Chuyên đề tốt nghiệp: A study on the difficulties of be students when translating vietnamese idioms in short stories by nguyen hong and nam cao into english

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NATIONAL ECONOMICS UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

BUSINESS ENGLISH DEPARTMENT

KHUONG PHUONG LINH

A STUDY ON THE DIFFICULTIES OF BE STUDENTS WHEN TRANSLATING VIETNAMESE IDIOMS IN SHORT STORIES

BY NGUYEN HONG AND NAM CAO INTO ENGLISH

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NATIONAL ECONOMICS UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

BUSINESS ENGLISH DEPARTMENT

KHUONG PHUONG LINH

A STUDY ON THE DIFFICULTIES OF BE STUDENTS WHEN

TRANSLATING VIETNAMESE IDIOMS IN SHORT STORIES BY NGUYEN HONG AND NAM CAO INTO ENGLISH

Supervisor: M.A Tran Minh Chau

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During the internship semester, I have had to deal with a lot of challenges, ranging from choosing the topic for the dissertation to gathering the necessary materials to analyze the data. Fortunately, I have received a variety of supports and assistance from plenty of advisors. Therefore, I want to express my sincere gratitude and thanks for all the advice and motivation I have been provided with.

I would like to start by expressing my profound gratitude to my supervisor, Ms. Tran Minh Chau, with all my admiration and respect. I could not have completed this study without her assistance and guidance. She had given me a great deal of helpful and detailed information and instructions. Many thanks to

her for all of her valuable work and dedication from the beginning to the end,

which enabled the study to be completed successfully.

Second, I would like to sincerely thank the Faculty of Foreign Languages for Economics and the Department of Business English at the National Economics University. During the four-year study curriculum, I have been not only acquiring numerous useful lessons about specialized issues but also gaining the essential soft skills that have not only aided me in fulfilling my dissertation but also been very beneficial for my future career. Besides, the faculty's staff and instructors have always helped me finish this study by providing me with lots of

directions and inspiration.

Next, I want to express my sincere gratitude to my friends, who are always there for me and inspire me to accomplish every assignment in my four years of university study. I want to give my special thanks, in particular to the 60 BE students who played a crucial role in helping me by supplying me with useful research materials and a huge amount of assistance when conducting the survey

Last but not least, let me express my deepest gratitude to my parents and

my siblings for supporting me unconditionally. Without their support, it would be a challenge for me to maintain my motivation and orientation to go to the end of the study.

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EXECUTIVE SUMMARY

The study identified a variety of difficulties faced by BE students when translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English, the reasons behind these challenges, and suggestions for how BE students could enhance their idiomatic translation.

A survey questionnaire was conducted, and the responses of 60 BE students were collected to illustrate subjectively and critically the difficulties of BE students when translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English. The data processing was thoroughly conducted, and the outcomes were displayed in the form of diagrams.

The survey data revealed that BE students had a number of difficulties when trying to translate Vietnamese idioms from short stories by Nguyen Hong and Nam Cao into English. In which, the most common difficulty is finding the English equivalent idioms. The next two typical challenges are related to the identification and comprehension of Vietnamese idioms. Other hindrances that BE students sometimes encounter are conveying both the literal and figurative

meanings of Vietnamese idioms and using English idioms in the wrong context.

The most common explanations given by BE students for the challenges they encounter in the process of translating Vietnamese idioms from short stories by Nguyen Hong and Nam Cao into English include differences in the idiomatic structures of the two languages and cultural variances. In addition, the lack of knowledge of Vietnamese and English idioms also contributes to BE students’

difficulties when translating these idioms into English.

Several solutions to improve the idiomatic translation ability were proposed and are listed below based on their effectiveness according to the BE students' evaluations, including translating based on the context of a sentence or paragraph, searching the equivalent English idioms on Google, translating according to the meaning of Vietnamese idioms, using generic words or phrases, and using translation tools like Google Translation.

Due to the comprehensive statistics that were processed, reviewed, and exhibited in this study as well as the proactive suggestions for prospective improvements, it is anticipated that it will be an effective learning materials for both BE students as well as all linguistic students in general.

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TABLE OF CONTENTS

ACKNOWLEDGMENT... 6-5 s 1... no 00100010 04 000 i EXECUTIVE SUMMA RRYY... 5 <5 HH. 0 000068966 ii

LIST OF “TA BÌLIE...o- 5 5 <5 5< 5< 9 9.90... 0006 0406 M

LIST OF EIGU RE... 5-5 5< << G0. 9.0 000000000890 850 vi

LIST OF ABBREVIATIONS. ...csscssscsssssccscecscscccssssesscssssssescsssesssssssssseees Vii CHAPTER 1: INTRODUCTION...o- 5 5= <5 5 HH. mm 0 30 1

1.1. Background of the Study ... «<5 < 6 55 %9 5895 8995658956695668968566 1

1.2. Rationale and purposes Of the Study ... 0< 5< S29 S995658956 556 2 1.3. Research scope of the Study ... << G5 S2 9.9.0 09.06005688 6856 2 1.4. Research questions of the SẦUYy... 5 <5 55s e9 935 089 836 3 1.5. Research methods of the Study ...o G55 <5 55s 9590565856899 556 3 1.6. Organization Of the SẦUỈy...- <5 <5 5 sọ... mm 030 4 CHAPTER 2: THEORETICAL EFRAMEWORK...scScSS°SSSs°Ssese 5 2.1. Translation ...o- <5 <5 5< 5 5 9 9 9.90 009.0. 00 00000090090 009004 0 5 2.1.1. Definitions of transÌÏafIOT... s2 vn 5 2.1.2. /[0ii 3:00 00ivi 1ï): VCcaaầaầđđỪDỪD}1)}1}.. 6

2.1.3. Translation DFOC€SS...-- 5 Ác 1k ng 7

2.1.4. Significance of tranSÏafO...- xxx nh ng ng như 9

2.1.5. Common translation Mistakes ... - - --- 5 51+ +svEsseeseseessee 10

2.2. ÍC|[ÏOITAS... 5-5 < 9.09. 00000600104 05900500900 12

2.2.1. Definitions Of 11OTNS...- «s13 E1 9 201v ng ng nh 13 2.2.2. Characteristics Of idiOMS ...-- G5 1 31123 911. vn, 14 2.2.3. Types Of idiOMS ... . - vn vHHHTn HH HH H Hh gh n nnH 16

