RATIONALE
Translation transcends mere word-for-word conversion; it involves conveying the meaning and cultural nuances of a source language (SL) text into a target language (TL) text (Pym, 2010; Munday, 2008) Translators must grasp both the linguistic intricacies of SL and TL, including explicit and implicit meanings, which often pose significant challenges due to their cultural underpinnings Implicit meanings, reflecting the speaker's intent rather than literal expressions, require consideration of socio-cultural contexts for accurate interpretation (Baker, 2011) This complexity is particularly relevant in translating English to Vietnamese, prompting a focused investigation in this area A key issue in translation is the phenomenon of translation shifts, where loss and gain occur during the process According to Peter Newmark (1988), gain refers to the addition of words in translations, while loss involves simplification Despite the prevalence of these phenomena, further exploration into translation shifts remains essential.
English is essential for students to advance academically, enhance their careers, and integrate into the global community, making its teaching and learning crucial However, despite some progress, English education in Vietnam continues to encounter significant challenges, with many students still needing to improve their English proficiency According to the executive manager of Project 2020, 98% of Vietnamese students study English for seven years, from grade 6 onward, highlighting the importance of addressing these issues to boost language skills effectively.
Despite the efforts of teachers to improve English learning among students aged 11-18, many face burnout and witness minimal progress (Nhan, 2013) This observation has fueled the researcher’s desire to support educators by developing a teaching guide focused on English translation The study draws on the insights of renowned educators Thich Nhat Hanh and Katherine Weare to enhance teaching methodologies.
This article explores the concepts of loss and gain in the English-Vietnamese translation of "Happy Teachers Change the World," authored by Thich Nhat Hanh and Katherine Weare The translation was carried out by a dedicated team of translators, including Chan Hoi Nghiem, Chan Thuan Khanh, Chan Ky Nghiem, and Chan Tai Nghiem The investigation highlights the nuances and challenges faced during the translation process, shedding light on the cultural and linguistic intricacies involved.
RESEARCH AIMS AND OBJECTIVES
Aims
This research investigates the losses and gains in the Vietnamese translation of "Happy Teachers Change the World." It offers valuable implications and suggestions for English teachers, students, translators, and scholars, aiming to enhance their understanding and application of translation practices.
Objectives
The objectives of the present research paper are as follows:
- To identify the loss and gain occurring in the Vietnamese translation of the book “Happy Teachers Change the World”
- To examine factors causing loss and gain in the process of translating from English to Vietnamese
SCOPE OF THE STUDY
This study analyzes the translation of "Happy Teachers Change the World" by Thich Nhat Hanh and Katherine Weare, focusing on the concepts of loss and gain within the translation process It examines translation shifts to highlight the differences between the source text (ST) and the target text (TT), providing insights into the translation's impact and effectiveness.
RESEARCH QUESTIONS
In an attempt to achieve the above mentioned objectives, the current research seeks to answer the following questions:
- What kind of loss and gain can be found in the Vietnamese translation of English in the book “Happy Teachers Change the World”?
- What affects loss and gain in the process of translating from English to Vietnamese?
DEFINITIONS OF TERMS
In his book, “A Linguistic Theory to Translation”, Catford (1965, p.73) defines shifts as departures from formal correspondence when translating from the
In translation, SL refers to the source language, while TL denotes the target language The author categorizes shifts into two primary types: level shifts and category shifts Level shifts occur when a grammatical element in the source language corresponds to a different grammatical element in the target language.
SL can be represented through specific terms in the TL, such as transitioning from grammar to lexis or vice versa Additionally, category shifts play a crucial role in this process, encompassing various types including structure shifts, class shifts, unit shifts, and intra-system shifts.
Loss and Gain in Translation
Baker (1992: 40) defines loss as the omission of a lexical item due to the grammatical or semantic structures of the target language When a specific word or expression does not significantly contribute to the text's overall meaning, translators may choose to omit it rather than risk distracting readers with extensive explanations.
Gain in translation is uncommon, as noted by Bassnett (2002), since both theorists and practitioners primarily focus on equivalence They often overlook the potential benefits of translation, where a translator can enhance or clarify the source language text.
„lost‟ from the SL context may be replaced in the TL context”.
JUSTIFICATION FOR THE STUDY
This investigation is unprecedented in Vietnam, making it a significant contribution to the field of translation studies It aims to illuminate both theoretical and practical aspects, rather than merely repeating previous research.
THE ORGANIZATION OF THE STUDY
The paper consists of five chapters as follows:
Chapter One - “Introduction” - includes the rationale, justification for the study, scope of the study, aims and objectives, research questions, definition of terms and the organization of the study
Chapter Two, titled "Literature Review and Theoretical Background," offers a comprehensive examination of prior research on translation shifts, as well as the concepts of loss and gain in translation Additionally, this chapter establishes the theoretical framework pertinent to the thesis.
Chapter Three - “Research Design and Methodology” - shows the research methods, data collection, data analysis and research procedures of the study
Chapter Four - “Findings and Discussions” - the main section of the study, reports on the analysis of the data collected to answer research questions
Chapter Five presents the conclusion of the study, highlighting key findings and their implications for a deeper understanding of translational books It also offers recommendations for future research to enhance the field.
Chapter Two THEORETICAL BACKGROUND AND LITERATURE REVIEW
This chapter outlines the theoretical foundation of the study, presenting a conceptual framework based on previous research related to translation, equivalence, translation shifts, and the concepts of loss and gain The concluding section summarizes the key points and identifies the research gaps that this study aims to address.
THEORETICAL BACKGROUND
What is Translation?
Translation is a crucial concept that impacts various aspects of life, particularly in art, literature, and language education Defined by the 8th edition of the Oxford Advanced Learner’s Dictionary, translation is the process of converting written or spoken content into another language, involving creative and meaningful rewriting, as well as activities like paraphrasing and reviewing The term "translation" originates from the Latin word "translatio," derived from "trans."
The term "translation" originates from the Latin "translatio," meaning "a carrying across" or "a bringing across," which involves transferring a text from one language to another (Kasparek, 83) According to Mayoral (2001, p 45), the multitude of definitions surrounding translation reflects its complexity, as it encompasses various aspects: a) the general subject field, b) the translated text itself, and c) the actual process of translating (Munday, 2001, pp 4-5).
