Themenwahl und Forschungstand
Every country has its own language, which is why learning foreign languages is essential for communicating with people who do not share the same native tongue There are two main forms of communication: oral and written Interpretation falls under the category of oral communication, highlighting the importance of language skills in fostering understanding across diverse cultures.
Communication fundamentally involves two processes: First, when conversing with someone, such as a German asking, "What did you eat yesterday?", we mentally translate the question into our native language to formulate a response This is the first process Next, we translate our answer back into German and speak it aloud, which constitutes the second process Similarly, if we wish to read a famous Korean novel but do not speak Korean, we can read a Vietnamese translation of that novel This translation represents a product of written communication.
Dolmetschen und ĩbersetzen hat man einen Oberbegriff Translation
In today's society, collaboration among individuals is increasingly important, leading many young people to pursue studies in foreign languages at colleges and institutions with the aspiration of becoming professional interpreters or translators Both interpreting and translating are mandatory subjects in these programs While translation involves converting written works such as books and articles, interpreting requires attention to physical gestures and real-time communication Each discipline presents its own challenges, but interpreting, in particular, demands interaction with people and consideration of non-verbal cues, which can significantly impact the interpretation process According to Kadrić (2010), interpreting transcends mere language and cultural barriers, encompassing individual styles, emotions, and power dynamics, making it arguably more complex than translating Consequently, students often make more mistakes in interpreting without understanding their origins or how to avoid them, prompting questions about the types of errors encountered in interpreting classes and their underlying causes.
To address these questions, I have decided to conduct research on the topic of common mistakes made by students in interpreting classes I hope that my work will assist students in minimizing their errors in interpretation as much as possible.
Zielsetzung
In meiner Arbeit muss ich solche Ziele erreichen Ich werde die Definitionen einiger Fachbegriffe wie “Translation“, “Dolmetschen” geben Ich werde auch Ihnen zwei
Formen des Dolmetschens vorstellen Im zweiten Kapitel mache ich eine praktische Untersuchung Dadurch kann ich einige mửgliche Ursachen herausfinden, die zu Fehler beim Dolmetschen führen.
Forschungsmethode
Ich habe in meiner Arbeit hauptsọtzlich induktive Forschungsmethode benutzt Das heiòt, ich stelle am Anfang meiner Arbeit eine Frage, und dann versuche ich, durch eine
The investigation consists of two phases: First, I analyze the MP3 recordings of students from the German Department at the National University of Hanoi to identify the most common errors in their interpretations In the second phase, I conduct interviews with the students who made the recordings, focusing on the challenges they faced during the interpreting process This approach allows me to uncover some of the underlying causes of the errors.
Aufbau der Arbeit
My work is divided into four main sections: introduction, theoretical foundation, practical investigation, and conclusion The introduction addresses the topic selection, objectives, research methods, and structure of the work In the theoretical foundation, I provide insights into translation, interpreting, forms of interpreting, and common errors in interpreting instruction Following this, I present the practical investigation The work concludes with a summary of findings.
Theoretische Grundlage 1 Zum Begriff “Translation“
Dolmetschen und Dolmetschformen
Dolmetsche erschien in den 40er Jahren In Europa gelten Jean Herbert, Jean-FranÇois Rozan, Henri Van Hoof als die Klassiker der Dometschwissenschaft Auòer Europa wurde Dolmetschwissenschaft in Japan publiziert
Nach Kade versteht man Dolmetschen kommnunikationwissenschaftlich „die
Translation eines einmalig (in der Regel mündlich) dargebotenen Textes der Ausgangssprache in eine nur bedingt kontrollierbaren und infolge Zeitmangels kaum korriegierbaren Text der Zielsprache“ (Knauer 1997:43)
Interpreting is a form of translation characterized by specific conditions of action, where the translator performs the basic act of translation spontaneously and in real-time, as the source text is produced or presented in the current situation The basis for creating the target text, which involves transposition and oral realization for the intended audience, is not a complete source text, but rather the logically conceptual substrate of the received text segment stored in memory or noted down The interplay of action and memory necessitates specific interactions with other situational groups.
“Dolmetschen” ist die Form der Translation, bei der die Translationshandlung und ihr Resultat durch den Dolmetscher nicht korrigiert werden kửnnen So wird
Dolmetschen im Buch von Reiser/ Vermeer definiert Beim Dolmetschen schafft ein Dolmetscher auf der Basis des Ausgangstext-Sinns einen Zieltext (vgl Kautz 2002:289)
Es gibt zwei haupte Arten von Dolmetschen: Konsekutivdolmetschen und Simultandolmetschen
(vgl Hornby-Snell 2006 S.301ff., Best 2002, S184ff.)
In der schnellebigen und technikfreudigen Welt Gesprọche werden Verhandelungen auf hohem Niveau zunehmend simultan gedolmetscht Konsekutivtechnik ist für die oraktische Tọtigkeit nur noch von zweitrangiger Bedeutung (Hornby-Snell, M 2006, S304)
According to Hornby-Snell, consecutive interpreting is the oldest form of language mediation Kadrić identifies the main characteristic of consecutive interpreting as the fact that the interpretation begins only after the speaker has delivered a coherent segment of text This means that the interpretation occurs afterward, and it can involve short statements recalled from memory or longer passages that are fully interpreted with the aid of notes.
