Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University

Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University Difficulties in translating from Vietnamese to English of thirdyear students in Faculty of English at Thuongmai University

THUONGMAI UNIVERSITY FACULTY OF ENGLISH - - GRADUATION PAPER TOPIC: DIFFICULTIES IN TRANSLATING FROM VIETNAMESE TO ENGLISH OF THIRD-YEAR STUDENTS IN FACULTY OF ENGLISH AT THUONGMAI UNIVERSITY Student: Tran Thi TuyenStudent’s code: 16D170329Class : K52N5Supervisor: Pham Thi Phuong Lien, M.A HANOI – 2020 HÀ NỘI - 2018 TABLE OF CONTENTS TABLE OF CONTENTS .i ACKNOWLEDGEMENT iii LIST OF ABBREVIATIONS .iv LIST OF DIAGRAM .v CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale 1.2 Previous study 1.3 Aims of the study .4 1.4 Research subjects 1.5 Scope of the study 1.6 Research methodology 1.7 Organization of the study .6 CHAPTER 2: LITERATURE REVIEW .7 2.1 Translation 2.1.1 Concepts of translation 2.1.2 The importance of translation 2.1.3 Translation methods .9 2.1.4 Criteria of a good translation .12 2.1.5 The factors influencing translation process .16 2.2 Difficulties in translation process 19 2.2.1 Definition 19 2.2.2 Classification of translation errors .20 CHAPTER 3: RESULTS AND DISCUSSION 22 3.1 Results collected from the questionnaire 22 3.1.1 The students’ attitude towards translation subject 22 3.1.2 Difficulties in learning translation of juniors at TMU 23 3.1.3 The methods students study translation subject 25 3.2 Results collected from test papers .26 3.2.1 Grammatical errors 27 3.2.2 Lexical errors 33 i 3.3 Discussion 37 3.3.1 Different characteristics of Vietnamese and English 37 3.3.2 Lack of background knowledge 38 3.3.3 Poor language competence 38 3.3.4 Time pressure 39 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 40 4.1 Suggestions for teachers .40 4.2 Suggestions for students .40 CONCLUSION 43 APPENDIX 1: QUESTIONNAIRE APPENDIX 2: INTERVIEW QUESTIONS REFERENCES ii ACKNOWLEDGEMENT First and foremost, I would like to express my deep gratitude to my supervisor, Mrs Pham Thi Phuong Lien, for her guidance and encouragement during my study Her deep understanding of science as well as her experience are the prerequisites for completing my thesis Without her valuable advice and support, this thesis could not have been completed on schedule Moreover, I would like to express my sincere thanks to the teachers of English faculty, Thuongmai University for their dedication to imparting knowledge during the four years of study The knowledge gained in the learning process is not only the basis for the thesis research process but also valuable asset for me to enter the life in a firm and confident way Besides, I would like to thank all the teachers and the students who spent their time answering my interview questions to help me in my data collection Additionally, I would like to acknowledge my thanks to all the authors of the books, magazines, and the other materials listed in the reference part for their ideas that have been reflected and developed in the study Especially, I would like to express my sincere gratitude to my parents and my family for nurturing and teaching me to be a good person as well as giving me good conditions to study and develop They are always my motivation that help me overcome all difficulties and challenges in life With limited knowledge and implementation time, it is inevitable shortcomings I look forward to receiving the comments and suggestions of teachers, which will help me perfect my knowledge later Sincerely thanks! March 6th, 2020 Student Tran Thi Tuyen iii LIST OF ABBREVIATIONS No Abbreviated words TMU EFL SL TL Full phrase Thuongmai University English as a foreign language Source language Target language iv LIST OF DIAGRAM Diagram 1: Translation method V-Diagram 10 Table 1: The reason why students study translation .22 Table 2: The benefit of studying translation 23 Table 3: Kind of text that students feel difficult to translate 23 Table 4: The biggest difficulty students have to face during translating Vietnamese into English 24 Table 5: The amount of time students usually spend on studying translation 25 Table 6: The ways students apply to improve their translation 25 Table 7: Common errors in Vietnamese-English translation 26 Chart 1: Common grammatical errors in Vietnamese-English translation .27 Chart 2: Common lexical errors in Vietnamese-English translation 33 v CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale In today’s globalization and internationalization, it cannot be denied the importance of English in our life and social development English is one of the most widely used languages worldwide when being used by over 60% the world population It is used for communication and discussion in different aspects of life, such as in business, political, cultural relation and education, and so on No English means no communication There are no way to express our feelings, our emotions, … without communication Moreover, the business among countries cannot carry out, so how can the countries as well as the whole world’s economy develop Without English, people cannot understand each other more in the process of diplomatic relation and economic cooperation and many other fields in today’s era when the country tend to integrate for the whole development English is the second language in most of countries in the world Nowadays, most of companies require English proficiency when