CÁC THỦ THUẬT DỊCH THUẬT ĐƯỢC ÁP DỤNG VÀO DỊCH ANH-VIỆT PHÉP ẨN DỤ TRONG 4 TRUYỆN NGẮN ĐƯỢC CHỌN TRONG CUỐN ‘O.HENRY 100 SELECTED STORIES’

Metaphor is one of the key elements greatly contributing to the variety and beauty of literary works, particularly in poetry and stories. There, however, are few research papers or studies focusing much on the significance of metaphor along with its types used in these literary works. Although numerous studies have raised and acknowledged issues relating to metaphor, most of them tend to pay much attention to the linguistic aspects rather than the translation of metaphor from source language into target language. Furthermore, in the world without much distance thanks to the Internet, literary works can reach any regions, nations or continents instead of staying within their original borders. And that has given a great deal of motivation and inspiration for the study conductor to write this research paper along with its objectives of gaining further knowledge about types of metaphor and translation procedures applied in literary works, especially in short stories. With such objectives, 4 short stories in the book named “O.Henry 100 Selected Stories” and their translated versions by translator Ngo Vinh Vien have been selected as the core materials of this study that will use chosen material analysis itself as the research method. 49 metaphorical expressions are listed out, including 3 types of metaphor: Dead metaphor, faded metaphor and living metaphor. In terms of applying translation procedures in translated versions, literal translation and modulation in 9 translation procedures detected are the two most frequently used by translator Ngo Vinh Vien.

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

TRANSLATION PROCEDURES APPLIED IN ENGLISH-VIETNAMESE TRANSLATION OF METAPHORS IN 4 SELECTED SHORT STORIES IN THE BOOK “O.HENRY 100 SELECTED STORIES”

Supervisor : Nguyen Thi Dieu Thuy, M.A Student: Tran Duy Quang

Course: QH2010.F1.E21

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

KHOÁ LUẬN TỐT NGHIỆP

CÁC THỦ THUẬT DỊCH THUẬT ĐƯỢC ÁP DỤNG VÀO DỊCH ANH-VIỆT PHÉP ẨN DỤ TRONG 4 TRUYỆN NGẮN ĐƯỢC CHỌN TRONG CUỐN ‘O.HENRY 100

I hereby state that I: Tran Duy Quang, QH2010.F1.E21, 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.

Hanoi, 2014

Tran Duy Quang

First and foremost, the completion of this graduation paper will not have been possible without valuable guide and assistance I received from my supervisor Ms Nguyen Thi Dieu Thuy, M.A Also, her sincere advice and inspiration are among the most important elements helping me to finish this paper in advance.

I would also like to express my special thanks to my friends whose helpful

advice and comments are always beside me whenever needed

Last but not least, I am truly grateful to acknowledge the care and support that

my family gave me all throughout the process of conducting this paper To all of them, thanks you very much

Metaphor is one of the key elements greatly contributing to the variety and beauty of literary works, particularly in poetry and stories There, however, are few research papers or studies focusing much on the significance of metaphor along with its types used in these literary works Although numerous studies have raised and acknowledged issues relating to metaphor, most of them tend to pay much attention to the linguistic aspects rather than the translation of metaphor from source language into target language Furthermore, in the world without much distance thanks to the Internet, literary works can reach any regions, nations or continents instead of staying within their original borders And that has given a great deal of motivation and inspiration for the study conductor to write this research paper along with its objectives of gaining further knowledge about types of metaphor and translation procedures applied in literary works, especially in short stories With such objectives,

4 short stories in the book named “O.Henry 100 Selected Stories” and their translated versions by translator Ngo Vinh Vien have been selected as the core materials of this study that will use chosen material analysis itself as the research method 49 metaphorical expressions are listed out, including 3 types of metaphor: Dead metaphor, faded metaphor and living metaphor In terms of applying translation procedures in translated versions, literal translation and modulation in 9 translation procedures detected are the two most frequently used by translator Ngo Vinh Vien

Figure 1: Types of metaphor 26

CHAPTER 1: INTRODUCTION

1.1. Statement of research question

I have decided to choose the application of procedures in the translation of metaphors as an area of study in Translation and Interpreting for the 4 following reasons:

First of all, metaphors always play a crucial role in books, particularly in both original and translated works of literature as they carry the message or the meaning the authors want the readers to comprehend it with their feelings, emotions and thoughts And on the global scale in which cross-culture is bringing people from different cultures much closer, translated books and publications are a special tool which contributes to enhancing people’s knowledge of different cultures and to leading them

to more morally valuable experiences of cultures than they ever know

Secondly, the translation of metaphors in works of literature crucially depends

on the age of the readership, which is seemingly a major obstacle for translators In most cases, a translated book for kids and teenagers is significantly different from a translated one for adults, so the language used to transfer the author’s messages to the readership often varies a lot Furthermore, translators can leave lasting impressions on the readership through a smoothly and naturally translated version of a book along with meaningful lessons As a result, the readership will warmly welcome a good translated version of a book with high respect and appreciation

Thirdly, translators often face many challenges when they are doing the translation of metaphors in books in general and in works of literature in particular Such challenges are the recognition of metaphors, the equivalence of metaphors from source language to target language, the recreation of metaphors needed to smoothly

translate them into target language, etc Besides, cultural differences can generate many unexpected problems like cultural misunderstanding of behaviors and customs if

a translator does not have a deep comprehension of the two cultures (the source language and the target language) Then, the necessity of a study in the area of metaphors is worth doing

Last but not least, the study aims to find out how translator Ngo Vinh Vien applies translation procedures in the translation of metaphors in 4 selected short stories

in the book named “O.Henry 100 Selected Stories” This study also includes some conclusions and findings that are helpful for students learning Translation and Interpreting as their major and for those who are concerned with this area of metaphor translation

1.2. Research objectives and research questions

The study aims to concentrate on the translation of metaphors with the use of New Mark translation procedures in 4 selected short stories in the book named

“O.Henry 100 Selected Stories” And the 4 selected short stories in the book named

“100 selected stories” are translated by translator Ngo Vinh Vien With such goal, here are the 2 following questions used as research questions in this study:

• What types of metaphors are used in the 4 selected stories?

• What are the translation procedures applied in Ngo Vinh Vien’s translation of metaphors in the 4 selected stories?

1.3. Background and significance

The translation of metaphors has been considered as part of the more general problem of the “Untranslatability” This trend builds on the fact that metaphors in

levels of translation Different theories and approaches have been proposed with regard to metaphor translation, each of which has dealt with this problem from a different point of view Regardless of its popularity and mechanism of operation, metaphor as a linguistic device exists in all human languages The word 'metaphor'

comes from Greek metapherein, meaning 'to transfer' or to 'carry over.' Reference to

this universal linguistic phenomenon can be found in the writings of Greek philosophers and rhetoricians, as well as of contemporary linguists Metaphors are studied as instances of figurative (as opposite to literal) language, where words gain extra features over their referential ones Therefore, the meaning of any of these lexical constituents cannot be predicted from their referential meaning It is unfortunate that the translator has to suffer twice when he approaches these metaphoric expressions First, she/he has to work out their figurative meaning intralingually (i.e in the language in which a metaphor is recorded) Second, she/he has to find out equivalent meanings and similar functions of these expressions in the target language

There are a large number of studies conducted on metaphor that have been largely dedicated to issues such as the meaning, forms, components, typologies and the role of metaphors as speech components and meaning-enhancing analogies These studies go far away from the application of translation procedures in metaphor translation as well as the exploration of the continuous connection of metaphors as mental or picturesque representations of the real world and the language used to realize these pictures in words in storybooks and many works of literature Despite a large amount of literature available on the literary aspects of this linguistic phenomenon - metaphors, very little research has been done on the translation of metaphors using translation procedures Therefore, this study intends to show how metaphors are transferred through the process of translating them from the SL to the

TL and how culture differences are reflected through the translating process In particular, this study is much favor of a cognitive and acknowledged approach in the translation of metaphors, especially between culturally distinct languages, such as English and Vietnamese It is hopeful that the study of the metaphoric expressions of a given culture would give the conductor and anyone who concerns a chance to see how metaphors are smoothly translated into the native language Since one of the basic assumptions is that culture similarities and differences influence the translation of metaphoric expressions in an important way, the conduction of a study on “Translation procedures applied in the translation of metaphors in 4 selected short stories in the book named “O.Henry 100 Selected Stories” is necessary and useful for further in-depth study of the metaphor translation using translation procedures The conductor also hopes that new methods and techniques in translating metaphors will be added and new experiences in translation will be offered

1.4. Scope of the study

As the title of the study suggests, this study aims at the application of translation procedures in translating English-Vietnamese metaphors in 4 selected short stories in the book named “O.Henry 100 Selected Stories” It is impossible for the writer to cover all kinds of metaphor given by different scholars, linguists all over the world so the study only focuses on 3 three kinds of metaphors which are living metaphor, faded metaphor and dead metaphor classified by Hoa Nguyen (2001)

