Topic 5 the problems in translation facing the last year students major in english at university of phan thiet

THE PROBLEMS IN TRANSLATION FACING THE LAST YEAR STUDENTS MAJOR IN ENGLISH AT UNIVERSITY OF PHAN THIET M.A Tu Thi Tuyet Vy Faculty of Foreign Languages, University of Phan Thiet B.A Student Truong Le Thuan An Faculty of Foreign Languages, University of Phan Thiet B.A Student Phung Thi Hanh Faculty of Foreign Languages, University of Phan Thiet B.A Tran Thi Nhu Hao Faculty of Foreign Languages, University of Phan Thiet B.A Student Nguyen Thi Kim Anh Faculty of Foreign Languages, University of Phan Thiet Abstract The study aimed at exploring the difficulties that face the students of Phan Thiet University in the translation process from English to Vietnamese and vice versa The researchers attempted to find suitable solutions for these difficulties and problems that these students experienced The researchers followed an experimental descriptive method in the study The researchers also designed a test in order to explore the difficulties and problems that face thesestudents The test was composed of seven questions and 58 items The study was conducted on the English students of Phan Thiet University during the course of the 2017/2018 academic year The researchers selected a random sample of students The researcher applied the suitable statistical methods inthe research At the end of the study, the researchers offered numerous recommendations and suggestions Introduction Translation is one of the language skills, which is very crucial to be learned by translators and students in the relevant field of study who are eager to be a professional translator in the future According to Malkjaer (2011), translation is a sort of activity which is done by a translator at conveying meaning in a text from one language to another language Both researchers stated that the result of translated-work is not supposed to be like what has been written in the source language (SL) text; however, the purpose of the source language should be conveyed when it comes to the target text (TL) Waldorf (2013) states that translation is a process of mobilizing the meaning of a particular text from one language to the close equivalent of the target language (TL) Hence, based on the explanations that have been revealed by Malkjaer and Waldorf, translation can be concluded as the process of transferring ideas from one language to another language Therefore, the translators are only transferring the ideas without changing the purposes of a source text (SL) The purpose of the text in the translation work means the precise meaning of the source text should be conveyed in the target text In addition, the translators Published by International Society of English Language Studies Copyright (c) the author(s) This is an open access article under CC BY license (https://creativecommons.org/licenses/by/4.0/) have to realize that they are only stating the same ideas as written1 in source language text from one language to another language without changing the ideas that have been written in the source text Hence, the translators are expected to have a better understanding of the source text before they translate a text from the source language to the target language According to the study that has been conducted by Risku (2016) stated that most translators’ clients are not satisfied with the quality of their translators’ work because sometimes the purpose or the intention of the source language text is not conveyed when it comes to the target language text As a result, the credibility of translators is underestimated because their works not suit the clients’ needs Further, Risku (2016) stated it is important for translators to have further discussion with their clients in terms of how the translation result is expected Therefore, there will be no misunderstanding in the translation result after it is being translated by translators, and the result can be accepted by the clients There is a number of studies about translation that have been conducted, primarily the studies about translation problems 1n 2014, a study entitled “Theory and problems in translation” has been conducted Bharathi His study attempted to investigate The translation problems that appear in the two novels, Tell a thousand lies and the Sea of innocence The qualitative method had been applied in this study The result of his study showed that from the two novels which have been investigated, apparently the most common problems found were the cultural problems Further, the two novels themselves were created in the English language where the source language was English, and the target language was Urdu, which is one of the Indian languages Shama Bharathi concluded that most English words were not translated properly into Indian because there was no close equivalent due to some cultural terminologies in English into the Indian language Hence, he suggested to translators to have a proper insight of both the languages, i.e., the source language and the target language This study will be worthwhile for the students, teachers, and further researchers For students, they will learn about the problems of translation that will be explicitly elucidated in the findings and discussion section and also the causal factors behind the issues themselves Teachers, who immerse themselves in the translation teaching, can also utilize this study because this study will also explain the translation method that can be used in reducing the number of problems in terms of translating the academic essay Moreover, this study will