nghiên cứu những khó khăn của sinh viên năm thứ 3 khoa tiếng anh trường đại học công nghiệp hà nội khi dịch anh - việt trong các chuyên ngành kỹ thuật

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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
******





NGUYỄN THỊ MINH THẢO




AN INVESTIGATION INTO DIFFICULTIES IN ENGLISH-
VIETNAMESE TECHNICAL TRANSLATION FACED BY THIRD-
YEAR STUDENTS AT ENGLISH DEPARTMENT,
HANOI UNIVERSITY OF INDUSTRY

(NGHIÊN CỨU NHỮNG KHÓ KHĂN CỦA SINH VIÊN NĂM THỨ 3
KHOA TIẾNG ANH TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI
KHI DỊCH ANH-VIỆT TRONG CÁC CHUYÊN NGÀNH KỸ THUẬT)


M.A MINOR THESIS

Field: ENGLISH LINGUISTICS
Code: 602215
Supervisor: MA. ĐỖ MINH HOÀNG







HANOI - 2010



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LIST OF ABBREVIATIONS
T.T: Technical translation
ED: English Department
HaUI: Hanoi University of Industry
SL: Source language
TL: Target language
T&I: Translation and Interpreting
ESP English for Special Purposes



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LIST OF TABLES AND FIGURES

Table 1: Students’ attitudes toward technical translation as a subject at ED, HaUI.
Table 2: Students’ attitudes toward the importance of technical translation.
Table 3: Students’ attitudes toward the way of learning technical translation.
Table 4: Students’ attitudes toward technical translation as a job in future.
Table 5: Levels of difficulty in terms of discourse.
Table 6: Levels of difficulty in terms of grammar.
Table 7: Levels of difficulty in terms of vocabulary.
Table 8: Levels of difficulty in terms of translation techniques.
Table 9: Causes for difficulties due to students’ learning style.
Table 10: Causes for difficulties due to teacher and his/her teaching methodology
(before T.T lesson).
Table 11: Causes for difficulties due to teacher and his/her teaching methodology
(during T.T lesson).
Table 12: Causes for difficulties due to teacher and his/her teaching methodology
(after T.T lesson).
Table 13: Causes for difficulties due to teaching and learning conditions.
Figure 1: Students’ attitudes toward the importance of technical translation.
Figure 2: Students’ attitudes toward technical translation as a job in future.
Figure 3: Levels of difficulty in terms of vocabulary.
Figure 4: Levels of difficulty in terms of translation techniques.



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TABLE OF CONTENTS
Declaration i
Acknowledgements ii
Abstract iii
List of abbreviations IV
List of tables and figures v

Table of contents vi
Part A: Introduction 1
1. Rationale 1
2. Aims of the study 2
3. Scope of the study 2
4. Methodology of the study 2
5. Structure of the study 2
Part B: Development 4
Chapter 1: Theoretical background 4
1.1. Theory on Translation 4
1.1.1. Definitions of Translation 4
1.1.2. Translation methods. 5
1.1.3. Translation problems. 7
1.2. Technical Translation 8
1.2.1. Definitions of technical translation 8
1.2.2. The role of terminology in technical translation 8
1.2.3. Some misconceptions about technical translation 9
1.3. Summary 11
Chapter 2: Investigation into the current situation of teaching and learning English-
Vietnamese Technical Translation at English Department, Hanoi University of
Industry (ED, HaUI). 12
2.1. Teaching and learning of English-Vietnamese technical translation at ED, HaUI 12
2.2. Description of the teachers at Translation Division, ED, HaUI. 12
2.3. Description of the students at ED, HaUI. 13
2.4. Description of facilities, materials and teaching methods for English-Vietnamese
technical translation at ED, HaUI. 13



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2.5. Some estimated difficulties in English-Vietnamese technical translation faced by
third year students at ED, HaUI, based on subjective opinon of the researcher. 14
2.6. Summary 14
Chapter 3: The study 15
3.1 Participants. 15
3.2 The data collection methods. 15
3.3 The data collection procedures. 16
3.4 The data analysis and discussions of the findings. 16
3.4.1 Students’ attitudes toward English-Vietnamese T.T at ED, HaUI 16
3.4.2 Students’ difficulties in English-Vietnamese T.T 19
3.4.2.1. In terms of discourse 20
3.4.2.2. In terms of grammar 21
3.4.2.3. In terms of vocabulary 22
3.4.2.4. In terms of translation techniques 24
3.4.3 The possible causes for students’ problems in English-Vietnamese T.T 25
3.4.2.1. Students’ learning style 25
3.4.2.2. The teachers and their teaching methodology 26
3.4.2.3. Teaching and learning conditions 29
3.5 Major findings and summary. 29
Chapter 4: Recommendations. 31
4.1 For students. 31
4.1.1. Increasing right perceptions and motivation of learning T.T 31
4.1.2. Applying different learning methods 32
4.2 For teachers. 33
4.2.1 Increasing right perceptions and motivation of teaching T.T 33
4.2.2 Renovating and applying flexibly different teaching methods and
classroom techniques 34
4.2.3 Working as a freelance translator 37
4.3 For managers. 37
4.3.1 For ED managers 38

