Errors in vietnamese english collocation translation made by students at the university of languages and international studies ulis

INTRODUCTION

Statement of the research proposal and practical rationale for the study

The twenty first century marks the tremendous progress of global integration, leading to the growing demand for exchanging information among different countries

Translation has become increasingly vital in Vietnam, helping to eliminate language barriers and attracting many to the profession However, students majoring in interpreting and translating often encounter significant challenges, particularly with English collocations, which lack fixed rules and may not have direct equivalents in the target language Zhang (cited in Parastuti, A., n.d., p.1) emphasizes that collocations are crucial for assessing writing quality, while Lauder (2010, p.3) highlights their importance for translators Students may misinterpret collocations due to limited knowledge and the influence of their native language To become proficient translators and interpreters, students must recognize their mistakes and learn to correct them Lewis (2000, p.36) argues that increasing awareness of collocation errors can enhance students' understanding, shifting their focus from merely learning new words to mastering word combinations The researcher has identified ongoing issues regarding the collocation proficiency of ULIS students.

Many students at the University of Languages and International Studies (ULIS) often make inappropriate collocations in their writing and translations, such as saying "drink medicine" instead of "take medicine." There is a notable lack of thorough analysis regarding collocation errors among ULIS students Recognizing the need for a comprehensive study on these errors and effective strategies for translating collocations, the researcher initiated an investigation titled “Errors in Vietnamese-English Collocation Translation Made by Students at ULIS.” This study aims to identify mistakes in Vietnamese-English collocation translation, enhance students' awareness of collocation usage, and propose strategies for improvement while also highlighting successful collocations and the strategies employed by students.

Aims and objectives of the study

The study is designed to examine:

 English corresponding collocation patterns for each type of Vietnamese collocations translated

 Errors in collocation translation committed by students at the University of Languages and International Studies

 Good collocations made by students and translation procedures used

With a view to attaining these goals, the current research tries to answer the following questions:

1 What are the English corresponding patterns for each type of Vietnamese collocations translated into English collocations made by ULIS students?

2 What are the errors in Vietnamese-English collocation translation made by ULIS students?

3 What are the procedures that ULIS students use in the translation of Vietnamese collocations into good English collocations?

Significance of the study

This study aims to assist both students and teachers in the effective teaching and learning of English collocations Additionally, the findings are anticipated to be valuable for translators, language material developers, dictionary creators, and other researchers in the field.

This study aids students in identifying common collocation errors, enabling them to avoid such mistakes in the future Additionally, the research offers effective strategies for managing different types of collocations As a result, students will be better equipped with essential knowledge and skills to handle collocations in their future work.

This study assists teachers in recognizing students' errors and challenges with collocations, enabling them to enhance students' awareness and understanding of these language structures Additionally, it encourages teachers to foster students' independent practice of collocations, supporting their overall language development.

 Translators: this study is hoped to benefit translators as well because not only students but also translators may still commit collocation errors Therefore, it is

4 important that translators recognize common errors and know ways to deal with them

 Language material designers: this study shows great need for designing proper language materials and activities that focus more on collocations and ways to tackle the errors

 Dictionary designers: this study emphasizes the great demand for designing bilingual collocation dictionaries (English-Vietnamese and Vietnamese- English) in order to provide students with a reliable source of collocations

Researchers have identified collocation errors and the strategies to address them as a valuable area of linguistic research, particularly due to the lack of systematic and in-depth analyses in this field This presents an opportunity for further investigation, enabling other scholars to uncover significant findings related to collocations.

Scope of the study

The study will analyze translations produced by second, third, and fourth-year English translation and interpreting students at ULIS, focusing on their exam performances and regular class activities The research aims to identify approximately 200 collocation errors alongside 100 correct collocations to evaluate the overall translation quality.

Organization of the study

The rest of the paper consists of five chapters as follows:

Chapter 2 (Literature Review) provides the theoretical foundation for the study by defining translation and offering an overview of English collocations, including their characteristics and types This section also addresses common collocation errors and outlines effective translation procedures that are essential for accurately translating collocations.

 Chapter 3 (Methodology) describes the participants and the procedures deployed in the study

 Chapter 4 (Results and Discussion) provides detailed answers to all research questions raised in the study as well as a comparison between factual findings and assumptions discussed in the Literature Review

Chapter 5 concludes by summarizing the key issues addressed in the paper, highlighting the research limitations, offering pedagogical recommendations for both teachers and students, and providing suggestions for future research in this area.

 Chapter 5 is followed by references and appendices

LITERATURE REVIEW

Definitions of translation

Translation has long been a complex concept, with various linguists defining it differently Some view it as the process of reproducing a message from a source language to a target language, incorporating grammatical and lexical adjustments, while others believe it should convey the message without altering its style Numerous specialized linguists have conducted detailed analyses to refine the definition of translation.

Translation is defined as the process of conveying the meaning and style of a source language in a target language while maintaining semantic and stylistic equivalence (Dubois et al., 1973) Nida and Taber (1974) further emphasize that effective translation involves reproducing the closest natural equivalent of the source message in the receptor language, prioritizing meaning first and style second This highlights the importance of focusing on the message to achieve the closest equivalence in translation.

Hartman and Stork (1972) emphasize that the primary goal of translation is to maintain the grammatical and lexical characteristics of the source language by identifying suitable equivalents in the target language Additionally, it is crucial to ensure that all factual information from the original text is preserved in the translation.