be beneficial for those further researchers who would like to explore more about translation problems who might not discover in this study primarily Hence this research can be utilized as an additional reference However, this study investigated the translation problems made by students of the English department in translating academic essay where students of translation class 2015 were the participants of the study Further, the study investigated the products of translation works which have been translated by translation students as the participants The translation problems’ theory of Mathieu (2003) was used in analyzing the translated documents of an argumentative essay and comparison and contrast essay Besides, there were no numbers of studies conducted similar to this study, because the previous studies found only discussing the problem in translating English novel into an Indian language, cross-cultural translation, the factors of meaning lost in translation article, and the issue and challenges in translating historical text Hence, the study of translation problems in the academic essay needs to be conducted Students of English Department at seventh semester are expected to have the ability to translate a text from source language (SL) text to the target language (TL), because they have accomplished all linguistics courses such as Introduction to Linguistics, Phonetics, and Phonology, Morphology, English Syntax, Sociolinguistics, Psycholinguistics with academic Further, English Semantics and Pragmatics, and Department students are mostly dealing essay almost in their all courses during studying in the English Department Hence, according to the several tendencies that students of English department in the translation class as mentioned above, this study aimed to explore more about students’ ability in translating academic essay and investigate the dominant problems in students’ academic essaytranslation Cultural, communicative, sociolinguistic aspects of translation define trends in contemporary translation studies The conceptual approach to translation phenomenon is due to the deep integration of national cultures, and their interactions (Marinetti, 2011) Common problems of prose, poetry and drama, specific questions of translation process, the place of translation in multicultural literary process have become the subject of translation study research Dynamic development of national literatures required not only translation reforms, but also changes in the reader’s cultural expectations and era’s aesthetic concepts (Robinson, 1998) The condition of translation studies was influenced by a number of circumstances First of all, the objective conditions characterized the formation of literary translation: the nature of the national literature, the development degree of the native literary language, the strength or weakness of translation traditions, the geographical, political differences in living conditions, influencing the reader perception and differences in culture Unfortunately, the national psychological traits, the specificity of creative thinking, genre constructs were often left out of the translator attention Partly this factual information relevant to the interior colour, and traditions were compensated by footnotes, annotations, but it did not contribute to the full accuracy of the translation Therefore full attention should be paid to translation of lingua cultural concepts, because the current problems of cultural transmission are of great importance Translation is the transmission of a thought in a language to another language It is a process which guides from written source language text into target language (Pinchuck, 1977; Wilss, 1982; Newmark, 1991) It is also a bridge to understand the knowledge, science, textual material, and others Many learners translation to understand text However, they have difficulties in translating from English to Indonesia or the vice versa even though software application to assist translation are available Some learners said that translation is difficult since the materials of translation are not suitable with the need of language learners, the activity of translation is boring, and the learners also lack of background knowledge about linguistic They may errors in translating some idioms and some words which are not familiar with their native language because the culture influences anguage‟s expressions As it is said by Al-Darawish (1983), general difficulties in doing translation are no two languages are exactly the same in term of phonological, morphological, lexical, syntactic, and semantic features They are divergent in arrangement of sentences or syntax That‟s why students find it difficult in translating of English into the target language Then, another difficulty is to translate idiomatic expressions from English into the target language As it is stated by Baker (1992) there are two factors which make idiomatic expression translation in English difficult First, the translators lack of equivalence of the target language They not know the acceptable translation of some words into target language since different languages express different linguistic features The latter, culture specific idioms are also not easy for the students to translate into the target language They may refer to specific items to that particular culture of the language However, according to Komissarov (1985), five aspects should be considered in idiomatic expressions such as figurative meaning, literal meaning, emotive character, stylistic register, and national coloring Figurative meaning tries to