CADRE THÉORIQUE
Les réflexions sur la traduction au fil du temps
1.1.1 Le Moyen-âge et la Renaissance avec la traduction de la Bible
During the Middle Ages and the Renaissance, most translated texts in Europe consisted of translations of the Bible and liturgical texts Early translations included religious texts from Latin into Romance languages, such as "The Canticle of Saint Eulalia" (883) and "The Poem of Saint Alexis" (1050) Notably, Saint Jerome (347-419), a monk and doctor of the Church, is recognized as the patron of translators today He is primarily known for his work on the Vulgate, a Latin translation of the Bible that involved revising existing translations of the New Testament and providing a complete translation of the Old Testament from Aramaic and Hebrew Saint Jerome summarized his translation experiences by stating that translating word for word can lead to absurdity, while even slight modifications in structure or style could make him seem to abandon the translator's duty.
Jọrụme emphasizes the importance of understanding the underlying meaning rather than just the words in a text He modifies the original text when he identifies the need for clarifications or elaborations (Ballard, 1992: 45-50)
Martin Luther (1483-1546), an Augustinian friar and theologian, played a pivotal role in the Protestant Reformation by translating the Bible into German between 1521 and 1534 His efforts laid the foundation for religious reform and made the scriptures more accessible to the general population.
In his work "Ein Sendbrief vom Dolmetschen" (1530), Luther emphasizes that translation transcends mere linguistic transfer, intertwining religious, ideological, and political dimensions He asserts the paramount importance of the target language in ensuring the quality of translation while remaining faithful to the source text Luther advocates for the target language (LA) to guide the translator's efforts, aiming to strike a balance between both the source language (LD) and the target language.
The translations of the Bible, whether partial or complete, literal or transposed, represent a pivotal moment in the history of one of the foundational texts of the West The Bible not only enriches the evolving language but also plays a significant role in literary and social history by inspiring new derivative texts, which are human interpretations of the divine word Furthermore, the language of the Bible shapes the history of translations from the Middle Ages to the Renaissance, focusing particularly on its sociolinguistic implications.
Latin remained the target language for translations of literary texts until the 16th century and for scientific texts until the late 18th century However, the 16th century marked a pivotal moment in Bible history with the French king's decree that recognized French as an official language, equal to Latin, which was associated with knowledge and the elite The rise of printing technology facilitated the spread of translations in vernacular languages, making the Bible increasingly accessible to a broader audience.
Humanism advocates for a return to the roots to reclaim the ancient heritage, free from historical errors Manuscripts of Greek masterpieces from the East arrive in the West, capturing the attention of humanists They explore these ancient texts, rediscovering Greek language, literature, and thought while developing new methods for translation and editing.
In the 14th century, a practice emerged among scholars who rejected word-for-word translations of biblical texts, opting instead for the use of synonymous pairs to amplify and clarify the original meaning This approach became more widespread in the 15th century, culminating in a treatise by the rhetorician Pierre Fabri in 1521, which established amplification as a formal principle For instance, rather than simply stating, "O Jesus Christ was born of Mary," one would elaborate, "O Our Savior and Redeemer Jesus, for our salvation, was born of the Most Sacred and Glorious Virgin Mary." (Ballard, 1992: 101)
In summary, translation within the context of French Humanism is closely linked to ancient texts Therefore, language studies, thorough research, and effective translation methods are essential There is a shared agreement on the principles of humanists, who consistently strive to enhance readers' understanding.
1.1.3 La traduction au XIXè siècle - première moitié du XXe siècle
Au début du XIXè siècle, il existe deux tendances opposées:
Translation is viewed as a category of thought, with the translator regarded as a creative genius who engages directly with the essence of the original work This process enriches both national literature and language, reflecting the ideas of German Romantics such as F Schleiermacher and others.
- On voit la traduction comme une activité mécanique dont la fonction est de ôfaire connaợtreằ un auteur ou un texte
Les deux tendances rejoignent les idées des romantiques allemands, traducteurs, écrivains et philosophes sur la traduction
John Hookham Frere (1769-1846), a British diplomat and translator, emphasizes in the preface of his 1840 translation of Aristophanes that the language of translation should ideally be pure, intangible, and invisible, serving merely as a medium for thought and feeling He asserts that the language should never draw attention to itself (Bassnett, Lefevere, 1992: 40-41).