recruiting new staffs Every trading contracts, emails, news, etc are written in English along with their mother languages The need for communication and information exchange among countries and people is more and more increasing From that we can see the importance of translation that can help break the language barrier, update new information and technologies and integrate into global economy As Newmark (2003, p 55) claims, there will be “no global communication without translation” In fact, it is true that translation also plays an irreplaceable role in the process of cultural and information exchange among countries It is considered as an effective means to learn how to appreciate different countries’ cultures, communities and people Thanks to translation, countries are able to have mutual understanding and a sense of global citizenship in this multilingual world However, VietnameseEnglish translation is not an easy task to as it is not simply the substitution of words in one language into another language, so not almost all learners can avoid mistakes in translating practice Perhaps, because of some influence on the differences about cultures or our mother tongue, etc, Vietnamese students of English in genera`l and the third-year students in English faculty at TMU in particular still have mistakes on grammar, word choices and so on in translating Vietnamese texts into English As a learner, I have an awareness of the important of translation nowadays and understand errors when studying Vietnamese-English translation For those reasons, I made a decision to choose the study “Difficulties in translating from Vietnamese to English of third-year students in Faculty of English at Thuongmai University.” This study is carried out with the hope that it will be a useful reference helping improve Vietnamese- English translation skill better for students From that, it can contribute to help students have a suitable learning method to get the best result 1.2 Previous study Seeing that translation plays a vital role in meeting the demand of integration into the world economy and exchanging of culture with other countries but in fact, there are many students who make some common errors in translation process Therefore, many studies have been carried out to help them recognize their common errors and give them some useful solutions to find out effective ways in leaning in order to improve their translation skill These studies also are made by experienced students with the detailed number and data Thus, I would like to depend on these studies as references materials for my graduation paper The first study was made by Bui Thi Kim Phung at Duy Tan University Her title was “Common structural errors in Vietnamese – English translation made by English majored students at Duy Tan University.” The aim of this study was to find out common errors that Vietnamese students often make in the process of translating Vietnamese sentence structures into English The analysis focused on the types and frequency of errors in translating Vietnamese structures into the English language such as sentences with elliptical subjects, passive sentences, subordinate clauses in complex sentences, and negative sentences The subjects of the investigation were 150 English -majored students in four Translation classes of the Faculty of Foreign Languages at Duy Tan University Translation was one of the compulsory courses in the teaching curriculum for English-majored students at Duy Tan University This course was applied for sophomore and junior students who have already finished the courses of Translation Theory and Advanced English Grammar The analysis of the translations showed six frequent types of errors: omission of subject, inappropriate choice of negative form, inappropriate choice of predicate, inappropriate choice of subject, inappropriate usage of passive form, and lack of main clause From the study, she showed some main reasons for errors vary from student to student: Firstly, the main possible cause of students’ errors is the inability to overcome the negative influence of the mother tongue in language learning Secondly, it is necessary to be aware that in Vietnamese sentences the subject is often dropped, but not in English Thirdly, because of “poor language competence”, sometimes students feel “extremely embarrassed” if they cannot find out any equivalent structure in English to match to the source language which is Vietnamese From the reasons above, some suggestions were made to improve students’ translation skills and to reduce translation errors The second one is from Pham Thi Thu Cuc with title “An Analysis of Translation Errors: A Case Study of Vietnamese EFL Students” The study aimed to analyze the translation errors committed by Vietnamese EFL students, and identify the source of errors, then inform some implications of pedagogy to improve the translation ability of the students The investigation were collected the data from 36 Vietnamese students, who at the time of the study were studying English as their major, were subjected to a Vietnamese-English translation test Translation errors were analyzed using a threefold perspective proposed by Popescu (2012) including linguistic errors, comprehension errors, and translation errors Findings showed that translation errors and linguistic errors are the most common errors, of which errors related to lexical choice, syntax and collocations are the most