Khó khăn với sinh viên chuyên ngành dịch trong việc tiếp cận thuật ngữ tài chính ngân hàng trong khóa học tiếng anh tài chính ngân hàng nguyên nhân và giải pháp đề ra

The present study aimed at figuring out the difficulties facing translationmajored students in approaching terminology in the “English for Finance and Banking” course. It also investigated the causes for the difficulties and possible solutions to overcome these difficulties. The finding of this study was based on analysis and discussions of the survey questionnaires and data collected from interviews. Overall, the results suggested that understanding terms causes the most trouble, and the major reason is in the students’ poor economic background and insufficient home revision. Many solutions have been proposed, including efforts from both students attending the course as well as the teachers, among which widening background knowledge and learning in groups were most suggested.

VIETNAM NATIONAL UNIVERSITY

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FALCUTY OF ENGLISH LANGUAGE TEACHER EDUCATION

H N I – 2015

H H .F E

H N I - 2015

I hereby state that I: Đậu Quốc Khánh from class 11E20, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library

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

Signature: Đâ

Date: 06/05/2015

Acknowledgements

For the completion of the research, I would like to express my deep and sincere gratitude to my supervisor, Ms Tran Thu Ha for her enthusiasm and continuous support of my thesis I really appreciate her contributions of time, ideas without which this research could not have been completed

I am also particularly grateful for the assistance given by Ms Nguyen Thi Thanh Van for her invaluable suggestions from the beginning till the end of my research Her support plays a vital role in the findings of the thesis

Besides, my special thanks are extended to all the participants from 11E18, 11E19 and 11E20 They have been incredibly supportive for me to carry out the study, not just by being a part of it but also by the frequent encouragements

Last but not least, I want to send my special appreciation to my parents and friends who have given me the motivation and love in every steps of my study

Abstract

The present study aimed at figuring out the difficulties facing translation-majored students in approaching terminology in the “English for Finance and Banking” course It also investigated the causes for the difficulties and possible solutions to overcome these difficulties The finding of this study was based on analysis and discussions of the survey questionnaires and data collected from interviews Overall, the results suggested that understanding terms causes the most trouble, and the major reason is in the students’ poor economic background and insufficient home revision Many solutions have been proposed, including efforts from both students attending the course as well as the teachers, among which widening background knowledge and learning in groups were most suggested

List of tables and figures

Table 1 Table 1: Translation methods as introduced and divided by

Newmark (1988)

Table 2 Table 2: Definition and examples of translation methods introduced

by Newmark (1988) Figure 1 How student evaluate their ability in using terminology before the

course Figure 2 How student evaluate their ability in using terminology after the

course Figure 3 The importance of learning term in finance and banking course as

evaluated by students Figure 4 Difficulty in approaching terms evaluated by students

Figure 5 Reasons for difficulty in understanding terms reflected by

participants Figure 6 Solutions to difficulties in understanding as proposed by students

Figure 7 Reasons for difficulty in memorizing terms as evaluated by

participants Figure 8 Solutions to improve memorizing terms as contributed by students

Figure 9 Causes for difficulty in applying terms evaluated by students

Figure 10 Solutions to difficulty in applying terms as suggested by students

TABLE OF CONTENT

CHAPTER I: INTRODUCTION Page

1 Rationale of the study ……… 1

2 Aims of the study ……… 3

3 Scope of the study……… 3

4 Significance of the study……… 4

5 Design of the study……… 4

CHAPTER II: LITERATURE REVIEW 5.1 An overview of translation ……… 6

5.1.1 Definition of translation ……… 6

5.1.2 Translation methods ……… 8

5.1.3 Translation procedures ……… 12

5.1.4 Translation of financial and banking terminologies…… 14

5.2 An overview of terminologies……… 15

5.2.1 Definition of terminologies……… 15

5.2.2 Characteristic of terminologies ……… 15

CHAPTER III: METHODOLOGY

6.1 Participants……… 18

6.2 Data collection instruments……… 18

6.3 Data collection procedures……… 21

6.4 Data analysis procedures……… 22

CHAPTER IV: RESULTS AND DISCUSSION……… 23

CHAPTER V: CONCLUSION ……… 38

7.1 Summary of findings……… 38

7.2 Limitations of the current research……… 39

7.3 Suggestions for further research ……… 40

APPENDIX ……… 42

REFERENCES……… 54

CHAPTER 1: INTRODUCTION

1 Title of the study

Difficulties for FELTE English translation - majored students in approaching financial and banking terminologies in the book “English for Finance and Banking” by Assoc Prof Dr Nguyen Xuan Thom: causes and possible solutions

