Vietnamese translated variants of verbs of givingreceiving in harry potter and the half blood prince by j k rowling

In order to facilitate thetranslator in the process of translation, especially at word level, this paper is carriedout at the endeavor of exploring the English verbs of Giving/Receiving

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-

lai” của J.K Rowling)

M.A MINOR PROGRAMME THESIS

Field: English Linguistics Code: 60220201

Hanoi - 2016

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-

M.A MINOR PROGRAMME THESIS

Field: English Linguistics Code: 60220201

Supervisor: Assoc Prof Dr Lâm Quang Đông

During the whole process of conducting this study for her MA thesis, thewriter has received the support as well as encouragement from a number of people.Thus, it will probably be an unacceptable mistake if this invaluable contribution tothe accomplishment of this thesis is not mentioned

First of all, her heartfelt gratitude is reserved to Assoc Prof Dr Lâm QuangĐông, her supervisor, for the patience in providing constant and careful guidance,advice as well as useful corrections and suggestions

Secondly, I want to thank all of the lecturers, professors and doctors teaching

at the Faculty of Post-Graduate Studies of ULIS for their lessons and supportsduring my MA course

Additionally, her sincere thanks are delivered to her beloved family andfriends, whose unlimited love and support have become a strongly motivation forher to complete this paper

Recent studies have shown that translation is a problematic procedure withnumerous complicated issues that should be detected In order to facilitate thetranslator in the process of translation, especially at word level, this paper is carriedout at the endeavor of exploring the English verbs of Giving/Receiving and their

corresponding variants in the sixth novel “Harry Potter and the Half-Blood Prince”

of the Harry Potter series From that, the most used verbs as well as the verbs withthe highest number of variants could be revealed To reach these aims, thequalitative, contrastive and quantitative approaches are employed The originalversion is examined to list the English verbs and then contrasted with theVietnamese translation to find out the variants The explanation of the appearance of

these variants is suggested The results of the study reveal that the Giving verb give and the Receiving verb get are the most common verbs in the novel They are also

the verbs with the highest number of variants The translator‟s choice in this novel

is believed to rely on the context of the utterance, the structure of the verb phrase inthe utterance and the original word choice However, the extent of influence of eachfactor on Giving verbs are not the same as on Receiving verbs

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGEMENT

ABSTRACT

TABLE OF CONTENTS

LIST OF ABBREVIATIONS

LIST OF TABLES AND FIGURES

PART A: INTRODUCTION

1 Rationale of the study

2 Aims of the study

3 Research Approaches and Procedure

4 Significance of the study

5 Scope of the study

6 Structure of the thesis

PART B: DEVELOPMENT

CHAPTER I: THEORETICAL BACKGROUND

1.The generality of translation

2.Verbs of Giving/Receiving

3.Concluding Remarks

CHAPTER II: THE TRANSLATION VARIANTS OF VERBS OF GIVING/RECEIVING IN “HARRY POTTER AND THE HALF-BLOOD PRINCE” BY J.K.ROWLING

1.Introduction: “Harry Potter and the Half-Blood Prince” 2.Verbs of Giving/Receiving in the English (original) version and their variants in the Vietnamese translation

3.Concluding remarks

PART C: CONCLUSION

2 Implications 44

3 Limitations of the study 45

4 Suggestions for further study 46

REFERENCES 47 APPENDIX I

LIST OF ABBREVIATIONS

1 SL: Source Language

2 TL: Target Language

LIST OF TABLES AND FIGURES

Table 1: Giving verbs and some related verbs 12

Table 2: The semantic roles of participants in the case of the verb send/gửi 15

Table 3: English verbs with explicit meaning of Giving/Receiving in the original

version 21

Table 4: English verbs with temporary meaning of Giving/Receiving in the original

version 22Table 5: Vietnamese variants of verbs of Giving 24

Figure 1: Vietnamese variants of verbs of Receiving 32

PART A: INTRODUCTION

1 Rationale of the study

In recent years, foreign literary works, especially English ones, have been widelyintroduced in Vietnam Had it not been for the substantial efforts made by manyexcellent translators, these works would not have become a great enjoyment ofVietnamese literature enthusiasts In other words, translation procedure has asignificant influence on the reception of readers, and, obviously, the popularity of aparticular work A number of problems could be detected during this procedure, andthe solutions to these should be explored to assist the translators These troublesmight come from many complicated issues namely cultural elements, technicalterms, verb phrases, and so on This inspires the author to conduct a study ofEnglish and Vietnamese, and the chosen subjects are the meanings of verbs ofGiving/Receiving and its Vietnamese translated variants

