Chuyên đề tốt nghiệp: Linguistic difficulties of be seniors in learning translation

<span class="text_page_counter">Trang 1</span><div class="page_container" data-page="1">

NATIONAL ECONOMICS UNIVERSITYFACULTY OF FOREIGN LANGUAGES

BUSINESS ENGLISH DEPARTMENT

LINGUISTIC DIFFICULTIES OF BE SENIORS IN LEARNINGTRANSLATION

Hanoi, April 2023

</div><span class="text_page_counter">Trang 2</span><div class="page_container" data-page="2">

NATIONAL ECONOMICS UNIVERSITYFACULTY OF FOREIGN LANGUAGES

BUSINESS ENGLISH DEPARTMENT

LINGUISTIC DIFFICULTIES OF BE SENIORS IN LEARNINGTRANSLATION

Supervisor: MA. Le Thuy Linh

Hanoi, April 2023

</div><span class="text_page_counter">Trang 3</span><div class="page_container" data-page="3">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

In fact, no one can go to success on their own without the support and help ofothers, no matter how much or little, big or small, direct or indirect. This thesis wouldnot have been completed if I had not received the attention and support of teachers,

family and friends during my study at the Departure of Business English, NationalEconomics University.

Firstly, I would like to express my sincere gratitude to Master Le Thuy Linh,who was directly responsible for and assisted me in completing the graduation thesis.I now have a wealth of knowledge to use in developing my thesis thanks to herdedication and to her comments and suggestions for us. She patiently assisted me in

pointing out and fixing even the tiniest errors, giving me more valuable experience

and enabling me to present my writing in the most thorough and expert manner

possible. This thesis would not be finished without that advice and those suggestions.

Secondly, I want to express my gratitude to the Business English instructorsat National Economics University as well as the instructors for other general subjectswho taught me the major's required courses. This thesis was largely made possible bythe expertise and experience I gained from the instructors while I was a student there.

I also want to express my appreciation for the committed assistance of theBusiness English seniors, intake K61, at National Economics University, whoactively assisted me in gathering information and completing the questionnaire.

Finally, I want to thank my family and close friends who have supported me

throughout this thesis and encouraged me to finish it.

</div><span class="text_page_counter">Trang 4</span><div class="page_container" data-page="4">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

EXECUTIVE SUMMARY

The importance of translators is growing in the modern world as a result ofglobalization and increased global integration. But because of this, demand for thisprofession is growing every day. To effectively translate content from the sourcelanguage to the target language, one must be fluent in their mother tongue as well as

in their chosen foreign language's words and grammar. The Departure of BusinessEnglish, National Economics University has formally introduced the subject of

Translation to English language students after realizing the significance of translation.

However, all students who study this subject experience some linguistic issues. Theauthor conducted research to find some common language issues in students'translation process after realizing their detrimental impact on students' learningoutcomes. The purpose of the study is to identify and clarify these challenges whilealso offering some strategies to aid students in learning Translation effectively andgaining first-hand knowledge of the employment process in the future. The NationalEconomics University students majoring in Business English in their final year arethe sole focus of the researcher's study. The researcher would like to receive sympathyfrom the professors and friends for the inevitable mistakes that were made during the

process due to the limited implementation time and capacity.

<small>1</small>

</div><span class="text_page_counter">Trang 5</span><div class="page_container" data-page="5">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

TABLE OF CONTENTS

ACKNOWLEDGEMENT... 0G G s . Họ Họ TT... 010008 iEXECUTIVE SUMMA RYY...o Gì ọ cọ. Họ TH lọ... 000 ii

TABLE OF CONTENTS...csscssssscssscssssscsssccssccssssscsssccseccssssscsssccsessssssssssaccsessoes iii

LIST OF TA BILEES...o 0 G5 G5 9... 9... Họ ch . 0 0004 000 00040508 Y

CHAPTER I: INTRODUCTION...o- G5 G G5 G 5...9 0... 080096 0.0 1

1.1. BaCkỹTOUTI(... có 5< 6 2 %9 899 9999994 9994.9899498 94994894.08009408948984899968896 11.2. ĐAfÏOID8ÌC... 70 5 G5 sọ... 9. Họ... Họ Họ họ... TT 0.0.0 0.00 0004 0 21.3. Research Questions ...d G5 6 S5 99. 99 99.894.999.909 00 080004.08094009096889008696 21.4. Scope of the research ... 0 55 5 9... cọ TT 0000004 0 3