2 Statement of the problem

Vietnam is on the way of comprehensive development, with efforts and progresses witnessed in different fields like economy, society and humanity Considerable improvements have been achieved in enhancing quality of life for the people, maintaining a well- controlled, community-oriented society and, of great importance, developing the economy

On this process of economic development, particular focus is placed on some crucial sectors, among which is finance and banking It is visible that public attention on this sector is bigger than ever before, with daily news and updates on mass media The reason for the increasing attraction is pretty clear, as it is one of the sectors that play a vital role in regulating the country‟s economy and every single change in finance and banking system can have direct impact on the population As Finan (2009, p.2) emphasizes “financial developments have many positive consequences for the many organizations and individuals within the country” In addition, others factors like dynamic working environment, high income or potential promotion opportunities are, without a doubt, contributing to the increasing interest in the sector

As concern increases, the need for acquiring knowledge about finance and banking materials is becoming more and more practical This specific sector

requires absolute accuracy and clearness since a single mistake in transactions or contracts may lead to serious consequences

At present, English has become a principal tool to communicate in commerce and banking and translators need to have proper comprehension of materials in order to avoid misunderstandings However, learning general English alone is not an easy task, not to mention learning English of a particular sector And probably the biggest challenge that students encounter during finance and banking courses is how to deal with terminologies Terminologies often cause troubles but they are often the most important keys for any financial document According to Robinson (1991, p.4), a critical characteristic of English for specific purposes is that the courses should contain particular language (especially terminology) and content The presence of this specific language (terminology) is quite obvious so for an economic or financial course to be successful, learning terminologies plays a crucial role

As a fourth – year fast – track student at university of Languages and International studies, Vietnam National U niversity, Hanoi who has the chance to learn the course on English for finance and banking ( with the ook written y ssociate Professor Nguy n Xu n Th m in 1999), the researcher is totally aware

of the difficulties that students attending the course encounter in approaching terminologies There are actually some lessons when most of the student‟s translation sounds really unnatural or even completely mistaken, though they are trained to be professional translators in the future That fact gives the researcher motivation and determination to carry the research on the causes and suggested solutions for the difficulties facing translation-majored students when it comes to deal with terminology in the above course book

The book includes 8 chapters; each discusses one economic topic with the purpose of providing basic knowledge of finance and banking, in which the

acquisition of terminologies is one major concern Hopefully the research will contribute to figuring out the reasons why financial terminologies tr ouble students and finding solutions to help students overcome these problems

3 Research objectives, research questions, and scope of the study

3.1 Objectives and research questions

This study aims at investigating the potential difficulties that fourth year students majoring in English encounter when they have to deal with terminologies

in financial documents in the ook “ nglish for Finance and anking” written y associate professor Nguy n Xu n Th m t will also intend to reveal the caus es for the difficulties and suggest possible solutions to improve the situation

Specifically, the research is conducted to answer the following questions:

1 What are the difficulties that fourth year students experience in approaching terminologies?

2: What are the reasons for these difficulties?

3: What are the possible solutions to overcome the difficulties?

3.2 Scope of the study

Due to the nature of the research and the limitation of time, resources and conditions, the study focuses on translation-majored fourth-year students who have had the opportunity to attend the course using course book written by Associate Professor Nguy n Xu n Th m More specifically, participants come from class 11E18, 11E19 and 11E20, whose major is English translation but have had little or no previous knowledge of finance and banking

The main reason why the current research focuses on senior year English translation-majored students is that the researcher would like to investigate how

students who are trained to be future professional translator deal with translation

of a specific field It would be very meaningful to figure out whether all the translation skills they have been trained can be applied to assist them in translating terminologies or they do not help at all Besides, the results of the research will be valuable for future students who major in translation and have the chance to study the course because it would better their learning outcomes

3.3 Significance of the study

To the students, the research is expected to improve their ability in dealing with terms The study hope to raise students‟ awareness on the importance of learning terminologies in an appropriate way in order to gain the best result from the course “ nglish for finance and anking” as well as to e able to use them after the course

