(LUẬN văn THẠC sĩ) english vietnamese translation assessment of culture specific references in a literary text a functional pragmatic perspective

INTRODUCTION

Research aim and question

This study aims to evaluate the English-Vietnamese translation of cultural-specific references (CSRs) in a literary text using House's functional-pragmatic model (2015) By applying this model to English-Vietnamese translation, the research provides theoretical insights specific to this context The literary work selected for analysis is "The Philosopher’s Stone" (2014), as detailed in section 1.

The research aim is formulated into the following research question:

To what extent are English culture-specific references in “Harry Potter and the Philosopher’s Stone” (2014) and their Vietnamese translations equivalent from the functional-pragmatic perspective?

This thesis seeks to address the research question by examining three specific categories of culture-specific references: proper names, forms of person reference, and regional dialects The justification for the study's scope will be detailed in the subsequent section.

Scope of the study

This study evaluates the English-Vietnamese translation of three key categories of cultural-specific references (CSRs) at the lexical level within a literary context: proper names, forms of person reference, and regional dialects The selection of these categories is based on several underlying reasons.

Translating literary texts presents significant challenges for translators, particularly when dealing with proper names, person reference forms, and regional dialects Each community possesses unique systems for these elements, making the task of translation not only a linguistic endeavor but also a cultural one As a result, effectively conveying the nuances of two distinct cultures becomes a complex and demanding process for translators.

These groups are essential in reflecting the attitudes and practical intentions of literary authors They significantly contribute to the characterization of protagonists in literary works, ultimately enhancing the success of these texts and warranting further examination.

The frequent occurrence of specific cultural reference groups in the selected literary text significantly contributes to the narrative's plot development A pilot study was conducted based on the CSR categories outlined in the taxonomies of Nida (1964), Klingberg (1986), and Newmark (1988) In "HPPS," proper names, person reference forms, and regional dialects are particularly prominent, accounting for over 50 percent of the occurrences in the text Analyzing these three CSR groups allows for a more thorough examination and evaluation of the narrative.

Contributions of the study

Theoretically, the supplementation for House‟s functional-pragmatic model

In 2015, the assessment of English-Vietnamese translations of Cultural Specific References (CSRs) was enhanced by extending House's model through the incorporation of Attitudinal resources from Appraisal Theory (Martin & White, 2005) This extension allowed researchers to reveal the author's implied attitudes within the CSRs of the literary text, aiding in the assessment process The study's methodological contribution lies in its functional-pragmatic textual analysis, which was triangulated with interviews from the source text author, the translator, other translators, and an expert in the field This approach ensured the adequacy of the collected data and the reliability of the research findings.

The research findings provide valuable strategies for publishers and translators in translating cultural references in literary texts These insights are applicable to other English literary works featuring proper names, person reference forms, and regional dialects with similar characteristics For proper names, a compensation strategy is recommended to address linguistic and cultural differences between English and Vietnamese Additionally, a target-language-oriented approach is advised for translating person reference forms When dealing with regional dialects, neutralization is suggested to reduce negative impacts Furthermore, a combination of compensation strategy and colloquialism is proposed to highlight the unique traits of characters.

LITERATURE REVIEW

Culture-specific references

This section addresses the research question by examining essential topics such as culture, Corporate Social Responsibility (CSR), classifications of CSR, and the selected groups of CSR, along with the translation strategies employed to manage these elements.

2.1.1 Notion of culture-specific references

Culture is a complex construct shaped by various components, including habits, customs, traditions, beliefs, emotions, myths, legends, religious practices, and geographical factors, all of which are collectively recognized and embraced within a society (Hall, 1959; Levine).

& Adelman, 1993; Katan, 1999; Thrivenia, 2001; Triandis, 2004; Nguyễn Quang, 2008; Jackson, 2014; Katan, 2014)

Accordingly, though different in wording, the theorists (Nord, 1997; Newmark, 1988; Davies, 2003; Hagfors, 2003; Tirkkonen-Condit, 2004; Gambier, 2007; Baker, 2011) share the same viewpoint that a culture-specific reference is:

A social phenomenon in culture A is considered significant by its members, and when contrasted with a similar phenomenon in culture B, it reveals unique characteristics specific to culture B.

This study consistently uses the term "culture-specific references" (Gambier, 2007, p 159) to maintain terminological clarity It highlights the connection between the concept of "culture" and these specific references, emphasizing their significance in understanding cultural nuances.

CSRs also cover various aspects of daily life in a community The holistic picture to demonstrate the notions of “culture” as well as CSRs is displayed below:

Figure 2.1.1 Iceberg Model of Culture (adapted from Hall, 1995; Katan, 2014, p 43)

Figure 2.1.2 Iceberg model of culture (Nguyễn Quang, 2008, p 72)

The iceberg model of culture reveals two primary layers: the surface layer, which includes symbols and cultural artifacts like language, clothing, architecture, and gestures, and the underlying layer, which encompasses attitudes, perceptions, beliefs, rituals, and practices The underlying layer significantly influences the surface layer, illustrating the complex nature of culture Additionally, various authors, including Klingberg (1986), Newmark (1988), and Aixelá (1996), have classified categories of Corporate Social Responsibility (CSR) based on this holistic understanding of culture.

- Linguistics (proper names, puns, idioms, etc.)

This study evaluates the English-Vietnamese translation of three key categories of cultural specific references (CSRs) in literary texts: proper names, person reference forms, and regional dialects These categories are chosen for their relevance, as they present common challenges for translators and are closely linked to characterization Characterization is the technique authors use to convey a character's traits and emotions, making it a crucial element in literature Through names, dialogue, and inner thoughts, the unique qualities of characters are revealed, underscoring the importance of accurate translation in preserving the essence of literary works.

The portrayal of a character's dialogues and thoughts is primarily conveyed through person reference forms and regional dialects While other cultural signifying resources (CSRs) like fauna, flora, foods, drinks, and measurement units play a role, they are less crucial to character development in literary texts Therefore, despite their cultural significance, these elements are excluded from the focus of this study.

This study aims to evaluate the English-Vietnamese translation of proper names, person reference forms, and regional dialects, which are crucial elements of language These elements represent the surface layer of communication, while a deeper cultural layer reflects the attitudes and values influencing language use To provide a comprehensive assessment, the research examines both the linguistic aspects of these categories and the underlying cultural attitudes The following section reviews the concepts of proper names, person reference forms, and regional dialects in detail.

A proper name, defined as a name for an individual, place, or organization with all initials capitalized, is significant in both English and Vietnamese cultures These names follow unique naming conventions, highlighting their cultural specificity and the importance of understanding proper names within different contexts.

Vietnamese naming practices are characterized by unique features influenced by Confucian traditions, reinforcing a male-oriented kinship system (Lương Văn Hy, 1990) Typically, a Vietnamese name consists of a patronym (surname), middle name, and personal name (first name) The patronym, or "họ," signifies both patrilineage and bilateral kinship, with "Nguyễn" being the most prevalent surname, found in 93% of the population, followed by "Trần," "Lê," and others Middle names often serve as gender markers, with "Thị" commonly used for females and "Văn" for males, reflecting the historical association of literature with male power Personal names are frequently derived from Sino-Vietnamese words representing natural elements, with females often named after entities like "Nguyệt" (moon) and "Tuyết" (snow), while males might be named "Long" (dragon) or "Hùng" (strength) Overall, these naming conventions mirror the sociocultural values of Vietnamese society, emphasizing the significance of male lineage and cultural heritage.

British naming practices are characterized by a combination of cultural influences, typically consisting of a first name and a surname, with middle names being infrequently used Historically, British names were shaped by Roman influences, followed by the introduction of Germanic, Anglo-Saxon, and Christian names during the Middle Ages The modern era has seen a shift towards more personal choice in first names, often detached from familial and religious constraints Most Britons have two given names, though the middle name is seldom utilized Surnames in Britain can be categorized into four types: those derived from locations (e.g., Calder, Blair), occupations (e.g., Mason, Smith), kinship indicators (e.g., Anderson, Johnson), and nicknames (e.g., Grant, Meikle) Overall, both English and Vietnamese naming conventions reveal that names are thoughtfully selected, reflecting the societal and cultural values of their respective communities.

The significance of proper names in literary texts is complex, as previous studies (Aixelá, 1996; Davies, 2003; Hagfors, 2003; Brondsted & Dollerup, 2004; Fernandes, 2006) highlight their roles in evoking connotations, conveying metaphorical meanings, revealing character traits, advancing the plot, enhancing aesthetic appeal, and entertaining readers This study aims to analyze and assess the translation of proper names assigned to literary characters within a literary work.

Despite existing research on the translation of proper names in literary texts, studies specifically focusing on English-Vietnamese translation remain limited Previous works primarily describe the meanings of proper names and the translation strategies employed However, improper translation of culturally specific references (CSRs) can lead to misinterpretations among target readers This highlights the need for further investigation into the assessment of proper name translations within CSRs, particularly in the English-Vietnamese context.

Classification of meaningful proper names in a literary text

In-depth translation assessment of literary texts involves classifying proper names into conventional and loaded names, as outlined by Hermans (1988) Conventional names are considered unmotivated for translation due to their lack of semantic significance, while loaded names are frequently utilized in literature This study specifically focuses on the analysis and translation assessment of proper names assigned to literary characters Fernandes (2006) further categorizes loaded names into three types: semantically loaded names, semiotically loaded names, and phonologically loaded names.

Firstly, semantically loaded names display the distinctive qualities of the characters and are common in allegorical literary works An example is

“Voldemort” in the “HPPS” (2014) It comprises “volde” and “mort”, which reveals details about this character In French, the word “mort” means “death”, and

The name “Voldemort,” meaning “flight from death,” reflects his deep-seated fear of mortality Additionally, names in literature often carry semiotic significance, linking to mythology, social class, nationality, and gender; for instance, “Minerva” in the Harry Potter series references the Roman goddess of wisdom Moreover, names can be phonologically loaded, incorporating onomatopoeia, as seen with Mrs Norris, whose name mimics her irritated sounds Phonesthetic names, like those containing the /gl/ sound, evoke associations with light through words such as glisten and glitter Ultimately, there is a clear connection between character attributes and their names, highlighting the importance of analyzing and assessing the translation of proper names in literary works.

Strategies to translate proper names

In this study, the term “translation strategy” (Krings, 1986; Honig, 1991; Jaaskelainen & Tirkkonen-Condit, 1991; Loescher, 1991; Séguinot 1991; Kiraly,

Translation assessment approaches

This section reviews various translation assessment approaches, the concept of translation, translation equivalence, and the assessment models derived from these approaches By critically analyzing these methods, the study aims to highlight their achievements and identify existing gaps, ultimately contributing to the development of a model that aligns with the research objectives.

“Evaluating the quality of a translation presupposes a theory of translation Thus different views of translation lead to different concepts of translational quality, and hence different ways of assessing it”

Translation assessment encompasses various perspectives, with three primary approaches identified: mentalist views, response-based approach, and linguistics-based approach (House, 1997; Phạm Thị Thuỷ, 2013; House, 2015; Lê Hùng Tiến, 2015; Lê Hùng Tiến, 2018) The mentalist view, emerging prior to the 19th century, is characterized by its subjective and intuitive nature, relying on individual opinions for evaluation However, this study does not adopt the mentalist approach, as it seeks to provide evidence-based assessments of the source text (ST) and target text (TT) Instead, the focus will shift to the response-based and linguistics-based approaches for a more objective analysis.

