Luận văn an investigation into difficulties in english vietnamese technical translation faced by third year students at english deparment hanoi university of industry

NGUYEN THỊ MINH THẢO AN INVESTIGATION INTO DIFFICULTIES IN ENGLISH- VIETNAMESE TECHNICAL TRANSLATION FACED BY THUIRD- YEAR STUDENTS AT ENGLISH DEPARTMENT, HANOL UNIVERSITY OF INDUST

NGUYEN THỊ MINH THẢO

AN INVESTIGATION INTO DIFFICULTIES IN ENGLISH-

VIETNAMESE TECHNICAL TRANSLATION FACED BY THUIRD-

YEAR STUDENTS AT ENGLISH DEPARTMENT,

HANOL UNIVERSITY OF INDUSTRY

(NGIIÊN CỨU NIIỮNG KHIÓ KIIÃN CỦA SINII VIÊN NĂM THỨ 3

KHOA TIENG ANH TRUONG BAI HOC CONG NGHIEP HA NỘI

KII DỊCII ANI-VIỆT TRONG CÁC CIIUYÊN NGÀNH KỸ THUẬT)

M.A MINOR TIIESIS

Supervisor: MA DO MINIIIIOANG

HANOI - 2010

English Department Hanoi University of Industry Source language

Target language Transtation and Inlerproting English for Speciat Purposes

‘Table 2: Students’ attitudes toward the importance of technical translation

Table 3: Students’ attitudes toward the way of learning technical translation,

Table 4: Students’ attitudes toward technicel translation as a job in future

Table 5: Levels of difficulty in terms of discourse

Table 6; Levels of difficulty in terms of grammar,

Table 7: Levels of difficulty in terms of vocabulary

Table 8: Levels of difficulty in terms of translation techniques,

Table 9: Causes for diffeullics dnc to studenis" learning styte

Table 10: Causes for difficultics duc to teacher and his/her teaching methodclogy (bofirre T-T lessen)

Table 11: Causes for difficulties due to teacher and his/her teaching methodclogy (during TT lesson)

‘Table 12: Causes for difficulties due to teacher and his/her teaching methodalogy (alter T.T lesson)

‘Table 13: Causes for difficulties due to teaching and learning conditions

Figure 1: Students’ attitudes toward the importance of technical translation,

Figure 2: Students’ attitudes toward technical translation as a job in future

Figure 3: Levels of difficulty in terms of vocabulary,

Figure 4; Levels of difficulty in terms of translation techniques,

4, Methodology ofhe siudy cooccece -2

1.2.2 The role of terminology in teohmical translation 8 1.2.3 Some misconceptions about technical translation 9

Chapter 2: Investigation into the current situation of teaching and learning Englisi- Vietnamese Technical Transition at English Department, Hanoi University of

2.1 Teaching and learning of English- Vietnamese technical translation at HD, HaU1 12 2.2 Description of the teachers at ‘Translation Division, ED, Hal! 12

2.4, Description of facilities, materials and teaching methods for English-Vietmamese

3.2 The data eollsction methods „15

3.4 The dala analysis and discussions of the findings 16 3.4.1 Students’ attitudes toward English- Vietnamese T.T at ED, HaUI Lố 3.4.2 Students” difficulties in English- Vietnamese ‘IT - 19

3.4.3 The possible causcs for students” problems in English- Vietnamese T-T .25

3.4.2.1, Students” leaming style -25 3.4.2.2 The leachers and their leaching methadalogy - 26 3.4.2.3, Teaching and leaming conditions 29

Chapter 4: Recommendations

4.1.1 Increasing right perceptions and motivation of leaning TT 31

4.2.1 Increasing right perceptions and motivation of teaching T.T

4.2.2 Renovating and applying dlexibly different teaching methods and

‘have in some quarters led lo T.T being feared andl loathed, like a wadcm-day barbarian af the linguistic world Vody Byrne, 2006), Like other specialized types of translation, however, ‘I’ does not fit neatly into any one theory or approach and that there is no aderpuate explanation of T-T as an activity In fact, T-T is worthy of scrious study

Hanoi University of Industry (HaUD) has always been proud of its long history with great contributions to the national technological developments as well as industrialization and modemization process To diversify its training majors and educational services, Hall newly established English Department (ED) in 2005 with the hope of providing qualified technical transtators and interpreters for the national labour market, Even teachers and students al ED have tried their best, it is inevitable to cops wilh difficulties in both awareness as well as methodology and experiences of teaching and leaming T.T

Being trained as an translator and interpreter and now working as a teacher at ‘Translation

Division, ED, MaUT, the researcher tus always been aware of difficullics as well as

responsibilities of training and developing skills and strat 5 of translation in ge aad and

TT in particular for English majored students, If students have good perceptions and understanding as well as chances to practice and gain experiences of translation and ‘I.1T, they arc able lo build sctf-cunfidenes and interes! in transtation-rclated jobs in flue Despite the efforts of both teachers and students, however, the researcher still feels dissatisfied of her students” translation competence and fiankly realizes that they are unlikely to mect social demands after graduation

“The researcher has recognized many factors affecting teaching and learning ‘IT such as inadequate understanding and professional knowledge of ‘ from both teachers and students, inappropriate tcaching methods and classroom techniques, students” low motivation as well as ineffective teaching and learning conditions Recognizing this study

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as a minor thesis, however, the researcher cannot cover all the issues related to T.T, but

only English-Victnamese T.T app

2 Aims of the study

‘The study ultimately aims to examine dfficulties faced by third year students at ED, HaUL

for Rnglish-majored stnđcnls al ED, HaUL

¥ What are the possible causes far the difficulties?

3 Scope of the study

The study mainly focuses on the most common difficulties facing third year students at

ED, HaUl in English-Victnamese T.T The rescarcher will analyze and discuss findings in the student questionnaire, combine with observation, marking and informal interview with sludents and lachers; then sugges! recommendations Lo improve teaching and learning TT

at ED, HaUL It is hoped that findings from this thesis will be of some benefits to improve teaching and learning 1 at BD, HaUL

4, Methodology of the study

5 Structure of the study

The study ineludes three main parts, a bibliography and appendixes

Part A : Introduction

It introduces the rationale for choosing the topic, the research questions, the aims, scope, amcthodology and structure of the study

Part B : Development

Part B consists of three chapters

Chapler 1: Theoretical background

‘This chapter provides theory of translation in general and T.T in particular

Chapter 2: Investigation into the current situation of teaching and leaming Bnglish-

Victnariese TT al ED, Hal]

The chapter brings the general picture of teaching and leaming T.T at ED, HaUI The researcher analyzes the situation and subjectively gives a draft answer for the research

questions

Chapter 3: The study

This chapter presents research methodclogy which concentrates on the participants, data collectian methods and procedures, data analysis and discussion of findings to compare with her first draft answer in ebapter 2

Chapter 4: Recommendations

‘The chapler suggests the possible recommendations to reduce the difficulties in Fngtish- Vietnamese T.T at ED, HaUL The researcher would like to foward the thesis to her students, her colleagues and the board of managers at HaUI with the hope of improving

TT teaching and learning al the university

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PART B; DEVELOPMENT

CILAPTER 1: THEORETICAL BACKGROUND

Technical wanslation (T.T) is an important part of translation, therefore, it is necessary to

present a review of theory on both translation and IT to form the basis for pointing out difficubties facing the third year sindonts at BID, Thal

1.1 Theory on Translation

Newmark (1988:19) states that “ translation theory is neither a theory nor a science, but the

‘body of knowledge Ts min concen is lo determine appropriate Irarslation methads for the widest possible range of texts or text-vategories Further, it provides a ttamework of principles, restricted rules and hints for translating texts and criticizing translations, a