Nach Salevsky wird die Darbietung des Ausgangstextes beim Konsekutivdolmetschen für die Zieltextproduktion unterbrochen (Knauer 1997:58)
Consecutive interpreting is ideal for short-duration events such as diplomatic, economic, and political discussions or ceremonial occasions While simultaneous interpreting is more commonly used in everyday situations, consecutive interpreting is particularly suitable for students and primarily in educational settings, as simultaneous interpreting requires a higher level of interpreting skills.
Consecutive interpreting is the oldest form of translation, but alternatives were sought as early as the 1920s to save time In 1927, the use of technical devices for interpreting was first implemented at the International Labour Conference in Geneva According to Hornby-Snell, simultaneous interpreting refers to the method where the interpretation is produced not after but during the comprehension of the source language speech (Hornby-Snell, M 2006).
In the book "Handbuch Didaktik des Übersetzens und Dolmetschens" (2002), Kaut defines simultaneous interpreting as a method where the interpreter creates the target text while the source text is still being presented This process involves the speaker delivering the source text simultaneously with the interpreter listening, understanding, rephrasing, and presenting the target text, all occurring in parallel and nearly at the same time, with an average delay of about four seconds in the interpretation.
According to Salevsky, simultaneous interpreting is characterized by specific activity and action conditions, distinguishing it from consecutive interpreting In simultaneous interpreting, the presentation of the source text is not interrupted for the production of the target text As a result, all three basic translation actions occur in parallel at a predetermined speaking pace and expression segment (Knauer 1997:55f.).
Simultaneous interpreting is a form of interpretation where the interpreter conveys the speaker's message almost instantaneously Although the definitions may vary slightly, they share the same fundamental meaning, emphasizing the near-simultaneous translation of spoken words by the interpreter.
Heute spielt Simultandolmetschen eine wichtige Rolle in der Dolmetschpraxis und wird họufig in mehrsprachigen Veranstaltungen jeder Art und Grửòe verwendet, wie: bei internationalen Fachtagungen, Arbeitskreisen, Sitzungen internationaler Organisationen, usw
Fehler beim Dolmetschen
The term "error" is commonly used across various fields, including translation However, the definition of an error varies by context, which means there is no single, universally applicable definition for the term that fits all situations.
Soga im Bereich der Traslation kann mann auch keine einheitliche Defitnition von
In foreign language education, errors are defined as deviations from correctness and violations of established rules These definitions imply that errors represent a failure to adhere to various norms Specifically, in foreign language instruction, errors are viewed as breaches of the rules and norms of the target language, encompassing phonological, morphological, syntactic, and semantic characteristics.
In the book "Errors and Error Correction," Kleppin presents the definitions of linguists and language researchers such as Chaudron, Cherubim, Corder, Gnutzman, and Nickel Each researcher offers a unique perspective, making it challenging to determine the most accurate definition To facilitate better analysis, Kleppin categorizes these definitions based on criteria including correctness, comprehensibility, situational appropriateness, teaching-related factors, flexibility, and learner orientation Below is a summary table of the definitions.
A Ein Fehler ist eine Abweichung vom Sprachsystem
B Ein Fehler ist eine Abweichung von der geltenden linguistischen Norm
C Ein Fehler ist ein Verstoò dagegen, wie man innerhalb einer
D Ein Fehler ist das, was ein
E Ein Fehler ist das, was ein
F Ein Fehler ist das, was gegen
Regeln in Lehrwerken und Grammatiken verstửòt
G Ein Fehler ist das, was ein Lehrer als Fehler bezeichnet
H Ein Fehler ist das, was ein
Muttersprachler in einer bestimmten Situation nicht sagen oder tun würde
I Ein Fehler is das, was gegen die
Norm im Kopfe des Lehrers verstửòt
J Fehler sind relativ Was bei einer
Lerngruppe in einer bestimmten Unterrichtsphase als Fehler gilt, wird bei einer anderen in einer anderen Phase toleriert
There are a total of 10 definitions Due to time constraints, I will only analyze the definitions related to morphosyntactic aspects Specifically, I will focus on those that meet the criteria of correctness, comprehensibility, and situational appropriateness.
Zum Kriterum Korrekheit gehửren Definitionen A (Ein Fehler ist eine
A linguistic error can be defined as a deviation from the established language system, which means it strays from accepted linguistic norms Such errors reflect a violation of how communication is typically conducted within a language community For instance, an incorrect statement like "The Vietnamese conjuncture achieved much success" illustrates a failure to adhere to proper linguistic rules.
Konjunktion, es soll „obwohl“ sein)
The criteria for understanding include Definition D, which states that a mistake is something a communication partner does not understand, and Definition E, which indicates that a mistake is anything a native speaker fails to comprehend Essentially, anything that does not hinder communication is not considered a mistake For example, Germany and Vietnam are celebrating this year the 40th anniversary of their relations The relationship between the two countries is unique in the region, shaped by the many Vietnamese whose life stories are closely linked to Germany.
In diesem Beispiel kann man einige Fehler sehen, trotzdem kann man noch gut den ganzen Satz verstehen
Definition H (Ein Fehler ist das, was ein Muttersprachler in einer bestimmten Situation nicht sagen oder tun wỹrde) gehửrt zum Kriterium Situationsangemessenheit
This article discusses the violation of pragmatic norms, highlighting that what may be acceptable in one context can be deemed inappropriate or even taboo in another For instance, in Vietnam, it is customary to refer to individuals with their titles, such as "Chủ tịch nước Trương Tấn Sang nói rằng " which translates to "Sang says" in German Using first names to address older or high-ranking individuals in Vietnam is considered disrespectful.
