INTRODUCTION
Rationale
In today's globalized world, English plays a crucial role in communication and social development, as it facilitates the expression of thoughts, ideas, and feelings The lack of English proficiency can hinder a country's economic growth, especially as nations seek to integrate into the international economy English serves as a common language that enhances understanding in diplomatic relations, economic cooperation, and various other fields With over 400 million native speakers and more than 1 billion second-language users, English is the most widely used international language, following only Chinese It is the default language for most international events and organizations, highlighting its significance in the information and technology age Proficiency in English, coupled with computer skills, is essential for securing desirable jobs in international companies and improving global communication.
Since Vietnam joined the World Trade Organization in 2006, the need for proficient English skills, particularly in translation, has surged This skill serves as a vital link for Vietnam to engage with international partners, boost its economy, and share its culture globally Consequently, the demand for professional translation services has become increasingly critical While translation is an essential skill to acquire, it is not necessarily easy for learners to master.
To master translation is not easy for almost all English learners
Many Vietnamese individuals encounter significant challenges when translating their mother tongue into English, which poses difficulties for both novice learners and even those proficient in multiple languages This issue is particularly relevant for English majors at Tay Do University Addressing these challenges remains an ongoing concern, prompting an exploration into the specific difficulties faced by English-majored sophomores.
The Vietnamese – English translation program at Tay Do University aims to assist students in overcoming learning challenges and achieving high marks in this subject.
For this study, I expect to clarify common difficulties in the Vietnamese – English translation of the sophomore English majors at Tay Do University
To achieve the aims, this research is carried out by answering two following research questions:
-What the difficulties of the sophomores English majors at Tay Do University encounter when translating sentence from Vietnamese into English?
The sophomores English major students in BA English courses 12A and 12B (2017 -
This research focuses on the students at Tay Do University in 2021, examining Vietnamese written documents and their English equivalents across various fields The sources of these documents include books, magazines, and online content.
This study consists of the following parts:
The first part gives an overview of the study including rationale, aims, scope, and design of study
It focuses on knowledge theories related to translation such as: the concepts, the importance, strategies and difficulties in Vietnamese-English translation
This chapter shows methods carried out during the research process
Chapter IV: Results and discussion
It focuses on analyzing common difficulties and giving discussion for them
The last part summarizes the study and gives comments, limitations and suggestions for further study.
Research questions
To achieve the aims, this research is carried out by answering two following research questions:
-What the difficulties of the sophomores English majors at Tay Do University encounter when translating sentence from Vietnamese into English?
Scope of the study
The sophomores English major students in BA English courses 12A and 12B (2017 -
The research focuses on Vietnamese written documents and their English equivalents across various fields, including sources such as books, magazines, and the Internet, specifically targeting materials from Tay Do University in 2021.
Design of the study
This study consists of the following parts:
The first part gives an overview of the study including rationale, aims, scope, and design of study
It focuses on knowledge theories related to translation such as: the concepts, the importance, strategies and difficulties in Vietnamese-English translation
This chapter shows methods carried out during the research process
Chapter IV: Results and discussion
It focuses on analyzing common difficulties and giving discussion for them
The last part summarizes the study and gives comments, limitations and suggestions for further study
LITERATURE REVIEW
The importance of translation
Translation is crucial in today's world, significantly impacting various fields such as economy, education, politics, and tourism The twentieth century has been recognized as the age of translation, where specialized materials require conversion from one language to another As integration and international economic cooperation increase, translation serves to bridge multi-cultural and global communication gaps, facilitating mutual understanding, as noted by Newmark (1988).
As Vietnam joins the World Trade Organization, the need for expert translation services becomes increasingly vital for facilitating understanding among diverse and conflicting racial, ethnic, religious, and cultural groups Accurate translation of contracts, emails, agreements, and conventions in English is essential to prevent misunderstandings and ensure effective communication.
Translation is essential for accessing the classic works of humanity and the vast knowledge of ancient civilizations; without it, much would remain unknown Italo Calvino, a renowned Italian writer, emphasized this significance, stating, “Without translation I would be limited to the borders of my own country The translator is my most important ally He introduces me to the world.”
There is an urgent demand for translation services, as highlighted by Bui and Dang (1994), who state that people desire access to the writings and spoken words of others Translation and interpretation are recognized as essential tools for overcoming language barriers, emphasizing the necessity for skilled translators and interpreters in today’s globalized world.
