THEORETICAL BACKGROUND

Graduation Paper Supervisor: Le Thi Kim Uyen, M.A ACKNOWLEDGEMENT  This journey would not have been possible without teacher’s guidance, family’s care and friend’s cooperation I am greatly indebted to all of you for your untiring support, great dedication and motivation during my studying time First of all, I wish to express the deep sense of gratitude to Mrs Le Thi Kim Uyen for her whole hearted guidance, unstinted help as well as her editing expertise for the successful completion of this study This graduation paper could not be finished without the invaluable help, advice, and encouragement from her Furthermore, I would particularly thank to all teachers of Faculty of English, who taught me so much academic knowledge and essential skills in the last four years I have gained precious experience and knowledge during school time I always treasures valuable lessons that I have been studying from them In addition, I am especially grateful to my family, who have been always side by side, given me constant encouragement, and supported me emotionally and financially Thank you for their enormous sacrifices and inspiring me to follow my dream Last but not least, I want to take this opportunity to say heartily thanks to all my friends Thank you for listening, offering me advice, and encouraging me in every step I pursuits At last, I wish all of you good health and success Student: Dinh Thi Huyen Trang – K23NAB3 Code : 2320315787 Graduation Paper Supervisor: Le Thi Kim Uyen, M.A STATEMENT OF AUTHORSHIP  Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in the whole or in part from a thesis by which have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the thesis This thesis has not been submitted for award of any degree or diploma in any other tertiary institution Da Nang, May 2021 Dinh Thi Huyen Trang Student: Dinh Thi Huyen Trang – K23NAB3 Code : 2320315787 Graduation Paper Supervisor: Le Thi Kim Uyen, M.A ABBREVIATIONS  P : Paragraph TL : Target Language SL : Source Language Student: Dinh Thi Huyen Trang – K23NAB3 Code : 2320315787 Graduation Paper Supervisor: Le Thi Kim Uyen, M.A ABSTRACT This graduation paper is about Education I translate chapter (from English into Vietnamese) named: “The Psychology of Elementary Education” of the book: “The School and Society” Besides, I also analyze some necessary issues such as vocabulary and structures in this chapter The difficulties in the translation and some essential solutions are suggested at the end of graduation paper Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper Supervisor: Le Thi Kim Uyen, M.A TABLE OF CONTENTS Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper Supervisor: Le Thi Kim Uyen, M.A CHAPTER 1: INTRODUCTION Rationable: As a student belong to Faculty of English of Duy Tan University, I have a lot of chance to have deep knowledge about several kinds of translation Among all of them, translating a document on educational psychology is the most pleasure to me Nowadays, education is one of the most important sectors which fluenced directly everybody from the time they were born, and it is changing day by day However, we are lacking professional people of well trained workforce Becoming an English major student, we are not only good at translating but also know about education, especially education policy I think choosing this essay to translate is extremely useful for me to clearly understand how education changed and evolved, its also bring more information to the audience to savvy what are recommended in this paper After I completed this suggested version, hoping myself can transfer some useful thing of how the change of education bring more and more benefits to society , give more information to the audiences, as well as analyze how to proper translating and dealing with difficulties phrases and structure Aims and Objectives: - Advancing the understanding of readers about education - Removing the language barrier for Vietnamese readers who are interested in this subject - Mastering how to translate and analyze difficult words and structures - Applying theory of translation to the study The scope of the study: This graduation paper belongs to chapter “The Psychology of Elementary Education” of the book “The School and Society” 1899 (John Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper Supervisor: Le Thi Kim Uyen, M.A Dewey) The chapter is translated into Vietnamese, and then, some important points will be analyzed particularly In addition, this paper also lists difficulties that have made me feel embarrassed in translation process Finally, certain important solutions will be proposed 3.1 Text Features: “The School and Society” was written by John Dewey, 1899 - a psychologist and educational reformer The book explains the inextricable link between building a successful school for a prosperous society Dewey argues that the purpose of an education should not merely be vocational—schooling, he writes, “ shall not be