Verbs of Giving/Receiving are widely-used; however, their variety of meaningstends to cause considerable difficulties to translators Particularly, in the translationprocess of a literary piece, it is crucial that the translator have deep understanding ofthe intent and the messages conveyed by the author The intentions and messagesare generally generated from every single word in the text, and verbs ofGiving/Receiving are the ones that cannot be left out They are difficult andcomplicated elements that should be carefully investigated to make any translationrefined As a result, this paper is conducted with the expectation that the Vietnameseequivalents of verbs of giving/receiving in the examined literature piece might bebrought to light

"Harry Potter and the Half-Blood Prince", the sixth novel in the Harry Potter series

by J.K Rowling, is chosen as the source of data for this study because of itsabundance and variety of instances where those verbs occur, and hence the diversity

researcher was strongly appealed and impressed by this novel and then she made adecision to choose this piece, both Vietnamese and English versions to examine.

For all of the above reasons, the researcher proposes Vietnamese translated variants

of verbs of Giving/Receiving in "Harry Potter and the Half-blood Prince" by J.K Rowling as the title of the study.

2 Aims of the study

As mentioned, the aim of this study is to investigate the translation variants ofEnglish verbs of Giving/Receiving in the corpus novel This aim can be reached byanswering the following research questions:

1 What verbs are used to denote the meaning of Giving and Receiving in the

novel “Harry Potter and the Half-Blood Prince” by J.K.Rowling?

2 How are these verbs translated in the Vietnamese version?

3 Research Approaches and Procedure

In the study, the following approaches are employed:

Qualitative and descriptive approach: the whole novel is thoroughly examined in

order to note down and to list all the English verbs of Giving/Receiving

Contrastive analysis approach: the English (original) version is contrasted with then

Vietnamese translation so as to identify the translation variants of the investigatedverbs

Quantitative approach: The collected data are presented quantitatively according to

their number of occurrences in both the English (original) version and theVietnamese translation

The data collection procedure consists of three main steps.

First of all, the original version of the novel is examined to enumerate the Englishverbs of Giving/Receiving and their number of occurrences These verbs are foundbased on the verb list and the definition of the act of Giving/Receiving proposed byLâm Quang Đông (2008) and Newman (1996) The dictionary meaning also plays

an important role in this step This addresses the first research question

Secondly, the Vietnamese version is studied and contrasted with the original to findthe translated counterparts (the variants) of the English verbs

Finally, based on the gathered data, the reasons for the appearance of these variantsare suggested The theory of context by Halliday/Hassan (1990) could be consideredone of the key bases of this part

4 Significance of the study

The study will contribute to understanding of the different Vietnamese variants ofEnglish verbs of Giving/Receiving through a translated literary work Besides,practical options for translating verbs of Giving/Receiving into Vietnamese will beproposed on the basis of the study results

5 Scope of the study

As mentioned earlier, the research merely examines the Vietnamese translation ofEnglish verbs having the literal meaning of Giving/Receiving in the Vietnamese

version of the sixth novel in the Harry Potter series named “Harry Potter and the Half-Blood Prince”.