Larson (1984) emphasizes that translation involves a comprehensive analysis of the source language's lexicon, grammar, communication context, and cultural nuances to accurately convey its meaning He asserts that translators must strive to maintain the original features of the source text while effectively reconstructing it in the target language, ensuring that readers grasp the intended messages of the original authors.

Definition, collocation types and characteristics of collocations

Collocation refers to the habitual co-occurrence of specific lexical items, as defined by Newmark (1988) Benson, Benson, and Ilson (1986) describe collocations as identifiable, non-idiomatic, and recurrent combinations of words Baker (1992) emphasizes that collocations impose semantically arbitrary restrictions that do not always align with a word's propositional meaning, indicating that synonyms may have distinct collocational patterns For example, while we say "break rules" or "break the laws," the phrase "break regulations" is not used in English.

According to Larson (1984, p.159), collocations are phrases or sentences formed by words that create semantically unified expressions These combinations are often fixed, meaning they consistently appear in a specific order For instance, English features many established expressions like "to and fro," "now and then," and "pros and cons." Altering the sequence of words in these expressions, such as saying "fro and to," "cons and pros," or "then and now," is not acceptable, as their traditional order has been widely recognized for an extended period.

Collocations, which are prevalent in various fields like linguistics, science, and economics, can be categorized in several ways According to Cowie and Markin (1975), collocations and idioms are classified into four types based on their idiomaticity, ranging from most to least fixed: pure idioms, figurative idioms, restricted collocations, and open collocations.

Meanwhile, in his study, Hill (cited in cited in Boonyasaquan, 2009, p.100), basing on the connectivity of words in a phrase, suggests four kinds of collocations as follows:

 Unique collocations e.g: foot the bill

 Strong collocations e.g moved to tears

 Medium-strength collocations e.g do the laundry

Benson, Benson, and Ilson (1986) classify collocations into two main types: lexical collocations and grammatical collocations Grammatical collocations consist of a dominant word—such as a noun, adjective, or verb—paired with a preposition or grammatical structure, like an infinitive or clause There are eight distinct types of grammatical collocations identified in their classification.

Table 2.1 English grammatical collocation patterns

1 noun + preposition blockade against, apathy towards

2 noun + to-infinitive He was a fool to do it; they felt a need to do it

3 noun + that-clause We reached an agreement that she would represent us in court He took an oath that he would do his duty

4 preposition + noun by accident, in agony

5 adjective + preposition fond of children, hungry for news

6 adjective + to- it was necessary to work, it’s nice to be here

7 adjective + that-clause she was afraid that she would fail, it was imperative that I be here

8 19 different verb patterns in English verb + to-infinitive (they began to speak), verb + bare infinitive (we must work) and other

Lexical collocation differs from grammatical collocation by typically excluding prepositions, infinitives, or clauses, and is primarily composed of nouns, adjectives, verbs, and adverbs According to Benson, Benson, and Ilson (1986, p.133-136), there are seven common types of lexical collocations.

Table 2.2 English lexical collocation patterns

1 verb (which means creation/action) + noun/pronoun/prepositional phrase come to an agreement, launch a missle

2 verb (which means eradication/cancellation)

+noun reject an appeal, crush resista

3 [adjective + noun] or [noun used in an attributive way

+ noun] strong tea, a crushing defeat, house arrest, land reform

4 noun + verb naming the activity which is performed by a designate of this noun bombs explode, bees sting

5 quantifier + noun a swarm of bees, a piece of advice

6 adverb + adjective hopelessly addicted, sound asleep

7 verb + adverb argue heatedly, apologize humbly

This study focuses on lexical collocation, which frequently presents challenges for students and translators The diverse errors associated with this type of collocation provide valuable insights for research.

In his PhD thesis, Trinh, F.N (2001, p.129) classifies Vietnamese collocations into seven regular patterns which are shown in the table below

1 Noun-adjective Bệnh hiểm nghèo

4 Verb-adjective Sống lầm lũi

5 Noun-verb Người ta đồn

6 Adjective-noun Dồi dào sức sống

In her book, Baker (1992, p.47-53) demonstrates some typical characteristics of English collocation as follows:

Words are often linked to specific items they commonly associate with, known as collocates This collocational range varies among words; for instance, the verb "shrug" has a narrow range, typically collocating only with "shoulder." In contrast, the verb "run" has a much broader collocational range, connecting with numerous nouns like "company," "business," "stockings," "debt," "bill," "river," and "water."

Collocations are determined by what is typical rather than what is strictly acceptable, as noted by Baker (1992) This fluidity in collocational ranges allows for the continuous emergence of new combinations Consequently, it's challenging to deem a new collocation as unacceptable, as we may not yet recognize these newly formed phrases.

Collocations can be categorized into unmarked and marked types Unmarked collocations, such as "heavy drinker" or "heavy smoker," are common word combinations, while marked collocations present unusual pairings that defy our expectations as readers or listeners (Baker, 1992) These marked collocations are frequently found in fiction, poetry, humor, and advertisements For instance, Baker (1992) illustrates this with the phrase, “Could real peace break out after all?” Here, the unconventional use of "peace breaks out," instead of the typical "war breaks out" or "peace prevails," serves to create a unique effect.

According to Baker (1992), collocations can vary in typicality within the broader language system, as some may be uncommon in everyday use yet prevalent in specialized fields For example, terms like "biased errors" and "tolerable error" are widely accepted in the realm of statistics, even though they may not be suitable for casual conversation.