4.3.2 For the university managers 38
4.4 Summary. 38



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Part C: Conclusion 39
1. Summary of the findings and conclusions. 39
2. Limitations and suggestions for further study 40
References 41
Appendix I-IV




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PART A : INTRODUCTION
1. Rationale
Technical Translation (T.T) has long been regarded as the urgly duckling of translation,
especially in academic circles. Not particularly exciting or attractive and definitely lacking
in the glamour and cachet of other types of translation, T.T is often relegated to the bottom
division of translation activity and regarded as little more than an exercise in specilized
terminology and subject knowledge. Indeed, these factors, particularly subject knowledge,
have in some quarters led to T.T being feared and loathed, like a modern-day barbarian of
the linguistic world (Jody Byrne, 2006). Like other specialized types of translation,
however, T.T does not fit neatly into any one theory or approach and that there is no
adequate explanation of T.T as an activity. In fact, T.T is worthy of serious study.
Hanoi University of Industry (HaUI) has always been proud of its long history with great
contributions to the national technological developments as well as industrialization and
modernization process. To diversify its training majors and educational services, HaUI

newly established English Department (ED) in 2005 with the hope of providing qualified
technical translators and interpreters for the national labour market. Even teachers and
students at ED have tried their best, it is inevitable to cope with difficulties in both
awareness as well as methodology and experiences of teaching and learning T.T.
Being trained as an translator and interpreter and now working as a teacher at Translation
Division, ED, HaUI, the researcher has always been aware of difficulties as well as
responsibilities of training and developing skills and strategies of translation in general and
T.T in particular for English majored students. If students have good perceptions and
understanding as well as chances to practice and gain experiences of translation and T.T,
they are able to build self-confidence and interest in translation-related jobs in future.
Despite the efforts of both teachers and students, however, the researcher still feels
dissatisfied of her students’ translation competence and frankly realizes that they are
unlikely to meet social demands after graduation.
The researcher has recognized many factors affecting teaching and learning T.T such as
inadequate understanding and professional knowledge of T.T from both teachers and
students; inappropriate teaching methods and classroom techniques; students’ low
motivation as well as ineffective teaching and learning conditions. Recognizing this study



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as a minor thesis, however, the researcher cannot cover all the issues related to T.T, but
only English-Vietnamese T.T applied for English-majored students at ED, HaUI.
2. Aims of the study
The study ultimately aims to examine difficulties faced by third year students at ED, HaUI
in English-Vietnamese T.T.
The researcher would like to find out the proper answers for the research questions, then
suggesting helpful recommendations to improve the raised issue:
 What are the attitudes of the third year students at ED, HaUI toward English-
Vietnamese T.T?

 What are the most common difficulties in English-Vietnamese T.T facing the
students?
 What are the possible causes for the difficulties?
3. Scope of the study
The study mainly focuses on the most common difficulties facing third year students at
ED, HaUI in English-Vietnamese T.T. The researcher will analyze and discuss findings in
the student questionnaire; combine with observation, marking and informal interview with
students and teachers; then suggest recommendations to improve teaching and learning T.T
at ED, HaUI. It is hoped that findings from this thesis will be of some benefits to improve
teaching and learning T.T at ED, HaUI.
4. Methodology of the study
The study will be conducted on a step by step basis. First, the study will present a review
of theory on translation in general and T.T in particular to form overall view of the
research matter. This study adopts case study approach, therefore, it is necessary to
investigate the current situation of teaching and learning English-Vietnamese T.T at ED,
HaUI in order that the researcher can estimate difficulties facing her third year students.
To achieve the aims of the study, the survey questionnaires will be used as the main
method to collect necessary data for analysis and discussion. Besides, the researcher’s
observation, marking as well as informal interview with students and colleagues will be
also used in the thesis.
5. Structure of the study
The study includes three main parts, a bibliography and appendixes.
Part A : Introduction



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It introduces the rationale for choosing the topic, the research questions, the aims, scope,
methodology and structure of the study.
Part B : Development

Part B consists of three chapters.
Chapter 1: Theoretical background
This chapter provides theory of translation in general and T.T in particular.
Chapter 2: Investigation into the current situation of teaching and learning English-
Vietnamese T.T at ED, HaUI.
The chapter brings the general picture of teaching and learning T.T at ED, HaUI. The
researcher analyzes the situation and subjectively gives a draft answer for the research
questions.
Chapter 3: The study
This chapter presents research methodology which concentrates on the participants, data
collection methods and procedures, data analysis and discussion of findings to compare
with her first draft answer in chapter 2.
Chapter 4: Recommendations.
The chapter suggests the possible recommendations to reduce the difficulties in English-
Vietnamese T.T at ED, HaUI. The researcher would like to foward the thesis to her
students, her colleagues and the board of managers at HaUI with the hope of improving
T.T teaching and learning at the university.
Part C: Conclusion
This part summarizes the main issues raised in the study, points out the limitations and
makes some suggestions for further research.
References
Appendixes