frequently committed by the students Results were discussed and implications for the improvements of translation ability and recommendations for future research were presented Another one is about “Vietnamese – English Translation Errors Made by Second Year Translation-Major Students: An Initial Step towards Enhancing Translation Standards” made by Nguyen Thi Thu Hang and Trieu Thu Hang This study was to identify common Vietnamese – English translation errors made by 2nd year students majoring in Translation and Interpreting and proposing suggestions for the improvement of the current practice The major instruments utilized in the study included document observations, questionnaires and interviews The combination of both quantitative and qualitative methods enabled the researchers to triangulate the data in order to attain the most reliable findings 81 VietnameseEnglish translations by 2nd-year translation and interpreting major students were collected for analysis of errors According to the results of the study, the most common errors students made was lexical choice, accounting for 24.85% of all errors identified The researcher pointed out that the largest number of students, 87.5% made errors due to the lack of accessibility to translation theories and above 50% of students regarded poor command of vocabulary and a lack of translation skills Some suggestions were presented to overcome common errors for both teachers and students In conclusion, through these studies above, during translation process we will make some common errors such as structural errors, vocabulary, grammar, lexical choice,… Hopefully, after this study, students can find out the suitable ways to improve translation skills 1.3 Aims of the study The primary aim of the thesis is to find out the specific difficulties of translation from Vietnamese to English to have a good manner of studying The study also aims at understanding the students’ expectation in translation, analyzing the current situation of translation skills and then suggesting some possible solutions to overcome difficulties as well as satisfy their expectations to improve the quality of translation 1.4 Research subjects Some questions:  For students: Why you study translation? In your opinion, what are the benefits which translation brings you? In your opinion, which kind of text is difficult to translate? What is the biggest challenge you have to face when translating from Vietnamese to English? How much time you usually spend on studying translation? What you to improve your translation skill?  For teachers: - What kinds of errors in Vietnamese-English translation your students often make? - Could you tell me the reasons why the students often make the above errors? What are they? 3.2.2.1 Errors of wrong word choice Vietnamese word can have several equivalent words in English and in each different context, their meanings are not the same When translating VietnameseEnglish, students often feel difficult to select an appropriate English word Thus, students usually make errors of wrong word choice According to the result, wrong word choice is the most common error relating to lexical aspect This is demonstrated by the following examples Example 1: The students’ translation for the sentence:  Because she has worked in this company for one year, her lunch breaks will decrease from half an hour to a full hour starting in June In this sentence, the word “decrease” is not correct because the lunch break time is going from half an hour to a full hour “Decrease” means to make something become less, so it is not suitable for the meaning of the sentence The correct word is "increase." The true answer is “Because she has worked in this company for one year, her lunch breaks will increase from half an hour to a full hour starting in June.” Example 2: The Vietnamese sentence: “Dòng vốn FDI đổ vào Việt Nam quý năm đến từ hai nguồn.” was translated by students (i) FDI for Vietnam in the first quarter of this year comes from two main lines (ii) The capital flow FDI invests to Vietnamese market in the first quarter of this year from two investors (iii) The FDI capital poured into Vietnam in the first quarter of this year comes from two sources The Vietnamese word “nguồn” is equivalent with two English words “source” Two words “line, investor” have different meaning with the word “nguồn” therefore they are not accepted in this case The sentence is about an event which occurred already in the past, it is correct to use simple past tense Besides, in English, there are many fixed phrases, however, students often use these phrases incorrectly 34 Example 3: The Vietnamese phrase “chuỗi cung ứng toàn cầu” was translated by students (i) (ii) (iii) “Global logistic” “Global supply series” “Global supplies” The correct answer is “global supply chain” 3.2.2.2 Errors of collocation A collocation is a series of words or terms that co-occur more often than would be expected by chance In phraseology, collocation is a sub-type of phraseme According to the result, 10% of the students make errors of collocation Example 1: The Vietnamese sentence: “Tôi bỏ lỡ hội tốt.” was translated by a student:  I skipped a good chance While in English, collocation is “miss a good chance/opportunity” The key is “I missed a good chance/opportunity.” Example 2: The Vietnamese sentence: “Tôi đưa định vào ngày mai.” was translated by a student:  I will a decision tomorrow In this example, “do a decision” is incorrect The correct answer is “I will make a decision.” 