mere practical devices or modes of routine employment, the gaining of better technical skill as cooks, seamstresses, or carpenters”, but to become a better man and over time, develop human progress Learning became democratic with print and circulation of the written word Interconnectedness through the “locomotive and telegraph” made communication “rapid and cheap” Travel and “freedom of movement” facilitated ‘exchange of ideas”; knowledge is no longer an immobile solid; it has been liquefied Knowledge is “actively moving in all the currents of society itself So this is a very good book to help us learn more about foreign education The chapter I chose to translate is chapter “The Psychology of Elementary Educcation” describing the school's dilemma (the educational performance of the school, as well as the school administration, the choice of topic and the learning process) His ideal teaching method seems to be investigation-based— “teacher starts with question marks, instead of fixed rules” Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper Supervisor: Le Thi Kim Uyen, M.A 3.2 Text Length: This book includes 21 chapters with 142 pages, but due to time limitation, this paper sets boundary in studying some first parts of the chapter of the book with 3600 words The name of chapter is “The Psychology of Elementary Education” 3.3 Text Organization: “The School and Society” has 26 chapters, and I choose chapter to translate Its name: “The Psychology of Elementary Education” 3.4 Text Source: The text “The Psychology of Elementary Education” of the book “The School and Society” The author is John Dewey This book was published in 1899 by John Dewey Method of the study: The writer conducts the paper in following steps: • Building up the theoretical background for the paper • Learning English and Vietnamese information related to education • Applying translation methods • Collecting difficult English phrases for description, analysis, and comparison CHAPTER 2: THEORETICAL BACKGROUND Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper Supervisor: Le Thi Kim Uyen, M.A 2.1 Definition of Translation: Translation is the process clearly presenting the relation between at least two languages: source language (SL) and target language (TL) There are many different definitionsof translation given by some wellknown linguistic experts as follows: “Translation is the replacement of textual material in one language (SL) by equivalent textual material in another language (TL).” “Translation is a process of rendering the meaning of a text into another language in the way that the author intended the text.” “Translation is the process of conveying messages across linguistic and cultural barriers.” 2.2 Types of Categories: There are some types of categories of translation defined in terms of extent, levels, and ranks of translation 2.2.1 Full vs Partial Translation: The distinction relates to the extents of translation According to J.C Carford (1965), in a full translation the entire text is submitted to the translation process: that is, every part of the SL text is replaced by TL text materials () In a partial translation, some part or parts of the SL text are left untranslated: they are simply transferred to and incorporated in the TL text () Examples: • Full translation: There has been a dramatic rise in house prices this year  Đã có tăng giá nhà năm • Partial translation: The remark received widespread press coverage, especially after many Democratic politicians and some Republicans, including Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 10 Supervisor: Le Thi Kim Uyen, M.A presidential nominee Mitt Romney, denounced it and called on Akin to withdraw from the race  Phát ngôn nhận đưa tin rộng khắp báo chí, đặc biệt sau nhiều trị gia Đảng Dân Chủ số trị gia Đảng Cộng Hòa bao gồm ứng viên tổng thống Mitt Romey, lên án điều kêu gọi Akin rút lui khỏi đua 2.2.2 Total vs Restricted Translation: In terms of levels, translation is divided into two types by J.C Catford: total translation and restricted translation • Total translation is defined as replacement of SL grammar and lexis by equivalent TL grammar and lexis with consequential replacement of SL phonology/graphology by (non-equivalent) TL phonology/graphology Example: A friend in need is a friend indeed  Hoạn nạn biết bạn hiền • Restricted translation is replacement of SL textual by equivalent TL textual material, at only one level Example: Coffee => Ca-fe 2.2.1.1 Phonological Translation: According to Nguyen Manh Quang, M.A., in this translation, the main thing is SL phonology is replaced with equivalent TL one, but there are hardly other important replacements In phonological translation, sometimes grammatical or lexical changes may result accidentally Example: gallant => ga- lăng Karate => ka- - tê Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 42 Supervisor: Le Thi Kim Uyen, M.A Example 15: “No social element was found in the subject-matter nor in the intrinsic appeal