According to Baker (1992, p.53), the meaning of a word is significantly influenced by its collocational patterns For instance, to understand the meaning of "dry," one must consider its usage in various combinations like "dry sound," "dry voice," "dry bread," and "dry country."

Baker (1992) suggests that collocation patterns are mostly arbitrary and do not rely on meaning This means that a word may collocate with certain forms of other words but not with all of their variations For instance, the phrase "bend the rules" is a common usage.

English, but cannot use rules are unbendable Instead, we have to say rules are inflexible

However, Hill (cited in Ardhiani, n.d) disagrees with Baker‟s point of view that collocations are largely arbitrary In his opinion, lexical collocations are not arbitrary

Lexical collocations exhibit several key features: first, the lexicon is structured and adheres to language rules rather than being arbitrary; second, while vocabulary choices can often be predicted—such as various combinations for the word "friend" like best, loyal, or school—the patterns of verb-noun collocations can be less predictable; finally, the mental lexicon for phrases is extensive, necessitating that collocations make up a significant portion of naturally occurring spoken and written texts.

Collocation errors

Collocation errors are a significant focus for researchers, but it is crucial to consider errors in general, as they represent systematic mistakes that learners often fail to recognize According to Corder (as cited in Mashharawi, 2008), these errors reflect the learners' knowledge state and the methods used in second language acquisition Larson (1984) emphasizes the importance of understanding collocation in this context.

Errors in language can be classified as either grammatical or lexical, with the latter involving collocational clashes where words do not naturally fit together According to Larson, these types of errors are commonly encountered by non-native speakers.

Errors can be categorized in several ways, but this study will focus on the most common types relevant to collocation errors According to Corder (as cited in Mashharawi, 2008, p.49), errors are classified into four primary categories: omission of necessary elements, addition of unnecessary or incorrect elements, selection of incorrect elements, and misordering of elements.

Learners often omit certain linguistic forms due to the complexity involved in their production In English, this is evident in fixed expressions and idioms that feature the omission of specific syntactic elements, such as in phrases like "Beg your pardon?" "Long time no see," and "Had a nice day?"

Learners often omit elements they consider redundant, but they may also introduce unnecessary additions For instance, at the lexical level, a learner might say, "I stayed there during five years ago," which includes an extraneous word.

I have stayed there for five years

Learners often make mistakes in vocabulary selection, leading to errors in meaning For instance, the term "robin" is sometimes mistakenly used as a general term for any bird, which can obscure the intended message.

Learners may occasionally reverse elements in compound words, such as transforming "car key" into "key car." This alteration can imply a car that carries keys or signify the most important vehicle in a caravan.

Having a different way of grouping collocation errors, Dahlmeier and Tou (n.d., p.109) conclude that those errors fall into four major kinds as follows:

 Spelling: This error is caused by similar spelling, e.g critics for criticism

 Homophones: This type is quite identical to spelling but it is caused by similar pronunciations, e.g insure for ensure

 Synonyms: Some words may have the same meaning but they collocate with different words, e.g energy that we can apply for energy that we can use

 L1 transfer: Errors are caused if the erroneous phrase and its correction share a common translation in the target language

Liu (as cited in Li, 2005, p.21-22) identifies five primary types of collocation errors, with negative transfer being the most common source of these errors The details of these error sources are presented in the accompanying table.

Table 2.4: Liu’s classification of collocation errors

Negative transfer Eat vitamins for take vitamins

Ignorance of rule restrictions Make Jane surprise for make Jane surprised

Overgeneralization I am used to take for I am used to taking

Use of synonym Receive other people’s opinions for accept other people’s opinions

Approximation Middle exam for midterm exam

In his study, Mashharawi (2008, p.50) investigates many different ways of classifying errors and synthesizes into kinds which, as he states, all relate approximately to the context of the study

 Overgeneralization / Faulty Generalization / False Analogy / False Concepts Hypothesized: expanding a certain form or expression to a different contextual use in the target language

 Literal Translation: manipulating the native language into the target language production in case of lacking necessary knowledge relevant to the target language

 Words Coinage: creating new words or phrases which are usually non-existent to convey the intended meaning

 Avoidance: refraining from giving responses

 Paraphrasing and Circumlocution: describing the characteristics of the target object or action because of unfamiliarity with the appropriate item

 Assumed Synonyms: using synonymous words that share with the term certain semantic properties

 Approximation: using words which are less specific than the intended meaning to express the meaning as closely as possible

 Imitation of Literary Style: selecting big sounding words that make their target statements more impressive and literary-like

 Graphic Ambiguity: certain forms have similar orthographical scripts

Students' collocation errors stem from multiple factors, with the most significant being related to the students themselves, their source language, and the transfer of knowledge from their native language to the foreign language (Sirinna, n.d., p.83).

Huang (as cited in Sirinna, n.d., p.83) identifies two key factors affecting students' translation of collocations: native language interference and learners' collocational competence Students often rely on collocations that are acceptable in their native language, leading to literal translations into English Additionally, the level of collocational competence among learners plays a crucial role in their translation effectiveness.

According to Sirinna (n.d., p.83), incorrect collocations among learners stem from insufficient reading experience in English, hindering their ability to create suitable collocations Additionally, students often depend excessively on bilingual dictionaries, which typically provide synonyms without offering explanations or example sentences.

Baker (1992) identifies five fundamental causes of collocation errors in translation: the influence of the source text's collocation patterns, misinterpretation of source-language collocations, the choice between accuracy and naturalness in translation, culture-bound factors, and marked collocations present in the source text.