Translation is essential for connecting people from diverse countries, enhancing knowledge, and supporting language skills Given its significance, translation should be prioritized and practiced daily to achieve mastery in this vital skill.
Translation equivalence
The concept of equivalence is fundamental to translation, as highlighted by House (1997) Catford, as referenced by Broek (1978), defines translation equivalence as the relationship between source language (SL) and target language (TL) texts that share relevant situational features Halverson (1997) further emphasizes that equivalence reflects a similarity between two entities based on various qualities Despite the diverse interpretations of translation equivalence, theorists consistently aim to establish effective equivalence between SL and TL Koller (1979) categorizes equivalence into five types: denotative, connotative, text-normative, pragmatic, and formal equivalence.
Equivalence is essential in translation, focusing on the relationship between the source language (S.L.) and the target language (T.L.) According to Catford (1965), the primary challenge in translation practice is identifying T.L equivalents, while the main objective of translation theory is to define the nature and conditions of this equivalence.
The concept of "equivalence" is influenced by both linguistic and cultural factors, resulting in two distinct types of equivalents: linguistic and cultural This insight is crucial for linguistic scholars as it highlights the challenges encountered in the translation process.
Common difficulties in Vietnamese-English translation
The difference of vocabulary system sometimes creates many confusing for translators
A word in the source language has many meanings, choosing suitable and appropriate words for the target language sentence can be hard work Newmark (quotes in Weston
Translating from Vietnamese to English often presents challenges due to the lack of direct equivalents for certain words and concepts According to a study, words that represent objects, institutions, or unique psychological characteristics of the source culture are frequently untranslatable This can lead to difficulties in conveying new or complex ideas, as well as terms that may be understood in one language but lack a specific counterpart in another Additionally, some words carry connotations that are not captured by their English equivalents, further complicating the translation process.
Translators often need to analyze English sentences to select the most appropriate Vietnamese word, as multiple options may exist for a given meaning For instance, the Vietnamese term “đàn” can pair with various nouns like “cá” (fish), “chim” (bird), “sư tử” (lion), and “gia súc” (cattle) Conversely, English has several corresponding terms for “đàn,” including “a flock of birds/sheep” (đàn chim/cừu), “a herd of cattle/buffaloes” (đàn gia súc/trâu), “a pack of dogs/calves” (đàn chó/bê), “a school of fish/chickens” (đàn cá/gà), and “a pride of lions” (đàn sư tử).
Vietnamese word alone is not enough to determine for the appropriate English translation and it is necessary to put it in the phrase and specific context
Translators must memorize vocabulary to prevent misuse, particularly when translating Vietnamese terms that lack direct English equivalents For example, the Vietnamese language features numerous words for various shades of green and blue, such as "xanh thẳm," "xanh rợn," and "xanh lá cây," while English only offers two basic terms: "blue" and "green."
Reduplication is a prevalent feature in the Vietnamese language, where repeating parts of words creates new terms that modify the original meaning This linguistic phenomenon can enhance or diminish the intensity of adjectives and serves as a literary device in poetry and everyday conversation Translating reduplicative words from Vietnamese to other languages is challenging due to the need for both form and semantic nuance equivalence For instance, the Vietnamese term “đo đỏ” translates to “somewhat red” in English, while “héo hon,” “héo hắt,” and “heo héo” are all translated simply as “wither,” lacking the intensity conveyed in Vietnamese This disparity highlights the richness of the Vietnamese vocabulary and the difficulties in finding suitable English equivalents.
Sometimes, learners cannot find equivalent English words for Vietnamese ones It is just an explanation of word meaning, not translate Here are some typical examples:
“lơ láo” = “look lost and out of one’s element”
“mơn mơn” = “Freshly tender, freshly young/ In the prime of youth”
Words are essential for language learners to develop a strong vocabulary system, which is vital for effective communication A rich vocabulary enhances communication skills, allowing for clearer expression of thoughts Focusing on word meanings and using them accurately in sentences is crucial for translators to produce high-quality translations.
Every language has specific rules for word order, which learners must adhere to For instance, Vietnamese and English exhibit distinct differences in their sentence structures, highlighting the importance of understanding these variations.
Vietnamese: “Cô ấy là một người bạn tốt.”
