INTERNSHIP REPORT ENGLISH MAJOR

1 HANOI OPEN UNIVERSITY FACULTY OF ENGLISH INTERNSHIP REPORT ENGLISH MAJOR Sub major Interpreting and Translation Student’s full name Ta Thi Dieu Linh Date of Birth 24102022 Class K25A02 Internship Supervisor M A Nguyen Thi Kim Chi HANOI 2022 2 HANOI OPEN UNIVERSITY FACULTY OF ENGLISH SOCIALIST REPUBLIC OF VIETNAM Independence Freedom Happiness INTERNSHIP DIARY Student’s full name Ta Thi Dieu Linh Date of birth 24102000 Student code 18A71010263 Class K25A02 Field English language Week Date (.

HANOI OPEN UNIVERSITY FACULTY OF ENGLISH

INTERNSHIP REPORT

ENGLISH MAJOR

Sub-major: Interpreting and Translation

Student’s full name: Ta Thi Dieu Linh

Date of Birth: 24/10/2022

Class: K25A02

Internship Supervisor: M.A Nguyen Thi Kim Chi

HANOI - 2022

HANOI OPEN UNIVERSITY

FACULTY OF ENGLISH

-

SOCIALIST REPUBLIC OF VIETNAM Independence - Freedom - Happiness -

- Contact the internship supervisor

- Search for the source text

Topic: Education, Tourism

Vietnamese- English text

- Write the internship diary

6

English- Vietnamese text

- Write the internship diary

translation products

- Write the internship diary

- Check the report again and complete the rest parts

INTERNSHIP REPORT

I INTRODUCTION

The English Department of the Hanoi Open University has planned for graduates to practice an important position in their training career as part of the K25 training program for the 2018-2022 academic year This internship program is a 3-credit course that may be viewed as a remarkable and practical golden chance for all students The internship allows students access to real-life job-related jobs to improve their knowledge of applying techniques taught in class to actual work I consider myself lucky and honored to be able to practice at the Hanoi Open University Institute

Students are required to choose two topics in a range of compulsory topics of document including education, culture, economic, environment, tourist, medical-health, social, science and technology

Students must submit: the report (English source text 1500 words, Vietnamese source

1500 words), are presented in the following order:

• Why topics were chosen

• Two translations: English to Vietnamese (1500 words) and Vietnamese to English(1500 words)

There are 4 parts in this internship report:

• Introduction

• English-Vietnamese Translation

• Vietnamese-English Translation

• Conclusion

II PRACTICAL EXPERIENCES

2.1 What I have done

Week 1: Contact the internship supervisor and choose a suitable topic for the assessment

Week 2: Decide the source texts

Week 3: Translating the English – Vietnamese text

Week 4: Analyzing the English – Vietnamese text

Week 5: Translating the Vietnamese- English text

Week 6: Analyzing the Vietnamese- English text

Week 7: Correcting details: checking grammar, vocabulary errors

Week 8: Write the intern report

2.2 New skills acquired and skills improved

After two months of internship, I have learnt a great deal from the seniors and have acquired significant and useful knowledge for my future job

Firstly, improving advanced knowledge

After intership, this has considerably assisted me in growing the professional information obtained in the lecture hall as well as the soft skills needed for the job and life In addition, I have access to practical translation and the opportunity to examine what I learned in the third and final years Therefore, I have a greater comprehension of what I studied in class and how to put what I learned into practice

Secondly, new skill learned

During my internship, I found that basic translation abilities are insufficient I've improved my analytical, research, observation, and information technology abilities, all

of which are crucial for a translator I can evaluate and comprehend my translations better because to these abilities, and information technology skills allow me to be more flexible in discovering knowledge connected to the issue, as well as assist me develop a habit of analyzing and studying related knowledge before translating

2.3 Classroom skills employed

The skills of interpreting text and data, reading comprehension, and stringing information are all skills gained in the lecture hall

Before beginning the translation, I evaluate the problem using my reading comprehension abilities and utilize my analytical skills to provide explicit guidelines for the translation I examine literature and research information on translations in particular I make a mental note of specialist vocabulary and then weave it together to fit the context of the translation

2.4 Problems encountered

2.4.1 Problems

Translation is the expression of what has been conveyed in one language in another language while maintaining semantic and stylistic equivalencies During the internship,

I try my best to finish the internship However, there are still many surprises in solving difficulties for a final year student

