Using portfolios to enhance efl students’translation competence at saigon university

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY FACULTY OF ENGLISH LANGUAGE - TRAN THI CUC USING PORTFOLIOS TO ENHANCE EFL STUDENTS’ TRANSLATION COMPETENCE AT SAIGON UNIVERSITY Major: English Language Students’ code: 1841900036 HO CHI MINH CITY, SEPTEMBER 2020 CONTENT LIST OF ABBREVIATIONS .x LIST OF TABLES xi CHAPTER 1: INTRODUCTION 1.1 Background to the study .1 1.2 Statement of the problems 1.3 Aims and objectives of the study .6 1.4 Research questions .6 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of key terms 10 1.8 Organization of the study 11 CHAPTER 2: LITERATURE REVIEW .13 2.1 Concept of translation 13 2.1.1 Translation definition .13 2.1.2 Translation competence 15 2.1.3 Errors and Translation Errors 17 2.2 Concept of Portfolio 18 2.2.1 Definition and Types of portfolio .19 2.2.2 Advantages and challenges of portfolio 23 2.2.2.1 Advantages of portfolio .23 2.2.2.2 Challenges of portfolio 26 2.3 Self-monitoring .27 2.4 Johnson (2003)’s Basic Translation Course portfolio 28 2.5 Galán-Mañas (2016)’s learning portfolio in translator training .33 2.6 Popescu (2011)’s model of translation competence and linguistic competence 37 2.7 Previous studies 39 2.7.1 Previous studies on translation error analysis 39 2.7.2 Previous studies on the use of portfolios to enhance EFL students’ translation competence and to improve self-monitoring 41 2.7.3 Previous Vietnamese studies on translation error analysis and portfolios to improve self-monitoring and translation competence 43 2.8 Theoretical framework .46 2.9 Summary 47 CHAPTER 3: METHODOLOGY 49 3.1 Research design 49 3.2 Research site .51 3.3 Sample and sampling procedures .54 3.4 Research instruments 55 3.4.1 Rubric for the evaluation of the Basic Translation Course portfolio adapted from Galán-Mañas (2016) and Johnson (2003) .56 3.4.2 Portfolio 57 3.4.3 Test 59 3.5 Data collection procedures .61 3.6 Data analysis procedures 63 3.7 Validity and Reliability 67 3.8 Ethics 69 3.9 Summary 69 CHAPTER 4: RESULTS AND DISCUSSIONS 70 4.1 Introduction 70 4.2 Results 70 4.2.1 Hypothesis acceptance & Students’ self-monitoring improvement 70 4.2.2 Students’ translation competence enhancement .76 4.3 Discussions .85 4.4 Summary 87 CHAPTER 5: CONCLUSION 89 5.1 Conclusion 89 5.2 Implications of the research .90 5.3 Limitation of the research .92 5.4 Recommendations for further research 92 REFERENCES 94 APPENDIX A 105 The list of ATA framework for standard error marking 105 APPENDIX B 109 The table of types and examples of translation errors in accordance with Popescu (2013a)’s model 109 APPENDIX C 110 Galán-Mañas (2016)’s rubric for the evaluation of the learning portfolios 110 APPENDIX D 115 Rubric for the evaluation of the Basic Translation Course portfolios (Adapted from Johnson, 2003; Galán-Mañas, 2016; Popescu, 2011, 2013a) 115 APPENDIX E 122 The table of grading students’ translation tests and translations 122 APPENDIX F 123 The extracts of the training syllabus of translation course in International Studies at International Relations Department of Saigon University 123 APPENDIX G 126 Guidelines for Self-Reviews 126 APPENDIX H 128 Guidelines for the first report 128 APPENDIX I 129 THE SOURCE TEXT OF PRETEST .129 THE SOURCE TEXT OF POST TEST 130 APPENDIX J 131 SOME SAMPLE PIECES OF STUDENTS’ PORTFOLIOS 131 LIST OF ABBREVIATIONS PA: portfolio assessment SL: source language TL: target language LIST OF TABLES Table 2.1: Summative assessment of learning portfolio contents proposed by Galán-Mañas (2016) -page 34 Table 2.2: Schedule of portfolio submission proposed by Galán-Mañas (2016) -page 35 Table 3.1: Scheduled submissions of the contents of Basic Translation Course portfolio of junior International Studies students at Saigon University -page 63 Table 3.2: Summative assessment of Basic Translation