An investigation into difficulties in English - Vietnamese technical translation faced by third-year students at English Deparment, Hanoi University of Industry

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ****** NGUYỄN THỊ MINH THẢO AN INVESTIGATION INTO DIFFICULTIES IN

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

******

NGUYỄN THỊ MINH THẢO

AN INVESTIGATION INTO DIFFICULTIES IN

ENGLISH-VIETNAMESE TECHNICAL TRANSLATION FACED BY

THIRD-YEAR STUDENTS AT ENGLISH DEPARTMENT,

HANOI UNIVERSITY OF INDUSTRY

(NGHIÊN CỨU NHỮNG KHÓ KHĂN CỦA SINH VIÊN NĂM THỨ 3

KHOA TIẾNG ANH TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI

KHI DỊCH ANH-VIỆT TRONG CÁC CHUYÊN NGÀNH KỸ THUẬT)

M.A MINOR THESIS

Supervisor: MA ĐỖ MINH HOÀNG

HANOI - 2010

LIST OF ABBREVIATIONS

T.T: Technical translation

ED: English Department

HaUI: Hanoi University of Industry

SL: Source language

TL: Target language

T&I: Translation and Interpreting

ESP English for Special Purposes

LIST OF TABLES AND FIGURES

Table 1: Students’ attitudes toward technical translation as a subject at ED, HaUI 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 technical 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 difficulties due to students’ learning style

Table 10: Causes for difficulties due to teacher and his/her teaching methodology (before T.T lesson)

Table 11: Causes for difficulties due to teacher and his/her teaching methodology (during T.T lesson)

Table 12: Causes for difficulties due to teacher and his/her teaching methodology (after 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

TABLE OF CONTENTS

Declaration i

Acknowledgements ii

Abstract iii

List of abbreviations IV List of tables and figures v

Table of contents vi

Part A: Introduction 1

1 Rationale 1

2 Aims of the study 2

3 Scope of the study 2

4 Methodology of the study 2

5 Structure of the study 2

Part B: Development 4

Chapter 1: Theoretical background 4

1.1 Theory on Translation 4

1.1.1 Definitions of Translation 4

1.1.2 Translation methods 5

1.1.3 Translation problems 7

1.2 Technical Translation 8

1.2.1 Definitions of technical translation 8

1.2.2 The role of terminology in technical translation 8

1.2.3 Some misconceptions about technical translation 9

1.3 Summary 11

Chapter 2: Investigation into the current situation of teaching and learning English-Vietnamese Technical Translation at English Department, Hanoi University of Industry (ED, HaUI) 12

2.1 Teaching and learning of English-Vietnamese technical translation at ED, HaUI 12

2.2 Description of the teachers at Translation Division, ED, HaUI 12

2.3 Description of the students at ED, HaUI 13 2.4 Description of facilities, materials and teaching methods for English-Vietnamese

