OVERVIEW OF THE STUDY
Rationale
In the context of international integration, Vietnam actively engages in cultural, economic, political, and social exchanges with various countries However, language barriers significantly hinder trade, tourism, medical services, education, and investment cooperation Translation serves as a vital bridge for accurate communication between different languages, facilitating these activities efficiently Particularly in the business sector, precise translation is essential for companies to successfully sign contracts For large enterprises and reputable international organizations, the accuracy of contract language is critical to achieving success.
In today's global landscape, English has emerged as the most widely spoken language and plays a crucial role in the realms of information and technology It serves as a second language in numerous countries, providing candidates with a competitive edge in the job market Most trade contracts are drafted in English, often alongside local languages, and literature from various nations is frequently translated into English for broader accessibility Mastery of translation is vital to ensure accurate communication and prevent misunderstandings Consequently, English proficiency is a key factor in individual success, complementing specialized knowledge, soft skills, and computer literacy For Vietnamese students, developing professional Vietnamese-English translation skills is essential to meet the demands of integration and globalization in the workforce.
Translating from Vietnamese to English presents significant challenges, as it requires more than just replacing words; it involves accurately conveying the intended meanings and nuances of the original text To achieve a natural and effective translation, learners must focus on understanding the context and subtleties, which can help them minimize errors in their translations.
Students across various majors, including English, often encounter grammatical errors during the translation process These mistakes in Vietnamese-English translation can stem from multiple factors To effectively reduce these errors, it is crucial for students to identify and analyze their mistakes, as this approach fosters deeper learning from their experiences Consequently, a study on grammatical errors in translation is essential for enhancing students' linguistic skills.
Vietnamese-English made by third-year English majored students in Thuongmai
This article aims to serve as a valuable resource for third-year students seeking to enhance their Vietnamese-English translation skills and minimize errors By providing effective strategies for adjusting learning methods, it hopes to guide students towards achieving optimal results in their studies.
Previous studies
The first study was researched and written by Hendra Kuswara ( Universitas Islam
Malang, 2020), entitled " Students’ Grammatical Errors in Their Indonesian-English Translation of the Third Semester Students at Universitas Islam Kadir"
Grammar is a crucial aspect of translating English texts, as the quality of a translation can often be assessed through its grammatical structure Inadequate or incorrect grammar can lead to confusion for readers trying to grasp the intended message This study analyzes the grammatical errors made by sixth-semester students in the English Department at Universitas Islam Kadiri during the 2018 academic year, specifically in translating Bahasa Indonesia into English The primary errors identified included incomplete clauses lacking subjects or verbs, issues with subject-verb agreement, and the omission of subordinators and plural nouns Among the six types of errors, the most frequent was the misuse of plural nouns, affecting 41 students (29%), while the fewest errors were related to the absence of subjects and verbs, impacting 7 students (5%) The analysis suggests that these errors may stem from the influence of the students' native language, which lacks certain grammatical structures present in English Therefore, it is essential to address these grammatical differences in translation studies to enhance students' understanding.
In her 2016 study titled “Common translation errors (Vietnamese-English) committed by third-year English majors: A case at Dong Nai Technology University,” Tran Thi Hoai Nam highlights prevalent errors in Vietnamese-English translation The research identifies key types of mistakes and explores their underlying causes, offering valuable insights for both students and faculty at DNTU to enhance their understanding of translation challenges in the educational context.
The participants of the study are third-year English-majored students at Dong Nai
Technology University This study is different from other similar studies on data collection instruments It includes both translation tests and interviews while most studies only use translation tests.
A study conducted at DNTU found that 91% of translation errors made by third-year English-major students are micro-level errors, primarily related to vocabulary and grammar Common grammatical mistakes include issues with tenses, sentence structure, word order, and passive voice Additionally, students struggle with the complexity of vocabulary, including technical terms, compounds, collocations, and word choice At the macro level, cohesion errors represent 42% of all mistakes, contributing to 9% of the total errors identified.
The study identifies both subjective and objective factors contributing to language errors Subjective factors include insufficient vocabulary, grammar knowledge, cultural understanding, and challenges posed by the mother tongue, which can hinder concentration and motivation Objective factors involve the differences between Vietnamese and English, as well as the use of inadequate teaching materials and methods.
After analyzing the errors and the causes, the study suggests some recommendations that improve the current teaching and learning translation at DNTU.