2.2.4. Translation methods Of idiOMS ... --- 55 55 + **vsseeseeseess 19

2.2.5. Difficulties when translating idioMS ... ..- -«- 555 << x++++ces 20 2.2.6. Importance Of 1C1OTTS...- - -- + + 111391183910 83 11 11x vn rrn 21 2.3. SHOTFẨ SÍOTFÏCS... o5 G n ọ Tọ TH TH 0 0009.00.0000 0060001 0896000 22

2.3.1. Definitions of Short Stories ...- s5 1k SH HH nh ey 22 2.3.2. Characteristics of ShOrt StOries ... ... 5 SĂ St kisrresrekee 23 2.3.3. The existence of Vietnamese idioms in short stories ... 24

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2.4. COIICÏISÏOHI... 5 5 (65 E5 5 5 9.0 00099.060.960 4 0405009004 06 25 CHAPTER 3: ANALYSIS AND FINDINGS ... ccĂSSSSS‡SS se esee 27

3.1. The perception of BE students of Vietnamese idioms in general and Vietnamese idioms in Short SÍOTFÏ€S...s...o <5 5 55 5 93 95 5595895685666 27 3.1.1. The perception of BE students of Vietnamese idioms in general ... 27 3.1.2. The perception of BE students of Vietnamese idioms in short stories

3.2. Difficulties of BE students when translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English ... 32 3.2.1. Difficulties of BE students when translating Vietnamese comparative idioms in short stories by Nguyen Hong and Nam Cao into English ... 32 3.2.2. Difficulties of BE students when translating Vietnamese metaphorical

idioms in short stories by Nguyen Hong and Nam Cao into English ... 37

3.2.3. The frequency with which BE students encounter some difficulties when translating Vietnamese idioms into English ...- - --- 5+ +ss+ 45 3.3. Reasons for the difficulties faced by BE students when translating

Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into

ngliSÌh...o << sọ... họ TT. T0 000080 46

3.4. Recommendations to improve the idiomatic translation ability in short stories by Nguyen Hong and Nam Cao of BE studenfs ... 48

CHAPTER 4: CONCLUSIONN... 0 GHI HC HH 00 900 50 4.1. Summary of major ẨÏndÏÌTDS...o- < 5 <5. ng 09 190 n8, 50

4.2. Limitation of the Study ... 0G G5 9 99. 99.96 09090998894088646696 51

4.3. Recommendations for the following researrchh... 55s ssss«sss 51

REFERENCES ...sccscsscssssscsssscsscssssesscsscsscsscescnssssssssnsssssscssessscescossossssssssneses 52 APPENDÏYX...- << G HH... 0001005005009 80 54

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LIST OF TABLE

Table 3.1: The frequency with which BE students encounter some difficulties

when translating Vietnamese idioms in short stories by Nguyen Hong and Nam

0009050130) 0070277... ốe... 45

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LIST OF FIGURE

Figure 3.1: Perceptions of BE students about definition of Idioms... 27

Figure 3.2: The BE students’ confidence in their understanding of Vietnamese

Figure 3.3: The BE students’ frequency of coming across Vietnamese idioms in

SHOT SCOTIES T1... ... .. 29

Figure 3.4: Evaluation of BE students on the importance of idioms in Vietnamese SHOTẨ SÍOTIS... Ăn HH HH TH 30 Figure 3.5: BE students' evaluation of their ability to translate Vietnamese idioms i83; 1083:051550011985):134)7)0 000707077... ... 31

Figure 3.6: Results of translating the idiom “Den như mực” ... .. -- 32

Figure 3.7: Results of translating the idiom “Nhanh như cắt”...--- 33

Figure 3.8: Results of translating the idiom “Hiền như dat” ...--- 34

Figure 3.9: Results of translating the idiom “Sac như đao””...---:--:-: 35

Figure 3.10: Results of translating the idiom “Chân yếu tay mềm'”... 37

Figure 3.11: Results of translating the idiom “Me trịn con vng”... 38

Figure 3.12: Results of translating the idiom “Chạy ngược chạy xuôi”... 39

Figure 3.13: Results of translating the idiom “Tre gia măng mọc ”... 40

Figure 3.14: Results of translating the idiom “Tứ cố vô thân”...--- 41

Figure 3.15: Results of translating the idiom “Nghéo rớt mồng tơi”... 42

Figure 3.16: Results of translating the idiom “Nói toac mong heo”... 43

Figure 3.17: Results of translating the idiom “Quan ngư tranh thực”... 44

Figure 3.18: Reasons for the difficulties BE students encounter when translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English

Figure 3.19: Solutions for the difficulties faced by BE students when translating

Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English.

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LIST OF ABBREVIATIONS

1. BE: Business English

2. SL: Source language

3. TL: Target language

4. NEU: National Economics University

5. HANU: Hanoi University

6. ULIS: University of Languages & International Studies

7. M“WUs: multi-word units

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CHAPTER 1: INTRODUCTION

1.1. Background of the study

In today's information society and globalized economy, which place a strong emphasis on communication and information as well as production and distribution processes, translation services have an important function. One way to illustrate this is that banks and other financial institutions operate in different languages in order to increase their customer base. Moreover, to expand their service offerings and penetrate every market in the world, international corporations have to publish documents in a variety of languages. It is clear that translation is crucial for these firms to run efficiently.

Despite the fact that there are now a lot of sophisticated tools to aid humans in translating, machines still have their limitations. In which, idioms are one of the aspects of languages that machines cannot accurately process and need to be translated by skilled translators.

When it comes to idioms, they are not only a treasure trove in everyday conversation but also a wonderful source of material for literary creativity because of their capacity to stress meaning with vivid and artistic expression.

Consider the case of Vietnam, where many poets and writers commonly utilize idioms to make their poems and sentences more expressive, full of vivid imagery,

short, and filled with cultural identity. In which, Nam Cao and Nguyen Hong are well-known authors of Vietnamese literature who have a remarkable amount of

excellent literary works, particularly short stories that skillfully integrate a significant number of idioms. According to Master Nguyen Tat Thang's analysis, there are 46 short stories by Nguyen Hong that incorporate idioms, and nine of them utilize more than five. As mentioned in the research of Master Nguyen Thi Hien, Nam Cao has utilized 230 idioms in his short stories.