Course portfolio contents page 64 Table 3.3: Instruments of data collection and analysis to the research questions for the present research = page 67 Table 3.4: Cronbach’s Alpha indices of the rubric items -page 68 Table 3.5: Cronbach’s Alpha indices of translation error analysis of experimental group’s pretest and post test page 68 Table 4.1: Descriptive Statistics of the rubric for the evaluation of Basic Translation Course portfolio page 71 Table 4.2: Rotated component analysis on the items of the rubric page 76 Table 4.3: Paired Samples Statistics of pretest and post test of experimental group -page 78 Table 4.4: Paired Samples Statistics between experiment group and control group -page 79 Table 4.5: Comparison on the number of students according to the grading scheme -page 80 Table 4.6: Case Processing Summary -page 81 LIST OF FIGURES Figure 2.1: A course-portfolio guideline in the Basic Translation Exercises (from Johnson, 2003) page 29 Figure 2.2: Popescu (2011)’s framework on learning objectives in a translation course page 38 Figure 2.3: Conceptual framework of using portfolios to improve self-monitoring and enhance translation competence of EFL non-majors in the translation course of International Studies page 47 Figure 4.1: Translation errors of pretest in the experimental group -page 82 Figure 4.2: Translation errors of post test in the experimental group -page 83 Figure 4.3: Translation errors of pretest in the control group -page 84 Figure 4.4: Translation errors of post test in the control group - page 85 CHAPTER INTRODUCTION This chapter first includes the background of the study on translation significance and portfolio assessment as a tool of assessment and learning in EFL translation courses at universities Next sections introduce the statement of the problem, research objectives, research questions, and the scope for this paper Finally, this chapter introduces the definitions of key terms 1.1 Background to the study Nowadays, English has played important part in the international integration environment and translation is pointed out as an effectively communicative way (Newmark, 2003; Vermes, 2010) Translation studies, therefore, is considered not only an academic program but also an essential subject towards undergraduates at Vietnamese universities (Ho Dac Tuc, 2012; Nguyen Thi Kieu Thu, 2017) Vermes (2010) states that translation is not only the structure transferring or manipulation but also means for language learning and communication In other words, translators cannot be competent without language acquisition and language competence (Baker, 1992; Newmark, 1988; Robinson, 2003; Popescu, 2011; Munday, 2016) Transfer competence is defined as the knowledge of translational relationships between the languages used for translation allowing tobe-translator students to match languages appropriately, as distinct from students’ ability of using the languages individually (Pym, 2010) Some other extra-factors such as self-direction, self-confidence, reflection, have been analyzed and discussed under the diversity of models or frameworks (Oroczco and Albir, 2002; Johnson, 2003; Galán-Mañas, 2016) Translation is really arduous and complicated to EFL students Hence, translation errors can be from the lack of linguistic competence and language acquisition of a foreign language and from the lack of translation skill (Popescu, 2011, 2013b) Translation error analysis is employed to assess a translation and evaluate students’ achievement after a translation course In response to the drawbacks of traditional assessment, through the diversity of these models, portfolio assessment is presented as one of the popular primary alternative methods in translation teaching-learning and assessment Portfolios are considered as an effective and powerful tool for assessment and translation learning due to its authentic, flexible and