2.4.2 Klassifikation der Fehler beim Dolmetschen
Wie gesagt besteht Translation aus ĩbersetzen und Dolmetschen Aber ĩbersetzen erschien früher als Dolmetschen, deswegen waren die Definitionen „Translation“ und
„ĩbersetzen“ damals geleich Alle Theorien waren auf der Lage von ĩbersetzen Aus diesem Grund wird Dolmetschfehler auf dem Basis der Theorien von ĩbersetzungsfehler erforscht
Nord defines a translation error as a "non-fulfillment" of the translation task concerning specific functional aspects This implies that the quality of any translation can only be evaluated in relation to a predetermined functional translation goal, which must be known to the translator.
Man kann verstehen, dass wegen einer Element der ĩbersetzung, wird die Funktion des originalen Textes zerstửrt
2.4.2.1 Klassifikation nach Stolze und Nord
Stolze hat die Klassifikation von ĩbersetzungsfehler in 5 Arten auffgeteilt:
„Gr- Verstửòe gegen Orthographie, Grammatik und Syntax der Zielsprache, evtl durch Interferenz
Si- Sinnfehler als sinnentstellende Abweichung vom Ausgangstext durch falsch verstandenes Wort, Weglassen wichtiger Textstücke, falscher Fachausdruck, falsche Zahlenangaben, oft als Flüchtigkeitsfehler (THEMATIK, LEXIK)
As- Ausdrucksfehler als nicht adressatengerechter Ausdruck, zielkulturell unpassend (THEMATIK, PRAGMATIK)
Tx- Verstửòe gegen typische Textsortenkonventionen, unangebrachte Stilebene (STILISTIK) (Beitrag von Stolze in „Translationsdidaktik, Grundlagen der ĩbersetzungswissenschaft“ (1997: 592-602)
In contrast, Nord has categorized errors more precisely into several types: content incompleteness, comprehension errors, terminology errors related to content, spelling mistakes, punctuation errors, morphological errors, lexical errors, syntactic errors, and stylistic errors (formal-grammatical errors).
The two classifications are similar in content, differing only in the names of the error groups According to the classification by Nord and Stolz, interpreting errors can be categorized into several types, including content incompleteness, comprehensibility errors, morphological errors, lexical errors, syntactic errors, and stylistic errors.
Anders als Nord und Stolz hat Kleppin die Dolmetschfehler nach unterschiedlichen Kriterien in Gruppen aufgeteilt, nọmlich Fehlerursachen, Performanz- und Kompetenz, Kommunkations- und nicht kommunikationshindernis und Sprachebene
According to the criterion of "error causes," interpreting errors can be categorized into several types: errors influenced by the speaker's native language or other foreign languages, errors arising from elements of the foreign language itself, errors due to communication strategies, errors stemming from learning strategies, errors related to elements of foreign language instruction such as practice transfer, and errors influenced by personal and sociocultural factors.
Nach dem Kriterium Performanz- und Kompetenzfehler, haben wir:
+ Kompetenzfehler: Fehler, die die Studierenden nicht selbst erkennen Der Grund ist vielleicht, dass sie diese Struktur noch nicht lernen oder misverstehen
+ Performanzfehler: Fehler, die vom Lernenden erkannt und selnst korrigiert werden kửnnen, wenn sie ihm bewusst gemacht werden (Kleppin, K S30ff.)
Zu dem Kriterium „Sprachebene“ gehửren:
- Phonetische/phonologische Fehler: Aussprache- oder Orthographiefehler
- Morphosyntaktische Fehler: Fehler in der Morphologie (z.B Endungsfehler beim konjungierten Verb) oder in der Syntax (z.B Satzstellungsfehler)
- Lexikologische und idiomatische Fehler: ein falsches Wort in dem betreffenden Kontext und/oder eine Bedeutungsverọnderung
- Pragmatische Fehler: z.B ein Stilbruch, eine Äuòerung, die in der betreffenden Situation nicht angemessen ist, ein kulturell unangemessenes Verhalten
Content errors occur when a statement is factually incorrect, such as claiming that "Berlin is located in Southern Germany." This category differs somewhat from others, as it completely departs from linguistic levels, although this was partially the case with pragmatic errors as well (Kleppin, K 42f.)
Praktische Untersuchung 1 Beschreibung der Untersuchung
Analyse und Auswertung der MP3-Aufnahme der Studierenden
Unter lexikalischer Dolmetschfehler kann man verstehen, dass es die Unangemessenheit der ausgewọhlten Wửrter beim Dolmetschen im Vergleich zu den Wửrtern im Originaltext ist
Many lexical errors can lead to changes in the meaning of a sentence While a word may be used correctly in Vietnamese, it may not have the same application in German Finding the appropriate word is challenging for most students The table of total lexical errors serves as evidence of this issue.
Text Nummer der lexikalischen Fehler
2 Tại sao lại học tiếng Đức? 4
4 Đức cấp một khoản vay 200 triệu Euro cho lĩnh vực năng lượng 2
7 Kinh tế và Đổi mới 5
9 Quan hệ kinh tế song phương 2
10 Học tập và làm việc tại Đức 1
Aus den Versuchstexten nehme ich einige Beispiel:
Seit einem Vertrag mit der EU im
Jahr 2002 sind jọhrlich etwa 80.000 EU-
Bürger ins Land gezogen – zehn Mal mehr als die Schweizer Regierung erwartet hatte
Theo Hiệp ước với Châu Âu năm 2002, mỗi năm khoảng 80.000 công dân Châu Âu nhập cư vào Thụy Sỹ, gấp 10 lần so với dự kiến của Chính phủ Thụy Sỹ.