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PART B: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
Technical translation (T.T) is an important part of translation, therefore, it is necessary to
present a review of theory on both translation and T.T to form the basis for pointing out

difficulties facing the third year students at ED, HaUI.
1.1. Theory on Translation
Newmark (1988:19) states that “ translation theory is neither a theory nor a science, but the
body of knowledge. Its main concern is to determine appropriate translation methods for
the widest possible range of texts or text-categories. Further, it provides a framework of
principles, restricted rules and hints for translating texts and criticizing translations, a
background for problem-solving”.
1.1.1 Definitions of Translation
Translation has been approached variously and thus many different definitions of
translation have been coined.
Catford (1965:20) considers translation the replacement of textual material in one language
by an equivalent textual material in the other language. This point of view was shared by
Hartman and Stork (1972:713) “translation is the replacement of a representation of a text
in one language by a representation of an equivalent text in a second language”. These
definitions emphasize on importance of equivalence when textual material is replaced from
source language (SL) to target language (TL).
Bell, RT. (1991:5) says “Translation is the expression in another language (or TL) of what
has been expressed in another, source language, preserving semantic and stylistic
equivalences”. Hatim and Mason (1990:3) see translation as a communicative process
which takes place within a social context. These definitions attach importance to
equivalence between SL and TL. Indeed, translator should be the one of superior language
ability in at least two languages.
Newmark, however, has made an important contribution to the development of translation.
He states (1988a:7) “Translation is a craft consisting in the attempt to replace a written
message and/or statement in one language by the same message and/or statement in
another language”. Newmark is the first one considering translation a science, a skill, an
art, a matter of taste.

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Even these definitions show different approaches to translation, all above linguists share
common view emphasizing the importance of the closest equivalence in meaning of TL
with meaning of SL.
1.1.2. Translation methods.
Newmark categorizes translation methods according to their emphasis on SL or TL.
In terms of SL emphasis, translation methods include word-for-word translation; literal
translation; faithful translation and semantic translation.
Word-for-word translation
Newmark (1988b:63) demonstrates this method as interlinear translation with the TL
immediately below the SL words. Interlinear translation means the primary senses of all
words in the original are translated as though out of context and the word order of the
original is retained. Take as an example the sentence “The most common network
arrangement is known as a client/serve system.” in a T.T material of Information
Technology for third year students, ED, HaUI. Students would prefer to translate “Cách bố
trí mạng phổ biến nhất được biết đến là hệ thống máy khách/chủ”. Passive voice in the
English original sentence is remained unchanged in Vietnamese translation version. Word
for word translation seems to be easy and familiar with students.
Literal Translation
Newmark (1988b:46) states “the SL grammatical constructions are converted to their
nearest TL equivalents but the lexical words are again translated singly, out of context.”
An example on Automobile Technology “About 15,000 separate parts are put together to
make an automobile.” can be literally translated as “Một chiếc ô tô gồm khoảng 15,000 bộ
phận riêng biệt đặt cạnh nhau”. The primary senses of the lexical words of the original are
translated as though out of context, but the syntactic structures of the TL are respected.
Faithful Translation
The method attempts to produce the precise contextual meaning of the original within the
constraints of the TL grammatical structures (Newmark, 1988b:46). For example, “A
power-steering system contains a hydraulic booster, which operates when the engine is
running and supplies most the necessary force when the driver turns the wheel” can

faithfully translated as “Một hệ thống trợ lực lái gồm một bộ tăng thủy lực, mà hoạt động
khi động cơ đang chạy và cung cấp hầu hết lực cần thiết khi lái xe quay bánh xe.” This
method preserves degree of grammatical and lexical “abnormality” in translation.



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Semantic Translation
Semantic translation refers to that type of translation that takes into account the aesthetic
value of the SL text. Peter Newmark (1988b:63) says, “The basic difference between
semantic and literal translation is that the former respects context, the latter does not. In
semantic translation, the translator’s first loyalty is to his author; in literal translation, his
loyalty is, on the whole, to the norms of the SL”. An example in Electricity “A generator is
simply a device that moves a magnet near a wire to create a steady flow of electrons” can
be semantically translated as “Máy phát điện đơn giản chỉ là một thiết bị di chuyển một
nam châm tới gần một dây dẫn để tạo ra dòng electron ổn định.”
When it comes to TL emphasis, translation methods consist of adaptation; free translation;
idiomatic translation and communicative translation.
Adaptation
Newmark (1988b:46) mentions “Adaptation is the freest form of translation; it is used
mainly for plays and poems”. The text is rewritten considering the SL culture which is
converted to the TL culture where the characters, themes, plot are usually preserved.
Adaptation is rarely used in T.T
Free Translation
Newmark (1988b:46) defines free translation as the way to reproduce the matter without
the manner, the content without the form of the original. It is usually a paraphrase, a so-
called “intra-lingual translation”. Free translation is again rarely used in T.T.
Idiomatic Translation
The method reproduces the “message” of the original but tends to distort nuances of
meaning by preferring colloquialisms and idioms where these do not exist in the original