One of the most difficult parts is defining the context, its meaning, and how to correctly translate and apply phrases which are aproriate for source text When you translate a text from Vietnamese to English and vice versa, it is often the case that there are no direct equivalences can be found in English for Vietnamese words Translators may encounter a new concept in general, and a difficult one to understand and explain

it in many languages Or it may be that the concept is known or readily understood but there is no specific English word to express it

Another problem is, in addition, translating language structure, every language sits inside a defined structure with its own agreed upon rules The complexity and singularity of this framework directly correlates to the difficulty of translation Tenses, passive voice, and countable and uncountable noun are the best examples for those challenges Specifically, there is no change in verb form in Vietnamese when people talk about the period of time whereas English uses inflectional suffixes on the verb to signify time when an action happens In addition, Vietnamese people tend to use active constructions to express their ideas whereas English people prefer to use passive constructions Besides, noun forms do not change when people mention uncountable and countable nouns in Vietnamese

2.4.2 Solutions

First and foremost, grammar and vocabulary enhancement play a pivotal role in the language competence enrichment The enrichment of language competence is not a matter of days or weeks but a practice of a lifetime; thus, it is vital for students to enhance language competence on daily basis Strikingly distinguished from the normal practice of writing skill, translation is more acute as it requires students to register and convey with absolute accuracy such details as terminology, author’s tone, naturalness and so on Thus, vocabulary is undoubtedly an important factor., an effective method to improve language competence for translation discipline is learning grammar systematically and learning vocabulary topic by exposing to authentic language What’s more, developing sense of language to overcome the negative influence of the

mother tongue in Vietnamese –English translations is of great importance The more

meanings of a word we know, the more advantages we have in translation process

Paying attention to meanings of word will partly help translation products looks smoother and more exactly

Moreover, the enrichment of background knowledge is also needed to be carried out on daily basis Background knowledge represents our glimpse of the world Our world continuously changes and evolves; hence, our understanding and knowledge about it undeniably needs constant updating Through reading about various subjects and keeping oneself informed of the latest happenings by reading references, journals, magazines and newspapers Besides, just like a cook who must take full consideration

of the ingredients, it is “a must” for students to gain background knowledge about the kind of texts they are going to translate Texts are of various types, including narrative, descriptive, or argumentative and so on Each kind has its own features which require students to utilize appropriate language (formal or informal language), tone and register

2.5 Lesson learned

After internship time, I learned a lot of experience and lessons for myself

Firstly, through two articles, I can improve vocabulary in educational and tourism fields, the syntax and context analysis skills before translating instead of translating without considerations, advance reading and writing skills These skills will allow to interpret and translate better in the upcoming works

Secondly, the active learning I absorb and cultivate specialized knowledge while still

in school Internship time allows me to apply what they've learned in class to world situations I will be able to study more and be challenged more if I have knowledge beyond what they already know As a results, I will develop the habit of exploring new things and will be more willing to try new things

real-Thirly, I learned to be proactive at work, to proactively plan for work, this is a skill required for a student preparing to graduate I have got used to working under pressure and making plans to complete assigned tasks on schedule Moreover, I have promoted ability and responsibility: and have had a serious attitude to work I could better in time management, keeping discipline in work and working without cease during work time Being active is also a way for myselft to master everything in my own way

III CONCLUSION

The internship was a good chance for me to interact with translating job, especially translating news I provided me an intensive understanding and practical experience about the process of translating news During the internship, the knowledge learned from the lecture hall as well as the knowledge during the internship will be the most valuable belongings for students in general and myself in particular I expanded a lot of new knowledge, skills and worked with experienced translators who were my instructors

Thanks to the internship, I could find out my strengths and weaknesses relating to translation, which helped me identify what knowledge, skills, and techniques that I need to adapt work environment and feel more confident for the future job in translating field To become a good translator, it takes much more than a dictionary and requires a sizeable investment in both source and target languages

IV RECOMMENDATIONS

5.1 Recommendations for the Faculty of English, Ha Noi Open University

• Organize more internship courses for students while studying, not only the internship course in the last term

• Set up more short - term exchange programs with foreign companies, foreign organizations, English centre… so that the students student have more opportunities to penetrate real work for gaining experience as well as having a more realistic view of the work environment

• Share more translation-related skills in various fields and methods in different translated contexts for students

• Build more practice session in its current subjects such as outdoor and team activities to create more dynamic learning environment

• Encourage students to bring up their individual opinions by asking more questions in class and welcoming their ideas openly and gently

5.2 Recommendations for students in Faculty of English, Ha Noi Open University

• Try to read all types of texts, written by multiple authors From magazines and novels to web content; they’re all necessary when looking to get familiar with more writing styles If you’ve chosen a narrow niche in the language

service industry, you can still benefit from reading about something other than your topic of interest