CHAPTER 2: LITERATURE REVIEW

Chapter 2 will review and explain all the key concepts: “translation”,

“translation procedures” and “metaphors” as the main focus on the study Related studies will be mentioned and detailed at the end of this chapter in order to visualize the gap among studies and researches as well as to reaffirm the thesis of this study

2.1 Key concepts

2.1.1 Translation

First of all, the study conductor mentions the importance of having a deep understanding of the general concept “translation” as the base for the whole study Then, the study will be developed through a more specific concept “translation procedure” along with all of its types

2.1.1.1 The definition of translation

There are many authors and scholars writing about the definition of the concept

“translation” with their own different points of view all over the world And in general,

“translation” can be defined as a skill or a process Considering “translation” as a process, Catford (1965) wrote,

Translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL)

With further support from Larson (1984), translation as a process can be better understood as,

Translation is studying the lexicon, grammatical structure, communication situation, and cultural context of the source language text, analyzing it in order to determine its meaning, and then reconstructing this same meaning using lexicon and grammatical structure which are appropriate in the receptor language and its cultural context

The two above scholars, on behalf of many others having the same idea, bring the concept “translation” closer to the readers by developing a process in which

“translation” starts from the source language (SL) and ends in target language (TL) However, many others authors, educationists, scholars consider “translation” as a skill According to Newmark (1988:5),

Translation is rendering the meaning of a text into another language in the way that the author intended the text.

Newmark develops his viewpoint of the definition of translation with more detailed

and specific statement in the book named Approaches to Translation saying,

Translation is a craft consisting of the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language

In his above statement, Newmark uses the two words “attempt” and “craft” to depict that translation requires certain skills to transfer SL to TL

There exist the differences between the two points of view, but both share a common idea that translation transfers the meaning of the SL into TL regarding of the original intention of source texts

2.1.1.2 Translation procedures

Translation procedures are differently classified among authors, educationists, scholars such as Nida, Vinay and Darbelnet, Newmark, etc Despite the scope of this study, the study conductor will mainly focus on translation procedures given by Newmark as the base for the translation of metaphors in the late part

According to Newmark (1988), “translation procedures are used for sentences

and the smaller units of language.”

Newmark also categorizes translation procedures into the following types:

1. Literal translation: Ranges from word to word; group to group; collocation to

collocation; clause to clause, to sentence to sentence

2. Transference: it is the process of transferring an SL word to a TL text It

includes transliteration and is the same as "transcription."

3. Naturalization: it adapts the SL word first to the normal pronunciation, then to

the normal morphology of the TL (Newmark, 1988b:82)

4. Cultural equivalent: it means replacing a cultural word in the SL with a TL

one however, "they are not accurate" (Newmark, 1988b:83)

5. Functional equivalent: it requires the use of a culture-neutral word

(Newmark, 1988b:83)

6. Descriptive equivalent: in this procedure, the meaning of the CBT is explained

in several words (Newmark, 1988b:83)

7. Componential analysis: it means "comparing an SL word with a TL word

which has a similar meaning but is not an obvious one-to-one equivalent, by demonstrating first their common and then their differing sense components." (Newmark, 1988b:114)

8. Synonymy: it is a "near TL equivalent." Here economy trumps accuracy

(Newmark, 1988b:84)

9. Through-translation: it is the literal translation of common collocations,

names of organizations and components of compounds It can also be called:

calque or loan translation (Newmark, 1988b:84)

10. Shifts or transpositions: it involves a change in the grammar from SL to TL,

for instance, (i) change from singular to plural, (ii) the change required when a specific SL structure does not exist in the TL, (iii) change of an SL verb to a TL word, change of an SL noun group to a TL noun and so forth (Newmark, 1988b:86)

11. Modulation: it occurs when the translator reproduces the message of the

original text in the TL text in conformity with the current norms of the TL,

since the SL and the TL may appear dissimilar in terms of perspective (Newmark, 1988b:88) – different points of view

12. Recognized translation: it occurs when the translator "normally uses the

official or the generally accepted translation of any institutional term." (Newmark, 1988b:89)

13. Compensation: it occurs when loss of meaning in one part of a sentence is

compensated in another part (Newmark, 1988b:90)

14. Paraphrase: in this procedure the meaning of the CBT is explained

15. Couplets: it occurs when the translator combines two different procedures

(Newmark, 1988b:91)

