Nguyen Thi Linh Chỉ - 11190852 - Business English 61CACKNOWLEDGEMENT During my time studying and doing research at the National Economics University as well as when I was doing my gradua
Scope of the Study 0.0 ccc ỚÊỪ
Since the topic of this study 1s the Translation of IT Job description, it was limited to senior BE students Students who are just starting their career path and are having a hard time accessing translation in the IT area, so they are the most matched people for this study.
Because technological terminology is so vast, the author is unable to conduct a study on it The study primarily focuses on the English-Vietnamese translation of technology terms in JackfruIT Recruitment company IT Job description In this section, the classification, grammatical structures, and English- Vietnamese translation of economic terms are the most important aspects of the investigation.
- Reviewing theoretical issues concerning the translation of non- equivalence terminology, gathering English terms in the Job description, and studying their main characteristics and compositions.
- Discovering the translation strategies and procedures used in the translation of technological terms.
- Providing some suggestions for translating technology terms to achieve an accurate, unambiguous translation based on the study's results
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
1.4 Methods applied in the Study
To achieve the study's objectives, the researcher decided to collect data using a method of questionnaires The application of this method will aid in the development of in-depth findings and discussions.
Because the curriculum of BE students does not have a course related to information technology, they have little exposure to translations of documents in this industry In order to help BE students better visualize the terms in IT job descriptions, the researcher has prepared a translation catalog consisting of 5 translations of Job description in the IT industry The portfolio was completed through the researcher's collection process in March 2023 Specifically, 30 final- year BE students were divided into 6 groups, each group was asked to translate each piece of Job description /T Job description vary from English to Vietnamese. The selected Job description passages were considered to be representative sections containing five to seven terms in a passage of approximately 140 words that were difficult for participants to translate The study collected translated /T Job description to conduct comparative analysis to find out the real problems they encountered when translating this type of Job description The translation catalog plays a central role in providing practical examples for in-depth discussions and findings.
The researcher conducted an online questionnaire survey of 30 final-year
BE students at NEU The questionnaire was administered anonymously to protect respondents’ privacy and to obtain the most reliable answers on the study's topic.
In March 2023, the survey was conducted online Participations were asked to complete an online feedback form created by Google The survey's goal is to collect quantitative data, which will be presented statistically to provide an accurate overview There are 10 questions in total, divided into three categories: multiple choice questions, scale questions, and open-ended questions The following clarifies the specific purpose of these questions:
- The first three questions are designed to determine the attitudes of BE students towards the definition, role of the Job description and the translation ofJob description in the IT industry.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
- The following three questions will ask BE students to choose difficult problems when they translate and evaluate the difficulty of those problems when translating Job description for IT.
- The seventh through eighth questions are designed to investigate BE students’ perceptions of the underlying reasons for difficulty in translating /T Job description and explore the supporting tools they use for translation it, and investigate what they would do to improve their translation skills in this area.
- The final two questions are open-ended, asking respondents if they know of any other effective sources or translation techniques.
Based on the study's emphasis, the author intends to propose the following research questions:
1 What are the difficulties BE students encounter when translating IT Job description?
2 What are the reasons behind the difficulties BE students face when translating IT Job description?
3 What are efficient methods for BE students to overcome the difficulties they encounter when translating IT Job description?
This study consists of 5 chapters:
Chapter 1: Introduction - Including the Rationale of the study, scope of the study, research questions, methods applied in the study ,and report structure.
Chapter 2: Literature review - Including the basic background theory of translation, and the English - Vietnamese translation of technology terms.
Chapter 3: Data analysis and findings - Analyzing the collected datas, interpretation of research results and discussions.
Chapter 4: Recommendation - Giving the solution for the difficulties while translating IT Job description.
Chapter 5: Conclusion - Concluding the study, the limitations and giving suggestions for further study.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
The process of changing something written or spoken into another language, according to Oxford Learner's Dictionaries, is known as translation To produce a good translation, accuracy is the most important aspect of the translation process.