• Improve writing skills, as a translator, most of your work is likely to be working with text in more than language, unless you’re also a transcriber or

an interpreter Therefore, it is essential for a good translator to have excellent writing and presentation skills Depending on the subject matter, a translator may need to show off their literary flair or they may have to stick

to being very factual and in line with the source text A good translator will know which approach to take and will adapt their writing style for the different projects that they work on

• Pratice makes perfect The more you can translate, the more you can gain more experience and the more easily you will translate The practice is the best and most effective way to optimize or improve the quality and efficiency of your translations

• Being self-mobilization during class or schools’ activities You can also do

a part-time job more to accumulate more experience in order not to be confused or crestfallen when taking an internship

Above is my internship report section Hopefully, after this internship, students will be able to see their problems and improve themselves more in order to have a good

preparation for our future

TRANSLATED PRODUCTS

I Rationale

As the world becomes increasingly interconnected, so do the risks we face The COVID-19 pandemic has not stopped at national borders and affected people regardless of nationality, level of education, income or gender But that has not been true for its consequences, which have affected the most vulnerable hardest

Education has been no exception Those from privileged backgrounds found their way around closed school doors to alternative learning opportunities, supported by their parents and eager to learn We live in this world in which the kind of things that are easy to teach and test have also become easy to digitize and automate The future is about pairing the artificial intelligence of computers with the cognitive, social and emotional skills and values of humans It will be our imagination, our awareness and our sense of responsibility that will help us harness technology to shape the world for the better Success in education nowadays is about identity, about agency and about purpose It is about building curiosity – opening minds; it’s about compassion – opening hearts; and it’s about courage, mobilising our cognitive, social and emotional resources to take action And those will also be our best weapons against the biggest threats of our times: ignorance – the closed mind; hate – the closed heart; and fear – the enemy of agency So, education is a key differentiator for how the next decades will play out for individuals, nations and the planet

The COVID-19 pandemic has generally destroyed the global tourism industry and threatened the recovery of destinations in developing countries facing more challenges

pandemic and its impact on the tourism industry are major concerns due to multiple

brink of bankruptcy or facing permanent shutdown after the third wave All tourism enterprises appeared to experience a sharp drop in the number of customers, tourism revenue, service facilities and exploitation, as well as employee downsizing, but the degree of downturn differed among the examined enterprises In general, the COVID-

19 pandemic’s impact on the tourism business in Vietnam is a big concern, which may require a timely economic policy response and financial scheme to better support local enterprises in coping with the challenges during post-pandemic recovery

II English-Vietnamese Translation

How should countries equip people to

understand, engage with and shape a

changing world? This is the age of

accelerations, a speeding-up of human

experience through the compound impact

of disruptive forces on every aspect of our

lives It is also a time of political

contestation The priority of the wider

international community is to reconcile the

communities and nations within an

equitable framework based on open

borders, free markets and a sustainable

future But where disruption has brought a

sense of dislocation, political forces emerge

that are offering closed borders, the

protection of traditional jobs and a promise

to put the interests of today’s generation

over those of the future

Các quốc gia nên chuẩn bị cho người dân những gì để mọi người hiểu, tham gia và định hình một thế giới đang thay đổi? Đây

là thời đại của sự gia tốc, gia tăng trải nghiệm của con người thông qua những tác động phức tạp của các lực phá vỡ đối với mọi khía cạnh trong cuộc sống của chúng ta Đây cũng là thời điểm của sự tranh giành chính trị Khi sự ưu tiên của cộng đồng quốc tế là dung hòa nhu cầu và lợi ích của các cá nhân, cộng đồng và quốc gia trong khuôn khổ công bằng dựa trên biên giới mở, thị trường tự do và một tương lai bền vững Tuy nhiên, khi sự gián đoạn mang lại cảm giác lệch lạc, các lực lượng chính trị phát triên nhằm đưa ra các biên giới khép kín, bảo vệ những công việc truyền thống và hứa hẹn đặt lợi ích của thế hệ hôm nay lên trên lợi ích của tương lai