6 Structure of the thesis

The thesis, which reports the different stages of the study and its results, is expected

Part A: Introduction

This part includes the rationale, aims of the study, research questions, reseachapproaches and procedure, scope and significance of the study as well as thestructure of the thesis

Part B: Development

Chapter I: Theoretical Background In this chapter, the theory of translation and the

matter around the problems of translation variants are provided Moreover, thechapter reviews some aspects of verbs of Giving/Receiving

Chapter II: The translation variants of verbs of Giving/Receiving in “Harry Potter and the Half-Blood Prince” by J.K.Rowling This chapter presents the results and

the data analysis concerning the English verbs of Giving/Receiving and theirtranslation variants in the selected novel

Part C: Conclusion

The last part briefly summarizes the main ideas of the study, presents the limitations

of the study as well as suggests further research on the same topic

PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND

1 The generality of translation

1.1 Definition

In Approaches to Translation, Newmark (1982:7) states:

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

According to Bell (1991:5), "Translation is the expression in another language (orTL) of what has been expressed in another, SL, preserving semantic and stylisticequivalence.”

As might be drawn from the above definitions by the two scholars in different times,

in the theory of translation, equivalence might be considered a central concept.Therefore, equivalence relation is applied in defining translation by a number oftheorists As Pym (1992) claims, equivalence is believed to define translation, andtranslation, in turn, defines equivalence Thus, the next part presents somediscussions about equivalence in translation, especially at word level

1.2 Equivalence

Translation equivalence can be classified in various ways based on different factors

In terms of meaning, equivalence could be divided into five main groups:denotative, connotative, text-normative, pragmatic and formal equivalence

- Denotative equivalence: The SL and TL words refer to the same thing in the real world

- Connotative equivalence: Additional values besides denotative are

(Adapted from Koller ,1979)

In addition, Nida (1964) suggests another way of categorize equivalence based onfunction: dynamic equivalence and formal equivalence These two types ofequivalence are distinguised as basic orientations rather than as a binary choice:

- Formal equivalence is achieved when the SL and TL words have the closestpossible match of form and content

- Dynamic equivalence is achieved when the SL and TL words have the same effect on their effective readers

On the other hand, Munday (2001) seems to stick to numeracy and suggests thefollowing classification based on the quantity: one-to-one equivalence, one-to-manyequivalence, one-to-part-of-one equivalence and nil equivalence

- One-to-one equivalence: A single expression in TL is equivalent to a single expression in SL

- One-to-many equivalence: More than one TL expressions are equivalent to

a single SL expression

- Many- to-one equivalence: there is more than one expression in the source language, but there is a single expression in TL which is equivalent to them

- One-to-part-of-one equivalence: A TL expression covers part of a concept designated by a single SL expression.

- Nil equivalence: no TL expression is equivalent to a single SL expression -> Loan or borrowing should be used

Moreover, in Baker (1992), a discussion of the notion of equivalence in terms ofform could be found She seems to offer a more detailed list of conditions uponwhich the concept of equivalence can be defined She distinguishes betweenequivalence at word level and above word level Because the subject of thisresearch is the translation variants of giving/receiving verbs, only the equivalence atword level is discussed further

To begin with, Baker (1992) defined a word as “the smallest unit which we wouldexpect to possess individual meaning” (Baker, 1992:11) With more precision, shealso defines the written word “as any sequence of letters with an orthographic space

on either side” (Baker, 1992:11)

Besides, she deals with the lexical meaning of a word The lexical meaning refers to

“the specific value it has in a particular linguistic system and their „personality‟ itacquires through usage within that system” (Baker, 1992:11) The four main types

of the lexical meaning of a word (Cruse, 1986) are also presented in Baker (1992):propositional meaning, expressive meaning, presupposed meaning and evokedmeaning

- Propositional meaning: This meaning refers to the relation between it andwhat it refers to or describes in a real or imaginary world This meaning providesthe basis on which we can judge an utterance as true or false

- Expressive meaning: This meaning relates to the speaker‟s feelings or attitude It cannot be judged as true or false

Baker (1992) claims that two or more words/utterances might share the samepropositional meaning but differ in their expressive meanings, for example, the

words famous in English and fameux in French They both basically mean known‟ (propositional meaning) However, while famous is neutral in English, fameux is potentially evaluative and could be used in some contexts in a derogatory

„well-way

- Presupposed meaning: It could be defined as the restrictions on what other

words or expressions we expect to see before or after a particular unit

+Selectional restrictions: For instance, we expect a human subject for

studious and an inanimate one for geometrical.