To the teachers, the researcher believes the study will acknowledge them of the real situation in learning the course and thus have proper methods and strategies to guide students to overcome the difficulties If the teachers wish to understand their students, there is nothing more authentic than listen to what students say about their own learning experience

Last but not least, researchers who have the same interest and passions to

go deeper into the topic could find fundamental information and data from what has been achieved in this study This is an open topic that could be much further investigated as finance and banking continue to develop and the demand for specific economic courses increases

4 Design of the study

The paper consists of five chapters:

Chapter 1: Introduction includes the rationale, objectives, significance and the

Chapter 2: Literature review provides theoretical foundations for the whole study

Key concepts will be explained and discussed thoroughly, and a detailed review

on related works will also be included

Chapter 3: Methodology explains research methods, participants, materials, data

collection procedures and data analysis methods

Chapter 4: Results and discussions shows the results of the research through

interpretations and analysis of the collected data

Chapter 5: Conclusion summarizes what has been achieved on the study and

recommendations for further studies on the same topic

The above chapter has included the rationale, purposes, scope, significance and the overall design of the research The next chapter will discuss literature review of basic concepts in the research: translation and terminology The main focus will be

in their definitions, classification and characteristics

CHAPTER 2: LITERATURE REVIEW

In this chapter, the researcher will discuss literature review of basic concepts in the

research: translation and terminology The main focus will be in their definitions,

classification and characteristics

5.1 An overview of translation

5.1.1 Definition of translation

Translation has been moving forward along with the progresses of countries‟ relationship Countries in the world have never been closer thanks to the development of trade and foreign affairs nd as the world‟s relationships continue to develop, there is an increasing demand in communication between people from various regions for various purposes It can be from little communicating aim like a chat between friends from different countries or as important as business contracts, international marketing campaigns or foreign affair negotiations It is translation that brings one nation, one language, one culture to the people in a complete different place Due to its great importance, translation is becoming a major focus in my fields, one of which is finance and banking

There were many different definitions of translations from linguists and researchers Translation, normally, can be seen either as a product or a process

One of the most promine nt definitions of translation was stated by Newmark (1981, p.7) who defined translation as “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” Ne wmark (1988, p.5)

in the way that the author intended the text” This definition stressed on rendering meaning of the source language text into the target language text as what is intended by the author In his definitions, Newmark emphasized on whether the meaning or the message in the source text is transferred into the target text, which

stated that he consider translation more like a product than a process

Quite on the contrary with Newmark‟s viewpoint, Hatim and Munday (2004, p.6) defined translation as “the process of transferring a written text from source language (SL) to target language (TL)” In this definition they did not explicitly express that the object being transferred was meaning or message, they

emphasized on translation as a process

Nida and Taber (1982, p.12), on the other hand, stated that “translating consists of reproducing in the receptor language the closest natural equivalent of the source language message” This definition is more comprehensive than the previous ones because Nida and Taber explicitly stated that translation is closely

related to the problems of languages, meaning, and equivalence

From the researcher‟s perspective, figuring out the cultural differences between the two languages and deciding on the appropriate equivalence would be the keys to produce a good translation Whether it is to render the message or meaning (as Newmark emphasizes) or a process (as Hatim and Munday point out), translation should satisfy the demand of producing the same or the nearest effect possible for the target receiver In order to do that, studying the cultural differences would be one, if not the most important factor

Viewing it in a less academic yet still realistic, Russian poet Yevtushenko similed translation as a woman, “If it is beautiful, it is not faithful If it is faithful,

it is most certainly not beautiful” This definition is more correct for translation of materials which do not require absolute accuracy like stories or poems Though

personally the researcher believes there are many cases when a translator could make “the woman” e faithful yet he still can create the beauty for it

Though these definitions may contain differences, a general idea is shared Translation is a process of turning words and messages in one language (source language) to a complete different language (target language), maintaining the same idea

5.1.2 Methods of translation

Translation methods are always a central issue of translation practice and translator training There has been quite many set of translation methods developed by linguists and scholars each contain a certain number of methods with different names and explanations However, it is not difficult to realize that the nature of these different sets of methods is basically the same, but they were just referred to in different names and expl anations The researcher decided to review the translation methods introduced by Peter Newmark (1988), including 8 methods that are popular to translators These 8 methods are divided in two parts, basing on whether they are Source language focused or Target language focused They can

be described by the following tables

Table 1: Translation methods as introduced and divided by Newmark (1988)

