NGHIÊN CỨU PHƯƠNG PHÁP DỊCH THÊM VÀ LƯỢC TỪ TRONG BẢN DỊCH "HARRY POTTER VÀ QUẢ CẦU LỬA" CỦA LÝ LAN TỪ GÓC NHÌN CỦA SINH VIÊN NĂM TƯ NGÀNH BIÊN PHIÊN DỊCH ĐẠI HỌC NGOẠI NGỮ, ĐHQGHN

The study analyzes the applications of translation strategies namely addition and omission applied by Ly Lan in translating “Harry Potter and the Goblet of Fire” from the perspectives of fourth-year students majoring Interpreting and Translation (IT) of University of Languages and International Studies (ULIS), Vietnam National University (VNU). The paper begins with a general overview of addition and omission. Literature review was closely utilized to study the application of the two strategies in the translated text applied by Ly Lan. Online and in person survey questionnaire for fourth-year students of IT of ULIS, VNU and four semi-structured interviews with participants for further discussion provide data to determine which strategy of translation is more favored by the participants: addition or non-addition; omission or non-omission and explanations for their perspectives. The findings show that addition is more preferred in translation than omission. The most popular types of addition and omission are of noun/ noun phrase and adjective. Regarding perspectives of students, nearly three fifths of the participants favor the translated version of Ly Lan for its clarification, familiarity, etc. However, two fifths of the participants disfavor the comprehension, necessity, and evident-sufficiency of the translated version of Ly Lan. In short, the study provided literature review and findings about the application of addition and omission and perspectives of students majoring Interpreting and Translation in of ULIS, VNU, which is a reference for further studies in the field. Key words: addition, omission, perspectives, Harry Potter

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

ADDITION AND OMISSION APPLIED BY LY LAN

IN TRANSLATING “HARRY POTTER AND THE GOBLET OF FIRE” FROM THE PERSPECTIVES OF FOURTH-YEAR STUDENTS OF INTERPRETING

AND TRANSLATION OF ULIS, VNU

HANOI, JUNE 2014

Supervisor: Nguyen Thi Thu Hang, M.A Student: Dong Thi Ngoc

Class: QH2010.F1.E21, K44

ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH

KHOÁ LUẬN TỐT NGHIỆP

NGHIÊN CỨU PHƯƠNG PHÁP DỊCH THÊM VÀ LƯỢC TỪ TRONG BẢN DỊCH "HARRY POTTER

VÀ QUẢ CẦU LỬA" CỦA LÝ LAN TỪ GÓC NHÌN CỦA SINH VIÊN NĂM TƯ NGÀNH BIÊN PHIÊN DỊCH ĐẠI HỌC NGOẠI NGỮ, ĐHQGHN

HÀ NỘI, THÁNG 06 NĂM 2014

Giáo viên hướng dẫn: Nguyễn Thị Thu Hằng, M.A Sinh viên: Đồng Thị Ngọc

Lớp: QH2010.F1.E21, K44

I hereby state that I: Dong Thi Ngoc, being a candidate for the degree of Bachelor

of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library.

In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper.

Signature

Date

First, I would like to express my gratitude to Ms Nguyen Thi Thu HangM.A., my devoted supervisor who has continuously supported me academically andmentally during the paper-conducting process

Second, I am grateful for students of two classes of QH2010.F1.E20 andQH2010.F1.E21 for the participation in the survey and interviews which provideessential tools for the paper Special thanks to my friends Thu Trang, Ngoc Anh,Van Anh, Thu Yen, and Nhung for their firm support

In addition, I am beholden to Ms Ngo Ha Thu, Mr Nguyen Thanh Van, andthe thesis defense board including Mr Lam Quang Dong, Mr Nguyen Ninh Bac,and Ms Tong Thi Bich Lien for suggestions of improvement for my paper

Further, I would like to express my gratitude to the University of Languagesand International Studies for giving me the environment and tools to develop myskills to the most

Last but not least, I am indebted to my parents for their accumulated love allthrough eternity

I owe my profound gratitude to all of them for the birth of this graduationpaper

The study analyzes the applications of translation strategies namely additionand omission applied by Ly Lan in translating “Harry Potter and the Goblet of Fire”from the perspectives of fourth-year students majoring Interpreting and Translation(IT) of University of Languages and International Studies (ULIS), VietnamNational University (VNU) The paper begins with a general overview of additionand omission Literature review was closely utilized to study the application of thetwo strategies in the translated text applied by Ly Lan Online and in person surveyquestionnaire for fourth-year students of IT of ULIS, VNU and four semi-structured interviews with participants for further discussion provide data todetermine which strategy of translation is more favored by the participants:addition or non-addition; omission or non-omission and explanations for theirperspectives The findings show that addition is more preferred in translation thanomission The most popular types of addition and omission are of noun/ nounphrase and adjective Regarding perspectives of students, nearly three fifths of theparticipants favor the translated version of Ly Lan for its clarification, familiarity,etc However, two fifths of the participants disfavor the comprehension, necessity,and evident-sufficiency of the translated version of Ly Lan In short, the studyprovided literature review and findings about the application of addition andomission and perspectives of students majoring Interpreting and Translation in ofULIS, VNU, which is a reference for further studies in the field