which it made to the child.” [P23] Tense: Simple past In this sentence, I decided to translate into: “được tìm thấy” Suggested Version: “Khơng có yếu tố xã hội tìm thấy vấn đề mơn học hấp dẫn nội cho đứa trẻ.” Example 16: “It was forgotten that the maximum appeal, and the full meaning in the life of the child, could be secured only when the studies were presented, not as bare external studies, but from the standpoint of the relation they bear to the life of society.” [P24] Tense: Modal verb in the passive In this sentence, I decided to translate into: “được bảo đảm” Suggested Version: “Người ta quên sức hấp dẫn tối đa, ý nghĩa đầy đủ đời sống đứa trẻ, bảo đảm nghiên cứu trình bày, khơng phải nghiên cứu bên ngoài, mà từ quan điểm mối quan hệ chúng với đời sống xã hội.” Example 17: “Their influence upon conduct, upon behavior, was regarded as an external attachment.”[P27] Tense: Simple past In this sentence, I decided to translate into: “được coi” Suggest Version: “Ảnh hưởng chúng cử chỉ, hành vi, coi ràng buộc bên ngoài.” Example 18: “Knowledge in the schools was isolated and made an end in itself.” [P28] Tense: Simple past In this sentence, I decided to translate into: “bị cô lập” Suggest Version: “Kiến thức trường học bị lập tự kết thúc.” 4.2.2 Complicated structures: Complex sentences with Noun Clause: Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 43 Supervisor: Le Thi Kim Uyen, M.A A noun clause functions as a noun in a sentence It follows a linking or copular verb to describe or modify the subject of the sentence Example 19: “It is in this sense that the school would be an experimental station in education.”[P14] In this sentence, “in this sense” acts as a noun phrase and noun clause “that the school would be an experimental station in education” modify the noun phrase “in this sense” Suggested version: “Theo nghĩa này, trường học trạm thực nghiệm giáo dục.” Example 20: “If once more we are in earnest with the idea of mind as growth, this growth carrying with it typical features distinctive of its various stages, it is clear that an educational transformation is again indicated.” [P38] In this sentence, “clear” acts as a verb and noun clause “that an educational transformation” modify the noun phrase “clear” Suggested version: “Nếu lần tha thiết với ý tưởng tâm trí trưởng thành, tăng trưởng mang theo nét đặc trưng tiêu biểu giai đoạn khác nhau, rõ ràng chuyển đổi giáo dục.” Example 21: “It is clear that the selection and grading of material in the course of study must be done with reference to proper nutrition of the dominant directions of activity in a given period, not with reference to chopped-up sections of a ready-made universe of knowledge.” [P38] In this sentence, “is” acts as a verb and noun clause “that the selection and grading of material in the course of study” modify the word “clear” Suggested version: “Rõ ràng chọn lựa phân loại tài liệu trình nghiên cứu phải thực dựa dinh dưỡng hợp lý Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 44 Supervisor: Le Thi Kim Uyen, M.A hướng hoạt động chủ đạo giai đoạn định, thay tham khảo phần cắt nhỏ chương trình kiến thức tạo sẵn.” Complex sentences with Adjective Clause: This is also a difficult part of English grammar and is an important topic of grammar knowledge to master the relative clause is a subordinate clause introduced by a relative pronoun, adjective or adverb, either expressed or deleted, especially such a clause modifying an antecedent Therefore, I have been very careful in translating and analyzing sentences with relative clauses to give the most accurate meaning Example 22: “The controversy in educational theory and practice was between those who relied more upon the sense element in knowledge, upon contact with things, upon object -lessons, etc-, and those who emphasized abstract ideas, generalizations, etc — reason, so called, but in reality other people's ideas as formulated in books.” [P29] In this sentence, “those” is a noun phrase act as a object The pronoun “who” is replaced for object “those” and adjtive clause “who relied” modify object “those” Suggested version: “Các tranh cãi lý thuyết thực tiễn giáo dục người dựa nhiều vào yếu tố ý thức quan tri thức, tiếp xúc với vật, vào học có đối tượng, v.v.