The sentence contains a lexical error, specifically with the word "erwartet." It is common for students to choose the first and most frequent meaning of a word from the dictionary, which can lead to inappropriate usage in certain contexts Typically, the Vietnamese equivalent of this word is "mong đợi." However, in this case, "mong đợi" should not be used, as it carries a positive connotation This term is appropriate when expressing a desire for something to happen, such as in the example: "Tôi rất mong chờ ngày lễ Tình nhân."
Ich erwarte auf den Valentinestag
The focus here is on the increasing number of EU citizens migrating to Switzerland, a trend that the Swiss government did not anticipate and wishes to prevent In this context, the term "mong đợi" is inappropriate; instead, the word "dự tính" should be used to convey the intended meaning.
Biết tiếng Đức sẽ dễ dàng tiếp cận văn hóa và đời sống thực tiễn của nước Đức
Wenn man Deutsch kennen, kann man die Kultur und Lebens wisssen
Vorschlag: Wenn man Deutsch kann, kann man die deutsche Kultur kennenlernen
This sentence contains lexical errors involving the words "kennen" and "wissen." In Vietnamese, both words translate to "biết," but in German, "kennen" cannot be substituted for "wissen." For example, "Ich kenne ihn" translates to "I know him" in English, referring to familiarity with a person.
- Jen ist krank! (Jen đang bị ốm đấy!)
- Oh, ich weiò das schon! (Ồ, tớ biết chuyện đấy rồi mà) => Geschehens,
Trotzdem sind beide Wửrter in diesem Fall nicht geeignet Man kann/ beherrscht eine Sprache und kennt eine Kultur lernen
When one cannot find a direct equivalent for a word, it is effective to explain the overall meaning of the sentence, especially in interpreting or translating contexts However, it is crucial to provide an accurate explanation For instance, in a scenario where a translator attempts to convey the meaning of a sentence, the word "helps" (helfen) may not be appropriate, as it requires an object and cannot stand alone In such cases, using the fixed expression "to contribute to something" is a suitable alternative.
Sonne, manchmal so gut wie ein Lichtschutzfaktor zwửlf“, sagt sie
Cái loại đất này thì bảo vệ khỏi mặt trời, thỉnh thoảng thì nó cũng tốt như là các nhân tố bảo vệ ánh sáng, cô ấy nói
Vorschlag: nguyên tố chống nắng
The term "Lichtschutzfaktor," which refers to a factor that protects individuals from light, is incorrectly translated as "Nhân tố bảo vệ ánh sáng." This translation reflects a lexical error, highlighting the importance of accurate interpretation in language.
Qua đó, nước Đức góp phần quan trọng vào việc đảm bảo nguồn cung cũng như phát triển kinh tế vùng và bảo vệ môi trường”
Deshalb hilft Deutschland eine wichtig für die Resourcen garantieren und die ệkonomiesentwicklung in derrer Region und auch die Umweltschutz
Hier hat man Problem mit der Wortgruppe „Wintersportgebiet“ Man hat das
The term "vùng môn thể thao mùa đông" translates literally to "winter sports area," but its meaning may not be clear in Vietnamese, as there is no direct equivalent A "Wintersportgebiet" refers to a location where winter sports, such as skiing, can be practiced While the literal translation may be accurate, it is not lexically appropriate in Vietnamese Instead, the phrase "khu thể thao mùa đông" should be used to convey the correct meaning.
Weitere Beispiele für diese Fehlerart:
Wọhrend der Konzerte verdeutlicht sie mit
Zeichensprache den Klang der Musik Sie formt Texte mit den Lippen und tanzt dazu
Trong suốt buổi hòa nhạc, cô ấy sử dụng ngôn ngữ cơ thể để minh họa cho âm thanh trong bản nhạc, tạo ra những văn bản đầy sức sống và ý nghĩa.
Vor schlag: đưa ra -> minh họa
Winter oft sehr mild ist und kein Schnee fọllt
Mùa đông ở Đức thường ôn hòa và thiếu tuyết, dẫn đến những khó khăn cho các khu vực thể thao mùa đông.
Kh u thể thao mùa đông nhảy
Nước Đức đã vượt qua được cuộc khủng khoảng kinh tế tài chính thế giới, hiện tại số liệu tăng trưởng kinh tế của Đức lớn nhất châu Âu
Weltwirtschaft überwandt und jetzt der wirtschaftliche
Vorsc hlag: das Wachstums- rate
Morphological errors in the German language involve mistakes related to various word formation processes, including nouns, verbs, adjectives, and pronouns These errors encompass issues with verb inflection morphemes, articles, number, tense, mood, incorrect case usage, improper formation of past tenses, and singular and plural formation It is important to note that such errors do not occur in Vietnamese translation, as Vietnamese is an isolating language The frequency of morphological errors is illustrated in the following table.
Text Nummer der morphologischen Fehler
2 Tại sao lại học tiếng Đức? 6
4 Đức cấp một khoản vay 200 triệu Euro cho lĩnh vực năng lượng 5
7 Kinh tế và Đổi mới 1
9 Quan hệ kinh tế song phương 2
10 Học tập và làm việc tại Đức 4
Students often make such errors, but these rarely hinder communication Even when they use the correct word, if the number is wrong, others can still understand them.