Linguists provide numerous definitions of translation, ranging from the most basic to the most complex as their scope expands Because each decision will be based on a separate criteria file The author has chosen some appropriate definitions within the scope of this research.
Translation, according to Newmark (1988, p.5), is the act of reading the original text from beginning to end with the goal of understanding and eventually rewriting it in the target language The tendency is to switch as much as possible from the Source Language (SL) to the Target Language (TL) He compared translation to such love, implying that translation, despite having many emotions or arguments, is difficult to understand.
Catford (1965, p 20) defines translation as "the replacement of a text in one language (SL) with an equivalent text in another language" (TL).
Translation, according to Roger T Bell, is the replacement of a text's representation in one language with the representation of an equivalent text in a second language As a result, translation is a broad term for the removal of reflections and ideas from SL to TL According to Roger T Bell, there can be equivalence to varying degrees of complete or partial equivalence between texts in other languages The level of equivalence is determined by the level of presentation, such as context, vocabulary, grammar, semantics, and so on, as well as the rank (word to word, phrase to phrase, sentence to sentence).
Nevertheless, due to the heterogeneity of languages, which can clearly be seen as languages belonging to different branches, such as English and Vietnamese, this classification is deemed inappropriate They are distinct from code, form, rules, and so on Switching from one language to another is a change of form, according to this definition However, the lack of synonyms between
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C languages or the target language's redundancy causes some issues when changing the form.
The goal of translation is to create equivalence between the source and target languages by taking into account the communicative context as well as the identity of the structure, structure, vocabulary, and grammar To achieve this equivalence, the translator must use TL vocabulary and grammatical structure to match the cultural context as well as the communication context in order to convey the same content.
It is clear from the preceding definitions that, while given by different linguists in different contexts and criteria, they all emphasize the importance of finding equivalent words original words by using appropriate vocabulary and grammatical structures As a result, the above definitions are regarded as the study's foundation From there, we can gain a better understanding of translation, which is the appropriate transition from SL to TL that the target community receives.
When translating text, translators should indeed go through several steps. Eugene A Nida and Taber (in Bassnett and McGuire, 1991) created a model of the translation process that depicts the stages involved:
Table 1: Procedure of translation Analysis stage
Translator’s mission in this phase is to analyze the source text: its language, meaning (both textual and contextual meaning), linguistic aspects and other aspects relating to the text.
According to Larson (1988, p 524), accurately conveying meaning in the translation method is essential because conveying is the process of going from
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C analysis of semantic structure to the original manuscript of the translation As a result, the translator must begin translating the original text's content and message into a draft or blueprint of the target text during this phase.
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"ecosystem" refers to a group of people who work in the construction industry (i.e. in a straight line) “Online” Similarly, the adjective "offline" includes the preposition "off," and the noun "line" is defined as "not connected." from a computer system or the Internet.
Adaptation 0n
This is a last option when a circumstance in the source culture does not exist in the translated culture, thus there must be a cultural equivalent of the original text in the translated culture As a result, the escape translation method can be described as a type of equivalence known as situational equivalence.
The term "algorithm" is taken from the name of the mathematician Al-Khawarimiz, hence its literal translation is "algorithm" “thuật toan/giai thuat" based on its definition: "a collection of exact rules or instructions for addressing a problem."