Cette opinion est opposée avec celle des romantiques et postromantiques allemands et britanniques
Friedrich Schleiermacher (1768-1834), a German Protestant theologian and philosopher, advocated for the development of a specialized sub-language for translators This concept was embraced and supported by several English translators, including F W Newman, Thomas Carlyle, and William Morris (Bassnett, 1992: 67)
Vers la fin du XIXe siècle, l’attention des traducteurs se déplace vers l’exactitude technique (Bassnett, 1992 : 65-66) Voici quelques traducteurs se font marquer par ce style dans leurs traductions
Thomas Carlyle (1795-1881) a utilisé plusieurs structures syntaxiques élaborées et typiques dans ses traductions de l’allemand
Dante Gabriel Rossetti (1828-1882) déclare dans sa Préface de Early Italian
In "Poets" (1861), it is argued that the primary reason for translating poetry into a modern language should be to enrich a contemporary nation with additional beauty, even if the original works are often obscure and imperfect.
According to Susan Bassnett's hypothesis (1980), translators of that era were characterized by their adherence to the original text, often producing archaic translations that were challenging to read and aimed at a small audience This led to the perception of translation as a niche activity with limited appeal A historical overview of translation reveals its significant interests, as understanding the conditions under which translation was practiced in the past can enhance our comprehension of the translator's work It becomes clear that translation involves more than merely transferring a message from one language to another, prompting a more serious approach to the craft and helping to identify the inherent challenges in the process.
15 traduction en collationnant les méthodes des devanciers Celui-ci nous aide aussi à trouver les solutions afin de régler nos problèmes.
Qu’est-ce que la traduction?
After exploring historical reflections on translation, we gained a general understanding of the concept However, to deepen our comprehension, we will analyze various definitions provided by dictionaries and researchers to uncover a more precise definition of the term.
The verb "translate," derived from the Latin "traducere" (1480), is defined by Le Petit Robert as the act of conveying what is expressed in one natural language into another, aiming for semantic and expressive equivalence between the two statements (2008: 2592).
Le Petit Robert promotes translator tolerance to facilitate the transition between languages, emphasizing both meaning and form The goal of translation appears to be achieving equivalence between the two statements This translation process can range from a single word or phrase to an entire work by an author.
The definition provided by Littré highlights the Latin etymological meaning of "to lead beyond," "to pass," and "to cross." In this dictionary, "to translate" refers to "to pass a work from one language to another," with this usage emerging around 1527 While this explanation is straightforward, the history of the term and its derivatives reveals the complexity of the phenomenon The term "retranslate," introduced around 1695, initially meant "to translate a text that is itself a translation." However, "retranslation," which appeared in the 20th century, does not carry this limited meaning and signifies a new translation of an author Following the verb "to translate," the noun "translation" has evolved since 1783 to encompass a figurative sense of "expression" and "transposition."
The article discusses common definitions of translation found in French dictionaries It highlights that various researchers have attempted to define translation, each offering their unique perspective However, the majority of these definitions share common elements.
16 d’entre eux estiment qu’il existe trois grandes tendances sur la théorie de la traduction : Théorie linguistique, sociolinguistique et interprétative
After World War II, many researchers viewed translation as an essential aspect of linguistics, fundamentally recognizing it as a linguistic operation This perspective is notably supported by the insights of Georges Mounin and Roman Jakobson.
Georges Mounin (1910-1993) argued in his work "Les problèmes théoriques de la traduction" that translation theory should be considered a branch of linguistics, emphasizing the significant linguistic barriers that exist His analysis identified key causes of these obstacles, including differences in syntax, connotation, lexical structure, minimal semantic units, and language levels among various languages.
Roman Jakobson (1896-1982) was a Russian thinker who became one of the most influential linguists of the 20th century, laying the groundwork for structural language analysis and contributing to functional and cultural theories in translation studies In his essay "Linguistic Aspects of Translation," Jakobson identifies three possible forms of translation.
- La traduction intralinguale ou reformulation qui ôconsiste en l’interprộtation des signes linguistiques au moyen des signes de la mờme langue.ằ
- La traduction interlinguale ou traduction proprement dite qui ôconsiste en l’interprộtation des signes linguistiques au moyen des signes d’une autre langue.ằ
- La traduction intersộmiotique ou transmutation qui ô consiste en l’interprétation des signes linguistiques au moyen de système de signes non linguistiques.ằ (Jakobson, 2003 :79)
Translation, according to the Russian linguist, is understood as the process of substituting messages from one language to another, rather than merely translating separate units.
Translation is a form of indirect speech where the translator recodes and conveys a message received from another source It involves two equivalent messages expressed in different codes, highlighting the complexity of transferring meaning across languages (Oseki-Dôprô, 2011: 60)
Sociolinguistic translation studies focus on the role of the translator and the translation process within its social context This field examines sociocultural differences, interactions, language policies, and the economics of translation.