3.2.2.3 Errors of word formation Errors of word form occur when the correct word is chosen but an incorrect form of the word is used In Vietnamese, verb can be used as a subject but not in English Thus, students often have mistakes during translation Besides, lack of basic knowledge is also one of the reasons leading to this error Example 1: The Vietnamese sentence: “Anh hứng thú với phim này.” was translated by a student:  He is interesting in this story Examples illustrates the lexical errors of word formation as student wrongly uses the adjective form The word “interesting” will be replaced by “interested” The answer is: “He is interested in this story.” 35 Example 2: The Vietnamese sentence: “Ơ nhiễm mơi trường có ảnh hưởng xấu đến môi trường.” was translated by a student:  Air pollution has bad affects to environment In this example, the word “affects” is not correct because “affect” is a verb However, the sentence needs a noun The “affects” will be replaced by “effects” The key is “Air pollution has bad effects to environment 3.2.2.4 Misspelling Misspelling in translation are also the common errors which make up 25%, according to the results above as students not have much time to reread and check their translation products before submitting it Sometimes, students are so careless that they dare to write out the words which they have not used for a long time Some common misspellings are revealed by the table below Examples: Misspelling words Adress Untill Knowlegde Abcense Correct words Address Until Knowledge Absence Vietnamese words Địa Cho đến, Sự hiểu biết, am hiểu Vắng mặt 3.2.2.5 Misuse of preposition Because of the mother tongue interference of Vietnamese, students found themselves in a confusing situation when they use prepositions in English In English, prepositions themselves are difficult to use, so in Vietnamese-English translation, the use of prepositions become very complicated Therefore, the errors related to the misuse of prepositions are common and unavoidable Example 1: The Vietnamese sentence: “Tơi khơng nhìn thấy anh khoảng năm nay” was translated by students: (i) I have not seen him for last year (ii) I have not seen him from last year In two translations, the preposition “from” is not suitable in this context and using “for” is incorrect because when using the word “for” you are measuring time and when using the word “since” you are referring to a specific time Therefore, the answer is: “I have not seen him since last year.” 36 Example 2: The Vietnamese sentence: “Chúng đến trường ngày.” was translated by students: (i) We arrive to the school everyday (ii) We go at school everyday In the sentences above, misusing the word “at” and “to” is another preposition error that happens frequently “At” refers to where things are, and “to” describes another location Mixing these up can result in a very confusing sentence “Arrive at” and “go to school” are two structures in English These example are corrected: (i) We arrive at the school everyday (ii) We go to school everyday 3.3 Discussion Errors are merely unavoidable in the process of language translation The causes of errors change from student to student From data collected through the interview question and the test papers, there are some causes of errors in Vietnamese-English translation made by students found as follow 3.3.1 Different characteristics of Vietnamese and English First of all, the characteristics of meaning components are considered as a phenomenon of the differences among languages Almost all languages have a meaning of plurality For instance, a word ending by “s” represents plurality in English It occurs in the grammar as a suffix of the nouns However, in Vietnamese, plurality is expressed in an isolated word “những”, “các” or “vài”, etc Sometimes, a single word in the source language – English, will need to be translated by several words into the target language – Vietnamese Moreover, it is the characteristic of languages that the same meaning components will occur in several surface structure lexical items In English, the words “ram” and “ewe” also include the meaning “sheep” They include the additional meaning components of an adult male sheep by “ram” and an adult female sheep by using the word “ewe” In addition, it is about further characteristic of language that one form will be used to represent several alternative meanings Most of words have more than one meaning For example, in English, the word “run” in the sentence “The girl runs.” 37 comes to our mind that “The girl moves fast” However, in the sentence “He runs a company”, it is necessary to think carefully that “run” here has the contextual meaning which means “operating a company” 3.3.2 Lack of background knowledge During translation process, background knowledge is the key to success To become a good translation, translators have to extensive background knowledge many aspects such as politics, economy, region, culture, education, health, etc Our world continuously changes day by day; hence, it is necessary to update our understanding and knowledge Students can learn from many sources, for example, through internet or books or even news, magazines However, most students not spend much time updating the news because the news is not an attractive issue for students This is the reason why most of students lack background knowledge and the consequence is that most