Trong nhiều trụ sở ở Liên minh Châu Âu, tiếng Đức là ngôn ngữ giao dịch quan trọng nhất cùng với tiếng Anh và tiếng Pháp
Viele Amt nutzen Deutsch als office Sprache, wie Englisch und French
A common example of a morphological error is the incorrect plural form of the word "Amt," where an "e" is missing Such mistakes frequently occur among students, as the German language, like many others, has specific endings for nouns, adjectives, and verbs Often, individuals overlook these details, leading to errors However, in this case, the intended message of the interpreter remains understandable In addition to incorrect plural forms, errors in gender usage are also prevalent among international students.
Trong khuôn khổ chuyến thăm, Bộ Hợp tác
Kinh tế và Phát triển Liên bang Đức đã cấp một khoản vay ưu đãi trị giá 200 triệu
Euro nhằm mục đích hiện đại hóa mạng lưới truyền tải và phân phối điện ở các thành phố vừa và nhỏ tại Việt Nam
Im Rahmen von dem Besuch unterstüzt diese Ministerium ein Anleiheinvest von 200 millionen Euro mit dem Ziel, dass die Stromdistribution und - transmitnetz in mittel und kleine Stadt in Vietnam modernisieren
Vorschlag: dieses Ministerium Ông Kitschelt cho biết: “Sử dụng năng lượng hiệu quả là lĩnh vực trọng tâm trong chiến lược tăng trưởng xanh của Việt Nam
Kischelt sagt: „Effektiv Energy benutzen ist eine Bereich fỹr die ửkonomische Strategie von Vietnam.“
„Wirksame Energieverwendung spielt eine wichtige Rolle in der Strategie der grünen Entwicklung von Vietnam.“
Weitere Beispiele und Vorschlọge dafỹr:
Chúng tôi tin tưởng rằng, công nghệ mạng lưới cải tiến sẽ làm giảm tiêu hao điện năng, giảm phát khí thải
CO2 trong quá trình truyền tải điện
Wir vertrauen, dass diese neue Technologie die Strom konsumieren und die CO2 Abgas reduzieren in dem Prozess Stromtransmitt
Wir vertrauen, dass diese neue
Stromlieferung den Stromverlust und CO2 Abgas reduziert
Các mặt hàng nhập khẩu từ Đức chủ yếu là máy móc và thiết bị, ô tô và hóa phẩm Đến năm 2020 Việt
Nam muốn phát triển thành một nước công nghiệp
Und die Hauptprodukte aus Deutschland sind Maschine, Gerọte, Autos, chemische Produkte Im Jahr
2020 ist Vietnam ein Industrieland geworden
Im Jahr 2020 wird Vietnam hoffentlich ein Industrieland
In R Pửrings/U Schmitz (Hrsg.) wird die Syntax wie folgt definiert: „Die Syntax einer
Sprache umfasst die Anordnungsmửglichkeiten sprachlicher Elemente in Sọtzen nach einer begrenzten Anzahl von Satzmustern.“ (Hoai An Le 2010: 115)
In der Syntax handelt es sich um verschiedene Positionen für die einzelnen Satzkonstiuenten, Wortstellung, Gleich wie morphologische Fehler, solche Fehlerart gibt es nur in einer deutschen Verdolmetschung
Text Nummer der syntaktischen Fehler
2 Tại sao lại học tiếng Đức? 4
4 Đức cấp một khoản vay 200 triệu Euro cho lĩnh vực năng lượng 2
7 Kinh tế và Đổi mới 1
9 Quan hệ kinh tế song phương 1
10 Học tập và làm việc tại Đức 0
In Europa gibt es eins hundert millionen
Riêng tại Châu Âu đã có 101 triệu người nói tiếng Đức như tiếng mẹ đẻ syntaktisc her
Hier gibt es eine sehr họufig vorkommend syntaktische Fehler Wort fỹr Wort Dolmetschen ist eine populọre ”Krankheit“ beim Dometschen und auch beim ĩbersetzen
In this sentence, it is evident that a student has literally misused the structure, which is incorrect In the German language, two verbs cannot coexist in a sentence unless there is a relative clause or an infinitive with "zu," as seen with the verb "geben."
Không chỉ ở München mà còn ở các vùng khác thuộc bang
Bayern và các bang khác ở Đức cũng có những lễ hội truyền thống
Nicht nur in München, sondern auch in anderen Stadt gibt es traditionale Feste im
Vorschlag: [ ], aber Oktoberfest in München ist am grửòten and am
Tuy nhiên về quy mô thì lễ hội
Oktoberfest ở München được biết đến là lễ hội lớn nhất và nổi tiếng nhất
Oktoberfest am grửòten and am berühmtesten ist
Subordinate clauses are frequently used in German sentences and contain a word that connects two parts of the sentence, such as a conjunction or a relative pronoun A key feature of subordinate clauses is the position of the verb, which can appear in the second position or at the end of the sentence, leading to common mistakes among students For example, in a sentence using "but," the verb must be placed in the second position rather than at the end.
Weitere Beispiele für syntaktische Fehler:
Ursachen der Fehler
Poor interpretation results from various factors, with individual competencies playing a crucial role The interpreter's skill is paramount In the second part of my practical study, I conducted interviews with participants who shared their challenges during the interpreting process This allowed me to identify several potential causes of interpretation errors I posed specific questions to them to gain deeper insights.