Translation is a multifaceted act of communication that transcends cultural and linguistic boundaries, aiming to convey the meaning of a source language (SL) text into a target language (TL) text Scholars define translation as a process that involves the linguistic transformation of a message for comprehension by readers of a different language (Hatim and Mason, 1997; Houbert, 1998) It entails the transfer of meaning, knowledge, and content, ensuring that the original message is accurately represented in the TL (Bell, 1991; Levy, 1967) This complex process requires a deep understanding of the syntactic, semantic, and pragmatic aspects of the SL, ultimately producing an optimally equivalent TL text (Wilss, 1982) In essence, translation replaces the text material of one language with that of another, facilitating effective communication across languages (Cartford, 1965).
Translation is considered as a science, an art, and also a skill (Chukovskii, 1984; Newmark, 1988; Miremadi, 1991; Zaixi, 1997) In a scientific sense, it requires full background understanding of the structures of the languages (Toury,
1982) In terms of art, it necessitates the artistic talent to transfer the ST to be an accessible product to the readers of another language (Miremadi, 1991; Chukovskii,
In the realm of translation, skill is crucial for navigating challenges, particularly through techniques like smoothing to enhance clarity Additionally, it involves the incorporation of elements that may not exist in the target language (TL), as discussed by Zaixi (1997) and Newmark (1988).
Translation studies, a term introduced by scholar James Holmes in 1972, has gained widespread acceptance as it encompasses a broad range of areas including interpreting and translator training This field recognizes that translation transcends merely bridging linguistic gaps between the source text (ST) and target text (TT); it involves a deeper psycho-physiological engagement with the text (Scott, 2006) Therefore, effective comprehension is essential before initiating the translation process (Seleskovitch, 1976).
Translation is a vital skill for bridging intercultural gaps and facilitating intertextual communication (Leppihalme, 1997) According to Evans (2008), translation involves performing the source text in a different language Additionally, Sa'edi (2004) highlights that translation can be defined as finding equivalent words in the target language This perspective is supported by Nord, emphasizing the importance of equivalence in translation.
Translation is defined as the creation of a functional target text (TT) that maintains a relationship with the source text (ST) based on the intended purpose of the TT (2007, p 182) The author emphasizes the significance of culture in translation, asserting that it holds greater importance than language itself, as it influences mutual understanding among people She suggests that if a translator lacks knowledge of a country's cultural codes, it is advisable not to translate the text at all.
In my view, translation is the process of creating an equivalent version in the
TL to not only transfer the meaning of the work in the SL, but also deliver its cultural values.
Types of Translation
Translation is perceived differently by various scholars, with Larson (1984) categorizing it into two main types: form-based and meaning-based translation Form-based translation, or literal translation, adheres closely to the source language's structure, often resulting in nonsensical outcomes, while meaning-based translation, known as idiomatic translation, prioritizes conveying the source text's meaning in the natural forms of the receptor language An effective idiomatic translation seamlessly resembles an original text in the receptor language, as it employs appropriate grammatical constructions and lexical choices Consequently, a skilled translator aims to achieve idiomatic translations Additionally, Catford (1965) identifies three key elements of translation: extent, level, and ranks.
Based on the extent, the types of translation are:
1) Full translation, it is a type of translation in which the entire SL text is reproduced by the TL text materials
2) Partial translation, there are only some parts of the SL text to be translated into the TL text
In terms of level, the types of translation include:
1) Total translation, the TL material replaces all levels of the SL text
2) Restricted translation, it is the replacement of SL textual material with equivalent TL material at only one level; whether at the phonological level, graph logical level, or at the level of grammar and lexis
In terms of rank, translation is divided into:
1) Rank-bound translation: The selection of TL text equivalent is limited at only one rank, such as word-for-word equivalence, morpheme-for-morpheme equivalence, etc
2) Unbounded translation: Translation can move freely up and down the rank- scale
Based on the purposes of translation, Brislin in Choliludin (2007, pp 26-30) categorizes translation into four types, namely:
1) Pragmatic translation refers to the translation of a message with an interest in accuracy of the information that was meant to be conveyed in the SL form and it is not conveyed with other aspects of the original language version, for example, the translation of the information about repairing a machine
2) Aesthetic-poetic translation refers to translation in which the translator takes into account the affect, emotion, and feeling of an original version, the aesthetic form used by the original author, as well as any information in the message, for example, the translation of sonnet, rhyme, heroic couplet, dramatic dialogue, and novel
3) Ethnographic translation: its purpose is to explicate the cultural context of the SL and TL versions Translators have to be sensitive to the way words are used and must know how the word fits into cultures
4) Linguistic translation is concerned with equivalent meanings of the constituent morphemes of the SL and grammatical form, for example, language in a computer program and translation machine
Brislin categorizes translation based on the translator's objectives and the methods used to convey the original text's meaning in the target language Notably, he highlights the role of aesthetic-poetic translation, where the translator conveys personal emotions and feelings through their work.
Principles of Translation
Duff (1989, p10-11) proposes some general principles which are supposed to be relevant to all translations
1 The translation should reflect accurately the meaning of the original text Nothing should be arbitrarily added or removed, though occasionally part of the meaning can be transposed The following questions will be very helpful a Is the meaning of the original text clear? b If not, where does the uncertainty lie? c Are any words loaded, that is, are there any underlying implications? d Is the dictionary meaning of a particular word the most suitable one? e Does anything in the translation sound unnatural or forced?
2 The ordering of words and ideas in the translation should match the original as closely as possible (This is probably essential in translating legal documents, guarantees, contracts, etc) But differences in language structure often require changes in the form and order of words
3 Languages often differ greatly in their level of formality in a specific context
To resolve these differences, the translator must distinguish between formal or fixed expressions and personal expressions in which the writer or speaker sets the tone
4 Many translations do not sound natural This is because the translator‟s thoughts and choices of words are too strongly influenced by the original text A good way to avoid this is to set the text aside and translate a few sentences from memory in order to get the natural patterns of thought in the target language
5 The translator should not change the style of the original as much as possible Changes are likely to happen if it necessary such as, many repetitions or mistakes in writing
6 Idiomatic expressions including similes, metaphors, proverbs, sayings, jargon, slang, colloquialisms, and phrasal verbs are commonly hard to translate To solve this problem, try any of the following a Keep the original word between inverted commas b Keep the original expression, with a literal explanation in brackets c Use a close equivalent d Use a non-idiomatic or plain prose translation
But what is the most essential is that if the idiom does not work in the target language; translators should not put it into the translation
Duff's book serves as a practical teaching resource rather than a theoretical exploration of translation principles While his guidelines are valuable, some, particularly principle number 5, which asserts that translators should not alter the original style, may invite debate Given the inherent differences between the source text (ST) and target text (TT), translators often need to make adjustments to ensure that the translated work is suitable for its new audience.
What is Equivalence?