The writer's deep engagement with the source text can lead to the creation of collocations that are not acceptable in the target language This effect highlights the importance of understanding linguistic nuances to ensure accurate and natural translations.

 Misinterpretation of the source-language collocations: a translator may easily misinterpret a collocation in the source text due to impact from his/her native language

 The tension between accuracy and naturalness: sometimes translators encounter a difficult choice between what is typical and what is accurate as they may not be able to preserve both

Culture-specific collocations in source texts may include phrases that are difficult for target readers to understand when translated literally These collocations often convey concepts that are either unpopular or previously unarticulated in the target language, highlighting the challenges of cross-cultural communication and translation.

Marked collocations present a unique challenge for translators, as they consist of unconventional word combinations found in the source text To maintain the distinctive nature of these phrases, translators must strive to replicate their marked quality in the target text.

Procedures deployed in collocation translation

General procedures can be applied in the translation of collocations Newmark

(1988, p 81-93) points out the following procedures

Cultural equivalent translation involves converting a source language (SL) cultural term into a target language (TL) cultural term This strategy focuses on using terms that are highly specific to the culture of the target language, even if they do not have an exact counterpart in the source language.

 Through–translation: This procedure entails the “literal translation of common collocations, and names of organizations.” Normally, through- translation should be used only when the terms are already widely recognized

 Lexical synonymy: In the process of translation, the translators may sometimes fall into the situation of “word stuck”, which means they fail to find the exact

When translating, it is essential to choose a near equivalent in the target language (TL) for the source language (SL) item According to Newmark (1988, p.84), this approach is suitable only when literal translation is unfeasible and when the specific word does not warrant detailed componential analysis.

Componential analysis involves breaking down a lexical item into its sense components, typically translating it into one to four different meanings This method is particularly favored over synonymy when the lexical item holds significant importance in the text, such as when it is a key word.

 Translation label: This is a provisional translation which is often used for institutional terms Collocations in this procedure should be in “inverted commas.”

 Paraphrase: This technique is an explanation of several parts of a source text

It is used in poor written texts or when it has important applications and omissions

 Reduction and expansion: According to Newmark (1988, p.90), these two types of translation are “imprecise translation strategies.” Baker (1992) suggests

18 that a translator adopts the strategy of reduction when “a lexical item has no close match in the target language, its meaning cannot be easily paraphrased.”

 Shift or Transposition: This is the strategy that relates to the replacing of one grammatical form by another

 Translation couplets: This strategy is commonly deployed for common for cultural words, if transference is combined with a functional or a cultural equivalent

 Modulation: This technique refers to a variation through a change of viewpoint, of perspective and very often of category of thought It involves

“variation in point of view” Modulation is of two types: standard modulation and free modulation Translators usually use the second type “when the TL rejects literal translation” (Newmark, 1988, p.88)

Transference is a crucial translation technique used when an equivalent term is unavailable in the target language It involves the direct transfer of a source language (SL) word into the target language (TL) text, allowing for accurate representation of concepts that lack direct translation This method, which includes loan words, transcription, and adoption, plays a vital role in effective translation practices.

Footnotes, end-notes, and glosses are effective techniques used by translators when dealing with unpopular or complex terms in the source language By incorporating additional information into the target text, these methods enhance readers' understanding of challenging terminology.

METHODOLOGY

Selection of subjects

The study, conducted at the University of Languages and International Studies, Vietnam National University, Hanoi, focuses on translation training courses across three levels: intermediate, upper-intermediate, and advanced These courses aim to equip students with essential translation knowledge and skills for their future careers as professional translators and interpreters Students engage in practical translation exercises using contemporary texts covering various topics, including economics, health, environment, and culture The materials used for practice are diverse, encompassing interview scripts, stories, and poems, with newspaper articles being the most frequently utilized format.

This study involves sophomores, juniors, and seniors enrolled in intermediate, upper-intermediate, and advanced translation training courses at the Translation and Interpreting Division of ULIS The program includes three fast-track classes and six mainstream classes, all taught by Vietnamese instructors Students are required to complete weekly assignments consisting of articles selected by their teachers for translation practice.

The study involved 100 students from the Translation and Interpretation Division at the University of Languages and International Studies All participants have been studying English as a foreign language since lower-secondary school and successfully passed the entrance exam with satisfactory English scores that meet the university's requirements.

To gain admission to the fast-track translation program, students must meet 20 specific requirements, including passing a translation test These students have also participated in various courses designed to enhance their language skills in reading, listening, writing, speaking, phonetics, and grammar Being part of the Translation and Interpreting Division allows them to study translation theories, which significantly benefits their translation abilities.

The study analyzed 200 weekly translation tasks, each limited to 500 words, submitted by participants These writing samples were crucial for identifying collocation errors and fine collocations in their translations By examining the students' collocation mistakes, the researcher was able to pinpoint the challenges faced by participants during the translation process.

Data collection instruments

Individual interviews serve as a valuable method for collecting information in research, as they allow for the clarification of vague or incomplete responses (Markey & Gass, 2005) This approach enables researchers to gather detailed insights, explore topics in depth, and gain a comprehensive understanding of interviewee responses (Harrel & Bradley, 2009).

A semi-structured interview is a qualitative research method that blends predetermined open-ended questions with the flexibility to delve deeper into specific themes or responses This approach allows researchers to gather consistent general information from all participants while also enabling the exploration of individual insights through follow-up questions, resulting in a richer understanding of the subject matter.