Key words: addition, omission, perspectives, Harry Potter

Table of Contents

Table of Contentsiii

List of figures v

List of abbreviations v

CHAPTER 1: INTRODUCTION 1

1.1 Statement of the problem and the rationale for the study 1

1.2 Objectives and research questions of the study 2

1.2.1 Objectives of the study 2

1.2.2 Research questions 2

1.3 Significance of the study 3

1.4 Scope of the study 3

1.5 Organization 4

CHAPTER 2: LITERATURE REVIEW 5 2.1 Translation 5

2.2 Translation Strategies 6

2.3 Addition 11

2.4 Classifications of addition 12

2.5 Omission 15

2.6 Classifications of omission 17

2.7 Additional background 20

CHAPTER 3: METHODOLOGY 22 3.1 Research methods 22

3.2 Selection of subjects 22

3.3 Procedures of data collection 23

3.4 Procedures of data analysis 24

CHAPTER 4: RESULTS AND DISCUSSION 26 4.1 Analysis of materials 26

4.1.1 The frequency of addition and omission 27

4.1.2 The frequency of types of addition 28

4.1.3 The frequency of types of omission 29 4.1.4 Analysis of Ly Lan’s applications of addition and omission 29 4.2 Analysis of survey questionnaires and interviews on addition, omission and students’ perspectives on the applications 35 4.2.1 Analysis of survey questionnaires on addition, omission and students’ perspectives on the applications 36 4.2.2 Analysis of interviews on addition, omission and students’ perspectives on the applications 38 4.3 Implications 40 4.4 Application 40

5.1 Summary of findings 42 5.2 Limitations 42 5.3 Suggestions for further study 43

APPENDIX 3: IN-DEPTH SEMI-STRUCTURED INTERVIEW (TRANSLATED) 58

List of figures

Figure 1 The frequency of addition and omission 35

Figure 4: The perspectives of students on addition 38

Figure 5: The perspectives of students on omission 40

ULIS University of Languages and International Studies

VNU Vietnam National University, Hanoi

CHAPTER 1: INTRODUCTION 1.1 Statement of the problem and the rationale for the study

In the developing diplomatic and economic relations between Vietnam andthe world, the translation of documents from English to Vietnamese and vice versa

is becoming more and more vital in order to transfer messages and knowledge.Expressing the same opinion considering translation as an instrument of intellectualtransference, Steiner (1998) once stated in his book that translation was the tool forhumans to break the barrier of language and to keep informed, rather than remainsilent in an abandoned world Translation actually helps build the bridge ofknowledge all around the world The necessity of upgrading translation skills tomore appropriately convey the ideas is realized by many specialists in the field Theprocess of upgrading translation skills requires the translator to excellently applytranslation strategies The choice of translation strategies shall decide the quality ofthe translation Sensible choice of translation strategies brings the correct andnatural sense of the text; imprudent one shows the translator’s bad taste and makesthe translation more inferior to the original text Translators always strive for bettertranslation by applying better translation strategies Among those strategies, theresearcher specifically favors the applications of addition and omission withnoticed benefits as well as problems She decides to review a variety of previousstudies on the application of addition and omission and to examine the perspectives

of others on the subject The examined work was the translation of “Harry Potterand the Goblet of Fire” by a highly prestigious translator Ly Lan in the favor of herarduous effort in forwarding the sense of the original text to the Vietnameseaudience and the application of various strategies including addition and omission.The researcher’s own interest is the underlying motivation for the choice of thework

Besides, owing to the fact that few studies have been carried out to discussthe application of addition and omission from the perspectives of fourth-yearstudents of Interpreting and Translation of ULIS, VNU, the researcher decides toconduct the current study to provide more insights and analyze the applications of

addition and omission based on the researcher’s own translating experience inaccordance with opinions and ideas obtained from the perspectives of the chosenpopulation As a result, the study titled “Addition and Omission applied by Ly Lantranslating “Harry Potter and the Goblet of Fire” from the perspectives of fourth-year students of Interpreting and Translation of ULIS, VNU” is conducted.

1.2 Objectives and research questions of the study

1.2.1 Objectives of the study

As mentioned above, this study is targeted at two-fold objectives The firstobjective is to analyze the application of addition and omission strategies in thetranslation work of “Harry Potter and the Goblet of Fire” by a widely prestigioustranslator Ly Lan based on general knowledge of addition and omission strategieswhich contains definitions, classifications, examples, and explanations in previousstudies In order to attain this objective, the researcher searches for the additionsand omissions used by Ly Lan The next step is sorting the data into types in thetable designed by the researcher combining the classifications of severalresearchers with personal analysis

Secondly, the perspectives of fourth-year students of Interpreting andTranslation of ULIS, VNU, about the application of addition and omission in thetranslated version will be examined to provide more insights on the issue Inparticular, the participants shall receive the questionnaire on their awareness anduse of the strategies and their opinions with the application of addition andomission The followed interviews with some participants are the added referencefor data analysis

1.2.2 Research questions

In order to attain these objectives, two research questions are posedregarding addition and omission in the translated version of “Harry Potter and theGoblet of Fire”

Question 1: How are addition and omission applied in translating “Harry Potter and

the Goblet of Fire” by Ly Lan?

Question 2: From the perspectives of fourth-year students of ULIS majoring in

Translation and Interpreting, which strategies of translating Harry Potter and theGoblet of Fire is more favored by students: addition or non-addition; omission ornon-omission?