2.5 Some estimated difficulties in English-Vietnamese technical translation faced by

third year students at ED, HaUI, based on subjective opinon of the researcher 14

2.6 Summary 14

Chapter 3: The study 15

3.1 Participants 15

3.2 The data collection methods 15

3.3 The data collection procedures 16

3.4 The data analysis and discussions of the findings 16

3.4.1 Students’ attitudes toward English-Vietnamese T.T at ED, HaUI 16

3.4.2 Students’ difficulties in English-Vietnamese T.T 19

3.4.2.1 In terms of discourse 20

3.4.2.2 In terms of grammar 21

3.4.2.3 In terms of vocabulary 22

3.4.2.4 In terms of translation techniques 24

3.4.3 The possible causes for students’ problems in English-Vietnamese T.T 25

3.4.2.1 Students’ learning style 25

3.4.2.2 The teachers and their teaching methodology 26

3.4.2.3 Teaching and learning conditions 29

3.5 Major findings and summary 29

Chapter 4: Recommendations 31

4.1 For students 31

4.1.1 Increasing right perceptions and motivation of learning T.T 31

4.1.2 Applying different learning methods 32

4.2 For teachers 33

4.2.1 Increasing right perceptions and motivation of teaching T.T 33

4.2.2 Renovating and applying flexibly different teaching methods and classroom techniques 34

4.2.3 Working as a freelance translator 37

4.3 For managers 37

4.3.1 For ED managers 38

4.3.2 For the university managers 38

4.4 Summary 38

Part C: Conclusion 39

1 Summary of the findings and conclusions 39

2 Limitations and suggestions for further study 40

References 41 Appendix I-IV

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

Being trained as an translator and interpreter and now working as a teacher at Translation Division, ED, HaUI, the researcher has always been aware of difficulties as well as responsibilities of training and developing skills and strategies of translation in general and T.T 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 T.T, they are able to build self-confidence and interest in translation-related jobs in future Despite the efforts of both teachers and students, however, the researcher still feels dissatisfied of her students’ translation competence and frankly realizes that they are unlikely to meet social demands after graduation

The researcher has recognized many factors affecting teaching and learning T.T such as inadequate understanding and professional knowledge of T.T from both teachers and students; inappropriate teaching methods and classroom techniques; students’ low motivation as well as ineffective teaching and learning conditions Recognizing this study

as a minor thesis, however, the researcher cannot cover all the issues related to T.T, but only English-Vietnamese T.T applied for English-majored students at ED, HaUI

2 Aims of the study

The study ultimately aims to examine difficulties faced by third year students at ED, HaUI

 What are the possible causes for the difficulties?

3 Scope of the study

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

ED, HaUI in English-Vietnamese T.T The researcher will analyze and discuss findings in the student questionnaire; combine with observation, marking and informal interview with students and teachers; then suggest recommendations to improve teaching and learning T.T

at ED, HaUI It is hoped that findings from this thesis will be of some benefits to improve teaching and learning T.T at ED, HaUI

4 Methodology of the study

The study will be conducted on a step by step basis First, the study will present a review

of theory on translation in general and T.T in particular to form overall view of the research matter This study adopts case study approach, therefore, it is necessary to investigate the current situation of teaching and learning English-Vietnamese T.T at ED, HaUI in order that the researcher can estimate difficulties facing her third year students

To achieve the aims of the study, the survey questionnaires will be used as the main method to collect necessary data for analysis and discussion Besides, the researcher’s observation, marking as well as informal interview with students and colleagues will be also used in the thesis

5 Structure of the study

The study includes three main parts, a bibliography and appendixes

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

Part B : Development

Part B consists of three chapters

Chapter 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 learning Vietnamese T.T at ED, HaUI

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

Chapter 3: The study

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

Chapter 4: Recommendations

The chapter suggests the possible recommendations to reduce the difficulties in Vietnamese T.T at ED, HaUI 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 T.T teaching and learning at the university

PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND

Technical translation (T.T) is an important part of translation, therefore, it is necessary to present a review of theory on both translation and T.T to form the basis for pointing out difficulties facing the third year students at ED, HaUI

1.1 Theory on Translation

Newmark (1988:19) states that “ translation theory is neither a theory nor a science, but the body of knowledge Its main concern is to determine appropriate translation methods for the widest possible range of texts or text-categories Further, it provides a framework of principles, restricted rules and hints for translating texts and criticizing translations, a background for problem-solving”

1.1.1 Definitions of Translation

Translation has been approached variously and thus many different definitions of translation have been coined

Catford (1965:20) considers translation the replacement of textual material in one language

by an equivalent textual material in the other language This point of view was shared by Hartman and Stork (1972:713) “translation is the replacement of a representation of a text

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 (SL) to target language (TL)

Bell, 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” Hatim and Mason (1990:3) see translation as a communicative process which takes place within a social context These definitions attach importance 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) “Translation 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 in another language” Newmark is the first one considering translation a science, a skill, an art, a matter of taste

Even these definitions show different approaches to translation, all above linguists share common view emphasizing the importance of the closest equivalence in meaning of TL with meaning of SL

1.1.2 Translation methods

Newmark categorizes translation methods according to their emphasis on SL or TL

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

Word-for-word translation

Newmark (1988b:63) demonstrates this method as interlinear translation with the TL immediately below the SL words Interlinear translation means the primary senses of all words in the original are translated as though out of context and the word order of the original is retained Take as an example the sentence “The most common network arrangement is known as a client/serve system.” in a T.T material of Information Technology for third year students, ED, HaUI Students would prefer to translate “Cách bố trí mạng phổ biến nhất được biết đến là hệ thống máy khách/chủ” Passive voice in the English original sentence is remained unchanged in Vietnamese translation version Word for word translation seems to be easy and familiar with students