16. Notes: notes are additional information in a translation (Newmark, 1988b:91)

17. Synonymy: This procedure is used for a SL word where there is no clear

one-to-one equivalent, and the word is not important in the text, in particular for adjectives or adverbs of quality

18. Paraphrase: This is an amplification or explanation of the meaning of a

segment of the text It is used in an 'anonymous' text when it is poorly written,

or has important implications and omissions

19. Translation label: This is a provisional translation, usually of a new

institutional term, which should be made in inverted commas, which can later

be discreetly withdrawn It could be done through literal translation

20. Reduction and Expansion: These are rather imprecise translation procedures,

which you practise intuitively in some cases, ad Aoc in others However, for

each there is at least one shift which you may' like to bear in mind, particularly

in poorly written texts

2.1.2 Metaphors

2.1.2.1 The definition of metaphor

There are a huge number of linguistic definitions of metaphors, and one of the most obvious and briefest definition of metaphor is given by the Oxford Advanced Learner’s Dictionary (2007, p.925),

“Metaphor is a word or phrase used to describe somebody or something else,

in a way that is different from its normal use, in order to show that the two things have the same qualities and to make the description more powerful”.

And according to Dinh, L.T and Nguyen, H.T (1995, p.194), “Metaphor is the

transference of meaning from one object to another based on similarity between these two objects.”Afterward, Do, H.C (1996, p.87) gives his support to Dinh’s definition of

metaphor by the viewpoint, “The symbolic name of one object, which is based on

similarity, realistic or imaginary, between the identified object called “A” and the object called “B” of which the name is transferred to “A”.

From cognitive point of view, another definition of “metaphor” helps to make it

clearer about the meaning transference According to Barcelona (2000:3), “Metaphor

is the cognitive mechanism whereby one experimental domain is partially mapped or projected onto a different experimental domain so that the second domain is partially understood in terms of the first one.”

In general, there also exists many different ways to define the concept

“metaphor” from educationists, authors, scholars and linguists, but all share one thing

in common that is metaphor is considered as the transference of meaning from one object to another and the similarity of these two objects In other words, metaphor is the transference of name based on the similar associations and relations There is also

a necessity to list all kinds of metaphor and to compare and distinguish metaphor and metonymy because of their close relation in the speech acts

2.1.2.2 Classification of metaphors

Metaphors, like all stylistic devices, can be variously categorized from different perspectives According to the Wikipedia (2009), there are 4 common kinds of metaphor:

● Dead metaphors are metaphors that do not have the image transfers Since dead

metaphors are used frequently in everyday life, people tend not to regard those as metaphors For example, “to break the ice”

● Extended metaphors are mainly based on the comparisons between the two

subjects, the subject and the comparable subject For example, “anger is a fire” is an extended metaphor of whose main subject is “anger” and of whose comparable subject

is “fire”

● Mixed metaphors are a succession of two or more than two metaphors For

example, “if we can hit that bull’s eye then the rest of the dominoes will fall like a house of cards”

● Absolute metaphors express concepts that cannot be understood by any other ways

but its only way For example, talking about “light”, people will never think about unfairness or untruths but justice and rightness

From a different point of view, Hoa Nguyen (2001) states that there are three kinds of metaphor: Living metaphor, faded metaphor and dead metaphor

● Living metaphor:

Words or phrases used with unusual metaphorical sense or the metaphor created and used by an individual belong to living metaphor Therefore, interpreting living metaphor is not the matter of comprehending each word literally; instead, they must be understood indirectly

For instance, “She is the apple of her parents’ eyes” should be interpreted that she is

her parents’ favorite child or they love her very much

● Faded metaphor:

Faded metaphor is the metaphor which lost its novelty because of long use and

became customary “Golden youth” is a good example of faded metaphor People often

use words or phrases like that as a habit without being aware of the fact that they are metaphors

● Dead metaphor:

Metaphoric sense is not felt in dead metaphors The original sentence meaning

is bypassed and the sentence acquires a new literal meaning identical with the former metaphorical meaning This is a shift from the metaphorical utterance to the literal utterance Words have lost their direct meaning and are used only figuratively in dead metaphor For example, the word “to ponder” originally meant “to weight” but now it merely means “to meditate”, “to think or to consider carefully.” It is said that all our words are dead metaphor In a linguistic metaphor, especially when it is dead as a result of long use, the comparison is completely forgotten and the thing named often has no other name, for instance, foot (of a mountain), leg (of a table), back (of a book), etc