give meaning not based on the basic meaning of the words but imaginative meaning The translators should be able to assess the figurative meaning in the sentences Then, literal meaning is the basic meaning or original meaning of the words To look for the literal meaning is not as difficult as figurative language Emotive character means that whether the sentences providing positive, negative, and neutral meanings, whereas stylistic register is to notice whether the sentences are very formal, informal, slang or taboo Last, national coloring means proper nouns of something using nationality Those five aspects cause difficulty for students in translating Some studies related to translation have been reported such as Suksaereseup and Thep-Ackrapong (2009) they show that the translators have problems in reading process of the source text and wrong lexical interpretation This translation was done by Thai students who translated from English to Thai Then, Sukmana (2000) also reported in her research that most students of sixth semester of English study program at University of Bengkulu get poor achievement and none of them get good achievement in translating idiomatic expression Another research was also done by Al Zu‟bi (2018) which maintains that M.A students who take translation program in Yarmouk and Middle east University faced difficulties in translating It was because their unfamiliarity with political expression and resorting to literal translation Moreover, has conducted research about Ibrahim (2017) an investigation of difficulties of translation which faced by Sudanese students in Dongola University His research aims were to find out kind ofstudents difficulties in translation, introducing pupils‟ difficulties in detail, and how to overcome the problems The data were taken from Dongola University consisted of 30 students Questionnaire was used to take the data of the study He reported that Sudanese University students in College of Education in the second semester find students‟ difficulties in translating because of grammatical categories, linguistic level, lexical items, and some differences between source language with the target language Whereas, another research also applied in M.A translation students in University of Yarmouk and University of Jordan entitled ‟difficulties EFL Jordanian University students encounter in translating English idioms into Arabic This research claims that EFL students find it hard to translate idioms from English into suitable equivalent Arabic in term of opaque and semi-opaque idioms from context In detail, it can be showed that the index value of difficulties of appropriate translation was 0,472 It means that the students get difficulties in translating opaque idioms from English into Arabic Then, they also face problems in translating semi-opaque idioms with index value of difficulties at 0,742 From this calculation, it demonstrates that the students get difficulties in translating semi-opaque idioms English to Arabic at moderate level It happened since they lack of knowledge of the target language cultural expressions, the gap between those two cultural languages and lack of attention due to English idioms in translation and English program (Alrishan & Smadi, 2015) Furthermore, Kohil (2005) also conducted research about students‟ difficulties in finding equivalent of translating idiomatic phrasal verbs from English into Arabic The purpose of her research was to explore how pupils‟ linguistic competence affects their translation process In this investigation, twenty five third year students of English department in Mentouri University of Constantine were chosen randomly to respond a written translation test The result of her research shows that the students make more incorrect compared to correct answer They also encounter some problems when translating idiomatic phrasal verbs from English into Arabic These matters are caused by the lack of students‟ knowledge due to linguistic competence and literal meaning However, those studies have not discussed deeply yet about students‟ difficulties in translating English texts A considerable some research has investigated due to poor in translating idiomatic expressions Other also had conducted the study of translation difficulties viewed from grammatical categories, linguistic level, and lexical items However, there is a little research related to type of error in translation, students‟ difficulties in translation, and factors which influence students‟ error in translation in State Institute of Islamic Studies of Bengkulu Therefore, additional studies on types of error and students‟ difficulties in translation as well as factors which make students‟ error in translation are needed The aims of this study are to identify types of error in translation, students‟ difficulties in translation, and factors which influence students‟ error in translation in English department in State Institute of Islamic Studies of Bengkulu Graduates of our programs report that some of their courses prepared them for the realities of the professional translation workplace but that the range of tasks they were expected to perform there often surprised them Some of them discovered that much of their work time was spent not just translating source texts in one of their languages into target texts in another Instead, adapting texts for different readerships, editing, post-editing, revising non-native users’ writing, and proofreading seemed to have become a big part of their brief Developments in software applications and business processes in many translation companies have