texts best suited for this approach.
This study aims to validate the significance of linearity and hierarchical dependency in the translation of Vietnamese to English, with the goal of enhancing current translation methods By doing so, it seeks to meet the demands of clients for translations that are both natural and accurate.
This research highlights the practical significance of exploring linearity and hierarchical dependency, offering valuable insights for future studies aimed at enhancing natural translation and crafting authentic English essays.
The thesis is designed in the following five parts:
Chapter 1: Introduction introduces rationale for choosing the topic, objectives, scopes, significance, methodology and organization of the study
Chapter 2: Literature review is the theoretical foundation of linearity and hierarchical dependency on which the study is based and set up
Chapter 3: Methodology includes the setting, participants and research instruments Additionally, this chapter also illustrates the data collection and data analysis in detail
Chapter 4: Findings and Discussions presents key insights into students' perceptions of the translation process through comparative analysis Additionally, expert opinions on the benefits and drawbacks of the translation method are gathered, highlighting both the effectiveness and limitations of the suggested translation technique.
Chapter 5: Conclusion summarizes major findings of the study, gives concluding remarks In addition, this chapter includes the limitations of the study, recommendation and directions for further research
LITERATURE REVIEW
Translation theory
For years, scholars have engaged in extensive discussions about the theory of translation, each offering unique perspectives and justifications Despite their diverse approaches, their works share common elements, including a definition of translation and various translation methods.
8 translation equivalence and translation assessment, all of which will be discussed hereafter
Translation encompasses various meanings, including the general field, the translated text itself, and the act of translating This process involves a translator converting a source text (ST) from one written language into a target language (TL) (Nhan, 2018).
Amira Osman (2017) and Foster (1958) define translation as the process of transferring text from a source language (SL) to its equivalent in a target language (TL) This process demands that translators possess a strong understanding of both languages, along with "high linguistic sensitivity" to accurately convey the writer's intentions and opinions in a faithful and natural manner (Foster, 1958; Osman, 2017).
Unlike afore –mentioned scholars, Catford (1995) demonstrates translation is “a process and a product” On one hand, it is “an activity” of
Translation involves the substitution of text from a source language (SL) with equivalent text in a target language (TL) (Catfold, J., 1995) Additionally, translation serves as a cultural bridge, allowing readers to access and experience diverse cultures, societies, and ways of life through the translated works (Yowell).
There are various translation methods which can be seen in the form of a flattened V Newmark‟s diagram as follows:
Word-for-word translation Adaptation
Newmark identifies semantic and communicative translation as the two primary methods aligned with the main objectives of translation: accuracy and economy These methods are frequently emphasized in translation theory, highlighting their significance in achieving effective translation outcomes.
Translation equivalence is a pivotal yet contentious aspect of translation theory (Nhan, 2018) It refers to the relationship between texts in different languages rather than the languages themselves Equivalence serves as a key criterion for assessing translation quality, with a translation deemed "good" if it preserves a significant level of equivalence to the source text (ST).
Koller identifies five key factors that influence the specification of equivalence types: extra-linguistic content, connotations, usage norms, the receiver, and the formal-aesthetic features of the source text (ST) These factors help determine what should be considered equivalent in translation (Nhan, 2018) He categorizes equivalence into five distinct types.
- Denotative equivalence: is related to equivalence of the extra-linguistic content of a text
- Connotative equivalence: is related to the lexical choices, especially between near-synonyms
- Text-normative equivalence: is related to text types, with different kinds of texts behaving in different ways
- Pragmatic equivalence (or communicative equivalence): is oriented towards the receiver of the text or message
Formal equivalence focuses on preserving the original form and aesthetics of a text, emphasizing wordplay and the unique stylistic elements of the source text (ST) This approach utilizes the formal possibilities of the target language (TL) and may even innovate new forms when necessary.
Kade (1968) highlights the significance of directionality in translation, suggesting that relationships of equivalence are not strictly one-way (Nhan, 2018) He identified four distinct types of quantitative equivalence.
- One to one: One SL item corresponds to one TL item
In translation, the relationship between languages can vary, with a single item in one language corresponding to multiple items in another This requires the translator to make informed choices among the available alternatives, leading to what is known as "choice-based equivalence."
- One to part: Only partial equivalents are available, resulting in
“approximate equivalence” Whichever choice is made, the equivalence will thus be only “approximate”
- One to none: No equivalence is available in the target language
Translation evaluation has been a significant area of study for many years, with Tida and Taber (1974) providing a foundational perspective on what constitutes a good translation G Steiner (1975) contrasts this by depicting the characteristics of a poor translator In opposition to these views, Wilss (1982) and Newmark contribute alternative insights into the evaluation process of translations.
In 1988, it was proposed that a thorough evaluation of a translation should encompass five key aspects: a brief analysis of the source text's (ST) intention and functional elements, an interpretation of the ST's purposes alongside the translator's methods and the intended readership, a selective comparison between the ST and its translated counterpart, a translation assessment, and an evaluation of the target text (TT) within the context of the target language (TL) culture or discipline Additionally, J House's models from 1977 and 1997 provide a framework for translation quality assessment, emphasizing the analysis of both ideational and interpersonal functional components of the texts.
J House‟s approach to evaluating a translation is based on the register theory developed by Halliday et.al (1964) and Halliday (1978), pragmatic theory, notions developed by the Prague school of language and linguistics, stylistics and discourse analysis For the purpose of coming up with “a model for situational-functional text analysis and assessment of translation” (House,
2015), House (1977) constructing the following model:
Her model analyzes texts through three key components: Language/Text, Register, and Genre The Register consists of three elements: Field, which pertains to the subject matter and its social action; Tenor, which encompasses the relationships between participants, including the addresser's temporal, geographical, and social background, as well as their perspective, status, and attitude; and Mode, which relates to the form of communication used.