In the 1960s and 1970s, equivalence emerged as a crucial aspect of translation theories, highlighting the shared qualities between source and target texts This concept of equivalence can be analyzed at multiple levels, including word and text levels It arises from semantic, socio-cultural, and grammatical similarities between the source and target languages, leading to the classification of various types of equivalence.
Equivalence in translation can be categorized in various ways Nida (2001, p 41) identifies two primary types: formal equivalence and dynamic equivalence Formal equivalence emphasizes the preservation of both the form and content of the original text, ensuring that the message in the target language closely aligns with the elements of the source language.
Formal equivalence emphasizes the importance of both the form and content of the message, ensuring that the translation in the target language closely aligns with the various elements of the source language.
Dynamic equivalence focuses on achieving an equivalent effect, ensuring that the connection between the audience and the message mirrors the original relationship between the initial audience and the message.
Baker (1992, p.5) categorizes equivalence into following classes at the level of word, phrase, grammar, text and pragmatics:
- Equivalence at word level: explores the meaning of single word
- Above word level: explores a group of words, combinations of words and phrases (stretches of language)
Grammatical equivalence examines the grammatical relationships in language, highlighting how variations in grammar can lead to the omission or addition of information in translations According to Baker, factors such as number, tense, voice, person, and gender significantly influence the accuracy and completeness of the translated message.
Textual equivalence in translation examines the information and cohesion within a text According to Baker, three key factors influence how translators convey meaning: the target audience, the purpose of the translation, and the types of texts involved.
Pragmatic equivalence examines the lexical relationships within different sections of a text and how these texts are situated within specific communicative contexts This concept is influenced by various factors, including the writer's style and the cultural background of both the writer and the reader For instance, the use of texts in communicative situations is shaped by the interplay of these variables, highlighting the importance of context in effective communication.
Munday (2001, p 47) presents a discourse-based approach to equivalence, contrasting with Baker's focus on the pragmatics and grammatical features of text He identifies five distinct types of equivalence, emphasizing the importance of context in understanding their application.
Denotative equivalence refers to the alignment of extralinguistic content between a source language (SL) and a target language (TL) It occurs when words in both languages refer to the same real-world entities, establishing a referential identity This type of equivalence emphasizes the connection between SL and TL units, highlighting the importance of accurately conveying meaning beyond mere linguistic translation.
„content invariance.” For instance, a tiger, Eiffel Tower
Connotative equivalence pertains to the selection of vocabulary, particularly among near-synonyms, where the connotation of word choices reflects various factors such as style level, social and geographical context, and frequency of usage This concept emphasizes the importance of specific lexical choices in conveying nuanced meanings.
Text-normative equivalence pertains to the distinct behaviors of various text types, emphasizing how different texts adhere to specific features and language norms associated with their categories This concept highlights the importance of understanding the unique characteristics that define each text type, ensuring effective communication and adherence to established standards.
Pragmatic equivalence, or 'communicative equivalence', is oriented towards the receiver of the text or message
Formal equivalence emphasizes the form and aesthetic qualities of a text, capturing elements such as wordplay and unique stylistic features of the source material This approach prioritizes aspects like rhythm, verse structure, and distinctive expressions in syntax and lexis, making it especially relevant in the translation of poems and songs Often referred to as "expressive equivalence," this method seeks to maintain the original text's artistic essence.
Despite ongoing efforts to identify and establish equivalence among languages, some scholars note that linguistic and cultural transfer involves significant shifts, as well as losses and gains These concepts are central to this study The following section will explore Catford's classifications of shifts, along with the various types of losses and gains involved in translation.
In "A Linguistic Theory to Translation," Catford significantly contributes to translation theory by introducing the concept of translation shifts, which he defines as deviations from formal correspondence between the source language (SL) and the target language (TL) (Catford, 1965, p.73) He identifies two primary types of translation shifts: level shifts and category shifts.
Level shifts occur when a source language (SL) item at one linguistic level, such as grammar, is matched by a target language (TL) equivalent at a different level, like lexis Additionally, category shifts consist of four sub-types, as identified by Catford (1965, pp 75-78).
Loss and Gain in Translation
Translation inevitably involves both loss and gain due to the inherent differences between source and target languages Basnett-McGuire (1991) highlights that acknowledging the impossibility of complete sameness allows for a better understanding of these dynamics in translation (p.30) Similarly, Bell (1991) notes that the translation process always results in some loss or gain (p.6) Nida (1975) further emphasizes that all forms of translation entail not only the loss and addition of information but also the potential skewing of information, where achieving exact equivalence between languages is often unattainable (p.27).
Therefore, perfect equivalence between two languages is hardly achieved and there are necessarily some losses and gains during the act of transferring
Translation loss occurs when a translator fails to fully replicate the source text (ST) in the target text (TT), resulting in an incomplete representation of culturally relevant and linguistic features (Dickins, 2002, p 21).
According to Baker (1992), loss in translation occurs when a lexical item is omitted due to the grammatical or semantic structures of the target language Translators may choose to leave out certain words or expressions if their meanings are not essential to the overall text, thereby avoiding unnecessary distractions for the reader.
The notion of loss in translation was defined by Nozizwe and Ncube (2014, p
The phenomenon of "disappearance" refers to the loss of specific features in the target language (TL) text that are present in the source language (SL) text This discrepancy between the two linguistic systems leads to certain elements, including characteristics and information from the source text (ST), being omitted during translation to the target text (TT) Consequently, the impact of the source text may differ significantly in the translated version.
Gain in translation refers to the situation where the target text (TT) acquires features absent in the source text (ST) (Louise, Michael & Sandor, 2005) Sallis (2002) emphasizes that gain involves expressing meaning more fully in translation compared to the original Bassnett-McGuire (2002) adds that translators can enhance or clarify the source text through the translation process, often compensating for elements lost from the source language context Similarly, Nozizwe and Ncube (2014) highlight that gain focuses on enriching the target language.
2.1.6 Types of Loss and Gain
Loss and gain have long been significant topics in translation studies, yet few scholars have focused on categorizing their types While the concepts of loss and gain are generally defined and applied, Tiwiyanti and Retnomurti (2016, p 2) identify two distinct types of loss in their study "Loss and Gain in Translation of Culture-Specific Items in Ahmad Tohari’s Lintang Kemukus." The first type is inevitable loss, which arises from the inherent differences between languages, making it impossible for translators to establish equivalence regardless of their skill level In such cases, translators often employ compensation strategies The second type, avertable loss, results from a translator’s inability to find suitable equivalents.