The study involves semi-structured interviews with two voluntary translation students and two translation teachers to explore perceptions of errors in collocation translation The students share their insights on common mistakes, while the teachers provide their opinions and recommendations regarding effective collocation translation strategies.

The interview includes both closed and open-ended questions and lasts about fifteen minutes each The participants are interviewed in a friendly and natural setting

To ensure convenience for interviewees, interviews are conducted in classrooms or the schoolyard, with all sessions taking place in English to maintain the authenticity and validity of the data collected.

To facilitate data analysis, all interviews are recorded with the permission from the respondents Note-taking is also deployed as another useful tool

Content analysis is a method that is empirically grounded and aims to explain and predict (Krippendorff, K., 2004, p.17) In this approach, researchers collect and analyze students' translations, categorizing collocation translation errors into specific types Each error type is examined with examples to highlight its characteristics Additionally, successful collocations are classified based on the translation procedures employed The researcher not only presents the data but also draws predictions and inferences from the findings.

Procedures of data collection

Step 1: Contact participants with the help of teachers and students in the division

At this stage, the researcher engages with chosen participants to discuss the study's objectives and importance Participants are informed about how the study will assist them in identifying their translation errors related to collocations and recognizing effective strategies for improvement.

22 improvement In addition, the researcher also guarantees the confidentiality and anonymity of their participation in the research

The researcher draws up a detailed report for data collection and depends on each due date in the schedule to collect data

Step 3: Collect copies of translation tasks from participants, both soft copies via e-mail and hard copies via face-to-face collection

The researcher reaches out to the monitor of each class to streamline the collection of translation copies from students Copies are gathered separately from sophomore, junior, senior, fast-track, and mainstream classes.

Procedures of data analysis

The analysis of data employs both qualitative and quantitative methods The qualitative approach involves examining students' translations to identify collocation translation errors and the strategies used for correct collocations In contrast, the quantitative method focuses on counting the frequency of various types of mistakes and the strategies employed by the students.

Data analysis procedure for qualitative method

Step 1: The researcher reads translation copies from participants at least twice and lists all collocation translation errors found

Step 2: At this stage, all errors are classified into different categories according to their types The researcher sorts them into grammatical and lexical collocation mistakes After that, errors of each type are grouped into sub-categories

Step 3: The typical mistakes in each type are analyzed The researcher goes into specific errors and determines the sources of each mistake

Step 4: The researcher consults translation teachers for some suggestions on appropriate translation strategies used for those collocations Meanwhile, the researcher also takes a look at good collocations which are translated by students and determines the strategies used

Data analysis procedure for quantitative method

Step 1: Mistakes in collocation translation are classified into different categories according to their types

Step 2: The researcher counts their occurrence to determine which mistakes are most commonly made In addition, the researcher also investigates the most common strategies used in good translation of collocations by students

RESULTS AND DISCUSSION

English corresponding collocation patterns for each type of Vietnamese

Certain Vietnamese collocations translate directly into English using similar patterns, while others require different structures to conform to English grammar rules The details of these translations are presented in the table below.

Table 4.1: Vietnamese collocation patterns and their corresponding English collocation pattern

Những cơ hội thuận lợi - favorable opportunities

2 Verb-noun Verb-noun Giải quyết các vấn đề - address problems

3 Noun-noun Noun-noun Mạng lưới y tế - health care network

Adjective-noun Tài nguyên thiên nhiên - natural resources

4 Verb-adverb Verb-adverb/ adverb- verb Hội nhập hoàn toàn - fully integrate

5 Noun-verb Noun-verb Tòa tha bổng - the court set

Adjective-noun Thịt đông lạnh - freezed meat

6 Adjective-noun Adjective-noun Dồi dào sức khỏe - in perfect health

Paraphrased by different patterns of English collocations đi đánh xứ người - be competitive with other international partners

8 Noun-preposition Noun-preposition Mối đe dọa đối với - a threat to

9 Preposition-noun Preposition-noun Trên bờ vực của - on the verge of

10 Adjective- preposition Adjective-preposition Giàu có về - rich in

11 Quantifier + noun Quantifier + noun Một đàn cá - a school of fish

Common collocation translation errors made by the ULIS students

ULIS students often encounter different types of collocation translation errors, but this paper specifically highlights the most prevalent ones The accompanying pie chart illustrates the proportion of each error type.

The chart reveals that the most prevalent translation error is ignorance of rule restrictions, comprising 28% of total mistakes Following this, improper synonyms, literal translation, and overgeneralization rank as the second, third, and fourth most common errors, respectively In contrast, word coinage accounts for only 7% of the total translation errors A detailed analysis of each error type will be provided in the subsequent sections.

The pie chart clearly indicates that collocation translation errors account for 28% of the total errors, predominantly due to students' failure to apply essential linguistic and grammatical rules Many participants frequently struggle with incorrect combinations of parts of speech and articles with nouns Additionally, students often encounter challenges with incorrect preposition collocations A table of common examples below will further illustrate these types of errors.

Table 4.2: Ignorance of rule restrictions

Source collocation Collocation translation error

Trong những năm gần đây recently years in recent years

Một dải đất có hình chữ S a S-shaped strip of land an S-shaped strip of land

Thêm 9 năm nữa 9 more years 9 years more

Có sự quan tâm đúng đắn give the sound attention at pay full attention to Ở một mức độ đáng báo động in an alarming rate at an alarming rate

Data analysis reveals that students' errors stem from a lack of mastery over language rules Fixed collocations, like "pay attention to," necessitate memorization, leading to frequent incorrect phrases due to limited proficiency Although these errors may confuse readers, they do not significantly change the intended meaning of the collocations.