“channel” or the medium that the addresser used to communicate (written or spoken) and the degree of participant between the addresser and addressees
On each of the above-mentioned three dimensions, J House distinguishes lexical, syntactic and textual means In particular, the lexical
Cohesion in text is achieved through various means, including lexical choices such as collocations and co-occurrences (Thuy, 2013) Syntactic cohesion involves different sentence structures, including simple, compound, and complex forms, as well as the relationships between ideas, whether subordinate or coordinate Additionally, textual cohesion is enhanced through mechanisms like theme dynamics, clausal linkage, and iconic linkage.
Linearity
As an engineer and metrologist, Richard Hogan defines linearity is a feature of “a mathematical relationship or function” that can be graphically illustrated as a “straight line” (Richard Hogan, 2019)
In terms of linguistics, Kaplan implies in his paper that English is a
„predominantly linear‟ language unlike the “broken or indirect structure” that, in his opinion, identifies Romance, Oriental and Semitic language groups (Casas, 2008)
The concept of linearity in English texts is characterized by a structured approach, beginning with a clear topic statement followed by subdivisions that elaborate on that statement, each supported by relevant examples.
The article discusses two primary methods of idea development in writing: the deductive approach, where a central idea is presented first followed by supporting details, and the inductive approach, which begins with examples leading to a concluding statement This structure ensures that all ideas within the paragraph are interconnected and contribute meaningfully to the main concept, creating a coherent flow of thought Such organization is essential for effective communication, as it aligns with the expectations of English readers for clarity and logical progression in formal writing.
In recent years, the concept of Theme has gained significant attention as a crucial cohesive element in texts (Belmonte, 1998) Renowned linguist M.A.K Halliday emphasized that the Theme-Rheme structure serves as the fundamental organization of a clause as a message (Halliday, 1985).
Theme can be defined as “the point of departure of the message” (Halliday, 1985) and English speakers signal the Theme by putting it first and
In linguistics, the Rheme refers to the second part of a clause that follows the Theme, presenting new or unfamiliar information to the reader (Le, 2015) The distinction between Theme and Rheme is evident in their positions within a clause, with the Theme appearing first and the Rheme following (Le, 2015) Understanding this structure is essential for effective communication and clarity in writing.
2.3.2.2 Topical, textual and interpersonal Themes
In an English clause, the chosen topical Theme depends on “the choice of mood” (Halliday, Halliday‟s introduction to functional grammar (4th ed.),
In the study of themes in language, they can be classified as either indicative or imperative moods Indicative moods further divide into declarative and interrogative forms, with interrogatives being categorized as "yes/no" or "WH-" questions (Jing, 2015) Topical Themes may be preceded by textual and interpersonal elements, which are also recognized as distinct types of Theme Textual Themes encompass combinations of continuative, structural, and conjunctive elements (Halliday, 2014), while interpersonal Themes include vocative, modal, and mood-marking elements that reflect the writer's attitude (Halliday, 2014) Two types of Theme gain thematic status when they precede the topical Theme (Jing, 2015).
The topical Theme is an essential component of a sentence, while the textual and interpersonal Themes are optional Each sentence contains only one topical Theme, but it may include multiple textual or interpersonal Themes For instance, a sentence can demonstrate all three types of Themes: topical, textual, and interpersonal.
They find our case inconclusive Inevitably, as a result, it will need reviewing
In a declarative clause, the unmarked Theme is typically the subject, selected by the writer when there is no intention to highlight any particular aspect (Halliday, 2014).
Table 2.1 The unmarked Theme in different types of clause
Declarative We went to the gallery
Do you want some drink?
Why didn‟t he want to go?
Imperative Turn off the light
Halliday (2014) postulates “a cline of markedness”, capturing the likelihood of any of these elements put in “initial position in the clause” (Jing,
In functional grammar, the most prevalent form of marked Theme is an adverbial group or prepositional phrase, while a nominal group serving as a complement is the least common choice This nominal group could have been selected as the subject but was ultimately not chosen (Halliday, 1994).
Halliday (1994) asserts that the typical structure of a complex clause features an independent clause followed by a dependent clause When the dependent clause appears at the beginning, it is considered a marked Theme.
Table 2.3 Common forms of marked Theme
Adverbial Slowly he rose from the chair
Prepositional phrase On that fateful day he had an accident
Dependent clause If our team wins, we will celebrate
Halliday (1994) asserts that the thematic principle is fundamental to the organization of paragraphs in written texts, where the topic sentence serves as the Theme He illustrates how the connection between Themes and Rhemes can create thematic progression, resulting in coherent texts.
According to Danes (1974), Themes are intricately linked to the Themes and Rhemes of previous clauses, as they pick up and expand upon key concepts This connection creates distinct patterns of thematic progression, highlighting the importance of continuity in discourse.
Thematic progression refers to the development of ideas within texts, focusing on the origins of Themes and their connections to other Themes and Rhemes This concept is characterized by systematic relationships between Theme-Rheme selections and experiential choices, shaping the overall coherence of the text.
Daneš (1974) identifies linear progression as a fundamental thematic pattern in scientific and professional texts, characterized by a continuous flow of ideas In this structure, the Theme (T) of each sentence is connected to the Rheme (R) of the previous utterance, meaning that the Rheme of one clause serves as the Theme for the next This relationship is illustrated by the formula R1 = T2, T1 ≠ T2, and R1 ≠ R2, highlighting the shift from one topical Theme to the next while maintaining coherence in the text (Jing, 2015).
The vast majority of these activities required little or no literacy skills
[1] In some senses, literacy skills were arguably less important in the agricultural age than they are now [2]
Additionally, there are five more types of Theme-Rheme transition patterns that will be exemplified in table below:
Most activities during the agricultural age demanded minimal literacy skills, although there were notable exceptions In fact, literacy may have been less critical in that era compared to today.
Small children don’t take learning a language as hard work but as something to discover [1] They can avoid the negative influence of their mother tongue [2]
Small children view language learning as an enjoyable discovery rather than a chore, often considering it one of their favorite activities This playful approach allows them to sidestep the negative influences of their native language.