Due to the fact that literature frequently reflects a nation's culture, their

translation into English will be very helpful for enhancing foreigners’

comprehension of Vietnam and for increasing Vietnam's reputation in the international community, as English is always regarded as the universal language.

When translating these literary works into English, one aspect that must be

carefully taken into account is Vietnamese idioms. In fact, many translators, both professionals and amateurs, still struggle with idiomatic translation. When idioms

are used in literary works like short stories, translating them will be even more

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challenging. To translate idioms correctly, a translator must be fluent in both the

languages and the cultural standards of two different nations.

1.2. Rationale and purposes of the study

The study provides knowledge about idioms in general and several specific Vietnamese idioms utilized in Nguyen Hong and Nam Cao's short stories, as well as some typical difficulties in the process of translating these idioms into English. Thanks to this study, BE students in particular and linguistic students in general can benefit from having a better understanding of idiomatic translation as well as feeling more confident when translating literary works that contain idioms. Besides, idioms usually reflect context and society, so mastering them will expand understanding of the language and culture of both countries.

The major goals of the study are to pinpoint the main difficulties BE students meet when they attempt to translate Vietnamese idioms from Nguyen Hong and Nam Cao's short stories into English, the reasons behind these difficulties, and suggestions for how BE students could enhance their idiomatic translation.

1.3. Research scope of the study

The analytical research report focused on the difficulties faced by 60 BE students when they translated 12 Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English.

Idiomatic translation is always one of the biggest challenges for translators, both professionals and amateurs. Several studies have been conducted on the

difficulties related to translating English idioms into Vietnamese. However, there has not been any research on the difficulties faced by unexperienced translators like linguistic students when translating Vietnamese idioms into English in a particular area like literature before. Besides, the study is conducted in a short period of time; therefore, its scope is limited to just 60 BE students, who are

easily approached and surveyed.

Among genres of literature that idioms are integrated into, short stories are close to daily life, concise, and easy to read; they are frequently taught in philology courses at lower levels, so BE students will find it easier to approach them. Idioms are also frequently used in poetry; nevertheless, students tend to have greater difficulty tackling the task of translating idioms in poetry since it

includes standards for rhyme and rhythm in addition to the quantity of words, etc.

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Two well-known authors of Vietnamese literature, Nam Cao and Nguyen Hong, have many works that students are familiar with, including Chi Pheo and

Nhung ngay tho au, Bi vo. Their short stories also effectively include a sizable

number of idioms from various idiom categories. The idioms gathered from their short stories will therefore be simpler for BE students to identify, comprehend, and translate.

1.4. Research questions of the study

The study focuses on finding the answers to these questions:

What are the difficulties of BE students when translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English?

What are the reasons for the difficulties of BE students when translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English?

What are several suggestions to solve the difficulties of BE students when

translating Vietnamese idioms in short stories by Nguyen Hong and Nam Cao into English?

1.5. Research methods of the study

(1) The first phase of the study

50 idioms were collected from short stories by Nguyen Hong and Nam Cao, two famous authors who have made deep impressions on readers with the

large amount of idioms they used in their short stories. Then they were

categorized into three types of idioms according to the theory of Hoang Van Hanh, author of the research on Vietnamese idioms.

(2) The second phase of the study

In order to assess how BE students perceive Vietnamese idioms in general and Vietnamese idioms in Nam Cao and Nguyen Hong's short stories in

particular, as well as their capacity to translate them into English, an online survey questionnaire was created based on the research questions.

The questionnaire includes 11 questions. In which, the first five questions were aimed at finding out the perception of BE students of Vietnamese idioms in

general and in short stories. Question six was designed to check the ability to translate 12 idioms among the 50 idioms collected above that belong to three

different types of idioms into English. The next two questions revealed

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information about the frequency with which BE students faced some common

difficulties in idiomatic translation according to the theory of Davies. The

reasons for their challenges were mentioned in questions nine and ten. The final

question was to propose some methods to help BE students improve their

idiomatic translation.

This questionnaire was then posted to Facebook groups for BE students, such as "BE-NEU," or it was sent directly to BE students. After assembling 60 survey responses, the collected information was synthesized and analyzed in order to make general assumptions about the common difficulties faced by BE students when translating Vietnamese idioms from Nguyen Hong and Nam Cao's short stories into English, as well as the causes and solutions to improve the situation.

1.6. Organization of the study

Except for the acknowledgement, executive summary, references, appendices, the research is presented in four following chapters:

Chapter 1: Introduction: This chapter provides an overview of the entire study's general contents, including its background, rationales, and purposes, as well as its scope, research questions, and methodology.

Chapter 2: Theoretical Framework: This chapter presents the theoretical framework that sets the foundation for the study. The definitions, characteristics, and types, as well as other aspects of the researched subject through correlations with officially previous models and theories, are discussed in this chapter. The national and international studies are synthesized and analyzed to point out the

limitations in the field that the research is targeting.

Chapter 3: Analysis and Findings The purpose of this chapter is to draw conclusions and address the research questions that were presented at the beginning of the research by focusing on the synthesis, analysis, and graphical presentation of the data collected through the survey.

Chapter 4: Conclusion: The researcher sums up the main points of the

survey results, points out the study’s limitations, and offers suggestions for future

investigation.

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CHAPTER 2: THEORETICAL FRAMEWORK

2.1. Translation

2.1.1. Definitions of translation

There are numerous professionals who offer their own definitions of translation. Firstly, Foster (1958) defined translation as "a mental activity in which the meaning of a given linguistic discourse is rendered from one language to another" and "an act through which the content of a text is transferred from the source language into the target language." The target language (TL) must be translated into or reached from the source language (SL), which must be translated. The translator must have an excellent understanding of both the source and target languages as well as a high level of linguistic sensitivity in order to accurately and truthfully convey the writer's intention, original thoughts, and

opinions in the translated version.

Besides, translation has been seen differently due to its outstanding characteristics. According to Ghazala (1995), "translation is generally used to refer to all the processes and methods used to convey the meaning of the source language into the target language". His definition regards meaning as a crucial factor in translation. For the target text to make sense, it is essential to comprehend the meaning of the source text. Meaning is closely related to syntax, style, and sounds.