Faithful Translation

The method attempts to produce the precise contextual meaning of the original within the constraints of the TL grammatical structures (Newmark, 1988b:46) For example, “A power-steering system contains a hydraulic booster, which operates when the engine is running and supplies most the necessary force when the driver turns the wheel” can faithfully translated as “Một hệ thống trợ lực lái gồm một bộ tăng thủy lực, mà hoạt động khi động cơ đang chạy và cung cấp hầu hết lực cần thiết khi lái xe quay bánh xe.” This method preserves degree of grammatical and lexical “abnormality” in translation

Semantic Translation

Semantic translation refers to that type of translation that takes into account the aesthetic value of the SL text Peter Newmark (1988b:63) says, “The basic difference between semantic and literal translation is that the former respects context, the latter does not In semantic translation, the translator’s first loyalty is to his author; in literal translation, his loyalty is, on the whole, to the norms of the SL” An example in Electricity “A generator is simply a device that moves a magnet near a wire to create a steady flow of electrons” can

be semantically translated as “Máy phát điện đơn giản chỉ là một thiết bị di chuyển một nam châm tới gần một dây dẫn để tạo ra dòng electron ổn định.”

When it comes to TL emphasis, translation methods consist of adaptation; free translation; idiomatic translation and communicative translation

Adaptation

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

Free Translation

Newmark (1988b:46) defines free translation as the way to reproduce the matter without the manner, the content without the form of the original It is usually a paraphrase, a so-called “intra-lingual translation” Free translation is again rarely used in T.T

Idiomatic Translation

The method reproduces the “message” of the original but tends to distort nuances of meaning by preferring colloquialisms and idioms where these do not exist in the original (Newmark, 1988b:47) For example, “There is no accounting for taste” is idiomatically translated into Vietnamese “Được voi đòi tiên” Idiomatic translation is not used in T.T

Communicative Translation

This method attempts to render the exact contextual meaning of the original in such a way that both content and language are readily acceptable and comprehensible to the readership (Newmark, 1988b: 45-47) The example in free translation “To allow smooth shifting from one gear to another, a clutch is provided to disengage the engine from the transmission” can be shortly translated in communicative way as “Để xe ko bị giật khi sang số, người lái

xe phải cắt côn” This translation version is for a group of people that share common background and knowledge of Automobile Technology

“nghiệm” in Maths ; “vữa nặng” in Construction Engineering It is important to select proper Vietnamese equivalents to each English original text

Because the world is becoming more complicated and because things are changing so fast these days, the need for new words and for new and different meanings for the old ones is becoming overwhelming This is the second source of generic language problems in translation There are so many words coined in Information Technology such as virtual reality – thực tại ảo; plug-in – chương trình nhúng; malicious website – trang web chứa mã độc, etc It is necessary to gain and update new terms in translation learning process Thirdly, “the written word is, after all, a record of the spoken one It is a set of combined symbols, names, letters and characters, or, in some languages, ideograms, put together to produce syllables, words and phrases, which invariably fail to convey most the nuances of the spoken word” Therefore, when a translator looks at a text in a SL, he/she must decide whether the author is serious, or whether there is subtle or not-so-subtle humor or some other attitudes in what the author says A misjudgment can result in a bad translation The last problem is that “a writer always has a specific audience in mind when he writes a piece, be it general or technical” The author often assumes that the target audience shares certain body knowledge with him, and therefore, does not always spell out everything, but rather refers to it by implication As the result, translator cannot do his/her job well with the knowledge of the language alone, but the writer’s cultural background and understanding of the subtitles of the SL text A good example of this problem is the use of

acronyms Some acronyms, such as UN, USA, are universally known However, many acronyms are very subject-specific and can easily throw of the best translator For example, “ADC” can stand for Analog to Digital Converter – bộ chuyển đổi lý học sang số học or Automatic Distance Control – kiểm soát khoảng cách tự động (trong xe hơi)