1.3 Significance of the study

The critical significance of the study is that it will provide a synthesis ofliterature of the strategies of addition and omission in accordance with the benefitsand problems More knowledge on the field is provided to consequently better thetranslating skill of the audience Secondly, the analysis of the applications ofaddition and omission in the translated version by Ly Lan verifies and examinesprevious literature and assesses the quality of the translation based on the literaturereview Thirdly, the study provides audience some valuable insights about theperspectives of fourth-year students of ULIS majoring in IT to further study theapplications of addition and omission In other words, the study helps understandthe perspectives of audience on a translated version applying addition andomission, which is helpful in evaluating the quality of the translation

1.4 Scope of the study

The researcher primarily focuses on studying the translation strategies ofaddition and omission applied by Ly Lan in translating “Harry Potter and theGoblet of Fire” from the perspectives of fourth-year students of Interpreting andTranslation of ULIS, VNU in order to more clearly study the usage of addition andomission Being acutely aware of the difficulties faced including limited time andexperience of the researcher, the scope of the study is set Based on theconvenience of time and content, only the first and seventh chapters of the novelwere randomly chosen to be studied These two chapters have particularillustrations of addition and omission Regarding participants of the study, onlyfourth-year students of Interpreting and Translation of ULIS, VNU were examinedbecause they have obtained advanced knowledge in the translation skills andcertain experience in translating They were expected to present critical opinionsand valuable insights on the issue to contribute to the confidence of the thesis

Chapter 2: Literature Review

Theoretical background is presented including translation, translation strategieswith definitions and examples, critical discussion on the definition andclassification of addition, omission

Chapter 3: Methodology

This part includes the instruments including questionnaires and short structured interviews, mixed approach of data collection and procedures of dataanalysis

semi-Chapter 4: Results and discussion

Results from the questionnaires and interviews and analysis will be performedregarding addition, omission, and students’ perspectives

Chapter 5: Conclusions

This chapter will state a summary of the thesis with findings and its implications,limitations as well as suggestions for further study

CHAPTER 2: LITERATURE REVIEW 2.1 Translation

Translation includes two important elements of message transference andcontext influence Hatim and Munday (2004) defined translation as “the process oftransferring a written text from SL to TL, conducted by a translator, or translators,

in a specific socio-cultural context” (p 6) Translation is an eye-opening journeywhich people of different languages in the world find it essential to make In thefirst aspect, it was clearly stated by Nogueira (2001, p.1) that translating is “anenriching intellectual experience and you should end a job as a different person.”Indeed, the act of translation helps the translator understand deeply on the textincluding the content, its context, and academic, cultural, and social background Inaddition, the professional skill of translating should be consequently enhanced aswell These things are supposed to better the “intellectual experience” (Nogueira,

2001, p.1) of the translator after each translation Regarding the second aspect oftranslation as adventurous, Umberto Eco, a prestigious writer, professor, andresearcher whose ideas were highly appreciated by its profoundness also expressedhis idea According to Eco (2003), when translating, the translator faced a clearbreakdown of the quality of the translation He was aware that the translatedversion was always inferior to the original one in terms of forms, author’s identity,etc

As it transfers the messages of knowledge and cultures worldwide to targetaudience, the indispensability of translation is widely recognized In the example ofthe translation of the Bible, according to the research by Wycliffe Global Alliance

in 2013, the Bible has already had versions of over 2,800 languages; therefore,people speaking these languages have the ability to understand the messages ofknowledge and cultures taught in the Scripture More than 2,000 active translationprojects in nearly 2,000 languages are currently carried out Hence, translation is anendlessly necessary activity all around the world

Overall, translation is the process of conveying the messages from onelanguage to another with the serious attempt of a translator or translators to remain

the sense of naturalness, fullness, and the identity of the author as much as possible

in the light of the inferiority of the translated text Obviously, translation plays animportant role in the borderless communication

2.2 Translation Strategies

In the practice of translation, the translator has to make a choice oftranslation strategies or methods to apply for translated texts Translation strategiesmean “the basic tasks of choosing the foreign text to be translated and developing amethod to translate it” (Venuti, 1998, p 240) The right choice of the strategiesmay decide the quality of the translation Yet, there exists no best or perfectstrategies The important factor that matters is the skillfulness and flexibility of thetranslator in using the strategies

This study looks carefully at the classification of translation strategiesmentioned in the paper of Wing Bo Tso In his study, Tso (2010) has provided hisorganizational explanation of the strategies with examples of English-Chinesetranslation The researcher inserts her own examples of English-Vietnamesetranslation to illustrate the strategies Tso’s (2010) study presented the followingclassification including 9 types of translation strategies

English source text: Once upon a time, there was a king who ruled a wide kingdom.

He lived with his queen and his beautiful princess

Vietnamese translation with addition (bold parts): Ngày xửa ngày xưa, có một vị

vua nọ cai quản cả một vương quốc rộng lớn Vị vua sống trong cung điện cùng vớihoàng hậu cùng nàng công chúa xinh đẹp tuyệt trần

Back-translation: Once upon a time, there was a king who had a big kingdom He

lived in a palace with his queen and his princess with peerless beauty

The addition parts in the Vietnamese translation are “trong cung điện” and “tuyệttrần” or “in a palace” and “with peerless beauty” respectively The aim of theaddition is to add common used expressions in the Vietnamese fairy tales in thetranslation However, certain information is added that can lead to change inmeaning The part “tuyệt trần” or “with peerless beauty” may not be correct if theprincess, according to the author’s intention, is beautiful, but not the most Besides,the quality of the addition is based on the readers’ taste, too Some prefer thischange; some do not

(2) Omission

The second type of strategy is omission Compared with addition intranslation, omission is less preferred The obvious disadvantage is that part of theinformation or message of the source text has been left out Maybe the source textjust does not have an equal expression Omission is applied in the example below

English source text: Once upon a time, there was a king who ruled a wide kingdom

living in a palace He lived with his queen and his princess with peerless beauty

Vietnamese translation with omission: Ngày xửa ngàyxưa, có một vị vua nọ cai

quản cả một vương quốc rộng lớn Vị vua sống với hoàng hậu cùng nàng công chúa

xinh đẹp.

Back-translation: Once upon a time, there was a king who ruled a wide kingdom.