Hierarchical dependency
Barbero et al (1998) showed that the basic idea of dependency is that the
“syntactic structure of a sentence” is described in terms of “binary relations” (dependency relations) on pairs of words, a head (or “parent”), and a dependent (or “daughter”), respectively (Cristina Barbero, 1998)
Hierarchical dependency or subordination refers to “a complex use of language” since it represents the “embedding of one clause within another” in a hierarchical relationship (Lehmann, 1988) (Quirk, 1972)
Subordination is expressed through relative clauses, complement clauses, and adverbial clauses, which are introduced by subordinators like because, although, if, before, and since These elements are commonly recognized as subordinate clauses, along with conjunctions that function as subordinate conjunctions.
2.4.2 Coordinating conjunctions and subordinating conjunctions
- Coordinating conjunctions (and, but, for, nor/neither, either/or, so, yet and plus) are used to connect independent clauses or sentences, for example
“The weather was hot, so I went on my bike.” or coordinating parts of a sentence which usually involve with ellipsis, for instance “We can't do anything but wait.”
- Subordinating conjunctions are used to connect a subordinate clause to the main clause (subordinate clauses may involve ellipsis), for example “If you try hard it might work.”
METHODOLOGY
Selection of subjects
The study is conducted at the Faculty of English Language and Teacher Education (FELTE) at the University of Languages and International Studies (ULIS), Vietnam National University, Hanoi Students majoring in Translation and Interpreting engage in three key courses: translation practice, translation theory, and advanced translation, aimed at equipping them with essential knowledge and skills for successful careers as professional translators Throughout these courses, students practice translating various texts on current topics in education, economics, history, and culture, utilizing diverse forms such as poems, official notes, and newspaper articles, which feature a wealth of contemporary vocabulary, phrases, and structures.
The participants in these three courses are juniors and seniors from the English Translation and Interpreting Division at ULIS, guided by qualified Vietnamese instructors with recognized expertise in both domestic and international projects Each week, the teachers assign articles for translation practice, ensuring that students engage with relevant and challenging material to enhance their skills.
Larger sample sizes yield more accurate estimates; however, they also demand more effort to process This paper aims to emphasize the distinctions between traditional translation methods and the author's approach.
21 method and prove effectiveness of the latter The participants of the study are
Twenty FELTE students majoring in Translation and Interpreting have been studying English as a foreign language since primary school and successfully passed the entrance exam with English scores that meet the university's requirements.
On top of that, they have gained insight into translation theory as well as translation practice through the three translation courses offered by the Faculty
20 senior students will be selectively taught the new technique of applying linearity and hierarchical dependency in V-E translation They are involved in four lessons designed by the author:
At the start of the lesson, 20 senior Vietnamese FELTE students participate in a paper translation test, translating three Vietnamese passages into English This exercise, designed by the author, aims to gather insights into the translation methods frequently utilized by FELTE students in their translation projects.
In this lesson, the author presents a lecture on the significance of linearity and hierarchical dependency in V-E translation, emphasizing their role in enhancing the natural flow of translations Attendees gain a comprehensive understanding of the importance of organizing ideas linearly and recognizing dependencies in English texts, which is crucial for effective V-E translation Additionally, students engage in practical exercises that reinforce these concepts through linking and developing linear ideas, allowing them to apply the theoretical knowledge acquired during the session.
After the lesson, 20 senior students take a paper test featuring the same passages from the initial assessment, applying their newly acquired knowledge to answer the questions The entire class collaborates on this task, with the author providing guidance to streamline the process and save time.
To assess the effectiveness of the author's translation process, an interview is conducted with two native English speakers, neither of whom is familiar with Vietnamese One of the interviewees is from London.
Two qualified English language teachers, one a native American and the other born in the U.S., provide insights into language learning without relying on the less popular theories of linearity and thematic progression Their evaluations are based on personal feelings and intuition, which lend objectivity and reliability to their perspectives Having spent significant time with Vietnamese students, they understand the cultural influences on students' engagement and the importance of teaching English not just as a language but as a reflection of culture and society They will assess the readability of translations through individual interviews, responding to the author's questions.
In addition to conducting individual interviews with native speakers, the author assesses translation quality using Juliane House's evaluation framework, focusing on the analysis of lexical, syntactic, and textual elements in the translations.
Three professional translators from Vietnam, who are esteemed lecturers at the Faculty of Graduate Studies (FGS) at ULIS, were individually interviewed They are recognized for their expertise in foreign language education and linguistics, as well as their qualifications in the Translation and Interpreting division of the Faculty of English Language Teacher Education (FELTE) These educators not only teach at ULIS but also bring valuable practical experience as translators, utilizing various methods and techniques to ensure high-quality translations Their insights will provide valuable feedback on the author’s translation techniques, highlighting strengths and limitations, along with recommendations for the most suitable text types to optimize the translation process.
Data collection
Paper test is an effective instrument to obtain detailed information on how the subjects do something This instrument is used to test participants‟
23 practical skills after learning theory Moreover, Analyzing the paper tests, the researchers can find out difficulties in theory application or its effectiveness when put into practice
This study examines a paper test featuring three concise passages on popular topics, adapted from newspaper articles or books commonly encountered by translators These passages are particularly relevant to senior Translation and Interpreting majors at FELTE, as they closely resemble the tasks assigned in the Advanced Translation course taken by junior FELTE students in their second semester of their third year.
At the start of the first lesson, 20 copies of a paper test are distributed to the learners, who are given 15 minutes to complete it The author collects all the tests afterward to analyze them, aiming to identify the frequency of non-linearity and unnecessary coordination in the English translated texts.
Following a warm-up test, students learn a new translation method that emphasizes linearity and hierarchical dependency, implemented through a systematic translation process across four comprehensive lessons.