1.5. Methodology ... .o- 55 < 5< s9... nọ TH 0. 00000 80 31.5.1. Data collection instrument ... -- 5 c5 S* 332111331 EESeeEEseeeeererereeree 31.5.2. Data collection Process ...- 5 SH HH HH Hh 31.5.3. Data anaÌyZInØ DTOC€SS...- -. c HH ng TH HH Hy 41.6. Structure Of the Study ... Go (6 5 S9 9 9.9... 0 000040000010 090688406 806 4

2.3.5. Communicative franSÏafIOTI...- -- - c1. 11v HH ng rey 8

2.3.7. Free translation nn ....-.... 82.3.8. Adaptation 0n ...Ả... 9

2.4. Basic steps for translating a sentence OF Ấ€XÍ...c- <6 5G 5 S55 5956569556656 9

2.5. Requirements for translation and frannsÌÏafOTS... << << «55s ssss sssess 11

"5 SKGS ...LA111ÄB8... 12

2.5.2. Professional pTeDATAfÏOT...-- - xxx Hà ngư 122.6. Linguistic difficulties in learning 'TransÌafÏOTn...-- <5 <5 55s <ssssesese 132.6.1. Lexical Difficulty ...- - - c1 11v TH TH ng TH ng kg 132.6.2. Grammatical Difficulty ...-- -- c1 3113321113 1E 111111 1kErreerrvre 14

<small>1H</small>

</div><span class="text_page_counter">Trang 6</span><div class="page_container" data-page="6">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

2.6.3. Idiomatic Difficulty... ec ..Ồ... 16

2.7. COIICÏUSỈOHA...5 5-5 E999 9 9959604 0000.96.0060. 0049009009 0.0 17

CHAPTER III: ANALYSIS AND FINDINGS...o- cm. se 183.1. The students’ attitude towards learning Translation ...sscscssssseseseeees 183.2. The students’ linguistics difficulties in learning 'Translation... 193.2.1. (vv ii... 20E2 €0 ...a... 21

3.3. How the students learn Translation ...o- s5 s55 5s s3 2S 5225 565m 23learning TTrannSÏ2AfÏOIA... << << << %9 99 999.99 489 9.89080400909890408940809006096 26

CHAPTER IV:CONCLUSION... 0 (Gọi 0 g0 28REFERENCEYS...c (G6 S9 9 9 49.989..9.90.0008009. 9 080490890080989980998099996 1APPENDIX... G9 9...1.” 0009.180 100800800004.000589489804008089908849806 3

<small>IV</small>

</div><span class="text_page_counter">Trang 7</span><div class="page_container" data-page="7">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

Table 3.1:

Table 3.2:

Table 3.3:

Table 3.4:Table 3.5:Table 3.6:Table 3.7:Table 3.8:Table 3.9

LIST OF TABLES

The students’ opinion of the importance of learning Translation... 18

The reason why students study transÌa(IOI...- --- 5 5++<£<<<c+s++se+ 19

Student's assessment of three linguistics difficulties... .-- --- -- 19Students’ opinions on lexical difficulties ... .-- s55 s<s<++<++sex+ss 20Students’ opinions on grammatical dIfficuÏfIes:... .-- -- - «<< s<+<<<+ 21What happens when students come across a new word in a translation text ...23How do students get ready for a new lesson before cÏass...- 24

How do students hone their translation abiÏitIes ?...- --«----«<+ss 24

: The average amount of time students spend independently learning

¬... 25

</div><span class="text_page_counter">Trang 8</span><div class="page_container" data-page="8">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

CHAPTER I: INTRODUCTION

1.1. Background

Since the global economy is currently moving in that direction, thetranslation sector is more crucial and urgent than ever. The majority of industriesuse specialized documents written in both Vietnamese and other languages.Translation services for business and cultural exchange are crucial given the trend

toward global economic integration.

English is still the language that most people can use worldwide, eventhough it comes in second place to Chinese in terms of user numbers. English isthe official language in 60 out of 196 nations outside of the United Kingdom.

Global diplomacy also employs English, which is the official tongue of theEuropean Union, the United Nations, the European Free Trade Association, aswell as numerous other international organizations and alliances. A billion morepeople are reportedly learning to speak English, bringing the total number ofpeople who can speak the language to about 1.5 billion. Because of this, Englishis more advantageous than less popular languages.