2.2.1.1 Translation in response-based approach

Until the 1970s, German scholars introduced the Skopos-related approach, emphasizing the purpose of translation and the target readers' responses (Holz-Mọnttọri, 1986; Snell-Hornby, 2006; Nord, 1997; D'Hulst, 1997) The term "Skopos," defined by Vermeer (1989), refers to the aim of a translation This approach suggests that the assessment of translation quality should be based on the reactions of sample receptors (Nida, 1964) While considering the target readers' responses is important for evaluating translation success, relying solely on the intuition of a select group is not a fully reliable method for determining translation quality.

According to the Skopos theory, the significance of the source text (ST) is secondary to that of the target text (TT) This approach defines "equivalence" through the principles established by Reiò and Vermeer, which prioritize the Skopos rule The five hierarchical rules emphasize that a translation is primarily guided by its intended purpose (Skopos), and that the TT serves as an informative offering tailored for the target culture.

In translation, the target text (TT) should not only provide information from the source text (ST) but also maintain internal coherence and align with the original message The fidelity rule is less critical than ensuring intratextual coherence, which is subordinate to the Skopos, highlighting the reduced importance of the source text and equivalence in translation evaluation.

Skopos theory has faced significant criticism, particularly regarding its applicability to literary texts While it emphasizes the purpose of translation, this approach tends to diminish the importance of equivalence, making it seemingly suitable only for non-literary texts such as news articles and scientific documents (Nord, 1997; Schọffer, 1997; Munday, 2016) The researcher aligns with this viewpoint, noting that Skopos theory overlooks the micro-linguistic features of the source text (ST), which are crucial for literary translation As Munday (2016) points out, even if the intended purpose is achieved, the translation may still fall short in terms of stylistic or semantic integrity In literary works, linguistic features are vital for expressing the author's aesthetic values, making it essential to analyze these micro-level elements This study, therefore, seeks to examine unique linguistic and cultural aspects, such as proper names, person reference forms, and regional dialects, suggesting that Skopos theory is less suitable for this research focus.

2.2.1.2 Translation in linguistics-based approach

The linguistically oriented approach in Translation Quality Assessment (TQA) emerged in the 1950s, predating the response-based approach Although the notion of equivalence has not been emphasized by scholars such as Holz-Mọnttọri (1986), Vermeer (1989, 2000), and Snell-Hornby, it remains a significant aspect of translation studies.

(1988, 2006), equivalence has been widely advocated by Nida (1964), Catford

(1965), Nida (1975), Kade (1968 as cited in Baker and Saldanha, 2009), Wilss

(1982, 1996), Koller (1979), Pym (2010), House (1997, 2015) In contrast to the response-based approach, equivalence plays a paramount role in the linguistics- based approach

Developing out of the linguistic approach, the researcher adopts a similar standpoint with House (2015, p 23) that:

“Translation is the replacement of a text in the source language by a semantically and pragmatically equivalent text in the target language.”

This study emphasizes the importance of pragmatics in evaluating the English-Vietnamese translation of three types of cultural reference systems (CSRs): proper names, person reference forms, and regional dialects in literary texts Pragmatics, which examines language use in context, is essential for understanding how CSRs convey meaning within specific situations For instance, analyzing the context is crucial for finding the appropriate Vietnamese equivalent for the English "I-you" dyad.

Preserving "meaning" is crucial in cross-cultural translation, with the concept of "equivalence" serving as a bridge between different lingua-cultures Three key aspects of meaning—semantic, pragmatic, and textual—are essential for effective translation The semantic aspect focuses on the relationship between linguistic units and their referents in various contexts The pragmatic aspect, as noted by House (2015), emphasizes meaning within speech situations and the intended use of language in communication, making it vital for Translation Quality Assessment (TQA) Lastly, the textual aspect, also proposed by House, defines a text as a coherent unit where individual components interrelate, highlighting the importance of sentence linkage in creating a unified message.

House's (2015) approach to equivalence is crucial for research focused on maintaining meaning across diverse lingua-cultures It emphasizes that translation is not merely about isolated words, but about conveying "meaning" within contextual frameworks across different cultures.

TQA can be categorized into five key areas: (1) quantitative or qualitative approaches that utilize statistical measurements, questionnaires, and interviews with target readers; (2) formative assessments that track progress and provide feedback within translator training; (3) summative evaluations that measure learning outcomes in translator training; (4) non-comparative studies that focus solely on the translation text; and (5) comparative analyses that examine both the source text (ST) and the target text (TT).

Translation assessment encompasses various aspects, including the evaluation of published translations, professional translators, and translator training contexts (Hewson & Martin, 1991; Hatim & Mason, 1997; Melis & Hurtado, 2001; Williams & Chesterman, 2002; Kiraly, 2005; Baker, 2011; Drugan, 2013; Colina, 2015) This study specifically concentrates on assessing a published translation, aligning with its research objectives.

Accordingly, since this study is concerned with comparing between English

This section analyzes comparative models derived from Skopos-related approaches to identify the most suitable model for the research objective Various Translation Quality Assessment (TQA) models have been developed, including those by Reiò (1971, 1989), Nord (1991), Steiner (1998), and Al-Qinai.

This section reviews various typical models of Translation Quality Assessment (TQA), focusing on Reiò's model (1991), House's model (1997), and Newmark's model (1988), alongside linguistics-based approaches established by Hatim & Mason (1997), House (1997), Steiner (1998), Hatim & Munday (2004), and House (2015).

In the 1970s and 1980s, functionalism gained prominence in Germany, highlighted by the work of German scholar Reiò (1971), who introduced a TQA model comprising two key procedures The first involves analyzing the target text (TT) to assess the suitability of the target language (TL) used, while the second entails comparing the source text (ST) and TT to determine their equivalence However, Reiò's model lacks specific criteria for conducting this analysis.

Newmark‟s model (1988, p 186) comprises the ST analysis, a comparison between ST and TT, and comments about the translation‟s potential role as a translation The five procedures of this model include:

(1) Text analysis: The evaluator needs to find the author‟s purposes, attitudes embedded in the text, describe the readership, and indicate the text genre

Previous studies on translation assessment of culture-specific references 52

This article presents a comprehensive review of prior research on Code-Switching References (CSRs), focusing specifically on three categories: proper names, person reference forms, and regional dialects By examining these lexical elements within literary texts, the study identifies significant research gaps that it aims to address The following sections detail the findings from previous studies related to CSRs, emphasizing the importance of these three distinct groups in understanding the broader context of CSR research.

Author Research problem Research aim Context Methodology Key findings

Davis (2003) The treatment of culture- specific references in translations of the Harry Potter books

Identify translation strategies adopted by various translators and consider their effectiveness in dealing with particular problems

SL: English TL: French, German, Chinese

A balanced approach to translation involves a blend of various strategies Adopting a macro perspective can be beneficial, as it allows for an analysis of how cohesive strategies contribute collectively to the overall development of the text.

Inggs (2003) From Harry to Garri:

Strategies for the Transfer of Culture and Ideology in Russian Translations of Two English fiction stories

Identify translation strategies in dealing with cultural items in two fiction stories

Descriptive The translators are shown not to have attempted to situate the stories in a Russian context

Culture-Specific Items in the Ancient Chinese Official System

Identify translation strategies and consider their effectiveness in dealing with cultural items

SL: Chinese TL: English Descriptive & comparative Three common strategies used: Linguistic translation, naturalization and absolute universalization

A comparative analysis of culture-specific items in two English translation of Savushun

Identify translation strategies in dealing with cultural items

Neither of the translators used a single strategy in rendering culture-specific items and both had different trends towards using conservative and substitutive strategies

(2012) Translation of Culture- specific items from English into Lithuanian: the Case of Joanne Harris‟s Novel

Analyze translation strategies for Culture-specific items SL: English

Qualitative the strategy of localization has been used most often

A comparative study of Translation Strategies applied in Dealing with Culture-Specific Items of Romance novels before and after the Islamic Revolution of Iran

Identify translation strategies for Culture-specific items before and after the Islamic Revolution of Iran

SL: English TL: Islamic Descriptive, comparative Corpus-based

Conservative and substitution are used

Salehi Strategies applied by Native Identify strategies applied by SL: English Qualitative Absolute universalization is frequently

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55 to transfer Persian Culture- Specific Items: A case study on an Iranian novel to transfer Persian Culture-Specific

Common cultural Turkish words in Albanian and Greek languages

Discuss common cultural Turkish words in Albanian and Greek languages

Domestication and Foreignization in Translating Culture-specific references

Identify translation strategies in dealing with CSRs

Descriptive Combination of Domestication and

Foreignizing and Domesticating Harry: An analysis of the Indonesian Translation of Harry Potter and the Philosopher‟s Stone

Identify translation techniques and consider their effectiveness in translating culture-specific items in Harry Potter and the Philosopher‟s Stone

Descriptive - a more domesticating approach is used

- translator‟s choice to foreignize or domesticate may be constrained by external circumstances such as publisher‟s protocols, the norms and the mores of the target culture

Identify translation strategies in dealing with Culture-specific Concepts

Descriptive Various translation strategies are suggested

Translation strategies of cultural words in Animal Farm into Indonesian

Identify translation strategies in dealing with cultural words SL: English

Descriptive, qualitative Various translation strategies: addition, reduction, transposition, synonymy, cultural adaptation, deletion

Culture-Specific Items from Persian into English

Identify the most frequent strategy used to translate Culture-Specific Items

SL: Persian TL: English Qualitative Pragmatic explicitation is most frequently used

The comparative analysis of Culture-Specific Items in Translation of the Novel

“Spartacus” from English into Persian

Identify the strategy used to translate Culture-Specific Items SL: English

TL: Persian Descriptive, comparative TL-oriented translation strategy is used

Application of Baker‟s Model in Translating

Identify the most frequent strategy used to translate Culture-Specific

SL: English TL: Qur‟an

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Specific Items in English Translation of Hedayat‟s

“Blind Owl” based on Domestication and Foreignization Dichotomy dealing with CSRs TL: Persian two strategies mostly used by the translator

A descriptive study of culture-related terms in translation of Harry Potter Novel from English to Urdu language

Identify translation strategies in translating cultural related terms

Localization and transformation are predominantly used

The translation into Vietnamese of culture- specific items in the novel

Identify the most frequently used translation strategies in translating cultural related terms

Preservation is most frequently used with proper names

PREVIOUS STUDIES ON PROPER NAMES AS A CATEGORY OF “CULTURE-SPECIFIC REFERENCE”

Bantas (2010) Names, nicknames, and titles in translation Analyze meanings embedded in names, nicknames, and titles in Text:

English Descriptive translators are pledged to give the reader of translations what the author intended for the reader of the original, Nilsen &

Naming tropes and schemes in J.K Rowling‟s Harry Potter‟s Book

Discuss Rowling‟s rhetorical artistry in the names she created

Descriptive Rhetorical devices in the names created by the author

Proper names and Culture- specific items in the Arabic Translation of Harry Potter

Investigate the transfer of proper names and references to food in the Arabic translation of the first three Harry Potter volumes

Descriptive Predominant translation strategy: simplification Foreignization is involved; domestication is virtually absent

Samuel (2010) Translating African Proper names in literary texts

Analyze proper names in Yoruba culture and the translation of African names in three African texts