Maurice Pergnier (1978) states that translation involves replacing a message or part of a message expressed in one language with an equivalent message articulated in another language He emphasizes that translation is a communicative act and a linguistic exchange, asserting that the criteria for evaluating the fidelity or infidelity of a translation do not reside in the meanings of words or in a comparative study of the two languages, but rather at the intersection of situational references Thus, context plays a crucial role in translation, and socio-cultural differences significantly impact translation solutions.
Jean-René Ladmiral (1942) defines translation as a universal human activity essential across all eras and regions of the globe, aimed at providing access to original texts Translation serves as a vital communication tool necessary for daily life and intercultural exchanges, facilitating access to information in foreign languages.
The interpretive theory, also known as the Theory of Meaning or the Paris School Theory, is founded on a fundamental principle: translation is not merely a linguistic task focused on words, but rather an endeavor centered on the message and its meaning.
Translation, whether oral or written, literary or technical, involves two key components: UNDERSTANDING and EXPRESSING This process requires de-verbalization after comprehension, followed by reformulation or re-expression Danica Seleskovitch and Marianne Lederer have significantly contributed to this theory by demonstrating that this process is not only essential but also a natural part of translation.
Les difficultộs dans la traduction du franỗais en vietnamien
Jakobson's assertion (1963: 84) suggests that languages differ fundamentally in what they express rather than in their expressive capabilities This implies that while languages around the world can convey similar ideas, they utilize distinct linguistic tools and cultural knowledge to achieve this Currently, our study within the framework of translation training, particularly through exercises translating from French to Vietnamese, has highlighted significant issues related to the lack of understanding of these two crucial elements.
19 nous semble ne pas encore bien acquérir le processus de la traduction avec trois étapes : compréhension, déverbalisation et réexpression
According to Seleskovitch and Lederer, the act of translation involves understanding the original text, de-verbalizing its linguistic form, and expressing the comprehended ideas and feelings in another language (Lederer, 1994: 11) This means that the focus of translation shifts from the words themselves to the meaning that the translator must convey Within the theoretical framework of this paper, we will examine the significance of this process in translation and assess the current situation of translation learners.
Understanding is a crucial activity that requires linguistic skills and encyclopedic knowledge According to M Lederer in "La Traduction d’aujourd’hui," translation cannot occur without comprehension Professional translation demands not only language proficiency but also a cognitive background derived from the individual's knowledge base, as well as insights gained from the text as the translator progresses through the reading.
To translate effectively, one must grasp the meaning rather than just the signifiers, as the latter are bound to the language and only offer semantic possibilities Authentic fidelity in translation is rooted in understanding the meaning, which is typically achieved through context analysis Immediate verbal context helps clarify the polysemy of signs, while broader verbal context aids in determining the meaning of a statement Both contexts are essential for comprehension and translation.
Le traducteur doit donc dépasser la limite de la langue et effectuer ses analyses dans le domaine de la parole
Understanding the linguistic explicitness of a text is equally important as knowing the language itself Linguistic knowledge is stored in memory in its verbal form and is enriched throughout the learning process.
Knowledge of language plays a crucial role in the translation process, enabling translators and learners to comprehend the text However, this same knowledge can also present challenges during translation.
A bilingual dictionary is a crucial tool for translating text, yet it often falls short in helping translators achieve accurate translations It does not clarify all the misunderstandings related to vocabulary among translators Consequently, a translator must have a strong vocabulary knowledge, even if they are not able to actively use all of these words themselves.
One significant challenge in translation is polysemy, which leads to misunderstandings and ambiguities due to the multiple meanings of words and the various ways phrases can be expressed Polysemy is not unique to French; it affects all languages, each with its own nuances This complex aspect of translation reveals that polysemous words do not have direct equivalents across different languages.
Par exemple, avec la phrase anglaise ô It’s so beautiful ằ, on peut avoir plusieurs ộquivalents franỗais comme ô Ce tableau est trốs beau ằ ou ô Ma maison est belle ằ
In Vietnamese, the phrase "ô nhà tụi đẹp lắm ằ" can translate to "oh, my house is beautiful" or "oh, my wife is beautiful" in French Therefore, the translator must select the most appropriate translation based on the context, determining whether to convey admiration for the house or the wife.
Another challenge related to linguistic knowledge is the meaning of a word In his work, Martinet emphasizes that, in principle, the signs of each language create a hierarchical structure, meaning they oppose each other in specific ways, resulting in a unique interplay of meanings.