(Newmark, 1988b:47). For example, “There is no accounting for taste” is idiomatically
translated into Vietnamese “Được voi đòi tiên”. Idiomatic translation is not used in T.T.
Communicative Translation
This method attempts to render the exact contextual meaning of the original in such a way
that both content and language are readily acceptable and comprehensible to the readership
(Newmark, 1988b: 45-47). The example in free translation “To allow smooth shifting from
one gear to another, a clutch is provided to disengage the engine from the transmission”
can be shortly translated in communicative way as “Để xe ko bị giật khi sang số, người lái



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xe phải cắt côn”. This translation version is for a group of people that share common
background and knowledge of Automobile Technology.
1.1.3. Translation problems
It is necessary to identify some generic language problems in translation theory to estimate
partially some difficulties facing anyone who teaches or learns translation and even works
as a professional translator. According to Sofer (1999), there are four translation problems.
The first is the erroneous assumption that human make when considering a word exactly
the same thing to anyone who speaks English, nothing is farther from the truth”. In fact, a
word can be used to denote or connote many different things or phenomena. Those are
cases of poly-semantic words and homonyms. For example, the word “solution” is
differently translated into Vietnamese regarding different technical majors: “dung dịch” in
Chemistry; “giải pháp” in Information Technology and many others; “lời giải” or
“nghiệm” in Maths ; “vữa nặng” in Construction Engineering. It is important to select
proper Vietnamese equivalents to each English original text.
Because the world is becoming more complicated and because things are changing so fast
these days, the need for new words and for new and different meanings for the old ones is
becoming overwhelming. This is the second source of generic language problems in
translation. There are so many words coined in Information Technology such as virtual

reality – thực tại ảo; plug-in – chương trình nhúng; malicious website – trang web chứa mã
độc, etc. It is necessary to gain and update new terms in translation learning process.
Thirdly, “the written word is, after all, a record of the spoken one. It is a set of combined
symbols, names, letters and characters, or, in some languages, ideograms, put together to
produce syllables, words and phrases, which invariably fail to convey most the nuances of
the spoken word”. Therefore, when a translator looks at a text in a SL, he/she must decide
whether the author is serious, or whether there is subtle or not-so-subtle humor or some
other attitudes in what the author says. A misjudgment can result in a bad translation.
The last problem is that “a writer always has a specific audience in mind when he writes a
piece, be it general or technical”. The author often assumes that the target audience shares
certain body knowledge with him, and therefore, does not always spell out everything, but
rather refers to it by implication. As the result, translator cannot do his/her job well with
the knowledge of the language alone, but the writer’s cultural background and
understanding of the subtitles of the SL text. A good example of this problem is the use of



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acronyms. Some acronyms, such as UN, USA, are universally known. However, many
acronyms are very subject-specific and can easily throw of the best translator. For
example, “ADC” can stand for Analog to Digital Converter – bộ chuyển đổi lý học sang số
học or Automatic Distance Control – kiểm soát khoảng cách tự động (trong xe hơi).
1.2. Technical Translation
T.T has long been regarded as the unattractive part of translation, involving any non-
literary translation. The number of technical fields is infinitely large, and terminology is
expanding and changing daily. Therefore, from the researcher’s point of view, T.T is
worthy of attention and study.
1.2.1 Definitions of Technical Translation
In terms of nature of SL text, Sofer (1991) classified translation into translation of literary
works and translation of scientific and technical matters. T.T covers scientific and

technical matters such as books written on science, techniques like books on computers,
instruction manuals on TV, washing machine, etc. T.T is usually done by the one with
significant knowledge of linguistics and background knowledge of the specific technical
field.
Similarly, Newmark (1988b:151) defines “technical translation” as one part of specialized
translation; while “institutional translation”- the area of politics, commerce, finance,
government etc., is the other. Many people seem to have no distinction between specialized
translation and technical one. This is one of common misconceptions about T.T that would
be presented in 1.2.3 (item a) of this thesis.
Newmark also suggests that “T.T is potentially non-cultural and universal because the
benefits of technology are not confined to one speech community.” Worldwide technology
is developing rapidly and play an important role in humman life. Demand for technology
transfer is of logical necessity among nations. The terms in T.T, therefore, should be
translated.
1.2.2. The role of terminology in technical translation
Pinchuck (1977:19) claims that vocabulary is the most significant linguistic feature of
technical texts and gives the text the “fuel” it needs to convey the infomation. Newmark
(1981) states “T.T is primarily distinguished from other forms of translation by
terminology although terminology usually only makes up about 5-10%”.