In translation, loss and gain can occur in terms of lexis, structure, and meaning, reflecting the omission or addition of linguistic features in the target text (TT) Lexical loss involves the elimination of words, while lexical gain occurs when translators introduce additional lexical items Similarly, loss in structure signifies that grammatical features present in the source text (ST) are not preserved in the TT, whereas gain in structure refers to the incorporation of new grammatical elements that were absent in the original text.
Loss of meaning in translation occurs when translators overlook key aspects of the source text (ST) In contrast, gain in meaning happens when translators include additional details not present in the source language (SL), thereby enhancing the conveyed message.
SL to TL more closely.
LITERATURE REVIEW
Numerous studies have explored the concepts of loss and gain in translation Tran Thi Mai Le (2012) examined the loss of meaning in the Vietnamese translation of Thomas L Friedman's "The World is Flat," utilizing descriptive and analytical methods to analyze linguistic and non-linguistic features She provided examples of various types of meaning loss, including connotative, collocative, thematic, and reflected meaning The study concluded that loss in meaning should not be viewed as mistakes but rather as inherent phenomena in translation that translators must recognize to enhance their work While some loss in meaning is necessary for creating a smoother and more comprehensible target text, the research primarily focused on types of meaning loss, leaving the exploration of meaning gain unaddressed.
Tran Thi Thao Mien (2016) explored the translation of conceptual metaphors related to "self-identity" in Trinh Cong Son's songs into English, revealing both loss and gain in the process The study highlighted that these cognitive metaphors are deeply rooted in bodily experiences and cultural contexts The findings indicated that losses in translation often stem from semantic and syntactic discrepancies, influenced by the original sound beats and the linguistic differences between English and Vietnamese Additionally, translators’ choices, such as opting for neutral terms or employing metonymy, contribute to this loss, often exacerbated by misunderstandings of the original author's intent Ultimately, the research concluded that losses are more frequent than gains, with gains typically occurring through expansions or explanatory additions in the translations.
In 2016, Tran Thi Yen Nhi conducted a study on the loss and gain in the Vietnamese translation of stylistic devices in Harriet Beecher Stowe's "Uncle Tom's Cabin." The research identified five key stylistic devices: simile, repetition, rhetorical question, metaphor, and personification However, the study acknowledged that due to inherent differences between Vietnamese and English, the phenomena of loss and gain are inevitable when translating these stylistic elements.
In 2009, Huynh Ngoc Thanh conducted a sociolinguistic contrastive analysis of personal pronouns in English and Vietnamese, focusing on the translation process The study revealed that sociolinguistic factors such as history, culture, and psychology significantly influence the loss and gain experienced when translating personal pronouns between the two languages.
Loss and gain in translation, particularly concerning culture-specific items (CSIs), is a significant issue, as highlighted by Leni Tiwiyanti and Ayu Bandu Retnomurti (2016) in their study of Ahmad Tohari's novel, Lintang Kemukus They identified various translation procedures that lead to loss and gain during the translation process and explored how translators compensate for these losses The researchers noted that loss is more common than gain, despite the translator's extensive knowledge of the source culture, which they attributed to two types of losses: inevitable and avertable Inevitable losses arise from the inherent differences between languages, while avertable losses stem from the translator's inability to find suitable equivalents Translation procedures contributing to loss include using more general or neutral words and cultural substitution Conversely, gain primarily occurs through the translator's creativity in explaining CSIs for better communication To mitigate losses, translators employ strategies such as loan words with explanations and paraphrasing with related or unrelated terms.
In 2013, Sulistyoko Agustina in the research of Loss and Gain in Translation Process of a Comic “The Adventures of Tintin: Tintin in America” into Indonesian
Versio“Petualangan Tintin: Tintin di Amerika”, found 129 processes of loss and gain The first part is the loss process The researcher found 110 patterns, they are
In the study, it was observed that 30% of the loss occurred at the word level, 56% at the phrase level, and 14% at the clause level The researcher identified only 19 patterns of gain, with 79% of the gains occurring at the word level and 21% at the phrase level Notably, no gains were found at the clause level in the translated comic.
Most of the authors only discussed loss and gain in translation while factors causing loss and gain have not been fully mentioned
Accordingly, this study with the combination between loss and gain analysis and factors leading to this phenomenon would be of necessity for language learners.
SUMMARY
This chapter reviews numerous studies that establish essential theories in translation and its related fields, covering various aspects such as types of translation, principles, the translation process, equivalence, types of equivalence, translation shifts, and the concepts of loss and gain in translation The discussions presented here will serve as a foundational framework for the analysis in the subsequent chapter.
This chapter provides a comprehensive review of existing literature on loss and gain in translation, highlighting a significant gap in research within Vietnam Notably, there has been no prior investigation into the translation dynamics of "Happy Teachers Change the World" by Thich Nhat Hanh and Katherine Weare This underscores the necessity of this research to establish a clear rationale for translation studies in the region.
The next part focuses on the methodology of the study
Chapter Three RESEARCH DESIGN AND METHODOLOGY
This chapter outlines the comprehensive steps undertaken by the researcher to address the research questions and fulfill the study's objectives It includes a detailed description of the tools, procedures, and materials utilized for data collection, as well as an overview of the sampling methods employed.
RESEARCH METHODOLOGY
This study utilizes a descriptive approach, integrating both qualitative and quantitative methods to meet its objectives Chapter four specifically employs the descriptive method to analyze the translation shifts identified in the research, as well as to present a detailed table outlining the occurrences of loss and gain in translation.
Qualitative methods, as noted by Silverman (2001), provide valuable insights that reveal the deeper meanings behind numbers and facts, making them essential for language researchers These methods allow for the exploration of multiple meanings and value patterns that quantitative approaches often overlook (Lincoln and Guba, 1985) In this study, qualitative analysis is utilized to examine the factors influencing loss and gain during the translation process from English to Vietnamese, specifically in chapter four.
The quantitative method is utilized to assess the "how much" and "how many" aspects of the case study (Rasinger, 2013, p 10) In this research, chapter three employs this method for sample collection, while chapter four focuses on quantifying the frequency of translation shifts, as well as instances of loss and gain.
SAMPLING
Samples were collected from two books, comprising 100 English excerpts from "Happy Teachers Change the World" and 100 Vietnamese translations from "Thay Co Hanh Phuc Se Thay Doi The Gioi."
This study utilizes purposive sampling, a qualitative research technique highlighted by Patton (2002) for selecting information-rich cases to optimize resource use Sugiyono (2007) further emphasizes that purposive sampling allows researchers to intentionally choose data sources based on specific criteria aligned with research objectives In this research, samples are selected based on the presence of at least one linguistic difference—whether grammatical or lexical—between the original text and its translation Although these samples do not encompass all population attributes, they effectively represent the fundamental characteristics of typical translated texts found in the book, thereby facilitating the achievement of the study's objectives.