kept pace with some of these changes, but relatively little research has been done in the workplace to determine how professional translators are coping with the new demands placed upon them Since professional translation is an economic activity, there are commercial interests and needs to consider As Martin (2007: 60) puts it, translators must “balance risks and resources” to achieve economical “fit-for-purpose” translation, with quality demands ranging from modest (e.g., for gist translations of content for company-internal use) to extremely high (e.g., for image-relevant or legally binding material) Throughout the process, translators occupy a central position as experts in the complex system of translational action (cf Holz-Mänttäri 1984), managing their attentional resources (cf Campbell & Wakim 2007) and bringing various types of competence to bear in order to complete the task at hand Current models of translation competence, which outline the expert knowledge and cognitive components assumed to be necessary for effective translation work, recognize the situated nature of translation to various degrees The best-known model, proposed by the PACTE group (e.g., 2003, 2011), represents translation competence as comprising six interacting sub-competences or components One of these, the instrumental sub-competence, underlies research and information technology skills The psycho-physiological components in their model include cognitive/behavioral components and psychomotor mechanisms, which clearly relate to interacting with the environment With her model of translation competence, Göpferich (2008, 2009) suggests that the sub-competences and other components of translation competence are necessarily embedded in working conditions and influenced by external sources such as translation software However, most of the studies about translation competence have investigated differences between groups (e.g., students and professionals or translators and non-translators) in controlled settings such as university classrooms or labs or are based on surveys of practicing translators and/or their employers (e.g., Lafeber 2012) Putting aside for now the question of whether all professionals can be assumed to be competent or indeed what it means to be competent, the issue of how factors at the workplace can influence translation performance remains Certain developments in translation studies reflect an appreciation of translation as a system that involves not only multiple agents but also human-computer interactions (e.g., Risku 2009, 2010; O’Brien 2012) As Risku (2002: 529) points out, “Translation is done not only by the brain, but also by complex systems, systems which include people, their specific social and physical environments and all their cultural artifacts.” Some researchers have investigated the realities of the translation workplace with respect to team interactions, roles, and daily activities (e.g., HébertMalloch 2004; Koskinen 2008; Kuznik & Verd 2010; Risku 2009) Others have done ethnographic research at the workplace to explore questions related to resources and tools (e.g., Désilets et al 2009; Karamanis, Luz & Doherty 2011; Le Blanc 2013) Most of this workplace research has been based on interviews and (participant) observation However, the possibilities offered by other techniques that have become common in translation process research in controlled settings have not yet been fully exploited in workplace settings Understanding the situated activity of translation obviously requires investigating professional translation activity in situ According to Risku (2009, 2010), a situated cognition perspective can account for the special role of context and tools to explain their impact on the translation process and the quality of the product In a similar vein, Muñoz (2012a: 179) points out that considering translation performance in terms of mental load and automation could have implications for professional practice This is echoed by Christensen (2011: 139-140) in her plea for more workplace research: What we need to is to combine investigations on what happens in a translator’s mind with what happens elsewhere, e.g in translators’ hands, in their computers, on their desks, in their work environment and in their dialogues and interactions with their collaboration partners The realities of the workplace, though, demand compromises that fly in the face of proposals and attempts to standardize methods in translation process research (e.g., Muñoz 2010, 2012b) This paper addresses some of the challenges encountered in a recently-completed project at a language service provider (LSP) in Switzerland, explains how they were dealt with, and makes some modest recommendations for future research The aim is to open up the discussion of good practices of applied translation process research A Swiss workplace investigation As part of our institute’s Capturing Translation Processes (CTP) project, staff translators were monitored at their usual workplaces over a period of approximately six months and took part in experiments in our institute’s lab (EhrensbergerDow & Massey 2013; Ehrensberger-Dow & Perrin 2013) The original motivation for including professionals in the project design was not only to test predictions derived from competence models but also to investigate translation at the workplace Another important consideration was that the project was funded by a special program, since disbanded, of the Swiss National Science Foundation to encourage industry involvement in applied research projects According to the conditions of the