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RESEARCH FINDINGS AND ANALYSTIS
Perception of BE students about the Job description
Perception of BE students about the Job description
Figure 3.1: Perception of BE students about the Job description
The pie chart depicts the percentage of BE students who understand what a Job description is According to the survey results, 90% of respondents chose the correct definition of a Job description Surprisingly, three BE students got the wrong answer, which corresponded to 10% of its definition The two options presented in the question differ slightly in that the first option is a general concept of the recruitment process, as in the sentence where the element is presented as
"the process of finding, selecting, and hiring." The definition of "an employment contract" is the other option As a result, these two students mixed up the two definitions This demonstrates that there is still a subset of BE students who do not fully grasp the concept of the Job description Overall, it is clear that most BE students have a basic understanding of the Job description This conclusion is reasonable when BE students have been enrolled in a HR management course based on the faculty's curriculum, thereby giving students the opportunity to access the background knowledge in this field.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
Perception of BE students about the role of Job description
Perception of BE students about the role of Job description
Figure 3.2: Perception of BE students about the role of Job description
The next result of the questionnaire survey is an assessment of the role of Job description by BE students To begin, it is clear that a sizable proportion of respondents (53.33%) value the role of Job description Furthermore, 30% of participants rated the role of the contract as very important While a smaller percentage of the students who participated in the survey (16.67%) chose that the contract plays only a neutral role in recruitment Furthermore, none of the BE students polled believed that contracts were either unimportant or very unimportant in the international sale of goods According to these figures, three- quarters of respondents value the role of the Job description Based on the data presented above, it is clear that the students who took part in the survey all agree that Job description plays an important role in conducting recruitment activities. Along with the BE department's teaching knowledge, students have the opportunity to gain access to foundational knowledge in the field As a result, it can be concluded that the BE students who participated in the survey have a general understanding of Job description.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
BE students’ assessment of their ability to translate IT Job description
Figure 3.3: BE students’ assessment of their ability to translate IT Job description?
The chart shows that BE students' self-assessment of their ability to translate Job description in the IT industry differs significantly More specifically, more than half of the respondents (46.67%, or 15 students) rated themselves as poor in this field of translation The second highest percentage of participants,
26.67%, believe their ability to translate Job description is very poor There is also a relative proportion of respondents, approximately 23.33%, who say they translate this type of contract on a regular basis In comparison, only 3.33% of people rate their performance as good, and no one rates their ability as very good In summary, the majority of respondents said they are intermediate or below intermediate in the field of IT Job description translation.
The author chose five different paragraphs from some Job description to clarify and investigate the respondents’ ability to translate Job description in the IT industry These paragraphs contain some specific elements of technology terminology in the Job description that can be used to assess respondents’ ability to translate Job description in the IT industry The findings are shown in the graph below, titled "Number of BE students misinterpreting terms from IT Job description." The translation was deemed incorrect based on two criteria: non- equivalent, inappropriate translation, or no answer to the question.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
BE students’ opinion about aspect they find difficult when translating /T Job
= The lexical aspect = The syntacticaspect = both aspects
Figure 3.4: BE students’ opinion about aspect they find difficult when translating
First, the pie chart clearly shows that the number of respondents expressing their opinion on the aspect of vocabulary difficulty is approximately 66.67%, corresponding to 20 people much larger than the percentage Only 10% of participants said they found the syntax aspect of translating Job description difficult However, 23.33% of the seven respondents, or more than a quarter of the
BE students, reported difficulties with both vocabulary and syntax Based on the translation portfolio, in terms of syntax, it can be seen that the sentence structures in the Job description are quite simple when most only use simple and complex sentence structures, in order to create conciseness and coherence That's the reason why more students participate in the survey the lexical choice is greater difficulty.
In fact, the BE students will have the greatest difficulty in terms of IT terminology when translating Job description, because they are rarely exposed to IT related documents, as well as there are no courses of the BE faculty related to the IT industry.
In the next section, the researcher will build a comprehensive and in-depth picture of the obstacles BE students face in terms of vocabulary More specifically,
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C the researcher combined the responses from the survey with substantial evidence from the translation catalog on both the frequency and the assessment of the BE students about the obstacles they encountered when translating the model Job description in the IT industry.