The need for translators continues to be unmet despite the development ofGoogle Translate. As a machine translation system, Google Translate is essentiallyincapable of comprehending the full meaning of a sentence, particularly when itcontains cultural references or words with multiple meanings. The only translatorswho can see that are those who have received extensive training in both languageand translation techniques. It is impossible for technology to completely replacethe need for fluent language skills and logical thinking about languages in the

translation industry, which means that it will never be "dead."

Important documents pertaining to Vietnam's foreign policy and its

relations with other nations must be translated by translators. These specificallyinclude diplomatic records, letters between heads of state, and papers pertainingto Vietnam's and other nations' foreign policies. As a result, it can be said that

translators have a responsibility to the country, helping to develop and strengthen

Vietnam's foreign policy sector.

The Faculty of Foreign Languages and Economics at NationalEconomics University has started teaching about translation because theyunderstand how important it is. But every student who takes this course

encounters many language-related issues. The study of translation is now

<small>1</small>

</div><span class="text_page_counter">Trang 9</span><div class="page_container" data-page="9">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

considered to be fundamental, giving students a solid understanding of thedistinctions between the English and Vietnamese languages as well as theability to translate effectively in a variety of situations.

However, students often faced difficulties during the learning process for avariety of reasons, which affected their academic performance. The aforementionedissues are primarily caused by the linguistic and cultural distinctions between Englishand Vietnamese. To help students learn this subject more effectively and givethemselves the best knowledge and experience in translation, it is important torecognize these challenges and find appropriate solutions.

Therefore, the researcher intends to examine some of the major linguisticchallenges faced by Business English students who finished studying translation inthis research. The researcher simultaneously offers some solutions in the hopes of

assisting students studying this subject to partially resolve the challenges brought onby the aforementioned differences, thereby improving their learning outcomes.

1.3. Research questions

This paper begins by concentrating on the general understanding of the subject

of translation before highlighting the linguistic challenges that the Business English

final-year students must overcome. The author thus poses the following threeresearch questions:

- What linguistic problems do Business English seniors encounter in theprocess of studying Translation?

- What causes these difficulties?

- What is the solution to help students majoring in English to overcome theseproblems?

</div><span class="text_page_counter">Trang 10</span><div class="page_container" data-page="10">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

1.4. Scope of the research

A survey of 90 Business English final-year students at National EconomicsUniversity was conducted by the researcher. The study's sole focus was on thelanguage barriers experienced by senior Business English students. The study wascarried out to identify the main linguistic challenges encountered by students studyingtranslation and to suggest some strategies to help them overcome these challenges.

1.5. Methodology

1.5.1. Data collection instrument

A thoughtfully questionnaire created for students to complete about therealities of studying translation and their challenges with this kind of subject. Thereare nine questions on the survey in this study, all of which are written in English.Following are the objectives of those questions: To ascertain the students’ general

attitudes toward translation-related topics, the first two questions — questions (1)and (2) - were grouped together. Students' opinions on the value of studyingtranslation were sought in response to question 1. The purpose of studying

translation was ascertained using question number two. The students’ linguisticchallenges with learning the translation were explored in the following threequestions, (3), (4), and (5). To determine the biggest linguistic difficulty that

students encounter while learning translation, question (3) was used. Question (4)and Question (5) were posed to make clear what the biggest lexical and obstaclethat students must overcome when learning Translation is. The next set of fourquestions was created with the following information to learn more about thestudents’ study habits. In order to find out how the students typically respond whenthey come across a new word in the original translation text, question (6) was used.

Question (7) was created to help clarify whether or not students have prepared forclass and how they prepare for the new lesson. The students' personal study timewas addressed in question (8). The purpose of question (9) was to discover thetechniques that students typically use to hone their translation abilities.

1.5.2. Data collection process

Ninety Business English final-year students each received a questionnaire,from which data was gathered. To ensure that they are forming their own opinionsand to avoid being swayed by others' opinions, each student must complete thequestionnaire on their own without consulting anyone else's answers.

</div><span class="text_page_counter">Trang 11</span><div class="page_container" data-page="11">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

1.5.3. Data analyzing process

The process of data analysis begins after the data have been gathered. Statisticson the issues the students listed as being challenging were reviewed along with thequestionnaire results. In order to determine the linguistic challenges that studentsfaced when translating, quantitative method was used to convert data into percentageform (Nunan, 1992).