program, at least 30% of the overall cost of the project had to be carried by the industry partner, whether in cash or services in kind One of the first challenges for the project leaders was therefore to find a willing partner and to convince them to commit themselves to a substantial investment of money and/or time in the project This and some other challenges that arose during the course of the project are described in the sections below 2.1 Finding the right partner In Switzerland, the dominant language for professional translation work is German, either as the target from English, French, or Italian, or as the source for translation into those three languages For our project, we were interested in finding an LSP that had a high volume of work in these language versions The company we approached specializes in the financial 10 was developed under the sign of the two requirements, sometimes, contradictory It was either the requirement of maximum transmission close to the original, or adaptation of the target text to the reader perception Bakhtin wrote that each era has its one style and own recipient of a literary work The history of literary translation is distinguished by the dominance of one requirements mentioned above Analysis of translation quality should be based on consideration of the translation strategies in unity with the reader's competence With the development of national literatures changed not only the circumstances of literary translation, but the reader’s perception of text translation in the light of the cultural stereotypes and aesthetic concepts typical to his cultural environment The formation of national literatures was characterized by the rapid quantitative growth of translation, which was perceived by readers on a par with the works of original art Translated literature of different cultures begins to be realized as the achievement of the national literature maturity connected with the particularly important period in the national literature as formation time of drama, short story, and novel So the quality of literary translation as a factor of its entry into the target language culture was assessed from the standpoint of translation strategies and the readers’ competence The national school of literary translation reflects the evolution of the category of transferability and contains the origins of the modern concept of original and target text communicative equivalence as criteria of accuracy Transferability as one of the central concepts of translation studies showed the evolution of the untranslatability concepts to the concepts of accuracy as a criterion of equivalence of literary translation At the present, the notion of translatability has become an axiom Conclusion of the results of question one: Upon analyzing and considering the above mentioned tables, it is founded that themost difficult question in the test is question “seven” which deals with proverbs, block language and newspaper headline, i.e the students face difficulties intranslating the above mentioned items in question “seven” Whereas it is founded thatthe students 37 not face difficulties in question “three” which deals with tenses.Students also face the following difficulties in translating: descriptive translation,collective nouns, past perfect progressive, modal of ability, adjectives which similarto the adverb such as “friendly”, clauses of present perfect and block language andnewspaper headlines Third: Answering the third question: What are the suitable solutions fortranslation difficulties?Techniques for dealing with translation-related problems Upon considering and studying some theories of some scholars the researcheradopts some techniques so as to find suitable solutions and to eliminate suchdifficulties Here are some important techniques for eliminating translation-related problems including back translation, consultation and collaboration with other peopleduring the translation process and pre-testing or piloting (for example, interviews)whenever it is possible.Back translation, one of the most common techniques used in cross-culturalresearch, involves looking for equivalents through a) the translation of items from thesource language to the target language, b) independent translation of these backinto the source language, and c) ‘the comparison of the two versions of items in thesource language until ambiguities or discrepancies in meaning are clarified orremoved’ (Ercikan, 1998:545; Warwick and Osherson, 1973:30) Although it can behelpful, as Deutscher (1968:321) points out, in identifying semantic errors intranslations, some researchers (Phillips, 1960; Sechrest et al., 1972; Broadfoot andOsborn, 1993) argue that back translation is far from the ideal solution and can createnew problems For example, ‘it can instill a false sense of security in theinvestigator by demonstrating a spurious lexical equivalence’ (Deutscher, 1968:322).Back translation can also be a very time-consuming procedure, and might requiremore than one person (or a dictionary) involved in order to achieve good results.Consultation with other people, on the other hand, involves discussions about theuse and meaning of words identified as problematic with people who are bilingual (Whyte and Braun, 1968; Brislin et al., 1973) or having a number of people sittingaround a table jointly making decisions about the best terms to use (Brislin et 38 al.,1973:46) Collaboration with other people can also take the form of researchers fromall countries involved in a study, jointly producing the research design and instrument.Whether interviews or questionnaires or