3.5 BE students’ frequency of encountering difficulties in lexical aspect when translating IT Job description
BE students’ frequency of encountering difficulties in lexical aspect when translating IT Job descriptions
The flexible use of terminologies The use of common words with uncommon meanings in IT job descriptions
ONL D mNever Rarely Sometimes Often m Always
Figure 3.5: BE students’ frequency of encountering difficulties in lexical aspect when translating IT Job description
The graph depicts a wide range of responses to the question of how frequently BE students have difficulty translating /T Job description Based on the theoretical framework of technology terminology used to draft these Job description, two vocabulary features in the IT Job description were given for respondents to rate how frequently they encountered these: the flexible use of terminologies and the use of common words with uncommon meaning Each factor will be examined in greater depth as follows:
On the one hand, the flexible use of terms, 11 respondents corresponding to 36.67% said that they sometimes have difficulty in translating terms Seven and six respondents, respectively, said how often they feel difficulty in this area is always and often Meanwhile, the percentage of people who rate the difficulty level is never and rarely is the same with 6.67% It is clear that the number of frequency- ranked BE students on a regular basis far exceeds the number of frequency-ranked
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
BE students on an occasional basis This is further confirmed when looking at the data from the translation portfolio For example, the term "Cybersecurity" in the translation list when translated into Vietnamese means "an ninh mang" However, the term "Network Security" also has the same commonly used meaning when translated into Vietnamese Although Cybersecurity and Network security are different (Network security is a branch of Cybersecurity), when translating, researchers suggest adding comments or context to ensure sentence accuracy.
On the other hand, when answering the question about frequency of encountering difficulties in using rare words, uncommon meanings, 14 BE students participating in the survey corresponding to 46.67% said that they often encounter this problem, 16.67% always encountered this problem and 23.33% encountered this problem occasionally On the other hand, the percentage of BE students who said they rarely and never encountered this challenge was 10% and 3.33%, respectively An example from the portfolio we can see is that when translating the term "Devops developer", the term survey respondents is "lập trình viên Devops" while the correct term should be "nha phat trién Devops" Because the two terms date are different but in Vietnamese are used frequently, it causes confusion While Developer focuses on the overall, design data structure, Programmer will pay more attention to details, based on Developer's design and writing code.
3.6 BE students’ evaluating of difficulty level of lexical aspect in translation of IT Job description
The flexible use of terminologies The use of common words with uncommon meanings in the IT Job description mVeryeasy Easy Normal #Difficult TM Very difficult
Figure 3.6: BE students’ evaluating of difficulty level of lexical aspect in translation of IT Job description
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
The chart depicts a remarkable conclusion regarding the assessment of BE students on the lexical difficulty of translating Job description in the IT industry. Overall, it is clear that the flexible use of terminologies, as well as the use of common words with uncommon meanings in IT Job description, pose significant challenges when BE students translate these contracts This conclusion will be expanded upon as follows:
The graph shows the assessment of BE students about the difficulty of the lexical aspect in the Job description in the IT industry Overall, in terms of the difficulty level of the flexible use of terminologies, it can be seen that the majority of BE students consider the term a very difficult part of the IT language used in the Job description, which is approximately 60% and 30% Only a small percentage, around 10%, believe it is normal; no one believes translating technology terms in IT Job description is easy or very easy As a result, the use of various terms in Job description makes it difficult for BE students to translate from English to Vietnamese and vice versa for this type of document An example in the translation portfolio shows that the term ".NET", which is Microsoft's term, refers to the sharing of data over the Internet between many application services.
In another definition NET or another name is DotNet This is a programming platform that allows developers to develop websites or applications.
Through the graph, it can be seen that there is less variation than the first difficulty, 50% of BE students rate the difficulty of using common words with uncommon meanings at a level of difficulty equal to the difficulty level normal is26.67% which is equivalent to 8 votes, and only 1 more than the number of people voting at very difficult level In contrast, a smaller percentage voted easy and very easy 16.67% and 6.67% respectively while translating these terms in the Job description Furthermore, the results from the portfolio are also similar to this.