Students often commit errors by using synonymous words that have subtle differences in meaning, leading to inappropriate collocations Statistics indicate that this type of error accounts for 18% of mistakes, making it the second most common error type Examples of these errors can be found in the table below.

Source collocation Collocation translation error

Bồi dưỡng nhân tài grow talents Nurture/ foster/ cultivate talents

Giáo dục của Việt Nam không thể cất cánh

Vietnamese education cannot take off

Làm suy giảm khả năng miễn dịch của con người deplete human immunity impair human immunity

Many students struggle with synonymous words, often misunderstanding their nuanced differences They frequently create incorrect collocations, such as using "grow" with "talents," which is uncommon since "grow" typically refers to physical development Instead, "nurture" or "foster" would be more appropriate for describing mental development and success Similarly, while "boost" suggests improvement, it cannot correctly pair with "education" as it requires a direct object; alternatives like "take off," "flourish," or "thrive" are more suitable Despite these errors, the overall meaning of the text remains clear to readers.

Instead, those anomalous word combinations just make the text imprecise and unprofessional

Collocation translation errors represent 14% of all translation mistakes, frequently occurring among students with limited language proficiency These errors arise when collocations are translated literally into the target language, often due to students' unawareness of the non-equivalent expressions between the source and target languages.

TL, they just exactly follow the original phrases Therefore, unnatural and uncommon collocations are created The table below will provide a more through illustration for this error type:

Source collocation Collocation translation error

Vấn đề toàn cầu nóng bỏng A hot global issue A burning global issue Bốn mùa rõ rệt Four clear seasons Four distinct seasons

Một hình ảnh đại diện cho các doanh nhân Việt an avatar for Vietnamese businessmen

The concept of "carry the spirit" emphasizes the importance of showcasing and utilizing our intellectual resources, which remain largely untapped Despite their potential, these valuable assets are still vacant and have not been fully leveraged to drive innovation and growth It is essential to recognize and harness this intellectual capital to unlock new opportunities and foster a culture of creativity and progress.

The translated collocations in English are often inappropriate, as seen in the example where "vacant" collocates with "seat" or "hotel room," meaning empty, but cannot be used with "intellectual resource." The phrase "tài nguyên trí tuệ vẫn còn bị bỏ trống" should be rephrased as "intellectual resource hasn’t been fully made use of." Additionally, the phrase "một hình ảnh đại diện cho các doanh nhân Việt" incorrectly uses "avatar" instead of "representative." While some target language readers may grasp the intended message, confusion remains prevalent Clearly, literal translation undermines the quality of translations, rendering them unnatural to native speakers.

Overgeneralization is a frequent error in language learning, accounting for 13% of total mistakes This occurs when students misinterpret a word's meaning and apply it inappropriately, leading to false analogies Such errors often stem from a lack of understanding of the source text or difficulty in identifying precise words for accurate collocations The article provides illustrative examples and analyses to highlight this issue.

Source collocation Collocation translation error

Máy đóng gói canning machine packaging machine

Người cực đoan tôn giáo extreme religion religious extremist

Giành được độc lập tự do have democracy and freedom gain democracy and freedom

Năng lượng tái tạo được renewed energy renewable energy

Khí hậu nhiệt đới gió mùa a windy tropical climate a monsoon tropical climate

Students often misinterpret source language (SL) words, leading to the use of general collocations that fail to accurately convey the intended meaning of the original text For example, "đóng gói" is mistakenly translated as "canning machine" instead of its correct interpretation, and "gió mùa" is oversimplified to "windy" rather than the precise term "monsoon." Such errors occur when students struggle to find the exact equivalents for specific terms Additionally, some source collocations differ significantly from their translations, as seen in the case of "người cực đoan tôn giáo," which is inaccurately rendered as "extreme religion" instead of the correct "religious extremist." These translation mistakes can distort the original meaning and lead to misunderstandings among readers, potentially resulting in serious consequences, especially when conveying critical information.

Many participants in the study exhibited a common mistake influenced by the Vietnamese language's tendency for lengthiness, leading students to include unnecessary words in their phrases An example table illustrates this issue effectively.

Source collocation Collocation translation error

Suggested collocation ảnh hưởng xấu đến môi trường affect badly to environment badly affect the environment

Nhu cầu ngày càng cao increasingly higher demand increasing demand

Những học sinh tốt nghiệp trung học phổ thông high school graduate students high school graduates

Tình trang chạy đua vũ trang arms race situation arms race Đứng trước những thử thách nghiêm trọng facing to a serious challenge facing a serious challenge

Two significant trends characterize this error type among students The first trend involves the addition of unnecessary prepositions, while the second trend occurs when students use redundant synonyms within a single collocation For instance, the verb "affect" does not require the preposition "to" following it.

However, students tend to translate đến as to so they add this word to the collocation

The phrase "high school graduate students" is redundant, as the term "graduates" already implies students Additionally, Vietnamese students often include unnecessary words like "vấn đề" or "tình trạng" when translating into English, which can lead to awkward phrasing For example, in the expression "tình trạng chạy đua vũ trang," simply using "arms race" suffices without the need for extra words.