In these times, we can no longer teach

people for a lifetime In these times,

education needs to provide people with a

reliable compass and the navigation tools to

find their own way through an increasingly

Trong những lúc này, chúng ta không còn

có thể dạy ai đó suốt đời được nữa Trong thời buổi này, giáo dục cần cung cấp cho mọi người một chiếc la bàn đáng tin cậy

và các công cụ điều hướng để họ tự tìm

complex and volatile world As future jobs

will pair computer intelligence with the

qualities and values, it will be our capacity

for innovation, our awareness, our ethical

judgement and our sense of responsibility

that will equip us to harness machines to

shape the world for the better This is the

main conclusion OECD countries working

on a new framework for curriculum design,

referred to as ‘Education 2030’, have

drawn Not surprisingly then, schools

increasingly recognise the need for

fostering ethics, character and citizenship

and aim to develop a range of social and

In their Education 2030 framework for

curriculum design, OECD countries have

put creating new value, dealing with

tensions and dilemmas and developing

responsibility at the center Creating new

value, as a transformative competency,

connotes processes of creating, making,

bringing into being and formulating; and

outcomes that are innovative, fresh, and

original, contributing something of intrinsic

entrepreneurialism in the broader sense of

being ready to venture, to try, without

anxiety about failure The constructs that

Trong khuôn khổ Giáo dục 2030 về thiết

kế chương trình giảng dạy, các nước OECD đã lấy việc tạo ra giá trị mới, đối phó với những tình thế căng thẳng và khó

xử cũng như là phát triển trách nhiệm làm trọng tâm Với tư cách là một năng lực biến đổi, việc tạo ra các giá trị mới đòi hỏi các quá trình tạo ra, biến đổi, phát huy và hình thành; bên cạnh đó tạo ra những kết quả mang tính đổi mới, mới mẻ và nguyên bản, mang lại những giá trị đích thực đến

từ bên trong Nó gợi nhắc về việc bắt đầu một ý tưởng mới theo nghĩa rộng hơn là sẵn sàng mạo hiểm, thử sức, không quan

underpin the competence are imagination,

inquisitiveness, persistence, collaboration,

and self-discipline Young people’s agency

to shape the future will partly hinge on their

capacity to create new value

ngại về việc thất bại Chính trí tưởng tượng, tính ham học hỏi, tính kiên trì, hợp tác và kỷ luật tự giác là những nền tảng hỗ trợ cho năng lực Khả năng định hình tương lai của những người trẻ tuổi sẽ phụ thuộc một phần vào khả năng tạo ra giá trị mới của họ

In a structurally imbalanced world, the

perspectives and interests, in local settings

with sometimes global implications, will

require young people to become adept in

handling tensions, dilemmas and trade-offs

demands – of equity and freedom,

autonomy and community, innovation and

continuity and efficiency and democratic

process – will rarely lead to an either/or

Individuals will need to think in a more

integrated way that avoids premature

underpin the competence include empathy,

adaptability and trust

Thách thức của việc cân bằng các quan điểm và sự đa dạng lợi ích trong bối cảnh địa phương đôi khi có ý nghĩa toàn cầu, sẽ đòi hỏi những người trẻ tuổi phải thành thạo trong việc giải quyết các xung đột, khó khăn và đánh đổi trong một xã hội mất cân bằng về cấu trúc Trong những hoàn cảnh cụ thể, việc cân bằng giữa các nhu cầu đối lập như công bằng và tự do, tự chủ

và cộng đồng, đổi mới và tiếp tục, hiệu quả và quy trình dân chủ - sẽ hiếm khi dẫn đến một câu trả lời hoặc thậm chí là một câu trả lời duy nhất Các cá nhân sẽ phải suy nghĩ một cách tổng thể hơn, tránh những phán xét sớm và chú ý đến các mối liên kết Sự đồng cảm, tính linh hoạt và sự tin tưởng là một trong những yếu tố làm nền tảng cho năng lực

The third transformative competency is a

prerequisite of the other two Dealing with

novelty, change, diversity and ambiguity

assumes that individuals can ‘think for

themselves’ with a robust moral compass

Equally, creativity and problem-solving

require the capacity to consider the future

Năng lực biến đổi thứ ba là điều kiện tiên quyết của hai năng lực còn lại Khi đối mặt với sự mới mẻ, thay đổi, đa dạng và mơ

hồ, người ta cho rằng mọi người có thể 'tự suy nghĩ cho chính mình' và có một la bàn đạo đức mạnh mẽ Tương tự, sự sáng tạo