He lived with his queen and his beautiful princess

The omission parts in the Vietnamese translation are “living in a palace” and “withpeerless beauty” The aim of the omission is to delete unnecessary expressions inthe source text However, certain information is lost that can lead to change in

meaning The part “with peerless beauty” is left out, which leads to change inmeaning when the author emphasizes that the princess is be the most beautiful one.

(3) Explicitation

Klaudy (1998) mentioned explicitation with the description of “the technique ofmaking explicit in the target text information that is implicit in the source text” (p.80) Explicitation is applied in the example below

English source text: “He’s gone,” groaned Liz.

Vietnamese translation with omission: “Vậy là anh ấy đã ra đi,” Liz than thở.

Back-translation: “So he’s gone,” groaned Liz.

The explicitation parts in the Vietnamese translation are “So” or “Vậy là” Theexplicitation is “the connection between the event described by that sentence and aprevious one in the text is made more explicit in the translation.”

(4) Implicitation

Vinay and Darbelnet (1958/1995) considered implicitation as “the process ofallowing the target language situation or context to define certain details whichwere explicit in the source language” (p 10), similar to omission Implicitation isapplied in the example below

English source text: “Mai and Hoa were students of teacher Minh,” told Ngan.

Vietnamese translation with omission: “Mai và Hoa là học trò của thầy Minh,” Ngân kể Back-translation: “Mai and Hoa [are] [students] of teacher Minh,” told Ngan.

In this case, following the rule of Vietnamese grammar, implicitation is essential to droptense and number Past tense “were” is made implicit, becoming present tense inVietnamese version; plural form “students” is made implicit, becoming singular becauselike Chinese, Vietnamese is not mark with tense and number

(5) Domestication

According to Venuti (1995), domestication was “an ethnocentric reduction of theforeign text to [Anglo-American] target language cultural values” (p 20) In English-Vietnamese domestication, readers have chance to access more Vietnamese text in terms

of pronunciation, words, grammar, etc

To be clearer, here are examples of translating a foreign name into Vietnamese onewith “Moscow” can be domesticated to be “Mạc Tư Khoa” and Napoleon as “Nã Phá

Luân.” Familiarizing sounds here is an attempt to domesticate the translation in the ears ofthe readers.

(6) Foreignization

Venuti (1997) defined foreignization as a strategy which “entail[ed] choosing aforeign text and developing a translation method along lines which [were] excluded

by dominant cultural values in the target language” (p 242)

The foreignization strategy can be easily exemplified in the transference of Englishnames in Vietnamese translated version such as Harold, Matthew, and William Quite afew Vietnamese are unfamiliar with spelling of these names Another instance is thetranslation of the English idiom “The early bird catches the worm” into Vietnamese one as

“Chim dậy sớm bắt được sâu” The translation of this idiom is not familiar in Vietnamesesayings, therefore, not preferred Instead, the more familiar, reader-friendly domesticatedone should be “Trâu chậm uống nước đục.”

(7) Formality Change

According to Heylighen and Dewaele (1999), surface formality “is characterized byattention to form for the sake of convention or form itself” (p 3) in such occurrence ofweddings or funerals Deep formality was defined as “avoidance of ambiguity byminimizing the context-dependence and fuzziness of expressions” (Heylighen andDewaele, 1999, p 1)

The change of formality can be recognized through the example of the researcher.Considering the following sentences:

(1) He will meet her at the station

(2) Michael will meet Jane at the station

Both sentences convey the same amount of information However, when readingsentence (1), readers cannot understand the content immediately without context Sentence(2) provides enough information for readers to know the subject Therefore, sentence (2) is

a formalized description of sentence (1) applying deep formality

(8) Speech Act Change

Austin (1962) termed ‘locutionary act’, ‘illocutionary act’ and ‘perlocutionary act’,which later on become common terms in the study of speech acts Locutionary act is theutterance itself being said Illocutionary act is the act performed in producing an utteranceusually consisting of the performative verbs Bach and Harnish (1979) classified four mostimportant categories of illocutionary act with constatives, directives, commissives and

acknowledgements Perlocutionary act is the expected act of the hearer after listening tothe utterance, sometimes the perlocutionary act and the results are the same Sometimes,they are not.

Speech act change is applied in the example below

English source text: Mary, would you please close the door?

Locutionary act: The utterance of saying “Mary, would you please close the door?” Illocutionay act: The request of closing the door

Perlocutionary (expected): Mary comes to the door and closes it.

(9) Transediting

Transediting includes “translating” and “editing” Therefore, the translator’sjobs are to translate and then edit or rewrite the text to better the source text or tohelp readers understand the text more Tso (2010) asserted that:

The most common ways of re-writing include addition, deletion,(Hursti, 2001), re-organizing the order of presentation, adjusting thefocus, eliminating confusing redundancies, creating connections andcoherence (Mossop, 2007), correcting factual errors, improving awkwardstyle, (Chesterman, 2000) etc (p.36)

It can be understood that transediting is the use of different strategies to improvethe quality of the source text, exemplified in the translation of a title as below

English source text: Mid-Autumn Festival

Vietnamese translation with transediting: Trung thu- Tết đoàn viên

Back translation: Mid-Autumn Festival, Tet of family gathering

In the translation, the researcher uses addition “Tết đoàn viên” or “Tet of familygathering” to add more explanation for the source text Therefore, readers canunderstand the content of the following text which is family gathering

Among those strategies, addition and omission are the ones to be closelyanalyzed to serve the objectives of the studied and to fulfill the research’s specificfavor regarding certain noticed benefits as well as problems

The following part will discuss addition, omission, and their classifications

in greater details as they are two strategies analyzed in the translated version of

“Harry Potter and The Goblet of Fire”

2.3 Addition

Many scholars have discussed the definition of addition and yet omission atthe same time To be focused on the former, Shapa (2009) provided a rather generaldefinition of addition as the method of adding up “a word or a word-combination tospecify the meaning” (p 7) This definition simply states the meaning of the word