English: “She is a good friend.”
The influence of a mother tongue on foreign language learning is significant, particularly in shaping thought processes and language use, including word order and choice Many Vietnamese learners struggle with English word order rules, often leading to errors such as translating "Cô ấy là một người bạn tốt" as "She is a friend good." However, there are instances where Vietnamese and English share similarities in word order, notably in relative pronouns and object structures.
- Mô-za là nhạc sĩ (mà) tôi yêu thích nhất
= Mozart is the musican (whom) I admire
- Người phụ nữ tôi trông thấy trong công viên đang cho chim bồ câu ăn
= The woman I saw in the park was feeding the pigeons
Some learners concentrate too heavily on the source language (Vietnamese), which hinders their ability to accurately convey the meanings in the target language (English) It's crucial to prioritize the natural word order of the target language rather than strictly adhering to the source language's structure Translators should focus on breaking away from the source language's word order to effectively communicate meaning and maintain clarity for readers in the target language.
In English, there are many tenses being used with a particular structure In case, an untrue tense is used, readers cannot understand or misunderstand its meaning
For instance: “Anh ấy đang học tiếng anh”
It can be translated as: “He studies English now”
The present progressive tense in English indicates an action occurring at the moment of speaking, requiring a change in the verb form Unlike English, Vietnamese does not have strict rules for expressing different tenses, relying instead on specific words In Vietnamese, the past tense is marked by "đã," the present progressive by "đang," and the future tense by "sẽ." This highlights the clear distinction between tenses in English, which is not typically necessary in Vietnamese.
Difference in parts of speech
The English language comprises eight major parts of speech, which are essential elements defined by the Collins English Dictionary (2012) as classes of words that share significant syntactic or semantic features These parts include nouns, pronouns, verbs, adjectives, adverbs, prepositions, and interjections, each fulfilling similar functions within sentences.
Many English nouns are used to denote actions, whereas Vietnamese typically uses verbs for this purpose Consequently, translating a noun from the source language to the target language may not always yield a noun.
There is often no equivalent in the target language for a particular form in the source text For example:
- “Mưa tầm tã.” = “Raining cats and dogs.”
Some translators prioritize the source language (Vietnamese) to the detriment of fully conveying the meanings in the target language (English) It is crucial to prioritize the grammatical norms of the target language that resonate with readers rather than rigidly adhering to the source language's structure Therefore, translators should focus on breaking down these structures to effectively communicate the intended meaning while ensuring the output aligns with the appropriate conventions of the target language.
Prepositions in English can be challenging to use correctly, leading to common errors that are often unavoidable These mistakes frequently arise when translators attempt to directly translate Vietnamese sentences into English while retaining the original Vietnamese structure.
- Bọn trẻ chơi ngoài vườn = The children play out the garden (incorrect) = The children play in the garden (correct)
- Anh ta nói bằng tiếng Anh = He speaks by English (incorrect) = He speaks in English.(correct)
- Họ bơi dưới sông = They swim under the river (incorrect) = They swim in the river (correct)
Misusing prepositions often occurs when individuals rely on Vietnamese meanings to select English prepositions, neglecting their variations and specific usages.
Vietnamese speakers predominantly favor active voice in their communication, whereas passive voice is commonly utilized in English This difference can lead to challenges for translators An example of this issue is a sentence that contains a grammatical error due to the incorrect use of voice by the translator.
RESEARCH METHODOLOGY
Research design
The current study was designed based on the research questions outlined in Chapter 1, focusing on English major sophomores at Tay Do University Participants were given questionnaires, translation tests, and interviews to explore the challenges they face in Vietnamese-English translation After gathering and analyzing the data from these instruments, which included both quantitative and qualitative methods, the study aimed to uncover key findings regarding the students' difficulties.
Research participants
This research was conducted on 44 sophomores majoring in English course 12A and 12B (2017-2021) at Tay Do University They were 17 males and 27 females from 20 to
At 23 years old, the participants are native Vietnamese speakers with English as their foreign language They have all studied translation theory, primarily using textbooks compiled by instructors at Tay Do University In the upcoming semester, they will enroll in a practical translation course focused on sentence translation.