21 correspondance sộmantique exacte d’une langue à une autre ằ, comme le mot ô hot-dog ằ en anglais ne peut pas ờtre rendu par le mot ôchien-chaudằ en franỗais
Par exemple avec la phrase ô Ils ne veulent pas participer à cette activitộ ằ
To accurately translate this sentence, the translator must consider the context and ask critical questions such as "Who are they?" and "What is this activity?" In addition to these challenges, there is also a lexical issue due to the lack of corresponding terms in bilingual dictionaries, as well as a need for cultural understanding.
Vietnamese names such as "áo dài," "xôi," and "bánh chưng" do not have direct equivalents in French It is essential to retain these terms in translation while providing explanations: "áo dài," which refers to a traditional dress for Vietnamese women; "xôi," a sticky rice dish traditionally offered to the deceased; and "bánh chưng," a rice cake made for the Tết festival according to the lunar calendar.
If the translator does not seek additional tools beyond the dictionary to enhance their understanding and definitions of words, they will struggle to effectively convey meaning to readers.
In addition to linguistic components, it is essential to grasp the implicit meanings that form presuppositions and nuances These elements are inseparable from language knowledge and significantly influence the overall meaning of the text.
In a September 1980 conference titled "Understanding Language," Catherine Kebrat-Orecchioni stated that the way a listener extracts specific semantic and pragmatic information from a statement relies on both their linguistic and extralinguistic competencies.
ÉTAT DES LIEUX DE LA TRADUCTION DU FRANÇAIS
Prộsentation du Dộpartement de franỗais et des ộtudiants
The French Department of ULEI-UNH is one of the leading institutions for French language training in Northern Vietnam, specializing in didactics and linguistics It offers two main tracks: translation-interpretation and tourism As students in the translation-interpretation specialty, we begin our translation studies in the second year, progressing through levels 1 to 3 in translation and interpretation, culminating in specialized translation in the fourth year The curriculum integrates theoretical instruction on translation and research methods with practical training in translation and interpretation.
Through these subjects, we gained a comprehensive understanding of the translation profession, which is far from easy We also acquired theoretical knowledge of translation and insights into various fields such as socio-economics, politics, culture, education, and the environment Additionally, we developed essential translation skills, including note-taking and research methodologies.
The French Department at ULEI-UNH is an excellent institution for students aspiring to become translators or interpreters, as it offers intensive training in both translation and interpretation.
This thesis examines the challenges faced by fourth-year students specializing in translation and interpretation within the French Department.
The language proficiency of students is varied; some have been studying French for 11 years in middle school, while others have spent 7 years in high school, and some are just starting at university with 4 years of experience Despite their different backgrounds, they often face similar challenges in translation This chapter will aim to identify their errors and difficulties.
Présentation du corpus
We selected two texts on the topics of politics and current events for fourth-year students in the French Department to translate The first text, "Le grand fossé," published in Le Figaro, discusses the presidential election in France in 2007 The second text, "Immigration: les associations concernées dénoncent un projet de loi déséquilibré," from Le Monde, addresses a proposed immigration law by the French government and explores the surrounding ideas related to this issue.
The writing style of these texts is straightforward and spontaneous; however, we believe that politics and society are topics that may pose challenges in comprehension and translation for students.
Nous allons analyser ces difficultés en montrant les erreurs liées à la linguistique, à l’insuffisance des connaissances culturelles ainsi qu’à la réexpression en vietnamien
Analyse des corpus
This study aims to identify the common errors made by students in translating from French to Vietnamese, highlighting the difficulties they frequently encounter in comprehension and translation Additionally, it proposes solutions to overcome these challenges and enhance the quality of French-Vietnamese translation among students.
We employed descriptive research to identify the nature and characteristics of phenomena and to establish potential associations between them Description can serve as both the primary objective of a study and the initial stage of research, where it presents findings from observations or exploratory surveys, as noted by Dr Kouassi Roland Raoul in his work "Introduction to Research Methodology."
Descriptive research plays a significant role in social and human sciences Its primary aim is to describe facts, objects, behaviors, attitudes, representations, discourses, and interactions, providing a clear picture of a specific phenomenon or situation This aligns perfectly with the objectives of our study.
Our analysis is grounded in translation process theories, particularly focusing on comprehension and reexpression as outlined in the first chapter We will examine the challenges students face in translation through these two critical stages: the comprehension phase and the reexpression phase.
2.4.1 Problèmes de compréhension du texte source
Students were tasked with translating French texts into Vietnamese using various resources such as dictionaries and the internet These tools enable them to access essential information for accurate translations.
The presidential election and immigration issues in France highlight the importance of strong research skills, linguistic knowledge, and cultural understanding for students seeking accurate translations A deficiency in these areas can lead to significant translation errors Analyzing student translations reveals a common misunderstanding of the source text's meaning Therefore, we will focus on identifying the sources of errors made by students, particularly their inadequate mastery of linguistic and extralinguistic, or cultural, knowledge.