Lesson 1: The author gives learners an overview of Kaplan‟s paper comparing rhetorical patterns of five different language families in which English language and Oriental Language (including Vietnamese) are carefully analyzed English, particularly is represented by a straight line (linearity) which means the ideas in a paragraph are organized in a logic sequence with a series of specific examples significantly contributing to the central idea In other words, “the flow of ideas occurs in a straight line from the opening sentence to the last sentence” (Kaplan, 1966) Meanwhile, Vietnamese in the family of Oriental language are indicated by a spiral which refer to indirection, repetitions and parallelism in the development of ideas Acknowledging this contrast differences and the significance of linearity and hierarchical dependency in English writing is essential for the translators because translation is not simply transmitting the language cover, but it must convey
In this initial lesson, learners will explore three essential steps to effectively rearrange ideas in Vietnamese texts, ensuring a coherent linear order that accurately reflects the author's intentions.
Lesson 2: The learners are introduced to concept of Theme, Rheme and Thematic Progression (TP) patterns, then how to apply them into V-E translation Classification of Theme are also thoroughly delivered by the author so that the learners can easily identify types of Theme as well as TP patterns used in the texts As the latter are different between English and Vietnamese, the students should pay attention to change TP patterns (if necessary) to ensure the linearity when translate Vietnamese texts into English
Lesson 3: The author begins with a brief introduction of hierarchical dependency through Kaplan‟s conclusion that “It is important to note that in English, the maturity of style is often gauged by degree of subordination rather than by coordination” (Kaplan,1966) The technique to improve dependency in V-E translation are presented At the end of the lesson, the author recommends a comprehensive translation process which are taught step by step to the learners through the last three lessons
Lesson 4: It is time to practice The three texts in the initial test are analyzed and rearranged by both the author and learners Specifically, the author guides the learner to the right way, then they do every steps by themselves
At the end of the fourth lesson, the students are asked to complete the translation test employing the translation technique they have learnt
The paper test activity takes about 15 minutes During this time, they author is around to help, observe and note difficulties that are encountered by the students
Questionnaire is seen as a popular means composed of a series of questions for the purpose of collecting large amount of information from a
25 large number of respondents This type of research instrument can be seen as
“a kind of written interview”, through which, the author can measure the respondents‟ opinions and their intentions toward a specific topic (McLeod,
The questionnaire incorporates both open-ended and closed-ended questions to gather quantitative and qualitative data Closed-ended questions limit participants to predefined categories, such as "yes" or "no," and can yield ordinal data through a continuous rating scale that reflects the subjects' emotions, attitudes, or intentions While this approach allows for the conversion of findings into quantitative data, it lacks depth as respondents cannot fully express their views Therefore, it is essential to include both question types to encourage participants to share their feelings and provide more detailed insights into the findings.
This study utilizes a questionnaire to gather feedback from participants on a new translation technique, aiming to assess its effectiveness in enhancing translation readability compared to traditional methods Additionally, the author seeks to identify any shortcomings of this technique by examining the challenges students face when implementing it in their translations.
Twenty English questionnaires were distributed to students after they reviewed both translation versions presented at the start of the first lesson and at the conclusion of the fourth lesson The purpose of the questions is to assess the students' understanding and engagement with the material.
The initial research question focuses on students' reactions to the implementation of the translation process in V-E translation Participants rated their responses to each statement using a scale ranging from strongly agree to strongly disagree.
26 disagree Participants indicate their opinion by putting mark on the position on the scale that most represent their feelings
Question 1.1 aims to gather students' opinions on the translation techniques they have learned, assessing whether these methods contribute to creating more natural translations that enhance the flow of ideas within paragraphs.
Question (1.2) is used to ask if applying this translation process produces a concise translation but still cover all the ideas, because the repeated ones are eliminated
Question 1.3 aims to assess whether the translation process effectively addresses the issue of students merely substituting words from one language to another, without considering the cultural nuances involved.
Question (1.4) is used to know students‟ feelings towards the translation process they have learnt about which type of texts are best suitable to apply it
Question (2) and (3) are designed to get information about students‟ reference when comparing translation versions before and after they are introduced the new translation technique
Question (4) and (5) are used to know students‟ difficulties in applying the translation process as well as their recommendations to improve the drawbacks
Individual interviews are a powerful method for obtaining in-depth insights from participants, allowing researchers to thoroughly explore topics and understand responses (Margaret C Harrell, 2009) This qualitative research tool enables the collection of detailed information through structured questions, while follow-up inquiries provide the opportunity to gain even more comprehensive data from each interviewee.
Data Analysis
3.3.1 Data analysis procedure for qualitative method
- Step 1: The author reads translation copies from participants at least twice and underlines all non-linear ideas and unnecessary repetitions found
- Step 2: At this stage, translations are assessed in accordance with TQA model of Juliane House
- Step 3: The typical examples in each type are analyzed
In Step 4, the author compares TT1, created prior to students mastering the translation technique, with TT2, developed after their training This comparison underscores the effectiveness of utilizing linearity and hierarchical dependency in V-E translation among ULIS students.
For the interview with foreigners and experts:
The author reviews the recording multiple times, carefully noting their observations and comments on each student’s translation version This thorough analysis will contribute to the author’s final conclusions.
In Step 2, the author presents a summary of the choices made by two native English speakers, detailing their reasons in a concise table Additionally, another table is included that compares experts' perspectives on the benefits and drawbacks of the translation process, along with their recommendations for mitigating its limitations.