Instruments
In this research, questionnaires, test papers, and interviews served as valuable tools for data collection, offering a cost-effective and efficient means to gather extensive information from a large sample (Saul McLeod, 2014) However, these instruments were insufficient for a comprehensive analysis Consequently, a translation test was implemented to evaluate critical aspects such as comprehension and written production.
17 lexicon, grammar and transfer from the source language into target language (Seliger & Shohamny, 2000) The last instrument was interview to make more reliable
In the study, the questionnaire comprised 24 questions in total and was divided into two parts described as follows
Part 1 consisted of the first 5 questions (numbered from 1 to 5) which investigated the students’ background of translation In this part, students were required to choose the answer that best suits their opinion In some cases, they would give their specific answers (question 1 and question 4) and choose more than one answer (question 5)
Part 2 of the study included 19 statements (numbered 6 to 24) utilizing a five-point Likert scale (strongly agree, agree, no idea, disagree, strongly disagree) for students to indicate their responses These statements aimed to uncover the challenges students face in Vietnamese-English translations, focusing on issues related to word choice (statements 6-10), word order (statements 11-14), grammar (statements 15-19), and idioms (statements 20-24) The collected data was subsequently analyzed both qualitatively and quantitatively.
To enhance the reliability of the study, the researcher conducted interviews with ten English sophomores at Tay Do University, utilizing six open-ended questions The interviews aimed to uncover the challenges participants faced in translating sentences, specifically regarding word choice, word order, grammar, and idioms from Vietnamese to English Additionally, the researcher sought to gauge the students' attitudes towards Vietnamese-English translation and gather their insights on potential difficulties they might encounter before embarking on practical translation studies in the upcoming semester The objectives of the interview are summarized in the table below.
The test paper consisted of 10 individual items designed to assess students' ability to translate sentences from Vietnamese to English, highlighting the challenges they face in English-Vietnamese translation Notably, three items were specifically focused on identifying these difficulties.
The article discusses a language assessment that includes various components: two items focused on word choice, two items related to word order, two items addressing grammar, and three items concerning idioms Following a 20-minute translation test, the results were analyzed to identify the specific challenges faced by students in these areas.
Procedure
In this part, the process carrying out the research was presented The study lasted about
14 weeks and was divided into 3 steps as listed in the following table:
1 Students’ attitude towards Vietnamese – English translation
The difficulties encounter in word choice, word order, grammar and idioms when translating a sentence from
6 Students’ ideas about how to reduce the difficulties when they studying translation
-Determining the research topic and writing the outline
-Searching for materials to support for the research
From the 6 th week to the 9 th week
-Designing the questionnaire, test paper and interview
-Delivering the questionnaire, interview and the test paper
-Counting, synthesizing and analyzing the collected data
Chapter 4 indicates the results of the study basing on the data collected from the questionnaire, test paper and interview The findings show the statistical evidence that reveals students’ problems causing difficulties in English-Vietnamese translation Then, the discussion will follow to wrap up this chapter
The research findings presented in this section are based on data collected from 44 English major sophomores The results are categorized into two sections: the outcomes from the test paper and the insights gained from the interviews.
All participants (100%, 44/44) reported having studied the theory of translation since the start of their sophomore year, covering three modules This indicates that they possess foundational knowledge of translation theory imparted by their instructors In the upcoming semester, they will advance to Practical Translation 1, focusing on sentence translation.
In the next question, students were asked about their interests in translation
Figure 1 Students’ interests in translation
Over half of the participants (54.54%) found translation to be interesting, as indicated by Figure 1, with 24 out of 44 respondents expressing enjoyment in the subject Conversely, nearly half of the students rated translation as very interesting, normal, or boring Overall, the data suggests that most respondents hold a positive attitude toward translation.
Students’ self-assessment on their translation skill
Figure 2 Students’ self-assessment on translation skill
According to Figure 2, the majority of students, 68.18% (30 out of 44), demonstrated "average" translation skills, followed by 22.72% (10 out of 44) classified as "good," and only 9.09% (4 out of 44) rated as "very good." Overall, more than 25% of students, specifically 18.18%, felt confident in their translation abilities when faced with classroom tasks, indicating that the remaining students are still working to enhance their translation skills.