In addition, translation is both a process and a product. As Catford (1965)

pointed out, "translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL)." Translation, according to this definition, is considered according to the meaning of an activity. Additionally, Nida & Taber (1982) suggested that translating consists of duplicating in the receptor language the source language message’s closest natural equivalence, first in terms of meaning and then in terms of style. From these definitions, translation means not only converting the language of a specific message or text into another language but also determining the target language's closest equivalent of the message's meaning and style.

In conclusion, there is no ideal description because everyone has their own set of lenses. However, it can be concluded that translation is a process of transferring an idea from the source language to the target language without changing it. The aim is to find the equivalent meaning of the source language in

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the target language, ensuring that the information from the source language still remains and that people are aware of the author's intention.

2.1.2. Methods of translation

It is crucial for a translator to expand their understanding of translating in order to provide a high-quality translation product. Without knowing the context, it is impossible to translate some texts correctly. For the purpose of finding the appropriate words in the target language, a translator must be familiar with the

nonverbal language prevalent in the society they are translating about. The

translators will be more successful in conveying the original meaning of the source language to the target language if they are aware of the context of the source language. Experience, however, is something that is more valuable than academic training. A professional translator will have a deeper understanding of the translation process and be more sensitive when selecting the translation techniques. Methods must be used in order to achieve a high-quality translation product. Translators will be assisted in their work by various methods.

In his Textbook on Translation, Newmark (1988) suggested viewing translation methods as a continuum between the emphasis on the source language and the emphasis on the target language. According to him, there are eight translation techniques:

(1) Word-for-word translation is the initial technique used in translation.

This method keeps the source language’s word order while translating words according to their most common meanings when taken out of context.

(2) Second, literal translation involves translating lexical items again out of context while converting source language grammatical structures to their closest target language equivalents. It suggests issues that must be resolved

during the pre-translation phase.

(3) The third strategy is faithful translation, which aims to accurately convey the context of the original while adhering to the grammatical norms of the target language. It conveys cultural words while retaining some of the

grammatical and lexical deviations from the standards of the source language. It

makes an effort to follow the author's intentions and textual manifestation in the source language as closely as possible.

(4) The semantic translation is relatively similar to the faithful translation, but it has to pay greater attention to the aesthetic value of the source text and

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make appropriate meaning concessions to avoid conflicts in the final result caused by assonance, wordplay, and repition. This strategy does not rely on

cultural equivalency and requires relatively few reader accommodations. The

literal translation is dogmatic, but the semantic translation is more flexible.

(5) Another translation technique is communicative translation. This strategy is to faithfully reproduce the context of the original in such a way that the audience will find both the language and the content to be appropriate and understandable.

(6) The next approach is idiomatic translation, which replicates the original's message but is likely to alter it by favoring idioms and colloquialisms

that are not present in the source text.

(7) Free translation mimics the target language text without adhering to the original's style, structure, or content. It is typically an extensive paraphrase of the original.

(8) Adaptation is the last translation strategy. The most adaptable kind of

translation, this one is frequently used for poetry and comedies. The text is rewritten with the target language culture replacing the source language culture

but keeping the themes, characters, and plots the same.

The two main techniques among these eight translation strategies, communicative and semantic translations, are more usually used to achieve the two primary goals of translation, namely accuracy and economy.

Overall, regardless of the technique, the goal of translation is to convert messages from the source language into the target language. Translators should be flexible in choosing the translation methods to achieve the best effectiveness.

2.1.3. Translation process

The translators use their knowledge, expertise, and abilities to translate the communications from the source language into the target language through a sequence of steps known as the "translation process."

According to Nababan (1997), the process of translation is a series of activities that are done by a translator at the time they transfer the messages from the source language to the target language.

The goal of a translator when translating a text is an idiomatic translation, which makes every effort to communicate the meaning of the source language

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text into the natural forms of the receptor language, according to Larson's

conclusion in Meaning-Based Translation: A Guide to Cross-Language Equivalence. Besides, he added that translation involves examining the vocabulary, grammatical structure, communication environment, and cultural

context of the source language text, which is then examined to ascertain its meaning. Using the lexicon and grammatical structures that are appropriate in the target language and its cultural context, the meaning that has been discovered is

then re-expressed or rebuilt. Larson claimed that there are eight separate

processes in the translation process:

(1) Preparation is the first step. There are two types of preparation: preparation for a translation task and preparation for starting a specific translation project. Instruction in writing, linguistics, and translation principles should be

included in the first kind of preparation. The translators might encounter several

cultural obstacles, so they must thoroughly research these.

(2) In the second step, the translators will have to do analysis. In order to find an accurate translation into the target language, they must carefully study the text, construct a list of the lexical terms necessary for comprehension, and then

carefully read the list again.

(3) The third phase is transfer. The translators must decide whether to transfer or modify the figurative and rhetorical methods of the source language as

well as what grammatical forms to utilize in order to convey the intended meaning. They must also identify vocabulary equivalents for concepts in the

source language and culture.

(4) The translators then begin writing their first draft. They might need to

look for more background material to read and thoroughly review the dictionary. They need to make sure the paragraph conveys the intended message, create the

copy naturally, and properly articulate the purpose. They also must take into account the audience for the translation, their level of education, the author's intent, the paragraph's subject, and the semantic structure analysis when drafting

the initial draft.

(5) The fifth phase requires the translators to revise the original draft after untouching it for a week or two to obtain a new perspective. They will assess

accuracy and naturalness at this stage.

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(6) At the sixth step of the translation process, the translators will evaluate their translations to ensure that they are correct, understandable, and

natural-sounding. This process requires four individuals: a translator, a consultant, a tester, and a reviewer. By giving comprehension tests and asking individuals to

read the translation to determine if they comprehend it, the translator will do self-checks. The consultant encourages the translator throughout the process, helps with challenging exegetical problems, aids in accuracy and the proper application of translation principles, and directs the translator on how to do different types of testing. The tester verifies the translation with other people to see whether the

source text is recognizable to them. The reviewer reads through the translation

and offers feedback on its clarity and naturalness.

(7) After that, the translators have to polish the translation to ensure they

make an accurate one.

(8) Finally, the translators test the translation several times until they are certain that no information from the source text has been omitted.

Additionally, as Nida and Taber (1969) explained, the process of translation has three steps. The first step is to examine the grammatical

relationship and the meaning of the words and the combination of the words in

the target language. The second phase is translating the meaning from the source language into the target language, and the third and final step involves reconstructing the source language's grammatical structure into the proper target

language grammatical structure.