1.2 Technical Translation

T.T has long been regarded as the unattractive part of translation, involving any literary translation The number of technical fields is infinitely large, and terminology is expanding and changing daily Therefore, from the researcher’s point of view, T.T is worthy of attention and study

non-1.2.1 Definitions of Technical Translation

In terms of nature of SL text, Sofer (1991) classified translation into translation of literary works and translation of scientific and technical matters T.T covers scientific and technical matters such as books written on science, techniques like books on computers, instruction manuals on TV, washing machine, etc T.T is usually done by the one with significant knowledge of linguistics and background knowledge of the specific technical field

Similarly, Newmark (1988b:151) defines “technical translation” as one part of specialized translation; while “institutional translation”- the area of politics, commerce, finance, government etc., is the other Many people seem to have no distinction between specialized translation and technical one This is one of common misconceptions about T.T that would

be presented in 1.2.3 (item a) of this thesis

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

is developing rapidly and play an important role in humman life Demand for technology transfer is of logical necessity among nations The terms in T.T, therefore, should be translated

1.2.2 The role of terminology in technical translation

Pinchuck (1977:19) claims that vocabulary is the most significant linguistic feature of technical texts and gives the text the “fuel” it needs to convey the infomation Newmark (1981) states “T.T is primarily distinguished from other forms of translation by terminology although terminology usually only makes up about 5-10%”

It seems that grammatical features such as voices, tenses, clauses in T.T are not of barriers for translators to understand texts However, terminology, especially, neologisms is really the challenge for technical translators Therefore, the first requirement for technical translators is to comprehend and deliver technical terminology accurately and briefly

1.2.3 Some misconceptions about T.T

Jody Byrne (2006) states that “Newcomers to translation sometimes proceed as if translation were an exact science - as if consistent, one-to-one correlations existed between the words and phrases of different languages, rendering translations fixed and identically reproducible, much as in cryptography” Such novices may assume that translating a text is

to encode and decode equivalents between the two languages, using a translation dictionary as the “codebook” Another common misconception but also the most damaging one is that anyone who can speak a second language will make a good translator Being able to read, speak and write a foreign language does not give anyone license to undertake translation work A translator must have an in-depth understanding and knowledge of at least two languages: a foreign language and a mother tongue Misconceptions are even more popular in T.T because some occasionally take it too lightly

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

a T.T includes economics, law, business, etcs

“Technical” means something to do with technology and technological texts Just because there is a specialized terminology does not make something technical In discussing T.T, it

is useful to make the distinction between specialized translation and technical one For example, religion has a very specific terminology and very definite conventions, styles and document structures but it is never regarded as “technical” Therefore, T.T only deals with texts on subjects based on applied knowledge from natural sciences, not include economics, law, busisness, etc For the purpose of this thesis, “technical translation” is used to refer to translation of technology and technological texts

b T.T is all about terminology

This particular misconception is not unique to those uninvolved in T.T A surprising number of people within T.T share this belief Pinchuck (1977:19), for example, claims that vocabulary is the most significant linguistic feature of technical texts This is true insofar as terminology is, perhaps, the most immediatedly noticeable aspect of a technical text and indeed it gives the text the “fuel” it needs to convey infomation

However, Sofer (1999:39) states that being ninety percent sure of a word’s meaning is not good enough in professional translation Moreover, Newmark (1988) claimed that terminology accounts for at most just 5-10% of the total content of technical texts yet there

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

It cannot deny that terminology play a very important role in T.T but it is definitely not all T.T What makes this even more surprising is the fact that in many fields of science and technology, terminology is remarkably similar to the extent that separate, specialized dictionaries are frequently unnecessary

c Style does not matter in T.T

Jody Byrne (2006) states that “if we look at style from a literary point of view, then it does not have any places in T.T But if we regard as the way we write things, the word we choose and the way we construct sentences, then style is equally, if not more important in T.T than in other areas because it is there for a reason, not simply for artistic or entertainment reasons” To illustrate this, consider a leaflet containing instructions for using a product The limited space available requires both the author and translator alike to express information in a way which is sufficiently clear, simple and concise so as to allow readers to understand the infomation completely and quickly but conveys all of the necessary facts In short, even if the terminology and all information contained in the document is correct, technical writing has a style that is difficult, if not impossible, for a non-technical person to imitate A high-quality T.T combines correct terminology and a style appropriate for the type of document and the intended audience