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It seems that grammatical features such as voices, tenses, clauses in T.T are not of barriers
for translators to understand texts. However, terminology, especially, neologisms is really
the challenge for technical translators. Therefore, the first requirement for technical
translators is to comprehend and deliver technical terminology accurately and briefly.
1.2.3. Some misconceptions about T.T
Jody Byrne (2006) states that “Newcomers to translation sometimes proceed as if
translation were an exact science - as if consistent, one-to-one correlations existed between

the words and phrases of different languages, rendering translations fixed and identically
reproducible, much as in cryptography”. Such novices may assume that translating a text is
to encode and decode equivalents between the two languages, using a translation
dictionary as the “codebook”. Another common misconception but also the most damaging
one is that anyone who can speak a second language will make a good translator. Being
able to read, speak and write a foreign language does not give anyone license to undertake
translation work. A translator must have an in-depth understanding and knowledge of at
least two languages: a foreign language and a mother tongue. Misconceptions are even
more popular in T.T because some occasionally take it too lightly.
According to, Jody Byrne (2006), there are six common misconceptions:
a. T.T includes economics, law, business, etcs.
“Technical” means something to do with technology and technological texts. Just because
there is a specialized terminology does not make something technical. In discussing T.T, it
is useful to make the distinction between specialized translation and technical one. For
example, religion has a very specific terminology and very definite conventions, styles and
document structures but it is never regarded as “technical”. Therefore, T.T only deals with
texts on subjects based on applied knowledge from natural sciences, not include
economics, law, busisness, etc. For the purpose of this thesis, “technical translation” is
used to refer to translation of technology and technological texts.
b. T.T is all about terminology
This particular misconception is not unique to those uninvolved in T.T. A surprising
number of people within T.T share this belief. Pinchuck (1977:19), for example, claims
that vocabulary is the most significant linguistic feature of technical texts. This is true
insofar as terminology is, perhaps, the most immediatedly noticeable aspect of a technical
text and indeed it gives the text the “fuel” it needs to convey infomation.



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However, Sofer (1999:39) states that being ninety percent sure of a word’s meaning is not

good enough in professional translation. Moreover, Newmark (1988) claimed that
terminology accounts for at most just 5-10% of the total content of technical texts yet there
is a disproportionate amount of attention devoted to terminology and lexical issues in T.T.
It cannot deny that terminology play a very important role in T.T but it is definitely not all
T.T. What makes this even more surprising is the fact that in many fields of science and
technology, terminology is remarkably similar to the extent that separate, specialized
dictionaries are frequently unnecessary.
c. Style does not matter in T.T
Jody Byrne (2006) states that “if we look at style from a literary point of view, then it does
not have any places in T.T. But if we regard as the way we write things, the word we
choose and the way we construct sentences, then style is equally, if not more important in
T.T than in other areas because it is there for a reason, not simply for artistic or
entertainment reasons”. To illustrate this, consider a leaflet containing instructions for
using a product. The limited space available requires both the author and translator alike to
express information in a way which is sufficiently clear, simple and concise so as to allow
readers to understand the infomation completely and quickly but conveys all of the
necessary facts. In short, even if the terminology and all information contained in the
document is correct, technical writing has a style that is difficult, if not impossible, for a
non-technical person to imitate. A high-quality T.T combines correct terminology and a
style appropriate for the type of document and the intended audience.
d. T.T is not creative; it is simply a reproductive transfer process.
While T.T “is undoubtedly more restricted in range than aesthetic translation” it is much
too easy to overestimate and exaggerate its apparent simplicity (Pinchuck 1997:20). But in
order to convey information in an appropriate and effective way, technical translators have
to find creative linguistics solutions to ensure successful communication. For example, to
translate the sentences “A brake is a device for slowing or stopping the motion of a
machine or vehicle, and to keep it from starting to move again. The kinetic energy lost by
the moving part is usually translated to heat by friction” into “Phanh là bộ phận dùng để
giảm tốc hoặc dừng chuyển động của động cơ hoặc xe. Trong quá trình giảm tốc, động
năng bị mất do ma sát thường bị chuyển thành nhiệt năng.”, a technical translator must

20
rearrange word order and analyze grammatical features of both English and Vietnamese to
convey the message. Creativity is highly applied.
e. You need to be an expert in a highly specialized field
There is a common belief that in order to be a good technical translator, you need to be an
expert in a highly specialized field and you cannot specialize in more than one or two
subject areas. But the reality is that, armed with a good and solid understanding of the
basic principles and technologies, many technical translators can, in the words of Robinson
(2003:128) “fake it”. He says that “translators make a living pretending to be (or at least
to speak or write as if they were) licensed practitioners of professions that they have
typically never practiced”. They are like actors “getting into characters”.
f. T.T is all about conveying specialized information
This is not entirely true, of course the main concern for T.T is to make sure that
information is conveyed accurately but they are also responsible for ensuring that
information is presented in the correct form and used in a correct and effective way. T.T
involves detailed knowledge of the source and target cultures, TL conventions, text type
and genre conventions, style, detailed understanding of the audiences and an understanding
of how people learn and use information.
1.3. Summary
This chapter reviews theory of translation in general and T.T in particular. There are many
different definitions of translation, showing different approaches to translation, however,
emphasizing the importance of the closest equivalence in meaning of the TL with the
meaning of the SL. Translation methods and problems are included to form the basis for
analyzing difficulties in T.T. Definitions of T.T and the role of terminology are clearly
presented. Besides, this chapter shows the most common misconceptions about T.T that
keep learners, teachers and even professional translators from understanding T.T as well as
applying proper methods and strategies to T.T. Theoretical background in this chapter will

be of benefits for the researcher to analyze data and suggest feasible recommendations for
the research issue.