2.4.1.1 Mauvaise maợtrise des connaissances linguistiques
2.4.1.1.1 Mauvaise saisie du sens des termes
One of the most challenging and urgent issues for aspiring translators is polysemy, which poses a significant obstacle that both learners and professional translators must overcome to achieve an interpretation aligned with the intentions of the source text Many words carry multiple meanings that shift depending on the context, yet most learners lack the patience to discern the optimal meaning As a result, this can lead to ambiguity and unacceptable translation errors.
Prenons un exemple tiré de l’article du journal Le Figaro :
Ex 1.1 - Texte 1 : ô Sarkozy en fait trop Trop amộricain à Washington, trop provocateur face à la justice, trop brutal en banlieue, trop dur avec les squatters de Cachan ằ
This paragraph discusses polysemous words such as "American," "provocateur," and "brutal," which can function as both nouns and adjectives In this context, they serve as adjectives describing policies proposed by Sarkozy during his tenure as France's Minister of the Interior However, many students interpret these words as nouns, leading to translations that do not align with the intended communication of the original text.
29 người Mỹ ở Washington, quá nhiều kẻ kích động đối mặt với công lý, quá nhiều bạo động ở vựng ngoại ụ.ằ (35%)
Misinterpretation of words and terms is evident in example 1.2, where "les squatters" is incorrectly understood as "pioneers" by 24% of learners and "shepherds" by 13% This highlights the inevitability of misunderstanding if learners do not rely on the context of the text to grasp the correct meaning.
Un autre exemple pour le problème polysémique chez les étudiants :
Ex 1.3 - Texte 2 : un projet de loi ô dộsộquilibrộ ằ
The term is used to discuss France's asylum and immigration bill Most translations rendered it as "draft law on asylum and immigration" (50%) and "draft law on immigration" (30%) However, 20% of students opted for the inadequate translation "draft law on immigration," indicating a lack of thorough research on the bill and resulting in an inappropriate translation.
Le dépouillement des traductions des étudiants nous montre beaucoup d’erreurs liées à la saisie du sens
Un autre exemple avec la mauvaise saisie du sens du verbe ôộvoquerằ dans la phrase ci-dessous est à l’origine du faux-sens commis par des étudiants :
Ex 1.4 - Texte 2 : Louis Gallois,[…] ộvoque ôun durcissement trốs netằ
The verb "ô évoquer" refers to alluding to something or making a mention of it Louis Gallois aims to highlight the hardening of the bill rather than expressing a rigid attitude, as misinterpreted by 60% of students It is unfortunate that 20% of learners cannot distinguish between "ô évoquer" and "ô proposer," leading them to incorrectly translate Gallois' statement as a proposal for a rigid stance Only 20% provide accurate translations.
30 versions en traduisant ô ụng Louis Gallois,…đó núi đến ôtớnh cứng nhắcằ của dự thảo luật.ằ
Les étudiants continuent à commettre une même erreur avec le mot ô irrộguliốre ằ dans un exemple suivant
Ex 1.5 - Texte 2 : ô reconduire les migrants en situation irrộguliốre ằ
A significant 75% of students misinterpret the phrase by translating it as "to help illegal immigrants if there is instability," believing that the adjective "irregular" implies inconsistency or varying rhythm However, the author's true intention is to refer to the deportation of illegal migrants Only 25% of learners accurately grasp this concept, translating it as "to deport illegal immigrants."
Observons un autre exemple du texte 2 :
Ex 1.6 - Texte 2 : ô Les associations reỗues jeudi 11 janvier par le premier ministre, Edouard Philippe […] a dộclarộ à l’issue de la rộunion Louis Gallois ằ
In this sentence, two key words require attention The past participle of the verb "to receive" is present, conveying the meaning of "to be welcomed." More than half of the students (60%) understood this meaning correctly on Thursday, January 11 However, some students opted for incorrect translations, such as "the organizations approved by the Prime Minister" (12%) and "the associations that received feedback from the Prime Minister" (8%) These translations lack clarity and do not convey the author's intended message effectively.
Additionally, the phrase "at the end of the meeting" poses a challenge for students who struggle with translation, as seen in the context of statements made by Louis Gallois during the meeting (10%) or in discussions with Mr Louis Gallois.