In conclusion, the process of translation can be divided into different phases depending on the various criteria of each researcher. However, it is a fact that in the process of translation, the translator must be careful because an error could prevent the target language from understanding the source language's meaning, which would make the translation less satisfactory.

2.1.4. Significance of translation

First of all, translation is essential for companies that conduct business

internationally. They frequently exchange and receive information from

numerous offices and branches throughout the world, so it is vital to translate the shared information into the local language to ensure that everyone is on the same page. Quality language translation also strives to reduce the communication gap

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by assisting businesses in communicating with diverse global clients in a language that their customers can comprehend.

Secondly, translation also promotes cultural interchange. A variety of art forms like music, literature, films, etc. transcend national and geographic boundaries because of the way they are skillfully translated to reflect local languages and sentiments. The worldwide film industry now makes more money than ever from translated and subtitled movies.

Moreover, international diplomacy is the most important aspect of a nation's external affairs. Whether it's a worldwide conference or a new economic agreement, diplomats and world leaders always express their ideas and thoughts

in a language they are familiar with. To prevent major problems in the diplomatic ties between two or more countries, these notions must be presented and

translated in a direct, courteous, and accurate way.

When received by news agencies, international news would be inefficient and unreliable if it were not transported and translated appropriately.

Last but not least, translation can help with one of the most frequent issues that travelers encounter: being mistreated or duped by foreigners. Tourism materials that have been translated not only make tourists feel at home when visiting a foreign country, but they also improve the image of the nation as a tourist destination, bringing in a sizable amount of revenue.

It can easily be seen that translation plays a crucial role in many fields of

human life nowadays, especially in light of the deepening of global integration.

2.1.5. Common translation mistakes

According to Baker (1992), language differences between the source and target languages are the main cause of translation problems. However, good translators with encyclopedic knowledge and linguistic knowledge of both the source and target languages know how to deal with them. Errors can reveal the

quality of a translation as well as what is happening in the translator’s thought

process, as Seguinot (1990) suggested.

Besides, translation mistakes, according to Sigrid Kupsch-Losereit in Nord (1997), are an offense against: the function of the translation, the coherence of the text, the text’s type or form, the linguistic conventions, the conditions and conventions specific to the culture and situation, and the language system. On the

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other hand, Wilss (1982) demonstrated a translation error as an offense against a

norm in a linguistic contact situation.

Additionally, Nord (1997) mentioned that translation errors can be divided into four groups if they are considered a failure to follow the directions specified

in the translation brief or insufficient solutions to a translation difficulty.

(1) The first kind of translation error is referred to as a pragmatic translation error, and it is driven by insufficient answers to pragmatic translation issues, including a lack of receiver orientation. Each subsequent step in the translation process will be determined by the type of translation that is most appropriate for the intended use. The entire translation process is considered

worthless once translators commit these pragmatic mistakes. They can only correct these inaccuracies by having a competent translator compare the source

and target texts in the context of the translation brief.

(2) The second type, known as a cultural translation error, results from an inadequate decision in the reproduction or adaptation of cultural norms.

(3) The third sort of translation error, known as linguistic error, arises from both inadequate source- or target-language proficiency on the part of the translator and from poor translation when language structures are the main focus.

(4) A text-specific error is the fourth category of translation error. It is related to a text-specific translation problem and, like associated translation problems, may typically be assessed from a functional or pragmatic standpoint.

Language errors may be given greater importance than cultural errors if the purpose of the translation work is to evaluate language proficiency (as in a foreign language class). On the other hand, cultural translation issues might even be given a higher ranking than pragmatic faults if the goal of the translation work is to measure cultural competency. Depending on how they affect the target text's functionality, linguistic and cultural translation mistakes are graded differently. According to Nord (1997), translation will become a tool for learning a foreign language, with an emphasis on linguistic correctness rather than communicative or functional suitability, if translators do not develop a suitable level of linguistic and cultural expertise.

The translator must read the source document and translate it into the

target language, which is one of the most important and fundamental steps in the translation process. At this stage, a novice translator's shaky reading process

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could result in mistakes. Suksaeresup and Tipa Thep-Ackrapong (2009) categorize errors identified at this phase into the following groups: miscues and wrong assumptions based on the background knowledge of the translator. A miscue is an inaccurate assumption that a reader makes after reading a text. For instance, the word ready is read as reading and county as country. Miscues errors

are common among beginning readers, but as their reading abilities advance, they start to appear less frequently. Besides, a proficient translator should also possess

a curious mind that is continually seeking encyclopedic knowledge in order to

gain the necessary background information to accurately translate the source

language content.

Translation mistakes frequently have a connection to one another. It implies that one mistake or issue can have an impact on additional mistakes. And so does the solution. The solutions to one issue will have an impact on how to fix other faults because the errors are interconnected. According to Nord (1997), it is as if there are networks or hierarchies where the solution to one problem affects

how others are approached.

In summary, these definitions of translation faults show that there are numerous factors involved in translation, including how to translate a text in a meaningful way as well as the context of the culture and the circumstances in which the material might be used. The job of a translator is not simple. The purpose of translation is not served if the expression or text is difficult to understand, even for the translators themselves.

2.2. Idioms

According to McDevitt (1993), idioms are an essential component of any language and can serve as a measure of a speaker's proficiency in that language. The Oxford Dictionary of English Idioms' general introduction by Cowie, Mackin, and McCaig (1983) notes that the accurate and appropriate use of idioms is one sign of a native speaker's command of the language anda reliable indicator

of a foreign learner's proficiency. Ignoring idioms will cause foreign language learners many problems. Foreign language learners learn not only the

grammatical structures and vocabulary of the target language but also the idioms to integrate into the culture of the foreign language. Idioms, according to Dixon (1994), are necessary for effective speaking, reading, listening, and writing. In conclusion, knowledge about idioms is very essential.

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2.2.1. Definitions of idioms

2.2.1.1. Definitions of Vietnamese idioms

There have been numerous small and medium-sized works on idiom research that have accomplished many remarkable accomplishments because idioms have become quite an interesting research object for those interested in this issue as well as for linguists. However, no uniform, precise definition has been agreed upon by all researchers.