“addition” with no further explanation Studying more detailed discussions on thesubject, generally, there exist two opposite sides when defining addition intranslation In the positive way, addition is a technique; in the negative way,addition is a translator’s mistake

Sharing the positive point of view, Klaudy (2003) defined addition as astrategy of translators adding more information to the original version whentranslating This explanation reveals the core of addition which is to put “newmeaningful elements” (Klaudy, 2003) in the targeted text to make the targetedaudience understand the message of the author more clearly At this point, additionsprovided the target text with more explicit meanings to make the target text clearer

Addition is studied by different researchers and they have divided additioninto different categories In the part of classifications of addition, twoclassifications of addition are mentioned which also suggest the use of addition fordifferent contexts of the translation

2.4 Classifications of addition

Classifications of addition were introduced by Klaudy and Milhac.Regarding the first classification, Klaudy (2003) invested his study on outlining theclassification of addition in the English-Hungarian translation He affirmed thatadding meanings or omitting them is for the sake of the dissimilarity raised in the

“background knowledge of the SL and TL readers” (Klaudy, 2003) Klaudy’s(2003) classification includes explanation and examples of Englishp-Hungariantranslations The researcher uses those examples as references and adds examples

of English-Vietnamese translation Bold parts are applications of additionstrategies

(1) Addition in the case of brand names

Based on the example introduced by Klaudy (2003), the brand names whichare unfamiliar to the targeted readers need to be clarified by adding its productwhich may be specific types of foods, beverages, clothing or furniture

Example:

English source text: Two Edds, a kilo of Vio.

Vietnamese translation with addition: Hai gói kẹo Edds, một cân chè Vio

Back translation: Two packs of Edds candy, a kilo of Vio tea.

(Bold parts are additions in the case of brand names.)

(2) Addition in the case of toponyms

Toponym is the name of a place In the source text, the author usuallyassumes that readers are acquainted to those toponyms However, explanatoryadditions are necessary for target audience of the target text They are commonlyused for geographical names (common in travel books) to help audience tounderstand the particular land mentioned in the source text whether the placementioned is a lake, a river, a mountain, a park or a district

Example:

English source text: I walked along the Thames.

Vietnamese translation with addition: Tôi đi bộ dọc dòng sông Thames.

Back translation: I walked along the Thames River

(Bold parts are additions in the case of toponyms.)

(3) Addition in the case of institutional names

Similar to the above, translators try to provide target language readers withmore understanding when it comes to institutional names a restaurant or a school.Example:

English source text: Let’s go to Kyle tonight.

Vietnamese translation with addition: Tối nay cùng đi ăn ở nhà hàng Kyle nhé Back translation: Let’s go to the restaurant of Kyle tonight.

(Bold parts are additions in the case of institutional names.)

(4) Addition in the case of historical realia

Historical realia includes events, personalities, and historical garments.Target audience could be familiar to those in the source text or not; therefore,translators must assist them by adding explanation

Example:

English source text: The people never forget 11-9 in the US.

Vietnamese translation with addition: Mọi người không bao giờ quên vụ khủng bố

ngày 11-9 tại Mỹ

Back translation: The people never forget the terror attacks on 11-9 in the US.

(Bold parts are additions in the case of historical realia.)

(5) Addition of names of the parts of the body

Klaudy (2003) noted that “the only lexical addition, which [was] nottriggered by cultural differences but linguistic ones, [was] the addition of names ofparts of the body when in one language; parts of the body [were] used in the saying,

in another one, that would be redundant”

Example:

English source text: He nods in agreement.

Vietnamese translation with addition: Anh ta gật đầu đồng ý.

Back translation: He nods his head in agreement.

(Bold parts are additions in the case of the body.)

This classification pointed out a range of proper names’ addition Theresearcher supposes that the use of this one focuses on the culture-related texts or

so in which a lot of culture-specific proper nouns including places, people, foodand so on In the fantasy world in the novel of “Harry Potter and the Goblet ofFire”, almost everything is unreal created by J.K Rowling’s imagination Therefore,

it is assumed that most of proper nouns including places, people, food, and so onshould not be referred to any where else but inside the novels The classification isapplied restrictedly here in the study on the novel

Second, Mailhac (2007) also gave his own classification of additionconsidering lexical procedures illustrated by the English-French translation Theresearcher changes the examples into English-Vietnamese or adds some newexamples for better convenience Bold parts are applications of addition strategies

- Addition of noun

English source expression: hers

Vietnamese translation: Cô Jane

Back translation: Miss Jane

- Addition of adverb or adverbial phrase

English source expression: I love her.

Vietnamese translation: Tôi thực sự yêu cô ấy

Back translation: I love her indeed.

- Addition of interjection

English source expression: I do not know where they moved to.

Vietnamese translation: Xin lỗi, tôi không biết họ chuyển đi đâu.

Back translation: Sorry, I do not know where they moved to.

- Addition of particle

English source expression: Ladies and gentlemen!

Vietnamese translation: Kính thưa các quý ông, quý bà!

Back translation: (All) Ladies and gentlemen!

- Addition of adjective or adjectival phrase

English source expression: The king ruled a kingdom

Vietnamese translation: Ông vua nọ cai quản một vương quốc rộng lớn.

Back translation: The king ruled a wide kingdom.

- Addition of verb

English source expression: The enemy beat him.

Vietnamese translation: Kẻ thù đánh đập, tra tấn anh ấy

Back translation: The enemy beat and tortured him.

- Addition of conjunction

English source expression: Who are you?

Vietnamese translation: Vậy anh là ai?

Back translation: So who are you?