RELIABILITY AND VALIDITY
In terms of reliability, as mentioned above, English samples in the book
“Happy Teachers Change the World” and 100 Vietnamese translations in the book
The data for "Thầy Cô Hạnh Phúc Sẽ Thay Đổi Thế Giới" was sourced from reliable references, including the English version from the book "Happy Teachers Change the World," published in 2017 by Parallax Press in Berkeley, California The Vietnamese translation was published in 2018 by Thai Ha Books and Hanoi Publishing This study is grounded in the theoretical framework outlined in Chapter 2 and follows established procedures to ensure the consistency and reliability of the results.
The validity of this research is supported by the selection of English and Vietnamese samples from reputable publishers during the recent period of 2017-2018 These samples accurately reflect the qualitative information the researcher aimed to measure in relation to the research questions All findings presented in this thesis are backed by clear evidence, statistics, and frequency analysis, further confirming the validity of the results.
DATA COLLECTION
The researcher read the book thoroughly to collect all the samples in the book
“Happy Teachers Change the World” and in the Vietnamese translation as mentioned in sampling The data collection procedure was carried out as illustrated in the following flow chart
DATA ANALYSIS
Firstly, the English samples were collected from the book;
Secondly, the data taken from English and Vietnamese versions were compared to identify types of translation shifts;
Thirdly, the identified types of translation shifts, loss and gain were sought and described from the data;
The analysis of losses and gains was conducted by manually counting the frequency of each type, and the results were visually represented in pie charts for comparison.
Select samples in the original book
Compare with the translated text to see whether there are any loss and gain
Categorize samples were adopted to meet the objectives of the study and to answer the research questions;
Finally, the researcher interprets the data
All in all, this chapter presents justifications of the researcher for the purposive sampling, data collection procedure with five stages and data analysis method that this study employed
Chapter Four FINDINGS AND DISCUSSION
Chapter four analyzes translation shifts in "Happy Teachers Change the World," detailing each type of shift with explanations The findings are visually represented through a table and a pie chart, illustrating the occurrences of Loss and Gain in translation The data analysis identifies key factors influencing these Losses and Gains, culminating in a summary of the overall findings.
TYPES OF TRANSLATION SHIFTS
Level Shifts
Catford (1965, p 73) defined „level shifts‟ as the change that takes place when
In translation, a source language (SL) item at one linguistic level often corresponds to a target language (TL) equivalent at a different level This phenomenon occurs when shifts from grammar to lexis take place, which are recognized as the only feasible level shifts in translation and are quite common Essentially, a grammatical element in the SL may be represented by a word in the TL, or the reverse may occur.
4.1.1.1 Shift from Grammar to Lexis
This subcategory of level shifts relates to the change from a grammatical item in the ST to a lexical item (i.e word) in the TT
In order to translate the plural nouns in English into Vietnamese, “các” can be used before a noun, which is demonstrated in the following phrase
Contemplative approaches Các phương pháp quán niệm p 41, book 1
In English, the morphemes “-s” or “-es” are added to nouns to indicate their plural forms, while Vietnamese nouns remain unchanged regardless of singular or plural status Instead, Vietnamese utilizes words like “các” and “những” as plural markers.
Moreover, translators often add markers such as “sự”, “việc”, to a noun as follows:
Our teaching of mindfulness will not always go according to plan
Việc giảng dạy chánh niệm không phải lúc nào cũng suôn sẻ như những gì chúng ta mong muốn p 108, book 2
In English, the present participle morpheme "ing" is added to the verb "teaching" to form a noun, while in Vietnamese, the marker "việc" serves a similar purpose Additionally, the researcher notes that "sự" is another preferred marker among translators for indicating nouns.
…helping us to listen in an open and nonjudgmental way with kindness, compassion, and empathy
Giúp ta mở lòng lắng nghe, với tình thương, sự thấu cảm mà không phán xét p 103, book 2
You can talk with them, and get together more often with them to be able to continue the practice
Chúng ta phải đến với nhau để có thể tiếp tục sự thực tập p 27, book 1
In the ST, the word “practice” can be a verb and a noun The article “the” before “practice” indicates that it is a noun While in the TT, it is rendered into
Vietnamese with the nominal marker “Sự”
The more meditative practices of awareness of breath… develop an ability to remain calm, and present, grounded and with focused attention
Sự thực tập ý thức về hơi thở làm phát triển khả năng giữ sự điềm tĩnh, an trú, vững chaĩ và tập trung p 63, book 1
The noun phrase “meditative practices” in the SL is transferred into “sự thực tập ý thức” in TL As illustrated in the above example, the translators add the word
“những” as a Vietnamese nominal marker to indicate the plural form of the noun
In this instance, the absence of the words "những" or "các" eliminates the plural aspect in the target text Despite this omission, the translation remains clear and retains the original meaning effectively.
4.1.1.2 Shift from Lexis to Grammar
This level shift deals with a change from a lexical item (word) in the
ST to a grammatical item (i.e part of the linguistic structure) in the TT In the collected data, there is no shift from lexis to grammar
The following table shows the statistics of all observed level shifts occurring in the collected data
Table 4.1 Occurrence and Percentage of Shifts in Level Shifts
Shifts from grammar to lexis 26 26%
Shifts from lexis to grammar 0 0%
In the level shift, shifts from grammar to lexis are common, with 26 times of occurrence while the shift from lexis to grammar does not exist
Level shifts in translation are identified through two main methods: converting English morphemes into Vietnamese markers and translating English plural morphemes into their Vietnamese equivalents For example, translators often include Vietnamese nominal markers such as “những” and “các” to signify plural nouns Additionally, the English present participle morpheme “-ing” is used to form nouns from verbs, while in Vietnamese, specific markers serve a similar purpose.
“việc” or „ sự” was used to indicate a noun.
Category Shifts
According to Catford (1965, p 80), category shift means change from the formal correspondence in translation Furthermore, it is divided into structure shift, class shift, unit shift, and intra – system shift
Structure shifts, as defined by Catford (1965), refer to changes in the grammatical structure of sentences across various linguistic ranks, including phrases, clauses, and entire sentences These shifts can manifest as alterations in word order, modifications in nominal-verbal sentence structure, or transitions between passive and active voice.
Structural shifts occur when there is a change in the organization of words in a sentence between the source text (ST) and the target text (TT) The following examples illustrate this concept further.