There are many other ways of categorizing metaphors based on different angles, such as form, structure and style However, the paper merely raises the classification

of metaphors according to Hoa Nguyen’s due to time limit Also, while the former is easy to understand, the latter has some drawbacks that there is no clear cut between living, faded and dead metaphor Therefore, this dissertation will lay a stronger focus

on the first way of sorting metaphors to study metaphor in translation

2.1.2.3 The comparison between metaphor and metonymy

Metaphor and metonymy are the two concepts that are often confused by many English language learners Despite the fact that English language learners can have a good comprehension of the concept “metaphor”; they still find it difficult to clearly distinguish metaphor and metonymy In the attempt to depict metaphors in many areas

of language and thought, scholars and educationists often fail to differentiate these different transfers for both metaphor and metonymy

① The similarities

First of all, both metaphor and metonymy are highly popular in language There exists many linguistic evidence of the wide use of metaphor and metonymy (e.g., Lakoff and Jonhson 1980) The second similarity is that metonymy and metaphor play

a significant role in language changes, notably in word sense extension Last but not least, metaphor and metonymy are non-literal

② The differences

Firstly, what differentiates metaphor from metonymy is the nature relationship between the two elements entering into the substitutions While a metaphorical term is connected with what for which it is substituted on the basis of similarity, metonymy is based on contiguity or closeness Metonyms tend to suggest that they are directly connected with reality in contrast to the mere iconicity or symbolism of metaphor (Jakobson & Halle 1956) Jakobson stated that metaphor and metonymy are two basic axes of language and communication Metaphor is a paradigmatic dimension (vertical, based on selection, substitution and similarity) and metonymy is a syntagmatic dimension (horizontal, based on combination, contexture and contiguity) (Jakobson & Halle 1956, pp.90-96)

According to Galperin I.R (1977, p.146), metaphor and metonymy differ also in the way they are read In the process of revealing the meaning implied in a metaphor, one image excludes the other For example, the metaphoric idiom “a fat cat”, when read, means a person who earns a lot of money Although there is a definite interplay

of meaning, only one object known as person with a lot of money is perceived This is not the case with metonymy Metonymy, while presenting one object to our mind, does

not exclude each other Example is in “the teacher wanted some new faces to do the exercises” Here, new faces and the “new” students themselves are both perceived by the mind.

Metaphor and metonymy is also regarded to have different functions The function of a metaphor is the understanding while the function of a metonymy is the reference According to Lakoff & Johnson (1980, p.36), thus, conceive of metaphor as having primarily a function of understanding, which is a way of conceiving of one thing in terms of another; and metonymy as having primarily a referential function which allows us to use one entity to stand for another

It is a common knowledge that both metaphor and metonymy are considered as the transference of meaning; thus, distinguishing the two concepts is not an easy task

to solve To a certain extent, however, the above mentioned educationists, linguists and theorists have drawn quite a clear distinction between the two types of transference: metaphor and metonymy

2.2 Related studies on the definition of metaphor

Metaphors have been recognized as an important part of language use since the time of Aristotle, and today there is a large body of work in research on metaphors What is perhaps most fascinating about metaphors is that, despite decades or even centuries of research into this aspect of language production and use, there are still many questions that remain unanswered and many questions with opposing answers

According to John I Saeed (2003), “metaphor has been viewed as the most important form of figurative language use.” Metaphor has been regarded as a special phenomenon of language since the term was started in the ancient Greece Furthermore, Gillian Lazar (2003) explains metaphor involves “a carrying a cross of meaning from one object to another and identification is made between two apparently dissimilar things, so that some of the characteristics of the one are carried over to the other.”

Saeed I John (2003) also stated that metaphor is “like simile that involves the identification of resemblances, but metaphor goes further causing transference, where properties are transferred from one concept to another.” The other definition is explained by Dickin (2005), he explained that metaphor is “a figure of speech in which

a word or phrase is used in a non basic-sense and it is suggesting a likeness or analogy with another more basic of the same word or phrase”

From quite a different point of view, Knowles and Moon (2005) defines

“metaphor is using language that refers to something other than it original or what it literally means, in order to suggest some resemblance or make a connection between the two things.”

There is considerable debate on the definition of metaphor In his book, Newmark (1988) stated that metaphor consists of any figurative expression Or it can

be said that any figurative language is metaphor and it is not only a kind of figurative language And in his point of view, Sayogie Frans (2009) also noted that in the world

of translation any types of figurative language can be classified as a metaphor, this due

to the basic characteristic of figurative language which transfers the feature of one

object to other Then, he reaffirmed that some definitions of simile, metonymy and personification can obscure the real definition of metaphor.