Catford (1965:20) considers translation the replacment of textual matcrial in one language

by an equivalent textual material in the other language ‘This point of view was shared by Uartman and Stork (1972:713) “translation is the replacemenl of a representation of a Lexl

in one Language by a representation of an equivalent text in a second language”, These definitions emphasize on importance of equivalence when textual material is replaced from source Language (SI) lo target language (73)

Boll, RT (1991:5) says “Translation is the expression in another language (or TL) of what has been expressed in another, source language, preserving semantic and stylistic equivalences” liaim and Mason (1990:3} see translation as a communicative process which tkes place within 2 social conicxt These definitions attach imporlanec to equivalence between SL and TL, Indeed, translator should be the one of superior language ability in at least two languages

‘Newmark, however, has made an important contribution to the development of translation

He states (1988a:7) “‘Lyanslation is a craft consisting in the attempt to replace a written message and/or statement in one language by the same message and/or statement mm another language” Newmark is the ñrsl onc considering translation a science, a skill, an

art, a matter of taste,

Liven these definitions show different approaches to translation, all above linguists share

Newmark calegorives translalion methods according to their emphasis on SI or Th

In terms of SL emphasis, translation methods include word-for-word transtation; literal translation; faithful translation and semantic translation

Wortlfor-word translation

Newmark (1988b:63) demonstrates this method as intevlinear translation with the TL immediately below the SL words, Interlinear translation means the primary senses of all words in the original are transtaled as though out of context and the word order of tha original is retained, Take as an example the sentence “The most common network arrangement is known as a client/serve system.” in a T.T smaterial of Information

‘Technology for third year students, ED, HAUT Students would prefer to translate “Cach bd

Passive voiec in the

trí mạng phổ biến nhất duge biét dén là hệ thống máy khách/chỉ

English original sentence is remained unchanged in Vietnamese translation version, Word for word franstation seers to be easy and familiar with students,

Literal Translation

Newmark (1988b'46) states

2 SL grammatical constructions are converted to their

nearest TT, equivalents bul the Texical words are again translated singly, oul of conlzxl.”

An cxample on Antomobile Tachnology “About 15.000 scparatc parls arc pul together lo snake an automobile.” can be literally translated as “Mét chide 6 t6 gdm khoảng 15,000 bộ phận riêng biệt đặt cạnh nhau” The primary senses of the lexical words of the original are

translated as though oul of contexl, but the syntactic structwes of the TT are respecied

Faithful Translation

‘The method attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures (Newmark, 1988b:46) For cxample, “A power-steering system contains a hydraulic booster, which operates when the engine is rung and supplies most the necessary force when the driver tums the wheel” can

faithfully translated as “Một hệ thông trợ lực lúi gầm ruột bộ lăng thủy lực, mà hoạt động

*khi động cơ đang chạy và cung cấp hầu hết lực cân thiết khi lái xe quay bảnh xe.” This

method preserves degree of grammatical and lexical “abnormality” in translation

Scmantic Transation

Sernanitic ranslation refers ta thai type of translation that takes inlo account the acsthetic

vaine of the SL text, Peter Newmark (1988b:63) says, “The basic difference between semantic and literal translation is that the former respects context, the latter does not in semantic transtation, the translator’s first loyally is lo his aulhor; in literal transfation, his Joyalty is, on the whole, to the noms of the SL”, An example in Electiicity “A generator is simply a device that moves a magnet near a wire to create a steady flow of electrons” can

‘be wnlicully translaled as “May phat dign don gid chỉ là một tiết bị đi chuyển một

am chim téi gin mt day din dé tao 1a dong electron én định.”

When it comes to ‘TL emphasis, translation methods consist of adaptation, free translation:

idiomatic Iranslation and eommumicative translation:

Adaptation

Newmark (1988b:46) mentions “Adaptation is the freest form of translation, it is used mainly for plays and poems” The text is rewritten considering the SL culture which is converted to the TE culture where the characters, themes, plot are usually prescrved

Adaptation is raraly used in TT

(Newmark, 1988b:47) For example, “There i

translated into Viemamese “Duge vai déi tién”, Idiomatic translation is not used in T,T

cau be shortly translated in communicative way as “Đề xe ko bị giật khi sang số, người lai

xe phải cất cin” This translation version is for a group of people that share common

background and knewledge of Autompbile Teclmology

1.1.3 Translation problems

It is necessary to identify some generic language problems in translation theory to estimate

partially some difficulliss facing znyane wha teaches or leams translation and even works

as a professional translator According to Sofer (1999), there are four translation problems

‘The fizst is the erroneous assumption that human make when considering a word exactly the same thing lo anyone who spoaks English, nothing is farther from the truth” In fact, a word can be used to denote or connote many different things or phenomena Those are

cases of poly-semantic words and homonyms Kor example, the word “solution” is

Thirdly, “he wrillon word is, afior all, a record of the spoken onc TLis a set of combined symbols, names, letters and characters, or, in some languages, ideograms, put together to produce syltables, words and phrases, which invariably fail to convey most the nuances of the spoken word”, Therofars, when a translator looks al a ext ina ST, he/she must decide whether the author is serious, or whether there is subtle or not-so-subtle humor or some other attitudes in what the author says A misjudgment can result in a bad translation

The last problem is that “a writer always has a specific audicnee in mind when he waites a piece, be it general or technical” ‘The author often assumes that the target audience shares certain body knowledge with him, and therefore, does not always spell out everything, but rather rafers lo il by implication As the resull, translator cannot do lis/her job well with the Knowledge of the language alone, but the writer’s cultural background and understanding of the subtitles of the SL text A good example of this problem is the use of

acronyms Some acronyms, such as UN, USA, are universally known lowever, many

translator For

acronyms are very stibject-specific and cat casily throw of the

example, “ADC” can stand for Analog to Digital Converter bộ chuyển đổi lý học sang số

hoc or Automatic Distance Control - kiểm soát khoảng cách tự động (rong xe hơi)

1.2 Technical Translation

TT has long been regarded as the unattractive part of translation, involving any non- literary translation ‘he number of techmical fields is infinitely large, and terminology is expanding and changing daily Thercfora, from the rascarcher’s point of view, TT is worthy of attention and study

1.2.4 Definitions of Technical Translation

fn terms of natura of SL toxt, Softer (1991) classified translation into translation of ilerary works and tianslation of scientific and technical matters T.T covers scientitic and technical matters such as books written on science, techniques like books on computers, instruction manuals on TV, washing machine, etc T.T is usually done by the one with significant knowledge of linguistics and background knowledge of the spccific technical Beld,

Similarly, Newmark (1988b:151) defines “tschnical translation” as one part of specialized translation; while

government etc, is the other Many people seem to have no distinction between specialized

“ñnstitwional translation’- the area of politics, commerce, finance,

translation and lechmical one This is one of common misconceptions about T.T thal would

‘be proscnled in L.2.3 Giom a) af this the

Newmark also suggests that “T.T is potentially non-cultural and universal because the benefits of technology are not confined te one speech community.” Worldwide technology

is developing rapidly and play an immporiant role in human life Demand for technology

transfer is of logical necessity among nations The terms in T.T, therefore, should be

‘wanslated

1.2.2 The role of terminology in technical translation

Pinchuck (1977:19) claims that vocabulary is the most significant linguistic feature of technical texts and gives the text the “fuel” it needs to convey the infomation Newmark (1981) stales “TT is primarily distinguished from other forms of translation by

‡ennineloay although tenminclogy usually only makes up about 5-109",

ft seems that grammatical features such as vaices, tenses, clauses im ‘l''l' are not of barriers

for translators lo understand lexts, However, terminology especially, neclagisms is really the challenge for technical translators, Therefore, the first requirement for technical

translators is to comprehend and deliver technical terminology accurately and briefly

1.2.3 Some misconceptions about T.T

Jody Byme (2006) states that “Newcomers to tanslation sometimes proceed as if

translation were an exact science - as if consistent, one-to-one correlations existed between

According lo, Jody Byrne (2006), there are six common misconceptions

a T.T includes economics, law, husiness, eles

b T.T is all about terminology

‘This particular misconception is not unique to those uninvolved in ‘Il A surprising

mumber of people within ‘I’ share this belief Pinchuck (1977:19), for example, claims that vocabulary is the wost significant linguistic feature of technical texls, This is tus insofar as terminology is, pethaps, the most inmediatedly noticeable aspact of a technical text and indeed it gives the text the “fuel” it needs to convey infomation

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

good cnough in profi

is a disproportionate amount of attention devoted to terminology and lexical issues in’

Ti carol deny thal terminology play a very important role in T.T bal ilis definitely not all T.T What makes this even more surprising is the fact that in many fields of science and technology, terminology is remarkably similar to the extent that separate, specialized dictionaries are frequently ume

ary,

Style does not matter in T.T

Jody Byrne (2006) states that “if we look at style from a literary point of view, then it does

not have amy places in T.T Bul if we rogard as tho way we write things, the word we choose and the way we construct sentences, then style is equally, if not more important in

TT than in other areas because it is there for a reason, not simply for artistie or entertainment reasons” To illustrate this, consider a leaflet containing instructions for using a product The limited space available requires both the author and translator alike to express information in a way which is sufficiently clear, simple and concise so as to allow yeaders to understand the information completely and quickly bul conveys all of the necessary facts, In short, even if the terminology and all information contained in the document is correct, technical writing has a style that is difficult, if not impossible, for a nomlechrical person to imitate A high-quality T.T combines correct terminology and a style appropriale for the type of document and the intended audicnes

d TT isnot creative; it is simply a reproductive transfer process

While TT “is undoubtedly more restricted in range than aesthetic translation” it is much

too casy In overestimate and exaggerate ils apparent smupkicily (Pinchuck 1997-20), Bul order to convey information in an appropriate and effective way, technical translators have

to find creative linguistics solutions to ensure successful communication Far example, to translate the sontenecs “A brake is a device for stowing or stopping the motion of a machine ot vehicle, and to keep it from starting to move again ‘The kinetic energy lost by the moving part is usually translated to heat by friction” into “Phanh 14 b6 phan dừng để giảm lốo hoặc đừng chuyển động của động cơ huặc xe Trong quá trình giảm lốc, động năng bị mất do ma sát thưởng bị chuyển thành nhiệt năng,”, a technical tanslator must

rearrange word order and analyze grammatical features of both Linglish and Vietnamese to

the message Creativily is highly applied

e Youneed to be an expert in a highly specialized field

‘There is a common belief that in order to be a good technical translator, you need to be an

expert in a highly specialized field and you camot specialize in more than one or twa subject areas But the reality is that, armed with a good and solid understanding of the basic principles and technologies, many technical translators can, in the words of Kobinson (2003:128) “fake it” He says thai “translators muke a living pretonding to be (or at leash

to speak or write as if they were) licensed practitioners of professions that they have typically never practiced” ‘They are like actors “getting into characters”

1 ‘1-7 isall about conveying specialized information

This is not entively true, of couse the main concern for T.T is to make sure that

information is conveyed accurately but they are also responsible for ensuring that information is presented in the correct form and used in a correct and effective way T.T inwolves detailed knowledge of the source and target cultures, TL conventions, text type and genre conventions, style, detailed understanding of the audiences and an understanding

of haw people learn and use information

1.3, Summary

‘this chapter reviews theory of translation in gensral and ‘I-T in particular ‘There are many differen! definitions of translation, showing differen approaches to translation, however, canphasiving the importmce of the closest equivalenes in memring of the TT with the smeaning of the SL, Translation methods and problems are included to form the basis for analyzing difficulties in ‘T/T Definitions of TT and the role of terminology are clearly presented Besides, this chapter shows the mast common misconceptions aboul TT that keep leamers, teachers and even professional translators from understanding T.T as well as, applying proper methods and strategies to TT Theoretical background in this chapter will

‘be of benefits for the rescarcher to analyze data and suggest feasible recommendations for

the research issue.

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CHAPTER 2; INVESTIGATION INTO THE CURRENT SITUATION OF

TEACHING AND LEARNING ENGLISI-VIEFNAMESE TECIINICAL

TRANSLATION AT ED, HAUL

2.1 Teachmg and learning of Engfish-Vietmamese Technical Translation at ED, THIaUI

ED at HaUT was newly set up in 2005; therefore, it seems inexperienced to fulfill the task

of training English-majored students as technical interpreters or translators

Following the models of Faculty of Foreign Languages of National Universily and Hanoi

‘University that have been famous for training interpreters and translators, ED at HaUl divided its syHabus info 2 main stages: the fizst two years with general English practice skills, the last two yoars with English theorctical subjects and major of Translation and Interpreting (T&D), Room sizes are suitable for Ianguage classes, neither too large nor too small (25-30 students per class)

Students at ED have to study so many theoretical subjects that require better and further understanding and cducation at Post Graduate Jovels or should be optional at tertiary

education like Contrastive Analysis, Discourse Analysis, Pragmatics, etc These subjects

are rather dfficull and take auch of their lime and effort thal should have invested in T&L Teachers at ED are inexperienced in teaching these theoretical subjects

Moreover, ED does not receive enongh consideration from the university’s managers most

whom have technical background, thus having uo knowledge and limited understanding af

2.2, Description of the teachers at Transtation Division, ED, HaUL

ED consists of three divisions, two for English non-majored training and ons for English- majored training The latter takes charge of training technical interpreters and translators

‘There ar 14 teachers in this division, aged from 25-33 Seven of them are MA, four are

taking MA course, and the rest are BA All teachers graduated from Faculty of Foreign

Tanguages of Vietnam National University Hanoi or Hanoi University of Foreign Studies (now Hanoi University) However, only four majored in T&I but none was trained with technical matters ‘The rest majored in teaching methodology

‘the teachers who are in chargs of teaching technical 'T&4 seem to fice many difficulties

because

of no knowledge and experience on technical tatters es well as fragmented teaching methodology They are unexpectedly required to teach technical T&] that is new and unfarrtiliar, Then each of them applied their individual approaches, not integrated and scientific one Furthermore, they does not have enough time to invest into their T&l lectures as expected because they still have to teach other general English practice skulls and thearetical subjects due to the lack of teaching staffs for further division

2.3 Description of the students at ED, HaUT

Students at ED are at the age group of 18-24, Only half of them choose HaUl as the first choice at the national university entrance exam ‘he rest failed their desired university and had to cwoll im ED, HalJT as the last resori, Therefore, many tried to ralake university enfrance exams when they ate freshmen or even sophomores at HaUL However, not all of them succeeded, resulting in unstable psychology and bad marks in final tests of the first

‘terms

Students at ED attach too much importance to technical terms and professional knowledge

of technical matters, Most them attribute failing of final tests of IT to these two factors

‘They preferred translation of roretechnical topics to thal of lechnical matters, When jeaming T.T, they feel bored and lack motivation, so instead of going to university, they register and join translation centers to leam translation of non-technical topics

Some students share the poinls of view that they are nol confident in their English competence and would not jrrsuc T&M afler graduation, Therefore, they are taking a second degree at other universities or fheulties at HaUl, or getting a certificate like marketing, accounting, teaching methodology, etc ‘hose studemis are likely to absent at Glass and do not gain much knowledge or enrich vocabulary and experience in translation Some others even take part time jobs Thus, they feel tired after working and intend to be absent at class or come to class with low interest and motivation for study

2.4, Description of facilities, materials and teaching methods for Enylish-Vietnamese

TT at ED, Hal

ED was newly established with enthusiastic and young teachers and managers ‘They are cager to conbibnle their knowledge, undorstansting to development of the university in general, and ED in particular, However, as mentioned above, most teachers are not majored in technical ‘ll, they would like to take part in training courses, to give

Moreover, teachers and student at KD have not received the most fivorable conditions for

jeaching and learning Even Hal!T is fatnous for techrical faced: th

Another problem is that teaching methods among teachers at ED are not integrated but rather fragmented Teachers tried to apply their own appropriate methods at classes Thus, students usually discuss and compare methods among teachers at different classes

2.5, Some estimated difficulties in English - Vietnamese technical translation faced by third year students at ED, HaUI, based on subjective opinon of the researcher

Rasing on current situation of leaching and learning Pnglish-Vietnamese T-T al ED, TTaUT, the researcher make the following assmnptions on the most common difficulties facing third year students:

+ Both isachers and students lack professional knowledge and understanding af

technical mallars

- Teachers are inexperienced in teaching T.T

- Students have inadequate English competence, improper leaming attitudes motivation and Iearning style

- Materials and facilities are not systematic and qualified

- Managers do not give enough considerations for T.T teaching and learning

CHAPTER 3: THE STUDY

3.1 Participants

‘The participants to this study were 54 third year students of the second cohort at ED, Hal

‘The researcher chose third year students, not fourth year ones as participants of the study

‘because third year students Have already finished their general English practices skits and non-technical translation course, They started leaming T.T with four given teclmicat majors of Information Technology; Ulectronics, Electricity and Automobile ‘Technology

Morcover, students of the first cohort could not bacore participanls of the andy because at the time of conducting research, they were the fourth year students, they had to prepare for graduation and job seeking However, the researcher interviewed informally with them to make sure that results of the study are more reliable and convincing

The rescarcher also spent time interviowing randomly selected students at four classes of four technical faculties at HaUI including Information Technology; Electronics; Electricity and Automobile Technology The reason for interviewing these English non — majored students is that the researcher would like to check how English competence and professional knowledge affect quality of translation version of technical matters

‘The researcher also consulled olher teachers (especially three teachers who are taking charge of teaching T&D) to participate in the sindy for informal interview and argamen!

3.2 The data coltection methods

Survey questionnaire was chosen as the main way of data collection for this study The researcher designed a survey questionnaire with questions of multipls-choice answers m order to find out students’ opinion, understanding of T.T, then their difficulties, expectations in this subject

To design the questionnaire, the rescarcher reviewed Literature on T-T, inaking assumptions

on the most difficulties in F-T, observing her students in learning, marking in regular and

final tests, and interviewing informally with both students and teachers at ED, HaL!L

‘The quastionnaire consisls of 3 main parls Parl | was designed to gol altitudes and inforost

toward English-Vietnamese T.T Part 2 was to figure out some difficulties students may

encounter when translating English-Vietmamese technical materials Part 3 suggested

$ for their problems in Rnglish-Vietnamese T.T

3.3 The data collicction procedures

Fifty-four copies in English were delivered to the participants of the study - students of the

TT,

soeơnd cohort at ED to ñnd out their altitudes and interest, toward English-Vietnarn:

their understanding, difficulties and main causes

Before giving the questionnaire copies to the respondents, the researcher explained the purpose of the questionnaire and the imsportance of the participants ta rosulls of the study The researcher required the respondents to read the questionnaire carefully and answer individually with high consideration and responsibility The respondents were also encouraged to ask anything that they did not understand fully in the questionnaire to get clearer and more understandable cxplanations and clarifications from the rescarcher

In addition to the survey questionnaire — the main method of the study, the researcher herself (aught and observed stufenis al different classes, then took imporiant and remarkable notes Collecting and comparing marks from regular and final tests among students at different classes were also used ‘The researcher also interviewed informally students and teachers lo figure oul difficulties, causes and solulions lo Engtish-Vieinamese

T.T al ED, Hal

3.4 The data amalysis and discussions of the findings

‘The main purpose of the study is to find ont students’ attitudes and understanding toward English-Vietnamese T.T, their difficulties and some possibls causes, ant ta suggest feasible solutions Therefore, to foliill that purpose, the designed survey questionnaire was displayed clearly on each task in the form of tables and figures Then tables and figures were thoroughly analyzed and interpreted to serve for more effective discussion of the Endings as well as more reliable assessments and suggestions of the study,