SL: African (names) TL: French

Descriptive The study allows a foreign reader to have an insight into the African world-view and the socio-cultural values of African names

The names in Harry Potter Discuss the translation of some of the names in Harry Potter books into five languages

SL: English TL: Danish, Swedish,

Descriptive Predominant translation strategy: non-translation of names

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Mythic and Occultist Naming Strategies in Harry Potter

Analyze the meanings of names in seven Harry Potter novels

Descriptive The names complement the characterization, guide the narrative; constitute metaphorical cues to story Manini (2014) Meaningful literary names:

Their Forms and Functions, and their Translation

Identify technical problems of translating proper nouns SL: English

TL: Italian Descriptive Compensation strategy is suggested in translating meaningful literary proper names

The translation of Proper Names from English to Lithuanian in “Steve Jobs” by W Isaacson

Identify translation strategy for proper names in S Jobs‟ biography

Descriptive The strategies of localization, preservation, transformation and creation are frequently used

Rendering literary proper names in another language:

The works of Flann O‟Brien as a case in point

Analyze meanings of proper names in literary texts

SL: English TL: Italian, Spanish, Polish

Descriptive The names in O‟Brien‟s work bear some connotative aspects and meanings

PREVIOUS STUDIES ON TRANSLATION OF DIALECTS AS A CATEGORY OF “CULTURE-SPECIFIC REFERENCES”

American Vernacular English into German: The problem of “Jim” in Mark Twain‟s Huckleberry Finn

Discuss Strategies for translating dialects in Huckleberry Finn

Descriptive There are always tensions and trade-offs for the translators in translating dialects

(2012) Strategies for translating dialects and slang with references to Shaw‟s Pygmalion and Bond‟s Saved

Discuss Strategies for translating dialects and slang with references to Shaw‟s Pygmalion and Bond‟s Saved

5 strategies: dialect compilation, pseudo dialect translation, parallel dialect translation, dialect localization, standardization

Rosa (2012) Translating place: linguistic variation in translation

Discuss problems involved in the translation of dialects

Descriptive Rendering ST dialect by TL standard has the disadvantage of losing the special effect, while rendering dialect by dialect runs the risk of unintended effect Leppihalme

The two faces of standardization

Discuss the choice of standardization in dealing with dialects

Descriptive Standardization can lead to loss of the linguistic identity of the work It suggests that Standardization is not only necessarily only negative in its results, as target

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In J.K Rowling's "Harry Potter and the Sorcerer's Stone," the use of dialects reflects stereotypes of rural UK culture, portraying certain characters as "dumb." However, this linguistic diversity ultimately serves to enhance the charm and innocence of these characters, making them more endearing to readers, as noted by Szymanska.

The treatment of geographical dialect in literary translation from the perspective of relevance theory

Discuss problems involved in the translation of literary works that apply linguistic varieties, especially geographical dialects

Descriptive Geographical dialects serve as communicative clue; Neutralization is used to avoid side effects; Compensation strategy is discussed

PREVIOUS STUDIES ON PERSON REFERENCE FORMS AS A CATEGORY OF “CULTURE-SPECIFIC REFERENCES”

(1984) “Brother” and “Uncle”: An analysis of rules, structural contradictions, and meaning in Vietnamese kinship

Analyze the meanings of Vietnamese kinship Vietnamese Descriptive The study provides an insightful account into meanings and use of Vietnamese kinship

Thuyết (1988) Vài nhận xét về từ xưng hô trong tiếng Việt (Several remarks on person reference forms in Vietnamese)

Provide several remarks on Vietnamese person reference forms Vietnamese Descriptive The study provides an insightful and comprehensive account into Vietnamese system of person reference

Discursive practices and linguistic meanings The Vietnamese system of person reference

Investigate insights into Vietnamese system of person reference

Vietnamese Descriptive The study provides an insightful and comprehensive account into Vietnamese system of person reference

Từ xưng hô trong tiếng Việt (Person reference forms in Vietnamese)

Investigate Vietnamese system of person reference

Vietnamese Descriptive Several features of Vietnamese system of person reference are provided

(1996) Xưng hô trong gia đình người Việt (Person reference forms in Vietnamese families)

Investigate Vietnamese addressing forms in family Vietnamese Descriptive Several features of Vietnamese addressing forms in family are provided

(1996) Các cung bậc của giao tiếp vợ chồng người Việt Investigate addressing forms of

Vietnamese spouses Vietnamese Descriptive Several features of addressing forms of

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Thử tìm hiểu về danh từ thân tộc của tiếng Việt (Investigation into kinship terms in Vietnamese)

Vietnamese Descriptive Several features of Vietnamese kinship terms are provided

Từ chỉ quan hệ thân tộc trong tri nhận của người Anh và người Việt (Kinship terms in the cognition of the English and Vietnamese)

Descriptive Features of Vietnamese kinship terms are provided

Terms of Address and Reference

Subjectivity and objectivity in Vietnamese and English person reference formss

Expression of subjectivity and objectivity in Vietnamese and English person reference forms are analyzed

Descriptive T-V diagram of addressing dyads in languages is discussed Expression of subjectivity and-objectivity in Vietnamese and English person reference formss are analyzed

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The review of previous studies highlights three key points regarding Corporate Social Responsibility (CSR) translations Firstly, while the number of studies on CSRs has increased, most have focused on describing translation strategies rather than assessing their effectiveness This gap in research suggests that inadequate translations may lead to misinterpretations by target readers, ultimately hindering communication between authors and their audiences Consequently, this study aims to contribute to the field by emphasizing the importance of assessing the translation of CSRs.

This study contributes to the assessment of the translation of culturally specific references (CSRs) within the English-Vietnamese language pair While previous research has explored various language pairs such as English-German, English-French, and English-Arabic, there is a notable lack of evidence regarding English-Vietnamese translation Therefore, this research fills a gap by providing valuable insights into the translation assessment of CSRs in this specific context.

Table 2.2.1 indicates that previous studies predominantly utilized qualitative analysis to explore strategies for translating CSRs This descriptive and interpretive approach is widely recognized as effective for elucidating the meanings of CSRs and outlining translation strategies However, prior research has largely overlooked the descriptive and comparative procedures Consequently, this study aims to clarify these procedures and the corresponding units within the qualitative analysis framework for CSRs By detailing these methods, the research enhances the reliability of the findings, facilitating future replication efforts.

This study reviews previous research on translation quality assessment (TQA) models to address the translation assessment of corporate social responsibility (CSR) communications, ultimately contributing to filling existing research gaps in this area.

2.4.2 Previous studies on translation assessment

Recent research has focused on evaluating translation quality through response-based approaches, particularly within the framework of Skopos theory A significant study by Coillie and Verschueren (2014) examined the translation of character names from a functional viewpoint Additionally, studies by Askari, Shahnazari, & Akbari (2014), Bing (2014), Wei & Zhu (2015), and Hassanvandi et al (2016) have sought to challenge the dominant paradigms of equivalence and purpose in children's literature through the lens of Skopos theory.

A significant gap in previous studies on Skopos theory is the lack of comprehensive examination of all its aspects, including the translation's purpose and target reader reception The reception of target readers is crucial for evaluating translation quality; however, few studies effectively measure this reception Relying solely on the intuition of a select group of readers is not a reliable method for determining translation quality.

Recent studies from a functional-pragmatic perspective have gained traction globally, with significant contributions from various researchers (Jiang, 2010; Nazhand & MohebbiPur, 2011; Tabrizi et al., 2013; Daniel, 2014; Ehsani & Zohrabi, 2014; Shakernia, 2014; Alikademi, 2015; Hasan, 2015; Rahmanian, 2015; Zekri & Shahsavar, 2016; Kargarzadeh & Paziresh, 2017) In Vietnam, notable master's theses have explored the Translation Quality Assessment (TQA) of literary texts using House's model (1997), including works by Lê Mỹ Hạnh (2009), Đặng Thị Phượng (2013), Cao Huyền Trang (2014), and Phạm Thị Thuỷ (2015) A comprehensive review of these studies utilizing House's model is summarized in the following table.

Table 2.2.2 Review of previous studies on TQA

Author Research problem Method Findings

(2009) A corpus-based approach within Julian

House‟s model for translation quality assessment

Corpus-based corpora provide a crucial foundation for Translation Quality Assessment (TQA) Jiang (2010) highlights the significance of quality evaluation in the translation of descriptive museum texts The research demonstrates the effectiveness of applying a systemic functional model alongside contrastive analysis to enhance the assessment procedure for translation quality.

Pur (2011) The application of House‟s model to

William Faulker‟s “The Sound and the Fury” and its Persian translation by Saleh Hosseini

Descriptive Comparative Translation errors were identified

Assessing translation of advertising text (English-Persian) based on House‟s functional-pragmatic model of TQA

Qualitative Quantitative Translation errors were identified

Assessing the quality of the Persian translation of Kite Runner based on House‟s (2014) Functional Pragmatic Model

Corpus-based The type of translation is overt

A study of House‟s model of translation quality assessment on the short story and its translated text

Comparative The type of translation for short stories is covert

Assessing the quality of Persian translation of Orwell‟s Nineteen Eighty Four based on House‟s model: Overt- Covert distinction

Descriptive Comparative Translation errors were detected; mismatches showed cultural filter was applied; the TT did not fulfill the criteria to be an overt translation

(2014) Applying Julian‟s House TQA model

(1997) on a Humorous Text: A case Study of the Simpsons

Descriptive Comparative The application of House‟s model on a case study has highlighted its suitability for its use on a humorous text

(2015) The application of House‟s model on

“Langman‟s Medical Embryology” and its Persian translation

- 3 raters were asked to assess the translation

Translation errors were detected; The type of translation for scientific texts is covert

(2015) The evaluation of the quality of Persian translation of Emily Dickinson‟s Poems based on TQA model of Julian House

Comparative Translation errors were detected

However, most of the overt errors were made intentionally by the translators House‟s model is not wholly appropriate for assessing quality of English poetry into Persian

(2016) A translation quality assessment of the

English translation of the Hilali Epic Descriptive

Comparative The translation fails to achieve equivalence of function

Quality assessment of Persian translation of English pharmaceutical leaflets based on House‟s model

Translation errors and mismatches were detected;

This study utilizes House's revised model (2015), contrasting with earlier research that relied on the original model from 1997 For instance, Phạm Thị Thuỷ (2015) integrated the 1997 model with insights from Crystal and Davy (1969) and Halliday's systemic functional theory (1973) Over nearly two decades, House's model has evolved through the Hamburg project “Covert Translation,” leading to specific modifications outlined in section 2.3.2 Importantly, translation assessment encompasses not only error detection but also the identification of successful translation elements Previous studies primarily focused on House's 1997 model; however, this research identifies House's 2015 model as more aligned with the research objectives By applying this updated model to English-Vietnamese translation, the study contributes theoretical insights relevant to this context.

Previous studies utilizing House's model in Translation Quality Assessment (TQA) predominantly employed qualitative descriptive methods, particularly textual analysis (Jiang, 2010; Nazhand & MohebbiPur, 2011; Tabrizi et al., 2013; Ehsani & Zohrabi, 2014; Shakernia, 2014; Alikademi, 2015; Hasan, 2015; Rahmanian, 2015; Zekri & Shahsavar, 2016; Kargarzadeh & Paziresh, 2017) The primary aim of these studies was to identify similarities and differences in translation quality compared to the source text (ST), aligning with the core focus of House's model (2015) Textual analysis has proven effective in providing linguistic and textual evidence regarding the meanings of cultural-specific references (CSRs) and assessing the equivalence between the source text (ST) and target text (TT).