+Collocational restrictions: In English, teeth are brushed, but in German and

Italian they are „polished‟, in Polish they are „washed‟, and in Russian they are „cleaned‟

- Evoked meaning: This meaning arises from dialect and register vairation.

+Dialect: dialect: a variety of language which has currency within a specificcommunity or group of speakers Dialect might be classified according to

geographical (e.g lift in British English BE - and elevator in American English AE), temporal (e.g verity – really) and social (e.g scent - and perfume) bases.

+Register: It refers to a variety of language that a language user considers appropriate to a specific situation

These types of lexical meaning all contribute to the overall meaning of aword/utterance in vague and complex ways because of the nature of language Asstated by Baker (1992), in most cases, words have „blurred edges‟; that is, themeanings of words are negotiable and can only be realized in specific contexts.Sharing the same viewpoint, Tyler/ Evans (2003:18) also state:

In normal communication lexical items do not occur in isolation In point offact, when humans use lexical items, the lexical items always occur in contextand their precise interpretation changes with each use.

Consequently, it can be inferred that one word in one language could be translated

in different ways into another language This perception is also mentioned in DiệpQuang Ban (2004) According to Diệp Quang Ban (2004), the events […] areexpressed via the perspective built by people, and encoded in the grammar of aspecific language Therefore, the same event could be perceived and expressed indifferent ways which can differ among different speakers, and languages Besides,these ways can vary among different times of perception of the same person orwithin the same language but with different means of expression allowed in thislanguage Thus, the central element that causes the changes of word interpretation,

as agreed by the above authors, is the context where the lexical items occur

1.3 Context of situation

Discussing the effects of context on the meaning of language, the concept of

“context of situation” has been raised According to Schaeffner (2002), this concept

was formulated in 1923 by Malinowski in The Meaning of Meaning It was then

elaborated by Firth (1951) and extended in numerous studies (Schaeffner, 2002).The best-known treatment might be Hymes‟ (1971) discussion of models of thelanguage and social setting interaction (Schaeffner, 2002) In this discussion, speechsituation is categorized in terms of eight components which summarized as formand content of text, setting, participants, ends (intent and effect), key, medium,genre and interactional norms (Halliday/Hasan, 1990:22, mentioned in Schaeffner,2002)

Halliday/Hasan (1990) proposed a more abstract interpretation with the threeheadings of field, tenor and mode as a foundation for deriving the text features fromthe situation features

- Field: the subject matter In other words, it is the answer to the questions: What is happening, to whom, where and when, why is it happening, and so on

- Tenor: the social relation existing between the interactants in a speechsituation It might consist of relations of formality, power, and effect (e.g therelation between manage/clerk, father/son) It tends to influence interpersonalchoices in the linguistic system Hence, the structures and strategies chosen toactivate the linguistic exchange are affected

- Mode: the way the language is being used in the speech interaction Itincludes the medium (spoken, written, written to be spoken, etc.) as well as therhetorical mode (expository, instructive, persuasive, etc.)

All these three components help the speaker/writer to orient himself in the context

of situation Thus, the translators have to try and maintain the context by seekingthe corresponding three elements in the target language

- Field: the translator will have to take decisions about what terminology touse, to what extent the writer‟s context is familiar to the target language reader,the type of grammatical structures to adopt (e.g: active/passive);

- Tenor: this variable will allow the translator to frame the right choice of register (formal/informal, modern/archaic, technical/non-technical);

- Mode: it is the way the text should be organized (where the information focus lies, what is given and what new information is provided, etc.)