progressive purposes (Brown and Hudson, 1998; Baume, 2000; Johnson, 2003; Fernández Polo and Cal Varela, 2011) Portfolios also develop students’ translation competence as translation competence can be acquired if there is a fine integration of teaching, learning and assessment As summative assessment, portfolios include a collection of student work that aims at illustrating students’ achievements, progress and readiness for future matters at the end of the course (Brown, 2004) Whereas, as a formative assessment tool considered to be learning-focused, portfolios consist of reflective statements by the students such as goals, strategies, progress, and difficulties These statements are used to present various purposes, one of the most significant being self-monitoring as one of the factors affecting translation competence (Washbourne, 2013; Galán-Mañas, 2016) In terms of self-monitoring and reflective learning, students, on their own, can gain and improve their clear and deep understanding the relations between the means and the methods employed and result achieved by self-monitoring and reflecting on their work; especially as a key in translation alongside the external support from teachers and peers Students can self-direct their learning progress of translation by seeing on their own behalf and their own way in problem- solving strategies of practicing translation Through portfolio-based translation course, students’ English language and translation competence can be improved The evidence in improving EFL majors’ translation competence via the effectiveness of portfolio is illustrated by Fernández Polo and Cal Varela (2011) or Aulia et.al (2014) In Vietnam, there have been many studies on portfolio benefits in teaching and learning writing skills, listening skills or speaking skills (Mai Thu Duong, Nguyen Thi Kim Cuc, and Griffin, 2011 ; Le Quang Dung and Nguyen Thi Dieu Ha, 2019; Phan Thi Thu Nga, 2019) Nonetheless, it is necessary to point out that a few Vietnamese scholars and authors have carried out the studies on using portfolios as a tool of learning and assessment to improve students’ self-monitoring and enhance translation competence in Vietnamese-English written translation classrooms for both English majored and non-majored students; especially for students of International Relations Therefore, as newspaper articles are supposed to assert authenticity with the best expression of the real language (Popescu, 2013a), this research paper used the Vietnamese news extracts for translation tests and texts in translation course of International Studies at Saigon University This paper aims to adapt Johnson (2003)’s course portfolio in the Basic Translation exercises course (henceforth, Basic Translation Course portfolio), Galán-Mañas (2016)’s learning portfolio, and two Popescu (2011; 2013a)’s frameworks on translation competence and translation error analysis This paper also exploits these authors’ frameworks as a tool for learning, teaching and assessment to improve self-monitoring and enhance linguistic competence as one of translation competence subcategories in the translation course of International Studies of International Relations Department at Saigon University APPENDIX E The table of grading students’ translation tests and translations In terms of the grading scheme related to the regulations of credit-based training at university, learning performance was evaluated by instrument of a 10point scoring scheme and converted into letter-rate equivalents such as A = 8.5-10; B = 7.0-8.4; C = 5.5-6.9; D = 4.0-5.4; and F = 0-3.9 GRADE DESCRIPTION A 2-4 translation errors B 5-7 translation errors C 8-10 translations errors D 11-15 translations errors F More than 15 translation errors 122 APPENDIX F The extracts of the training syllabus of translation course in International Studies at International Relations Department of Saigon