ST/SL focus (imitative translation) TT/TL focus (Functional translation)

Word for word translation Communicative translation

Literal translation Idiomatic translation

Faithful translation Free translation

Semantic translation Adaptation

Table 2: Definition and examples of translation methods introduced by Newmark (1988)

Translation methods

Depicted by Newmark

(1988)

Word for word translation The SL word order is

preserved and the words are translated by their most common meanings

Cultural words are translated literally The main use of this method

is either to understand the

Quyết định để bắt đầu

mechanics of the source language or to construe a difficult text as pre-translation process

hay chấm dứt thư ng mại phát triển hay tiếp thị của bất cứ sản phẩm như được xác định trong cổ đông hợp đồng

Literal translation The SL grammatical

constructions are converted to their nearest

TL equivalents but the lexical items are again translated out of context

As pre-translation process, it indicates problems to be solved

The then government was

still young and weak

Chính phủ lúc bấy giờ

vẫn còn trẻ và yếu

Faithful translation It attempts to produce the

precise contextual meaning of the original within the constraints of the TL grammatical structures It ties to be completely faithful to the intention and text-realization of the source language writer

Chúng tôi có thể nhìn thấy con sông Mekong uốn khúc qua những cảnh đồng ên dưới

We could see the Mekong river winding its way through the plains below

Semantic translation This translation method is

more flexible than faithful translation and

Bà hai làm nghề nhuộm

vải, tôi không tường mặt (Nguy n Huy Thiệp

focuses on aesthetic features of source text

“Tướng về hưu”)

His second wife was a

cloth dyer, I never set eyes on her (The General Retires-translated

communicated because it focuses on factors such as readability and naturalness

Heartsease (pansy) is

used again for healing the heart It is for disappointment in love,

and in separation

oa păng-xê cũng được

dùng để chữa lành các vết thương lòng Nó xoa

dịu sự thất vọng trong

tình yêu, nỗi đau phải

s ng trong cảnh ly thân

Idiomatic translation It reproduces the message

of the original and prefers colloquialisms and idioms which do not exist

in the original

He worked hard day by day just to make ends meet for the entire family

Ông một nắng hai sương

without the manner, the content without the form

of the original and paraphrases much larger than the original

a strong man in distress

(London “Love of Life”)

ó là tiếng kêu vang của

một người hùng lúc sa

cơ (“Khát sống”, translated by Lê Bá Công )

Adaptation This is the freest form of

translation which preserves the theme, plots, characters only In this method, the SL culture is converted to the

TL culture and the text is rewritten It is used mainly for plays (comedies) and poetry

Newmark (1981:22) added that the two best methods of translations are

Communicative translation, in which the purpose is to create the same effect on the target language readers, and Semantic translation, in which the translation

attempts, within the bare syntactic and semantic constraints of the target language,

to reproduce the precise contextual meaning of the author

From those methods above, both Newmark (1981: 23) and Larson (1984:

17) explained that in order to have a good translation, the decision on appropriate translation method is of a great importance It should give the TL readers the

feeling that they are reading what really sounds like the original text

5.1.3 Translation procedures

Besides the methods of translations, translation procedures are also key issues for discussions for many scholars Similar to translation methods, there are different theories on the procedures of translation

As mentioned and defined by Nida (1964), translation proce dures are divided into two, namely Technical Procedure and Organizational Procedure The technical procedures concern the processes followed the translator in converting

an SL text into a TL text Technical procedures consist essentially of three phases: (i) analysis of the respective SL and TL; (ii) careful study of the SL text, and (iii) determination of the appropriate equivalents (1964:241)

Quite different from Nida‟s idea, Newmark (1988) proposed another system of translation procedures, consisting of Transference, Naturalization, Cultural equivalent, Functional equivalent, Descriptive equivalent, Through translation, Shift/transposition, Modulation Newmark (1988, p.81) also suggests that "while translation methods relate to whole texts, translation procedures are used for sentences and the smaller units of language"

Since terminology are mostly words and compound words that in specific

contexts are given specific meanings, translation procedures are more likely to

be applicable for terminology translation than translation methods Due to the

variety of procedures proposed by scholars, the researcher will only pay attention

to those which are often used in translating specific terms The following are the

commonly applied procedures:

Literal translation: (word for word translation)