(10%) C’est un peu difficile à comprendre pourquoi ils commettent ces erreurs tandis que le dictionnaire indique clairement le sens de la locution ô à l’issue de ằ ộgal ô à la fin de ằ
Dans le texte 2, nous constatons aussi deux termes suivants que les étudiants ne peuvent pas bien distinguer
To convey the terms "Federation" and "Union" in Vietnamese, students suggested three words: "Liên đoàn," "Liên hiệp," and "Hiệp hội." The term "Liên đoàn" was chosen by 20% of students for "Federation" and 10% for "Union." Meanwhile, "Liên hiệp" was selected by 40% of learners for "Federation" and 70% for "Union." Lastly, "Hiệp hội" was used as an equivalent for "Federation" by 40% of translations and chosen for "Union" by 20%.
PROPOSITIONS MÉTHODOLOGIQUES
Pour bien saisir la lexique
The analysis in the second chapter reveals that students struggle significantly with determining the optimal meaning of a word, despite the availability of useful translation tools like dictionaries and websites This difficulty arises from their ineffective use of these research tools In this section, we will offer several suggestions to help learners make the most of these resources.
Les dictionnaires sont considérés comme un outil primordiale pour les étudiants dans l’apprentissage des langues étrangères ainsi que dans la traduction
This tool comprises a collection of words from a language, offering definitions, explanations, and associations such as synonyms, antonyms, co-occurrences, translations, and etymology According to lexicographer Furetière in his Universal Dictionary (1690), the concept of a "dictionary" is defined as "a compilation that serves as a catalog of all the words in a language or in one or more sciences."
Currently, there are many types of dictionaries available, including monolingual dictionaries (French-French) such as the well-known Larousse and Le Robert (both Petit Robert and Grand Robert) Additionally, bilingual dictionaries (French-Vietnamese and Vietnamese-French) are also widely used.
There are 47 different types of printed dictionaries published by renowned publishing houses such as Van Hoa Thong Tin, Tu Dien Bach Khoa, and Khoa Hoc Xa Hoi in Ho Chi Minh City, along with various electronic dictionaries available online, including vietdict.com, tratu.coviet.vn, tlnet.com.vn, and dict.com.
Among the various types of dictionaries, students favor bilingual dictionaries (French-Vietnamese, Vietnamese-French) due to their convenience These resources allow learners to quickly find the Vietnamese equivalent of French words.
Par exemple, si les ộtudiants consultent les termes ôamộricainằ, ô provocateurằ, ôbrutalằ de l’exemple 1.1 - Texte 1 dans le dictionnaire franỗais- vietnamien, ils peuvent trouver leur sens comme suit: américain
Le cinéma américain, la voiture américaine
Il peut parler l’américain http://tratu.coviet.vn/hoc-tieng-phap/tu-dien/lac-viet/F-V/brutal.html provocateur
Sens 1 (adj) Khiêu khích; khích động
Sens 2 (n.m) kẻ khiêu khích, kẻ kích động
Les provocateurs apparaissent dans la rue depuis 2 jours http://tratu.coviet.vn/hoc-tieng-phap/tu-dien/lac-viet/F-V/provocateur.html
Sens 1 (adj) tàn nhẫn, hung tợn
Sens 2 (adj) mạnh và đột nhiên
Sens 3 (n) người tàn nhẫn, người hung tợn
Cette femme doit vivre avec un brutal http://tratu.coviet.vn/hoc-tieng-phap/tu-dien/lac-viet/F-V/brutal.html
Among the meanings provided in dictionaries, the most suitable interpretation of the terms is the adjectival sense: "American" for "Mỹ," "provocateur" for "khích," and "brutal" for "tàn nhẫn." However, many students struggle to choose the correct meanings for translation, often providing translations without considering the context in which these terms are used This leads to a complete or partial misunderstanding of the source text.
Les dictionnaires bilingues sont parfois limités en donnant les sens vietnamiens difficiles à comprendre Prenons l’exemple 1.2 - texte 1: squatter (n.m)
Sens 1 người đến lập nguyên ở đất hoang
Sens 2 chủ nuôi cừu trên đồng cỏ thuê của chính phủ
Sens 3 người chiếm nhà vắng chủ http://tratu.coviet.vn/hoc-tieng-phap/tu-dien/lac-viet/F-V/squatter.html
Translators often struggle to select the optimal meaning of words due to the complexity of dictionary definitions To overcome this challenge, they should first consult monolingual dictionaries to grasp the term's meaning, then verify the definitions in bilingual dictionaries, and finally seek an appropriate equivalent in Vietnamese.
The Larousse dictionary defines the term as "a homeless person who illegally occupies a vacant or soon-to-be-demolished property." Based on this definition, learners can select the relevant meaning and rephrase it to achieve the most accurate translation: "illegal land occupant."
Guidère offers valuable advice for translators: to understand the meaning of a word or expression, they should rely more on monolingual dictionaries, which provide greater precision and depth for comprehending the units to be translated In contrast, a bilingual dictionary is consulted to determine how to translate a specific word or expression This does not necessarily indicate that the translator is unaware of the meaning; rather, they are seeking the best way to convey it in context.