University HỌC PHẦN: KĨ NĂNG BIÊN PHIÊN DỊCH Thông tin học phần - Tên học phần: Kĩ Biên – Phiên dịch - Mã học phần: - Số tín chỉ: - Số tiết (lí thuyết, tập, thảo luận, thực hành/thí nghiệm/thực địa): 60 (45,15) - Trình độ đào tạo: đại học - Điều kiện để học học phần: + Địi hỏi học phần học trước: Khơng + Địi hỏi học phần học song hành: Khơng Bộ môn phụ trách giảng dạy: Quốc tế học Mô tả học phần Dịch thuật hoạt động đóng vai trị quan trong giới đại Nội dung học phần Kĩ biên dịch đưa vấn đề lí thuyết kĩ dịch hoạt động thực tiễn thực tư liệu liên quan đến lĩnh vực bao hàm bên Quốc tế học– Quan hệ Quốc tế văn hóa, lịch sử, trị, kinh tế,.v.v Môn học trang bị cho người học kĩ cần thiết dịch thuật, giúp cho người học tránh lỗi thường gặp dịch văn hay phát biểu, hiểu sử dụng thuật ngữ, khái niệm Quốc tế học– Quan hệ Quốc tế, đồng thời áp dụng cấu trúc tương đối phức tạp vào biên dịch, giúp cho sinh viên có đủ khả để thực hoạt động dịch thuật, rèn luyện kĩ xử lí tài liệu để phục vụ cho việc học tập nghiên cứu bậc cao Mục tiêu học phần 4.1 Về kiến thức - Sau kết thúc khóa học, người học nắm kỹ dịch thuật bản, tích lũy khối lượng từ ngữ tiếng Việt tiếng Anh thường dùng lĩnh vực 123 Quốc tế học-– Quan hệ Quốc tế nguyên tắc hoạt động biên phiên dịch - Người học hiểu vai trò việc phân tích ngữ cảnh, ngữ pháp mối liên kết dạng thức dịch thuật, hình thành hoàn thiện kĩ biên phiên dịch theo chủ điểm 4.2 Về kĩ - Làm quen sử dụng có hiệu mẫu câu tiếng Anh thông dụng dịch - Dịch cấu trúc cú pháp phức tạp - Nắm kĩ phân tích ngữ pháp, liên kết văn văn tiếng Anh tiếng Việt mức độ tương đối thành thạo - Tìm phương án dịch bảo đảm thích hợp cấp độ từ vựng ngữ pháp, văn lĩnh vực Quốc tế học – Quan hệ Quốc tế - Biết xử lí trường hợp dịch tương đối phức tạp 4.3 Về thái độ - Trong q trình học tập, sinh viên phải tích cực tham gia chủ động rèn luyện kĩ học - Mơn học giúp sinh viên khơng cịn tâm lý bỡ ngỡ, ngần ngại phải dịch văn từ Việt sang Anh Anh sang Việt Nội dung kế hoạch dạy học học phần Nội dung chi tiết HP/MH Chapter Current Views on Translation & The Role of Main Factors in Translation 1.1 General Introduction 1.2 Current Views on Translation 1.3 The Role of Contextual Analysis in Translation 1.4 The Role of Grammatical Analysis in Translation 1.5 The Role of Cohesion Analysis in Translation Chapter Kinds of Translation and Evaluating a Translation 2.1 Kinds of Translation 2.2 Evaluating a Translation Chapter Problems related to the translation of International Studies Discourse 3.1 Introduction 3.2 Some Specific Problems of International Studies Translation 3.3 The Problem of Word Choice 3.4 The Problems of Ordering Elements and Transaltion 3.5 The Problem of Rendering Time Reference from Vietnamese into English 124 Chapter Practice of translation: English – Vietnamese Translation 4.1 International Cultural – Social Context 4.2 International Trading Context 4.3 International Polictical Context Chapter Practice of translation: Vietnamese-English Translation 5.1 International Cultural – Social Context 5.2 International Trading Context 5.3 International Polictical Context Chapter Practice of English-Vietnamese Interpretation 6.1 International Cultural – Social Context 6.2 International Trading Context 6.3 International Polictical Context 125 APPENDIX G Guidelines for Self-Reviews A Self-review in week Student ID: ……………………………………… Date: ……/………/2020 You should fill in your student ID and the date before you answer the following questions in this form of self-review 1 What you think about the difficulties you have been facing to during weeks? What activities makes you like the training course during weeks? What activities makes you dislike the training course during weeks? Do you think using portfolios and making commitments of the requirements can help you with producing translations? If yes, why and how? If no, why not? Do you feel familiar with participating in a portfolio-based translation course? If yes, how? If no, why not? Do you feel more confident in your translation quality? If yes, why? If no, why not? What challenges have you been confronting with when translating? Do you think using portfolios in a translation course can be overload? 