The amount of time students spending on English-Vietnamese translation
Figure 3 Students’ amount of time spending on practicing Vietnamese- English translation per day
The data reveals that only 9.09% of students (4 out of 44) dedicate approximately 15 minutes daily to Vietnamese-English translation practice In contrast, a higher percentage of students allocate 30 minutes (36.36%, or 16/44) and 45 minutes (15.90%, or 7/44) for the same activity Notably, the highest proportion, 25% (11/44), of students spend about 1 hour on translation, while 13.63% (6/44) invest 2 hours or more These statistics indicate that English major sophomores engage in daily translation practice, though the time spent varies based on individual circumstances, such as part-time jobs or focus on other language skills.
Students’ frequency of encountering obstacles in English-Vietnamese translation
Figure 4 Students’ frequency of encountering obstacles in English-Vietnamese translation
A significant majority of students, specifically 72.72% (32 out of 44), reported that they often encounter challenges in Vietnamese-to-English translation Additionally, 5.45% (3 out of 44) of sophomores indicated that they always face difficulties in this area, while 20.45% (9 out of 44) stated they seldom experience such problems These responses highlight that students commonly struggle with translating from Vietnamese to English.
Sophomores at Tay Do University enjoy translation and demonstrate positive attitudes toward the subject They dedicate time to practicing their translation skills; however, they anticipate facing challenges when studying practical translation in the upcoming semester.
4.1.2 The common difficulties in Vietnamese - English translation
This section plays a crucial role in the research, aiming to uncover the common challenges students face in English-Vietnamese translation It is divided into four parts, each addressing one of the prevalent issues identified in Chapter 2 that impede participants from producing accurate, understandable, and natural translations To illustrate these problems more clearly, refer to the following figure.
Figure 5 Common difficulties in Vietnamese - English translation
Students faced four primary difficulties in translating from Vietnamese to English, impacting the naturalness of their translations The most significant challenge was related to idioms, with 56.81% of participants identifying this as their main issue Grammar followed in importance, cited by 22.72% of students Word order was the third challenge, affecting 13.63% of the respondents, while word choice was the least problematic, reported by only 6.81% of students.
4.1.3 Results from questionnaires and test paper
The researcher's use of questionnaires yielded valuable and reliable information from participants Additionally, test results revealed that participants faced challenges in Vietnamese-English translation, particularly with word choice, word order, grammar, and idiomatic expressions Furthermore, the findings indicated that sophomores made numerous errors while translating sentences.
The result of students’ difficulties in word choice
WORD CHOICE WORD ORDER GRAMMAR IDIOMS
Figure 6 Difficulties with word choice
Sophomores identify the most significant challenge in language as a lack of vocabulary, with 56.33% (41 out of 71 tokens) citing this issue The second most common difficulty, reported by 35.21% (25 out of 71 tokens), is the absence of equivalent words, while only 8.45% (6 out of 71 tokens) express concerns regarding the use of unsuitable words.
Students’ problems relevant to word choice
Statements Strongly agree Agree No idea Disagree Strongly disagree
6 Translation is not an easy task because it requires your word choice of both the source language
(Vietnamese) and the target language( English)
7 You consider translation a good one when it word sounds natural in the target language (English) 25% 61.36% 13.63% 0% 0%
8 Lack of vocabulary can affect to your choice of word 18.18% 65.90% 9.1% 6.81% 0%
60 use unsuitable word word without equivalence lack of word
9 You have faced difficulties in choosing the meaning of the word in the specific context
10 You use unsuitable words with the topic of text 15.90% 54.54% 18.18% 11.36% 0%
Table 1 Difficulties relevant in word choice
As can be seen, Table 1 embraced 5 statements in total that indicated the respondents’ first difficulty with word choice
Statement 6 reveals that over 90% of students, including 27.27% who strongly agreed and 63.63% who agreed, believe that word choice in both languages is crucial Consequently, English major sophomores anticipate challenges in translating Vietnamese into English due to issues with word selection The following two statements may provide insight into the reasons behind these difficulties.
In statement 7, there was unanimous agreement on the significant impact of the natural sound of words on translation quality Specifically, 25% of students (11 out of 44) strongly agreed, while 61.36% (27 out of 44) expressed agreement, leaving 13.63% (6 students) neutral on the matter.
In statement 8, 8 participants (18.18%) fully approved, while 65.90% (29 out of 44) of students expressed approval These findings highlight the challenges associated with word choice, which hindered the production of satisfactory translations Additionally, participants struggled to retain new vocabulary, leading to difficulties in remembering words.