Main Reasons leading to difficulties for BE students when translating IT Job J2Y91a]3110, RE RÁAddỒỐC Ỷ
Based on the challenges that BE students may face when translating Job description in the IT industry The list of reasons provided for BE students to rate them in order of agreement from 1 to 5, where | indicates strong disagreement and
5 indicates strong agreement The data is shown in the chart below.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C
8 Strongly disagree Disagree Neutral MAgree m Strongly agree
, The lack of The lack of The lack of The limited No appropriate knowledge in the knowledge in the experience in understanding of | equivalence in target field of IT field of Human translating job features of IT terms language
Resources descriptions in the IT industry
Figure 3.7: Main Reasons leading to difficulties for BE students when translating
The chart provides information on the main causes of difficulties in translating Job description in the IT industry, there are five difficulties: the lack of knowledge in the field of IT, the lack of knowledge in the field of Human Resources, the lack of experience in translating industry Job description in the IT, the limited understanding of features of IT terms and no appropriate equivalence in the target language According to the data, the most obvious cause of difficulties for students participating in the survey is a lack of knowledge in the field of IT, with 14 votes agreeing and the highest number of votes The lack of knowledge in the field of Human Resources is ranked second, but this is incompatible with this point of view As previously stated, this contradiction arises because the BE faculty's curriculum only includes the HR management subject, and the BE faculty's students have not yet reached the documents containing many IT terms. People agree with the view that no appropriate equivalence in target language, which ranks third with 11 comments Many terms that are preserved from the source language can also be found in portfolio translation, such as "Full-stack",
"Back-end", "Front-end", and so on These terms have been preserved for convenience and accuracy, as there is no equivalent word in Vietnamese to describe the above terms.
Despite the fact that the majority of people agree and strongly agree, the limited understanding of features of IT terms has a neutral opinion with 10 people,
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C and the lack of experience in translating Job description in the IT industry ranks first In the end, 9 votes agreed with that viewpoint In general, when considering the five points listed above as the root causes of difficulties in translating IT Job description, the only lack of knowledge about Human Resources is that BE students participate in the survey observers disagree, the others all support that this is the type of Job description that has many characteristics of the IT language and contains a large amount of knowledge related to the IT field Therefore, BE students will have difficulty translating these contracts due to lack of knowledge and skills in these areas.
Methods that BE students use to translate Job description in the IT industry ›- iiiẳẳảaậ
Applying machine translation tools like google 28 translate, Microsoft Bing, tracau.vn, Tflat, etc.
Making your own glossary of special words and 3 phrases frequently used in IT Job description
Using dictionaries and reference books/online sources 16 to look up terminologies
Figure 3.8: Methods that BE students use to translate Job description in the IT industry
According to the bar chart, the method most commonly used by BE students participating in the survey to overcome difficulties in translating Job description in the IT industry is to use quick translation tools and machines such as Google to look up the term (28 votes) Although it saves time, it does not guarantee complete accuracy For example, when we look up the term "loop statement" we get "câu lệnh vòng lap" instead of the correct result “vòng lặp” The next ranking option is to look up terms using online dictionaries and books; this method is quite useful because, according to the above detailed research, technology terminology is one
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C of the major difficulties that BE students encountered when translating Job description in the IT industry; with a large amount of knowledge and novelty, the use of a dictionary will help the translation be accurate and save time The third option is to create your own glossary of common terms in the Job description. Although it accounts for a very small proportion of the three methods, it is extremely useful for increasing students' vocabulary and storing documents for themselves.
The researcher learned the methods that BE students participating in the survey used when translating the IT Job description based on the data in the table above, and from there, the researcher figured out methods they frequently use and the extent to which they are effective and limited As a result of the survey research data, the researcher will be able to make recommendations in the following chapter.
In this chapter, the researcher discusses BE students’ perceptions of job descriptions and the difficulties in translating job descriptions in the IT industry, as well as the methods they use to translate this type of text Chapter 3 provided a more in-depth look at the ability to translate job descriptions in the IT industry, which includes many new terms and knowledge that BE students are unfamiliar with.
Nguyen Thi Linh Chỉ - 11190852 - Business English 61C