To accurately understand the underlying pragmatic purposes of the source text (ST), it is essential to triangulate House's functional-pragmatic analysis with the author's statements This study collects interview scripts where the ST author elucidates the implicit meanings of the communicative strategies (CSRs), thereby enhancing the validity and reliability of the research Additionally, the author's attitudes within the CSRs are examined through a linguistic-textual analysis based on the Attitudinal resources of Appraisal theory (Martin & White, 2005) This combined approach offers substantial evidence for uncovering the author's attitudes embedded in the CSRs, reinforcing the effectiveness of House's model when integrated with Appraisal theory.

This study utilizes House's (2015) functional-pragmatic framework to analyze the translation strategies employed by the translator, highlighting their impact on achieving functional equivalence between the source text (ST) and target text (TT) Given the translator's unavailability for direct interviews, scripts detailing their translation process of "HPPS" have been gathered This textual analysis, supplemented by House's perspective, enhances the study's credibility and reliability.

RESEARCH METHODOLOGY

Research design

Descriptive research aims to describe, explain, and interpret current conditions, focusing on the "what is" (Thyer, 1993; Vaus, 2001) Its purpose is to investigate phenomena occurring at specific times and locations This approach aligns with the objective of this study, which seeks to evaluate the equivalence between English customer service responses (CSRs) and their Vietnamese translations within a literary context.

In this study, a descriptive research design is utilized to achieve two primary objectives Firstly, it aims to provide an in-depth analysis of the meanings and functions of cultural-specific references (CSRs) in both the source text (ST) and target text (TT) Secondly, the descriptive approach is employed to assess the degree of equivalence between the ST and TT, ultimately evaluating the quality of the translation.

This article employs a cross-sectional design to provide a snapshot of the translation quality between the English literary text "HPPS" (2014) and its Vietnamese translation, focusing on descriptive analysis.

"Harry Potter and the Philosopher's Stone" (2016) illustrates the distinction between cross-sectional and longitudinal research designs According to Rasinger, as cited in Littoseliti (2010), cross-sectional studies capture a snapshot of data at a single point in time, while longitudinal studies track changes in variables through repeated data collection over an extended period Since this study does not aim to observe changes over time, a longitudinal design is deemed less appropriate for its research objectives.

Research methods

In this study, qualitative analysis is adopted in order to answer the research question The rationales for the choice are justified below:

This study adopts a qualitative approach rooted in interpretivism to investigate the groups of cultural-specific references (CSRs) in a literary text, focusing on the equivalence between CSRs in the source text (ST) and target text (TT) By emphasizing descriptive textual data without manipulation, the research captures the complexity of social phenomena through rich and deep observations Qualitative research is valuable for gaining context-bound, naturalistic insights, making it well-suited for understanding intricate situations Thus, this approach aligns with the study's objective of exploring social phenomena as they occur naturally, distinguishing it from experimental quantitative research methods.

In line with qualitative analysis, descriptive steps are adopted in this study

This article utilizes descriptive steps to analyze the functions of proper names, person reference forms, and regional dialects within a selected literary text It emphasizes the importance of co-texts and contexts, highlighting that the functions of these cohesive reference structures (CSRs) are realized within their situational and cultural settings Co-text refers to the linguistic environment surrounding a word, encompassing the relationships between words, phrases, sentences, and paragraphs A detailed explanation of the "context of situation" and "context of culture" is provided in section 2.3.1.2 Furthermore, the article compares the similarities and differences in the functions of CSRs between the source text (ST) and target text (TT) based on House's functional-pragmatic adapted model (2015).

This study examines the meanings of culturally specific references (CSRs) within a selected literary text, focusing on how these references contribute to the overall meaning of the work Rather than comparing individual source and target items, the research analyzes and contrasts them within their situational and cultural contexts to highlight their significance.

The descriptive procedures in line with the theoretical framework (see Figure 2.7) are narrated below:

- Step 1: Describe the ST function + Analyze Field, Tenor, Mode (describe the functions/ meanings of the CSRs in their context of situation)

+ Describe Genre of the ST (describe the functions/ meanings of the CSRs in their context of culture)

+ Describe the function of the ST in which the functions of CSRs contribute to the function of the entire text

- Step 2: A similar procedure is conducted to describe the TT function + Analyze Field, Tenor, Mode (describe the functions/ meanings of the CSRs in their context of situation)

+ Describe Genre of the ST (describe the functions/ meanings of the CSRs in their context of culture)

+ Describe the function of the ST in which the functions of CSRs contribute to the function of the entire text

In Step 3: Comparison, the roles of source CSRs are analyzed alongside those of target CSRs to identify similarities and differences, ultimately contributing to the assessment of the translation's quality.

The adoption of a quantitative approach complements the qualitative findings by focusing on measurable data Quantitative research emphasizes numerical data analyzed through statistical methods, which is evident in this study's analysis of the frequency of translation strategies used by the translator By examining these predominant strategies, the study aims to achieve a functional equivalent from the functional-pragmatic perspective of House.

The 2015 research findings offer practical translation strategies for handling Cultural Specific References (CSRs) relevant to translators and publishers By employing qualitative analysis, the study assesses translation quality, aiming to understand the meanings and functions of CSRs, particularly in the context of English-Vietnamese translations within a selected literary text While quantitative methods provide objective measurements and generalizable data, they lack the depth needed to explore the complexities of the phenomenon, making qualitative analysis the primary focus of this study, with statistical data serving as a supplementary resource.

In this study, comparative analysis plays a vital role in evaluating the functions of source CSRs in relation to the overall function of the source text (ST) and the functions of target CSRs concerning the target text (TT) This comparison is essential for generating a quality statement regarding the translation The methodology for this comparative analysis will be detailed in the following section.

The comparative method in linguistics is a technique used to analyze language development and change by comparing specific features of two or more languages that share a common ancestor This method allows researchers to infer the characteristics of that ancestral language (Durie & Ross, 1996; Nguyễn Thiện Giáp, 2015).

Comparison involves identifying similarities and differences between entities, highlighting that effective comparisons require units of similar magnitude, value, or classification For instance, contrasting the system of proper names in Britain with person reference forms in Vietnam would yield little meaningful insight due to their differing contexts.

In "Harry Potter and the Philosopher's Stone" (2014), the Cultural Specific References (CSRs) serve as key lexical items for analysis, with English as the source language (SL) The Vietnamese translation, "Harry Potter và Hòn đá phù thuỷ" (2016), represents the target language (TL) This study focuses on comparing proper names, person reference forms, and regional dialects at the lexical level between the source text (ST) and target text (TT) Detailed descriptive and comparative procedures are outlined in section 3.2.1.

In this study, the final essential step following descriptive and comparative analysis is the interpretive phase, as qualitative data analysis relies significantly on interpretation (Cohen, Manion, & Morrison, 2007) This phase encompasses the researcher's interpretive explanations regarding the analysis and comparison of the source text (ST) and target text (TT).

Analytical framework of the study

House's model (2015) stands out among the reviewed frameworks for translation assessment due to its proven applicability to various text types, including literary works This model effectively addresses both micro and macro language levels and emphasizes the importance of situational and cultural contexts through register analysis and genre description Furthermore, it incorporates a cultural filter to highlight socio-cultural differences in expectations and stylistic conventions between source and target linguistic communities.

This study focuses on evaluating the English-Vietnamese translation of three groups of culturally significant references (CSRs) in a literary text, specifically proper names, person reference forms, and regional dialects A key concern is the integration of these CSRs within House's model, which must align with the research objectives To effectively analyze the text, it is crucial to consider both the situational and cultural contexts, achieved through register analysis of Field, Tenor, and Mode, as well as genre description Thus, the status of these CSRs, enriched by their situational and cultural layers, will be emphasized to align with the study's aims.

Translation involves reconstructing meaning from the source culture to the target culture, highlighting the significance of the cultural filter in House's model, as illustrated in the analytical framework of Figure 2.7.

In addition, although House did specify the steps in her TQA process, the status of both ST and TT should be demonstrated in the entire translation process

Translation involves replacing a source text (SL) with a semantically and pragmatically equivalent target text (TL), as noted by House The concept of equivalence is crucial, as it defines the relationship between the source text (ST) and the target text (TT) Consequently, the analytical framework of this study emphasizes the significance of the ST-TT relationship throughout the translation process.

The selected Customer Service Responses (CSRs) in this study reflect the author's attitudes, which are analyzed through the integration of Attitudinal resources from Appraisal theory (Martin & White, 2005) into House's functional-pragmatic model This adaptation aims to effectively reveal the underlying attitudes within CSRs To align with the research objectives, the modified model is presented without redundant visuals, ensuring clarity and focus on the analysis.

Data collection procedures

This study utilizes qualitative linguistic-textual analysis from a functional-pragmatic perspective as its main research tool To enhance the qualitative evaluation of the translation quality of CSRs, interview transcripts from both the source text author and the translator are also analyzed as secondary research tools.

Figure 3.1 Data collection procedures of the study

To begin with, the text “Harry Potter and the Philosopher‟s Stone” republished in 2014 by Bloomsbury in the U.K was selected as the source text

Phase 1 •Select the ST and TT

Phase 2 •Collect the CSRs in the ST and TT

•Collect the interview scripts of the author and translator

•Interview two translators and an expert in the field

Linguistic- textual analysis from House’s functional- pragmatic adapted framework

The first novel in the Harry Potter series, authored by renowned British novelist J.K Rowling, serves as a crucial text for research due to its introduction of key characters, their relationships, and unique traits Since its publication, it has become a literary phenomenon and is significant for several reasons: it was originally written in English and published in Britain, its translation reached Vietnam, and it offers rich cultural references to British society.

While J.K Rowling is recognized as a masterful storyteller, analyzing Harry Potter as a literary work may disrupt traditional literary perspectives due to its straightforwardness In discussing the literary value of the "Harry Potter" series, Whited highlights the need for a deeper examination of its themes and narrative techniques.

Literary works must reflect the values of their time and society, utilizing language that engages readers and mirrors cultural values (2002) They often draw from established genres or folklore The "HPPS" meets these criteria, as it possesses significant cultural and ideological content deeply embedded in an English context (Inggs, 2003, p 286) This aligns with Suljie's perspective on the importance of cultural relevance in literature.

The appeal of the Harry Potter series extends beyond its plot and adventure; it encompasses the attitudes, values, cultural assumptions, and ideologies that shape children into future adults (2013, p 68) Scholars such as Randall & Colorado (2001), Rodriguez (2003), and Nilsen & Nilsen (2009) highlight J.K Rowling's rhetorical artistry and her mastery of literary techniques, demonstrating how she imbues profound meaning into even the simplest names These insights underscore the significance of selecting "Harry Potter and the Philosopher's Stone" as a literary text for this study.

In 2016, Trẻ Publishing House republished "Harry Potter và Hòn đá phù thuỷ," chosen as the target text (TT) due to its recent publication, which suggests thorough proofreading and editing to reduce translation issues The translator, Lý Lan, is a well-known novelist, poet, and translator in Vietnam A detailed description of the source text (ST) and target text (TT) accompanies this selection.

Table 3.1 Description of the Source Text and Target Text

Title of the text “Harry Potter and the Philosopher‟s

“Harry Potter và Hòn đá phù thuỷ”

- reprinted in 2014 - first published in 2000

Publisher Bloomsbury in the U.K Trẻ Publishing House in Vietnam

Number of pages - 17 chapters in 332 pages - 17 chapters in 341 pages

- a British novelist under the pen names J

- Lý Lan (born in 1957 in Vietnam)

- a novelist, poet, and translator in Vietnam

Hardcover of the published text used in this study

3.4.2 Phase 2: Culture-specific references collection

After selecting the ST and TT, CSRs (proper names, person reference forms, and regional dialects) were collected from both ST and TT

In this phase, content analysis was utilized to identify culturally significant references (CSRs) in both the source text (ST) and target text (TT) As noted by Krippendorff (2012), the primary aim of content analysis is to uncover meanings, which justifies its use in this research The study focused on recognizing proper names, forms of person reference, and regional dialects within the texts The methodology for conducting content analysis to gather CSRs was outlined based on the frameworks provided by Holsti (1968), Patton (2002), and Wilkinson and Bermingham (2003).

This study aims to identify and define key concepts related to proper names, person reference forms, and regional dialects, which will be elaborated upon in the subsequent Literature Review.

Being precise about the concepts to be coded is crucial Wilkinson and Birmingham (2003) emphasize that defining concepts allows for the inclusion of words with similar meanings The coding frame's concept definitions align with those outlined in the Literature Review, specifically in sections 2.1.2 (Proper names), 2.1.3 (Person reference forms), and 2.1.4 (Regional dialects).

- Code for the frequency of concepts

After selecting the coding concepts, the next step is to code for frequency rather than mere incidence Coding for incidence counts each occurrence of a cultural signifier (CSR) only once, potentially limiting the understanding of its significance in the text In contrast, coding for frequency provides a more robust indication of a CSR's importance For example, the name "Hermione" appears throughout 108 pages of the novel, highlighting its critical role Consequently, this study opted to code for the frequency of CSRs.

Wilkinson and Bermingham (2003) highlight that coding rules are essential for ensuring accurate word sorting In this study, the coding rules are specifically defined for the three groups of Customer Service Representatives (CSRs).

Label Definitions To recognize the concept

A proper name, typically starting with an initial capital letter, identifies an individual, place, or organization This article specifically examines proper names as they relate to individuals, such as Hermione, highlighting their significance in personal identification.

-individualize a unique entity (e.g., Mary, Tom, John) as distinguished from common nouns that refer to the class of entities (city, person, trees)

This study focuses on “I-you” dyads

- I-you dyads (the focus of this study)

GD Regional dialects denote language varieties classified geographically (Baker, 2018)

- West Country (the focus of this study)

The identification of the character‟s dialect was based on the comparison between non-standard marks present in character‟s speech and Trudgill‟s (1999) study of English dialects

- Trawl through the source and target text

The analysis involved a thorough examination of both the source text (ST) and target text (TT) to identify and gather three distinct groups of code-switching references (CSRs) This process included multiple readings to ensure the comprehensive and accurate collection of CSR data sets.

- Code the data in the source and target text

This study categorizes data into three main types: proper names, person reference forms, and regional dialects, all of which were systematically organized in Microsoft Excel files (refer to Appendices A, B, and C) The primary focus is on the Vietnamese translation of English cultural references (CSRs) found in "HPPS," with a detailed table created to present the equivalents This table includes columns for order number, source English text with corresponding page numbers in the source text (ST), target Vietnamese text, and page numbers in the target text (TT) Additionally, the translation strategies employed by the translator were analyzed using House's model (2015), which distinguishes between overt and covert translation, as discussed in the Literature Review.

- Interview scripts of ST author

The interview with the author enhances the textual analysis and qualitative assessment from a functional-pragmatic viewpoint Through these discussions, the author reveals the implicit meanings behind proper names and elucidates the character relationships that inform the selection of equivalent person reference forms in Vietnamese Additionally, the interviews shed light on the pragmatic purposes of employing regional dialects within the text Below is a brief overview of the author of the source text.

Table 3.2.1 Background information of the author of “HPPS”

Occupation a British novelist Honors and awards - Has achieved roughly 20 notable awards about Literature

- To name just a few: Companion of Honor, for services to literature and philanthropy, 2017; PEN America Literary Service Award, 2016; Hans Christian Andersen Award, Denmark, 2010

Website https://www.jkrowling.com/enquiries/

Data analysis

Two data sets were obtained from the data collection

The primary data source The secondary data source

(1) ST - “Harry Potter and the Philosopher‟s Stone” (2014)

(2) TT - “Harry Potter và Hòn đá phù thuỷ”

(3) Proper names in ST: 146 proper names Proper names in TT: 146 proper names (see Appendix A)

(35 loaded names among these 146 proper names in the ST and TT) (see Appendix A)

(4) Person reference forms in ST: 75 dyads of “I-you” (see Appendix B) Person reference forms in TT: 75 dyads of Vietnamese translation of “I-you” (see Appendix B)

(5) Regional dialects: 532 words of dialectal features (see Appendix C)

(1) interview transcripts the ST author: roughly 23,000 words in transcription

(2) interview transcripts the ST translator: roughly 13,000 words in transcription

(3) minutes of interviewing translators and an expert in the field: roughly 15,500 words in transcription

Figure 3.3 Data of the study The following section reports on the analysis of each data set

The qualitative analysis of the three groups of CSRs was conducted using House's adapted model (2015), detailed in section 2.3.4 This process included both descriptive and comparative steps Given the interpretative nature of qualitative data analysis, the study also generated interpretive explanations alongside the analysis and comparison of the source text (ST) and target text (TT) For further details on the descriptive and comparative steps, please refer to section 3.3.1, as this section avoids redundant presentation to prevent repetition.

3.5.2 Analysis of the interview data

In this study, the two sub-types of interview data were collected, including

This study includes interview scripts from the ST author and translator, as well as interviews with two additional translators and a field expert The recordings of these interviews were transcribed and translated into English for analysis Utilizing Braun and Clark's (2006) thematic analysis method, which is recognized as an accessible approach for those new to qualitative research, the study outlines the phases of analyzing interview data according to their guidelines.

Firstly, the researcher printed the transcripts, read them many times and jotted down several initial ideas

The initial codes were developed through a manual coding process, which involves marking text segments based on themes and categorizing them with specific labels for better organization In this study, the researcher carefully re-read interview transcripts to identify key words, phrases, and sentences, assigning codes to these elements The identified codes and their corresponding text extracts were then highlighted and compiled into a digital file for further analysis.

The next step involves identifying themes by sorting the previously established codes Utilizing the analytical framework and the Literature Review, themes were explored in relation to the research question Key themes identified in alignment with the study's overarching aim include "subject matter of the text," "author's provenance," "author's attitudes," and "social role relationship," among others.

The themes were refined and labeled according to the analytical framework and relevant literature, allowing the findings to collectively illustrate a comprehensive narrative Each theme from the interview data was analyzed in conjunction with textual analysis from a functional-pragmatic perspective, ensuring a robust triangulation of insights.

A sample of themes and supporting codes is provided as follows:

Main variables in line with the analytical framework

Themes Sub-themes Extracts Interview transcript

Subject matter of text Semantic meaning of proper names

The author of "HPPS" has a strong appreciation for names, often incorporating them into their work If you share an unusual name with them, be cautious, as it may appear in their sixth book They also enjoy collecting names, some of which are invented.

Voldemort, Malfoy, and Quidditch are all fictional creations, yet I draw inspiration from various sources for my collection, including maps, street names, and encounters with individuals Additionally, old literature and historical figures contribute to my collection, such as Mrs Norris, a character inspired by Jane Austen The name Dumbledore also has historical roots, showcasing the blend of imagination and reality in character creation.

English word meaning bumblebee Because Albus Dumbledore is very fond of music, I always imagined him as sort of humming to himself a lot

Int.A.02 qqnames Meanings of proper names

Tenor Author‟s provenance (temporal, geographical provenance)

Author of “HPPS”: Hagrid‟s sort of West-country - yokel - which is where I grew up - the part of Britain where I grew up, I didn't grow up in Scotland,

I grew up on the border with Wales

The author of "HPPS" describes a refined bully who, unlike Harry's cousin Dudley, employs psychological tactics rather than physical intimidation This bully is astute and adept at exploiting vulnerabilities, making him a more sophisticated and insidious threat.

Draco is a - he is a snob, he‟s a bigot and he is a bully, and as I said, in the most refined sense - he knows exactly what will hurt people

Int.A.02 qqauattitude Author‟s attitudes towards

Draco Malfoy, the author of "HPPS," reveals that the character Severus Snape is inspired by a sadistic teacher from his own past He emphasizes that children are acutely aware of the potential for teachers to misuse their authority, and Snape exemplifies this abuse of power Malfoy describes Snape as an unpleasant individual, highlighting the darker aspects of the teacher-student dynamic.

Int.A.02 qqauattitude Author‟s attitudes towards

Author of “HPPS”: Hagrid‟s sort of West-country - yokel - which is where I grew up - the part of Britain where I grew up, I didn‟t grow up in Scotland,

I grew up on the border with Wales So Hagrid's kind of 'Yes Harry Potter, sir‟ - like that - very slurred words – it‟s the accent English people

Int.A.02 qqauattitude Author‟s attitudes towards

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85 of very country - you know, way of speaking

Interviewer: And how about Minerva McGonagall?

Author of “HPPS”: Very clipped, and very, very - quite upper - class and very brisk - like a governess

Int.A.02 qqauattitude Author‟s attitudes towards

“Hagrid” Social role relation ship Relationship between characters

Interviewer: Erm - I read the first book at camp with a friend and - er - how is Malfoy such strongly against him in the first book?

Author of “HPPS”: Yeah - why is - why is Malfoy - why does he like - dislike Harry so much in the first book?

In the first encounter between Malfoy and Harry, Malfoy attempts to befriend Harry, recognizing the status that comes with being associated with the famous wizard However, Harry rejects Malfoy due to his disrespectful remarks about Hagrid and Ron, whom Harry values This rejection leads Malfoy to harbor resentment towards Harry Additionally, Malfoy's background is rooted in a family with strong ties to Dark magic, a detail that will be further explored in the fourth book Ultimately, Malfoy's desire for friendship is thwarted, resulting in his bitterness towards Harry.

Int.A.02 qqrelation Relationship, social attitude between Harry and Draco Malfoy

In "HPPS," the author illustrates the importance of teamwork through the dynamic between Harry, Hermione, and Ron While Harry often bears the greatest burden as the central hero, Hermione serves as the intellectual powerhouse, and Ron exemplifies bravery Together, they showcase how collaboration enhances their strengths and effectiveness in overcoming challenges.

Int.A.02 qqrelation Relationship, social attitude between Harry, Ron and Hermione

Genre Interviewer: What inspires you to write these great books?

The author of "HPPS" reveals that the inspiration for the book came from a wealth of previously unused material, including details about Quidditch teams across Britain and various magical beasts and creatures.

Int.A.04 qqgenre Genre of fiction

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In qualitative research, the researcher assumes multiple roles, including that of the translation assessor, data collector, analyst, interpreter, and reporter, making their presence integral to the research process (Miles & Huberman, 1994; Richards, 2005) This interpretive nature means that research outcomes reflect the researcher’s interpretations, which are influenced by various factors such as language, gender, social class, race, and ethnicity (Denzin & Lincoln, 1998) Therefore, it is crucial to disclose the researcher’s background, including their experience, training, and perspective, to acknowledge potential biases and outline strategies for minimizing them during the research (Patton, 2002) This section provides a professional account of the researcher to enhance awareness of these biases.

Table 3.2.4 Background information of the researcher

 Be a lecturer at a foreign language university;

 Have been teaching translation to students majoring in English Linguistics at a university since 2013 The teaching subjects involve translation, advanced translation, and translation theory;

 Earned B.A degree with High Distinction and M.A degree in English Linguistics;

 Conducted B.A thesis related to translation assessment in 2013;

 Conducted M.A thesis related to translation assessment in 2015;

 Work as a freelance translator since 2013

 Participated in conferences about linguistics and translation;

 Published research articles about translation in blind-review journals;

The researcher may influence interpretations of the Vietnamese translation quality of English CSRs, as qualitative inquiry suggests that truth is relative and lacks a singular interpretive perspective According to Richards and Morse (2002) and Denzin and Lincoln (1998), qualitative research emphasizes the importance of credibility, which serves as a key criterion for assessing reliability and validity in this context.

“transferability”, “dependability”, and “confirmability” (Lincohn & Guba, 1985, p

290), which will be presented in relation to this study in the following sections

Credibility in research is determined by long-term exposure to the context and the effectiveness of data collection This study utilizes primary data sources, specifically English and Vietnamese code-switching references (CSRs) found in source texts (ST) and target texts (TT), selected based on four specific criteria To ensure the adequacy of the collected CSRs, six methodological steps were adapted from Wilkinson and Birmingham (2003).

Ethical considerations

To ensure the trustworthiness of the study, the researcher adhered to essential ethical principles, including confidentiality, participant anonymity, and maintaining a respectful researcher-participant relationship Ethical considerations were prioritized throughout the research process, starting with the initial contact with selected translators and experts via email and phone to confirm voluntary participation Anonymity was protected by assigning code names to participants and their institutions, preventing real identification The researcher committed to keeping all interview information confidential and aimed to alleviate participants' fears of evaluation, recognizing its potential impact on the authenticity of the data collected These efforts were crucial in conducting the study ethically.

This chapter outlines the chosen methodology, highlighting the appropriateness of qualitative analysis for the research aim This approach is justified as it offers valuable insights into the in-depth meanings of the subject matter.

The study examines the role of CSRs in literary texts to enhance translation assessment, justifying the selection of both the source text (ST) and target text (TT) It clearly outlines the analytical framework, data collection methods, and data analysis procedures Additionally, the research emphasizes the importance of trustworthiness and addresses various ethical considerations to ensure the study is conducted under reliable conditions.

FINDINGS AND DISCUSSION

Proper names …

This section addresses the research question regarding the equivalence of English cultural-specific references (CSRs) in "Harry Potter and the Philosopher's Stone" (2014) and their Vietnamese translations, analyzed through the functional-pragmatic framework proposed by House (2015).

The study reveals that the 35 main character names serve both ideational and interpersonal roles, enhancing the overall meaning of the text These names encapsulate contextual significance that is integral to the narrative In the target text (TT), a non-translation strategy is employed, specifically “Partially functional equivalence,” when addressing these names in relation to their source text (ST).

Figure 4.1 Frequency of strategies adopted by the translator in translating proper names in “HPPS”

3 Non-translation is categorized into “Overt translation” (House, 2015)

Examples of proper names in the ST and TT are provided as follows:

1 Draco Malfoy Draco Malfoy 6 Ravenclaw Ravenclaw

5 Fang Fang 10 Phyllida (Spore) Phyllida (Spore)

The translation assessment of proper names is provided in the following sections

Semantically loaded names reveal character traits and foreshadow destinies, serving as crucial elements in storytelling This section evaluates the translation of typical protagonist names, with a comprehensive list of proper names available in Appendix A.

CASE 1: PROPER NAME - “DRACO MALFOY”

The article explores the themes of boarding school life, mysteries, and adventures, intertwining real-life Britain with an enchanting wizarding world It follows the journey of Harry Potter, a young wizard navigating his studies at a magical school, where he encounters challenges and thrilling escapades.

In the realm of mysterious adventures, various names play a crucial role in shaping the narrative, particularly in the context of the text's field Notably, Draco Malfoy stands out as one of Harry Potter's primary adversaries at the wizarding school, adding depth to the story's conflict Insights from the author’s interview further illuminate the significance of these characters in the overarching narrative.

(1999), she reveals that “Malfoy” means “bad faith” (Int.A.02)

Author‟s geographical, temporal and social provenance: In the author‟s interview

In 1999, the name "Draco Malfoy" was created, with "Draco" deriving from Latin, meaning "dragon." The surname "Malfoy" incorporates the English prefix "mal," which carries a negative connotation, as seen in words like "malnutrition."

“maltreat”, “malpractice”, “malevolent”, “malignant”, or “malfeasance” Regarding

“foy” in “Malfoy”, “foy” means “faith” in French In line with this analysis, the author also discloses that “Malfoy” means “bad faith” (Int.A.02)

The social role relationship between J.K Rowling and her readers is characterized by symmetry, as her novels engage a diverse audience Primarily aimed at British children aged 9 to 12, her work also resonates with adolescents and adults, showcasing its broad appeal.

Author‟s attitude: As justified, Attitudinal resources of Appraisal Theory are adopted in order to explore the ST author‟s attitudes towards the name “Draco”-

“dragon” embedded in the name Draco Malfoy

Table 4.2.1 Author‟s attitudes embedded in “dragon”

Affect Judgment Appreciation outlawed dragon breeding was outlawed by the Warlocks‟

- propriety dangerous It‟s hard to stop Muggles from noticing us if we're keeping dragons in the back garden-anyway, you can‟t tame dragons, it‟s dangerous

So now they had something else to worry about: what might happen to Hagrid if anyone found out he was hiding an illegal dragon in his hut

- reaction worry - insecurity illegal - valuation not exactly pretty

Harry observed the creature, resembling a crumpled black umbrella with its oversized spiny wings and slender jet body Its long snout featured wide nostrils, stubs of horns, and bulging orange eyes Suddenly, it sneezed, sending a few sparks flying from its snout.

The dragon's reaction was terrifying, leaving me unable to hold a quill for a week Despite my fear, Hagrid's fondness for the creature is puzzling; he speaks of it as if it were a harmless bunny rabbit After it bit me, instead of showing concern, he scolded me for scaring the dragon.

- reaction illegal I think the best thing will be to send him over with some friends of mine who are coming to visit me next week

Trouble is, they mustn't be seen carrying an illegal dragon

- valuation bad Norbert had been bad enough

This analysis aligns with earlier research on the cultural significance of "dragon" in Western culture, where the term is often associated with negative connotations (Lê Nguyên Cẩn et al., 2000; Nguyễn Tài Cẩn, 2001; Trần Ngọc Thêm & Nguyễn Ngọc Thơ, 2011; Phan Nguyễn Quỳnh Anh).

The analysis reveals a strong connection between a character's name and their personality traits in the literary text This is illustrated through an examination of the source text author's perspectives on Draco Malfoy, using Attitudinal resources from Appraisal Theory.

Table 4.2.2 Author‟s attitudes towards “Draco Malfoy” character

1 pale “Oh, this is Crabbe and this is Goyle,” said the pale boy carelessly, noticing where Harry was looking “And my name‟s Malfoy, Draco Malfoy.”

3 boastful ST: Malfoy certainly did talk about flying a lot

He expressed frustration over first-year students not making the house Quidditch teams and often shared exaggerated tales of his adventures, which typically concluded with him narrowly evading Muggles in helicopters.

Malfoy, feeling jealous and angry, noticed that no one found his attempts to mock Harry amusing, as they were instead impressed by Harry's impressive skill in staying on his bucking broomstick Frustrated, he resorted to taunting Harry about his lack of a proper family.

It can be seen that the author takes a negative attitude towards Draco Malfoy This finding is in congruence with the author‟s statement in her interview in which

Draco Malfoy embodies traits of snobbery, bigotry, and bullying, demonstrating a keen awareness of how to inflict emotional pain on others His character in "Harry Potter" serves not only to illustrate these negative qualities but also carries significant cultural connotations, reflecting broader themes within the narrative.

The literary genre of fiction in "Harry Potter" presents an imaginative world intertwined with everyday life in Britain This narrative showcases a variety of fantastical creatures and extraordinary locations, highlighting the magical realm inhabited by witches and wizards Central to the story is the protagonist, Harry Potter, along with his friends and adversaries, all possessing unique magical abilities.

Person reference forms

Translating the Harry Potter novels into Vietnamese presents unique challenges, particularly due to the multiple forms of the "I-you" dyad that convey the dynamic relationships between characters This section will explore the research question regarding person reference forms and examine how English culture-specific references are adapted in the translation process.

Potter and the Philosopher‟s Stone” (2014) and their Vietnamese translations equivalent from the functional-pragmatic perspective of House (2015)?”

4.2.1 Findings of English-Vietnamese translation assessment of person reference forms

The Vietnamese translation of “I-you” dyads in the ST is demonstrated in the following table

Table 4.9 Vietnamese translation of “I-you” dyads in “HPPS”

Person reference forms used between characters Vietnamese translation of “I-you”

Relationship types of person reference forms in

I-you Mr Dursley - Mrs Dursley anh - em Dynamic relationship-

Type III to express solidarity and humbleness between husband and wife

Dumbledore - Professor McGonagall tôi - bà Horizontal relationship-Type II to express relative equality and formality between two professors

Professor Albus Dumbledore tôi - ông Horizontal relationship-Type II to express relative equality and formality between two professors

I-you Harry - The snake tao - mày Horizontal relationship-Type I to express equality and solidarity in informal situations

I-you Harry - Uncle Vernon con - dượng Dynamic relationship-

Type II to express solidarity and humbleness between a nephew and his uncle in the family

I-you Hagrid - Harry ta - con Dynamic relationship-

Type II to address a person of younger age to express solidarity I-you Hagrid - Harry bác - con Circular relationship kinship terms are used in social settings to express intimacy I-you Harry - Hagrid con - bác Circular relationship kinship terms are used in social settings to express intimacy I-you Harry - Dedalus Diggle cháu - bác Circular relationship kinship terms are used in social settings to express intimacy I-you Harry - Professor

McGonagall con - cô Dynamic relationship-

Type I to address a person of higher social status to express both solidarity and respect

I-you Harry - Ron tôi - bạn Horizontal relationship-Type I to express equality

I-you Harry - Ron tôi - bồ Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Harry - Hermione tôi - bạn Horizontal relationship-Type I to express equality

Dumbledore con - thầy Dynamic relationship-

Type I to address a person of higher social status to express both solidarity and respect

I-you Harry - Professor Quirrell con - thầy Dynamic relationship-

Type I to address a person of higher social status to express both solidarity and respect

I-you Harry - Ron & Hermione tôi - mấy bạn Horizontal relationship-Type I to express equality

I-you Harry - Ron & Hermione tôi - các bạn Horizontal relationship-Type I to express equality