1.6. Structure of the study

This study consists of four main chapters as follows:

Chapter I (Introduction): State the rationale, aim, significance, scope,methodology and structure of the study.

Chapter II (Literature Review): Summarize and synthesize knowledge about

specialized Translation.

Chapter III (Analysis and Findings): Points out the main linguistic difficultiesin studying Translation for Business English final-year students, explaining the

causes of these difficulties.

Chapter IV (Conclusion): Summary of the study and suggest some solutionsto help overcome linguistic difficulties in studying Translation in order to improvesubject results for Business English final-year students.

</div><span class="text_page_counter">Trang 12</span><div class="page_container" data-page="12">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

CHAPTER I: LITERATURE REVIEW

2.1. General introduction

To provide a broad overview of the field, this chapter discusses the

fundamental skills and knowledge required for the translation profession. It also

explains the difficulties Business English students in their final year encounteredwhile taking the Translation course. The researcher would like to only extract thedata that is essential to the research goal of the thesis because there is a lot of basic

information about translation.

2.2. Definitions of Translation

Hartmann & Stork (1972) defined translation as the process of replacing atext's representation in one language with a text's equivalent in another. Accordingto Larson, translation is the process of conveying the meaning of the SourceLanguage into the Target Language (1984). It is important to keep the meaningbeing transferred constant. Just the format changes. We can all agree thattranslation is a type of process or operation, but it also results in: Bell claims thatsince it covers both the process and the final product, translation is a nebulous andbroad concept (1991). Or to put it another way, translation is the transfer of ideasbetween languages. The verbal symbols must all be translated into the onelanguage using the symbols of the other languages. Translation, according toresearcher and translator Catford (1965), is the process of substituting a text

written in one language for a text written in another. Nida and Taber stated in 1974that translation includes reproduction in the target language and second, in termsof style. They contend that the translator must faithfully reproduce the original

language's meaning in the target language, paying close attention to the translator's

choice of words.

According to Jacobson, translation is the process of creating a new textbetween two different written languages, from the source text to the original targettext (2000). By adhering to the grammatical ambiguities of the target language, thetranslator tries to translate the message into the target language without changingthe original text. Translation is the process of converting spoken and written textfrom one language to another, according to Arjomandi (2016). According to Aronoand Hadrah, translation is the transfer of thought from one language to another

</div><span class="text_page_counter">Trang 13</span><div class="page_container" data-page="13">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

(2019). To help readers learn more, a translator 1n this case translates the meaningof a spoken or written word from another language. According to Newmark (1988),translation is the process of transferring a text's meaning into another language inthe manner in which the author intended it to be understood. Nida & Taber (1974)

offer a different definition, stating that translation is the process of recreating themessage in the target language in a way that is most similar to the original in termsof both meaning and style. With the foregoing information in mind, the translatorshould choose the closest natural counterpart of the sense or even style of thereceptor language; in other words, the results of the translation should not appear tobe translation without altering the meaning of the source language. Imandari et al.'sresearch from 2015 offered proof for the claim that each language being translatedhas its own distinctive system for structuring words into phrases, sentences,

paragraphs, and essays.

In conclusion, a variety of experts communicate their own definitions oftranslation in distinctive ways. There are two broad categories that can be used todefine translation. First, translation is the procedure used to ensure that the final

product most closely matches the meaning of the original text (Catford, 1965;

Larson, 1984). Second, translation is a process that aims to achieve the greatestpossible equivalence in the author's intended meaning in the original text (Nida,

1969; Newmark, 1988). Truthfulness, naturalness, and accuracy of the meaning,ideas, or messages are just a few of the factors that are taken into considerationduring the translation process. Based on the various definitions of translationpresented above, it is generally acknowledged that translation is a process by which

meaning is accurately transferred from the source language to the target language

while upholding the relationship between the two languages.2.3. Types of Translation

A translation model with 8 translation methods was proposed by Newmark(1988). It is schematically presented in a V-shape with two translation approaches—communicative translation and semantic translation:

</div><span class="text_page_counter">Trang 14</span><div class="page_container" data-page="14">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

NEWMARK V-DIAGRAM, 1988

SL Emphasis TL Emphasis

W-for-W translation Adaptation

Literal Translation Free Translation

Faithful Translation Idiomatic Translation

Semantic Translation Communicative Translation

2.3.1. Word-for-word translation

Word-for-word translation is a method for faithfully transferring lexical unitsfrom the source language into the target language. The original language's word orderis preserved during translation, and each word is translated according to its dictionarydefinition, regardless of context. Among the eight translation methods, the translationis most similar to the original language and shares many characteristics with it.