True happiness means that you don‟t need to run after anything anymore
Hạnh phúc chân thật có nghĩa là ta không còn phải chạy đi tìm cầu thêm bất cứ điều gì nữa p 23, book 1
In this example, the word order undergoes a structural shift, transforming the adjective+noun format, such as "true happiness," into a noun+adjective arrangement, resulting in "hạnh phúc chân thật." Additionally, there are shifts between passive and active voice, highlighting the dynamic nature of language translation.
In this subcategory of structural shifts, a change from the passive voice in the
ST to the active voice in the TT, and vice versa, takes place
Mindfulness is now being taught in classrooms in schools and universities in some parts of the world
Các trường phổ thông và đại học tại một số nước trên thế giới đang thực hiện chương trình áp dụng chánh niệm vào trường học p 141, book 2
This example includes a structure shift from passive to active voice The translator changes from passive in the ST to active in the TT In this sentence
“Mindfulness is now being taught”, the English passive structure (Subject + be + past participle) is transferred into an active structure (Subject + Verb)
Data indicates that structural shifts involve alterations in grammatical frameworks at both the phrase and sentence levels, particularly noticeable in changes to word order and transitions between passive and active voice.
Class-shift occurs when a source language (SL) item is translated into a target language (TL) item that belongs to a different grammatical class, such as translating a verb into a noun For instance, in the phrase "In a very real way," the prepositional phrase in the source text is transformed into a verb phrase in the target text, combining a verb and an adverb.
In a very real way, your students will call that wisdom and discernment out of you
Nói một cách thực tế thì học trò của bạn sẽ là người khơi mở nguồn tuệ giác đó trong bạn p 18, book 1
ST: In a very real way
TT: Nói một cách thực tế
Deep listening and loving speech Lắng nghe sâu và nói lời ái ngữ p 276, book 1
Deep listening and loving speech
Lắng nghe sâu và nói lời ái ngữ
In the provided example, the phrase "deep listening and loving speech" functions as a noun phrase, consisting of an adjective followed by a noun Conversely, the Vietnamese translation transforms this into a verb phrase, aligning with the structure observed in the previous examples.
Catford (1965) defines unit shifts as modifications in language units, where the source language (SL) rank is transformed into a different target language (TL) rank For example, a word in the source text (ST) may be converted into a morpheme, phrase, clause, or sentence in the target text (TT) This process allows for the interchange of various ranks to achieve textual equivalence.
It is very rewarding and heart- warming when the students share how peaceful they feel, how life is more wonderful, how they feel less stressful or angry…(79)
Khi lắng nghe những chia sẻ của các em sinh viên về cảm giác bình an và cuộc sống tuyệt vời, tôi cảm thấy ấm lòng trước sự giảm bớt căng thẳng và giận dữ trong cuộc sống của các em.
In English, the structure "it + be + adjective + adverbial clause" often employs "it" as a dummy subject, which has no direct equivalent in Vietnamese This absence necessitates that translators adapt the sentence by using a real subject, such as "lòng tôi," to enhance clarity and comprehension for Vietnamese readers.
Learn how to generate a feeling of happiness
Chúng ta cần học cách chế tác niềm vui p 20, book 1
Learn how to generate a feeling of happiness
Chúng ta cần học cách chế tác niềm vui
The translators add subject “chúng ta” in the Vietnamese translational version
An imperative sentence in the SL is transferred into a clause in the TL
Peace is every breath Bình an trong từng hơi thở p 65, book 1
Bình an trong từng hơi thở
In the translation process, the clause from the source language (SL) is transformed into a noun phrase in the target language (TL) This approach is commendable, as it allows translators to convey the exact contextual meaning of the original text effectively.
Breathing out, “ I send my heart along with the sound of this bell”
Thở ra, gửi lòng theo tiếng chuông p 93, book 1
ST: I send my heart along with the sound of this bell
TT: gửi lòng theo tiếng chuông
The English clause typically follows the structure of Subject + Verb + Object + Adverbial (S + V + O + A) However, when translating from English to Vietnamese, translators often opt for a verb phrase instead This approach likely serves to highlight the state of focus in the translation.
The next example shares the similarity with the above one
We realize we can just be present with whatever is within us
Có mặt với bất cứ điều gì đang có trong mình p.128, book 1
ST: We realize we can just be present with whatever is within us
TT: Có mặt với bất cứ điều gì đang có trong mình
When translating from English to Vietnamese, translators often utilize verb phrases to highlight the action, reinforcing a sense of being present However, this approach may lead to misunderstandings among readers, as it can obscure the intended meaning.
Start small, be patient and have a plan Chúng ta cần bắt đầu bằng quy mô nhỏ, với sự kiên trì và kế hoạch rõ ràng p.147, book 2
Regarding unit shifts, the translators used different ways to render the ST into
In the translation process, the conditional clause structure in English, characterized by "if + subject + verb," was transformed into a verb phrase in Vietnamese Additionally, the English structure "it + be + adjective + adverbial clause" was adapted into an adverbial clause format in the target language, following the subject + verb order Furthermore, clauses from the source language were effectively converted into noun phrases in the target language.
Intra-system shift, as defined by Catford (1965), refers to an internal change within a language system where the source language (SL) and target language (TL) have similar structures, yet do not align when translated A common example of this phenomenon occurs when plural forms in the source text (ST) in English are translated into singular forms in the target text (TT) in Vietnamese.
Enhance awareness of one‟s thoughts and feelings
Nhận diện sâu sắc hơn về tư duy, cảm thọ p 139, book 1
English (Plural) Vietnamese (singular) thoughts Tư duy feelings Cảm thọ
The table illustrates that while the source text (ST) includes a plural marker, represented by the addition of "s" at the end of the noun, the target text (TT) lacks any indication of the plural form This discrepancy is further clarified by the following example.
Whenever possible, we sit under the apple trees in the gardens
Bất cứ lúc nào thuận tiện, chúng tôi ngồi dưới cây táo trong vườn p 230, book 1
FREQUENCY OF TRANSLATION SHIFTS
The table below indicates the frequency order of the 5 kinds of shifts suggested by Catford from the highest to the lowest as follows:
Table 4.2 Occurrence and Percentage of Shifts
The analysis reveals that Structural-shifts are the most prevalent, comprising 29% of the occurrences Unit Shifts and Class-shifts follow closely, representing 20% and 23% respectively Level Shifts account for 19%, which is nearly equal to Unit Shifts In contrast, Intra-system Shifts constitute the smallest segment at just 9%.
In the next section, based on the analysis of shifts, losses and gains will be identified.