3.3.2 Data analysis procedure for quantitative method
For the questionnaire among senior students:
- Step 1: The author reads questionnaires completed by participating students at least twice, and then calculates their choices as well as their comments on the translation process
- Step 2: Stacked column charts are created indicating respondents‟ feelings of the translation process Particularly, their comparisons between this translation process and the translation techniques the used before; and the
30 target texts produced before and after they are introduced the translation process
3.3.3 Analysis of Source Language Texts in acco dance wi h J o e’ model
Text 1: “Qu B o hi m th t nghi p (BHTN) chi tr cho ng i lao ộng ợc hình thành từ ba nguồn: Ng i lao ộng óng 1% tiền l ơng, tiền công của tháng óng BHTN Ng i sử dụng lao ộng óng 1% qu tiền l ơng, tiền công tháng óng BHTN của ng i lao ộng tham gia BHTN Nhà n ớc hỗ trợ từ ngân sách bằng 1% qu tiền l ơng, tiền công tháng óng BHTN của những ng i lao ộng tham gia BHTN.” (Hop, 2013)
The ST is extracted from the Decree No.127/2008/ND-CP issued to
To establish a legal framework that promotes the acquisition of Unemployment Insurance (UI) by workers, it is essential to effectively implement the provisions outlined in the Social Insurance Law Notably, Article 25 of Chapter IV plays a critical role in guiding this process, ensuring that workers are adequately informed and supported in their pursuit of UI benefits.
“Unemployment Insurance Fund” (UIF) states that the sources of the UIF are equally formed by three contributors: the State, enterprises and labors themselves
(1) Geographical Origin: non-marked, standard Vietnamese
(3) Time: non-marked, contemporary Vietnamese
(1) Medium: simple, written to be read
Syntactic means: a The absence of elliptical clauses, contractions, contact parentheses and comment parentheses and any kind of spoken language signals
31 b Long and carefully structured sentences Most of the sentences are either complex or compound or complex- compound c Syntactic discontinuity: a typical feature of the written mode
Expanded post-nominal modification separates the head of the subject noun phrase and the corresponding finite verb:
Unemployment insurance (UI) is established through three primary sources, providing essential support for workers.
Lexical means: a Absence of qualifying modal adverbials, interjections, and other subjectivity markers typical of the spoken mode
Textual means: a Frequent use of repetition of nouns to ensure precision of reference:
The article discusses the salary and wages for the month related to unemployment insurance (BHTN) It emphasizes that the text is emic, lacking pronouns that refer to the speaker or audience, and is characterized by clear criteria inherent to the text itself This clarity is indicative of a written format.
(2) Participation: Complex, there is participation of both addresser and addressees
The article presents a monologue directed at the addressees, specifically the citizens of Vietnam, by the National Assembly, the country's law-making body This text is focused on instructing the addressees without considering their potential responses, highlighting a one-sided communication approach The addressees are expected to comply with the directives given, underscoring the authoritative nature of the National Assembly's role in governance.
Syntactic means: a Ample use of addressees: “ng i lao ộng”, “ng i sử dụng lao ộng”, “nhà n ớc”
32 b Absence of interrogative sentences, which allow for no direct participation of the addressees
- Asymmetrical role relationship: addresser has political authority over the addressees
The Vietnamese National Assembly serves as the highest government organization and the primary representative body of the people, constitutionally established as the sole law-making authority in the country Its role is crucial in implementing regulations that govern the nation.
- Situational role of addresser: representative of the Socialist Republic of Vietnam specifying the rights and obligations of addressees, as well as obligations and commitment of the State
In the text, the relationship is characterized by the addresser representing the State of the Socialist Republic of Vietnam, who communicates directly with laborers and employers The primary objective is to clearly outline the rights and obligations granted to the addressees while simultaneously affirming the addresser's commitment to uphold these rights This dynamic emphasizes that in any bilateral legal relationship, the rights of one party correspond to the obligations of another.
In the employer-employee dynamic, employers are viewed as distant figures who must adhere to the directives of the addresser This relationship emphasizes the addresser's authority to establish rules that require absolute compliance However, it is essential for the addresser to clearly define the specific circumstances under which these regulations apply.
Lexical means: a Use of abstract nouns “ng i lao ộng”, “ng i sử dụng lao ộng”,
“Nhà n ớc” refer to the addresser indirectly, which has the effect of extending the distance between the addresser and addressees
The passive structure emphasizes the actions being discussed, resulting in a more impersonal tone For example, "Unemployment benefits are derived from three sources" highlights the focus on the benefits rather than the individuals involved.
Textual means: a Deliberate attempt to preserve the theme-rheme structure of the topical theme-rheme while the nouns referring to the addressees is deliberately placed in the topical theme:
“Ng i lao ộng óng 1% tiền l ơng, tiền công của tháng óng BHTN.”
“Ng i sử dụng lao ộng óng 1% qu tiền l ơng, tiền công tháng óng BHTN của ng i lao ộng tham gia BHTN.”
The government provides support from the budget by contributing 1% of the monthly salary and wages to the unemployment insurance (UI) fund for workers participating in UI This ironic linkage is highlighted through the use of structural parallelism.
“Ng i lao ộng óng 1% tiền l ơng, tiền công của tháng óng BHTN.”
“Ng i sử dụng lao ộng óng 1% qu tiền l ơng, tiền công tháng óng BHTN của ng i lao ộng tham gia BHTN.”
“Nhà n ớc hỗ trợ từ ngân sách bằng 1% qu tiền l ơng, tiền công tháng óng BHTN của những ng i lao ộng tham gia BHTN.”
The text might be labeled formal
The text employs a dominant use of tenseless verbs, enhancing its objectivity and factual nature while lacking specific time and location references for the actions described This approach presents statements as facts, resulting in a more imposing tone from the author Additionally, the use of post-modification to specify head nouns contributes to the text's impersonality and abstractness Furthermore, the absence of contractions and elliptical clauses reinforces the formal style of the writing.
Lexical means: a Absence of interjections, qualifying modal adverbials and other subjectivity markers
Textual means: a Deliberate attempt of the addresser to use the theme-rheme structure of the topical theme-rheme b Use of passive construction
The decree issued by the National Assembly of Vietnam outlines the implementation of Unemployment Insurance (UI), detailing funding mechanisms and defining the rights and responsibilities of those affected The language used is legal, emphasizing precision, clarity, and comprehensiveness in its directives.