3.4.1 Students’ atthtudes toward English-Vietnamese 1.1 at ED, Hal

Investigating info sindonts’ attitudes toward T.T is so important in this study Translation

in general and TT in particular is the job for the one who loves language but not all people who love language can become translators However, having right attitudes toward 1.1’ as

a subject will help stndents have high motivation to lea and overcome difficulties in learning proc

Table }: Students’ attitudes toward T.T as a subject at ED, Hatit

Table | shows that mosl tospendonts (92.6%) like transfatian (iter 1a) Only 7.4 % doos not clearly see translation as their fhyourite subject No one dislike translation This means

that even translation is a difficult subject, it still attracts students’ interest and concern

However, most respondents (more than 90%) in this study find T-T boring (item 1.b) They

do not show such uninterest in non-technical translation leamed in the previous term Obviously, translation topics affect remarkably students’ interest and concem, then their motivation to leaning Teachers should consider this factor and understand students’

psychology in order to apply proper teaching methods and classroom techniques

se net | Tiisagree 2 sngty

đà so

4 T.T is aa important in our Fives IRš 463 24.1 9

Đ TLÍs so neeessary and worth teaming

148 352 | 130 | 379 9

TT nowadays

Table 2: Students’ attitudes toward the importance of T.T

According to the data in table 2, we can recognize students’ attitudes and awareness of the importance of T.T 64.8% of respondents either agree or strongly agree that T.T is 30

important in our lives (item 2.a) It may result from awareness of scientific and

tachnologicat development as well as demand of technology transference nowadays

However 35.2% deny or not clearly tecognive important role of TT in tnaman life Therefore, it is understandable that item 2.b “It is so necessary and worth learning T.T nowadays” is not supported by half of respondents Data in table 2 can be clearly seen im the following figure

1m Strongly agree( %) Agree (%)

aNeither agree nor disagree (%)

Figure 1: Students’ attitudes toward the importance of T.T

Awareness of the importance and practicality of the major may lead to students’ decision

of whether or not pursue that major in their future job, then more importantly, their

psychology and motivation in learning

Statements agve(94) | Agree 0) a isapee | 69 = Wiegsb

right attitudes toward learning TT

Table 3: Students’ attitudes toward the way of learning T.T

Table 3 investigates into students’ attitudes toward the way of learning T.T The results

from table 1 and table 2 partially explain for data showed in table 3 Most respondents

(70%) disagree with item 3.a “You like learning and exploring actively T.T by yourself” This item is supported by only 29.6% of respondents Learning passively keeps students

from “motivating themselves to have right attitude towards learning T.T” (item 3b)

Being asked about the ways to improve their T.T learning, some respondents shared that

instead of learning individually, learning in pairs or groups and consulting friends or teachers are also effective As the result, more than half of respondents (55.6%) agree with

item 3.b However, a rather high percentage (31.4%) shows disagreement They do not

know how to motivate themselves Students and even teachers should notice that learning

methods and motivation to TT play decisive role in students” translation quality.

Table 4: Students’ attitudes toward T.T as a job in future

Percentages in table 4 show how much students put expectation to work as a technical

translator Only one respondent (1.9%) strongly agree that he/she expects to become a

technical translator, 37.0% agree with this statement A high percentage of respondents

(61.1%) disagrees or hesitates whether to work as a technical translator in future Students”

expectations in their jobs express their interest in T.T and effort to learn this subject The

following pie chart clearly shows students’ attitudes toward T.T as a job in future

26%

Figure 2: Students’ attitudes toward T.T as a job in future

3.4.2 Students’ difficulties in English-Vietnamese technical translation

‘Third-year students at ED, HaUI can face many difficulties in different areas when they leam T.T The questions in the part 2 of the questionnaire were designed clearly regarding discourse, grammar, vocabulary and translation techniques in order to indicate the levels of difficulty in each area Results from this part will partially help the researcher suggest proper recommendations in this study