2.3.2. Literal translation

When a translation is done literally, the target language's grammaticalstructure closely resembles that of the source language. However, vocabularytranslations are done separately and without regard to context.

2.3.3. Faithful translation

A translation is considered faithful if it attempts to convey the original text'scontext while adhering to the grammatical rules of the target language. The formalgrammatical structures of the original are preserved in the translation. Additionally,the vocabulary from the original text is kept in the translation.

</div><span class="text_page_counter">Trang 15</span><div class="page_container" data-page="15">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

2.3.4. Semantic translation

The meaning and aesthetic value of the original are redefined through semantictranslation. The translation is less formal, more informal, and accepting of thetranslator's innovations than a faithful translation because it is written in the targetlanguage with the intended audience in mind. The translation has now been

completed, making it simple for the readers to understand.

2.3.5. Communicative translation

A communicative translation is one that the translator accurately conveys the

context of the original text while producing a translation with acceptable content anda structure that readers of the target language can quickly understand. The messagetranslation approach primarily concentrates on the equivalent goal toward themessage value of the sentence, in contrast to the semantic translation approach, whichseeks to accurately translate the expressive meaning of the sentence. The translatedlanguage's equivalents for the cultural components that were present in the originallanguage are used. Communicative translation focuses primarily on the messagevalue of the sentence. When translating informational texts, this technique oftranslation is frequently employed.

2.3.6. Idiomatic translation

With idiomatic translation, the translator converts commonplace informationfrom the source language into idiomatic information in the target language. There arenumerous idioms and colloquialisms that are present in the translation but not in the

original. The translation is accurate, natural-sounding, and close to the reader in the

translated language.

2.3.7. Free translation

Free translation is a translation style in which the translator tries to conveyonly the key ideas from the source text into the target text while ignoring the specificsof the formal and linguistic constraints in the content. Without being constrained bythe formalities of the original language, the translator expresses the information freely.This recreates the original message by using many translations of the translatedlanguage. Lexical meanings are only a starting point for semantic analysis andidentifying messages to translate. In this translation technique, the message to beconveyed is more important than the semantic content. This is a typical translation

method for translating informational texts, claimed by Newmark.

</div><span class="text_page_counter">Trang 16</span><div class="page_container" data-page="16">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

2.3.8. Adaptation

The most inventive type of translation is adaptation, where the translatoronly draws on the subject, setting, and characters from the source text to producehis own translation. The translated language's culture also borrows some aspectsfrom the culture of the source language. The original text has been translated, to putit another way. According to Newmark (1988), the translation of plays, songs,movies, and poetry is the main use for this technique. The names of songs, plays,and movies are therefore translated from their respective texts rather than beingtranslated themselves.

In summary, semantic translation seeks to preserve as much of the originalsemantic grammar range as possible in the target language. Translation with thegoal of making the translation as reader-friendly as the source language is knownas message translation. These two translation lines' intended audiences also differ.The goal of semantic translation is to produce translations that closely match the

original in terms of grammatical structure and semantic content, as well as any

cultural connotations that the original language may have. The culturalconnotations in the message must be translated into the target language with aneye toward how the message will be transmitted and how it will affect the intendedaudience. The adaptation method, in contrast, tends toward the naturalness of thetarget language, whereas the word-for-word translation method strives to be

faithful to the source language.

2.4. Basic steps for translating a sentence or text

The former President of Hanoi University, Mr. Nguyen Quoc Hung, claimsthat there are six main steps that translators must follow when translating a

<small>sentence or text:</small>

Step 1: Read through

The translator first reads the entire article in the original language to determineits subject, after which they can sum up the main idea in one sentence or brief

paragraph to express it as succinctly as possible. In this step, the translator is not

required to read each sentence word-by-word or to know the meaning of each term.The "survey the original" phase is currently complete.

Phase of implementation:

- Skim the title to get a sense of the text that needs to be translated.

</div><span class="text_page_counter">Trang 17</span><div class="page_container" data-page="17">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

- The first and last paragraphs are particularly crucial; let's grasp the conceptsand memorize them.

- Define text direction

- Keep a record of your collection.