21
CHAPTER 2: INVESTIGATION INTO THE CURRENT SITUATION OF
TEACHING AND LEARNING ENGLISH-VIETNAMESE TECHNICAL
TRANSLATION AT ED, HAUI.
2.1. Teaching and learning of English-Vietnamese Technical Translation at ED,
HaUI.
ED at HaUI was newly set up in 2005; therefore, it seems inexperienced to fulfill the task
of training English-majored students as technical interpreters or translators.
Following the models of Faculty of Foreign Languages of National University and Hanoi
University that have been famous for training interpreters and translators, ED at HaUI
divided its syllabus into 2 main stages: the first two years with general English practice
skills, the last two years with English theoretical subjects and major of Translation and
Interpreting (T&I). Room sizes are suitable for language classes, neither too large nor too
small (25-30 students per class).
Students at ED have to study so many theoretical subjects that require better and further
understanding and education at Post Graduate levels or should be optional at tertiary
education like Contrastive Analysis, Discourse Analysis, Pragmatics, etc. These subjects
are rather difficult and take much of their time and effort that should have invested in T&I.
Teachers at ED are inexperienced in teaching these theoretical subjects.
Moreover, ED does not receive enough consideration from the university’s managers most
whom have technical background, thus having no knowledge and limited understanding of
T&I training. Some necessary suggestions from teachers to improve T.T teaching and
learning (workshop observation for students and training courses for teachers) are not
accepted. All materials for teaching were collected, compiled and edited by teachers
themselves.

2.2. Description of the teachers at Translation Division, ED, HaUI.
ED consists of three divisions, two for English non-majored training and one for English-
majored training. The latter takes charge of training technical interpreters and translators.
There are 14 teachers in this division, aged from 25-33. Seven of them are MA, four are
taking MA course, and the rest are BA. All teachers graduated from Faculty of Foreign
Languages of Vietnam National University Hanoi or Hanoi University of Foreign Studies
(now Hanoi University). However, only four majored in T&I but none was trained with
technical matters. The rest majored in teaching methodology.



22
The teachers who are in charge of teaching technical T&I seem to face many difficulties
because of no knowledge and experience on technical matters as well as fragmented
teaching methodology. They are unexpectedly required to teach technical T&I that is new
and unfamiliar. Then each of them applied their individual approaches, not integrated and
scientific one. Furthermore, they does not have enough time to invest into their T&I
lectures as expected because they still have to teach other general English practice skills
and theoretical subjects due to the lack of teaching staffs for further division.
2.3. Description of the students at ED, HaUI.
Students at ED are at the age group of 18-24. Only half of them choose HaUI as the first
choice at the national university entrance exam. The rest failed their desired university and
had to enroll in ED, HaUI as the last resort. Therefore, many tried to retake university
entrance exams when they are freshmen or even sophomores at HaUI. However, not all of
them succeeded, resulting in unstable psychology and bad marks in final tests of the first
terms.
Students at ED attach too much importance to technical terms and professional knowledge
of technical matters. Most them attribute failing of final tests of T.T to these two factors.
They preferred translation of non-technical topics to that of technical matters. When
learning T.T, they feel bored and lack motivation, so instead of going to university, they

register and join translation centers to learn translation of non-technical topics.
Some students share the points of view that they are not confident in their English
competence and would not pursue T&I after graduation. Therefore, they are taking a
second degree at other universities or faculties at HaUI, or getting a certificate like
marketing, accounting, teaching methodology, etc. Those students are likely to absent at
class and do not gain much knowledge or enrich vocabulary and experience in translation.
Some others even take part time jobs. Thus, they feel tired after working and intend to be
absent at class or come to class with low interest and motivation for study.
2.4. Description of facilities, materials and teaching methods for English-Vietnamese
T.T at ED, HaUI.
ED was newly established with enthusiastic and young teachers and managers. They are
eager to contribute their knowledge, understanding to development of the university in
general, and ED in particular. However, as mentioned above, most teachers are not
majored in technical T&I, they would like to take part in training courses, to give