CHAPTER 3: METHODOLOGY

The previous chapter has brought about an overview of related studies that have chosen metaphor as the main topic for research purposes as well as the 20 translation procedures presented by Newmark (1988) This chapter will continue to identify the design of the research that includes research method, selected sampling strategy, data collection method and data analysis method along with steps divided during the process of carrying out the act of taking samples for study, data collection and analysis procedures

3.1 The design of the study

The study is divided into 5 chapters: Chapter 1: Introduction, chapter 2: Literature review, chapter 3: Methodology, Chapter 4: Findings and discussion and chapter 5: Conclusions

Chapter 1: Introduction provides the statement of research question, research

objectives and research questions, background and significance, the scope of the study The very first chapter functions as the leading direction for this whole study, including the reason why it is conducted, what is the purpose of conducting it, what matters it mainly focuses on, how it is carried and organized

Chapter 2: Literature review acknowledges some related studies conducted

previously and reveal the thesis in deeper details It is important to have an overview

on metaphor in general with its definition, its classifications before going into mentioning and discussing three selected types of metaphor: Dead metaphor, faded metaphor and living metaphor

Chapter 3: Methodology is described at the beginning of this chapter, it mainly

focuses on the design of the research, including research method, selected sampling strategy, data collection method and data analysis method along with steps divided during the process of carrying out the act of taking samples for study, data collection and analysis procedures

Chapter 4: Findings and discussion reveals the key findings of this study, after

the process of collecting samples and analyzing samples, which respond to give answers to research questions Also, some raising findings spotted during the process

of analyzing data will be discussed

Chapter 5: Conclusions summarizes all of the key findings of this study along

with its limitations Lastly, suggestions for further study part is also included in case news ideas for research and study are detected and conveyed

3.2 Research method

This study uses the material analysis as its main data collection and data analysis methods The samples about specific cases of three mentioned types of metaphor will be collected from 4 selected stories in the book named “O.Henry 100 Selected Stories”, then their translated versions by Ngo Vinh Vien will be picked up for material analysis that is most appropriate for the research method of this study

3.3 “O.Henry 100 Selected Stories” and its Vietnamese translated version

The book “O.Henry 100 Selected Stories” was published by Wordsworth Classics Publisher in 1995 It consists of 100 stories written by O.Henry that was

translated into Vietnamese version by Ngo Vinh Vien and published in 2012 by Van Hoc Publishing House

3.4 Sample gathering

The research conductor will collect metaphors in 4 selected stories in “O.Henry

100 Selected Stories” which are translated by translator Ngo Vinh Vien Metaphors are chosen when they meet the criteria of metaphor presented by Hoa Nguyen (2001) in the literature review Then, three mentioned types of metaphor appear in the 4 selected stories will be gathered for analysis Then, the study continues with the selection process that means only 49 out of total metaphors in 4 selected stories has been chosen for data analysis in later part

3.5 Research instrument

The writer regards himself as the instrument in this study and the subject of the study by identifying and collecting metaphors from the 4 selected stories in “O.Henry Selected Stories”, to support the analysis of the proposed data

3.6 The 4 stories for data collection and analysis

The 4 analysis units of this study are:

A. A Tempered Wind

B. An Unfinished Story

C. The Cop and The Anthem

D. The Gift of The Magi

• Note: All 4 selected stories are translated by Ngo Vinh Vien

3.7 Data collection procedure

The 4 following steps will be taken to collect the data:

Step 1: Selecting metaphors in the source material and their equivalents in Vietnamese translated versions based on three types of metaphor mentioned in the literature review part The process of collecting both original texts and translated versions happens at the same time in order to ensure the quality and quantity of the data

Step 2: Naming metaphors in accordance to the selected classification of metaphors presented by Hoa Nguyen (2001) and categorizing them

Step 3: Putting original metaphors and their translated versions in the same table for the convenience of later data analysis This step plays an important role as it gives the framework of data needed to respond to the first research question

Step 4: With a set of metaphors categorized in both source texts and target texts, this step continues with the act of naming translation procedures applied by Ngo Vinh Vien in a column next to the one titled “types of metaphor” in the table This will help the writer save time regarding workload

3.8 Data analysis procedure

Once the data collection process completed, the set of data will be used for content analysis as following phases:

Firstly, the research conductor will count the number of metaphors selected for this study Specifically, the times in use of each type of metaphor will be presented and