Step 2: Learn new words and phrases difficult to translate

This group of words and phrases includes technical terms, idioms, andproverbs. Thanks to modern dictionaries and the internet, we can now easily look upthose terms, but for jargon or extremely specialized terms, we must consult an expertor other resource people for more information.

Step 3: Identify sentence structures/grammatical patterns

The goal of this step is to practice breaking down a sentence into its constituentparts in order to determine the precise meaning of the sentence.

Phase of implementation:

- Write down challenging English sentences or common idioms

- Regularly review this list of challenging sentences and practice

- Base your translation on a few key words in the sentence and take intoaccount the context

- Check this list again to be certain of the meaning. For simple searching, youought to make an excel file.

Step 4: Determine the style of the document

The purpose is to give you the broadest possible picture of the author'sargument. All translations would likely be deemed to be of high quality if everytranslation product could be measured with 100% accuracy. Being precise, however,is insufficient when using various presentation objects. A good translation is one thattakes the needs of each client into account.

Answer the following questions in order to fulfill this requirement:- Is this translated text formal or casual?

- Who is the audience you will present to?

- What are the article's linguistic and expressional nuances?

<small>10</small>

</div><span class="text_page_counter">Trang 18</span><div class="page_container" data-page="18">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

Step 5: Translation activities

Make sure that each sentence and paragraph is translated accurately in termsof meaning and style. The meaning of the text in the original language should not bealtered by translation, addition, subtraction, creation, or any other means. The readermust comprehend the exact meaning of each sentence after this step.

Phase of implementation:

- Rearrange long sentences and distinct ideas

- Start translating each sentence from the beginning to the endStep 6: Style

Adjust the sentences to the English and Vietnamese (English- Vietnamesetranslation) speaking styles. (Vietnamese-English translation). In the sourcelanguage's syntax or grammatical structures, words should not be repeated. You arefree to add a few extra words to ensure a clearer translation since not every conceptin the original text needs to be translated.

Phase of implementation:

- Go back and read the entire translation- Look for the issue in each paragraph

- Translate based on your knowledge of the text and its objectives

- Check for sentence structure errors, omit unnecessary words, and fix them.Step 7: Comment

The author assesses the translation results for truthfulness, correctness, andcontext-appropriacy.

To get the highest-quality final translated product, all seven of these steps inthe translation process must be followed. Each of these steps is essential for variousreasons, so translators must understand their significance and properly implement

them to produce effective and accurate sentences or paragraphs.

2.5. Requirements for translation and translators

According to Jones (2002), translation entails more than just translating wordsfrom one language into another. Clear communications that make sense in the targetlanguage should be linked to translation. The intended audience should feel as thoughthe translation was written in the target language from the beginning rather than just

<small>11</small>

</div><span class="text_page_counter">Trang 19</span><div class="page_container" data-page="19">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

being a simple translation. Paul (2009) and the European Commission (2009) paidmore attention to the accuracy of the content, whereas Jones (2002) focused more onthe coherence and cohesion of the translation. It is even stated that translateddocuments should carry the same legal weight as the originals due to their accuracyin content. A good translation must be accurate in content and cogent in order for thetranslated texts to be readable and understandable.

2.5.1. Skills

Standards for translators have been established as a result of the qualities of agood translation that were previously mentioned. Since translation is a writtenprocess, Jones (2002) contends that in order to produce high-caliber translated works,

translators must possess excellent writing and editing abilities. But having goodlanguage abilities is not enough. In its extensive research on the qualities of effectivetranslators, the European Commission (2009) debunked some commonmisconceptions. You cannot translate between languages simply because you speak

multiple languages, to give you an example. The ability to fully comprehend the

messages they translate is a skill that good translators should have. This is particularlytrue when translating texts from specialized fields like nursing, engineering, orsociology, where translators must have a thorough understanding of the subject toaccurately translate the messages (Jones, 2002). According to Jones (2002),translators are required to do additional research after receiving translationassignments to make sure they comprehend the concepts of the original textscompletely. Because translation involves language changes and because languageand culture are closely related, cultural considerations are also taken into account(Jiang, 2000). It is advisable for translators to become sensitive to cultural differences

so they can explain any slang or colloquialisms that might not be translated accurately.

To ensure a high-quality translation, translators should also take advantage of thechance to revise the translated drafts into the finished versions.