any kind of test are to be used, anotherway of eliminating translation-related problems is to pre-test or pilot the researchinstrument in the local culture When pretesting a research instrument, Warwick andOsherson (1973:33) see it as particularly important to ask respondents not only fortheir answer but also for their interpretation of the item’s meaning Once aquestionnaire or assessment instrument has been constructed, another way ofidentifying problems is the application of statistical methods (Hambleton, 1993;Ercikan, 1998 (For many researchers, combining some or all of the abovementioned techniques isseen as the best and most efficient way to deal with translation-related problems.When using multiple methods, as Brislin et al (1973:51) argue, the weakness of onemethod could be offset by the strengths of the other.More over the researcher suggests that the student and the translator shouldacquaint with the followings of both source and target languages :1-The culture 2-Conceptual /Semantic 3-Idioms 4-Grammar he purpose of this study was to identify type of error in translating, students‟ difficulties in translating, and factors which influence the students‟ error in doing translation of English students of sixth semester in Islamic Studies of State Institute of Bengkulu First is to identify type of error in translating It can be seen from the finding in the table one above, there are three types of error made by students in translating; they are idioms, ellipsis, and adjustment of textual meaning Error in translating idioms has the highest percentage at 87,5% among three types of error in translation It means that an idiom is the most difficult part for the students to translate It is happened because idioms cannot be understood from the literal meaning of the words which they are composed; difficult to understand from individual or they are words (Redman, 1997) The students‟ difficulties in translation of idioms have been supported by Baker 39 (1992) Baker said that the first difficulty found by the translators in translating idioms was the capability to identify and to differentiate idioms usage Idioms are idioms from non- sometimes impossible to recognize since modification can be done in idioms and can spread over a clause This situation makes the students difficult to translate idioms in the target language It is also supported by Howwar (2013) that idioms are as part of mastering any languages and part of everyday language usage since idioms show linguistic and cultural boundaries which is able to communicate between cultures Because of the boundary of linguistic and culture may make the students hard to translate the idioms into Indonesian They may not predict the acceptable answer for the given idioms It seems clear that idioms in translation are difficult for the students to find the appropriate of their translation Another error made by the students is textual meaning which has 13,69% lower than the percentage of errors in idioms It can be said that the students still have difficulties in translating phrases These phrases need adjustment of textual meaning I n this example, noun is omitted in underlined sentence It made the students confuse in translating them It is suggested for the students to repeat the noun to get acceptable translation in target language It is stated by Rachmadie (1988) ellipsis is a structural relation which one linguistic is omitted The word omitted in the sentences may correct grammatically, but the students not fully understand the sentence meaning because of that omission It also contents that ellipsis is a case in which a structural gap is found or is completed by reference of related structure (Halliday &Hassan, 1976) This condition makes the students get confused how to translate ellipsis in appropriate answer Second, to identify students‟ difficulties in translation can be seen from the table two Most students find it difficult in doing translation because of lack of vocabularies It can be seen from the table, twenty one students always find it the most difficult in translating because they need many vocabularies with percentage 87,50% It is only two students at percentage of 08,33% said that they are often difficult to translate because of vocabularies, whereas 40 only one student said that he seldom find it difficult to translate because of new vocabularies The next difficulty is in translating Islamic text with 18 students (75,00%) often find it difficult Next, it is merely one student (04,17%) said that he always gets difficulties in translating Islamic text, while five students said that they are seldom in getting hard to translate Islamic text As Ma‟mur (2006) asserts that students‟ problem in translating Islamic text because of some reasons such as prophetic words not have their appropriate meaning in English and some Islamic texts are perhaps not well written since they are not written by writers of native language Moreover, it can be also seen from table two that literary texts are also difficult for the students to translate Two students (08, 34%) assert that they are always difficult to translate literary text Then, sixteen students at 66,66% said that they often find difficult in translating literary texts Meanwhile, four students (16,66%) seldom find it difficult in translating literary text, two students say that they never get difficult in translating literary texts In this part, they should know the meaning behind the words which are written by the writer Newmark (1991) said that literary texts contain figurative meanings which are difficult to translate to Indonesia or vice versa It is also supported by Apostolatu and Apostolatu (2012) in their paper that literature texts were problematic since they involve translating the metaphorical and figurative meaning of the texts The other difficulty in translation is grammar Fifteen students (62,50%) always find it difficult to translate because of grammar Five students at 20,83% often find it difficult to translate because of translation, and only four students seldom get difficult in translation because of grammar They not know how to translate the sentences or the text well since they lack of mastering grammatical pattern of a language When the sentences are complicated and long, they are hard to translate them well, (Fahrurrozi, 2003) As it is proven by Ibrahim (2017) in his research that students got difficulties in translating because of grammatical categories, linguistic level, lexical items, and some differences between source language with target language Lastly is to identify factors which 41 influence the students‟ error in translation It can be seen in the table three, there are five factors which made the students‟ error in translating The students ignore term of ellipsis since they not understand them They also cannot identify ellipsis, idiom, and textual meaning They have tried to translate them carefully, but they still got the unaccepteble translation As stated by Sukamana (2000), the students got difficulties in translating idioms because they don‟t kow the acceptable translation of them After that, they lack of knowledge of strategy in translating ellipsis, idiom, and textual meaning in order to get equivalent meaning in the target language Moreover, they translate the text word by word in translation process They not pay attention to the whole context of the text They also not have strong background knowledge about the context of the text given to them It is supported by Newmark (1991) that in translating some texts, the students are influenced by translator knowledge of another language and knowledge of the context of the text Besides, accurate strategies are not used by the students to get approriate translation They sometimes focus on word per word translation and they also often use paraphrasing strategies to get and cultural substitution acceptable translation (Meryem, 2010) This condition makes them difficult to figure out the acceptable translation in target language Based on the discussion above, it is suggested for furher studies dealing with students‟ strategies in facing difficulties in translation ir order to have suitable translation in target languge One of the consequences of the lack of keylogging data was the necessity to develop a new way of coding and representing activities that a translator engages in during the translation process The screen events were transcribed using XML-markup conventions based on the TEI (2008) guidelines, as suggested by Göpferich (2008: 72-81, 2010) The coding conventions had been developed and refined for the lab recordings (cf Ehrensberger-Dow & Massey 2013), but it proved necessary to add several more codes to accommodate the activities recorded at the workplace (e.g., 42 related to translation memory, interruptions in the process, comments for colleagues) However, the distribution of the core activities of writing, self-revision, consulting, and pausing did not seem to be very different between the lab and workplace in the processes examined thus far About half of all the activities in the processes that the translators had commented on (one in the lab and one in the workplace) concerned self-revision, followed by writing, and roughly equal percentages of pausing and consulting activities (e.g., dictionaries, online searches) The results for the EnglishGerman and German-English translators are shown in figure 3, which includes the additional category of matches for the workplace processes, since translation memory was used there but not in the lab Recommendations The researcher recommends the following: Simplifying of translation process for the students Teaching and introducing all translation difficulties and problems in details Paying the attention for cultural, conceptual ,idiomatic and grammatical difficulties Boosting and encouraging translating of different kinds of subjects such as tensesand proverbs from English to Vietnamese Adopting and composing courses for translating of different kinds of translationsuch as tenses law, proverbs, newspapers etc for the students of the University,because as the researcher believes that variety and diversity are very important andthey are considered a basic issue for the students of the University Such course will introduce wide range of experience for the students Encouraging and boosting the students to write essays and paragraphs anddiscussing the committed errors in the essays and paragraphs with students to let thestudents be acquainted with their errors immediately after use Such thing willimprove the writing of the students and translation 43 Teaching the students the principles of translating from English to Vietnamese Teaching the use all kinds of techniques of translation.8-Students must write English composition according to English mentality and culturein order to avoid the interference of mother tongue i.e Arabic Language Teaching English language in comparison with Arabic language for the students ofEnglish Department at the university levelving more attention for English style and Arabic style Teaching all aspects of each kind of translation such as tenses,vocabulary,sentence etc Teaching how to deal with the context to understand the sentence or the contextso as to carry out the translation accurately.13- Encouraging the students to consult with other people Translation is one difficult subjects faced by the students of English study program in State Institute of Islamic Studies of Bengkulu The students have made three kinds of error namely of idioms, ellipsis, and textual meaning in translation Besides, they find it difficult in translation because they lack of vocabularies, are difficult to translate Islamic texts, get difficulty in understanding literary texts, and are difficult to translate the texts because of grammar They are also influenced by some factors which made them error in doing translation Those factors are ignorance in term ellipsis, can not identify ellipsis, idiom, and textual meaning, lack of strategy in translating ellipsis, idiom, and textual meaning, still translating word of speech, most students lack a strong background on the content of the text It is recommended for the students in translating the texts to see and understand the context of the texts before translating, to know the form of the pattern of the sentences in the texts, to study literary texts by consulting with the lecturers, to know the meaning of them, and to find better strategies in translating by reading some books or other sources related to strategies of 44 translation After analyzing the data, there are types of grammatical cohesion found in the data namely reference, conjunctive system, substitution and ellipsis In relation to the realization of grammatical cohesion, it can be seen that the reference (43%) which was the predominant of grammatical cohesive features used by in Thai Cave Rescue news in the international newspapers compared to other types In the reference, it was found that personal reference (89%) was the dominant one followed by a comparative reference (9%) and demonstrative reference (2%) which meant that every types or reference was found in this research While conjunction (42%) took the second position with additive (48%), Temporal (21%), Adversative (9%), Matter (6%), Clarifying (5%), Conditional (5%), Varying (4%) and Cause (2%) which meant that all types of conjunctions were not found in this study but only a few The third one was substitution (10%) with nominal substitution (81%) and verbal substitution (19%) which meant that clausal substitution was not found in this research Then, ellipsis took the fourth or last position with the clausal ellipsis (84%) and nominal ellipsis (16%) which meant that verbal ellipsis was not found in this research Because this research is only focused on written text, it is also suggested that the further researchers are able to examine the grammatical cohesion in the spoken text It can be used to explore deeper the use of ellipsis and substitutions since those types of grammatical cohesion are seldom found in the written text Suggestions For Further Research The researcher suggests the following:-1-The researcher suggests carrying out researches on comparative studies betweenEnglish/Arabic and Arabic /English translation regarding difficulties, problems andsolutions.2-Adopting research on the function and aims of translation3-Carrying out researches about the interference of Arabic language in translatingfrom English to Arabic.4-Carrying out researches about improving the translation from English to Vietnamese 45 In summary, the choice of LSPs is crucial to the success of workplace research: they should be interested enough and large enough to handle the demands on staff resources that involvement in such a project inevitably entail Before the project begins, researchers should spend time on the LSP premises in order to better anticipate and find solutions for possible problems and complications If keylogging, screen recording, or eye tracking is planned, then sufficient lead time and the support of the LSP’s IT services will probably be required For ethical reasons, participation by individual translators should be voluntary, and their anonymity must be guaranteed by removing all identifying information from data for analyses Any data or examples used for publication or educational purposes should be modified to ensure anonymity of the participating translators and to protect the LSPs from reputational risk Confidentiality issues cannot be underestimated, and protocols should be worked out well before data collection begins Despite or perhaps precisely because of these challenges, our experience suggests that doing translation process research in the workplace is well worth the effort Longterm involvement with the realities of a translation workplace allow challenges to be dealt with and solutions to emerge that can lead to new research questions that might be just as relevant to practice and theory-building as the ones originally driving a research project, if not more so The motivation for the follow-up to the CTP project came directly from observations made in the workplace study As discussed above (see 2.5.1), one of the sources of data was ethnographic observations, which revealed the constraints that the translators were working under During the course of the study, some of those constraints changed for some of the translators, and it became increasingly clear that a closer examination of external influences would help us to understand their work demands and practices We are convinced that good practices emerge when translators manage to break out of workplace constraints and free up their cognitive resources to allow for 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