TYPES OF LOSS AND GAIN
Loss and Gain in Lexis
Baker (1992, p 40) defines loss as the omission of a lexical item caused by the grammatical or semantic structures of the target language In the analyzed data, lexical loss is frequently observed, primarily occurring to maintain the original meaning while avoiding redundancy and lengthy phrasing.
I remind them to breathe a normal relaxed breath
Tôi nhắc nhở các em thở tự nhiên và buông thư p 84, book 1
The noun phrase "a normal relaxed breath" is translated as "tự nhiên và buông thư" in the target text, which omits the explicit mention of the word "breath." However, since the verb "breathe" has already been translated, the omission is justified, as repetition is avoided in the translation process.
This work reflects his profound love for youth and his lasting recognition of the importance of compassionate and thoughtful education for future generations.
Thiền sư thể hiện tình thương sâu sắc đối với thế hệ trẻ và khát vọng không ngừng về một nền giáo dục phát triển cả tài năng lẫn phẩm hạnh cho các thế hệ tương lai.
Necessity- the bold word in the ST means the need for something This meaning is deleted in the TT without affecting the meaning of whole sentence Example 21:
Mindfulness is a practice that teaches us the essence of true happiness, which is rooted in understanding and compassion rather than in the pursuit of material desires such as fame, power, wealth, and sensual pleasures.
Chánh niệm giúp chúng ta nhận thức rằng hạnh phúc chân thật không phải từ danh vọng, quyền lực, sự giàu có hay dục vọng, mà đến từ sự hiểu biết và tình yêu thương.
The translation demonstrates two lexical losses, notably the phrase "is a kind of practice" and the term "objects," which are absent in the target text (TT) Despite these omissions, the TT maintains the original meaning without redundancy and effectively elucidates how "mindfulness" contributes to our understanding of genuine happiness.
…and an advisory team of writers,
Thay‟s senior students, from the Plum
…và đội ngũ các cây bút cố vấn, những học trò của Thiền sư ở Làng Mai p.13, book 1
The term "Community" is omitted in TT since "Plum Village" sufficiently conveys the intended meaning to readers This illustrates another instance of lexical loss that does not alter the overall message of the text.
This text aims to be a foundational resource for educators globally, focusing on effective strategies to enhance the learning experience and well-being of both students and teachers.
Tôi hy vọng bộ sách này sẽ trở thành tài liệu quan trọng cho các nhà giáo dục toàn cầu, giúp họ hỗ trợ tốt nhất cho việc học tập và hạnh phúc của giới trẻ cũng như những người có trách nhiệm dạy dỗ các em.
Life with all its wonders, with all its refreshing and healing elements-joy, happiness, and peace is available only in the present moment
Những mầu nhiệm của sự sống chỉ có mặt trong giây phút đó p.22, book 1
The translation fails to convey the complete essence of "wonders," particularly the refreshing and healing elements of joy, happiness, and peace The translators seem to prioritize the phrase "available only in the present moment," neglecting crucial components of the original text This oversight can be viewed as a significant error, as it leads to a loss of meaning, preventing readers from fully understanding the source material.
Many lexical losses were intentionally made to maintain the original meaning of the text while preventing word repetition In certain instances, these lexical reductions enhanced the target text's clarity, making it more accessible and easier to understand.
Gain in translation refers to the enrichment or clarification of the ST which enables language and the TT to be flexible and usable in any social circle (Nozizwe
Gains in translation can be intentional or accidental When intentional, they reflect the translator's creativity and are designed to cater to the linguistic and cultural needs of the target audience Lexical gains occur when translators add words to enhance detail and ensure that the source message is conveyed more accurately in the target language.
This text aims to serve as a vital resource for educators globally, focusing on effective strategies to enhance the learning experiences and well-being of both students and teachers.
Tôi hy vọng bộ sách này sẽ là tài liệu thiết yếu cho các nhà giáo dục toàn cầu, giúp họ hỗ trợ tối ưu cho việc học tập và hạnh phúc của giới trẻ, cũng như những người có trách nhiệm dạy dỗ các em.
Loss and Gain in Structure
Loss and gain in structure occur through the addition or omission of elements at various linguistic levels between the source text (ST) and the target text (TT) This phenomenon includes unit shifts and class shifts, which are key aspects of structural changes in translation.
Breathing in, I know that I am breathing in
Breathing out, I know that I am breathing out
Breathing in, I am calm Breathing out, I smile
Thở vào, tôi biết là tôi đang thở vào
Thở ra, tôi biết là tôi đang thở ra Thở vào, tâm tĩnh lặng
Thở ra, miệng mỉm cười p.79, book 1
In this example, the structure Subject + V + Complement in ST is transferred into Subject + verb in TT
ST: This wonderful sound brings me back to my true home
TT: Tiếng chuông huyền diệu đưa về nhất tâm
The translation demonstrates a loss of an object in the target text (TT), yet it effectively conveys the intended message of the source text (ST) Notably, the translators capture the essence of "my true home" from the ST by using the phrase "nhất tâm," which is recognized as a term with religious connotations.
If you do not have the energy of mindfulness you will be afraid of being overwhelmed by the pain and suffering inside
Thiếu năng lượng chánh niệm này, ta sẽ cảm thấy sợ hãi mỗi khi đối diện với những nỗi khổ, niềm đau đang ngập tràn trong ta
Listen, listen, this wonderful sound brings me back to my true home
Lắng lòng nghe, lắng lòng nghe Tiếng chuông huyền diệu đưa về nhất tâm p.90, book 1
If you do not have the energy of mindfulness
Thiếu năng lượng chánh niệm này
ST: If you do not have the energy of mindfulness
TT: Thiếu năng lượng chánh niệm này
In ST, “If you do not have the energy of mindfulness” is translated into
“Thiếu năng lượng chánh niệm này” It changes from a complete sentence into a verb phrase, which is classified as a class shift in the Catford‟s model
Loss of structure is a common issue in translation, often manifesting in various forms This occurs when the original structure is not accurately conveyed in the target text (TT), leading to omissions or alterations in the sentence structure For instance, in the analyzed example, the translators opted for a verb phrase instead of retaining the original sentence structure, highlighting the challenges of maintaining fidelity to the source text (ST).
In the data, unit shift is found in this gain process
Mindfulness can be practiced through various activities, such as breathing, walking, and eating Engaging in mindful breathing involves focusing on your breath, while mindful walking emphasizes awareness of each step Similarly, practicing mindfulness while eating encourages you to savor each bite and fully experience your meal.
Thở chánh niệm là hành động thở vào, thở ra một cách có ý thức Khi đi với sự chú ý, ta đang thực hành thiền đi Việc ăn sáng trong chánh niệm cũng là một hình thức thiền ăn Thực tập thiền không chỉ giới hạn trong việc ngồi tại thiền đường suốt cả ngày.