Idioms are generally regarded by Vietnamese language researchers as units that are comparable to words in terms of both function and structure (grammatical structure and semantics). Cu Dinh Tu (1973) said that "idioms are available units with the function of identifying, in other words, used to name things, properties, and actions". Besides, idioms are set expressions that are obligatory, strict, easily accessible, and socially acceptable, as mentioned by Do Huu Chau (1999:71).

According to the research study Vietnamese Idioms by Hoang Van Hanh, idioms are combinations of words that are ‘special’, fixed, stable in form and structure, complete and glossy in meaning, and are widely used in daily communication, especially in speaking language.

Moreover, "idioms are a set of fixed and commonly used words whose meaning is not readily described by each word forming that idiom", as concluded in the Vietnamese Dictionary by Hoang Phe. Semantically, they can correspond to a free word or phrase. Structurally, they are equivalent to a phrase or a single

2.2.1.2. Definitions of English idioms

To define idioms, a number of criteria have been suggested in the

literature. The term "idiom" has been used to refer to a wide range of different kinds of multi-word units (MWUs). MWUs are vocabulary terms that are made up of two or more words in sequence. The words together have meaning and cannot be separated.

O'Dell and McCarthy (2002, 2010), in their work English Idioms in Use,

considered an idiom as a fixed phrase whose meaning cannot be inferred from

individual words, and the best approach to grasping idioms is to rely on context.

Idioms have a set form and structure, but grammar and vocabulary can

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occasionally alter slightly. Certain verb-based idioms have noun-compound forms, and fixed-aspect idioms can be used in the passive.

Besides, in 1998, Moon commented that an idiom is "an ambigious term used in conflicting ways" and that an idiom has two main meanings. A special way of expressing something in language, music, art, etc. that describes a person or group is called an idiom. It can also be a specific lexical combination or

phrasal phrase that is unique to a given language.

In addition, an idiom, according to Wright (2002), is an expression with two features. First, idioms are set expressions that only native speakers can understand. Second, idioms employ language in non-literal, metaphorical ways.

Moreover, Mona Baker stated in her 1992 book "In Other Words" that idioms are frozen patterns of language that allow little or no variation in form and often carry meanings that cannot be deduced from their individual components. Therefore, according to her definition, an idiom must meet five requirements, including that the words in it cannot be changed in order, cannot be omitted, cannot have another word added to it, cannot have a word replaced in it, and cannot have its grammatical structure altered.

Not only that, according to conventional grammar, idioms are always considered a special lexical category, not only because of their structure but also because each language has its own distinctive way of using them.

Some academics consider idioms as units that correspond to words in terms of semantics, structure, and function in a sentence. For example, Collins English Dictionary (2006) defines idiomatic meaning as a phrase, such as a

comparison, for which words have no literal meaning but are instead categorized as a multi-word expression that functions in the text as an unified unit.

According to the definition given above, an idiom is a special phrase that cannot be altered and whose meaning cannot be inferred from the meaning of its

2.2.2. Characteristics of idioms

2.2.2.1. Characteristics of Vietnamese idioms

In his research study on Vietnamese idioms, Hoang Van Hanh demonstrated features of Vietnamese idioms according to several aspects:

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(1) In terms of meaning: Idioms have symbolic and figurative meanings.

Because the whole block (fixed idiom) represents a concept, it is impossible to

deduce the meaning of each element.

(2) In terms of structure: Idioms have a larger structure than words, which are fixed phrases; that is, between elements that have a close relationship, their order is basically fixed. Idioms are made up of three to nine syllables and can be more than ten syllables. However, idioms with four and six syllables make up the largest number.

(3) In terms of formation methods: Idioms show expressions rich in images and expressiveness and are structured according to the methods of metaphor, metonymy, and comparison.

(4) In terms of function: Idioms have the structure of fixed phrases, so they have the function of combining with other elements to create sentences

2.2.2.2. Characteristics of English idioms

According to the study of O’Dell and McCarthy in 2002, English idioms

have several characteristics, as listed below:

(1) In terms of meaning: An idiom is a fixed phrase consisting of at least two words with a figurative or semi-literal meaning that is difficult to infer from its component meaning.

(2) In terms of structure: An idiom is a fixed phrase consisting of at least two words that cannot be replaced or transformed in terms of form.

(3) In terms of formation methods: Idioms are structured according to the

methods of metaphor, metonymy, and comparison.

(4) In terms of function: Idioms have the function of structuring a speech.

In conclusion, both Vietnamese and English idioms are a type of phrase

with a fixed structure that expresses a certain complete meaning. The meaning of an idiom can be derived directly from the literal meaning of the words that make it up, but usually through some transformation, such as metaphor or comparison.

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2.2.3. Types of idioms

2.2.3.1. Types of Vietnamese idioms

Hoang Van Hanh separated Vietnamese idioms into two primary categories in his 2002 study on Vietnamese idioms:

(1) Comparative idioms

According to author Hoang Van Hanh, comparative idioms are “a stable combination of words, derived from comparison, with symbolic meaning.” He explained the logical structure of the comparison as follows:

Atl như Bt2.

In which, tl is an attribute of A and t2 is an attribute of B. This logical structure serves as the basis for the language structure of comparison. There is no complete correspondence between these two structures. In the linguistic construct of comparison, t2 never appears explicitly. Therefore, the general form of the linguistic structure of comparison is At like B with four specific forms as follows:

For example: như vịt nghe sắm, như nước với lửa

A is the object that is being compared, t is the comparative aspect, "như" is a comparative word, and B is the comparison object.

In Vietnamese, words expressing comparative relationships are quite

diverse, including nhu, nhu thé, nhu thé 1a, tay, tựa, tựa như, bằng, là, như là, hơn,

etc. However, như and tày are the two words that are used more frequently.

(2) Metaphorical idioms

Metaphor is an indirect comparison that represents a more subtle, more

discreet artistic maneuver. It's a clever, witty, and profound way of speaking.

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There are metaphorical expressions that come from stories or real or fictional characters recorded in folk books, that are based on human experiences, or that

describe events taking place in a natural environment. This type of idiom is divided into two sub-categories:

a) Symmetrical metaphorical idioms

Symmetrical metaphorical idioms are the most common in Vietnamese. They account for two-thirds of all idioms commonly used in practice. An outstanding feature of these idioms is that there is symmetry between the parts and elements that make up idioms.

For example: mẹ trịn con vng, chân ướt chân ráo,...