Wikipedia defines literal translation as “the rendering of text from one language to another one word at a time (Latin: "verbum pro verbo") with or without conveying the sense of the original whole” This kind of translation procedure denotes technical translation of scientific, technical, technological or legal texts

In his A textbook of translation, Peter Newmark (1988) has discussed more than 20 twenty translation procedures, but put a strong emphasis on literal translation, which occupied chapter 7 in the book According to Newmark, literal translation is “a coincidental procedure, used when the SL term is transparent or semantically motivated and it is standardized language” To him, literal translation

is “the first step in translation” (p 76) or “the most important of the procedures”

Through translation

Newmark (1998b, p.84) defined through translation as “the literal translation of common collocations, names of organizations and components of compounds” t can also e called: calque or loan translation The clearest examples of this procedure are the names of international organizations which remain in English or internationalism such as WTO, UN S O, UN F…

Transposition

It involves a change in the grammar for part of speech from source language to target language According to Newmark (1988), transposition consists

of four types of grammatical changes The first type concerns word's form and position The second type of transposition is usually used when the TL does not have the equal grammatical structure of the SL In this case, the translator looks for other options that help conveying the meaning of the ST For the third type, Newmark (1988) defined it as "the one where literal translation is grammatically possible but may not accord with the natural usage in the TL." And the fourth one

is when the translator uses a grammatical structure as a way to replace a lexical gap

Functional equivalent

It means using a referent in the TL culture whose function is similar to that

of the source language (SL) referent As Harvey (2000:2) wrote, authors are divided over the merits of this technique: Weston (1991:23) described it as "the ideal method of translation," while Sarcevic (1985:131) asserted that it is

"misleading and should be avoided." This is one important procedure for terminology translation

5.1.4 Translation of financial and banking terminologies

Without a doubt, financial and banking documents are full of technical terminology And it requires a deep understanding of the terminology and a general familiarity with finance and banking fields The documents can be of different types, from balance sheets to business contracts and demand high level of accuracy A small imprecision in translation of these documents can end up causing serious consequences Due to that fact, it is of great importance that

translator‟s approach toward terminologies in this filed should be in a proper way Even those who are trained and skilled enough to be professional translator may not have what it takes to translate these types of material

Thus, realizing the difficulties, realizing what the demand is and finding possible solutions and strategies is absolutely necessary for anyone wishing to be translator or working in this specific field

5.2 An over view of terminologies

It can also be perceived as the study of terms Terms are words, phrases and technical language used to create sentences Since translation began as a professional, technical translators have developed word lists for translation purposes Most lists contain two columns, the first consisting of terms in the source language and in the second column the corresponding term in the target language

5.2.2 Characteristic of terminology

As term is not supposed to contain subjective elements from the users like attitude, compliment or criticism, it should include the following characteristics: accurateness, systematicism, internationalism, popularity and nationality These

qualities are shared by Giap, N.T (1998) and Lang, L.V (1977) They will be presented as below

5.2.2.1 Accurateness

Without a doubt, accuracy is one of the priorities when mentioning terminology As they are often used in specific fields which require high level of clearance and logic as: law, economic, science, etc; there is no place for mistakes

or inaccuracy in translating and dealing with terms Newmark (1998) also said that concept-words are notorious for their different meanings in various technologies Therefore, when a term is created in a specific field, it is necessary to take into account its homophone or synonymies which are often seen in linguistics Some terms can be quite simply-constructed but they have such complicated meanings based on different contexts Accurateness should always be the first thing to take into consideration when approaching terminology

5.2.2.2 Systematicism

Systematicism is the second characteristic of a scientific term Terms always have their position in the system of concepts and when terms are placed together in different system and context, they indicate one specific concept Each term requires its meaning in the relationship with other terms in its system Once separated from its system, its meaning is vague Therefore, systemati cism is seen

as one of the most important features of terminology

5.2.2.3 Internationalism

Together with the development, cooperation and exchanges between countries in the world terms are internationalized Terms are now used widely in different languages due to globalization and the number of term being internationalized in various fields continues to increase

5.2.2.4 Popularity

Terms need to be popular in the sense that they should be close to the language of the masses, which is to say easy-to-remember, easy-to-understand and easy-to-remember, since they will help bring knowledge to and benefit men of all walks of life