FINDING AND DICUSSION
Comparison of Target Texts and Source Text
After analyzing the source text (ST), the two target texts (TT1 and TT2) created by students are examined using consistent criteria This analysis is conducted before and after the introduction of a new translation technique A comparison of the profiles of the ST and the target texts reveals several discrepancies.
In the source text (ST), there are no pronominal references to the speaker or the listeners However, both target texts (TTs) include additional pronouns such as "their," "his," and "her." Additionally, certain sentences in TT2 do not maintain the necessary syntactic discontinuity present in the first sentence.
The Unemployment Insurance (UI) fund is primarily supported by three key contributors: the insured employee, the employer, and the government The term "insured employee" specifically refers to those workers who participate in the UI program, ensuring they receive benefits Additionally, the structure of the text often features sentences that are simply separated by full stops, with minimal use of linking elements in the original text, contrasting with the more cohesive connections found in the revised version.
43 structured with the use of linking items i.e namely, specifically, which help to establish a smoother textual cohesion
In the two translated texts (TTs), the terms "employee" and "employer" are consistently clear in number, distinguishing them from their counterparts in the source text (ST) However, this clarity does not limit the inclusivity of the TTs, as they refer to any insured employee and employer rather than a specific individual.
In translation texts (TTs), countable nouns are clarified with specific numbers, contrasting with the source text (ST), which does not require this specification Although translators cannot alter this requirement of the English language, it does not hinder the precision and inclusiveness of TTs Additionally, a notable discrepancy arises in the final sentence, where TT1 maintains the parallel structure found in the ST, while most TT2 versions significantly disrupt this structure.
Employers are required to contribute 1% of their employees' monthly salary to unemployment insurance (UI), while employees also contribute an equal 1% Additionally, the government provides support from the budget, matching this contribution with another 1% of the monthly salary of participating employees During the covered period, insured employees make monthly payments equal to 1% of their current salary, which are matched by both employers and the government.
The translators effectively minimize the repetition of the phrase "1% qu tiền lương, tiền công tháng óng BHTN của người lao động tham gia BHTN" in the source text By providing a clearer interpretation, they enhance the understanding of the funding for the last two contributors, making it less ambiguous for English readers compared to the original phrase retained in the first translation.
Both translation techniques exhibit syntactic mismatches similar to those found in the Social Role Relationship dimension, particularly concerning verb tense and passive structures Frequently, the shift from passive to active voice in the initial sentence diminishes the formality conveyed by the original wording.
Lexical mismatches: a The TTs cannot construct the shade of formality as in ST: words and phrases are not distinctively formal In one particular instance, two nouns in
ST are put into one words in TT: “tiền l ơng, tiền công” – “payments”
The analysis of original texts and their translations has identified several mismatches, particularly the loss of iconic linkage and repetition present in the original or TT1 Additionally, TT2 often organizes thematic movement in sequences of theme-rheme, favoring given-new ordering over the rhematic fronting found in TT1 This approach impacts the medium and social relationships, suggesting the translator's effort to minimize Vietnamese influence on the English text The sentence structures, cohesion, and conciseness are distinctly English, making it difficult for readers to recognize it as a translation without prior knowledge These factors imply that the translation can be categorized as overt, with a cultural filter applied.
The TT2 translations are more appealing because the translator employed strategies to enhance reader engagement This approach suggests that the translator aimed to uncover the underlying meaning between two closely related sentences.
Growing up under the guidance of his father, a dedicated teacher, my colleague developed a deep appreciation for the values and principles of the teaching profession.
By adding the presupposition, the addressees‟ knowledge of facts about the author‟s friend has been upheld
Restricting and eliminating unnecessary repeated ideas enhances text clarity In the second translation (TT2), the reasons are presented first, contrasting with the structure of the source text (ST) and the first translation (TT1) Additionally, the concepts of "anh y theo gót ng i cha mình i làm th y giáo" and "tr thành một ng i th y giáo gi ng nh cha mình," which share the same meaning, are condensed in TT2 into a single sentence: "his dream career is teaching to follow in his father's footsteps."
The TT2 adopts a more formal tone by utilizing passive voice, as seen in the phrase “Being brought up by his father,” which replaces the active structure found in the ST and TT1, “su t những n m s ng với cha.”
The comparison between ST and the two TTs reveals discrepancies in language use, particularly regarding social role relationships TT2 tends to flatter the addressees, disrupting the overall structure of the text However, these intentional mismatches by the translators aim to produce translations that are accessible and fluid for English readers This approach has implications for classifying the translation as overt, indicating the application of a cultural filter.
(1) Medium: a While in ST, there are no pronominal references to the addressees, there are, however, some in both TTs: there are extra pronouns in TT: “their”
(2) Participation: a In the two TTs, the noun “farmers”, “workers”, in contrast with their equivalence in ST, is always clear in terms of number Yet, this does not hinder
46 those TTs from being inclusive because they still refer to two different groups of labor, not to a specific one
In translation texts (TTs), countable nouns are explicitly clarified in terms of number, contrasting with the source text (ST) While translators must adhere to this requirement of the English language, it does not hinder the precision and inclusiveness of the translated content.
The TTs are appear to be and less carefully designed to impress the addressees: Syntactic mismatches:
The TTs‟ overall tone is sober and more factual as most of the TTs lack ST‟s textual device of foregrounding, as well as the instance of exaggeration:
ST: “Trên ồng ruộng, nông dân v t v quanh n m, ổ mồ hôi, sôi n ớc mắt, làm ra củ khoai, h t l a nuôi i.”
ST: “Trong nhà máy, công x ng, ng i thợ ngày êm mi t mài s n xu t hàng hóa phục vụ nhu c u thi t y u của cuộc s ng.”
TT: “On the paddy fields, farmers work hard all year round to make potatoes and rice.”
TT: “In the factories, workers work day and night to produce goods for essential needs.”
