Rendering the cultural and historical context of original text
Translation occurs within a specific context and historical background, shaping the text's emergence and adaptation It encompasses all socially influenced aspects of humanity, highlighting that translation is both a social phenomenon and a cultural practice.
Being culturally appropriate for the target readers
A successful translation not only conveys the original text's meaning but also aligns with the cultural norms, beliefs, values, and expectations of the target audience By considering the cultural and historical context of both the source and target languages, a translation can effectively help readers understand the author's intent This cultural acceptance is crucial for achieving the ultimate goal of translation, which is to facilitate comprehension for the intended audience.
Vietnamese-English translation often presents challenges, as many Vietnamese words, phrases, and idioms lack direct English equivalents In such instances, translators must craft culturally appropriate translations that resonate with the target audience.
“Tay làm hàm nhai” can be translated as “No pains no gains”
“Tốt gỗ hơn tốt nước sơn” can be translated as “Handsome is as handsome does”
“Ngưu tầm ngưu, mã tầm mã” can be translated as “Every Jack has his Jill”
Grammatical error
Definition
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.”
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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 learners become acquainted with the structure of a second language (TL), they rely solely on their native language (L1) as a linguistic framework Insufficient understanding of the TL often results in learners applying their own syntactical rules, leading to interference and errors in their language use.
Therefore, it seems impossible to learn a language without learning its grammar.
Grammar is a comprehensive system that defines the structure of a language, encompassing syntax, morphology, phonology, and semantics It integrates three key dimensions: morphosyntactic form, meaning, and pragmatics, which together shape effective communication.
According to Hsu (2013), grammatical errors in L2 learners indicate inaccuracies in form, semantics, and usage Mastery of these dimensions allows learners to use the second language accurately, meaningfully, and appropriately Errors are categorized into local errors—morphological, lexical, syntactic, and orthographic—and global errors, which reflect communicative misunderstandings that lead to misinterpretation of conversational messages.
Grammatical correctness, as defined by Hornby (2000), pertains to adhering to the established rules of grammar The term "common" refers to occurrences that affect almost all members within a specific group Therefore, common grammatical errors are those mistakes that frequently arise across various rules of grammar within a particular category or guideline.
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, showcasing the learner's interlanguage competence (Brown, 2004).
Linguistic challenges often stem from structural differences in vocabulary and syntax between a second language (SL) and the target language (TL), as noted by Nord (1991) Understanding these discrepancies is essential for effective language acquisition and communication.
The phenomenon of 526 can arise from what Newmark (1988) identifies as "false friends" or instances of one-to-many or one-to-zero equivalence Additionally, these issues may stem from a lack of contextual understanding.
TIEU LUAN MOI download : skknchat123@gmail.com moi nhat grammar knowledge in the SL or the TL.” (Nord, 1991, p.89)
Classification of grammatical errors
Grammar is a crucial aspect of translating English text, as it significantly impacts the quality of the translation Alongside careful word choice, the grammatical structure of sentences plays a vital role in determining whether a translation is effective and coherent.
Utilizing incorrect grammatical can be said as a grammatical error According to Hancock
Grammar is a crucial component of language that organizes words to convey meaning (2005:6) Amando et al (2008:23) note that there is a widely accepted belief that violating grammatical rules equates to making a mistake Errors are perceived as incorrect, which inherently categorizes them as undesirable.
Error analysis is a valuable method for evaluating the performance of second language learners, as highlighted by Garza and Wu (2014: 1256) This approach enables teachers to identify and understand the specific challenges their students face during the language learning process.
In his 1967 study referenced by Wood (2017: 4), Corder differentiated between mistakes and errors, attributing mistakes to physical or psychological conditions, such as fatigue or strong emotions, while defining errors as stemming from temporary competency issues He further categorized errors into three types: pre-systematic errors occur when learners lack knowledge of the second language's grammar; systematic errors arise when learners understand the grammar but apply it incorrectly; and post-systematic errors happen when learners know the grammar rules but fail to use them due to a lack of concentration.
In another hand, George (1972: 2), on the other hand, defined an error as an undesired form, specifically, a form that a particular course designer or teacher did not want While
David & Pearse (2002: 103) said that error was a part of language learning, it was not evidence of the failure in the learning process An error, according to Brown (2007: 226),
TIEU LUAN MOI download : skknchat123@gmail.com moi nhat is a divergence from the adult grammar of native speakers that indicates the language learners' internal language capabilities.
According to Yang (2010: 266), Burt and Kiparsky (1972) recommend that the researcher or teacher should discover errors by referring to the target language James in
Sattayatham & Honsa (2007: 173-175) classified error into two kinds, they are linguistic category taxonomy and surface structure taxonomy.
Linguistic category taxonomy classifies errors into distinct linguistic categories, including phonological, syntactic, and discourse errors Initiated by Dulay, Burt, and Krashen (1982), this framework highlights systematic surface structure changes in language use Their taxonomy identifies four specific types of errors: omission, addition, misformation, and misordering, providing a structured approach to understanding language errors.
Omissions in sentences occur when essential language components are missing, such as in the incorrect question, “You know what you want?” The correct form should be “Do you know what you want?” since auxiliary verbs like "do" precede the subject in English questions Conversely, addition errors involve unnecessary words, exemplified by the phrase “He does not knows me.” The correct structure requires the verb to be in its bare infinitive form, making it “He does not know me.” Understanding these common mistakes can enhance clarity and accuracy in English communication.
Misinformation often arises from errors in language construction, such as the incorrect sentence “I buy a bag yesterday.” This example illustrates the need for proper verb tense; since the action occurred in the past, the verb should be modified to reflect that, resulting in the correct sentence: “I bought a bag yesterday.”
Yesterday, I purchased a bag An example of missordering is found in the incorrect sentence structure, which states that "the research background is the understanding of teacher regarding exact matter subject in teaching-learning activities." The accurate phrasing should be "the research background is the understanding of teachers regarding the exact subject matter in teaching-learning activities" (Any, 2013: 11) This illustrates the importance of proper sentence structure in effective communication, as noted by Richard in Bagheri & Heydari.
(2012: 1548) proposed errors based on their cause Based on it errors are divided into two
Download the latest thesis at skknchat123@gmail.com, focusing on two types of language errors: interlingual and intralingual Interlingual errors arise from the influence of a person's first language or mother tongue, while intralingual errors stem from the grammatical rules of the target language According to Weinreich in Dittmar (1976) as cited in Any (2013), understanding these errors is crucial for language learning and teaching.
12) divided interference of grammatical as follows: (1) utilizing language A in language B, (2) using the relationship of grammatical of language A into language B or the denial of grammatical relation of language B, and (3) a change in morpheme function that produced (added or reduced the function of morpheme of language B based on grammatical language A.
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RESEARCH FINDINGS
Result of the study
Using incorrect grammar can result in significant misunderstandings, making it essential for English learners to develop the habit of proper word order A single grammar mistake can alter the intended meaning and potentially leave a negative impression on readers For these reasons, grammatical errors are intolerable in translated texts Among the various grammatical mistakes, five common errors were frequently made by students, as illustrated in the chart below.
Chart 3.1: Common grammatical errors in Vietnamese-English translation
3.1.1 Grammatical errors relating to tense
Chart 3.1 indicates that 25% of students incorrectly use tenses in translation texts, highlighting a significant area for improvement, although this percentage is not the highest overall Common errors can be illustrated through specific examples.
TIEU LUAN MOI download : skknchat123@gmail.com moi nhat translations in each example are typical translations, through which we immediately recognize the error that the students are making.
Theo dữ liệu nghiên cứu thị trường, tính đến cuối tháng 11 năm 2020, Trung Quốc đã chiếm vị trí thứ ba trong danh sách các quốc gia đầu tư vào Việt Nam.
As of the end of November 2020, market research data indicates that China holds the 3rd position among countries investing in Vietnam, with a total investment capital of 2.1 billion USD.
Students often struggle with translating texts accurately due to a lack of understanding of the original content This misunderstanding can result in the incorrect use of verb tenses, particularly when describing past events; for instance, using the simple present tense instead of the appropriate simple past tense Additionally, the original sentences may lack clear structural divisions, causing confusion regarding the subject, predicate, and other grammatical components To improve translation accuracy, it is essential for students to grasp these elements effectively.
Example 2: The Vietnamese sentence “Dòng vốn đầu tư trực tiếp nước ngoài (FDI) từ
Trung Quốc đã có sự tăng trưởng mạnh mẽ từ đầu năm nay, điều này không chỉ tạo ra nguồn lực cho sự phát triển kinh tế mà còn gây áp lực đáng kể lên các doanh nghiệp nội địa.
China's foreign direct investment (FDI) inflows have surged significantly since the beginning of this year, providing essential resources for economic development while simultaneously exerting considerable pressure on domestic enterprises.
Vietnamese sentences can be complex and may lead to misunderstandings for students While translations may closely mirror the original, they often misuse verb tenses The Vietnamese sentence in question refers to events that began in the past and continue into the present, establishing a connection with the current moment Consequently, using the simple present tense or simple past tense in translations is incorrect The appropriate tense for translating this Vietnamese sentence is the present perfect tense.
A prevalent grammatical error in English arises from the challenges of tense usage, particularly for Vietnamese speakers, as the concept of tenses is absent in their native language Unlike Vietnamese, English has a well-defined structure comprising 12 distinct tenses, which can lead to confusion and mistakes in proper tense application.
Understanding verb tenses is essential for effective translation, as each tense has specific uses and forms This complexity often leads to confusion among students when selecting the correct tense for their translations.
Coming along with objective cause, there is also subjective cause Students do not clearly and deeply understand the use and form of verbs of 12 tenses When analyzing
Students often struggle to accurately determine whether events or actions in Vietnamese texts actually occurred, leading to confusion when selecting the appropriate tense for translation This misunderstanding frequently results in errors related to verb tenses.
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3.1.2 Grammatical errors relating to active voice and passive voice
Active voice occurs when the subject of a sentence performs the action of the verb, whereas passive voice is used when the subject is acted upon by the verb Many students struggle to differentiate between active and passive voice, leading to confusion in their writing.
Many students frequently encounter grammatical errors, with 21% making these mistakes regularly This issue arises primarily from the difference in voice usage between Vietnamese and English; while Vietnamese commonly employs the active voice, English often utilizes the passive voice This fundamental distinction contributes to the challenges students face in mastering active and passive voice constructions in English.
Vietnamese-English translation Below are illustrative examples, the translations in each example are typical translations, through which we immediately recognize the mistakes that students are making.
From an economic perspective, many consider it trivial that HSBC Vietnam aims to reduce energy consumption by 8%, water usage by 11%, waste by 10%, and greenhouse gas emissions by 6% by 2011 through various initiatives.
The original sentence is clear and does not mislead students, as translation styles vary among individuals Students have the flexibility to choose between active and passive voice in their translations However, it is essential to select the appropriate voice based on context to enhance clarity In this case, using the active voice is recommended, as it emphasizes the subject performing the action, ensuring that the translation aligns well with the intended meaning.
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Discussion
Errors in language perception are an inevitable part of learning, with various causes differing among students A survey revealed specific factors contributing to errors in Vietnamese-English translation, which can be categorized into two main types: subjective causes, stemming from individual student experiences, and objective causes, related to external influences.
Chart 3.2: Common causes of errors in Vietnamese-English translation
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3.2.1.1 The negative influence of the mother tongue
One of the main possible causes of students’ error is the failure to overcome the detrimental impact of the mother tongue in language acquisition, which accounts for
The influence of our mother tongue on our thinking and language use is significant, particularly in the context of learning a foreign language By employing translation, we can better understand how our native language interferes with our study of a new language Contrastive analysis allows us to explore the strengths and weaknesses of both languages English and Vietnamese exhibit both similarities, such as shared sounds and punctuation marks, which facilitate translation for students, and differences that can complicate Vietnamese-English translation.
In Vietnamese, the concept of tenses is absent, while English features a structured system of 12 distinct tenses Each of these tenses has specific uses and verb forms, highlighting the importance of understanding their rules for effective communication in English.
Students always feel confused when they have to choose the appropriate tense in translation, then they often make errors relating to tenses.
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 prepositions “in” and “on” have specific meanings in Vietnamese, with “in” translating to “trong” and “on” to “trên.” For example, the Vietnamese sentence “Những ngôi sao đang tỏa sang trên bầu trời.” is commonly translated as “Stars are shining on the sky,” but 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:
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“Một món quà dễ thương”
Vietnamese and English exhibit distinct sentence structures, with Vietnamese often omitting subjects or starting sentences with verbs, a practice not common in English It is crucial to recognize that while Vietnamese sentences may frequently drop the subject, English requires a clear subject for grammatical correctness.
Students must thoroughly analyze and understand the source text to identify missing elements such as subjects and objects However, the interference of their mother tongue often leads to frequent errors in their comprehension and writing.
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, this translation lacks a clear subject The accurate translation should be “It often snows in Sapa in winter,” ensuring proper grammatical structure and clarity.
The Vietnamese sentence “Tập thể dục là giữ gìn sức khỏe,” which translates to "Exercising is essential for maintaining health," highlights the importance of physical activity for overall well-being The incorrect translation, “Do exercise is preserve health,” fails to convey the intended meaning It is crucial to accurately interpret such phrases to emphasize the role of exercise in promoting a healthy lifestyle.
English, it is not correct to begin a sentence with a verb The correct translation is
“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 variations among languages, as these components are organized into lexical items in distinct ways While nearly all languages convey the concept of plurality, the methods of representation differ For instance, in English, the addition of the letter "s" at the end of a word signifies plurality.
It occurs in grammar as a suffix of the nouns However, in Vietnamese, plurality is expressed in an isolated word “những”, “các” or “vài”, etc A single word in
TIEU LUAN MOI download : skknchat123@gmail.com moi nhat the SL – English may need to be translated into the TL – Vietnamese by several words, and vice versa.
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 readily recognized when used alone, alongside contextual or secondary meanings that emerge in specific situations, 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 he moves quickly Conversely, in "He runs a company," the term "run" refers to managing or operating a business, highlighting the importance of context in understanding the true meaning of words.
Background knowledge is crucial for the success of translators, as they must be well-versed in various fields such as politics, economics, society, culture, education, and health Given the ever-evolving nature of our world, it is essential for translators to continuously update their knowledge and understanding Unfortunately, many students often neglect to stay informed about current events, viewing them as uninteresting.
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.
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Besides, lack of accessibility to translation theories also makes students often make errors in translation It is comprehensible as students majoring in English are taught Translation
In their third year, students frequently experience boredom while studying translation theories, which results in a lack of thorough understanding This neglect can lead to significant gaps in their background knowledge of essential translation concepts.
Over 60% of students face challenges due to inadequate language skills, which encompass both grammatical and lexical issues The reliance on multiple-choice test formats in examinations often leads to a lack of comprehensive understanding of the material being taught.
RECOMMENDATIONS AND SUGGESTIONS
Suggestions for students
Self-study is the best way that can help students improve their translation skills quickly.
To enhance their Vietnamese-English translation skills, students should identify personalized learning methods and cultivate a proactive approach to their studies Strengthening grammar and vocabulary is crucial for improving overall language proficiency Below are some recommendations for students to consider.
Enhancing grammar is crucial for improving language skills, as it boosts students' confidence in using English effectively A solid grasp of grammar allows learners to convey ideas clearly and avoid awkward expressions, leading to more successful communication.
Having a comprehensive reference book that covers all English tenses, their uses, and forms, along with numerous practice exercises, is essential for improving grammar skills Regular reading and practice can significantly enhance students' understanding of English grammar Today, various grammar books, like "English Grammar in Use," are available in the market, catering to learners of all levels.
(Raymond Murphy), “Collins Cobuild English grammar”, “The grammar book”
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Marianne Celce and Diane Larsen-Freeman's works, along with "The Good Grammar Book" from Oxford, are valuable resources aimed at helping students enhance their grammar skills effectively and efficiently.
The Internet serves as a valuable resource for students looking to improve their grammar skills, offering easy access to a wealth of information With just a few keystrokes in a search engine like Google, learners can find numerous websites that provide clear explanations of grammatical concepts and exercises to enhance their understanding To reinforce their learning, students should keep a notepad handy to jot down important grammar points they discover, allowing for quick reviews and better retention of the material.
Secondly, students should try to overcome the negative influence of the mother tongue in
Vietnamese students frequently rely on their native language when translating into English, which can lead to a fixation on Vietnamese sentence structures To mitigate this influence, it is essential for students to refrain from direct, word-for-word translations and to avoid incorrect structural choices in English By moving beyond their Vietnamese-centric thinking, students can improve their translation skills and produce more accurate English renditions of Vietnamese texts.
To foster effective study habits, students should cultivate their own motivation, which allows them to discover personalized learning methods When students are genuinely interested in their studies, they tend to dedicate more time to learning A particularly effective way to enhance motivation is through collaborative learning with peers, as studying alone can often lead to boredom Engaging in pair or group work not only makes learning more enjoyable but also introduces a healthy sense of competition, serving as a powerful motivator.
Downloading TIEU LUAN MOI from skknchat123@gmail.com offers students not only the latest resources but also an effective learning method By studying in pairs or groups, students can enhance their understanding and gain insights from their peers.
Students should actively participate in translation classes at university by engaging in pre-class, during-class, and post-class activities Preparing translation assignments beforehand is essential for understanding the teacher's feedback during class Experienced teachers not only identify students’ errors but also share valuable insights and practical tips that are not found in textbooks, enhancing students' translation skills Additionally, teachers offer a structured learning path that guides students from basic to advanced levels of translation.
To enhance translation skills and minimize grammatical errors, consistent practice is essential for students Developing language competence and translation abilities requires time and dedication, emphasizing the need for daily practice The adage "Practice makes perfect" highlights the importance of continual effort in mastering any skill Mistakes in Vietnamese-English translation are a natural part of the learning journey; however, with practice and constructive feedback, students can learn to identify and correct these errors, ultimately improving their translation proficiency The extent of improvement largely relies on the students' self-awareness and commitment to practice.
Suggestions for teachers
Effective teaching and learning are interconnected, with teachers playing a crucial role in guiding students through the translation process The success of students' learning is significantly influenced by teaching methods and teacher engagement To enhance students' efficiency in translation, several recommendations for teachers are provided.
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To engage students effectively, teachers must adopt innovative teaching methods that connect lesson content to real-world applications By incorporating practical examples, educators can create dynamic and enriching learning experiences that enhance comprehension This approach not only simplifies complex concepts but also ignites students' enthusiasm, encouraging active participation in the classroom.
Teachers should consistently review translation exercises and utilize diverse error correction techniques to help students recognize and amend their mistakes By highlighting common grammatical errors, instructors can encourage students to analyze sentences for inaccuracies, omissions, or word order issues This approach not only demonstrates how to rectify these errors but also empowers students to correct their own work Consequently, this method significantly reduces grammatical mistakes in future translation exercises.
Teachers can facilitate small group discussions in the classroom, allowing students to freely share their opinions and valuable tips to minimize grammatical translation errors These interactive sessions enable students to grasp the lesson more effectively and gain additional insights.
Suggestion for further studies
Based on the limitations of the research, it is essential to modify these limitations for further studies.
Firstly, the sample of the study should be expanded with the different departments in
Thuongmai University in the further studies in order to the exact evaluations Further, studies could be done with a larger number of participants to increase the possibility of generalization.
Secondly, the further studies should collect more than one assessment to affirm correct research findings as the result make the study more persuasive.
Thirdly, the further studies should be conducted over a longer period and set up a specific plan for conducting.
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Although the researcher has made a great effort towards conducting this study, there undoubtedly exist some limitations.
Firstly, the sample of the study was just 30 English major students at Thuongmai
University It would be difficult to determine whether the same results with a larger number of samples.
Secondly, the researcher only collected one assessment of each student As a consequence, it would be impossible to affirm that these problems were outstanding
The evaluation of the researcher might be limited in the scope of little assessment.
The study was conducted over a brief period, which may limit the persuasiveness of its findings and prevent it from addressing all types of errors in Vietnamese-English translation.
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Errors play a crucial role in the teaching and learning process for both educators and students This study aims to identify common grammatical mistakes in Vietnamese-English translation and provide recommendations for enhancing the teaching and learning of this skill By addressing these errors, the goal is to help students minimize mistakes and improve their translation abilities.
This research is structured into four key chapters The first chapter, titled “Overview of the Study,” offers a concise description that outlines the study's rationale, previous research, objectives, subjects, scope, methodology, and organization, without delving into specific details The second chapter, “Literature Review,” explores various concepts associated with translation, presenting diverse definitions from multiple authors and discussing relevant theories that form the theoretical foundation of the research.
Vietnamese-English translation errors are also given and analyzed The third one is called
The chapter titled "Research Findings and Discussion" summarizes the data analysis and results, leading to the final section, "Recommendations and Suggestions." This section offers valuable insights aimed at enhancing teaching and learning methods for both teachers and students, ultimately improving the quality of Vietnamese-English translation skills.
Despite its limitations, this study aims to provide valuable insights for English-majored students and readers interested in Vietnamese-English translation Acknowledging the constraints of time and the researcher’s knowledge, some errors may be present Nonetheless, it is hoped that the findings will assist individuals in discovering effective learning methods to improve their Vietnamese-English translation skills.
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1 Pham Phu Quynh Na “Errors in translation of topic-comment structures of Vietnamese into English.”
2 Bui Thi Kim Phung “Common structural errors in Vietnamese-English translation made by English-majored students at Duy Tan University.”
3 Tran Thi Hoai Nam “Common translation errors (Vietnamese-English) committed by the third-year English majors: A case at Dong Nai Technology University.”
4 Peter Newmark (1998) “Approach to translation.”
5 Peter Newmark (1988) “A textbook of translation.”
6 Munday.J (2004) “Introducing translation study Theories and Applications, Londres-
7 Wilss (1982) “The science of translation: Problems and methods.”
8 Roger Thomas Bell (1991) “Translation and translating: Theory and practice.”
10 Juliane House (1977) “A model of translation quality assessment.”
11 Larson (1984) “Meaning-Based Translation: A Guide to Cross-Language
Equivalence University Press of America, Lanham, MD.”
12 Brown, H.Douglas (2004) “ Language assessment: Principles and classroom practices.
13 Lennon (1991) “Error: Some problems of definition, identification and distinction.”
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14 Brian Mossop (1989) “Objective translational error and the cultural norm of translation.”
15 Pym (1992) “Translation and text transfer: An Essay on the principles of intercultural communication Frankfurt am Main: Peter Lang.”
16 Melis & Alber (2001) “Assessment in translation studies: Research needs.”
17 Benhaddou (1991) “Translation quality assessment: a situational/textual model for the evaluation of Arabic/English translation, PhD thesis, University of Salford, UK.”
18 Nord, C (1997) “Translating as a Purposeful Activity Functionalist Approaches
19 Wang, B (2009) “Translating publicity texts in the light of the skopos theory:
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Hello everyone! My name is Duong To Quyen I am a senior at Thuongmai University
This survey questionnaire aims to support the thesis titled "A Study on Grammatical Errors in Translating Vietnamese to English by Third-Year English Majors at Thuongmai University." Your thoughtful participation is essential for achieving accurate survey results Thank you for your cooperation!
I, Please choose the answer that matches your personal opinion
1 What do you think about the importance of translation? a Extremely important b Important c Less inportant d Unimportant
2 Do you like to learn translation? a Really like b Like c Medium d Dislike e Really dislike
3 How do you feel about translation? a Hard but interesting
TIEU LUAN MOI download : skknchat123@gmail.com moi nhat b Easy and interesting c Hard and boring d Easy and boring
4 How do you rate your translation ability? a Very good b, Good c, Normal d, Bad e, Very bad
5 What do you usually do before attending translation classes?
To enhance your learning experience, consider various options such as checking your homework, translating articles from the internet, newspapers, magazines, or books, and pre-reading assigned documents and handouts Additionally, researching the content and unfamiliar words in the assigned materials can significantly improve your understanding Alternatively, you may choose to do nothing or explore other methods that suit your study habits.
6 What do you usually do after learning translation in class?
When it comes to enhancing your learning experience, consider engaging in activities such as completing homework, reviewing lessons learned in class, and researching or translating relevant articles and documents online Additionally, expanding your vocabulary and understanding of structures from previous lessons can significantly contribute to your educational growth Alternatively, you may choose to do nothing or explore other methods that suit your learning style.
7 How do you often do to translate exercise? a Read and underline difficult words and then look up in the dictionary b Read and translate from beginning to end and then look up the difficult words in the dictionary
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8 How much time do you usually spend on learning translation? a Less than 1 hour/week b 2-3 hours/week c
9 What grammatical errors do you often make when translating?
When assessing grammatical errors in writing, several key areas often require attention Common issues include errors related to tense, which can disrupt the flow of the narrative Additionally, mistakes involving active and passive voice can lead to unclear or awkward sentences Subject-verb agreement is another critical aspect, as mismatches can confuse readers Furthermore, the misuse of relative pronouns can create ambiguity in sentences Incorrect structure also poses a challenge, affecting overall readability Addressing these grammatical errors is essential for producing clear and coherent content.
10 In your opinion, what causes you to make those mistakes?
The challenges faced in language learning can stem from various factors, including the negative influence of the mother tongue, distinct characteristics between Vietnamese and English, and a lack of background knowledge Additionally, poor language competence, insufficient study motivation, and time pressure can further hinder progress Addressing these issues is essential for effective language acquisition and improvement.
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11 How would you rate the impact of the causes of grammatical errors in translation? Please indicate the impact according to the level.
The negative influence of the mother tongue
Different characteristics of Vietnamese and English
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