d T.T is not creative; it is simply a reproductive transfer process

While T.T “is undoubtedly more restricted in range than aesthetic translation” it is much too easy to overestimate and exaggerate its apparent simplicity (Pinchuck 1997:20) But in order to convey information in an appropriate and effective way, technical translators have

to find creative linguistics solutions to ensure successful communication For example, to translate the sentences “A brake is a device for slowing or stopping the motion of a machine or vehicle, and to keep it from starting to move again The kinetic energy lost by the moving part is usually translated to heat by friction” into “Phanh là bộ phận dùng để giảm tốc hoặc dừng chuyển động của động cơ hoặc xe Trong quá trình giảm tốc, động năng bị mất do ma sát thường bị chuyển thành nhiệt năng.”, a technical translator must

rearrange word order and analyze grammatical features of both English and Vietnamese to convey the message Creativity is highly applied

e You need to be an expert in a highly specialized field

There is a common belief that in order to be a good technical translator, you need to be an expert in a highly specialized field and you cannot specialize in more than one or two subject areas But the reality is that, armed with a good and solid understanding of the basic principles and technologies, many technical translators can, in the words of Robinson (2003:128) “fake it” He says that “translators make a living pretending to be (or at least

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

f T.T is all about conveying specialized information

This is not entirely true, of course the main concern for T.T is to make sure that information is conveyed accurately but they are also responsible for ensuring that information is presented in the correct form and used in a correct and effective way T.T involves detailed knowledge of the source and target cultures, TL conventions, text type and genre conventions, style, detailed understanding of the audiences and an understanding

of how people learn and use information

1.3 Summary

This chapter reviews theory of translation in general and T.T in particular There are many different definitions of translation, showing different approaches to translation, however, emphasizing the importance of the closest equivalence in meaning of the TL with the meaning of the SL Translation methods and problems are included to form the basis for analyzing difficulties in T.T Definitions of T.T and the role of terminology are clearly presented Besides, this chapter shows the most common misconceptions about T.T that keep learners, teachers and even professional translators from understanding T.T as well as applying proper methods and strategies to T.T Theoretical background in this chapter will

be of benefits for the researcher to analyze data and suggest feasible recommendations for the research issue

CHAPTER 2: INVESTIGATION INTO THE CURRENT SITUATION OF TEACHING AND LEARNING ENGLISH-VIETNAMESE TECHNICAL

TRANSLATION AT ED, HAUI

2.1 Teaching and learning of English-Vietnamese Technical Translation at ED, HaUI

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

of training English-majored students as technical interpreters or translators

Following the models of Faculty of Foreign Languages of National University and Hanoi University that have been famous for training interpreters and translators, ED at HaUI divided its syllabus into 2 main stages: the first two years with general English practice skills, the last two years with English theoretical subjects and major of Translation and Interpreting (T&I) Room sizes are suitable for language classes, neither too large nor too small (25-30 students per class)

Students at ED have to study so many theoretical subjects that require better and further understanding and education at Post Graduate levels or should be optional at tertiary education like Contrastive Analysis, Discourse Analysis, Pragmatics, etc These subjects are rather difficult and take much of their time and effort that should have invested in T&I Teachers at ED are inexperienced in teaching these theoretical subjects

Moreover, ED does not receive enough consideration from the university’s managers most whom have technical background, thus having no knowledge and limited understanding of T&I training Some necessary suggestions from teachers to improve T.T teaching and learning (workshop observation for students and training courses for teachers) are not accepted All materials for teaching were collected, compiled and edited by teachers themselves

2.2 Description of the teachers at Translation Division, ED, HaUI

ED consists of three divisions, two for English non-majored training and one for majored training The latter takes charge of training technical interpreters and translators There are 14 teachers in this division, aged from 25-33 Seven of them are MA, four are taking MA course, and the rest are BA All teachers graduated from Faculty of Foreign Languages of Vietnam National University Hanoi or Hanoi University of Foreign Studies (now Hanoi University) However, only four majored in T&I but none was trained with