Comparison of TT1 and TT2
The TT1 translations are classified as overt translations that remain faithful to the source text (ST), while TT2 translations are covert, adapting to the target language and culture to obscure their translation nature To achieve this, translators restructure ideas, eliminate unnecessary repetitions, and incorporate subtle connections to enhance the text's smoothness, conciseness, and coherence For instance, ST1 illustrates these translation techniques effectively.
Fund (UIF) comes from 3 sources:
Workers pay 1% of their wages in the
UIF payment month Employers pay
1% of their UIF employees' wages in the UIF payment month The government subsidizes 1% of UIF workers' wages in the UIF payment month.
The Unemployment Insurance fund is primarily supported by three key contributors: the insured employee, the employer, and the government During the covered period, the insured employee contributes 1% of their current salary each month, a contribution that is equally matched by both the employer and the government.
The first sentence of TT1 fails to identify three specific sources of UIF, whereas TT2 provides readers with a broader understanding of the content related to UIF.
The three sources indicate that the payment amounts are identical While TT1 repeats certain phrases that could confuse readers, TT2 consolidates this information into a single, clearer sentence using a relative clause Additionally, the use of a subordinate clause aligns with the author's intention to motivate employees to purchase unemployment insurance (UI) by suggesting that their employers and the State will also contribute the same monthly amount towards the UI.
In text three, the use of restricting and inserting linking items is prominently featured Specifically, the first two sentences of TT2 have been restructured to enhance the flow of information, adhering to the given-new order of theme-rheme movements, which effectively connects to the subsequent sentences.
Humans must engage in work to sustain themselves and foster community development, unlike animals that rely solely on natural food sources Farmers toil throughout the year to cultivate essential crops such as potatoes and rice, while factory workers dedicate their efforts to producing goods that meet basic needs.
TT2: Unlike other creatures that live on natural resources, humans need to work to earn their living first and then to serve the community
Farmers tirelessly cultivate rice and potatoes in the fields, while dedicated workers labor around the clock in factories to produce essential goods.
Thematic progression analysis reveals that the new-theme pattern dominates in TT1, potentially hindering reader comprehension, while TT2 employs a rheme-theme structure, effectively presenting old information as the theme and new information as the rheme, enhancing clarity Additionally, the third and fourth sentences illustrate examples of laborers, which are assumed in TT1 but explicitly introduced in TT2 with linking phrases like "for example."
49 restructuring have been done in TT2 to establish a link between the latter part of the text and the former one.
Result of the questionnaire
The results are collected through implementing the research instrument of questionnaire attached in Appendix 3 for 20 ULIS senior students who are homogeneous Vietnamese native speakers
After learning the translation process, respondents typically express positive feedback when comparing their new translations to their earlier attempts.
Figure 4.1 Students' comparison between their translation (2) and translation (1)
Most students expressed greater satisfaction with the second translation due to its conciseness, which made their work more accessible and understandable for native speakers Additionally, by following the translation process, they effectively minimized the impact of lengthy Vietnamese expressions, eliminating unnecessary repetitions and incorporating linking devices to clarify relationships and dependencies among ideas in the text.
A small number of respondents expressed neutral opinions, and there were no disagreements with the statements in the questionnaire, highlighting the significant advantages of linearity and hierarchical dependency in V-E translation.
25 more natural and smoothier more concise but still convey enough information more satisfied with the latter translated work avoid influence of Vietnamese on translating
Students' comparison between their translation (2) and translation (1)
A comparison between the newly introduced translation process and the translation methods and techniques they used before was also made by the respondents It is illustrated in Figure 4.2
Figure 4.2 Students' comparison between the newly introduced translation process and the translation methods and techniques they used before
All respondents agree that the newly implemented translation process demands significantly more time and effort due to the need to rearrange ideas in a linear order and identify redundant concepts Many participants attribute this challenge to their unfamiliarity with the principles of linearity and thematic progression, which necessitates additional focus and effort to understand and apply these concepts effectively in their work.
A comparison of participants' feelings towards the translation process shows that most prefer it over previous techniques, despite its perceived drawbacks of being time-consuming and requiring significant effort.
Concerning difficulties the respondents encountering while they employ the translation process, the steps of identifying repeated ideas or hidden ones
Time spent Effort spent Enjoy
Students' comparison between the newly introduced translation process and the translation methods and techniques they used before more the same less
Applying the translation process presents significant challenges, particularly in rearranging ideas and adapting to new linguistic theories Participants, often new to these concepts, struggle with a shift in their language mindset, heavily influenced by the indirect and verbose nature of Vietnamese This impact hinders their ability to write and translate effectively in foreign languages, necessitating considerable time and effort to develop variations and master translation techniques.
Despite facing challenges, 16 out of 20 respondents prefer this translation process over their previous method due to its improved logical flow and readability They noted that short texts are particularly well-suited for this approach, as multiple short passages can form a cohesive long article Translators familiar with translating small paragraphs can seamlessly apply this method to entire texts Given the linear and hierarchical nature of each paragraph, the key task is to logically connect and, when necessary, reorder the paragraphs for coherence.
Result of interview
Two native English speakers were allotted ten minutes to review the translations, after which they provided feedback on their preferred options by responding to the questions outlined in Appendix 4.
The following table represents their responses and the reasons that they advance for choices they made
Table 4.1 Findings from interview with foreigners
ST In e iewee ’ e pon e Reasons for their choice
ST1 Both of them consider the translation (2) closer to their mother tongue
The following reasons are given for their choice:
The second translations have the first
52 sentence covering content of the whole paragraph, and the following sentences play a supporting role for that topic sentence This is a common structure of a typical English paragraph
Repetitions are also verbose in this case that might make the readers confusing Removing those repeated ideas makes the translation clearer, more concise and cohesive
ST2 Both of them favor the translation (2)
They argue that both translations are understandable, but they prefer the second ones because of their smooth flow of ideas
Unlike translation (1), translation (2) presents the ideas in a more logical order Additionally, it incorporates a minor detail about the father, enhancing the clarity and coherence of the text.