2.5.2. Professional preparation

Because there are strict requirements for translation quality, becoming aprofessional translator takes a lot of work and practice. By emphasizing theprofessional preparation that candidates for the field of translation should receivethrough their training programs, Jones (2002) and Robinson (2007) expanded on thissubject. A translator might focus on judicial, literary, medical, conference, or escort

translation, for example. Knowing their specialty can help translators concentrate

their time and efforts on learning the language and, more importantly, on developing

<small>12</small>

</div><span class="text_page_counter">Trang 20</span><div class="page_container" data-page="20">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

specialized knowledge in that field. Anyone who wants to expand their translationcareer into various disciplines should increase their efforts to develop a thoroughunderstanding of various disciplines and English language proficiency, including

terminology. A different factor to take into account is localization, which necessitates

that translators fully comprehend the contexts of both the original and the translatedwork. This detailed advice is meant to help translators convey messages that are fullyunderstood by the target audience and that are understandable to that audience. Theidea of translator ethics needs to be clarified in the training programs mentioned byRobinson (2007). Because they connect speakers of different languages, translators

must act ethically to avoid distorting the original texts' intended meaning. Robinson

(2007) continued by talking about the idea of professional involvement for translatorsgiven the importance placed on learning new things and gaining experience. In orderto share experiences and opportunities for practice, translators should join

associations that are related to their line of work.

Given the foregoing, it is evident that learning to translate professionally and

producing high-quality translations are challenging and demanding tasks. It is

important to consider how well-aware of these qualities those undergoing translationtraining are and how these qualities are reflected in their translation projects.

2.6. Linguistic difficulties in learning Translation

2.6.1. Lexical Difficulty

Lexical meaning is defined as extending past textual or contextual meaning.According to Nababan (2008), lexical meaning refers to a word's significance whenit is used outside of its usual context. The fact that English texts like narrativeoccasionally contain the idiom is also in line with Kardena's (2020) discovery thatlexical issues are one of the causes of some students' translation difficulties.Furthermore, Moentaha (2006) adds that problems with meaning, differential ornondifferential, and semantic fields can also occur.

Additionally, the majority of students experience problems with lexicaltranslation. According to Nur Azizah (2015), the students' translation issues are

primarily brought on by lexical problems. Lexical problems occur during translation

because words that refer to the same ideas or objects in two different languages maynot be translated into each other's languages. The translator will inevitably need tolook up words that have the same meaning as the target expression on occasion. In

light of that, this aspect necessitates much greater care and thought in order to

<small>13</small>

</div><span class="text_page_counter">Trang 21</span><div class="page_container" data-page="21">

<small>Bùi Quynh Anh — 11190056 - Business English 61A</small>

accurately convey the writer's intended meaning. According to Wong and Shen, the

most challenging and time-consuming aspect of translation is obtaining an accuratelexical rendering (1999).

2.6.1.1. Specialized words

Specialized terms are distinct words or expressions that are only used ina specific subject or industry (Richards & Schmidt, 1992). Expertise in thesubject matter and the target language are both necessary in the field oftranslation. Translators may encounter difficulties if they are unable to master

specialized knowledge because, while understanding a word's meaning is

important, comprehending the message that it conveys in a specific context is

even more important.2.6.1.2. Polysemy

A word with multiple meanings, including a single root meaning and one or

more transitional meanings, is referred to as a polysemy (Quiroga-Clare, 2003).When translated into Vietnamese, some English words may have different meanings

depending on the situation (Le, 2006).2.6.1.3. Proper nouns

Proper nouns are words or phrases that indicate the name of a person, place,

thing, organization, or other object. They have the first letter capitalized. Propernouns present a number of difficulties for translators because they may not be able to

determine when to translate them completely or in part (Péter, 2002).2.6.2. Grammatical Difficulty

2.6.2.1. Plural nouns

Truth - truths, for example, or in some cases, the process is more impromptu

(child - children), plural nouns are formed in English by adding a "s” or "es" to theend of the noun. (Nguyen, 2016). In Vietnamese, "các” (used for indefinite pluralnouns) or "những” (used for definite plural nouns) are frequently put before the nounto express its plural form. The overuse of these two words and the strict adherence to

English grammar, however, make the translation sound artificial. (Le, 2006).

2.6.2.2. Noun phrase

A pronoun or noun is combined with one or more modifiers to form a noun

phrase. (adjectives, adjective phrases, adjective clauses, possessive adjectives,

<small>14</small>

</div>