33 situation Addition errors, though make the translations sound unprofessional and unfriendly to TL readers, do not have big impact on the text meaning

This type of error constitutes only 8% of total translation mistakes, often arising from students' confusion over similarly spelled words Consequently, many spelling errors occur due to a lack of double-checking.

Source collocation Collocation translation error

Tác động củadân số the affect of population the effect of population

Bồi dưỡng nhân tài foresting talents fostering talents

Không khí bị ô nhiễm the populated air the polluted air

Làm suy giảm hệ miễn dịch của con người deplete human community deplete human immunity Động lực driver force driving force

Good translated English collocations and the translation procedures deployed 35 1 Paraphrase

This section of the study focuses on addressing the final research question by classifying and analyzing the collocations translated by students, based on the translation procedures employed The evaluation of effective collocations will be guided by criteria that emphasize accuracy, naturalness, and creativity, particularly in cases where there is no direct English equivalent.

Newmark (1988, p.90) describes a technique where translators clarify various elements of the source text This approach involves rephrasing the original message with different wording, ensuring the essence of the source is preserved while enhancing clarity.

36 become TL reader-friendly The following table presents some typical good English collocations rendered from Vietnamese collocations using this procedure

Table 4.9: Collocations translated by paraphrase

Source collocation Translated collocation tinh thần dấn thân The daring to face new challenges đi đánh xứ người be competitive with other international partners

The phrase "Lực bất tòng tâm" reflects the struggle of having numerous tasks yet accomplishing very little This inefficiency can lead to increasingly severe floods, which pose significant challenges Ultimately, addressing these issues becomes the last resort for the economy, highlighting the urgent need for effective solutions.

The data indicates that students frequently resort to paraphrasing when they cannot find English equivalents for specific collocations This approach helps clarify these expressions for target language readers For example, the Vietnamese phrase "tinh thần dấn thân," which conveys the idea of courageously facing challenges, is translated as "the daring to face new challenges" due to the lack of a direct English counterpart Similarly, "lực bất tòng tâm," a common Vietnamese saying, also lacks an equivalent expression in English.

The phrase "so much to do but so little done" captures the essence of the challenges faced in English translation Additionally, paraphrasing is essential for clarifying poorly written texts that may confuse target language readers For instance, the expression "gây lũ lớn và nhiều hơn" is ambiguous, as readers might not understand that "nhiều hơn" refers to an increase in the number of floods Addressing these issues is crucial for effective communication.

37 case, the student changes the order of the phrase and interprets it as cause an increasing number of heavier floods, making it clearer to readers

This technique entails altering the grammatical structure or part of speech when translating from the source language (SL) to the target language (TL) (Tien and Bac, 2008, p.36) Given the distinct linguistic structures of Vietnamese and English, translators frequently adjust the order of phrases or change parts of speech to achieve natural and suitable collocations Notably, Vietnamese tends to favor verb phrases, whereas noun phrases are more prevalent in English.

To achieve accurate and natural translations, it is essential to alternate between different types of phrases The following table illustrates typical examples of effective collocations translated using these methods.

Table 4.10: Collocations translated by shift or transposition

Vấn đề liên quan đến nhiều người nhất An all-stakeholder issue

Những cái nhìn dài xa đến tận chân trời Cast our vision to the horizon

Tạo ra một phát ngôn trên toàn cầu Have an international voice

Nhiễm độc thực phẩm ít khi chết ngay Poisoned food doesn‟t trigger an immediate death

Xuất khẩu tăng nhanh Soaring exports

Maintaining verb phrases in the target language can lead to lengthy translations For instance, the phrase "vấn đề liên quan đến nhiều người nhất" is translated as "an all-stakeholder issue," which results in a more concise collocation.

The term "soaring" inherently signifies a rapid increase, making the phrase "export increases quickly" redundant Instead, using the collocation "soaring exports" enhances the authenticity and professionalism of the translated text, effectively addressing a widespread issue that affects the majority of people.

In this process, translators often enhance clarity by adding specific words while omitting unnecessary ones The following table provides a clearer understanding of this approach.

Table 4.11: Collocations translated by reduction or expansion

Source collocation Translated collocation đạt được sự đồng thuận reach the mutual agreement cà phê pha trộn “cấp phối” coffee mixed with additives

Xanh non mơn mởn, hồng tươi roi rói eye-catching green and pink

Thở phào sigh in relief

Hơn lúc nào hết More important than ever before

In the phrase "cà phê pha trộn cấp phối," the student incorporates additives to clarify the specific components mixed with the coffee Similarly, the addition of "hơn lúc nào hết" enhances the collocation, making it more comprehensible and natural for target language readers This approach prioritizes reader understanding, resulting in a more reader-friendly experience.

Translators often use a technique that involves selecting a near target language (TL) equivalent for a source language (SL) word when a precise match is unavailable (Newmark, 1988, p.84) This approach is frequently adopted by students due to the numerous non-equivalent word combinations between English and Vietnamese However, it requires creativity and careful selection of synonyms to avoid collocation translation errors The table below offers a detailed illustration of suitable collocations translated using this method.

Table 4.12: Collocations translated by lexical synonymy

The essence of the article highlights the concept of "people determination," reflecting a strong sense of resolve among individuals It emphasizes the desire to "escape inferiority," showcasing a drive to overcome challenges The imagery of "noisy poultry" captures the lively atmosphere, while the phrase "heartily chase after each other" illustrates a playful and dynamic interaction Finally, the expression "nonchalantly outstretch our arms" conveys a carefree and open approach to life.