The next study was researched and written by Pham Phu Quynh Na Her research is titled
This study examines the impact of typological differences between Vietnamese and English on the translation of topic-comment structures By analyzing errors in translating authentic Vietnamese sentences into English, the research aims to highlight the challenges faced in this process The findings will provide insights into how these linguistic distinctions affect translation accuracy and effectiveness.
This study examines the Vietnamese-English translations produced by EFL students, specifically analyzing errors related to dropped subjects and empty elements in Vietnamese This focus is crucial because, unlike Vietnamese, English mandates the presence of a grammatical subject in sentences The research involved 95 student translators, highlighting the challenges they face in navigating these linguistic differences.
The Department of English Language and Literature at the University of Social Sciences and Humanities in Ho Chi Minh City, Vietnam, conducted a study involving first to fourth-year students The research analyzed translated texts from these students, all derived from the same source material This study aims to identify common errors related to the Vietnamese topic-comment structure that students encounter during translation Additionally, it offers practical guidelines for teachers to help mitigate these errors in Vietnamese-English translation instruction.
An analysis of translations by 95 students identified five distinct types of errors related to locating and translating the subject of a sentence These errors include the omission of the subject, unnecessary repetition of the subject, inappropriate subject selection, lack of logical connection between the subject and predicate, and improper connections between the subject and passive verbs.
The researcher identifies two key reasons for the omission of subjects in English sentences by students: a lack of ability to identify the referent of the missing subject and an unawareness of the necessity of including it for grammatical correctness Additionally, the influence of Vietnamese topic-comment structures significantly contributes to these common errors in subject translation.
The researcher identifies common faults and their underlying causes in translating Vietnamese topic-comment structures into English To mitigate potential issues during translation, several effective strategies are proposed.
Bui Thi Kim Phung's study, titled “Common Structural Errors in Vietnamese-English Translation Made by English-Majored Students at Duy Tan University,” examines prevalent translation errors among English-majored students The research identifies specific types of structural mistakes in translating Vietnamese to English and highlights challenges faced by students The findings aim to assist educators and material designers in selecting effective teaching methods to address these issues.
This study examines the frequent translation errors made by Vietnamese students when converting Vietnamese sentence structures into English It analyzes the types and frequency of these errors among 150 English majors enrolled in four Translation 1 classes at Duy Tan University During the test, students had 60 minutes to translate 30 Vietnamese sentences of varying structures into English.
The analysis identifies six common types of errors in writing: omission of the subject, incorrect use of negative forms, unsuitable predicate choices, inappropriate subject selection, misuse of passive voice, and absence of a main clause.
The study reveals that the most common error in sentence construction is the omission of the subject, which accounts for 42% of all errors with a total of 63 occurrences This is followed by several other mistakes, including the inappropriate choice of subject.
The study reveals several issues, including the inappropriate use of the passive voice, incorrect predicate selection, absence of main clauses, and improper negative form choices These findings align with the results of Pham Phu Quynh Na's research.
Aims of the study
The primary objective of this thesis is to identify common Vietnamese-English translation errors committed by English-major students at TMU Based on these findings, the researcher will propose effective strategies and solutions aimed at helping students enhance their translation skills and address these challenges.
Research subjects
This study investigates the grammatical errors in translations made by third-year English majors at Thuongmai University, aiming to identify effective solutions to enhance their translation skills The research involves 30 students with varying levels of experience and proficiency in English, while factors like sex and religion remain uncontrolled.
Scope of the study
The translation course is a mandatory subject for all third-year English majors at TMU, encompassing both English-Vietnamese and Vietnamese-English translation This thesis specifically examines the grammatical errors encountered in Vietnamese-English translations by these students The research involved a sample of 30 third-year students at TMU and focuses exclusively on the grammatical mistakes made during the translation process.
Vietnamese- English Finally, the study concentrates on finding out the factors that caused grammatical errors.
Research methodology
Various research methods are available, each suited to specific topics To deliver a comprehensive and detailed analysis, the author employed a combination of qualitative and quantitative research methods.
Data collection instruments: The main instruments used in the study to collect data were online questionnaires and translating tasks.
The questionnaire is a widely used tool for data collection in research, primarily due to its cost-effectiveness and ability to gather responses from a large number of participants quickly It offers students a safe space to share their opinions and attitudes anonymously, alleviating any fear of embarrassment In this study, the questionnaire is divided into two sections: evaluation and translation, and is distributed online, allowing students 30 minutes to complete it.