I-you Harry - Ron & Hermione mình - mấy bồ Horizontal relationship-Type I to express equality I-you Hermione - (Harry & Ron) tôi - mấy bạn Horizontal relationship-Type I to express equality

I-you Hermione - (Harry & Ron) tôi - mấy ngài

Horizontal relationship-Type I to express equality

I-you Hermione - Ron tôi - bạn Horizontal relationship-Type I to express equality

I-you Hermione - Ron tôi - bồ Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Hermione - Ron mình - bồ Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Uncle Vernon - Hagrid tôi - ngài Horizontal relationship-Type II to express relative equality, formality, and insolidarity

I-you Hagrid - Harry ta - con Dynamic relationship-

Type II to address a person of younger age to express solidarity I-you Hagrid - Uncle Vernon ta - mi Horizontal relationship-Type I to express anger and hostility

I-you Hagrid - Uncle Vernon ta - ông Horizontal relationship-Type II to express insolidarity

Hermione ta - tụi bay Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Hagrid - Harry, Ron,

Hermione ta - các cháu Dynamic relationship-

Type II to address a person of lower social status to express subtleness, respect and/or solidarity

Circular relationship kinship terms are used in social settings to express intimacy I-you Hagrid - Filch tôi - thầy Dynamic relationship-

Type I to address a person of higher social status to express both solidarity and respect

I-you Hagrid - Bane ta - chú mày Horizontal relationship-Type I to express solidarity and informality

I-you Mr Ollivander - Hagrid tôi - anh Horizontal relationship-Type II to express relative equality, formality, and insolidarity

I-you Draco Malfoy - Harry tao - mày Horizontal relationship-Type I to express equality, anger, and hostility

I-you Draco Malfoy - Neville tao - mày Horizontal relationship-Type I to express equality, anger, and hostility

I-you Ron - Harry mình - bồ Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Ron - Draco tao - mày Horizontal relationship-Type I to express equality, anger, and hostility I-you Ron - Hermione&Harry tôi - mấy bồ Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Ron - Hermione&Harry mình - mấy bồ

Horizontal relationship-Type I to express equality, solidarity, and informality

Hagrid tôi - bác Horizontal relationship-Type II to express relative equality and formality I-you Professor McGonagall - students ta - các con Dynamic relationship-

Type II to address a person of lower social status to express solidarity

I-you Professor Dumbledore - students ta - các con Dynamic relationship-

Type II to address a person of lower social status to express solidarity

I-you Professor Snape - Harry ta - trò Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Professor McGonagall -

Hermione ta - con Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Professor McGonagall -

Harry cô - con Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Professor McGonagall -

Neville, Harry, Hermione ta - bọn bây to express anger between the professor and her students I-you Professor Dumbledore -

Harry ta - con Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Professor Dumbledore -

Harry thầy - con Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Professor Quirrell - Harry ta - con Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Professor Quirrell -

Professor Snape exemplifies a Horizontal relationship-Type II, highlighting relative equality, formality, and a lack of solidarity In contrast, the Sorting Hat represents a Horizontal relationship-Type I, emphasizing equality, solidarity, and informality among students.

Nick cháu - ông Circular relationship kinship terms are used in social settings to express intimacy I-you Harry - Snape con - thầy Dynamic relationship-

Type I to address a person of higher social status to express respect

I-you George - Harry anh - em Circular relationship kinship terms are used in social settings to express intimacy I-you Wood - Harry anh - em Circular relationship kinship terms are used in social settings to express intimacy I-you Neville - Harry mình - bạn Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Neville - Harry mình - bồ Horizontal relationship-Type I to express equality, solidarity, and informality

Harry/Ron/Hermione tui - các bạn Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Firenze - Harry em - anh Circular relationship kinship terms are used in social settings to express intimacy I-you Neville - Malfoy tao - mày Horizontal relationship-Type I to express equality, solidarity, and informality

I-you Madam Hooch - students tôi - các trò Dynamic relationship-

Type II to address a person of lower social status to express solidarity I-you Filch - Harry, Hermione,

Neville, Malfoy ta - các trò Dynamic relationship-

Type II to address a person of lower social status to express solidarity

I-you Bane - Hagrid tôi - bác Horizontal relationship-Type II to express relative equality, formality, and insolidarity I-you Firenze - Bane em - anh Circular relationship kinship terms are used in social settings to express intimacy I-you Peeves - Mr.Baron con - ngài Dynamic relationship-

Type II to address a person of lower social status to express subtleness, respect and/or solidarity

According to Nguyễn Quang (2018), the analysis of "I-you" dyads reveals three key findings from a functional-pragmatic perspective Firstly, the Vietnamese translations of the "I-you" dyad are functionally equivalent to the source text, reflecting the situational and cultural contexts The "I-you" dyad has been translated into over 50 variants in Vietnamese, showcasing its adaptability across various situations Secondly, the translation involves not only personal nouns but also a range of other linguistic elements, highlighting the complexity of translating "I-you" from English to Vietnamese.

The article discusses the use of specific terms of address in Vietnamese, such as “con-thầy,” “con-cô,” “ta-con,” “bác-các cháu,” “anh-em,” and “em-anh.” It emphasizes the application of a TL-oriented covert translation strategy to effectively manage the “I-you” dyad, as demonstrated in the accompanying figure This strategy allows the translator to maintain the nuances of interpersonal relationships inherent in these terms.

“anchors a reference firmly” in Vietnamese culture

Figure 4.2 Frequency of strategies adopted by the translator in translating person reference forms in “HPPS”

In order to provide the evidence, the English-Vietnamese translation assessment of “I-You” dyads via the following excerpts will be demonstrated

Excerpt 1: Context (Draco Malfoy - Ron, Harry)

… He was looking at the other boys Both of them were thickset and looked extremely mean Standing on either side of the pale boy, they looked like bodyguards

"Oh, this is Crabbe and this is Goyle," said the pale boy carelessly, noticing where Harry was looking

"And my name's Malfoy, Draco Malfoy."

Ron gave a slight cough, which might have been hiding a snigger Draco Malfoy looked at him

The Weasley family is known for their distinctive red hair and freckles, along with a large number of children, often exceeding their financial means.

In the wizarding world, not all families hold the same status, and it's crucial for young wizards like Harry to choose their friends wisely There are certain families that are considered superior, and aligning with the right crowd can significantly impact one's experience Guidance is available to navigate these social dynamics effectively.

He held out his hand to shake Harry's, but Harry didn't take it

" I think I can tell who the wrong sort are for myself, thanks," he said coolly

Draco Malfoy didn't go red, but a pink tinge appeared in his pale cheeks

" I 'd be careful if I were you , Potter," he said

Harry quan sát hai cậu bé đứng bên cạnh Malfoy, cả hai đều có vẻ ngoài chắc nịch và hung tợn, giống như những vệ sĩ bảo vệ cho cậu ta Thằng bé nhợt nhạt tự giới thiệu: "À, đây là Crabbe, còn đây là Goyle Tao là Malfoy, Draco Malfoy."

Ron ho khẽ, có lẽ để kiềm chế tiếng cười, trong khi Draco Malfoy nhìn Ron và chế nhạo Malfoy cho rằng Ron buồn cười và bắt đầu nói về gia đình Weasley, với những lời lẽ châm biếm về ngoại hình và số lượng thành viên trong gia đình Hắn quay sang Harry, cảnh báo rằng có những gia đình phù thủy giàu có hơn và khuyên Harry không nên kết bạn với những người tầm thường, đồng thời đề nghị bắt tay Tuy nhiên, Harry từ chối và lạnh lùng đáp rằng anh đã biết ai là tầm thường.

Draco Malfoy không đỏ mặt nhưng hai gò má của hắn hơi ửng hồng Hắn chậm rãi cảnh báo Harry Potter rằng nếu ở vị trí của cậu, hắn sẽ cẩn thận hơn, vì cậu có thể sẽ gặp phải số phận giống như cha mẹ mình.

Neutralization TT-oriented translation strategy

Frequency of strategies adopted by the translator in translating "I-you" dyad

If you don't start being more polite, you'll end up like your parents, who also didn't know what was best for them Associating with people like the Weasleys and Hagrid will only bring you down.

Chapter 6 (Harry Potter and the Philosopher‟s Stone)

Chương 6 (Harry Potter và Hòn đá phù thuỷ)

Regional dialects

Regional dialects play a crucial role in defining characters within literary texts, presenting significant challenges for translators This section seeks to address the research question regarding the extent of English cultural and social references (CSRs) in "Harry Potter and the Philosopher's Stone."

Stone” (2014) and their Vietnamese translations equivalent from the functional- pragmatic perspective of House (2015)?”

4.3.1 Findings of English-Vietnamese translation assessment of regional dialects

The research indicates that "partially functional equivalence" exists between regional dialects in the target text (TT) and the source text (ST) Additionally, it highlights the translator's use of compensation strategies to address linguistic and cultural disparities when translating regional dialects across different cultures These strategies involve "neutralization" and the incorporation of colloquial language to effectively convey the distinct personality of the protagonist.

In the ST, Hagrid is the only character to speak the West Country dialect in Britain The systematically dialectal features of this character are provided as follows:

Table 4.15.1 Dialectal features of Hagrid in the “HPPS”

"Call me Hagrid," he said, "everyone does An’ like I told yeh, I'm Keeper of Keys at Hogwarts

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Cứ gọi ta là bác Hagrid Và như ta đã nói với con rồi đó, ta là người giữ khóa ở Hogwarts

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

He held out an enormous hand and shook Harry's whole arm

"What about that tea then, eh?" he said, rubbing his hands together "I'd not say no ter summat stronger if yeh've got it, mind."

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Lão Hagrid nắm chặt cánh tay Harry và lắc mạnh, sau đó xoa hai bàn tay vào nhau Lão hỏi: "Ê, có trà không? Ta rất thích món xi-cu-la, nếu có thêm chút trà thì càng tốt."

Chương 4 (Harry Potter và Hòn đá phù thuỷ) The giant chuckled darkly

"Yet great puddin' of a son don' need fattenin' anymore, Dursley, don' worry."

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Lão khổng lồ xuýt xoa:

Yên tâm ông Dursley ạ, Thằng con bị thịt của ông đâu cần thêm chút mỡ nào nữa Lão đưa xúc xích cho Harry

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

"Call me Hagrid," he said, "everyone does An' like I told yeh, I'm Keeper of Keys at Hogwarts - yeh'll know all about Hogwarts, o' course

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Bác Hagrid, người giữ khóa tại Hogwarts, khẳng định rằng con sẽ sớm biết tất cả về ngôi trường huyền bí này.

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

Hagrid confronted the Dursleys, who cowered in fear, insisting that they should be the ones to apologize He expressed his disbelief that they were unaware of Hogwarts, questioning whether they had ever considered where Harry's parents had acquired their magical knowledge.

Chapter 4 (Harry Potter and the Philosopher‟s Stone) không biết gì về Hogwarts Con không bao giờ thắc mắc là cha mẹ của con học được tất cả từ đâu à? Tất cả cái gì?

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

"Do you mean ter tell me," he growled at the Dursleys, "that this boy - this boy! - knows nothin' abou' - about ANYTHING?"

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Lão Hagrid quát bộ mặt vào ông bà Dursley:

Bộ ông tính nói với tôi là đứa bé này - đứa bé này đây! không biết chút gì về mọi chuyện, phải không?