1 Sind Sie mit ihrer Verdolmetschung zufrieden?
2 Welche Schwierigkeiten haben Sie beim Dolmetschprozess?
Nach dem ich alle Antworten der Teilnehmer gesammelt habe, habe ich die Schwierigkeiten in Gruppe zugeordnet
Native language proficiency is crucial, yet many Vietnamese believe they no longer need to learn Vietnamese after completing primary school However, five years of language exposure is often insufficient The everyday language we use is colloquial and contains numerous mistakes Living in a Vietnamese society can mask these errors, leading to the misconception that one speaks their mother tongue well Hien, a participant, shared her insights on this issue.
„Also, ich habe einen deutschen Hửrtext bekommen und meine Aufgabe ist, dieser
Translating text into Vietnamese can be challenging After listening to my own interpretation, I find my Vietnamese to be quite poor, as the text often feels unsuitable for the context At times, I struggle to comprehend what I have said I never considered whether I spoke my native language well, but now I must reflect on it Hien is not alone; many other students share similar feelings.
Like other languages around the world, we have four key skills: listening, reading, speaking, and writing In everyday life, specialized language knowledge may not be necessary, but it becomes essential in translation and interpreting Therefore, a translator or interpreter should not only learn the foreign language but also their native language to enhance the quality of translation and interpretation.
Translation and interpreting involve two languages, making foreign language competence essential In addition to language skills such as speaking, writing, reading, and listening, strong linguistic knowledge is crucial This is particularly true for the German language, where a solid understanding of linguistic principles is necessary for both translation and interpreting German has many unique rules that do not exist in Vietnamese, including aspects like mood, gender, subordinate clauses, and the endings of verbs, nouns, and adjectives.
Deswegen haben viele Studierenden Schwierigkeiten beim Deutschlernen Hoang ist ein Beispiel: „Ich habe immer Problem mit dem morphologischen und syntaktischen
When listening to my interpretation, you will notice that I made many morphological and syntactic errors Forming a German sentence takes me a significant amount of time as I struggle to determine the gender and articles of nouns, as well as to place words correctly I have also attempted to learn new vocabulary and create sentences with those words, but after a few days, everything I learned seemed to vanish However, I have improved significantly, likely due to my increased familiarity with the German language.
Having the right method is essential for success in any field, including translation In interpreting, utilizing an appropriate interpreting method is crucial One of the most important techniques for effective interpreting is note-taking.
Effective note-taking techniques are essential for successful interpreting, as a translator's memory has its limitations (Knauer, G 1998: p 48) Poor notes can pose significant challenges for students during the interpreting process.
I have only studied interpreting for one semester, which has led to many mistakes I need to take notes to interpret the text effectively, but I struggle with this process My main issue is that I can't identify the key information while listening; instead, I feel compelled to write everything I hear When the speaker talks too quickly, I can't capture all the details, causing me to miss the essential points and hindering my understanding of the text.
Das ist eine Mitteilung von Ngoc Oanh hat auch Problem mit dem Notizen machen, aber es ist anders
„Persửnlich finde ich die Endung des Wortes und die Wortstellung sehr schwierig
I sometimes struggle with note-taking, which I find quite interesting The key to effective note-taking lies in speed and accuracy To achieve this, I tend to write only the first letter of nouns, but this method often leaves me unable to understand what I have written later.
3.3 4 Kulturelle Kompetenz ĩbersetzen und Dolmetschen beschọftigen sich nicht nur mit Sprache, sondern auch mit
Language and culture are closely intertwined, with culture being reflected through language Many errors can arise from a lack of cultural competence, as illustrated by the example of "Lien."
I received a German text titled "Ohrwurm," which I initially misunderstood as referring to a worm that lives in the ears, thinking it was a disease However, I later learned that the term actually describes a catchy tune or melody that gets stuck in your head.
In addition to the previously mentioned causes, students in interpreting classes face numerous challenges Following interviews with participants, I observed that these factors significantly impact the interpreting process.
The subjective cause of interpretation challenges primarily lies with the students themselves, as their performance is significantly influenced by psychological factors rather than just their linguistic skills Despite possessing strong foreign language and note-taking abilities, many students struggle with their interpretations due to a lack of confidence in their communicative skills This fear of public speaking often hampers their ability to deliver well-prepared interpretations effectively Participants have expressed similar sentiments regarding their struggles with anxiety during presentations.
A fourth-year student, Mai, expressed her confidence in understanding written texts but struggles with anxiety when it comes to presenting at the board She fears receiving a poor grade during her interpretation presentations, which leads to her stuttering.
Schluòfolgerung
This article summarizes the findings of the research, noting that due to the limited number of respondents, it does not represent a comprehensive study but rather highlights trends that would benefit from validation with larger sample sizes The research provides an overview of translation, including its various types, with a primary focus on the types of errors in interpreting and their causes Errors can be categorized based on different criteria, leading to diverse error analyses.
A practical investigation reveals that morphological, syntactic, lexical, stylistic, and content-related errors are the most common in translation However, there is a notable difference between Vietnamese-German and German-Vietnamese interpreting due to the inherent characteristics of the languages In Vietnamese-German interpreting, morphological and syntactic errors are absent, as Vietnamese is an isolating language with strict rules governing component order in a sentence; for instance, when a conjunction is used, the verb must appear at the end of the sentence.
The next section addresses the factors that impact the quality of interpretation These factors can be subjective, such as the competence of the learners, or objective, like inadequate technological support or inconsistent teaching methodologies Such issues can contribute to the challenges faced by students in the interpretation process.