và khả năng giải quyết vấn đề đòi hỏi khả

consequences of one’s actions, to evaluate

accountability for the products of one’s

responsibility, and moral and intellectual

maturity, with which a person can reflect

upon and evaluate their actions in the light

of their experiences and personal and

societal goals; what they have been taught

and told; and what is right or wrong The

perception and assessment of what is right

or wrong, good and bad in a specific

situation is about ethics It implies asking

meanings, and limits Central to this

competency is the concept of

self-regulation, in the spheres of personal,

interpersonal and social responsibility,

drawing on constructs of control,

self-efficacy, responsibility, problem-solving

and adaptability

năng suy tính hậu quả lâu dài các hoạt động của một người, đánh giá rủi ro và khen thưởng, cũng như là chấp nhận trách nhiệm về kết quả công việc của một người.Điều này cho thấy tinh thần trách nhiệm, sự trưởng thành về đạo đức và trí tuệ, nhờ đó một người có thể suy ngẫm và đánh giá hành động của họ dựa trên kinh nghiệm và mục tiêu cá nhân cũng như xã hội; những gì họ đã được dạy và biết; và điều gì là đúng hay sai Việc nhận thức và đánh giá những gì đúng hay sai, tốt và xấu trong một tình huống cụ thể là thuộc về phạm trù đạo đức Nó hàm ý những câu hỏi liên quan đến các chuẩn mực, giá trị, ý nghĩa và ranh giới Trọng tâm của năng lực này là khái niệm về sự tự điều chỉnh, trong các khía cạnh trách nhiệm cá nhân, giữa các cá nhân và xã hội, dựa trên các cấu trúc của sự tự chủ, hiệu quả bản thân, trách nhiệm, giải quyết vấn đề và khả năng thích ứng

The challenge is that developing these

qualities requires a very different approach

to learning and teaching and a different

calibre of teachers Where teaching is about

countries can afford low teacher quality

And when teacher quality is low,

governments tend to tell their teachers

exactly what to do and exactly how they

organisation of work to get the results they

want Today the challenge is to make

Thách thức là việc phát triển những kỹ năng này đòi hỏi một cách tiếp cận rất khác để học và dạy và một trình độ khác của giáo viên Ở nơi mà việc giảng dạy là truyền đạt kiến thức có sẵn dẫn đến các các quốc gia có thể có chất lượng giáo viên thấp Và khi chất lượng giáo viên thấp, các chính phủ có xu hướng nói với giáo viên của họ chính xác những gì phải làm và chính xác cách họ muốn làm, sử dụng một tổ chức công việc công nghiệp

để đạt được kết quả họ muốn

teaching a profession of advanced

profession and who work with a high level

of professional autonomy and within a

collaborative culture

Thách thức ngày nay là biến dạy học thành một nghề của những người lao động có tri thức tiên tiến, làm chủ công việc của họ,

có mức độ tự chủ nghề nghiệp cao và làm việc trong một trong một nền văn hóa hợp tác

But such people will not work as

exchangeable widgets in schools organised

as Tayloristic workplaces that rely mainly

on administrative forms of accountability

and bureaucratic command and control

systems to direct their work To attract the

people they need, modern school systems

need to transform the form of work

organisation in their schools to a

professional form of work organisation in

which professional norms of control

replace bureaucratic and administrative

forms of control The past was about

received wisdom, the future is about

user-generated wisdom

Mặt khác, những người như vậy sẽ không làm việc như những vật dụng thay thế cho nhau trong các trường học được tổ chức như nơi làm việc của Taylorist, nơi mà hướng dẫn công việc của họ chủ yếu thông qua các hình thức trách nhiệm hành chính

và hệ thống chỉ huy và kiểm soát quan liêu Để thu hút những cá nhân họ cần, các

hệ thống trường học hiện đại cần phải chuyển đổi hình thức tổ chức công việc trong trường học của họ sang một hình thức tổ chức công việc chuyên nghiệp, trong đó các chỉ tiêu nghiệp vụ kiểm soát thay thế các hình thức kiểm soát quan liêu

và hành chính Quá khứ là về trí tuệ nhận được, tương lai là về trí tuệ do người dùng tạo ra

The past was also divided – with teachers

and content divided by subjects and

students separated by expectations of their

future career prospects And the past could

be isolated – with schools designed to keep

students inside, and the rest of the world

out, with a lack of engagement with

families and a reluctance to partner with

other schools The future needs to be

integrated – with an emphasis on the

integration of subjects and the integration

Trước đây vốn dĩ đã được phân chia - trong khi giáo viên và nội dung được phân chia theo các chủ đề thì học sinh được phân chia theo kì vọng về khả năng làm việc của họ trong tương lai Và quá khứ có thể đã bị tách biệt, với các trường học được xây dựng để giữ trẻ em trong nhà với phần còn lại của thế giới ra ngoài, thiếu liên lạc với gia đình và miễn cưỡng cộng tác với các trường học khác Tương lai cần tích hợp - chú trọng tích hợp các môn học