ST3 Both of them regard the translation (2) as being much more concise and natural translation
The decision to choose this translation is based on its conciseness Additionally, replacing the first sentence with the second enhances the overall coherence of the passage, which focuses on humanity rather than animals.
With regard to the advantages and disadvantages of the translation process, the participating experts expressed following opinions
Table 4.1 Findings from interview with experts
Questions Comments by expert 1 Comments by expert 2
Advantages of the translation process
Expert 1 indicated that rearrangement of ideas is a must when translating one language to another to convey the meaning in the most appropriate way to the target readers
Expert 2 indicated one obvious advantage of the translation process is bringing translations closer to English target audiences by making the translations more concise and logical
Impacts on faithfulness of translations and writer‟s intention or style of the source text
Expert 1 contended that processing expressions according to principle of target language does not violating the faithfulness of translation Provided that rearrangement is done in a professional way, the writer‟s intention stays intact and the translation is easier to be comprehended by target audience
Expert 2 commented that eliminating similar ideas could not respect the criteria of faithfulness Moreover, it could change the writers‟ intentions or, at times, this will also exert impacts on tone or style of the text
Limitations of the translation process
Expert 1 commented that limitations are unavoidable
It might take time, but the matter is whether translators are sensible and well-trained enough to carry out the process to meet the requirement of
Expert 2 regarded time- taking as one limitation Moreover, violation of faithfulness is another disadvantage of this translation process
54 idea rearrangement in a logical way
Recommendations to optimize the translation process
Expert 1 implied that in the era of the Internet, it affords students opportunities to be exposed to the other languages‟ styles, especially English, the international language
Students, thus, should read more and study more to be used to their language style
Expert 2 opined that as time-consuming is it translators should practice more When they can do use it professionally, they can identify repetitions or illogical ideas right after they read the texts Time is thus saved substantially
Type of text suitable to apply the translation process
He mentioned Kaplan‟s theory is applied in academic writing only, while some culture-laden texts also require the translators to use appropriate expressions in the target culture
Expert 2 indicated that it is puzzle to say Any type of text can be applied this translation process for in any texts, there are some repetitions and non-linear ideas The translators have to identify, eliminate or rearrange them
The insights gathered from both natives and experts, as presented in the tables above, formed the foundation for the questions used in the semi-structured interviews The following section will delve into a discussion of these findings.
Discussion of the findings
Based upon the two purposes of the study stated in Chapter 1, findings of the study can be discussed as follows
4.5.1 Effectiveness of this translation process in enhancing readability of the texts
Students who learn four lessons and take a translation test report greater satisfaction with their translations after applying the translation process, finding them more natural and concise compared to their earlier faithful translations Analysis based on J House's model indicates that the first translation (TT1) can be classified as overt, while the second translation (TT2) is covert, incorporating cultural elements for better comprehension by target readers This technique emphasizes the importance of aligning translations closely with the target language, thereby enhancing readability The findings highlight that linearity and hierarchical dependency are crucial factors in English-to-Vietnamese translation.
The analysis of the collected data may lack legitimacy due to the limited sample groups in this study However, the overall findings indicate that the translation methods used are positively received by both students and native English speakers, prompting further discussion by the author.
Kaplan's theory on linearity emphasizes that effective writing follows a straight-line development of ideas, where each sentence logically progresses from the opening statement to the conclusion without unnecessary repetition or illogical placements (Kaplan, 1966) He asserts that an English paragraph begins with a topic statement, followed by subdivisions that support this central idea through examples and illustrations, ensuring all ideas are interconnected in a coherent manner (Kaplan, 1966) For instance, the structure of TT2 in ST1, which is well-received by English natives, exemplifies this recommended approach.
The Unemployment Insurance fund is primarily supported by three key contributors: the insured employee, the employer, and the government During the covered period, the insured employee contributes 1% of their monthly salary, a contribution that is matched by both the employer and the government.
The first sentence serves as a clear topic statement, outlining three sources of the Unemployment Insurance Fund (UIF) and preparing readers for detailed information in subsequent sentences These details act as subdivisions that illustrate each source's contribution to the UIF Additionally, the elimination of repetition in the translation enhances clarity for readers This structured flow of ideas is more coherent compared to the previous translation, which, despite having numerous connections, lacked logical organization This underscores the importance of translations that present ideas in a clear and logical order, aligning with the preferences of the target audience.
The Theme-Rheme movement highlights a significant shift from the new theme pattern in TT1 to a given-new order in TT2 This change aligns with Kaplan's illustration of rhetorical patterns, which emphasizes that English paragraphs primarily develop ideas in a given-new order Consequently, English essays are largely characterized by the Theme-Rheme pattern, making V-E translations that adhere to this structure more appealing to target readers.
The influence of hierarchical dependency, especially cohesive ties and subordinate expressions, is crucial for enhancing the smoothness and clarity of translations For instance, in the translation of a relative clause from the source text, the subordinate expression illustrates how effective structuring can improve comprehension: “during the covered period, the insured employee makes monthly payments equal to 1% of his or her current salary, which are also matched by.”
To ensure effective communication, employees are encouraged to purchase Unemployment Insurance (UI), as this will lead to equal contributions from both their employers and the State towards their monthly payments A successful translation captures the writer's intent, emphasizing the importance of using appropriate cohesive devices and subordinate expressions to enhance reader comprehension.
4.5.2 Comments of experts on the translation technique
Experts generally view the translation process positively, noting that it enhances translations for English audiences by making them more concise and logical However, they also highlight challenges such as the time-consuming nature of the process and potential compromises in translation fidelity To address these issues, experts emphasize the importance of training and regular practice for students aspiring to use this translation method professionally Any type of text can be suitable for this translation process, but it ultimately depends on the translators' qualifications to effectively rearrange ideas in a logical manner.