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

"But yeh must know about yer mom and dad," he said "I mean, they're famous You're famous."

"What? My my mom and dad weren't famous, were they?" "Yeh don' know yeh don' know " Hagrid ran his fingers through his hair, fixing Harry with a bewildered stare

"Yeh don' know what yeh are?" he said finally

Chapter 4 (Harry Potter and the Philosopher‟s Stone) Đáng lẽ con phải biết về cha mẹ của con Ý ta nói họ rất nổi tiếng Con cũng nổi tiếng

Dạ sao ạ? Con… ba con, má con đâu có nổi tiếng gì đâu? Lão Hagrid gãi đầu, đôi mắt lão chăm chú nhìn vào gương mặt cậu bé.

Con không biết… vậy ra con không biết, không hề biết con là gì sao?

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

Hagrid confidently asserted that the protagonist is undoubtedly a wizard, especially given their remarkable lineage He emphasized the importance of training to harness their magical abilities With such impressive parents, it was only natural for them to possess extraordinary talents Hagrid then suggested it was the perfect moment for the young wizard to read their letter, hinting at an exciting journey ahead.

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Lão Hagrid ngồi xuống chiếc ghế dài, tạo ra tiếng rền rĩ và làm chiếc ghế lún thêm Ông khẳng định rằng với sự huấn luyện chu đáo, con sẽ trở thành một phù thủy tài ba Là con của những phù thủy xuất sắc như ba mẹ, con có trách nhiệm phải trở thành một phù thủy xịn Giờ đây, lão nghĩ rằng đã đến lúc con nên đọc bức thư này.

Chương 4 (Harry Potter và Hòn đá phù thuỷ) Hagrid grunted

"I'd like ter see a great Muggle like you stop him," he said

"A Muggle," said Hagrid, "it's what we call nonmagic folk like them An' it's your bad luck you grew up in a family o' the biggest Muggles I ever laid eyes on."

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Thiệt tình ta cũng muốn coi một Muggle bự như lão sẽ cấm cản thằng bé như thế nào? Harry chen vào hỏi: Một gì bự ạ?

Một Muggle, theo lời lão Hagrid giải thích, là thuật ngữ dùng để chỉ những người không có phép thuật, tức là những phàm nhân Thật không may, con đã lớn lên trong một gia đình Muggle điển hình mà ta từng biết đến.

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

During my time at Hogwarts, I faced expulsion in my third year when my wand was broken However, Dumbledore, a truly great man, allowed me to remain at the school as the gamekeeper.

"It's gettin' late and we've got lots ter do tomorrow," said Hagrid loudly "Gotta get up ter town, get all yer books an' that."

He took off his thick black coat and threw it to Harry

"You can kip under that," he said "Don' mind if it wriggles a bit, I think I still got a couple o' dormice in one o' the pockets."

Chapter 4 (Harry Potter and the Philosopher‟s Stone)

Tôi cũng đã từng là học sinh ở Hogwarts, nhưng tôi bị đuổi học năm thứ ba Dù cây gậy phép của tôi bị bẻ gãy, nhưng cụ Dumbledore đã giữ tôi lại làm người giữ khóa, điều này cho thấy sự vĩ đại của cụ Tuy nhiên, bây giờ đã khuya, và tôi còn nhiều việc phải làm vào ngày mai, như dẫn con xuống phố mua sắm sách vở, đồng phục và nhiều thứ khác nữa.

Lão cởi chiếc áo khoác đen dày và đưa cho Harry, bảo cậu chui vào đó để ngủ Dù áo hơi sột soạt, nhưng không sao Lão đoán rằng trong túi áo vẫn còn hai con chuột nhắt.

Chương 4 (Harry Potter và Hòn đá phù thuỷ)

"Make yerselves at home," said Hagrid …

"Another Weasley, eh?" said Hagrid, glancing at Ron's freckles I spent half me life chasin' yer twin brothers away from the forest."

Hagrid humorously referred to Filch as "that old git," much to Harry and Ron's amusement He expressed his desire to introduce his dog, Fang, to Filch's cat, Mrs Norris, who relentlessly follows him during his visits to the school, a behavior he attributes to Filch's influence.

Chapter 8 (Harry Potter and the Philosopher‟s Stone)

Lão Hagrid thả con Fang ra, bảo: Cứ tự nhiên như ở nhà nha các cháu…

Một đứa nữa của nhà Weasley hả? Ta đã tiêu hết nữa đời ta chỉ để rượt đuổi hai thằng anh cháu ra khỏi khu rừng cấm đấy

Harry và Ron rất vui khi nghe Hagrid gọi ông giám thị Filch là "lão già đó" Hagrid cũng chia sẻ rằng ông đã muốn cho Fang tấn công con mèo bà Norris từ lâu, vì mỗi lần ông vào trường, con mèo đó luôn theo sát ông Ông nghi ngờ rằng Filch đã ra lệnh cho bà Norris làm như vậy.

Chương 8 (Harry Potter và Hòn đá phù thuỷ)

Since “reference” means a thing you say or write that mentions somebody or something else; the act of mentioning somebody or something (Oxford English

Dictionary); the following translation assessment focuses on the content word (e.g.,

“yeh”) as a CSR rather than other function words (e.g., ter, an‟, abou‟)

Table 4.15.2 “I-yeh”- West Country dialect of Hagrid in the “HPPS”

Chapter 4-“Harry Potter and the Philosopher‟s Stone” Chương 4-“Harry Potter và Hòn đá phù thuỷ”

"Couldn't make us a cup o' tea, could yeh? It's not been an easy journey "

Không có trà nước gì sao? Chà! Chuyến đi thiệt là vất vả

"Yeh look a lot like yet dad, but yeh've got yer mom's eyes."

Con giống cha con lắm, nhưng đôi mắt của con thì lại giống mẹ

CONCLUSION

Implications

The theoretical implications drawn from the findings of this study concern the applicability of House‟s functional-pragmatic model for the

The assessment of English-Vietnamese translation for three groups of culturally significant references (CSRs) reveals the underlying attitudes and values present in proper names, person reference forms, and regional dialects By integrating the Attitudinal resources of Appraisal theory into House’s model, the researcher effectively uncovers the author's implied attitudes within the CSRs of the source text (ST) This discovery allows for an evaluation of the alignment between the author’s and translator’s attitudes, which is crucial for achieving the primary objective of translation assessment Consequently, the findings of this study provide empirical support for the adaptation of House’s model to meet the specific goals of this research.

This study highlights the importance of an interdisciplinary approach to Translation Quality Assessment (TQA), integrating linguistic and cultural studies Central to the translation assessment process is the pursuit of equivalence between the target text (TT) and the source text (ST), addressing the critical question of the degree of equivalence achieved.

The interdisciplinary approach of ST and TT highlights the importance of linguistics in translation, as it involves the recontextualization of texts from one language to another It also emphasizes the role of cross-cultural and intercultural studies, recognizing that translation represents a unique interplay between languages and cultures This study reveals that linguistic differences, such as proper names, forms of person reference, and regional dialects, reflect the cultural disparities between English and Vietnamese The translator's choice of strategies is influenced by these linguistic and cultural differences, and this interdisciplinary perspective enhances our understanding of the translator's decisions and provides a comprehensive assessment of the translation process.

While the use of multiple data sources is advised for examining the equivalence of translating Corporate Social Responsibility (CSR) texts from English to Vietnamese, studies employing this methodology are still scarce Most previous research has primarily relied on textual analysis, which is valuable for evaluating translations However, to fully understand the author's intentions within the text, it is beneficial to combine textual analysis with interviews with the source text author This study provides additional empirical evidence supporting the effectiveness of this triangulated approach.

This study highlights the importance of text analysis in Translation Quality Assessment (TQA) theories and translation practice Translators and trainees must thoroughly analyze the source text (ST) before translation to uncover the author's pragmatic intentions and implied attitudes reflected in its unique linguistic and cultural features Đinh Hồng Vân (2012) emphasizes the necessity of understanding the ST author's objectives to accurately convey these pragmatic purposes in the target text (TT) Additionally, gathering related articles and interviews with the author during the text analysis process is crucial for translators and trainees.

ST and other relevant information to gain insights into the author‟s purposes and attitudes embedded in the text

The ST analysis procedures are suggested in line with the modified House‟s model as below:

Field : what is going on (subject matter in the text) Tenor : the relationship between participants

Author’s Provenance: temporal, geographical, social and cultural provenance of the author (Dimensions of language user)

Author’s Attitude/ Stance: author‟s feelings and attitudes towards the subject matter

Social Role Relationship: relationship between author and reader; relationship between participants (within the text)

Social attitude: different styles: Frozen, Formal, Consultative, Casual, and Intimate

Mode: Medium, the channel of communication being used

Genre Description of the genre of the ST

Translators and translator trainees must develop a deep understanding of both languages and cultures to be effective The findings indicate that English person reference forms are simpler compared to those in Vietnamese, highlighting the importance of cultural context in translation.

In English, the neutral dyad "I-you" serves as a fundamental unit of communication However, when translating this dyad into Vietnamese, there is no direct equivalent due to the influence of various socio-cultural factors The choice of Vietnamese person reference forms for "I-you" is determined by contextual elements such as age, gender, social status, interpersonal relationships, and the degree of formality Additionally, Vietnamese speakers often employ kinship terms in their communication, with the selection of these terms also influenced by factors like communicative intent and social dynamics Therefore, translators must carefully consider cultural differences and contextual nuances to effectively translate the English "I-you" dyad into Vietnamese.

The findings highlight significant linguistic and cultural differences, suggesting that a compensation strategy is essential for addressing cultural challenges in translation This study advocates for the implementation of such a strategy by both translators and publishing houses, recommending the inclusion of an end-of-book glossary This glossary serves to clarify the meanings of purposeful proper names within the literary text, such as "Manini."

In 2014, it was proposed that employing explanatory notes or meta-textual comments, like a translator's preface, can effectively address the semantic loss that arises when culturally significant names are left untranslated.

5.4 Limitations and suggestions for further research avenues

This study offers valuable insights into the English-Vietnamese translation assessment of three groups of CSRs within a literary context; however, it is important to acknowledge certain limitations encountered during the research process.

The translation strategies chosen by the translator warrant further research due to their impact on the functional equivalence between the source text (ST) and target text (TT), as highlighted by House (2015) While the researcher has identified some reasons for the partial functional equivalence through linguistic-textual analysis and translator interviews, numerous other factors remain unexplored Additionally, the analysis of interview scripts from accio-quote.org and nxbtre.com.vn does not encompass all aspects relevant to the study's investigation.

It is suggested for further research that interviews with the translator would be conducted in order to dig deeper into the underlying reasons affecting the choices of translation strategies

The effectiveness of translating cultural-specific references (CSRs) hinges on the text type, the importance of CSRs within the context, and the audience's expectations This indicates that understanding the target readership's response to translations should be analyzed alongside linguistic and textual evaluations to ultimately assess translation quality.

The role of a translation assessor is inherently complex due to the interdisciplinary nature of translation, which involves substituting one text for another while navigating the intricate relationships between languages and cultures.

Language and culture are complex and multifaceted, with Cultural Specific References (CSRs) representing social phenomena unique to specific cultures This study has made a modest contribution by focusing on three groups of CSRs, highlighting the need for further research on English-Vietnamese translations of other CSR categories Future studies are anticipated to expand on this foundational work.

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