23
necessary suggestions for the department and university managers. Unfortunately, teachers
do not experience any training courses or get cooperation from experts in technical T&I. It
more or less affects their enthusiasm and effort.
As far as materials are concerned, teachers themselves have to collect and compile all
textbooks for T.T. They download technical texts on internet for updating; add texts from
ESP books for English non-majored students.
Moreover, teachers and student at ED have not received the most favorable conditions for
teaching and learning. Even HaUI is famous for technical faculties, there is, however, no
cooperation between ED with other technical faculties to help students gain experience and
observation at workshops when they study T.T. The researcher thinks that machines served
for technical matters are available and cooperation among faculties in HaUI is feasible.
Another problem is that teaching methods among teachers at ED are not integrated but

rather fragmented. Teachers tried to apply their own appropriate methods at classes. Thus,
students usually discuss and compare methods among teachers at different classes.
2.5. Some estimated difficulties in English -Vietnamese technical translation faced by
third year students at ED, HaUI, based on subjective opinon of the researcher.
Basing on current situation of teaching and learning English-Vietnamese T.T at ED, HaUI,
the researcher make the following assumptions on the most common difficulties facing
third year students:
- Both teachers and students lack professional knowledge and understanding of
technical matters.
- Teachers are inexperienced in teaching T.T.
- Students have inadequate English competence, improper learning attitudes,
motivation and learning style.
- Materials and facilities are not systematic and qualified.
- Managers do not give enough considerations for T.T teaching and learning.
2.6. Summary.
This chapter provides information about teachers and students; current conditions of
teaching and learning English-Vietnamese T.T at ED, HaUI. From her point of view, the
researcher makes assumptions on the most common difficulties facing third year students.
The researcher would like to conduct case study research with questionnaire, observation,
interview for checking her own assumptions.



24
CHAPTER 3: THE STUDY
3.1. Participants.
The participants to this study were 54 third year students of the second cohort at ED, HaUI.
The researcher chose third year students, not fourth year ones as participants of the study
because third year students have already finished their general English practice skills and
non-technical translation course. They started learning T.T with four given technical

majors of Information Technology; Electronics; Electricity and Automobile Technology.
Another reason is that the researcher is the class head teacher of the second cohort; it was
easier to show students the importance of participants in this study and asked them to
complete the questionnaire seriously and responsibly.
Moreover, students of the first cohort could not become participants of the study because at
the time of conducting research, they were the fourth year students; they had to prepare for
graduation and job seeking. However, the researcher interviewed informally with them to
make sure that results of the study are more reliable and convincing.
The researcher also spent time interviewing randomly selected students at four classes of
four technical faculties at HaUI including Information Technology; Electronics; Electricity
and Automobile Technology. The reason for interviewing these English non – majored
students is that the researcher would like to check how English competence and
professional knowledge affect quality of translation version of technical matters.
The researcher also consulted other teachers (especially three teachers who are taking
charge of teaching T&I) to participate in the study for informal interview and argument.
3.2. The data collection methods.
Survey questionnaire was chosen as the main way of data collection for this study. The
researcher designed a survey questionnaire with questions of multiple-choice answers in
order to find out students’ opinion, understanding of T.T, then their difficulties,
expectations in this subject.
To design the questionnaire, the researcher reviewed literature on T.T, making assumptions
on the most difficulties in T.T, observing her students in learning, marking in regular and
final tests, and interviewing informally with both students and teachers at ED, HaUI.
The questionnaire consists of 3 main parts. Part 1 was designed to get attitudes and interest
toward English-Vietnamese T.T. Part 2 was to figure out some difficulties students may



25
encounter when translating English-Vietnamese technical materials. Part 3 suggested

students indicate possible causes for their problems in English-Vietnamese T.T.
From the results of this questionnaire and other research methods (interviewing, observing,
marking), the researcher expected to suggest some feasible solutions to make learning and
teaching English-Vietnamese T.T better.
3.3. The data collection procedures.
Fifty-four copies in English were delivered to the participants of the study - students of the
second cohort at ED to find out their attitudes and interest toward English-Vietnamese T.T,
their understanding, difficulties and main causes.
Before giving the questionnaire copies to the respondents, the researcher explained the
purpose of the questionnaire and the importance of the participants to results of the study.
The researcher required the respondents to read the questionnaire carefully and answer
individually with high consideration and responsibility. The respondents were also
encouraged to ask anything that they did not understand fully in the questionnaire to get
clearer and more understandable explanations and clarifications from the researcher.
In addition to the survey questionnaire – the main method of the study, the researcher
herself taught and observed students at different classes, then took important and
remarkable notes. Collecting and comparing marks from regular and final tests among
students at different classes were also used. The researcher also interviewed informally
students and teachers to figure out difficulties, causes and solutions to English-Vietnamese
T.T at ED, HaUI.
3.4. The data analysis and discussions of the findings.
The main purpose of the study is to find out students’ attitudes and understanding toward
English-Vietnamese T.T, their difficulties and some possible causes, and to suggest
feasible solutions. Therefore, to fulfill that purpose, the designed survey questionnaire was
displayed clearly on each task in the form of tables and figures. Then tables and figures
were thoroughly analyzed and interpreted to serve for more effective discussion of the
findings as well as more reliable assessments and suggestions of the study.
3.4.1 Students’ attitudes toward English-Vietnamese T.T at ED, HaUI.
Investigating into students’ attitudes toward T.T is so important in this study. Translation
in general and T.T in particular is the job for the one who loves language but not all people

who love language can become translators. However, having right attitudes toward T.T as