English-The teachers who are in charge of teaching technical T&I seem to face many difficulties because of no knowledge and experience on technical matters as well as fragmented teaching methodology They are unexpectedly required to teach technical T&I that is new and unfamiliar Then each of them applied their individual approaches, not integrated and scientific one Furthermore, they does not have enough time to invest into their T&I lectures as expected because they still have to teach other general English practice skills and theoretical subjects due to the lack of teaching staffs for further division

2.3 Description of the students at ED, HaUI

Students at ED are at the age group of 18-24 Only half of them choose HaUI as the first choice at the national university entrance exam The rest failed their desired university and had to enroll in ED, HaUI as the last resort Therefore, many tried to retake university entrance exams when they are freshmen or even sophomores at HaUI However, not all of them succeeded, resulting in unstable psychology and bad marks in final tests of the first terms

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

of technical matters Most them attribute failing of final tests of T.T to these two factors They preferred translation of non-technical topics to that of technical matters When learning T.T, they feel bored and lack motivation, so instead of going to university, they register and join translation centers to learn translation of non-technical topics

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

2.4 Description of facilities, materials and teaching methods for English-Vietnamese T.T at ED, HaUI

ED was newly established with enthusiastic and young teachers and managers They are eager to contribute their knowledge, understanding to development of the university in general, and ED in particular However, as mentioned above, most teachers are not majored in technical T&I, they would like to take part in training courses, to give

necessary suggestions for the department and university managers Unfortunately, teachers

do not experience any training courses or get cooperation from experts in technical T&I It more or less affects their enthusiasm and effort

As far as materials are concerned, teachers themselves have to collect and compile all textbooks for T.T They download technical texts on internet for updating; add texts from ESP books for English non-majored students

Moreover, teachers and student at ED have not received the most favorable conditions for teaching and learning Even HaUI is famous for technical faculties, there is, however, no cooperation between ED with other technical faculties to help students gain experience and observation at workshops when they study T.T The researcher thinks that machines served for technical matters are available and cooperation among faculties in HaUI is feasible Another problem is that teaching methods among teachers at ED are not integrated but rather fragmented Teachers tried to apply their own appropriate methods at classes Thus, students usually discuss and compare methods among teachers at different classes

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

Basing on current situation of teaching and learning English-Vietnamese T.T at ED, HaUI, the researcher make the following assumptions on the most common difficulties facing

third year students:

- Both teachers and students lack professional knowledge and understanding of technical matters

- Teachers are inexperienced in teaching T.T

- Students have inadequate English competence, improper learning attitudes,

motivation and learning style

- Materials and facilities are not systematic and qualified

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

2.6 Summary

This chapter provides information about teachers and students; current conditions of teaching and learning English-Vietnamese T.T at ED, HaUI From her point of view, the researcher makes assumptions on the most common difficulties facing third year students The researcher would like to conduct case study research with questionnaire, observation,

CHAPTER 3: THE STUDY 3.1 Participants

The participants to this study were 54 third year students of the second cohort at ED, HaUI The researcher chose third year students, not fourth year ones as participants of the study because third year students have already finished their general English practice skills and non-technical translation course They started learning T.T with four given technical majors of Information Technology; Electronics; Electricity and Automobile Technology Another reason is that the researcher is the class head teacher of the second cohort; it was easier to show students the importance of participants in this study and asked them to complete the questionnaire seriously and responsibly

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

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

The researcher also consulted other teachers (especially three teachers who are taking charge of teaching T&I) to participate in the study for informal interview and argument

3.2 The data collection methods

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

To design the questionnaire, the researcher reviewed literature on T.T, making assumptions

on the most difficulties in T.T, observing her students in learning, marking in regular and final tests, and interviewing informally with both students and teachers at ED, HaUI The questionnaire consists of 3 main parts Part 1 was designed to get attitudes and interest toward English-Vietnamese T.T Part 2 was to figure out some difficulties students may

encounter when translating English-Vietnamese technical materials Part 3 suggested students indicate possible causes for their problems in English-Vietnamese T.T

From the results of this questionnaire and other research methods (interviewing, observing, marking), the researcher expected to suggest some feasible solutions to make learning and teaching English-Vietnamese T.T better