In my work, many issues remain unresolved due to a lack of time and capacity to expand the scope of my research In addition to the questions I have addressed, there are other aspects of students' phonetics that I have not yet analyzed Phonetics is a crucial factor in interpreting, as it can lead to communication breakdowns I currently do not have solutions to overcome these errors, which primarily stem from the learners themselves; thus, the best approach is for them to practice more To provide effective solutions, I need to gain knowledge in methodology, which I have not yet learned Therefore, I hope to further explore this topic in the future.
Hornby-Snell, M., u.a (2006) Handbuch Translation, Tübingen und Basel: A
Best, J (2002) ĩbersetzen und Dolmetschen, Tỹbingen: Julius Groos Verlag
Nord, C (2009) Textanalyse und ĩbersetzen Theoretische Grundlagen, Methode und didaktische Anwendungen einer übersetzungsrelevanten Textanalyse, 4.Aufl.,
Tübingen: Julius Groos Verlag Brigitte Nar
Kadrić, M., Kaindl, K., Kaiser-Cooke, M (2010) Translatorische Methodik Basiswissen Translation, Wien: Facultas Verlag- und Buchhandles AG
Kautz, U (2002) Handbuch Didaktik des ĩbersetzens und Dolmetschens, 2.Aufl., München: Goethe Institut
Hoai An Le (2010): ĩbersetzungsprobleme und Lửsungsstrategien beim ĩbersetzen aus dem Vietnamesischen ins Deutsche (Dissertation) Hamburg:
Kleppin, K.: Fehler und Fehlerkorrektur Fernstudieneinheit 19 München
Knauer, G (1998): Grundkurs ĩbersetzungswissenschaft Franzửsisch, Leipzig:
ANHANG TEXTE MIT ENTSPRECHENDEN VERDOLMETSCHUNGEN
Một cuộc trưng cầu ý kiến ở Thụy Sỹ đã làm phật lòng Liên minh Châu Âu
Bürger haben dafür gestimmt, die Einwanderung von EU-Bürgern in ihr Land zu begrenzen Das kann auch wirtschaftliche Folgen haben
Các công dân Thuỵ Sỹ đã đồng ý rằng, việc nhập cư công dân Châu Âu vào Thụy
Sỹ nên được hạn chế điều này cũng có thể dẫn đến những hậu quả kinh tế
Bürger bisher problemlos dorthin ziehen, wenn sie einen Arbeitsplatz hatten
Thụy Sỹ không phải là thành viên của Liên minh châu Âu, nhưng công dân của các nước trong Liên minh vẫn có thể dễ dàng đến Thụy Sỹ làm việc mà không gặp trở ngại nào.
Das wird sich jedoch bald ọndern: Mit knapper
Vào ngày 9/2/2014, một cuộc bỏ phiếu toàn dân đã diễn ra, trong đó người dân đồng ý về việc di cư của công dân trong Liên minh châu Âu (EU) Sự thay đổi này sẽ sớm ảnh hưởng đến chính sách di cư trong khu vực.
Masseneinwanderung“, über die die Schweizer abgestimmt haben, war die
Idee der rechtspopulistischen Sch weizerischen Volkspartei
Sie ist davon überzeugt, dass die Einwanderung von
Sáng kiến chống di dân của Đảng Nhân dân Thụy Sĩ nhấn mạnh rằng việc nhập cư ồ ạt từ nước ngoài có thể gây ra nhiều vấn đề cho đất nước.
Wirtschaftsverbọnde hatten zwar versucht, die Initiative zu bekọmpfen, waren dabei jedoch erfolglos
Chính phủ Thụy Sỹ và các Hiệp hội kinh tế cũng đã cố gắng chống lại ý kiến này, ý tưởng này, tuy nhiên vẫn chưa đạt được kết quả
Seit einem Vertrag mit der EU im Jahr 2002 sind jọhrlich etwa 80.000
EU-Bürger ins Land gezogen – zehn Mal mehr als die Schweizer Regierung erwartet hatte
Theo Hiệp ước với Châu Âu năm 2002, Thụy Sỹ đã tiếp nhận khoảng 80.000 công dân Châu Âu nhập cư mỗi năm, gấp 10 lần so với dự đoán của Chính phủ Thụy Sỹ.
Mit etwa 23 Prozent hat die Schweiz einen besonders hohen Auslọnderanteil Das liegt unter anderem daran, dass die Schweizer Firmen auslọndische Arbeitnehmer brauchen
Sỹ có phần trăm người nước ngoài cao nhất, một phần là do các công ty của Thụy Sỹ cần nguồn nhân lực nước ngoài
In Zukunft sollen die einzelnen Kantone bestimm en, wie viele neue
Trong tương lai thì các Bang nên có điều lệ riêng về số lượng người nước ngoài được nhập cư vào Bang mình
Die EU-Regierung ist verọrgert ỹber das
Abstimmungsergebnis und kündigt Folgen an Denn die freie Einwanderung von EU-
Vertragspakets, über das nun neu verhandelt werden muss Das kann auch einen
Wirtschaftsbeziehungen zwischen der Schweiz und der EU haben
Chính phủ Châu Âu bày tỏ sự không hài lòng với kết quả cuộc trưng cầu, vì vấn đề nhập cư là một phần quan trọng trong thỏa thuận, điều này có thể tác động tiêu cực đến mối quan hệ kinh tế giữa Châu Âu và Thụy Sỹ.