of students feel difficult and make many mistakes when translating Vietnamese-English Besides, lack of accessibility to translation theories also makes students often make errors Students often feel bored when studying about theories because it is not interesting Thus, they often not carefully study about theories leading to the consequence is that they lack background knowledge about translation theories 3.3.3 Poor language competence Poor language competence includes both grammatical aspect and lexical aspect To have a good translation, it is vital to have the diversity of language Vocabulary is the fundamental component of translation The more vocabulary they have, the easier they obtain good translation However, most of the students lack of vocabulary which is one of the main causes leads to students’ errors relating to lexical errors Lack of vocabulary makes students feel difficult when choosing English word to translate a Vietnamese text into English If learners have no difficulty in new words, it will be easy for them to translate into the target language text In contrast, they seem to fail in translating Most of English words have many meanings, so choosing a suitable and appropriate word, which has the exact meaning to apply into the target language text sometimes, create many confusing for translators When students not find out any English word they often decide to 38 omit them Besides, another error that students often make is using inappropriate word that is not suitable with the original context Some students have used wordby-word translation and depended much on the meaning of words in dictionaries Vocabulary is really important but it is not enough for translation Grammar or grammatical structure is another special mean to make translating meaningful As for grammatical aspect, students often feel “extremely embarrassed” if they cannot find out any equivalent structure in English to match to Vietnamese structure It is clear that English grammar is extremely complicated for most of Vietnamese learners In English, there are 12 common tenses being used with a particular structure In case, an untrue tense is used, readers cannot understand or misunderstand its meaning The limitation of grammar knowledge leads Vietnamese students to translate word by word As a result, this may lead to content misunderstanding and then wrong translation 3.3.4 Time pressure The limited time in translating also puts a huge pressure on students Many students say that they only have enough time to look over the original text once and make some minor adjustments before starting translation process Especially, when taking examination, time pressure seems to be bigger Students often feel scared that they not have enough time to complete their test So, they try to translate very quickly without time to check their products It is necessary for students to control and distribute their time reasonably to have a good translation and avoid making the unfortunate errors Sometimes, lack of concentration while translating also leads them to transfer the message inappropriately CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS In the chapter 3, basing on research’s result, students recognize errors in translation and reasons for why they often make these errors In this chapter, some 39 suggestions are given to help them overcome the problems and improve translation skills To improve students’ Vietnamese-English translation skills, both teachers and students need to change teaching and learning methods together 4.1 Suggestions for teachers First of all, during teaching Translation Theory, teachers need to provide students with background knowledge about translation to help students clearly and deeply understand about the importance of translation in general and VietnameseEnglish in particular Moreover, teachers can provide some other sources for students besides the books used in teaching to help students have more sources to consult and encourage them self-study Teachers should notice to students’ ability before choosing a passage to translate Besides, teachers should provide vocabulary related to translated topic for students because most of the students lacks of vocabulary or their vocabulary is limited The topic given needs to be interesting, and fascinating Furthermore, teachers should find out the appropriate teaching methods to attract students’ attention and create students’ study motivation It is obvious if students have motivation and positive attitudes towards Vietnamese-English translation, they will get more eager to learn Therefore, teachers should build a funny, positive and effective environment as well as create a free atmosphere to help students study under no pressure and have chance to ask or state their opinions freely about some wondered things Teachers should create many practical lessons for students to discuss and show their opinions Through this activities, teachers can give some advices during lesson as well as translation course 4.2 Suggestions for students For students, self-study is the best way to improve their translation skills quickly Therefore, students need to find out learning methods that are appropriate with themselves and have self-conscious attitude toward learning in order to improve their Vietnamese-English translation skills It cannot deny that grammar and vocabulary enhancement play an important role in improving language competence 40 Firstly, it is