3.3 The data collection procedures

Fifty-four copies in English were delivered to the participants of the study - students of the second cohort at ED to find out their attitudes and interest toward English-Vietnamese T.T, their understanding, difficulties and main causes

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

In addition to the survey questionnaire – the main method of the study, the researcher herself taught and observed students at different classes, then took important and remarkable notes Collecting and comparing marks from regular and final tests among students at different classes were also used The researcher also interviewed informally students and teachers to figure out difficulties, causes and solutions to English-Vietnamese T.T at ED, HaUI

3.4 The data analysis and discussions of the findings

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

3.4.1 Students’ attitudes toward English-Vietnamese T.T at ED, HaUI

Investigating into students’ attitudes toward T.T is so important in this study Translation

in general and T.T in particular is the job for the one who loves language but not all people

a subject will help students have high motivation to learn and overcome difficulties in learning process

Statements

Strongly agree ( %) Agree (%)

Neither agree nor disagree (%)

Disagree (%)

Strongly disagree (%)

a You like translation very much 18.5 74.1 7.4 0 0

Table 1: Students’ attitudes toward T.T as a subject at ED, HaUI

Table 1 shows that most respondents (92.6%) like translation (item 1.a) Only 7.4 % does not clearly see translation as their favourite subject No one dislike translation This means that even translation is a difficult subject, it still attracts students’ interest and concern However, most respondents (more than 90%) in this study find T.T boring (item 1.b) They

do not show such uninterest in non-technical translation learned in the previous term Obviously, translation topics affect remarkably students’ interest and concern, then their motivation to learning Teachers should consider this factor and understand students’ psychology in order to apply proper teaching methods and classroom techniques

Statements

Strongly agree( %) Agree (%)

Neither agree nor disagree (%)

Disagree (%)

Strongly disagree (%)

a T.T is so important in our lives 18.5 46.3 11.1 24.1 0

b It is so necessary and worth learning

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

According to the data in table 2, we can recognize students’ attitudes and awareness of the importance of T.T 64.8% of respondents either agree or strongly agree that T.T is so important in our lives (item 2.a) It may result from awareness of scientific and technological development as well as demand of technology transference nowadays However, 35.2% deny or not clearly recognize important role of T.T in human life Therefore, it is understandable that item 2.b “It is so necessary and worth learning T.T nowadays” is not supported by half of respondents Data in table 2 can be clearly seen in the following figure:

Strongly disagree (%)

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

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

of whether or not pursue that major in their future job, then more importantly, their psychology and motivation in learning

Statements

Strongly agree( %) Agree (%)

Neither agree nor disagree (%)

Disagree (%)

Strongly disagree (%)

a You like learning and exploring

b You often motivate yourself to have

right attitudes toward learning T.T 27.8 27.8 13.0 31.4 0

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

Table 3 investigates into students’ attitudes toward the way of learning T.T The results from table 1 and table 2 partially explain for data showed in table 3 Most respondents (70%) disagree with item 3.a “You like learning and exploring actively T.T by yourself” This item is supported by only 29.6% of respondents Learning passively keeps students from “motivating themselves to have right attitude towards learning T.T” (item 3.b) Being asked about the ways to improve their T.T learning, some respondents shared that instead of learning individually; learning in pairs or groups and consulting friends or teachers are also effective As the result, more than half of respondents (55.6%) agree with item 3.b However, a rather high percentage (31.4%) shows disagreement They do not know how to motivate themselves Students and even teachers should notice that learning

Strongly agree( %) Agree (%)

Neither agree nor disagree (%)

Disagree (%)

Strongly disagree (%)

You would like to become a technical

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

Percentages in table 4 show how much students put expectation to work as a technical translator Only one respondent (1.9%) strongly agree that he/she expects to become a technical translator, 37.0% agree with this statement A high percentage of respondents (61.1%) disagrees or hesitates whether to work as a technical translator in future Students’ expectations in their jobs express their interest in T.T and effort to learn this subject The following pie chart clearly shows students’ attitudes toward T.T as a job in future

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

3.4.2 Students’ difficulties in English-Vietnamese technical translation

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