This classification is more specific and closely related to all kinds oftranslated texts as it mentions the most basic elements of a sentence namely noun,adverb or adverbial phrase, interjection, particle, adjective or adjectival phrase,verb, conjunction, and lexical sequence Hence, the list of additions will be put into

a table with such those types for the data to be easily analyzed However, onequestion is raised by the researcher whether additions of the rest parts of speech inEnglish with pronoun, determiner, or even a whole sentence exist in general and inthe novels analyzed in particular The question shall be answered to some extent inthe findings of the thesis Besides, the additions of censorship and standardization(dialect) are inferred by the researcher when the classification of omission doesinclude censorship, standardization (dialect, accent, style, and register)

Above are the definitions of addition and its classifications Hence, the nextpart introduces about the definitions of omission raised by different researchers ofthe field Each of them looked at omission in a different angle; yet, they sharedcertain opinions

2.5 Omission

Regarding omission, the situation of two contrasting ideas arises fromresearchers’ angles The positive way of judgment is that omission is a strategyused by the translator as “a standard transfer operation whereby meaningful lexicalelements of the SL text are dropped” (Klaudy, 2003) Shapa (2009) also stated in

her presentation that omission is “leaving out some important details for the sake of

an important fact” Zakhir (2008) said that omission would “reduce a number ofelements in the source text” Zakhir (2008) also discussed that the translator has hispurposes of omission due to several reasons stated below:

The translator omits words that do not have equivalents in the TT, or that may raisethe hostility of the receptor For example, Arab translators usually omit Englishtaboo words such as ‘fuck off’ and ‘shit’, while translating films into Arabic, justfor the sake of respecting the Arab receptors, who may not tolerate the use of thesewords because of their culture (p.1)

Those situations of omission in translation are so common that manytranslators have to consider to omit or not for the sake of the readers and the author

of the source text

On the other hand, there exist negative responses towards omission The firstcriticism is of Delisle, Jahnke, and Cormier (1999) who considered unacceptedomission as a “failure to render a necessary element of information ([which should]not to be confused with implicitation which involves the justified exclusion of a STelement)” Second, Tso (2010, p.27) raised his opinion that omission in translationwas “normally considered unfavorable because during the process of omission,some information or effect in the ST will be omitted and therefore lost”which affected negatively the idea of the source text He also exemplified withanother case when omission deleted the “dialectic and informal tone” (Tso, 2010)when some words such as ““kinda”, “yer”, “ain’t”, and “ma’am” were omittedwhen translating into Chinese This resulted in the lost of the informality of thespeaker in the source text The analysis of Tso was easy-to-understand and in-depthfor any researcher; even starters in the field could use it as a reference due to itsclear examples and explanations

Generally, the definitions share the same point that the technique ofomission involves the skipping of part of the text due to priority of specificpurposes In sum, a note to be made is that omission can have both benefits andproblems whether the content of the text shall be inferiorly translated or improved.The translator needs to consider carefully when using the technique without

torturing the source text Therefore, they must utilize omission considering avariety of omission categories which are stated in the next part.

2.6 Classifications of omission

Similar to the classifications of addition, Klaudy presented his idea that thereason of omission was “the difference in background knowledge in SL and TLreaders” (Klaudy, 2003) Depending on this criterion, Klaudy (2003) outlined seventypes of omission and provided explanation and examples of Englishp-Hungariantranslations The researcher uses those examples as references and adds examples

of English-Vietnamese translation Bold parts are applications of additionstrategies

(1) Omission of brand names

Addition of brand names might give the explanation for readers to understand thecontext In contrast, sometimes, the explanation and the bizarre brand name canconfuse readers Considering that, translators have to analyze to put the brandnames in the target text or not

English source text: Two Edds, a kilo of Vio.

Vietnamese translation with addition: Hai gói kẹo và một cân chè

Back translation: Two packs of candy, a kilo of tea.

(Bold parts are omission of brand names.)

(2) Omission of toponyms

Example:

English source text: I walked along the Thames River.

Vietnamese translation with addition: Tôi đi bộ dọc dòng sông.

Back translation: I walked along the river.

(Bold parts are omission of toponyms)

(3) Omission of toponyms and ethnonyms used in attributive function

The translator, often the times, omits toponyms and ethnonyms used in attributivefunction such as names of countries, cities or nations used as attributes The reason

is to avoid “negative connotation” (Klaudy, 2003)

Example:

English source text: You Persian evil!

Vietnamese translation with addition: Đồ xấu xa!

Back translation: You evil!

(Bold parts are omission of toponyms and ethnonyms used in attributive function)

(4) Omission of institutional names

Example:

English source text: Let’s go to Bently tonight.

Vietnamese translation with addition: Tối nay cùng đi ăn ở nhà hàng nhé.

Back translation: Let’s go to the restaurant tonight.

(Bold parts are omission of institutional names.)

(5) Omission of forms of address

Klaudy (2003) stated that forms of addresses and forms of courtesy featuredpart of the source text’s culture Thus, they should be left out Along with forms ofaddresses and forms of courtesy, the translation usually does not include prizes,honors and medals

Example:

English source text: Barrack Richard Chandler lived with his son until 1999.

Vietnamese translation with addition: Ông Chandler sống cùng con trai đến năm

1999

Back translation: Let’s go to the restaurant tonight.

(Bold parts are omission of forms of address.)

Vietnamese translation with addition: Xin giới thiệu ông Peterson.

Back translation: Let’s me introduce Peterson.

(Bold parts are omission of references to SL.)

(7) Omission of names of parts of the body

English source text: He nods his head in agreement.

Vietnamese translation with addition: Anh ta gật gù đồng ý.

Back translation: He nods in agreement.