Dictionaries play a crucial role in the translation process by helping to quickly and easily grasp the meaning of words However, it is essential not to rely solely on one type of dictionary To achieve accurate translations, words should be placed in their concrete context, and multiple dictionaries should be consulted to capture all possible meanings.
3.1.2 Utilisation des sites web À côté du dictionnaire, les sites web à Internet sont aussi les outils indispensables aidant les apprenants à saisir le sens du terme grâce aux grandes disponibilités des documents qui contiennent une masse d’informations
En utilisant les sites web de faỗon efficace, les connaissances acquises sont plus nombreuses que celles dans le dictionnaire
Observons les exemples pour mieux voir les aspects positifs des sites web dans la saisie du sens des termes:
Ex 1.7 - texte 2: Fédération des acteurs de la solidarité
Ex 1.8 - texte 2: Union nationale d’associations sanitaires
Students struggle to differentiate between the terms "Federation" and "Union," as evidenced by their translations This confusion arises from their reliance on bilingual dictionaries, which provide overlapping definitions for these concepts.
Sens 4 Liên hiệp https://vdict.com/F%C3%A9d%C3%A9ration%20,5,0,0.html
Sens 3 Liên bang https://vdict.com/union,5,0,0.html À partir de ces sens, ils choisissent occasionnellement un mot pour leur traduction Tandis que s’ils tapent les deux groupes de mots sur la fenêtre de
Google translate, ils ont la version en vietnamien en un laps de temps très court
In this context, the term "ôLiờn đoànằ" is used to refer to "ôFộdộrationằ," while "ôLiờn hiệpằ" denotes "ôUnionằ." To better understand these two terms, one can examine the names of various associations that include "ôFộdộrationằ" and "ôUnionằ," and then look at their Vietnamese translations For instance, examples include "ôFộdộration internationale de football association," "ôFộdộration du cirque du Vietnam," "ôUnion des organisations d'amitiộ du Vietnam," and "ôUnion des femmes du Vietnam."
In a similar manner, one can easily find the Vietnamese equivalents for terms such as "International Red Cross" for "Liên đoàn búng đỏ quốc tế," "Vietnam Circus Federation" for "Liên đoàn xiếc Việt Nam," "Union of Friendship Organizations of Vietnam" for "Liên hiệp các tổ chức hữu nghị Việt Nam," and "Vietnam Women's Union" for "Liên hiệp Phụ nữ Việt Nam." These examples affirm that the Vietnamese translation for "Federation" is "Liên đoàn," while the translation for "Union" is "Liên hiệp."
Pour bien analyser la structure syntaxique
The meaning of a message is shaped not only by the interpretation of individual words or phrases but also by the syntactic structures within the sentence.
Determining the syntactic structure of the source text can be challenging, particularly for novice translators This difficulty arises from the grammatical differences between languages In Vietnamese, sentences typically begin with the antecedent, followed by the verb and predicate, which contrasts with the structure of many other languages.
52 toujours comme en franỗais Les auteurs franỗais ont l’habitude d’ajouter les autres propositions entre les composants noyaux de la phrase Prenons un exemple suivant:
Ex 1.11 - texte 1: Surprise ! Les Franỗais, si on lit l’enquờte rộalisộe par la Sofres que nous publions aujourd’hui, ne sont pas, mais pas du tout, de cet avis
The placement of elements in the sentence creates ambiguity To grasp the meaning, aspiring translators must identify the core components, including the antecedent, verb, and predicate, and then restore the sentence's order They should focus on the author's communicative intent rather than the exact wording In this example, the antecedent is "the French," the verb is "are not," and the predicate is "of this opinion."
Surprisingly, the French hold a completely different opinion, as revealed by the survey conducted by Sofres that we are publishing today.
L’auteur veut dire que si les Franỗais lisent l’enquờte rộalisộe par Sofres, ils ne seront pas surpris
To master the techniques for analyzing syntactic relationships, learners can engage with sentences or paragraphs that feature complex syntactic structures This practice helps in developing the skills necessary to analyze the core components of sentences effectively.
Pour comprendre des éléments extralinguistiques
In translation activities, texts often contain implicit elements that are not evident from the beginning to the end Authors typically aim to avoid writing overly clear or dull works; instead, they incorporate cultural nuances that require translators to seek them out for a deeper understanding.
According to Guidốre (2011: 142), pragmatic texts often contain numerous linguistic phenomena with cultural significance In these texts, the meaning is just the tip of the iceberg, as culture constitutes the bulk of the challenge Therefore, to gain a better understanding of the text, learners should engage in documentary research.