(Adapted from Taylor, 1998)

Generally speaking, equivalence is the central concept in translation Oneword/utterance in the source language could be translated into a number of variants

in the target language, according to the choice of the translator This choice may beaffected by some certain factors, including the context of situation

2 Verbs of Giving/Receiving

2.1 The act of Giving/Receiving

An act of Giving is defined as “an act whereby a person (the giver) passes with thehands control over an object (thing) to another person (the recipient)” (Newman,1996) Lâm Quang Đông (2008), labels these three entities X, Z and Y, respectively

In some cultures, the act of Giving may associate with some rituals and vary interms of position, movement or kinship obligation (Newman, 1996)

Moreover, Newman (1996) suggests that the transfer ofcontrol/ownership/possession tends to be the core meaning of Give words Thus, theact of Giving can be considered not only one of the human interactions but also arefrequent and generally highly purposeful He also states that Give is a basic verb inevery language Lâm Quang Đông (2008) shares the same opinion, and extends this

to the other verbs of Giving Verbs of Giving, as argued by Lâm Quang Đông(2008), belong to the basic vocabularies of languages These verbs are among theearliest linguistic elements to be perceived and used by children Besides, thenumber of verbs of Giving is abundant to properly express various circumstances,characteristics, manners of the act of Giving as well as the interpersonal relationsamong the participants

An act of receiving is defined through the verb take in comparison with the verb give (Newman, 1996) The similarities is that both acts include “the movement of a

thing, typically the hands of a person; the movement is initiated by a person; thething ends up in the sphere of control of a person” (Newman, 1996: 56-57) Theydiffer in terms of the directions of movement of a thing with respect to the subject

referent (Newman, 1996) Particularly, in the case of give, the movement is away from the subject referent while in the case of take, the movement is toward the

subject referent Another distinction is that there is no Giver necessarily presented in

the base of take In other words, there is only one person necessarily involved in

the sub-categorization of the basic meaning of take Like verbs of Giving, verbs of

Receiving also vary in accordance with certain circumstances

Based on the core concept of an act of Giving/Receiving, Lâm Quang Đông (2008)proposed a list of Giving verbs and some related verbs as follows:

Table 1: Giving verbs and some related verbs

AllocateAllotAssignAwardBequeathBestowBribeBuyCedeConcedeConferContributeDedicateDelegateDeliverDevoteDigDispatch

(Adapted from Lâm Quang Đông, 2008)

This list tends to focus on the verbs of Giving Besides, some verbs such as dig, buy and sell are believed to be excluded from the verbs of Giving/Receiving On the

other hand, there are also some other verbs mentioned in the above list amongwhich some verbs of Receiving are also found As can be seen, however, by pre-examining the original version, the researcher find that there are some verbs withthe meaning of Giving/Receiving found in the corpus does not exist in the list,

especially the Receiving verbs such as accept, inherit, catch, grab, reap and have.

Therefore, in the current study, a contrastive analysis of the two versions (theoriginal and the Vietnamese) of the novel and a dictionary research also serve as thetools for identifying the data

2.2 The representational semantic structure of verbs of Giving/Receiving

Lâm Quang Đông (2008), in his book, presents the representational semanticstructure of verbs of Giving He groups the verbs according to the number ofparticipants involved in the act of Giving

2.2.1 The representational semantic structure of verbs of Giving/Receiving with 3 participants or less

a 1 participant

- Only Agent appears, Recipient and Theme cannot be identified

(M1) GIVE <Agent>

Bà ấy toàn cho đi chứ chẳng bao giờ lấy cả. CHO ĐI <bà ấy>

She always gives but never takes.

He usually gives. GIVE <he>

- There is no occurrence of the Giver and Recipient Only Theme appears

(M2) GIVE (Theme)

Cái ngọt bùi đem cho, còn đắng cay gánh lấy.ĐEM CHO <ngọt bùi>

Advantages to give, disadvantages to retain.

Give blood here! GIVE <blood>

(Adapted from Lâm Quang Đông, 2008)

b 2 participants

This case happens when one of the three participants is unspecified and schematic

(M3) GIVE <Agent;Theme>

Tôi thích tặng quà TẶNG <tôi; quà> I like to give presents

The teacher gave the answers after the test GIVE <the teacher; the answers>

(M4) GIVE <Agent; Recipient>

Con thí cho thằng mõ đấy.

I gave to that circulator!

THÍ <con; thằng mõ>

I like to give to the church. GIVE <I; the church>

(M5) GIVE <Theme; Recipient>

Bốn cái móng giò biếu bốn ông to nhất.BIẾU<4 cái móng giò; 4 ông to>

Four legs are given to the four leaders.

He was given the Nobel Prize for his invention GIVE <the Nobel Prize; he>

(Adapted from Lâm Quang Đông, 2008)

c 3 participants

(M6) GIVE <Agent; Recipient; Theme>

Người cho em tất cả là Bác Hồ Chí Minh CHO <Người; em; tất cả> The

person who gave me everything is Uncle Ho Chi Minh.

He handed the report to me. HAND <he; me; the report>

(Adapted from Lâm Quang Đông, 2008)

2.2.2 The representational semantic structure of verbs of Giving/Receiving with more than 3 participants

According to Lâm Quang Đông (2008), in the case of the verb send/gửi, it is

hypothesized that the act of Sending can happen through an intermediator InEnglish, an intermediator is realized by a prepositional phrase (the circumstant).Two main kinds of circumstants are proposed by Lâm Quang Đông (2008): DefaultCircumstants and Non-default Circumstants

Table 2: The semantic roles of participants in the case of the verb send/gửi

1AgentAuthorSourceLocativeInstrument

I will send you the contract through email (I: Agent, you: recipient, the contract:

theme, email: Non-default circumstant –Instrument)

I have sent you the gift through Mr Brown (I: Agent, you: recipient, the gift:

theme, Mr Brown: Default circumstant – Intermediary Recipient)

(Adapted from Lâm Quang Đông, 2008)

As mentioned above in the act of Receiving, Receiving is the reverse act of Giving.Thus, both verbs of Receiving and Giving share the same expressive semanticstructures However, the semantic roles of the participants 1 and 2 are reversed witheach other As Newman (1996) claims, the distinctive features of the two acts are

the directions of the movement Regarding give, the movement is away from, whereas in the case of take, the movement is toward the subject referent Therefore,

in the structure of Receiving verbs, the participant 1 is the recipient and theparticipant 2 is the person from whom something is taken Moreover, in the case ofReceiving verbs, the appearance of the participant 2 is not necessary

3 Concluding Remarks

This chapter discussed the definitions of translation and the concept of equivalence

in translation Numerous factors could influence the translater‟s choice, and thecontext of situation is one of the most important factors In the context of situation,the three main aspects namely field, tenor and mode shoud be taken intoconsideration in the translation process In addtion, the concept of the act ofGiving/Receiving suggested by Newman and Lâm Quang Đông as well as the list ofsome typical verbs proposed by Lâm Quang Đông is presented and chosen to be one

of the main criteria to conduct the investigation Otherwise, a dictionary researchand a comparison between the two version are also useful tools for analysis Therepresentational semantic structures of the verbs of Giving/Receiving by Lâm

Quang Đông (2008) also assist the writer in identifying the verbs of Giving/Receiving in the original version.

CHAPTER II: THE TRANSLATION VARIANTS OF VERBS OF

GIVING/RECEIVING IN “HARRY POTTER AND THE HALF-BLOOD

PRINCE” BY J.K.ROWLING

1. Introduction: “Harry Potter and the Half-Blood Prince” by J.K.Rowling

The subjects of the study are English verbs of Giving/Receiving in the sixth novel

in the Harry Potter series published in 2005, and their translation in the Vietnameseversion by Lý Lan

1.1 Harry Potter and J.K.Rowling

Harry Potter is one of the most popular book and film franchises in history It is aseries of seven fantasy novels, which were written by J K Rowling, a Britishauthor In this series, the adventures of a young wizard, Harry Potter, and his friendsRonald Weasley and Hermione Granger are chronicled All of the three charactersare students at Hogwarts School of Witchcraft and Wizardry The whole seriesillustrates Harry‟s quest to overcome Lord Voldemort, the Dark wizard, whoattempts to become immortal, control the wizarding world, subdue non-magicalpeople and is willing to destroy all those who stand in his way, especially HarryPotter

Joanne Rowling, best known as J K Rowling, the creator of the Harry Potter series,

was born in 1965 in Yale, England Before writing “Harry Potter and the Philosopher's Stone” (the word "Philosopher" was changed to "Sorcerer" for its

publication in America), the first novel of the Harry Potter series, she came fromhumble economic means as a single mother As her work was an international hit,she wrote six more novels in the series, and became an international literarysensation

(Adapted from Biography.com)

1.2 Harry Potter and the Half-Blood Prince

“Harry Potter and the Half-Blood Prince”, the sixth novel in the Harry Potter

Series, was published in the United Kingdom by Bloomsbury on 16 July 2005 Setduring protagonist Harry Potter‟s sixth year at Hogwarts, this novel unveils the past

of Lord Voldemort and Harry‟s preparations for the battle alongside AlbusDumbledore, his headmaster and mentor The book is noted to take on a darker tonethan its predecessors, though some humor was contained Its core themes appear toconsist of love and death, and trust and redemption

The return of Lord Voldemort is no longer deniable, since havoc is severely made inboth magic and Muggle communities by the Dark Lord and his minions This leads

to the resignation of Cornelius Fudge, the Minister of Magic Arthur Weasley, Ron‟sfather, is promoted to Head of Detection and Confiscation of Counterfeit DefensiveSpells and Protective Objects; thanks to this, the Weasley‟s financial situation isimproved On the dark side of the world, Draco Malfoy‟s mother makes SeverusSnape swear to protect Draco Snape, finally, takes a position that he has longcoveted – Professor of Defense Against the Dark Arts In the meantime, emotionsamong Harry, Ron and Hermione are at an all-time high because of the relationshipbetween Ron and Lavender It is not until Ron is poisoned that Harry stops beingcaught between Ron and Hermione‟s cross fire Dumbledore hypothesizes thatVoldemort‟s soul was split into seven parts, the Horcruxes, to acquire immortalityand he shares this theory with Harry As a result, Voldemort is a goner for good aslong as all his Horcruxes are destroyed In order to find out the locations of theHorcruxes, all the memories about Voldemort collected by Dumbledore arereviewed The third Horcrux is sought out Upon the return of Harry andDumbledore, Voldemort‟s Dark Mark looms over Hogwarts and the school has beeninfiltrated by the Death Eaters Draco is charged to kill Dumbledore but hesitates;therefore, Snape performs the killing instead The Dumbledore‟s Army defends thecampus until the arrival of the Order of the Phoenix The Horcrux

in Harry‟s possession turns out to be a fake The death of Dumbledore results in animmense sadness of all the students, professors and ghosts at Hogwarts Harrymakes a decision to end his budding romance with Ginny so as to protect her fromVoldemort He also decides to leave Hogwarts, and vows to find the four remainingHorcruxes with the help of Ron and Hermione.

2 Verbs of Giving/Receiving in the English (original) version and their

variants in the Vietnamese translation.

2.1 English verbs of Giving/Receiving in the English (original) version

The selected novel has been carefully examined and it has been found that in thisnovel, there exist a total number of 52 verbs of Giving/Receiving in which thenumber of Giving verbs is 43 and that of the Receiving verbs are only 9 It has alsobeen found that beside the verbs with the explicit meaning of Giving/Receiving, aslisted in the verb list by Lâm Quang Đông (2008), there also exist the verbs thatonly carry the Giving/Receiving meaning in some certain contexts In other words,these verbs just carry a temporary Giving/receiving meaning The verbs and theirnumber of occurrence will be presented in the following sections

2.1.1 Verbs with explicit meaning

The table belows presents the verbs of Giving/Receiving found in the novel in theirnumber of occurrence The number of occurrence of each verb is typed to the right

of the verb and is put in parentheses

Table 3: English verbs with explicit meaning of Giving/Receiving in the original

It is noteworthy that in the English version, the verbs of Giving outnumber the verbs

of Receiving by roughly five to one (16 verbs to 3 verbs, respectively) In terms of

verbs of Giving, it might be drawn that in this novel, the verb give gets the dominant position (53 times), followed by the verb hand (25 times) Among the Receiving verbs, the verb get occupies the highest number of occurrence (14 times-roughly four times lower than give-the most used Giving verb).

Example 1

Original Novel Dialogue

„It‟s the thing she touched,‟ said Harry.

„Good Lord‟, said Professor McGonagall, looking alarmed as she took the necklace from Harry.

„No, no, Filch, they‟re with me!‟ she added hastily, as Filch came shuffling eagerly across the Entrance Hall holding his Secrecy Sensor aloft „Take this necklace to Professor Snape at once, but be sure not to touch it, keep it wrapped in the scarf!‟

(Page 299, Line 11-18)

Besides, the two verbs take and get both convey the meaning of Giving and

Receiving, depending on the structures they are involved As can be seen in

example 1, take in she took the necklace from Harry means to receive the necklace whereas in Take this necklace to Professor Snape at once, it means to give the

necklace to another person

2.1.2 Verbs with temporary meaning

As stated, the data also contain a number of verbs which only have a temporalmeaning of Giving/Receiving These verbs are displayed in the following table withtheir number of occurrence (also in parentheses)

Table 4: English verbs with temporary meaning of Giving/Receiving in the

Example 2

Original Novel Dialogue

„My grandmother thinks Charms is a soft option,‟ mumbled Neville.

„Take Charms,‟ said Professor McGonagall, „and I shall drop Augusta a line reminding her that just because she failed her Charms O.W.L., the subject is not necessarily worthless.‟

(Page 208, Line 6)

3-Particularly, drop itself means let or make (something) fall vertically (according to Oxford Dictionaries); however, in and I shall drop Augusta a line reminding her that […], drop a line is an idiom which means send a short letter or note (example

2)

Example 3

Original Novel Dialogue

Not long after this, Hagrid became tearful again and pressed the whole unicorn tail upon

Slughorn, who pocketed it with crires of, „To friendship! To generosity! To ten Galleons a hair!‟

(Page 576, Line 20)

17-Or the verb press, which itself refers to the action of move or cause to move into a position of contact with something by exerting continuous physical force (Oxford Dictionaries), in […] pressed the whole unicorn tail upon Slughorn […] means to hand the tail with a strong physical force (example 3).

2.2 Translation variants of the verbs of Giving/Receiving in the Vietnamese version

2.2.1 Vietnamese variants of verbs of Giving

2.2.1.1 The number of the variants

After comparing and contrasting the original version with its Vietnamesetranslation, the variants of each Giving verb are explored (See Appendix for moredetails)

Table 5: Vietnamese variants of verbs of Giving

variants, respectively On the other hand, because of appearing only once in the

whole novel, many verbs like assign, chuck, convey, entrust, fling, or grant have just 1 variant Besides, some other verbs namely encase, lend and return share the

same number of variants: 1, despite the fact that they are used twice, three times andtwice, respectively

2.2.1.2 The translation variants of some significant verbs of Giving

This section discusses the translation variants of the significant verbs in the text As

described in the above table, the verbs with the highest number of variants are give, hand and pass with respectively 19, 14 and 12 variants It is also found that the

variants of these verbs differ strongly in different contexts Besides, although the

verb offer only has 6 variants, these variants also diverge in the text.

 Give

This verb has totally 19 variants throughout the Vietnamese translation by Lý Lan

and these variants are relatively different from each other in different contexts The

following examples illustrate some situations in which some alternatives of the verb

give are discussed and once more, the verbs in each example are underlined.

Example 4:

Original Novel Dialogue

In a vain attempt to rid himself of all

reminders of this uncomfortable encounter, he

had given the gerbil to his delighted niece and

instructed his Private Secretary to take down

the portrait of the ugly little man who had

announced Fudge‟s arrival.

(Page 14, Line 14-19)

Example 5

Original Novel Dialogue

„Humph,‟ he said, looking away quickly as

though frightened of hurting his eyes „Here-‟

He gave a drink to Dumbledore who had sat

down without invitation, […]

(Page 84, Line 9-12)

As can be seen from examples 4 and 5, the relationship between the Agent and the

Recipient tends to have a great influence on the word choice of the translator In

example 4, the relationship is between an uncle and his niece, the giver is high

status relative to the recipient On the other hand, the giver and the recipient in