obvious that sufficient grammar and vocabulary enable students to feel more confident in using English words and structures, succeed in expressing their ideas To enlarge vocabulary, reading is the best effective way for students When they read, they can see lots of words being used in certain context The students can try reading easier materials to form the good habit of reading When they are familiar with this habit, they should raise their level up by reading more difficult one from other sources but make sure that the source is appropriate for their own reading level Students should spend their time on reading news, books, and newspapers every day However, students should find and read the official sources such as Vietnam News, Saigon News, etc During reading process, it is necessary for students to look up the meaning of new words in dictionary and highlight these words Students can note some new words which they don’t know in notebook in order to see again or they can give some examples for these words to deeply remember When students learn a new word, they should relate this word to the words they have already known Connecting the new word with its family words can help students easily remember and enlarge their vocabulary From that, students can not only widen their own vocabulary, structures in English but also enlarge their background knowledge in culture and specific fields About grammar, it is useful to have a detailed reference book that contain not only uses and forms of all tenses in English but also many exercises of each tense for the learners to practice If students try to read and exercises regularly, their knowledge of grammar in English will be better Nowadays, there are many grammar books in the market which are suitable for every level of learners as “English grammar in use” (Raymond Murphy), “The grammar book” (Marianne Celce - Murcia, Diane Larsen - Freeman) and “The good grammar book” (Oxford) It is a strong hope that these suggested grammar book can help the students improve grammar easily and quickly Another way of improving grammar for students is using Internet Internet is becoming development daily and becomes popular tool that helps people easily access everything including materials for learning Students 41 can search many links related gramma in English and they can practice with many exercises which are suitable for many different levels Secondly, students should try to overcome the negative influence of the mother tongue in Vietnamese-English translation During translating, students should avoid word by word translation or getting the wrong choice of structure in English because English is different from Vietnamese, when translating word by word, it is easy for students make errors related to structures Thirdly, students should create their own motivation for study by finding out the most suitable learning methods for themselves Once they are fond of translating, they will spends more time studying One of the best way that helps students have stronger motivation is studying with groups Instead of learning myself, working in group can create the competitiveness during studying Students can learn more things from their friends They can share ideas as well as learning method together Besides, students should fully attend the translation lesson at university Prior to translation class, a careful preparation of translation assignment is an essential for students to follow what teacher checks in class Students pay attention to the lecture in class and exercise regularly During studying process, students should take note some vocabulary as well as structures given by teachers Students can join the translation club at school to review and exchange together Last but not least, it is obvious that practice is the best way to improve students’ translation skills and to reduce translation errors The enrichment of language competence, background knowledge and translation skills are not the matters of days or weeks but it takes long time to be good at Thus, it is vital for students to practice day by day Through practice with feedback, students learn to correct errors or mistakes and from that they can improve their translation skills The more time students spend on practicing, the better they will become It depends much on students’ self-conscious CONCLUSION 42 Nowadays, it is undeniable that translation is necessary for the spread of information, knowledge, and ideas However, during translation, students often make some common errors Therefore, the aim of this study is to identify some common errors in Vietnamese-English translation from that give some suggestions for teaching and learning Vietnamese-English translation in order to help students avoid making errors as well as improving their translation skills This research is divided into four main chapters The first chapter is Overview of the study This chapter is a short description of the study that provides general information about the study It includes seven parts: rationale, previous studies, aims of the study, research subjects, and scope of the study, research methodology and organization of the study It helps us have a plain overview of translation skills The second chapter is Literature review, it is divided into two main parts The first part is the concepts related to the term “translation”, it includes some different definitions of different authors, theories related to the theoretical