- người nhấn mạnh ý tưởng trừu tượng, khái quát, v.v gọi lý do; thực tế, ý tưởng người khác hình thành sách.” Example 23: “In its practical aspect, this laboratory problem takes the form of the construction of a course of study which harmonizes with the natural history of the growth of the child in capacity and experience.” [P10] Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 45 Supervisor: Le Thi Kim Uyen, M.A In this sentence, “a course of study” is a noun phrase act as an object The pronoun “which” is replaced for object “a course of study” and adjtive clause “which harmonizes with the natural history of the growth of the child in capacity and experience” modify object “a course of study” Suggested version: “Trên khía cạnh thực tế, vấn đề phịng thí nghiệm có hình thức xây dựng q trình nghiên cứu có tính hài hịa với lịch sử tự nhiên phát triển trẻ lực trải nghiệm.” Relative Clause: Relative clauses are non-essential parts of a sentence Relative clauses are clauses starting with the relative pronouns who, that, which or the relative adverbs whose, where, when They are most often used to define or identify the noun that precedes them Furthermore, we use relative clauses to give extra information about something We can get more information into a sentence without the need to start a new one Moreover, relative clause is not used common in Vietnamese; personally, this is a challenge for translators to transfer the text into target language To solve this case, I pay no attention to the relative pronoun or renovate it into another form in order to make the translation more recognizable with readers Example 24: “This is true of parents who send their boys and girls for the sake of the personal results they wish to secure, not for the sake of contributing to educational theory.” [P1] • Relative clause: who send their boys and girls for the sake of the personal results they wish to secure, not for the sake of contributing to educational theory • Relative pronoun: who • The clause “who send their boys and girls for the sake of the personal results they wish to secure, not for the sake of contributing to educational theory” modifying the previous phrase “parents” Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 46 Supervisor: Le Thi Kim Uyen, M.A Suggested version: “Điều với bậc cha mẹ gửi đến trường lợi ích cá nhân mà họ muốn đạt được, thay mục đích đóng góp vào lý thuyết giáo dục.” Example 25: “The aim of educating a certain number of children would hardly justify a university in departing from the tradition which limits it to those who have completed their secondary instruction.” [P4] • Relative clause: who have completed their secondary instruction • Relative pronoun: who • The clause “who have completed their secondary instruction” modifying the previous phrase “those” Suggested version: “Mục đích dạy dỗ số trẻ em định khó biện minh cho trường đại học tách rời khỏi truyền thống vốn hạn chế với học sinh hồn thành chương trình trung học.” Example 26: “No social element was found in the subject-matter nor in the intrinsic appeal which it made to the child.” [P23] • Relative clause: which it made to the child • Relative pronoun: which • The clause “which it made to the child” modifying the previous phrase “in the intrinsic appeal” Suggested version: “Khơng có yếu tố xã hội có vấn đề mơn học hấp dẫn nội cho đứa trẻ.” 4.2.3.1 4.2.3 Sentence with extrabosed subject/object: Sentence with extrabosed subject: In English, sometimes we have to use a fake subject when there is no subject in the sentence that matches the verb The real subject may lie somewhere in the sentence Example 27: “That is, it has a place for the study of mind as manifested and developed in the child, and for the search after materials and agencies Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 47 Supervisor: Le Thi Kim Uyen, M.A that seem most likely to fulfil and further the conditions of normal growth.” [P5] In this sentence, “It” is fake subject It is used to avoid repeating boring words for sentences Suggested version: “Nghĩa là, trường nơi để nghiên cứu tâm trí biểu phát triển trẻ, tìm kiếm học liệu chế dường đáp ứng đẩy xa điều kiện phát triển bình thường.” Example 28: “It is not a normal school or a department for the training of teachers It is not a model school.” [P6] In this sentence, “It” is fake subject “It” is subject for “ is not a normal school or a department for the training of teachers” Suggested version: “Đây trường học hay khoa đào tạo giáo viên thông thường Đây trường học kiểu mẫu.” Example 29: “It is not intended to demonstrate any one special idea or doctrine.” [P7] In this sentence, “It” is fake subject The author avoids repeating words and wants to emphasize the previous idea Suggested version: “Nó khơng nhằm chứng minh ý tưởng hay học thuyết đặc biệt nào.” Example 30: “It would be sheer presumption to claim that just the material best fitted to promote this growth, has as yet been discovered.” [P12] In this sentence, “It” is fake subject “It” is subject for “ would be sheer presumption to claim that just the material best fitted to promote this growth, has as yet been discovered” Suggested version: “Hoàn toàn giả định tuyên bố chưa tìm thấy tài liệu trang bị tốt để thúc đẩy tăng trưởng.” Example 31: “It was located wholly outside in the teacher-in the encouragements, admonitions, urgings, and devices of the instructor in Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 48 Supervisor: Le Thi Kim Uyen, M.A getting the child's mind to work upon a material which in itself was only accidentally lighted up by any social gleam.” [P23] In this sentence, “It” is fake subject and replaces the previous clause “No social element was found in the subject-matter