(Bold parts are omission of names of parts of the body.)

The classification of seven types of omission is similar to that of addition,which means this classification also concentrates on the culture-related texts and it

is expected to be limited in the novel analysis below Besides, Tso (2010) alsomentioned the omission due to censorship and standardization (dialect, style, andregister) For a translation to be censored, some certain languages in the source textcannot be kept so omission is required An example of standardization is when thesource text uses a dialect of certain area, like in the book of “The adventure ofHuckleberry Finn”, the translation does not convey the dialect or cannot convey it,leading to the omission of standardization

In addition to the classifications above, the researcher develops one moreclassification of omission based on the study of Mailhac The classification ofomission of noun/ noun phrase, adverb or adverbial phrase, interjection, particle,adjective or adjectival phrase, verb, conjunction, pronoun, and determiner isbelieved to be a tool to investigate the subject of the study The result of theassumption is shown below in the finding part of the study

In general, the part above has explained the definitions and classifications ofaddition and omission strategies in great detail After that, the researcher intended

to give some noticeable points about the profile of J.K.Rowling, the author of thenovel “Harry Potter and the Goblet of Fire” and the profile of Ly Lan, the officialtranslator of the novel in Vietnam and the summary of “Harry Potter and the Goblet

of Fire” as a reference to understand their styles more profoundly, which wasassumed to help study the translation thoroughly

The researcher also hopes to bring some additional background, an overview

of the material, the author, and the translator before analyzing details of the work inthe part of results and findings Thus, the following part will refer to the profile of

J.K.Rowling - the author of the novel, Ly Lan - the official English-Vietnamesetranslator of the work, and the short summary of the novel “Harry Potter and theGoblet of Fire”.

2.7 Additional background

Regarding J.K.Rowling’s personal and academic life of J.K.Rowling, it isbelieved that her life was a story with ups and downs She was an English authorborn in 1965 and started to be of the low-status class However, the publication of

“Harry Potter and the Sorcerer's Stone”, the first science-fiction novel, after facingdifficulties that any work of a new author would do, marked a significant turningpoint in her writing career This novel captivated the heart of children immediately.With the sale of that novel and six following ones, Rowling earned a lot of moneyand fame and reached her ups More added novels around the main ones actuallyearned her quite a little She was no longer a person of underprivileged class andreceived social aids but the one who helped the underprivileged through charityfunds The novels inspired several directors to turn the novels into blockbustermovies and helped introduce the name Harry Potter and JK Rowling to the world.Her novels have been translated into many different languages which then are thematerial for social and scientific research Her life motivates a lot of people topatiently chase their dream no matter how difficult it is J.K.Rowling has also beenhonored “for her contribution to multiple sclerosis research” (Scottish PressAssociation, 2006, p.1)

The series of “Harry Potter” has been translated into many differentlanguages and the official English-Vietnamese translator of the series of “HarryPotter” by J.K.Rowling was Ly Lan, chosen by Tre Publishing House The profile

of Ly Lan was noted with great achievements in the life of a prestigious winning writer, poet and translator With literature talent, she wrote stories andnovels part of which was the material for literature textbooks at school She went tostudy in America in the International Writing Program and received highrecognition of MA in American literature from Wake Forest University She hasalso worked as a well-known translator who Tre Publishing House counted on to

prize-assign the translation of all of the Harry Potter books into Vietnamese She directlyhelped Harry Potter series come closer to Vietnamese’s audience She also had herown book discussing more on Harry Potter series in general named “Tám HarryPotter” Her translation field with Harry Potter was highly-appreciated by expertsand the audience of the novels.

In addition, the researcher wants to summarize main points of the story of

“Harry Potter and the Goblet of Fire”, the fourth novel in the series of seven novels

It is also the fourth year attending Hogwarts of the character Harry Potter Duringthe summer vacation, he dreams of Lord Voldermort, his servant, and a person as aflashback of the cruel murder act of the Lord in his old house After that, the storygoes on with Harry spending the great time in Ron’s house Then, he has chance to

go and watch the great Quidditch World Cup Final with the Weasleys There, somefaithful follower of Voldermort in disguise lightens the Dark Mark in the sky.Everyone is frightened of the warning to return of the Lord Then, when Potterstarts his new school year, the year of 'The Triwizard Tournament' among threemagic schools: Hogwarts, Beauxbatons and Durmstrang, he is chosen by the Goblet

of Fire to be one of the two representatives of Hogwarts even though he should not

be allowed to At first, his friends, including Ron, doubt his desire to be famous Inspite, he still takes the risk to join the battle with deathly challenges They thenrealize that someone wants their Harry Potter to die

CHAPTER 3: METHODOLOGY 3.1 Research methods

In terms of approaches of research methods, there are qualitative,quantitative, and mixed ones Creswell (2003) studied the research design includingthe abovementioned methods and stated that qualitative approach can help “theresearcher [test] a theory by specifying narrow hypotheses and the collection ofdata to support or refute the hypotheses” (p.20) Regarding qualitative studies,Creswell (2003) said that qualitative ones “examine an issue related to oppression

of individuals”, which requires the in-depth interview and observation ofresearchers Mixed methods, on the other hand, “involve collecting and analyzingboth forms of data in a single study” (Creswell, 2003, p.21) The researcher isaware of the benefits of each method, hence, considering the need of a time-savingand applicable approach for a rather large population and also to collect in-depthdata for better analysis, this study was conducted using mixed approach with bothquantitative research and qualitative research This approach helps the researcher tohave more detailed study into the perspective of the chosen participants who arefourth-year students of ULIS, VNU majoring in Interpreting and Translation.Regarding quantitative research, survey questionnaire was applied Questionnairewas delivered to the participants online and in person The choice of questionnairewas due to its characteristic of time-saving and applicable in a large population.The questionnaire would be an element to assess the quality of the translation.Besides, qualitative research would be used as a tool to collect in-depth data withshort informal semi-structured interviews with some participants of the study whoare willing to have a follow-up interview with the researcher The interview was forfurther discussion and analysis on the issue