Denn bisher ermửglichte der Vertrag
Schweizer Firmen einen freien Zugang zum EU-
Schulz sagt: „Man kann nicht alle Vorteile des groòen europọischen
Binnenmarktes in Anspruch nehmen, sich dann aber teilweise raustun.“
Hiệp ước này tạo điều kiện cho các công ty Thụy Sĩ tiếp cận thị trường Châu Âu Ông Martin, Chủ tịch Nghị viện Châu Âu, cho rằng lợi thế của thị trường chung Châu Âu chưa được khai thác tối đa, nhưng vẫn có thể đạt được những thành công nhất định.
2 Tại sao lại học tiếng Đức?
Tại sao lại học tiếng Đức?
Warum lernt man Deutsch? Fehlerart
Là ngoại ngữ thứ nhất và thứ hai của khoảng
Tiếng Đức là một trong những ngôn ngữ quan trọng nhất trên thế giới, với khoảng 125 triệu người nói Tại Châu Âu, có đến 101 triệu người sử dụng tiếng Đức như tiếng mẹ đẻ.
German is the first and second language for over 125 million people, making it one of the most important languages in the world In Europe alone, there are approximately 100 million German speakers.
Liên minh Châu Âu, tiếng Đức là ngôn ngữ giao dịch quan trọng nhất cùng với tiếng Anh và tiếng Pháp
Viele Amt nutzen Deutsch als office Sprache, wie Englisch und French morphologische r Fehler
Biết tiếng Đức sẽ dễ dàng tiếp cận văn hóa và đời sống thực tiễn của nước Đức Trong công tác hỗ trợ việc truyền bá tiếng Đức, Bộ
Wenn man Deutsch kennen, kann man die Kultur und Lebens wisssen
Ministerium für lexikalischer Fehler morphologische r Fehler syntaktischer
3 chẽ với viện Goethe, với Cơ quan Trao đổi Hàn lâm Đức
DAAD, cùng với Ủy ban Giáo dục Phổ thông Đức ở nước ngoài và Cơ quan trao đổi sư phạm của hội nghị các bộ trưởng văn hóa, tổ chức các khóa học tiếng Đức và cung cấp thông tin về các khóa học cũng như tài liệu giáo khoa tại Đức Họ cũng tổ chức các kỳ thi cấp chứng chỉ tiếng Đức.
Goethe Institut und DAAD und Ministerium für Kultur ordnen viele deutsch Sprache Zentrum, um die Informationen bringen und deutsche Zertifikat
Ein Rockkonzert, ohne die Musik zu hửren? Fỹr die meisten ist das nicht vorstellbar
Có buổi hòa nhạc nào mà không ko để nghe nhạc không? Vì hầu hết những người nghe thì không có khả năng nghe được inhaltlicher Fehler
Doch Laura Schwengber macht durch Zeichensprache,
Bewegung und Tanz auch für
Bà Laura đã sử dụng ngôn ngữ cơ thể và những động tác nhảy múa để mang đến cho người khiếm thính một trải nghiệm hòa nhạc sống động và đầy cảm xúc.
Gebọrdensprache Aber sie vermittelt nicht nur gesprochene
Laura Shwegen là một phiên dịch viên, cô không chỉ truyền đạt ngôn ngữ mà còn cả âm nhạc nữa
Schwagen giải thích về cái Video âm inhaltlicher Fehler,
Cro fỹr Gehửrlose und arbeitet an Produktionen klassischer
Musikstücke mit người điếc, và làm việc qua các cái thể loại nhạc cổ điển cùng với ban nhạc Ray
Gemeinsam mit Bands wie Selig oder Keimzeit tritt sie auch bei Konzerten auf Ihr Ziel ist es, die Konzerte für
Gehửrlose zu einem Erlebnis zu machen
Mục tiêu của cô ấy là để cho người điếc có những cái trải nghiệm về một buổi hòa nhạc inhaltlicher Fehler
Bevor die Gebọrdensprachendolmetscherin auf die Bühne kommt, beschọftigt sie sich sehr gründlich mit den Songtexten
Trước khi người phiên dịch đến với sân khấu, cô ấy rất với lời của bài hát inhaltlicher Fehler
Organisatoren sehr unsicher waren, wie das Publikum reagieren würde
Cô nghĩ rằng tổ chức không đảm bảo được về việc khán giả không đảm bảo được rằng khán giả sẽ phản ứng như thế nào
Wọhrend der Konzerte verdeutlicht sie mit
Musik Sie formt Texte mit den
Lippen und tanzt dazu Sogar
Trong suốt buổi hòa nhạc, cô ấy đưa ra những cái minh họa bằng ngôn ngữ cơ thể của những cái âm thanh trong inhaltlicher Fehler, lexikalischer Fehler
1 das Mitsingen und Klatschen des Publikums nimmt sie auf
Sie sagt: „Ich will, dass auch gehửrlose Menschen vom
Trong buổi hòa nhạc, âm nhạc không chỉ là những nốt nhạc mà còn là sự kết hợp của các văn bản bằng môi, điệu nhảy và tiếng vỗ tay từ khán giả Cô mong muốn rằng, trong không gian âm nhạc đó, người điếc sẽ quên đi mọi lo toan và hòa mình vào cảm xúc của buổi biểu diễn.
Schwengber, weil es die Band wünscht Doch die
Bei der Planung des ersten Konzerts meinten sie,
„dass ich von der Band ablenken würde und die
Veranstaltung zu einer Show für
Behinderte machen würde“, erzọhlt Schwengber