Part 2 is to find out students’ grammatical mistakes when translating Vietnamese-
I selected multiple sentences from an article on Thesaigontimes.vn to create a translation test for students, requiring them to translate from Vietnamese to English This process allows for the identification of errors, which can then be analyzed for improvement.
Data analysis: With the aim to confirm the accuracy of the study, the researcher decided to apply both qualitative and quantitative methods.
Qualitative analysis: the researcher uses the qualitative methods through the questions in interviewing to collect information sources and statistics
Quantitative analysis involves the researcher utilizing questionnaires to gather numerical data, which is then analyzed through graphs and diagrams By interpreting the information presented in these charts, the research draws conclusions and assesses the results to accurately determine the proportion of grammatical errors made by students.
Organization of the study
This study is divided into four main following chapters
The first chapter, titled "Overview of the Study," offers a concise introduction that outlines the general framework of the research without delving into specifics It is structured into seven key sections: the rationale for the study, a review of previous studies, the aims of the research, the subjects involved, the scope of the study, the research methodology employed, and the organization of the study itself.
The second chapter, titled "Literature Review," explores various concepts associated with the term "translation." It presents diverse definitions from multiple authors and examines relevant theories that form the theoretical framework Additionally, the chapter analyzes concepts related to Vietnamese-English grammatical errors encountered during translation.
The third one is called“Research findings” This chapter concludes data analysis, results and discussion
The final section, titled "Recommendations and Suggestions," offers valuable insights aimed at enhancing the teaching and learning methodologies for both educators and students These suggestions are designed to improve the quality of Vietnamese-English translation skills.
LITERATURE REVIEW
Translation
Translation has been variously defined The following definitions are selected since they are typical in some senses.
Wilss (1982) defines translation as a transfer process that transforms written text from a source language (SL) into an optimally equivalent target language (TL) This process necessitates a thorough understanding of the syntactic, semantic, and pragmatic aspects of the SL, alongside analytical processing The challenges of translation are heightened by lexical gaps and differences in syntax, semantics, and pragmatics, particularly when dealing with languages from different families Therefore, Wilss emphasizes the importance of achieving the best equivalence between SL and TL through comprehensive comprehension and analysis.
Peter Newmark (1987) defines translation as the process of converting a written text into another language while preserving the author's intended meaning This definition highlights the complexities of achieving equivalence in translation While exact textual equivalence is challenging, a successful translation captures a meaning that closely aligns with the original author's intent.
Roger Thomas Bell (1991) defines translation as the process of conveying the meaning of a source language (SL) text into a target language (TL) while maintaining both semantic and stylistic equivalencies He emphasizes that translators must faithfully represent the author's thoughts and feelings, ensuring that the essence of the original text is preserved in the translated version.
Translation is defined as the process of transferring a written text from a source language (SL) to a target language (TL) (Munday, 2004) In professional settings, the target language is typically the translator's first language, while the source language is their second language Munday emphasizes that the key aspect of translation lies in effectively transferring the written text between these languages.
Translation involves rendering the meaning, ideas, or messages of a text from a source language (SL) to a target language (TL), while preserving the original text's meaning It is essential for translators to maintain equivalencies between the two languages throughout the process Understanding these key aspects of translation—such as lexis, grammatical structure, communication context, and cultural nuances—can enhance our comprehension of the translation process itself.
2.1.2 Dynamics of translation (Peter Newmark)
Translation often involves conveying the meaning of a text in another language as intended by the author, which may seem straightforward However, it can also appear complex and deceptive, as using a different language may feel like assuming another identity In various types of texts, such as legal or cultural documents, there is a tendency to transfer many words from the Source Language (SL) to the Target Language (TL) Unfortunately, as noted by Mounin, translation cannot merely replicate the original text Therefore, the primary task of the translator is to accurately translate the content.
The following are 10 various directions in which a text can be pulled:
Diagram 1: Dynamics of translation (Peter Newmark)
The style or idiolect of a source language (SL) author is crucial to their identity and can influence how their work is perceived Each author possesses a unique linguistic signature, known as idiolect, which includes their specific vocabulary, grammar, and pronunciation This distinctiveness allows readers to recognize an author’s voice in their writing Therefore, determining when to preserve or normalize this idiolect is essential for maintaining the integrity of the author's work while ensuring clarity for the audience.