26
a subject will help students have high motivation to learn and overcome difficulties in
learning process.
Statements
Strongly
agree ( %)

Agree (%)
Neither
agree nor
disagree
(%)
Disagree
(%)
Strongly
disagree
(%)
a. You like translation very much.
18.5
74.1
7.4
0
0
b. You feel T.T boring.
31.5
59.3

0
5.5
3.7
Table 1: Students’ attitudes toward T.T as a subject at ED, HaUI.
Table 1 shows that most respondents (92.6%) like translation (item 1.a). Only 7.4 % does
not clearly see translation as their favourite subject. No one dislike translation. This means
that even translation is a difficult subject, it still attracts students’ interest and concern.
However, most respondents (more than 90%) in this study find T.T boring (item 1.b). They
do not show such uninterest in non-technical translation learned in the previous term.
Obviously, translation topics affect remarkably students’ interest and concern, then their
motivation to learning. Teachers should consider this factor and understand students’
psychology in order to apply proper teaching methods and classroom techniques.
Statements
Strongly
agree( %)

Agree (%)
Neither
agree nor
disagree
(%)
Disagree
(%)
Strongly
disagree
(%)
a. T.T is so important in our lives.
18.5
46.3
11.1

24.1
0
b. It is so necessary and worth learning
T.T nowadays.
14.8
35.2
13.0
37.0
0
Table 2: Students’ attitudes toward the importance of T.T.
According to the data in table 2, we can recognize students’ attitudes and awareness of the
importance of T.T. 64.8% of respondents either agree or strongly agree that T.T is so
important in our lives (item 2.a). It may result from awareness of scientific and
technological development as well as demand of technology transference nowadays.
However, 35.2% deny or not clearly recognize important role of T.T in human life.
Therefore, it is understandable that item 2.b “It is so necessary and worth learning T.T
nowadays” is not supported by half of respondents. Data in table 2 can be clearly seen in
the following figure:



27
18.5
14.8
46.3
35.2
11.1
13
24.1
37

0
0
0
5
10
15
20
25
30
35
40
45
50
2.a 2.b
Strongly agree( %)
Agree (%)
Neither agree nor disagree (%)
Disagree (%)
Strongly disagree (%)

Figure 1: Students’ attitudes toward the importance of T.T.
Awareness of the importance and practicality of the major may lead to students’ decision
of whether or not pursue that major in their future job, then more importantly, their
psychology and motivation in learning.
Statements
Strongly
agree( %)

Agree (%)
Neither

agree nor
disagree
(%)
Disagree
(%)
Strongly
disagree
(%)
a. You like learning and exploring
actively T.T by yourself.
11.1
18.5
0
66.7
3.7
b. You often motivate yourself to have
right attitudes toward learning T.T.
27.8
27.8
13.0
31.4
0
Table 3: Students’ attitudes toward the way of learning T.T.
Table 3 investigates into students’ attitudes toward the way of learning T.T. The results
from table 1 and table 2 partially explain for data showed in table 3. Most respondents
(70%) disagree with item 3.a “You like learning and exploring actively T.T by yourself”.
This item is supported by only 29.6% of respondents. Learning passively keeps students
from “motivating themselves to have right attitude towards learning T.T” (item 3.b).
Being asked about the ways to improve their T.T learning, some respondents shared that
instead of learning individually; learning in pairs or groups and consulting friends or

teachers are also effective. As the result, more than half of respondents (55.6%) agree with
item 3.b. However, a rather high percentage (31.4%) shows disagreement. They do not
know how to motivate themselves. Students and even teachers should notice that learning
methods and motivation to T.T play decisive role in students’ translation quality.



28
Statements
Strongly
agree( %)

Agree (%)
Neither
agree nor
disagree
(%)
Disagree
(%)
Strongly
disagree
(%)
You would like to become a technical
translator in future.
1.9
37.0
25.9
18.5
16.7
Table 4: Students’ attitudes toward T.T as a job in future.

Percentages in table 4 show how much students put expectation to work as a technical
translator. Only one respondent (1.9%) strongly agree that he/she expects to become a
technical translator, 37.0% agree with this statement. A high percentage of respondents
(61.1%) disagrees or hesitates whether to work as a technical translator in future. Students’
expectations in their jobs express their interest in T.T and effort to learn this subject. The
following pie chart clearly shows students’ attitudes toward T.T as a job in future.
2%
36%
26%
19%
17%
Strongly agree( %)
Agree (%)
Neither agree nor disagree
(%)
Disagree (%)
Strongly disagree (%)

Figure 2: Students’ attitudes toward T.T as a job in future.
3.4.2. Students’ difficulties in English-Vietnamese technical translation.
Third-year students at ED, HaUI can face many difficulties in different areas when they
learn T.T. The questions in the part 2 of the questionnaire were designed clearly regarding
discourse, grammar, vocabulary and translation techniques in order to indicate the levels of
difficulty in each area. Results from this part will partially help the researcher suggest
proper recommendations in this study.