Understanding extralinguistic knowledge can be challenging for learners, especially when they rely on bilingual or even monolingual dictionaries For instance, grasping the meaning of specific terms often proves difficult in this context.
Ex 1.15 - texte 1: la machine à perdre
Many students translate the term literally as "self-destructing machine" or "machine that loses," relying on Vietnamese dictionary definitions for each word—using "cỗ máy" for "machine" and "mất" for "lose." While they attempt to rephrase these words for better understanding, the resulting translations often remain confusing for readers.
To address this situation, conducting thorough research is essential Individuals can gain diverse insights on a topic, highlighting the importance of effective documentation to acquire the necessary information for their understanding.
By using example 1.15 - text 1, learners can select documents and articles on the same topic by entering the keywords "ôla machine à perdre" in quotation marks into the Google search engine This will yield relevant results.
The "losing machine" is a brilliant invention of the Socialist Party, which has frequently lost elections that seemed assured.
Il faut dire que les circonstances politiques sont objectivement favorables à la gauche Le président bat des records d’impopularité dans l’histoire de la Vè République
The left has not won a presidential election in twenty-four years, a longer duration than Mitterrand spent in opposition during the Gaullist and Pompidou eras It would take considerable ingenuity to lose this upcoming election, yet this risk remains very real.
[…] La machine à perdre est apparue après la défaite de
Jacques Chirac à la prộsidentielle de 1988 ôL'opposition est devenue une machine à perdre les ộlectionsằ, dộclarait
Charles Millon, alors UDF, l'un des ôrộnovateursằ qui voulaient débarrasser la droite du couple infernal formé par
Jacques Chirac et Valéry Giscard d'Estaing Une sorte d'arme d'autodestruction massive à usage interne des partis
Michel Burnier et Frédéric Bon ont détaillé le fonctionnement de cette machine infernale : incurie, scandales, divisions
On September 19, during the UMP parliamentary days in Evian, Bernard Accoyer emphasized that division and the creation of factions would only lead to further losses This perspective was echoed by Ségolène Royal in her "Dakar appeal." The following day, the first secretary of the PS was questioned about these remarks on France 3.
François Hollande clarified his stance with a twist, stating, "Democracy is not an explosive engine." This remark highlights the importance of understanding democracy's nature and function, emphasizing its role in governance rather than as a force of chaos or sudden change.
Grâce à ces informations, nous pouvons bien comprendre ce terme et donner les traductions les plus pertinentes Ce terme est donc traduit en vietnamien ô Sự
The continuous failure of the Socialist Party is attributed to internal conflicts among various factions This translation, while longer than the original text, conveys the meaning in a clear and easily understandable manner, fulfilling the translator's role of ensuring reader comprehension.
Another example is the title of text 1, "The Great Divide." To accurately translate this title, learners must first gather information regarding the date, source, and author of the article.
Cet article est mis à jour le 15 octobre 2007, c’est le temps ó l’élection présidentielle en France s’est déroulée entre les deux candidats : Nicolas Sarkozy de l’UMP et Ségolène Royal du PS
The article, published in Le Figaro, reflects the newspaper's political alignment with the right, particularly associated with Nicolas Sarkozy It showcases the journalist's ironic style, which often supports right-leaning figures and ideologies.
L’auteur de cet article est Alexis Bréset, un journaliste et éditorialiste franỗais spộcialisộ dans le domaine de la politique intộrieure et il est clairement de droite
Ensuite on peut chercher le terme ô fossộ ằ qui dộsigne la sộparation, le décalage
Après avoir ces informations essentielles grâce à la recherche efficace, les apprenants peuvent choisir un équivalent en vietnamien pour ce titre
Documentary research requires specific skills from learners, as it is not merely a search task but an evaluation of students' capabilities They must know how to search effectively, which sources to utilize, and how to select relevant information To develop these techniques, it is essential to cultivate a research habit when encountering new terms across various fields.
La recherche documentaire n’est pas toujours ôun ingrộdient obligatoire de la démarche traduisante, mais quand elle s’impose, elle occupe alors une place prộpondộrante dans la phase de comprộhension.ằ (Durieux, 1990 : 669)
Translation is not a mechanical task; it involves numerous processes of analysis and reflection The understanding stage plays a crucial role in this activity, as it establishes the necessary foundation for the subsequent steps in the translation process.
Une bonne maợtrise du lexique est indispensable pour cette ộtape Il est aussi nécessaire de bien saisir les structures syntaxiques du texte-source et du texte-cible
En outre, il faut faire attention aux secrets cachés sous la coquille linguistique des mots