126 B Self-review in week 12 Student ID: ……………………………………… Date: ……/………/2020 You should fill in your student ID and the date before you answer the following questions and explain your answer in this form of self-review Compared with the first and sixth weeks, you feel more confident in your translation quality? What you think about the use of portfolio in the Basic Translation Exercises course? Do you think this kind of portfolio can be useful for your learning translation and English language? What are challenges for you to take part in a portfolio-based translation course? What activities in class you tbink are unnecessary? After 12 weeks of the training course, what skills you think a translator need to acquire? How confident you feel after the course? 127 APPENDIX H Guidelines for the first report As a novice translator, what quality you think a translator should have? Do you know portfolios in teaching and learning English translation? What you think you can learn during and after this training course? Do you often revise your translation drafts? If yes, why? If no, why not? How often will you revise your original after receiving the feedback from teacher and/or classmate? 128 APPENDIX I The source text of pretest "Chợ" ngày khác Siêu thị TP Hồ Chí Minh đời năm 1993, Minimart đặt Trung Tâm Thương Mại Quốc Tế (ITC) Nhờ cách xếp khoa học, mặt hàng phong phú, khônggian mua bán lịch sự…Minimart thu hút đông khách nước Sau Minimart, hàng loạt "Mart" khác đời đến tồn TP có 40 siêu thị Ở không bàn đến tiêu chuẩn, điều kiện, quy mô gọi siêu thị Nhưng với cách bán hàng tự chọn, người tiêu dùng chọn lựa hàng hóa thoải mái, khơng phải trả giá dấu hiệu khơng tốt cho việc kinh doanh chợ 129 APPENDIX J The source text of post test Nước Anh lần đầu có Bộ trưởng Bộ đơn TTO - Vương quốc Anh vừa bổ nhiệm chức vụ Bộ trưởng Bộ cô đơn - chức trách chuyên giải vấn đề liên quan tới tình trạng sống độc 1/10 cư dân nước Theo hãng tin Reuters, Bộ trưởng Thể thao, bà Tracey Crouch, kiêm nhiệm thêm chức trách với trách nhiệm bà Đảm nhiệm cương vị Bộ trưởng cô đơn, bà Tracey Crouch tiếp tục triển khai chiến lược nhằm giải vấn đề tiêu cực liên quan tới tình trạng sống đơn độc mà phần lớn người dân Anh trải qua, có vấn đề liên quan tới bệnh trí, chết sớm huyết áp cao Trong tuyên bố bổ nhiệm chức vụ Bộ trưởng mới, thủ tướng Anh Theresa May giải thích: "Chúng tơi làm tất có thể, tưởng nhớ tới nghị sĩ Jo, để chấm dứt tình trạng đơn Với q nhiều người, cô đơn thực tế buồn đời sống đại" Nữ nghị sĩ Jo Cox tham gia nhiều chiến dịch kêu gọi, vận động phủ giải vấn đề liên quan tới tình trạng đơn phần lớn người dân An, đáng kể người lớn tuổi Tuy nhiên nữ nghị sĩ Công đảng bị đối tượng cực đoan cánh hữu dùng súng sát hại năm 2016 tham gia chiến dịch vận động chống Brexit (Anh rời khỏi Liên minh châu Âu) … D KIM THOA https://tuoitre.vn/nuoc-anh-lan-dau-co-bo-truong-bo-co- don20180118093344184.htm 130 APPENDIX K SOME SAMPLE PIECES OF STUDENTS’ PORTFOLIOS 131 132 133 134 135 136 ... International Relations Department at Saigon University? b To what extent does the Basic Translation Course portfolio enhance students’ translation competence in the translation course of International... students’ translation competence in the translation class of International Relations at International Relations Department at Saigon University 1.4 Research questions The researcher hopes to positively... H1: Using Basic Translation Course portfolio will enhance students’ translation competence in the translation course of International Studies of International Relations Department at Saigon University