Whether an idiom is made up of four, six, or eight elements, symmetry is always built into two degrees: the degree of opposites in an idea and the degree of opposites in words.

b) Asymmetrical metaphorical idioms

For example: công dã tràng, oan thị Kính

2.2.3.2. Types of English idioms

Idiomatic expressions are a type of informal English that have a different meaning from the meaning of the words in the expression. The fact that there are various idiom types, some of which preserve the original meaning of the words they are made up of while others have entirely distinct meanings, If there are different kinds of idioms, there may be variations in how they are comprehended, learned, and translated. Numerous attempts have been made to categorize them.

Firstly, idiomatic expressions can be categorized under the large family of fixed phrases, cliches, proverbs, indirect speech acts, speech formulae, and other terms, according to Cacciari & Tabossi (1993). It contributes to some degree of conventionalization of meaning, but it also has different semantic and grammatical characteristics.

In a similar way, O'Dell and McCarthy (2010) classified English idioms

into eight types of idioms as follows:

(1) Similes are comparison expressions that always include the words "as"

or "like." The simile's structure is

as + adjective + as or like + noun

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For example: as thin as a rake (extremely thin), as dry as a bone

(extremely dry)

(2) Biomials are a type of idiom in which two words are joined by a conjunction (linking word), most frequently “and.”

word + and + word

For example: rough and ready (produced quickly, with little preparation) (simple but good enough)

(3) Trinomials, which are similar to binomials, in which three words are joined. The structure of a trinomial is demonstrated as follows:

word + word + and + word

For example: cool, calm, and collected (extremely calm, and poise)

(4) Proverbs are succint statements that refer to something most people have encountered and offer advice or caution.

For example: better safe than sorry (it is best not to take risks even when it seems boring or difficult to be careful)

(5) Euphemisms are idioms that are employed to avoid using words that

may offend or be regarded negatively.

For example: saying “answer the call of nature” to indicate the need to use the bathroom

(6) Clichés are comments that are frequently utilized in particular ordinary,

daily circumstances.

For example: truth will out (belief that the truth will always be discovered)

(7) Fixed statements are expressions that can often be heard and employed

in normal conversation.

For example: get your skates on (hurry up)

(8) Other languages, which mostly come from Latin or French

For example: Ad hoc, De facto

Besides, according to Baker (2001), there are three types of idioms, including (1) expressions that defy truth conditions, like it is raining cats and dogs, (2) expressions that seem ill-formed, for instance, blow someone to

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kingdom come and the world and his friend, and (3) expressions that begin with

like, such as like a bat out of hell and like water off a duck’s back.

It can be seen that there are several ways to classify both English and Vietnamese idioms. The comparative idiom, which uses comparative terms like "như" in Vietnamese or "as" or "like" in English, is the only similarity between Vietnamese and English idioms. Other types of English and Vietnamese idioms

are totally different in their structures.

2.2.4. Translation methods of idioms

The context in which an idiom is used determines how it should be translated. Although there are many different translation techniques available, the translators should consider which of these techniques will enable readers of the target language to understand idioms more clearly. The translators should be aware of the sense when translating a source idiom. To maintain the meaning and convey it to the readers of the target language, some features of the phrase may be tweaked. The translators shouldn't remove the original phrase from their writing if there isn't a translation for it in another language; instead, they should define it more so that the readers may better comprehend what it means.

Newmark (1981) emphasized that idioms should not be translated by the

word-by-word method, but translating idioms in accordance with their literal

meaning might be beneficial for foreign language learners in order to

comprehend and memorize idioms. It is important to distinguish between the meaning of each word and the meaning of the complete idiom. When translating using the idiom's literal meaning, the consequences are frequently nonsense.

Besides, in his 1996 research, Translation, Alan Duff said that "idiomatic expressions are notoriously untranslatable," and one of the methods to translate

an idiom is using a close English equivalent.

According to Larson (1984), the translation of idioms makes use of the same principles as figurative meaning translation. It is occasionally required to translate idioms using a phrase that is not metaphorical, but there are times when a particular idiom must be utilized. Typically, the source language has terms that are not idioms but yet effectively convey the notion.

Moreover, three translation methods are recommended by Nida and Taber (1973): translating an idiom by a phrase that is not an idiom, translating an idiom by an idiom, and translating a phrase that is not an idiom by an idiom. They

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observed that while non-idiomatic words are frequently used to translate idioms

from the source language into the target language, the most ideal approach is to

identify an idiom in the target language that has the same meaning as the idiom

in the source language.

In addition, Baker (1992) also proposed some idiomatic translation

methods, including: using an idiom that has similar meaning and structure with

an idiom in the source language; using an idiom that has similar meaning but different structure with an idiom in the source language; translating by explaining; translating by omission; translating by using a generic word; and translating by borrowing words. Baker noted that the selection of a translation method will

depend on several aspects, like the context into which idioms are translated, the relevance of using idioms in a specific type of discourse in the target language, and the significance of the words constituting the idiom and whether they are used elsewhere in the source language.

In conclusion, there are different translation methods for idioms that translators can choose to use; however, they should be aware of the original impact the writers intended to express while translating an idiom into the target language most correctly and effectively. They must take great care to avoid

losing the sense of their intended audience.

2.2.5. Difficulties when translating idioms

The translation of idioms is consistently acknowledged as one of the most challenging tasks, by both expert and novice translators. According to many academics, the challenges with idioms and fixed phrases are twofold: (1) how can we tell if a sentence contains an idiom, and (2) what are the challenges with translating such items? Regarding this matter, Baker (1992) asserted that the primary issues that idiomatic and fixed expressions present in translation relate to two main areas: the capacity to recognize and interpret an idiom correctly and the challenges involved in rendering the various aspects of meaning that an idiom or

a fixed expression conveys into the target language.

Besides, Baker commented that the problems in translating an idiom are not about where an idiom is located on the scale of idiomacity. According to

Baker (1992), there are four main difficulties in translating idioms:

(1) The first is the lack of an equivalent of an idiom or a fixed expression in the target language. The same meaning can be expressed with a single word in

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one language and with the help of a fixed expression in another. Therefore, the expectation that equivalent idioms will be easily found in the target language is

unrealistic. Some idioms may also be culturally distinctive. In this instance, what

might make an expression difficult or impossible to translate is not the specific items it includes but rather the meaning it expresses and its link with a culturally

distinct situation.