nor in the intrinsic appeal which it made to the child” Suggested version: “Điều hoàn toàn nằm bên tầm tay giáo viên lời khuyến khích, khuyên nhủ, thúc giục thiết bị người hướng dẫn khiến tâm trí đứa trẻ hoạt động dựa tài liệu vơ tình thúc đẩy qua tất tích cực mặt xã hội.” Example 32: “It was forgotten that to become integral parts of the child's conduct and character they must be assimilated, not as mere items of information, but as organic parts of his present needs and aims - which in turn are social.” [P24] In this sentence, “It” is fake subject According to the context I have chosen to translate it as “Người ta” Suggested version: “Người ta quên để trở thành phần khơng thể thiếu hành vi tính cách đứa trẻ, chúng phải đồng hóa, khơng phải thông tin đơn thuần, mà phận hữu nhu cầu mục đích trẻ - ngược lại mang tính xã hội.” 4.2.3.2 Sentence with extrabosed object: Example 33: “A school cannot lose sight of this aspect of its work, since only by attending to it can the school retain the confidence of its patrons and the presence of its pupils.” [P2] Suggested version: “Trường học khơng thể bỏ qua khía cạnh cơng tác mình, cách tham gia vào đó, trường học giữ niềm tin phụ huynh diện học sinh.” Example 34: “From the university standpoint, the most important part of its work is the scientific-the contribution it makes to the progress of Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 49 Supervisor: Le Thi Kim Uyen, M.A educational thinking.” [P3] Suggested version: “Theo quan điểm trường đại học, phần quan trọng cơng tác tính khoa học - đóng góp tiến tư giáo dục.” Example 35: “The aim of educating a certain number of children would hardly justify a university in departing from the tradition which limits it to those who have completed their secondary instruction.” [P4] Suggested version: “Mục đích dạy dỗ số trẻ em định khó biện minh cho trường đại học tách rời khỏi truyền thống vốn hạn chế với học sinh hồn thành chương trình trung học.” Example 36: “At present the tendency is to conceive individual mind as a function of social life-as not capable of operating or developing by itself, but as requiring continual stimulus from social agencies, and finding its nutrition in social supplies.” [P18] Suggested version: “Hiện nay, xu hướng quan niệm tâm trí cá nhân chức đời sống xã hội - khơng có khả tự vận hành phát triển, mà cần kích thích liên tục từ quan xã hội tìm nguồn dinh dưỡng từ nguồn cung cấp xã hội.” Example 37: “Studies of childhood have made it equally apparent that this socially acquired inheritance operates in the individual only under present social stimuli.” [P19] Suggested version: “Các nghiên cứu thời thơ ấu cho thấy rõ ràng kế thừa có mặt xã hội hiệu cá nhân kích thích xã hội tại.” Example 38: “Nature must indeed furnish its physical stimuli of light, sound, heat, etc., but the significance attaching to these, the interpretation made of them, depends upon the ways in which the society in which the child lives acts and reacts in reference to them.” [P20] Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 50 Supervisor: Le Thi Kim Uyen, M.A Suggested version: “Bản chất thực phải cung cấp kích thích vật lý ánh sáng, âm thanh, nhiệt,… tầm quan trọng gắn liền với kích thích này, cách giải thích chúng, phụ thuộc vào cách thức xã hội nơi đứa trẻ sống hành động phản ứng liên quan đến chúng.” 4.2.4 Sentence with existential THERE: We often use expletive there before a verb —usually a form of be—to assert that someone or something exists The construction as a whole is called an existential sentence “THERE + BE ” Example 39: “The entire process recognized would have been in theory exactly the same if there were one mind living alone in the universe.” [P17] Suggested version: “Toàn q trình cơng nhận lý thuyết giống hệt có tâm trí riêng vũ trụ.” Example 40: “There was discussion of ideas and of whether they originated in sensations or in some innate mental faculty; but the possibility of their origin in and from the needs of action was ignored.” [P26] Suggested version: “Đã có thảo luận ý tưởng liệu chúng có nguồn gốc từ cảm giác hay số khoa tâm thần bẩm sinh; khả nguồn gốc chúng từ nhu cầu hành động bị bỏ qua.” CHAPTER 5: DIFFCULTIES AND SOLUTIONS 5.1 Difficulties: Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 51 Supervisor: Le Thi Kim Uyen, M.A During four years at the Faculty of English, I have been taught a number of translation-related subjects, which was really helpful for me However, what I have learned is not enough to solve all the difficult words, phrases and structures First of all, related to vocabulary There are too many words that are untranslatable and have multiple meanings in the text They are not defined in any dictionary I had to define their meaning depending on the context Furthermore, I also face many problems with idioms and verbs I thought I would never be a good translator if I didn't have a wide and colorful vocabulary Second, structure is the most important part of my graduation paper