Vietnamese is rich in onomatopoeic expressions, posing significant challenges for translators who struggle to find equivalent terms in the target language Consequently, they often resort to using alternative words with similar meanings, which may not accurately convey the original sounds For instance, the phrase "gà vịt quang quác" was translated as "noisy poultry" due to the translator's inability to find a direct equivalent for "quang quác." This choice reflects a compromise between accuracy and naturalness in translation.

Newmark (1988, p.88) defines modulation as a variation that involves a shift in viewpoint, perspective, and often in the category of thought This concept includes several sub-types of modulation, such as transitioning from one part to another, changing from passive to active voice, converting positive statements to double negatives, moving from abstract to concrete expressions, substituting cause for effect, and reversing terms.

Table 4.13: Collocations translated by modulation

Dựng một ngọn cờ Serve as a flagship

Chúng tôi không võ đoán We base ourselves on sound reasons

Không ít thách thức Numerous challenges

Tác động của biến đổi khí hậu không loại trừ quốc gia nào

Climate change has impact on every country

Vẫn còn bị bỏ trống Hasn‟t been fully made use of

Further discussion of collocation translation errors made by students

Many students struggle with collocation translation due to limited linguistic competence, which affects their understanding of grammar and vocabulary in both the source and target languages This often leads to literal word combinations and translation errors, as students may misinterpret Vietnamese phrases, resulting in inappropriate English collocations A lack of effort in enhancing their linguistic skills through comprehensive reading and listening further exacerbates the issue, preventing familiarity with authentic English collocations Additionally, students are influenced by Vietnamese thinking patterns and may cling to original collocations, rendering phrases literally without considering their appropriateness in English Carelessness also contributes to errors, as students may not cross-check collocations and rely solely on memory Time pressure during exams can further lead to mistakes in collocation translation.

It is also revealed from the results that the frequency of collocation translation errors is smaller among fourth-year students than that of third-year or second-year

A study involving 42 students revealed that senior students demonstrate superior linguistic competence compared to their sophomore and junior counterparts This advantage allows seniors to better comprehend texts and assess the appropriateness of collocations within specific contexts In contrast, younger students often lack familiarity with authentic English collocations.

The researcher identifies effective strategies for collocation translation, emphasizing that students should focus on the message rather than their mother tongue For challenging collocations, they should pinpoint key words and consult dictionaries, while also cross-checking phrases online or with native speakers to ensure accurate English collocations Recommended translation procedures include lexical synonymy and paraphrase, especially under time constraints, to avoid wasting time on exact word combinations Additionally, students with stronger linguistic skills are encouraged to use shift or transposition to create more natural and authentic translations.

CONCLUSION

Summary of the findings

The findings of this study align with the assumptions presented in the Literature Review, highlighting common collocation translation errors identified in previous research Furthermore, it is evident that the translation procedures discussed in the Literature Review are actively utilized by ULIS students.

The study reveals that students often make collocation translation errors due to limited linguistic competence, with common mistakes stemming from ignorance of rule restrictions, improper synonyms, and literal translations While some errors distort the original message, others result in unnatural and unprofessional translations without misrepresenting the content Many students are unaware of their mistakes, frequently relying on bilingual dictionaries for collocations without consulting monolingual or collocation dictionaries Additionally, the research indicates that collocation translation errors are more prevalent among sophomores and juniors compared to seniors, who possess greater linguistic competence.

In conclusion, the findings indicate that students utilize various translation procedures to achieve effective collocations, with paraphrase and transposition being the most common methods Paraphrasing is often employed when students struggle to find precise terms in the target language or when facing time constraints Conversely, transposition is primarily used by students who demonstrate a strong command of the language.

To achieve natural translations with authentic collocations, it is essential for students to develop linguistic competence While some learners consciously apply specific procedures to form effective collocations, others rely on instinct and memory, creating word combinations without fully realizing the strategies they are employing.

Limitations of the study

Despite the researchers' efforts, certain limitations are inherent in this study Due to time constraints, only around 200 collocation errors and 100 correct collocations translated by students were analyzed The small sample size of interviewees may result in overgeneralized findings Additionally, the data was collected from students with varying levels of linguistic competence, meaning that some results may not accurately represent specific groups For example, the lack of awareness regarding rule restrictions may be prevalent among second-year students, but this does not apply to fourth-year students.

The researcher focuses on the most common collocation translation errors made by students, rather than covering all possible types Consequently, the findings indicate that students may commit more than the seven identified error types, suggesting that additional mistakes warrant exploration in future research.

Suggestions for English collocation learning and teaching as well as directions

In translation education, it is essential for teachers to enhance students' awareness of collocations to ensure they can form suitable combinations in both English and Vietnamese Organizing targeted activities focused on English collocations, particularly marked collocations, is highly recommended, as these present the greatest challenges for learners To effectively master collocations, students should cultivate a habit of engaging with authentic English and Vietnamese texts through reading and listening, which will help them develop natural and contextually appropriate word pairings.

Students are encouraged to effectively utilize dictionaries and various reference sources, including the Internet and newspapers, to discover valuable collocations Additionally, developing personalized strategies and techniques for remembering collocations can lead to improved translation quality over time.

Future research should focus on addressing various types of collocation translation errors to create a more thorough classification of these issues It is essential to utilize a larger sample size consisting of students with comparable linguistic abilities Additionally, exploring translation errors specific to each collocation type will help identify which types pose the greatest challenges for learners Future studies should also examine effective strategies for translating different collocation types.

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