2.1.2.2 SL norms and TL norms
Norms refer to the established grammatical and lexical practices that guide the translation process based on the topic and context These norms play a crucial role in shaping every aspect of translation, from selecting the text to be translated to the specific word choices made by translators.
Translators must conduct thorough research to fully understand the subject matter and context of both the source language (SL) and target language (TL) This understanding is crucial for selecting the most appropriate terminology and phrasing for the translation.
2.1.2.3 SL culture and TL culture
SL culture encompasses content items unique to the source language (SL), while TL culture refers to those specific to the target language (TL) and third languages Each country possesses a distinct culture, making cultural expressions challenging to translate, even for professionals, due to the ambiguity of cultural contexts that reflect a society's worldview Culture is a multifaceted collection of experiences, including history, social structures, religion, traditional customs, and daily life practices, which can be difficult to fully grasp When translating for a TL, a critical consideration is whether the translation will resonate with readers, as the specific realities depicted may be unfamiliar to them.
2.1.2.4 SL setting and tradition and TL setting and tradition
The typical format of a text in a book, periodical, newspaper is influenced by tradition at the time Different settings tend to be used for translations performed at different times.
Tradition significantly influences the format of the text, compelling translators to consider the most appropriate context for publication in the target language (TL) They must assess where the text will be disseminated and how it aligns with the cultural and linguistic expectations of the audience.
Translators must consider the target language (TL) audience when translating materials like periodicals, newspapers, or books They need to evaluate the original source language (SL) readership's motivation, familiarity with the subject matter, and cultural context This assessment helps determine if the translation should cater to a similar or different TL audience, such as those who may have less knowledge of the topic or cultural nuances, or possess varying levels of linguistic proficiency.
Understanding the expectations of the target readership is crucial for effective translation This involves considering their knowledge of the topic and the linguistic style they prefer It is essential not to simplify or complicate the language based on assumptions about the audience The readership is defined by factors such as educational level, social status, age, and gender Therefore, analyzing the source language (SL) text's readership and comparing it with that of the target language (TL) translation is vital to ensure the translation meets the needs and comprehension levels of the TL audience.
2.1.2.6 The truth (the facts of the matter)
Translators must prioritize the referential truth of the source language (SL) text, ensuring that the reality it presents is accurately conveyed in the target language (TL) This responsibility includes verifying information independently, free from the expectations of the readership Failing to maintain this reality can lead to significant negative consequences, highlighting the importance of fidelity in translation.
The translator's perspectives and biases, whether personal, cultural, or social, can significantly influence their work These factors often stem from the translator's sense of loyalty to their group, which may encompass national, ethnic, religious, political, social class, and gender assumptions.
Grammatical error
According to Harmer (2003, p.142), “grammar is the description of the ways in which words can change their forms and can be combined into sentences in that language.”
Grammar is one of the most important aspects of translation In order to make well- structured translation, one should be mastered in grammar As suggested by Brown
Before mastering a second language, learners rely heavily on their native language as their primary linguistic framework A lack of understanding in this area often results in the application of native syntax to the target language, leading to errors Consequently, it is evident that learning a language effectively necessitates a solid grasp of its grammar.
Grammar is a comprehensive system that encompasses the structure of a language, including syntax, morphology, phonology, and semantics It involves three key dimensions: morphosyntactic (form), semantics (meaning), and pragmatics (use) (Hsu, 2013) Grammatical errors indicate inaccuracies in form, meaning, and usage, which can hinder L2 learners' ability to communicate effectively By mastering these dimensions, L2 learners can improve their accuracy, meaningfulness, and appropriateness in language use Errors can be categorized into local errors, such as morphological, lexical, syntactic, and orthographic mistakes, and global errors, which reflect miscommunication and misunderstanding of conversational messages.
Grammatical accuracy involves adhering to established rules of grammar, as defined by Hornby (2000) The term "common" refers to occurrences that affect nearly all members within a specific group Therefore, common grammatical errors are those mistakes that frequently arise within a particular category of grammatical guidelines.
A mistake is defined as a performance error where an individual fails to apply a known system correctly, while an error signifies a clear deviation from the grammar used by native speakers, highlighting the learner's interlanguage competence (Brown, 2004).
Linguistic challenges often emerge from structural differences in vocabulary and syntax between a second language (SL) and the target language (TL) (Nord, 1991) These discrepancies can significantly impact language acquisition and communication effectiveness.
The challenges of translation, as noted by Newmark (1988), can arise from “false friends” or instances of one-to-many and one-to-zero equivalence Additionally, these issues may stem from insufficient grammatical knowledge in either the source language (SL) or the target language (TL) (Nord, 1991, p.89).
Grammar is a crucial aspect of translating English text, as it significantly impacts the quality of the translation Alongside word choice, the grammatical structure of sentences serves as a key indicator of whether the translation is effective.
Grammatical errors occur when incorrect grammar is used, which can disrupt meaning in a language Hancock (2005) emphasizes that grammar is crucial for constructing meaningful sentences Amando et al (2008) further assert that violating grammatical rules is widely regarded as a mistake Thus, understanding and adhering to proper grammar is essential for effective communication.
An error was something that was incorrect, and, therefore, more or less by definition, a bad thing (Griffiths & Sonmez, 2015: 60).
Error analysis is a valuable tool for evaluating the performance of second language or foreign language learners, as noted by Garza and Wu (2014: 1256) This method enables teachers to identify and understand the challenges their students face during the language learning process.
Corder (1967) as cited in Wood (2017: 4) differentiated between errors and mistakes, noting that mistakes arise from physical or psychological conditions, such as fatigue or strong emotions, while errors stem from a temporary lack of competency He later categorized errors into three types: pre-systematic errors occur when learners are unaware of the grammatical rules of the second language; systematic errors happen when learners know the rules but apply them incorrectly; and post-systematic errors arise when learners understand the rules but fail to use them due to a lack of concentration.
George (1972) defined an error as an unwanted form in language learning, while David and Pearse (2002) argued that errors are a natural part of the learning process and do not signify failure According to Brown (2007), errors reflect a divergence from the grammar of native speakers, highlighting the internal language capabilities of learners.
Yang (2010) highlights the importance of identifying errors in language learning by referencing the target language, as suggested by Burt and Kiparsky (1972) Additionally, James, as noted in Sattayatham & Honsa (2007), categorizes errors into two main types: linguistic category taxonomy and surface structure taxonomy.
Linguistic category taxonomy classifies errors based on their linguistic characteristics, dividing them into phonological, syntactic, and discourse errors Initiated by Dulay, Burt, and Krashen (1982), this framework highlights systematic changes in surface structure Their classification identifies four main types of errors: omission, addition, misformation, and misordering, providing a structured approach to understanding language errors.
Omission errors occur when essential components of a sentence are missing, such as in the question, “You know what you want?” The correct form should be “Do you know what you want?” because auxiliary verbs like "do" must precede the subject in English questions Conversely, addition errors happen when unnecessary components are included, as in “He does not knows me.” The correct form is “He does not know me,” since the auxiliary “does” requires the verb to be in its base form Misinformation errors involve incorrect verb forms, exemplified by the sentence “I buy a bag yesterday,” which should be corrected to “I bought a bag yesterday” to reflect the past tense accurately.
In language learning, errors can arise from various sources, impacting sentence structure and overall comprehension For instance, a misordered sentence like "I bought a bag yesterday" illustrates a structural error The correct formulation should clarify that "the research background is the understanding of teachers regarding the exact subject matter in teaching-learning activities" (Any, 2013: 11) According to Richard, as cited by Bagheri & Heydari (2012: 1548), errors can be categorized into interlingual and intralingual types Interlingual errors stem from the influence of a learner's first language, while intralingual errors arise from grammatical issues within the target language, as noted by Weinreich in Dittmar (1976) and referenced in Any (2013).
RESEARCH FINDINGS
Result of the study
Incorrect grammar can result in significant misunderstandings, making it essential for English learners to develop the habit of proper word order A single grammatical mistake can alter the intended message and potentially leave a negative impression on readers For these reasons, grammatical errors are unacceptable in translated texts Among the most frequent mistakes made by students, five common errors have been identified, as illustrated in the chart below.
Tense Active & passive voice Subject-verb agreement Relative pronouns Incorrect structure 0%
Chart 3.1: Common grammatical errors in Vietnamese-English translation
3.1.1 Grammatical errors relating to tense
Chart 3.1 reveals that 25% of students incorrectly use tenses in translation texts, indicating a significant but not the highest error rate Common mistakes are illustrated through specific examples, highlighting typical translations that clearly demonstrate the errors students frequently make.
According to market research data, by the end of November 2020, China ranked 3rd among countries investing in Vietnam, with a total investment capital of 2.1 billion USD This highlights China's significant role in Vietnam's investment landscape during this period.
Students often struggle with translation due to a lack of understanding of the original text, which can result in incorrect word choices When translating sentences about past events, it is essential to use the simple past tense rather than the simple present tense, as seen in examples (a), (b), and (c) Additionally, the original sentence may lack clear structural divisions, causing confusion regarding the subject, predicate, and other components.
Since the beginning of this year, foreign direct investment (FDI) inflows from China have surged unexpectedly This increase not only provides vital resources for economic development but also imposes significant pressure on domestic enterprises.
Vietnamese sentences can be challenging for students, often leading to misunderstandings Although the translations provided are close, they incorrectly use the tense The original Vietnamese sentence refers to events that began in the past and continue to the present, establishing a connection to the current moment Thus, using the simple present tense as seen in sentences (a) and (b), or the simple past tense as in (c), is not appropriate The correct tense for translating this Vietnamese sentence is the present perfect tense.
One of the most prevalent grammatical errors in English among Vietnamese speakers stems from the absence of tense concepts in their native language English has 12 distinct tenses, each with specific rules and verb forms, making it challenging for students to select the correct tense during translation This confusion often leads to mistakes in tense usage.
Students often struggle with understanding the use and forms of the 12 verb tenses, leading to confusion when translating Vietnamese texts This lack of clarity can result in difficulties identifying whether events or actions have occurred, causing frequent errors in tense selection during translation.
3.1.2 Grammatical errors relating to active voice and passive voice
Active voice occurs when the subject performs the action of the verb, while passive voice indicates that the subject is acted upon by the verb Many students struggle with distinguishing between these two forms, with 21% frequently making errors This confusion often arises because active voice is more common in Vietnamese, whereas passive voice is prevalent in English Consequently, students frequently encounter grammatical mistakes in Vietnamese-English translation related to these voices The following examples illustrate typical translations, highlighting the common errors made by students.
From an economic perspective, many view HSBC Vietnam's goal to reduce energy consumption by 8%, water usage by 11%, waste by 10%, and emissions by 6% by 2011 as insignificant This initiative will be achieved through various programs aimed at enhancing sustainability and minimizing environmental impact.
Students should not feel misled by the original sentence, as translation styles vary among individuals They have the flexibility to choose between active and passive voice; however, selecting the appropriate voice based on context is crucial for enhancing the quality of their translations In this case, using active voice is recommended since the subject performs the action indicated by the verb, ensuring the translation aligns well with the intended meaning.
Foreign Direct Investment (FDI) from China plays a dual role in Vietnam's economy On one hand, it provides essential capital for economic development; on the other hand, it allows Chinese companies to enter the domestic market, creating competition for local businesses This competition arises as both foreign and domestic firms seek to capitalize on opportunities presented by new generation trade agreements.
Students employ distinct translation styles to bring freshness to their work In the first translation, the student adheres closely to the original text, opting for a word-by-word approach Conversely, the second translation maintains fidelity to the original while introducing a level of innovation absent in the first Although the original sentence can be rendered in either active or passive voice, the context dictates that the active voice is preferable for a more appropriate translation.
3.1.3 Grammatical errors relating to subject-verb agreement
Subject-verb agreement is crucial in ensuring that subjects and verbs match in number, requiring both to be singular or plural, with a few exceptions to standard English grammar rules This common error is frequently made by students, accounting for 38% of mistakes, as highlighted by survey results The following examples illustrate typical translation errors that help identify these common pitfalls in understanding subject-verb agreement.
A significant number of enterprises from the USA, Japan, and South Korea that have been operating in China are now relocating to Vietnam.
Discussion
Language perception inevitably involves errors, which can stem from various factors unique to each student A survey revealed specific causes of mistakes in Vietnamese-English translation among students, categorized into two primary groups: subjective causes, related to individual learner characteristics, and objective causes, linked to external influences.
Chart 3.2: Common causes of errors in Vietnamese-English translation
Mo the r to un ge
Di ffe ren t b etw een V ietn am ese & En gli sh
La ck of ba ckg ou nd kn ow led ge
Po or lan gag e c om pet enc e
La ck of stu dy m oti vat ion
3.2.1.1 The negative influence of the mother tongue
One major reason for students' errors in language acquisition is the influence of their mother tongue, affecting 45% of learners The mother tongue shapes our thought processes and impacts how we use the target language By employing translation techniques, we can identify and understand this interference more clearly Contrastive analysis allows us to examine the strengths and weaknesses of both languages, enhancing our learning experience.
Vietnamese and English share notable similarities, including common sounds and punctuation marks, which facilitate the translation process for students However, the inherent differences in their respective mother tongues can pose challenges in Vietnamese-English translation.
The Vietnamese language does not have a concept of tenses, while English features a structured system of 12 distinct tenses, each with specific uses and verb forms This difference often leads to confusion among students when selecting the correct tense during translation, resulting in frequent tense-related errors.
Secondly, the structures words of English like the articles, prepositions and demonstratives are not always equivalents in the mother tongue The difference can be proved by some examples below.
The preposition "in" translates to "trong" in Vietnamese, while "on" translates to "trên." For instance, the Vietnamese sentence "Những ngôi sao đang tỏa sang trên bầu trời" is commonly translated as "Stars are shining on the sky." However, the accurate translation is "Stars are shining in the sky."
Example 2: An adjective or possessive adjective follows a noun However, in English, an adjective precedes a noun and the same position for possessive adjective as in the following formula:
“Một món quà dễ thương”
Vietnamese and English exhibit distinct sentence structures, with Vietnamese often omitting subjects or starting sentences with verbs, unlike English It is crucial for students to analyze and understand the source text to identify missing subjects and objects However, the influence of their mother tongue can lead to frequent errors in this process.
In Vietnamese, sentences can sometimes omit the subject, as seen in the phrase “Vào mùa đông, trên Sapa thường có tuyết,” which translates to “In Sapa in the winter is often snows.” However, the correct translation should include the subject for clarity: “It often snows in Sapa in winter.”
The Vietnamese sentence “Tập thể dục là giữ gìn sức khỏe” is often incorrectly translated as “Do exercise is preserve health.” However, in English, sentences should not begin with a verb The accurate translation is essential for clear communication.
“Doing exercise is to preserve one’s health.”
3.2.1.2 Different characteristics of Vietnamese and English
58.4% of the students make this mistake due to some reasons.
The characteristics of meaning components highlight the differences among languages, as they are packaged into lexical items uniquely in each language For instance, while English uses the suffix "s" to indicate plurality in nouns, Vietnamese expresses plurality through separate words such as “những,” “các,” or “vài.” This illustrates that a single word in English may require multiple words for translation into Vietnamese, and the reverse can also be true.
Secondly, it is the characteristic of languages that the same meaning components will occur in several surface structure lexical items In English, the words “lamp”, “ram” and
In English, the term "sheep" encompasses various meanings, including "lamb" for a young sheep, "ram" for an adult male sheep, and "ewe" for an adult female sheep.
Language possesses the characteristic of polysemy, where a single word can convey multiple meanings Typically, each word has a primary meaning that is most readily associated with it when used alone However, in specific contexts, words can take on additional or secondary meanings, influenced by surrounding words and their arrangement.
In English, the word "run" can have different meanings based on context For instance, in the sentence "The boy runs," it implies that "the boy moves fast." Conversely, in "He runs a company," the term "run" signifies managing or operating a business, highlighting the importance of understanding contextual meanings in language.
Background knowledge plays a crucial role in a translator's success, as it is essential for them to be well-versed in various fields such as politics, economy, society, culture, education, and health Given the ever-changing nature of our world, translators must continuously update their understanding and knowledge Unfortunately, many students often neglect to stay informed about current events, viewing it as an uninteresting topic, which can hinder their competency in translation.
As a result, 79.6% of students lack prior information and the consequence is that most students find it difficult and make many mistakes relating to lack of background knowledge.
The limited accessibility to translation theories often results in students making errors in their translations While English majors are introduced to Translation Theories in their third year, many students find the subject tedious and do not engage with the material thoroughly Consequently, this lack of interest leads to a deficiency in their foundational knowledge of translation theories.
Over 60% of students struggle with language competence, which encompasses both grammar and vocabulary issues The reliance on multiple-choice test formats in examinations contributes to a lack of thorough understanding of the material, leaving students unable to grasp the concepts clearly.