background and the second one is the difficulties in Vietnamese-English translation process and classification of translation errors The third part is called “Research findings and Discussion” This chapter provides data analysis, results and discussion The last one is called “Recommendations and suggestion” In this chapter, some suggestions were given to help teachers and students have effective methods in teaching and learning to improve the quality of Vietnamese-English translation skills Nevertheless, this study had some its own limitations Shortcomings and mistakes were unavoidable so the researcher wishes to receive positive comments and contributing ideas from others Besides, the researcher strong hopes that in study’s scope, the research is able to contribute its usefulness to help Englishmajored students in particular and readers who are interested in Vietnamese-English translation in general find out the most appropriate learning methods to enhance their own Vietnamese-English translation skills 43 APPENDIX 1: QUESTIONNAIRE Hi, my name is Tran Thi Tuyen I am the senior at ThuongMai University The aim of this questionnaire is to collect information to contribute to my graduation study I hope to be helped by your cooperation Thank you so much! Please choose the answer that you agree with the following questions Question 1: Why you study translation? A Because translation is my favorite subject B Because it is a compulsory subject C Because it is practical, I get a lot of vocabulary during translation process D Because it helps me know more culture in other countries Question 2: Which benefit does translation bring you? A It helps me enlarge my vocabulary B It helps me broaden my knowledge C It helps me communicate with foreigners D All the above Question 3: What kind of texts is difficult to translate? A Vietnamese-to-English B English-to-Vietnamese Question 4: What is your difficulty in translating Vietnamese-into-English texts? A Using incorrect structure B Translating special phrases in the source text into the target source C Analyzing word orders from Vietnamese to English texts D Choosing appropriate vocabulary Question 5: How much time you spend on self-study on Vietnamese-English translation per week? A – hours B Less than hours C About hours D 30 minutes Question 6: What you to improve your Vietnamese-to-English translating skills? A Learning vocabulary and structures B Reading and practicing translating from newspapers, magazines, articles C Preparing the basic knowledge about translation D All the above APPENDIX 2: INTERVIEW QUESTIONS Questions were used in interview for teachers: - What kinds of errors in Vietnamese-English translation your students often make? - Could you tell me the reasons why the students often make the above errors? What are they? - Could you give some advice for students to overcome difficulties in Vietnamese-English translation process? REFERENCES Nguyen Thi Hong Tham and Bui Thi Huyen Tran “English major students’ difficulties and expectations in learning written translation at Dong Thap University” Bui Thi Kim Phung “Common structural errors in Vietnamese-English translation made by English-majored students at Duy Tan University.” Nguyen Thi Thu Hang and Trieu Thu Hang “Vietnamese-English translation errors made by second year translation-majored students: An initial step toward enhancing translation standards.” Nguyen Van Tuan (2006) “Translation 1&2” Wilss (1982) “The science of translation: Problems and methods.” Roger Thomas Bell (1991) “Translation and translating: Theory and practice.” Munday.J (2004) “Introducing translation study Theories and Applications, Londres-Nova York, Routledge.” Criteria for a good translation - Tài liệu text Criteria for a good translation - AMVN Language Solutions 10 Importance of Accuracy in Translation - Niki's Int'l Ltd 11 The Importance of Translation Studies 12 Translation naturalness in literary works - Semantic Scholar 13 The Naturalness and Accuracy of English Short - OJS UNM 14 Importance of Context in Translation | One Hour Translation 15 Context in Translation | STAR Translation 16 Vietnamese English Translation Errors Made by Second Year translation major students 17 (PDF) An Analysis of Translation Errors: A Case Study of Vietnamese EFL students 18 https://core.ac.uk/download/pdf/12351873.pdf 19 http://websrv.dthu.edu.vn/UserFiles/file/KHOANGOAINGU/Thanh %20Thuy.pdf 20 https://www.translationdirectory.com/article634.htm 21 https://shodhganga.inflibnet.ac.in/bitstream/10603/84903/11/11_chapter2.pdf 22 http://eprints.uny.ac.id/9241/3/bab%202-07211144039.pdf 23 https://frenchside.co.za/criteria-of-a-good-translation/ 24 https://scroll.in/article/876969/what-makes-a-translation-great-tenliterary-translators-from-across-the-world-weigh-in 25 https://www.indytranslations.com/blog/index.htm ... difficulty students have to face during translating Vietnamese into English Question 4: What is your difficulty in translating 23 Percentage Vietnamese- into -English texts? A Using incorrect structure... when translating into English texts In conclusion, the results demonstrate that choosing appropriate vocabulary is the biggest problem of most of the students during translating from Vietnamese into... decision to choose the study ? ?Difficulties in translating from Vietnamese to English of third-year students in Faculty of English at Thuongmai University. ” This study is carried out with the hope that