5.2.2.5 Nationality

Though belonging to a particular subject field, terms are still a part of a language system of a nation They, therefore, possess all the characteristics and colors of a nation language Put differently, they should be made from the materials of the national language in terms of lexicology, forms and grammar

6.1.1 Seniors from FELTE

As the research focus on students majoring in English translation, students from three classes 11E18, 11E19 and 11E20 were selected They are trained to be translators and interpreters but not of any specific field, which satisfied the aim of the research They had the chance to attend the course “ nglish for finance and anking”, ut had very little or no previous knowledge in this sector There are 91 students in total and the researcher decided to choose randomly 15 students from each class to involve in the survey As the number of student in each class is not big, 15 students each class in some ways well present the general population that the study focuses on

in teaching ESP for seniors so their recommendations will be one valuable source

of solutions to the difficulties students encounter

6.2 Instruments

6.2.1 Questionnaires

The most important object in the study were the students and with the

number of students involved up to 45, the researcher decided to employ

questionnaires as the main instrument to collect data

During the course, a general question which containd several options about difficulties that students encounter was sent to participants The difficulties were taken from the researcher‟s own experience as a student who attended the course and from analysis of the situation during lessons in class In order to do that, the researcher asked for permission to attend some lessons in the course at all three classes Mistakes and problems when it comes to deal with terminologies during lessons were properly taken into consideration Suggested difficulties will also be given from all students in three classes

After receiving the result of the general question, the difficulties that were chosen by the majority were selected to analyze The selected difficulty must be chosen by more than 90% of the participants After that, the questionnaires were distributed to the participants, in form of multiple choice and specific questions There are 10 questions in the questionnaire, with 2 questions spent for each difficulty and four scale-evaluated questions The multiple choice questions aimed

at figuring out the following points:

 The difficulties students encounter in approaching term

 The reasons for each difficulty

 Student‟s own suggestion to overcome these difficulties

Besides multiple choice questions, the questionnaire also proposed questions asking respondents to mark a statement on a provided scale The questions focused on the degree on which students asset their use of finance and banking terminologies (completely efficient, very efficient, somewhat efficient, not very efficient, not efficient at all), and the degree on which students assets the importance of learning terminology (extremely important, very important, somewhat important, not very important, not important at all) These questions aimed at figuring out how students feel about the change in their use of terminology after attending the course as well as reveal students‟ attitude towards the importance of learning terms

6.2.2 Interviews

In addition to questionnaires for students, interviews with ESP teachers were also chosen as instrument to collect data to answer the question “what are the suggestions from teachers to help students overcome the difficulties” SP teacher are definitely efficient in dealing with terminologies during the course so their advice and suggested strategies are obviously of great values for the students as well as for the findings of the research

Semi –constructed interviews were exploited because it can provide a wide range of responses from the teachers After collecting and analyzing data from questionnaires, the results were sent to teachers two days before the interviews so that they have enough time to analyze and provide valuable suggestions The interviews aimed at getting advices from teacher for each difficulty included in the questionnaire

6.3 Procedure of data collection

The procedure of data collection can be divided into three phase

Phase 1: Listing out all the possible difficulties that students have in

approaching terminologies during the course The difficulties were taken from the researcher‟s own experience as well as suggestions of participants Three difficulties that had been chosen by the majority were selected for analysis

Phase 2: After collecting and analyzing all questionnaires, the general

finding were sent to teachers prior to the interview to facilitate them in their recommendations for students to solve the difficulties

Phase 3: onducting interviews for teachers, adding to the “suggestion”

part of the research Interviews were successfully conducted thanks to the help of teachers

6.4 Procedure of data analysis

After collecting all responses, descriptive statistics were used to present the findings of the survey questionnaire As the main data collected is numerical statistics, the data were reflected through percentage charts for better analysis and discussion

The data provided through interviews were added as supporting points for the analysis from question 3 to 10

CHAPTER 4: RESULTS AND DISCUSSTIONS

The Previous chapter has included the methodology with specific explanations on the choice of participants, instruments and the data collection process In this chapter, all the data collected will be analyzed basing on 11 questions in the questionnaire For better analysis, the results will be reflected through charts as following

4.1 Findings

Before coming to the findings about difficulties, it is necessary to figure out how students feel about the changes in using terminology they have had after attending the course It would reveal whether they are satisfied with what they have achieved in term of terminology learning or not

Question 1: