OVERVIEW OF THE STUDY
Rationale
In the era of globalization, Vietnam has actively engaged in economic, cultural, educational, medical, construction, and security cooperation with various countries worldwide To achieve developed nation status, Vietnam must enhance its collaboration with advanced countries like the United States and the United Kingdom Consequently, proficiency in English has emerged as a vital skill for individuals aspiring to be global citizens Mastering English not only opens personal development opportunities but also facilitates contributions to national growth through business cooperation, tourism promotion, and cultural exchange Thus, the importance of English continues to rise for everyone in today's interconnected world.
In addition to fundamental English skills such as speaking, listening, reading, and writing, translation has become a crucial competency for both students and professionals in English-speaking environments The growing emphasis on translation skills reflects the increasing importance of effective communication, particularly when dealing with technical terminology Furthermore, the expansion of trade has heightened the demand for proficient translation to facilitate better exchange and transportation.
Hence, the knowledge of export – import arises, which results in demand of translation export- import terms.
Currently, numerous studies are being conducted on various aspects of translation; however, research focusing specifically on technical translation terms, particularly in the increasingly popular export-import sector, remains limited.
Thuongmai University specializes in training the field of economy and trade.
The English Faculty at Thuongmai University offers comprehensive training for aspiring English translators, employing diverse teaching methods to facilitate student understanding of trade, economy, and translation skills As a student in this faculty, I recognize the challenges faced by my peers in mastering translation, particularly in English-Vietnamese contexts Success in export-import translation requires students to enhance their translation abilities while also deepening their specialized knowledge.
I have selected the topic “A study on translation technical terms in export-import from English into Vietnamese” for my graduation paper, focusing on the fourth-year students of the English Department at Thuongmai University.
Previous studies
There are some of studies which are related to translation that I have collected.
This article highlights key studies on English-Vietnamese translation, focusing specifically on the translation of terminologies The research presented is sourced from various internet resources, emphasizing the significance of understanding both general translation practices and the nuances of terminology translation between the two languages.
The study titled “English-Vietnamese Translation of Terminologies on Human Resource Management,” conducted by Ngo Thanh Huong from Hai Phong Private University, explores key terms in Human Resource Management (HRM) and offers strategies for enhancing translation skills for students and professionals in the field Utilizing methods such as analysis, interviews, and questionnaires, the research provides a comprehensive overview of HRM and its terminology The core of the study focuses on the translation of HRM terms into Vietnamese, examining issues of equivalence and challenges encountered during the translation process Notably, the thesis identifies two primary challenges: linguistic barriers and cultural differences In the concluding chapter, the researcher proposes several recommendations to assist learners in navigating these translation difficulties effectively.
This study offers several advantages: it addresses a clear and pressing issue in Vietnam, is conducted within a specific context and timeframe, and employs a range of flexible methodologies Additionally, it is grounded in a solid theoretical framework, which is systematically organized into distinct topics The findings contribute significantly to the field of education.
Vietnam and provide practical solutions for learners to overcome difficulties when studying translation.
Aims of the study
This study surveys and evaluates the translation skills of English-majored students, focusing on the challenges faced by fourth-year students and the common mistakes they make during translation Based on these findings, the study offers solutions to help students overcome their difficulties and reduce errors in the translation process, ultimately enhancing their translation skills.
Research Subject
This study investigates the translation skills of fourth-year English major students at Thuongmai University, specifically focusing on the export-import technical terminology from English to Vietnamese It aims to analyze the current challenges students face during translation, including common mistakes and difficulties encountered The research methodology includes interviews and questionnaires to gather relevant data.
Scope of the study
The research is conducted at Thuongmai University, involving 40 fourth-year students from the English Faculty, to ensure convenient implementation and accurate results.
Research methodology
The study aims at addressing the following questions:
1 What are the difficulties the fourth-year students of English Faculty encounter when translating export - import terms from English into Vietnamese?
2 What are the reasons for the problems?
3 What are solutions suggested to deal with the difficulties and to improve translation skills of the fourth-year students?
To address these questions, the research employs a mixed-methods approach, integrating both qualitative and quantitative techniques for comprehensive analysis The quantitative aspect involved administering a questionnaire, with the collected data subsequently cleaned, processed, and analyzed using specialized software In the qualitative component, the researcher interprets the responses from the questionnaire, assessing their nature and underlying logic to derive meaningful insights.
1.6.1.1 Interview With the aim of investigating and evaluating translation skills, also to find out solutions for the fourth-year students to sharpen their skill, this method will support for collecting appropriate as well as accurate answers so that can gain real results for the study From that, the interviewer also makes the study more reliable and information more objective.
The interview targeted teachers and students from the English Faculty and was conducted in Vietnamese to encourage open responses and minimize misunderstandings Note-taking emerged as a crucial skill during the interview process, benefiting both the interviewer and respondents by ensuring that key information was accurately captured and retained for future reference.
1.6.1.2 Practical observation This method has one advantage is that the researcher can save time and money because the observer can evaluate through translation lessons Practical observation was conducted in 4 times per week.
1.6.1.3 Questionnaire The questionnaire is a very common instrument when doing research The questionnaire will be conducted online It aims at finding out the student’s attitude towards translation subject, difficulties, causes as well as the way that can help them to improve their skill The questionnaire also helps to look for necessary information for the study as well as gives appreciated solutions The questionnaire is laid-out in the form of multiple-choice items for answering and consisting of closed-ended and open-ended questions In the study, there are 10 questions which are about translation in general and English-Vietnamese in particular, the importance of export-import, technical term translation.
Organization of the study
The thesis consists of the four following chapters:
Chapter 1 provides a comprehensive overview of the study, detailing its rationale and the context established by previous research It outlines the study's aims, identifies the research subjects, and defines the scope of the investigation Additionally, the chapter describes the research methodology employed and presents the organization of the study for clarity and coherence.
+ Chapter 2: Literature review This is the most important part that gives knowledge about translation, technical terms, export – import, export – import terminologies, difficulties in translating process.
+ Chapter 3: Research findings Research findings give results of ability to translate of the fourth-year English- majored students.
+ Chapter 4: Recommendations and suggestionsBased on the results, the researcher gives suggested solutions to help the students overcome difficulties when translating as well as improve their translation skill.
LITERATURE REVIEW
Related concepts in translation
Translation encompasses various concepts and is defined as the process of replacing textual material in one language (source language) with equivalent material in another language (target language), as noted by Catford (1965) This definition highlights that translation is an active process carried out by individuals over time, involving the simplification of expressions within the same language or the conversion between different languages.
Translation, as defined by Peter Newmark (1988), involves converting a written text into a different language while preserving the author's original intent Translators handle a variety of tasks, from straightforward documents to more intricate written works.
Besides, there are a lot of other concepts of translation such as:
Translation is the process of finding a target language (TL) equivalentfrom a source language (SL) utterance.(Pinhhuck)
Translation is a transfer process, which aims at the transformation of awritten
SL text into an optimally equivalent TL text, and which requiresthe syntactic, the semantic and the pragmatic understanding andanalytical processing of the SL.
(Wilss - 1982)Translation is the act of transferring through which the content of a textis transferred from the SL into the TL (Foster - 1958)
Translation is to be understood as the process whereby a messageexpressed in a specific source language is linguistically transformed inorder to be understood by readers of the “target language” ( Houbert - 1998)
2.1.2 Types of translation 2.1.2.1 Word-for-word translation
Interlinear translation involves placing the target language (TL) directly beneath the source language (SL) words, maintaining the original word order In this method, words are translated individually using their most common meanings without considering context, and culture-specific terms are translated literally This approach is primarily used to grasp the SL's meaning or to prepare for a more complex translation task.
The SL grammatical construction is converted to the nearest TL equivalents but the lexical words are again translated singly, out of context.
A faithful translation aims to accurately convey the contextual meaning of the source language (SL) while adhering to the grammatical structures of the target language (TL) This approach involves adapting cultural terms but maintaining a level of grammatical and lexical "abnormality" in the translation The primary goal is to remain true to the intentions and textual expression of the original SL author.
Semantic translation prioritizes the aesthetic qualities of the source language (SL) text, allowing for compromises on literal meaning when necessary This approach ensures that elements such as assonance, wordplay, and repetition are preserved in a way that feels natural in the final translation.
This form of translation is often the most flexible, primarily utilized for plays and poetry It aims to maintain the original themes, characters, and plots while adapting the source language culture to the target language culture Although some adaptations by established dramatists or poets have resulted in subpar versions, others have successfully revitalized period plays.
This reproduces the matter without the manner, or the contentwithout the form of the original Usually it is a paraphrase much longerthan the original, a so-called
“intralingua translation”, often prolix andpretentious and not translation at all.
Idiomatic translation reproduces the “message” of the original buttends to distort nuances of meaning by preferring colloquialisms and theidiom where these do not exist in the original.
Communicative translation attempts to reader the exact contextualmeaning of the original in such a way that both content and language arereadily acceptable and comprehensible to the readership
Vanessa Leonardo emphasizes that equivalence is a fundamental concept in translation, though its definition and significance have sparked considerable debate Over the past fifty years, various theories regarding equivalence have emerged within translation theory, reflecting its complex nature and importance in the field.
According to Catford (1965), the primary challenge in translation lies in achieving equivalence in the target language Halverson (1997) elaborates that equivalence refers to the relationship of likeness, sameness, similarity, or equality between two entities based on various qualities Thus, translation equivalence can be understood as the correspondence between a word or expression in one language and its equivalent in another language In essence, effective translation ensures that a word or expression in one language has a corresponding counterpart in the target language.
Technical translation
2.2.1 Translation of English for special purpose (ESP)
Hutchinson and Waters (1987) define English for Specific Purposes (ESP) as a language teaching approach that tailors content and methods to the specific reasons learners have for studying the language Anthony (1997) highlights the ambiguity in distinguishing ESP courses from general English courses, as many non-specialist instructors adopt an ESP methodology by designing syllabi that focus on learners' needs and their own expertise in using English for practical communication.
Types of ESP: David Carter (1983) identifies three types of ESP:
English, when used as a restricted language, limits effective communication to specific contexts, such as those encountered by airline stewardesses, waiters, or air traffic controllers This narrow focus hinders the ability to engage in conversations outside of these specialized environments, reducing overall communicative competence in diverse situations.
English for Academic Purposes (EAP) focuses on enhancing language skills for educational contexts, including subjects like literature, science, social studies, math, and business In contrast, English for Occupational Purposes (EOP) is designed to meet the language needs of specific professions, such as medical technicians and flight attendants, facilitating effective communication in vocational settings.
Carter (1983) identifies specific topics in English for Specific Purposes (ESP), where the focus shifts from purpose to topic This type of ESP addresses the future English needs of professionals, such as scientists who require proficiency for postgraduate studies, conference participation, or international work Additionally, Carter highlights another category of ESP, which is English for Academic and Occupational Purposes, as outlined in the 'Tree of ELT' by Hutchinson and Waters.
In 1987, English for Specific Purposes (ESP) was categorized into three main branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each of these branches is further subdivided into two categories: English for Academic Purposes (EAP) and English for Occupational Purposes (EOP).
Technical translation refers to the translation style that focuses on specific terminology in fields such as politics, economics, banking, finance, and law As noted by Peter Newmark (1995), technical translation is primarily distinguished by its specialized terminology, blending grammatical features with other language varieties While technical reports are its typical format, it also encompasses instructions, manuals, notices, and publicity, often emphasizing direct address and the use of the second person Newmark categorizes technical translation into three levels: Academic, Professional, and Popular, highlighting its diverse applications.
Academic: it includes transferred Greek and Latin words associated with aca- demic paper such as scientific writing or university student´s textbook.
Pediatrics: khoa nhi Geriatrics: khoa nội tiết
Professional: former terms used by experts However, they may be under- standable for others
Criminal court: tòa hình sự Civil court: tòa dân sự
Popular: Layman vocabulary, which may includes familiar alternative terms
The translation of terms can be classified into general categories such as "ngói, đá lát" for tiles and paving stones, and "hồ, vữa" for mortar and plaster This classification provides translators with a systematic approach to understanding and accessing new terms in both the source and target languages, whether they choose to adhere to it strictly or use it as a reference.
2.2.3 Technical terms (terms) 2.2.3.1 Definition of technical terms
Term is a variation of language in a specific condition (Peter Newmark) and he stated that the central difficulty in translation is usually the new terminology.
The primary challenge often lies in encountering terms in the source text that lack substantial meaning and are mentioned only once When these terms are context-dependent, understanding them typically involves a process of gradually ruling out less probable interpretations This is particularly true for technical terminology, which refers to the specialized vocabulary specific to a particular field.
These terms have specific definitions within the field, which is not necessarily the same as their meaning in common use.
There is distinction between technical and descriptive terms The original source language writer may use a descriptive term for a technical object for three reasons:
- The objective is new and not yet has a name.
- The descriptive term is being used as a familiar alternative, to avoid repetition.
- The descriptive term is being used to make a contrast with another one.
When translating technical and descriptive terms, it is essential to use their accurate counterparts rather than opting for a more complex translation to showcase your knowledge, as this can weaken the original term's impact However, if the original term is used due to the author's lack of understanding or if a suitable technical term is unavailable in the source language, it is acceptable to translate a descriptive term with a technical one, especially when referring to an object familiar to the target language culture.
Terminology constitutes about 5-10% of a text, while the majority comprises a natural and elegant language style An authoritative text aims for this refined language, and if it falls short, you can enhance it by converting it into a more natural and graceful expression, which the writer will surely appreciate.
Difficulties in English – Vietnamese translation
When doing translation from English into Vietnamese, we find it difficult to convert many texts naturally and we can identify two main problems in linguistic difference and cultural difference.
First, in term of linguistic different between English and Vietnamese: the two languages have various differences in terms of vocabulary and grammatical rules can be named as below:
English grammar is characterized by strict rules, while Vietnamese offers greater flexibility in its structure Unlike English, Vietnamese often omits articles, resulting in less rigid grammatical guidelines.
English verbs, particularly phrasal verbs like "turn on," "turn off," "set up," "run out," "look into," and "look after," can be challenging due to their unique constructions Unlike Vietnamese, which employs specific verbs to convey similar meanings, English relies heavily on these combinations, making them a potential hurdle for learners.
In English, a single word can have multiple meanings in Vietnamese, exemplified by the term "problem," which can be translated as vấn đề, vấn nạn, tệ nạn, khó khăn, trục trặc, or thắc mắc, depending on the specific context in which it is used.
Second, in term of cultural difference, Asian culture in general and
Vietnamese culture significantly differs from Western and American cultures, presenting challenges for translators To achieve successful and natural translations, translators must overcome cultural barriers and embrace unfamiliar concepts This is particularly evident when translating culturally specific terms and ideas, such as "New Year’s revolution," "fair go," and "wife swapping," which are prevalent in English-speaking countries but lack direct equivalents in Vietnam.
RESEARCH FINDINGS
Research method
There are three main methods used to deal with the problem of this topic The researcher evaluates the results through translation test, questionnaire and interview.
Fifty fourth-year students from the English Faculty participated in a translation exercise, tasked with translating an English newspaper into Vietnamese The students were provided with printed test papers and given a strict time limit of 60 minutes, mirroring the duration of a mid-term exam for their translation course.
The second method employed in this study involves administering a questionnaire comprising 10 questions, which include closed, multiple-choice, and open-ended formats This questionnaire aims to collect objective insights from respondents regarding general translation practices, the nuances of English-Vietnamese translation, the significance of export-import activities, and the challenges faced in translating export-import terminology.
The interview process involves two individuals, where the interviewer seeks to gather insights from the interviewee regarding the significance of Export-Import in globalization, technical terms, and translation challenges The primary objectives include identifying the difficulties faced by fourth-year English majors in translating Export-Import terminology from English to Vietnamese, as well as common errors they encounter Additionally, the interview aims to uncover the underlying causes of these challenges, enabling the researcher to propose effective solutions to enhance the interviewees' learning experience in translation.
Analysis of data
3.2.1 Results of the translation test
The translation error types which were made by the students in their translation tests are described in the following chart.
Chart 3.1 Distribution of translation error types
The findings reveal that background knowledge significantly impacts students' translation abilities, with 52.1% of errors attributed to this lack of knowledge Additionally, vocabulary-related mistakes are more prevalent than grammatical errors, accounting for 30.8% and 17.1% of errors, respectively The following sections will provide a detailed analysis of these challenges.
Chart 3.2 Distribution of grammatical problem
Chart 3.2 describes the distribution and percentage of grammatical errors made by fourth-year students in translating Export-Import expertised text from English into Vietnamese Of all grammatical errors made by students, verb errors appear frequently most and occupy the highest proportion (37%) The second popular error type that the students usually made are errors of tense with the rate of 25.06%.
Following this error type are noun errors The number for this problem accounted for 18% The lowest percentages are about passsive voice and preposition The rates are 12.1% and 7.3%, respectively.
The translation test results indicate that noun errors, particularly in plural forms, account for 18% of mistakes Notably, nouns that end with "s" or "es" are not always translated as "những" or "các" in Vietnamese For example, in the phrase regarding the import turnover of various products, students incorrectly added "những" before nouns like "tools," "accessories," and "CBU cars," leading to a lack of clarity and unnaturalness in the sentences While many goods are often referred to in plural, it is unnecessary to translate them in that form; terms like "imports" and "exports" can simply translate to "giá trị nhập khẩu" and "giá trị xuất khẩu," respectively.
Understanding tenses is crucial in English, as the language has strict rules governing their use In contrast, Vietnamese offers more flexibility in this regard, making it easier for students to translate sentences involving tenses This difference highlights the challenges learners may face when mastering English tense usage compared to their native language.
By the end of the first quarter, the highest import turnover was recorded in the commodity groups of computers, electronic products and parts, machinery, equipment, tools and accessories, as well as materials for textiles, leather, and shoes It is important to note that while the past simple tense is used in the original statement, translations should avoid the inclusion of "đã" before the verb Nonetheless, some students still made errors in this aspect.
In the first quarter, the majority of petroleum products imported by Vietnam came from Malaysia.
Overall, students do not face much problems with verbs.
In English, verb has varying forms such as "to infinitive", "bare infinitive",
"gerund", "irregular verbs" In Vietnamese, verb do not have many forms, adverbs
In both English and Vietnamese, the auxiliary verbs "đã," "sẽ," and "đang" are used before main verbs to specify the timing of actions While "to verb" can express the purpose of an action, it's essential for learners to recognize the significance of phrasal verbs, which are widely used in English Mastering these phrases and their meanings is crucial for Vietnamese learners to enhance their language skills effectively.
In English writing, the passive voice is commonly utilized, whereas Vietnamese writing favors the active voice As a result, translators must adapt their language choices when converting English texts into Vietnamese to ensure the sentences remain coherent and natural The following examples will demonstrate this important consideration.
Vietnam primarily imports chemicals and chemical products from China, Taiwan, and South Korea.
" Việt Nam nhập khẩu" in stead of "được nhập khẩu vào Việt Nam".
Students made fewer errors when translating prepositions, indicating a good understanding of their meanings in various contexts However, attention is needed regarding prepositions used with numbers and statistics For example, the phrase "decreased by 2%" signifies a reduction of 2%.
3.2.1.2 Lexical problem The percentage calculus of each lexical error type is based on its frequency and percentage of all lexical error types in the translation test which are counted by the researcher These lexical errors are idiom, technical term, multi-meaning words.
These errors will be described in the following chart.
Chart 3.3 Distribution of lexical errors
Chart 3.3 describes the distribution and percentage of lexical errors which are made by the students’ translation test Among all of the lexical errors, the number of the errors that were made by the students in understanding and translating technical terms accounted for 87.8%, the lower proportion is about multi-meaning words and occupied 70%
Multi-meaning word is one of the reasons which cause misunderstanding of the students, so meaning of word used may be inappropriate to the context.
According to the study, this type of error accounted for 22% It would be clearer to see the following example.
Duty: import duty, export duty, antidumping duty
In economic newspapers, "duty" means tax or tariff.
Place: place an order Offer: quotation Advance: deposit Inquiry: buying request, order request
Understanding technical terms is crucial for grasping specialized texts in the export-import field This area encompasses a wide range of terminology related to international payment methods, shipment and transportation processes, customs regulations, various types of commodities involved in exporting and importing, as well as essential export-import documentation.
In terms of lexical construction, Export - Import terms are mainly comprised by: single terms, compound terms, phrases, abbreviations.
Processing: hoạt động gia công Customs: Hải quan
Inbound: Hàng nhập Outbound: Hàng xuất
Customs declaration: khai báo hải quan
Customs clearance, also known as "thông quan," is a crucial process managed by the General Department (tổng cục) and its Sub-department (chi cục) This process plays a vital role in logistics and the supply chain (logistics - chuỗi cung ứng), facilitating the movement of goods It includes procedures for temporary import and re-export (tạm nhập - tái xuất) as well as temporary export and re-import (tạm xuất - tái nhập) Additionally, customs clearance is significant in non-tariff zones (khu phi thuế quan), which are areas that offer specific trade advantages.
Duty-free shop: cửa hàng miễn thuế Export-import turnover: kim ngạch xuất nhập khẩu Documentation staff (Docs): nhân viên chứng từ Logistics coodinator: nhân viên điều vận
The World Customs Organization (WCO) plays a crucial role in international trade by establishing standards and guidelines for customs practices The Generalized System of Preferences (GSP) offers preferential tariff rates to developing countries, promoting their economic growth Additionally, the Global System of Trade Preferences (GSTP) aims to enhance trade among developing nations by providing tariff concessions, thereby fostering a more equitable trading environment.
OEM: original equipment manufacturer: nhà sản xuất thiết bị gốc ODM: original designs manufacturer: nhà thiết kế và chế tạo theo đơn đặt hàng
VAT: value added tax: thuế giá trị gia tăng
Airway: đường hàng không Seaway: đường biển
Road: vận tải đường bộ Railway: vận tải đường sắt Pipelines: đường ống Liner: tàu chợ
Voyage: tàu chuyếnBulk vessel: tàu rờiForklift: xe nâng
Detention: phí lưu container tại kho riêng Demurrrage: phí lưu contaner tại bãi Storage: phí lưu bãi của cảng
Free hand: hàng thường (shipper tự book tàu) Nominated: hàng chỉ định
Inland waterway: vận tải đường sông, thủy nội địa Container Yard – CY: bãi container
Job number: mã nghiệp vụ (forwarder) Departure date: ngày khởi hành
Port-port: giao từ cảng đến cảng Door-Door: giao từ kho đến kho Bulk Cargo: Hàng rời
RECOMMENDATIONS AND SUGGESTIONS
Recommendations and suggestions for teachers
Teachers play a crucial role in guiding students and enhancing their knowledge and skills at the university level In the English Department, the translation subject is essential, and educators should adopt innovative teaching methods to help students improve their overall English proficiency and specific translation skills This approach will prepare students to become exceptional translators in the future.
According to the results of the study, students have to face difficulties which are mainly related to vocabulary, grammar and background knowledge.
Due to the differences in grammatical rules between English and Vietnamese, students often struggle with errors in tenses, nouns, verbs, and passive voice The extensive amount of grammatical knowledge to be learned, coupled with limited instructional time, makes it challenging to cover all aspects thoroughly Therefore, teachers should integrate grammatical concepts into every lesson to help students deepen their understanding of the material while reinforcing their grammar skills.
Students should be guided on the context of vocabulary, as many words have multiple meanings, known as polysemy When translating, it is essential for students to select the appropriate meaning based on context Additionally, teachers should focus on analyzing technical terms to enhance students' understanding, which not only aids in accurate translation but also expands their knowledge across various fields.
What’s more, background knowledge is considered a weakness of students.
There is a variety of reason for this It may be due to teaching method, time of lessons, knowledge of teachers also may be due to the students themselves.
Students at the English Faculty have the opportunity to explore British and American cultures, as well as English-American literature, which enhances their cultural understanding and broadens their knowledge in areas such as economics, politics, information technology, and science To effectively impart this knowledge, teachers must excel in guiding students on the appropriate use of Vietnamese for translating English texts, particularly those with technical terminology In today's interconnected world, it is essential for students to acquire knowledge related to export and import to thrive as global citizens This knowledge is crucial for navigating international transactions, necessitating that educators dedicate more lesson time to economics and export-import topics Additionally, providing more support during the translation process will further assist students in mastering these skills.
Recommendations and suggestions for the students
Students play a crucial role in their success in translation studies, making it essential for them to recognize the significance of the translation and export-import sectors To improve, students should avoid passive learning habits and actively engage with their instructors and peers, seeking out opportunities for practice both in the classroom and at home By participating in discussions and welcoming feedback from teachers, they can enhance their understanding and address mistakes effectively Given the limited exposure to Western culture and background knowledge among Vietnamese students, it is vital for them to read extensively to expand their social knowledge and grasp technical terminology Additionally, keeping up with evolving vocabulary is crucial for translators to avoid confusion, especially in specialized fields.
4.2.1 Recommendations and suggestions on improving grammar
To improve English grammar, students should seek reference books that provide both grammatical knowledge and practice exercises Consistent effort is crucial, as regular practice leads to better results A wide range of grammar books is available, allowing students to choose materials that match their English proficiency level for easier learning.
4.2.2 Recommendations and suggestions on improving vocabulary
The study reveals that many students struggle with vocabulary when translating technical terms, particularly in the field of Export-Import To enhance their vocabulary, students should engage in reading, as it exposes them to words in context Additionally, it is crucial for students to adopt effective methods for learning new words, enabling them to remember and connect these terms with previously learned vocabulary A solid understanding of general economic concepts and specific Export-Import terminology is essential for successful translation.
4.2.3 Recommendations and suggestions on improving background knowledge
The study reveals that students often struggle with background knowledge, leading to misunderstandings, particularly with specialized texts To effectively translate Export-Import technical terms, students must first acquire foundational knowledge in this field They can gain practical insights by learning from experienced individuals, such as experts, teachers, and peers Additionally, reading economic articles, newspapers, and magazines in both English and Vietnamese is essential for enhancing their understanding.
The more the students read, the more knowledge they have
In modern society, translation plays an important role in study and work.
In today's interconnected world, it is essential for individuals to possess a comprehensive understanding of various fields, particularly in language and economics, to thrive in the growing economy This thesis focuses on the challenges faced by fourth-year students in translating Export-Import technical terms, highlighting common errors and their underlying causes By addressing these issues, the study aims to provide recommendations that will enhance the professional skills of English Faculty students and aspiring translators across universities in Vietnam.
Nevertheless, there are some limitations in this thesis that may affect the final result.
The researcher acknowledges that limited knowledge in linguistics and the export-import field may lead to unavoidable mistakes Nonetheless, the aim is for this thesis to serve as a valuable resource for fourth-year students and all translation students, helping them to avoid common errors in translating technical terms and ultimately improving the quality of their translations.
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Nguyễn Văn Phúc và Trương Thị Ngọc Điệp (2017) đã nghiên cứu về những khó khăn ngôn ngữ mà sinh viên năm cuối chuyên ngành biên – phiên dịch tiếng Anh tại trường Đại Học Cần Thơ gặp phải trong quá trình biên dịch quảng cáo Nghiên cứu này được đăng tải trên Tạp chí Khoa học trường Đại Học Cần Thơ, thuộc phần Khoa học Xã hội, Nhân văn và Giáo dục.
[9] Halverson, S (1997), The concepts of Equivalence in Translation Studies, Target 1-2, 207-233.
[10] Hutchinson, Tom & Water, Alan (1987), English for Specific Purposes: A learner
– centered approach, Cambridge University Press.
1 It’s said that learning translation subject is important Do you agree?
2 Is it important to have a good understanding of Export – Import field?
3 Have you ever translated a text which is about Export – Import?
4 Which difficulties do you get when translating texts about Export – Import from English into Vietnamese?
B Choosing adequate words in Vietnamese
C Analyzing and arranging word orders
5 Which of the following factors affect you most when translating Export – Import terms?
6 In your opinion, how can you do to improve your competence in translating an English specialized text into Vietnamese? (you may choose more than one answer):
C Reading English specialized texts, articles, newspapers, ect.
D Reading Vietnamese specialized texts, articles, newspapers, ect.
F Practicing translating from different sources
7 Do you often spend time on learning Export – Import knowledge?
8 How much time do you spend on practicing translating texts of Export – Im- port?
9 Translate the following words into Vietnamese: Processing, temporary im- port/re-export, customs clearance, inbound, outbound, Vietnam Automated Cargo and Port Consolidated System
10 If one of your answers is incorrect, please give reasons for it:
(Correct answer: hoạt động gia công, tạm nhập - tái xuất, thông quan, hàng nhập, hàng xuất, hệ thống thông quan hàng hóa tự động)
How major imported goods of Vietnam fluctuated in the first quarter 2019
The General Department of Vietnam Customs reported significant increases in import turnover for various sectors, with computers, electronic products, and parts rising by $1.36 billion Additionally, machinery, equipment, tools, and accessories saw an increase of $991 million, while crude oil imports grew by $860 million CBU cars experienced a boost of $765 million, and coal imports rose by $428 million.
Notably, import turnover of petroleum products fell, while import turnover of crude oil surged to supply the operation of Nghi Son Refinery and Petrochemical Complex.
Specifically, the import volume of petroleum products reached 2.08 million tons, valued at US$1.23 billion, increasing by 40.4% in volume and declining by 45% in value compared to 2018.
Most petroleum products that Vietnam imported in the first quarter were from Malaysia with 625,000 tons, down 39.7%; Singapore with 488,000 tons, down 30.6%;
South Korea with 396,000 tons, down 58.4%.
Meanwhile, import volume of crude oil reached nearly 2.1 million tons, valued at US$901.9 million, increasing 23 times in volume and 20 times in value compared to
2018 Kuwait is the main crude oil import market.
According to the General Department of Vietnam Customs, import turnover of mobile phones and parts was US$2.79 billion, decreasing by 16.6% compared to 2018.
Mobile phones and accessories were mainly imported from China and South Ko- rea with market share accounting for 92.8% of the whole country’s import value.
Import turnover of material plastics and plastic products reached US$3.62 billion, up 3.8% compared to 2018.
Vietnam mainly imports material plastics and plastic products from South Korea, China andTaiwan.
The import volume of iron and steel reached 3.37 million tons, valued atUS$2.26 billion, up 8.3% in volume and 3.1% in value.