Unit Shift Noun Phrase => Sentence
When you practice breathing in and out mindfully, that is called mindfulness of something
Khi ta thở vào, thở ra có ý thức là ta đang thở chánh niệm
In Sri Lankan translation, the phrase "mindfulness of something" is rendered as "ta đang thở chánh niệm," showcasing a significant structural change from a noun to a complete sentence This transformation exemplifies the concept of unit shift in translation theory, highlighting the shift from noun to sentence form during the translation process.
Loss and Gain in Meaning
In translation, a direct one-to-one correspondence between the source text (ST) and the target text (TT) is often absent, leading to potential loss of meaning This discrepancy can occur when translators fail to accurately convey the original intent of the ST As illustrated in the examples, the true meaning of certain words or phrases may not be effectively preserved in the TT.
A rose has to be inter-be with the whole cosmos That is the insight we call interbeing
Chúng ta cần có bùn để nuôi sen Mọi thứ nương vào nhau để biểu hiện p 27, book 1
The term "inter-be" is not translated into Vietnamese, leading to a significant loss of its intended meaning As a result, translators have altered the original text, rewriting it in a manner that enhances clarity and comprehension for readers.
In Western culture, the rose is a well-known symbol, but it holds less significance in Vietnamese culture and Buddhism To better align with local beliefs, translators replace the rose with the lotus, or "sen." Additionally, the phrase “Mọi thứ nương vào nhau để biểu hiện” serves as a free translation of “That is the insight we call interbeing,” demonstrating that the translators prioritize comprehension over literal word-for-word translation This approach not only enhances understanding but also enriches the overall meaning of the text.
Loss in meaning occurs when certain features present in the source language (SL) are absent in the target text (TT), while gain refers to the introduction of elements in the TT that are not found in the source text (ST).
Freed from over obsession with possessions and achievements
Thoát khỏi sự ám ảnh quá mức của tiền tài và danh lợi p 60, book 1
In the source text, "possessions" refers to the items you own, translated as “tiền tài” in the target text "Achievements" denote successful endeavors, with “danh” serving as its equivalent The inclusion of “lợi” enhances the meaning, ensuring that the message is conveyed naturally.
In the above example of gain in meaning, intra-system shift is found It is the change from plural in ST– in English to singular in ST – in Vietnamese
English (Plural) Vietnamese (singular) possessions tiền tài achievements danh lợi
An lạc từng bước chân p 140, book 1
"An lạc" encompasses the concepts of both peace and good health, while the term "peace" in the standard definition refers primarily to the absence of war and violence In contrast, the term "peace" in the translated context includes a broader interpretation, highlighting the importance of harmonious coexistence and well-being among individuals.
The following translation is a clear example of gain in meaning
The way out is in Lối ra tùy thuộc đường vào nội tâm
The translated text demonstrates a significant enhancement in meaning, particularly with the inclusion of the phrase "tùy thuộc đường vào nội tâm," which is absent in the source text This addition is crucial as it enriches the reader's understanding and indicates the translators' grasp of Buddhist values.
A clear example of gain in meaning is found in the translation of the song
The Plum Village songbook emphasizes the idea that "Happiness is here and now." As noted by Peter Low (2006, p 21), art songs often feature source texts that possess intrinsic complexity and literary value akin to poetry, leading to a greater respect for the lyrics compared to other song genres.
Happiness is here and now
Nowhere to go, nothing to do
Happiness is here and now
Somewhere to go, something to do but I do not need to hurry
Happiness is here and now- Plum
Ta hạnh phúc liền giây phút này Lòng đã quyết dứt hết âu lo Không đi đâu nữa, có chi để làm
Học buông bỏ, sống không vội vàng
Ta hạnh phúc liền giây phút này Lòng đã quyết dứt hết âu lo
Thong dong khi bước, thảnh thơi lúc làm
Lòng thanh thản, sống trong nhẹ nhàng p 118, book 2
No longer in a hurry Học buông bỏ, sống không vội vàng p 118, book 2
The phrase "No longer in a hurry" in the source text translates to "sống không vội vàng" in the target text, highlighting a sense of tranquility Additionally, the inclusion of "Học buông bỏ" underscores the importance of the action of truly letting go.
Thich Nhat Hanh emphasizes that true letting go can lead to a deeper love for someone than ever before This perspective highlights a core value of engaged Buddhism, where practitioners apply their meditative insights and wisdom to real-world situations.
Somewhere to go, something to do, but I do not need to hurry
Thong dong khi bước, thảnh thơi lúc làm
Lòng thanh thản, sống trong nhẹ nhàng p 118, book 2
The phrase "Somewhere to go, something to do" is translated as "Thong dong khi bước, thảnh thơi lúc làm," while "I do not need to hurry" becomes "Lòng thanh thản, sống trong nhẹ nhàng." This demonstrates how translators can creatively transform the original text by rephrasing entire sentences into verb phrases, thereby capturing the essence of the message in a more nuanced manner According to Catford's theory of translation shifts, this approach exemplifies a shift in class, highlighting the adaptability of language in conveying meaning.
Translators divide the meaning of the sentence into two parts The first one refers to inner peace and the second one related to gentle lifestyles
The adjectives "thong dong," "thảnh thơi," "thanh thản," and "nhẹ nhàng" encapsulate the essence of relaxation, serving as reminders of mindfulness and tranquility Their rich meanings contribute to a natural and contextually fitting translation.
The song "Happiness is Here and Now" from the Plum Village songbook demonstrated significant improvements in meaning, primarily through enrichment and clarification This approach enhanced the source text's clarity, making it more accessible for readers Translators not only clarified text structures but also transformed entire sentences into verb phrases, effectively conveying the original meaning with greater detail.
This study reveals a fascinating phenomenon where loss and gain can occur simultaneously in translation Particularly in complex sentences, the source text (ST) may include words that convey abstract concepts unfamiliar to the target culture The subsequent analysis focuses on instances where the ST contains terms or phrases linked to specific religious beliefs or traditions.
The insight of interbeing Hoa là rác, rác là hoa p 26, book 1
"Interbeing," a term not yet found in dictionaries, is elucidated by Thich Nhat Hanh as the combination of the prefix "inter" with the verb "to be," forming the concept of inter-be He illustrates this idea by stating that a sheet of paper contains the essence of sunshine, which is essential for the growth of the forest and, ultimately, for our own growth The researcher views this term as a religious concept that may pose challenges for readers in understanding its significance.