During the analysis process, I have to choose some challenging constructs, then translate and analyze them as accurately as possible In all types of structures, sentences with many different types of clause including relative clause, noun clause and adverbial clause were really complex Analyzing them requires firm, careful and highly focused knowledge In short, vocabulary and structure are the two main factors that confuse me, but in my opinion, all problems can be solved if I really put in effort 5.2 Solutions: In the face of difficulties, I tried very hard to solve it by taking advantage of what I learned during my four years at Duy Tan University, searching the Internet, looking up the dictionaries and asking the support of my superiors First of all, to translate accurately untranslatable words, idioms and phrasal verbs, I have to refer to some reliable dictionaries such as Oxford Dictionaries, Cambridge Dictionary, etc and then choose the most suitable and exact meanings With the polysemantic words, I made careful Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 52 Supervisor: Le Thi Kim Uyen, M.A consideration in the certain context and gave my decision whether which meaning was the best choice Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 53 Supervisor: Le Thi Kim Uyen, M.A CHAPTER6: CONCLUSION AND SUGGESTIONS 6.1 Conclusion: It is interesting to perform on this graduation thesis because I could see my translation skills in the extent From a language point of view, there are several features that make the text difficult They include difficult words, idioms, challenging structures, etc… Certainly, almost no translation is perfect even when the general message is conveyed This is due to the many linguistic and cultural differences between one language and another It is always important to improve both native language and foreign language During the process of translating, I discovered that my vocabulary was poor; there were several words that I did not know their meaning, which made me confused in translating Furthermore, the lack of Vietnamese vocabulary is also ungainly when expressing an idea into Vietnamese Although there were many disadvantages, I have got worthwhile experience in translation During the study, I clearly realize that what my weakness and also strong points are in order to improve my translation skill as well as knowledge in many fields I know that I now have many shortcomings in translation Therefore, to be a good translator, I have to constantly try to learn and improve my knowledge and skills 6.2 Suggestions: After finishing my graduation thesis, I have some suggestions for Duy Tan University in general and Faculty of English in particular First, I think that translation is an important subject Thus, the department should increase time of translation courses for students so that they can practice skills, improve the knowledge and advance their translating ability Second, some major subjects such as Translation theory, Translation and 2, Syntax, Advances Grammar should be more concerned because they are very Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 54 Supervisor: Le Thi Kim Uyen, M.A indispensable to students during the process of doing the graduation paper Next, teachers should require students to have the analyzing habit on reading any English sentence Finally, I hope the curriculum of Duy Tan University will have a few subjects which are similar to PBL 496 (Project-Based Learning) so that students can practice many large projects This will help them have experiences and confidence before beginning an important project as the graduation paper REFERENCES BOOKS Catford , J.C (1965), A Linguistic Theory of Translation, Oxford A Poem For My Children (Houston, TX, Văn Hóa, 1999) Lan Tudor (n.d), Learner-centeredness as Language Education WEBSITES Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 55 Supervisor: Le Thi Kim Uyen, M.A Oxfoxd Dictionary.Restrival from: https://www.oxfordlearnersdictionaries.com/ Wikipedia Restrived from: http://www.wikipedia.org/ Cambridge Dictionary.Restrival from:https://dictionary.cambridge.org/ Laban Dictionary from: https://dict.laban.vn/ K12 Reader Restrived from: https://www.k12reader.com/ SUPERVISOR’S COMMENT Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper 56 Supervisor: Le Thi Kim Uyen, M.A Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : ... Method of the study: The writer conducts the paper in following steps: • Building up the theoretical background for the paper • Learning English and Vietnamese information related to education... Collecting difficult English phrases for description, analysis, and comparison CHAPTER 2: THEORETICAL BACKGROUND Student: Dinh Thi Huyen Trang – K23NAB3 2320315787 Code : Graduation Paper Supervisor:... necessity góp chỗ mơt chút chỗ khác of considering education, both chút, hỗ trợ tính cần thiết theoretically and practically, in this cân nhắc giáo dục, mặt lý light thuyết thực tiễn, góc độ