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

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: Investig

VIETNAM NATIONAL UNIVERSITY, ITANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

pee

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

Target language Transtation and Inlerproting English for Speciat Purposes

LIST OF TABLES AND FIGURES

‘Yable 1: Students’ attitudes toward technical translation as a subject at ED, Hal

‘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,

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 3.4.2.1 Tu terms of discourse - - - - 20 3.4.2.2, In teis 0Ÿ grainnar „21 3.4.2.3, In erms oŸ voesbulary 2

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

4.2.1 Increasing right perceptions and motivation of teaching T.T

4.2.2 Renovating and applying dlexibly different teaching methods and

13

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,

12

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

11

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

‘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

4, Methodology ofhe siudy cooccece -2

5 Structe of the siuđy, ìceiceroroe „2

1.1 Theory on Translatlon sec a

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

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,

12

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

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,

1 Summury of the findings and conclusions - - 39

2, Liniiations and suggestions for further study „40

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,

4, Methodology ofhe siudy cooccece -2

5 Structe of the siuđy, ìceiceroroe „2

1.1 Theory on Translatlon sec a

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

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

‘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

‘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

4, Methodology ofhe siudy cooccece -2

5 Structe of the siuđy, ìceiceroroe „2

1.1 Theory on Translatlon sec a

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 3.4.2.1 Tu terms of discourse - - - - 20 3.4.2.2, In teis 0Ÿ grainnar „21 3.4.2.3, In erms oŸ voesbulary 2

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

4.2.1 Increasing right perceptions and motivation of teaching T.T

4.2.2 Renovating and applying dlexibly different teaching methods and

11

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

11

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

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,

2.5, Some sstimated difficulties in inglish-Viemamese technical translation faced by

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 3.4.2.1 Tu terms of discourse - - - - 20 3.4.2.2, In teis 0Ÿ grainnar „21 3.4.2.3, In erms oŸ voesbulary 2

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

4.2.1 Increasing right perceptions and motivation of teaching T.T

4.2.2 Renovating and applying dlexibly different teaching methods and

4, Methodology ofhe siudy cooccece -2

5 Structe of the siuđy, ìceiceroroe „2

1.1 Theory on Translatlon sec a

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

11

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

‘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

‘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

13

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,

4, Methodology ofhe siudy cooccece -2

5 Structe of the siuđy, ìceiceroroe „2

1.1 Theory on Translatlon sec a

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

‘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

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 3.4.2.1 Tu terms of discourse - - - - 20 3.4.2.2, In teis 0Ÿ grainnar „21 3.4.2.3, In erms oŸ voesbulary 2

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

4.2.1 Increasing right perceptions and motivation of teaching T.T

4.2.2 Renovating and applying dlexibly different teaching methods and

4, Methodology ofhe siudy cooccece -2

5 Structe of the siuđy, ìceiceroroe „2

1.1 Theory on Translatlon sec a

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