(2) The second difficulty noted by Baker occurs when an idiom has a similar counterpart in the target language, but it is utilized in different contexts or circumstances due to its different connotations.

(3) A third category of issue arises when "an idiom may be used in the source text in both its literal and idiomatic senses at the same time." The play on

idiom cannot be properly recreated in the target text unless the target-language

idiom matches the source-language idiom both in form and in meaning.

(4) The usage of idioms in written speech, in specific settings, or in frequency varies between source-language and target-language standards, which

is the fourth challenge Baker mentioned.

As described in Davies's 2004 analysis, translators may face some difficulties in translating idioms, such as identifying and understanding the idioms in the source language, finding equivalent idioms in the target language, a similar counterpart in the target language with a different context of use, or conveying both the literal and figurative meaning of the idioms when translating them into the target language. It shows close similarity with the ones defined by

Overall, there are various types of difficulties that translators might face when translating idioms. That is the reason why research on the challenges of idiomatic translation is so important.

2.2.6. Importance of idioms

First of all, idioms are expressions that enable us to describe a certain situation in a distinctive, creative manner. These clever and original idioms tend

to frequently stick in people’s minds and get repeated in meme-like ways. Idioms

can be utilized hilariously to express oneself, allowing one to be more genuine and show off their unique qualities and humorous side.

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Secondly, idioms offer cultural and historical context, which facilitates

language comprehension. They acquire a number of distinguishing traits that can

vary from language to language. Even more remarkable is the fact that idioms may symbolize certain cultural customs and characteristics.

Besides, idioms can be frequently utilized in spoken or written communication. Idioms can assist conversational skills because they demonstrate to native speakers that users comprehend the cultural meaning and context of the idioms they are using.

Finally, native speakers often employ idioms more than those who are

new to the language, simply because they are more acquainted with them and

know the context in which they should be used. Idioms make people sound more like native speakers.

In conclusion, idioms are crucial to modern life, and both translators and linguistics students should be adept at using them.

2.3. Short stories

2.3.1. Definitions of short stories

Short stories are a genre that is relatable to everyday life, condensed,

simple to read, and frequently involved in journalism. As a result, they have

immediate affects and influences on people's lives. Numerous talented authors, both internationally and in Vietnam, have achieved the heights of artistic brilliance, mostly through their superb short stories. The short tale made its debut in an early 19th-century periodical, reached its pinnacle in the brilliant writings of Russian author Chekhov, and emerged as a major literary genre in the 20th

According to current mainstream textbooks, a "short story" is defined as a small-scale narrative work. The genre content of the short story covers most aspects of life: personal, worldly, or epic, but its uniqueness is its brevity. However, the degree of length is not the main feature that distinguishes short stories from other narrative works because folk stories have the same length as short stories. The shape of the modern short story today is a new way of thinking, a way of looking at life, a way of capturing life very specifically, with a genre nature. In short stories, there are often few characters and few complicated events.

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Short stories are a diversified and infinitely changing genre, according to

D. Gronoxki, a professor of French literature, in the book "Reading Short Stories." It might be as little as three lines or as long as 30 pages, depending on

the framework variation. Short stories can be humorous, dramatic, imaginative, realistic, or center on real or imagined events. The content can vary in an unlimited number of ways. A change must take place in relationships or in the balance of things for there to be story material. Anything can become an event in the world of short stories. Even the lack of a plot works because it makes the audience impatient.

In conclusion, a short story is a small narrative form. The majority of aspects of life are covered by short stories, including private life, international events, epics, etc. But what makes them special is their short length.

2.3.2. Characteristics of short stories

Short stories with characters expressed through narration. Only a few specific events in human life are mentioned in short stories. The number of characters is also not much, because most short stories build very few events. The circumstances in the short story are therefore frequently chosen very carefully, only recording the most typical situations, which is sufficient for the reader to visualize the character's entire life process.

Based on the plot, it can be divided into two types of stories. The story has no plot (or the plot is very faint) because the writer's artistic intention is only to show the character's mood development in relation to the situation. There are no particular times, dramatic events, or beginnings or endings in this type of short story; only ideas. The short story that has a plot pays attention to building details and events that reveal the character's personality and promote the direction of development and movement of the plot. From the beginning of the novel to its conclusion, the plot consists of a series of events that are separated into classes. The more dramatic and noteworthy incidents in the story provide more drama

and interest.

Topics and content of short stories can be taken from many aspects of life, including many issues of a current and social nature. Mostly it's a matter of personal life, sometimes just moments in that private life. The choice of topic, reflecting the content of the work, is governed by the "perspective" of the writer.

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In terms of structure, although the volume is small, short stories can have flexible structures. Short stories are structured in a way that is contrasted and

evocative, rather than using space and time with numerous layers and lines.

Characters in short stories are typically few and must be created using the

typification principle. The character needs to be in a certain circumstance that is

both common and distinctive. The character in the short story is a small piece of the world that represents a mode of social interaction, a mode of social awareness, or a mode of human life that either explicitly or implicitly expresses the author's ideology. Characters in short stories are mostly portrayed through inner thoughts, rarely through dialogue.

Methods of storytelling in short stories: people often use many ways of telling stories. Writers often vary their narratives and may have mixed narratives. Two frequent formats are narrating the process and course of events and describing the happenings of the event.

The language of short stories is usually succinct and concise. The writing style of short stories plays an important role in creating the writer's own style. The tone of voice determines the organizational form of the story structure and ideological content. The short story genre is also subject to writing style regulations. Words that reveal, explain, and reflect on the human state of affairs form a contemplative short story; narratives and animated narratives create satire, lashing out talents; analytical and dissecting texts on current social issues are highly realistic.

2.3.3. The existence of Vietnamese idioms in short stories

Vietnamese people not only use idioms in their daily speech as a common habit, but idioms are also used by many well-known poets and writers in their famous works. In the current literature program in high schools, the works of Nguyen Hong and Nam Cao before 1945 have been taught quite carefully. In

those works, the idioms used by the author account for a large number and are

remarkably effective in portraying the character's image and depicting real life.

In detail, Nguyen Hong is one of the writers with a continuous writing process and has left behind a fairly large volume of works, including many different genres such as short stories, novels, memoirs, and poems. Many of his works have been very successful and have contributed to the brilliant achievements of modern Vietnamese literature. Nguyen Hong's short stories with

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