3.2 Selection of subjects

The targeted population of the current study, as stated in the title, consisted

of the fourth-year students of Interpreting and Translation of ULIS, VNU Theywere expected to achieve advanced skills in Interpreting and Translation which wasalso the field of the study Their perspectives on the application of addition and

omission should provide critical thinking answers and validity for the study Thepopulation, specifically, would be 50 students including 28 fourth-year Mainstreamstudents of Interpreting and Translation of Class 10E20 and 22 fourth-year Fast-track students of Interpreting and Translation of Class 10E21 of ULIS, VNU

The population in total was 50 students and the researcher conducted asurvey among the full population All participants were chosen to be the sampleand were invited for participation in the questionnaire survey of the study Indelivering the questionnaire with questions about the willingness to attend the shortfollow-up interview with the researcher also helped narrow down the number ofparticipants for the interview part Four participants were chosen dependingprimarily on their level of interest The interviews with more open environment ofconversation were expected to collect more precise and valuable information

In terms of materials for the study, due to the convenience of time andcontent, only the first and seventh chapters of the novel were randomly chosen to

be studied to point out the applications of different types of addition and omissionapplied by Ly Lan

3.3 Procedures of data collection

Step 1: After being reviewed by the researcher and 5 volunteer students,questionnaire were submitted to the supervising teacher for comments on thecontent and format in order to recognize unclear points or errors in the types ofquestions and so on before being delivered to the respondents

Step 2: For the convenience of some participants, part of the questionnaireswas posted online though two common information channels of class emails andFacebook The online questionnaire did not collect enough participants; thus, theresearcher delivered to all the rest of the participants in person In both ways, theresearcher tried to provide a brief introduction and clear instruction to avoidconfusion Besides, due to delivered and collected online through class email

Step 3: Questionnaire were collected after the respondents answered Smallgifts were sent to participants as a sign of thank for their contribution

Questionnaires that did not satisfy the requirements of sufficiency were left out toensure the quality of the survey.

Step 4: Four short informal semi-structured interviews was conducted withthree participants from class 10E21 and class 10E20 who agreed with furtherdiscussion in the questionnaire The interviews were noted down and eachinterview was carried out within 5 minutes

3.4 Procedures of data analysis

- Answers from the closed-ended questions which are “Which version doyou prefer: with addition or without addition” and “Which version do you prefer:with omission or without omission” from the questionnaire was put into charts andtable and analyzed to understand the preference of the participants towards thetranslations applying addition and omission

- For the open-ended question which is “Reason for your choice are ,” theresearcher will collect the general answers Answers were coded in differentclassifications according to data analysis framework The result was then added up

to find out the perspectives of participants on the translations applying addition andomission More specifically, the researcher calculated how many percent of thestudents have the same opinion in terms of different aspects of addition andomission

- From notes, the students’ views were collected and analyzed Facialexpressions and languages used are taken into consideration The interviewees’ideas were used to support the points in different contents of the findings

Here is the data analysis framework in terms of perspectives of students onaddition and omission answering the second research question of the study

DATA ANALYSIS FRAMEWORK

Perspectives

of students

Both versions are OK.

Omission Addition

Not aware that it is omission

Without omission

Not aware that it is addition

Without addition

With

addition

With omission

Comprehension Clarity

Evidence Smoothness

Relation Naturalness

Necessity

Lack of awareness Familiarity

CHAPTER 4: RESULTS AND DISCUSSION

In this chapter, the results of materials, questionnaires, and interviews will

be analyzed and synthesized to demonstrate the most significant findings based onthe order of the research questions and survey questionnaire Regarding materials,chapter one and seven of the novel were studied Regarding questionnaires, intotal, 41 out of 50 questionnaires were collected; two of them were disqualified fornot providing sufficient required information Besides, four interviews for in-depthanalysis were carried out More discussion including participants’ opinionscollected in the questionnaire, the interviews, and the researcher’s point of viewsupports the discussion of addition and omission strategies applied in translating

“Harry Potter and the Goblet of Fire” by Ly Lan

The results are analyzed based on the material analysis of the applications ofaddition and omission to answer the first research question and also based on theanalysis of survey questionnaire and interview to answer the second researchquestion

4.1 Analysis of materials

Research question 1: How are addition and omission applied in translating

“Harry Potter and the Goblet of Fire” by Ly Lan?

In order to answer the first research question, the researcher utilized thematerials of the translated version of “Harry Potter and the Goblet of Fire”, chapterone and seven in particular Firstly, the researcher illustrated the frequency ofaddition and omission applied Secondly, the researcher illustrated the frequency oftypes of addition Thirdly, the frequency of types of omission was also presented.Last but not least, the researcher gave a brief analysis of Ly Lan’s applications ofaddition and omission

4.1.1 The frequency of addition and omission

Figure 1.The frequency of addition and omission

In Figure 1, two slices of the chart compare the frequency of occurrence orthe number of addition and omission strategies found in the chosen part of thenovel In the study of chapter one “The Riddle House” and chapter seven “Bagmanand Crouch” of the novel, additions occur 24 times which quadruples the number ofomissions, 6 times The rate shows that addition is likely to be more popular intranslation The translator tends to apply addition by adding more components ofsentence, sentences or non-lexical elements explaining for the readers to understandthe context more, to make the text clearer, smoother, more familiar, etc which shall

be investigated in the following part of the second research question