Nghiên cứu về các chiến lược dùng để dịch yếu tố chơi chữ trong văn học thiếu nhi từ tiếng anh sang tiếng việt

HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES FACULTY OF ENGLISH GRADUATION RESEARCH PAPER AN INVESTIGATION INTO STRATEGIES USED TO TRANSLATE WORDPLAY IN ENGLISH CHILDREN’S LITERATURE TO VIETNAMESE DUONG VINH HUE QUANG Major: Interpretation Supervisor: Dr TRUONG BACH LE HUE, MAY 2021 ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC NGHIÊN CỨU VỀ CÁC CHIẾN LƯỢC DỊCH DÙNG ĐỂ DỊCH YẾU TỐ CHƠI CHỮ TRONG SÁCH DÀNH CHO THIẾU NHI TỪ TIẾNG ANH SANG TIẾNG VIỆT Sinh viên: Dương Vĩnh Huệ Quang Lớp: AnhK14F Mã sinh viên: 17F7511501 Chuyên ngành: Tiếng Anh Phiên Dịch Cán hướng dẫn: TS Trương Bạch Lê Huế, tháng 5/2021 Abstract This research focuses on exploring the strategies used to translate wordplay in English children’s literature to Vietnamese The aim is to: 1) describe the types of wordplay found in the source text, 2) analyze the strategies used to translate them, and 3) study how the liguistic features of wordplay are changed in translation from the English source text to the Vietnamese target text This research employed a descriptive qualitative method The data sources of this research were a novel entitled “Alice’s Adventure in Wonderland” as the source text and its Vietnamese translation with the title “Alice Ở Xứ Sở Diệu Kì & Alice Ở Xứ Sở Trong Gương”, translated by Lê Thị Oanh as the target text The data were in the form of words, phrases, clauses, or sentences classified as wordplay The results of this research show that there are 64 wordplay found in the source text Based on the analysis, Paronymy Wordplay is the main type that appeared in the source text with the percentage of 46.5%, it is mostly found in the source text, while the homography yields in zero, which means it was not found in the novel at all Furthermore, not all wordplay is still wordplay when they are translated into Vietnamese, most of them are listed as non-wordplay in the target text There are strategies were not used during the translating process which are Pun to Zero (the omission of the wordplay in the target text); Non-pun to pun (the translation of a non-wordplay word in the source text into a new wordplay in the target text); and Zero to Pun (totally new wordplay that does not appear in the source text as a way of compensation) The most used strategy to translate wordplay is Pun to Non-pun with the amount of 41 out of 64 datums which is equivalent to 64.06% i Acknowledgments First of all, I would like to express my special thanks of gratitude to my supervisor – Doctor Truong Bach Le for his valuable and constructive suggestions during the planning and development of this research paper Without his guidance and advices, I could hardly complete my thesis paper on time He is one of the most dedicated, enthusiastic and knowledgeable lecturers that I have had opportunities to work with In addition, I wish to express my appreciation to my best friend - Duc Trung and for helping me finding reference resources and help me order the thesis in a right way His kindness and willingness to give his time so generously have been very much appreciated Finally, special thanks should be given to Faculty of English for allowing me to conduct this graduation thesis which is the most important part of my academic life at college Hopefully, the outcomes of this study will serve as a reference source for further research in the future and contribute to develop the quality of teaching and learning English as Foreign Language reading at University of Foreign Languages, Hue University ii Statement of Authorship I guarantee that all of the findings achieved in this study are claimed to be my own work All of the references mentioned are of transparent origin and legally cited Hue, May 22nd, 2021 Author of thesis Duong Vinh Hue Quang iii Table of Contents Page Abstract i Acknowledgments ii Statement of Authorship iii Table of Contents iv List of Tables vii Chapter Introduction 1.1 Rationale 1.2 Research questions 1.3 Organization of the Study Chapter Literature Review 2.1 Wordplay 2.1.1 Definition of wordplay .4 2.1.2 Classification of wordplay 2.1.2.1 Phonological and graphological structure 2.1.2.2 Lexical Structure (polysemy) 2.1.2.3 Lexical structure (idiom) .8 2.1.2.4 Morphological structure 2.1.2.5 Syntactic structure .9 2.2 Translation theories 10 2.2.1 Definition of translation 10 2.2.2 Wordplay translation strategies 11 2.3 Children’s Literature 15 iv 2.3.1 Definition of Children’s Literature 15 2.3.2 Introduction to Lewis 15 2.4 Previous Studies 16 2.4.1 Related Studies in Vietnam .16 2.4.2 Related Studies in Foreign Countries 17 Chapter Research Methodology 19 3.1 Purposes and Aims .19 3.1.1 Purpose 19 3.1.2 Aims 19 3.2 Methodology 20 3.2.1 Research Scope 20 3.2.2 Research Objects .20 3.2.3 Research Subjects 20 3.2.4 Type of Research .20 3.2.5 Data Collection Techniques 20 3.2.6 Data analysis techniques 21 Chapter 4: Findings and discussion 22 4.1 Categories of wordplay in Alice’s adventure in Wonderland 22 4.2 Changes in linguistic features of wordplay types 24 4.2.1 Phonological and Graphological Wordplay 26 4.2.1.1 Paronymy 27 4.2.1.2 Homonymy 28 4.2.1.3 Homophony 30 4.2.2 Lexical Structure (Polysemy) 31 v 4.2.3 Lexical Structure (Idiom) 32 4.2.4 Morphological Wordplay 33 4.2.5 Syntactic Wordplay 34 4.3 Strategies applied in translating the wordplay 35 Chapter Implication and Conclusion 45 5.1 Summary of Research Findings 45 5.1.1 Research Question 45 5.1.2 Research Question number 46 5.1.3 Research Question number 46 5.2 Implication .47 5.2.2 To the Students of Translation Studies 47 5.2.3 To Other Researchers 47 5.2.4 To students whose major is in Interpreting and Translating 48 5.3 Conclusion .48 Reference(s) .50 vi List of Tables Page Table 4.1 Distribution of Categories of Wordplay Found in the Source Text and the Target Text 23 Table 4.2 Changes of linguistic features in translating wordplay .26 Table 4.3.1 Distributions of Techniques to Translate the Wordplay 36 Table 4.3.2 Distribution of the linguistic features Wordplay in the source text and translation strategies .38 vii Chapter Introduction 1.1 Rationale: There is no denying that books play such important roles in our life Books are filled with knowledge and they teach the readers valuable lessons about life, they also give the readers insight into how to navigate aspects of fear, love, challenges, and virtually every part of life Books are divided into many genres for many kinds of people, included books for children, which is also an essential type of book Children’s literature presents values that are simply immeasurable Children are taught proper manners, important moral values, how to love other people and various things through reading children’s books; furthermore, children’s books also help enhance children imagination as books stimulate their brains and get them thinking about themselves, the world and everything in it Children’s books are not only for youngsters, but also for adults too Joy (2019) states that “ We cherish children’s classics precisely because they represent a world that does not resemble the world as we experience it”, she argues that the characters and stories of children’s classics reflect what we in the adult world lack, desire, and consequently idealizes and puts forward the notion that reading and writing children’s books is a symbolic retreat from the disappointment of reality for adults Since children’s books are so important, the translations of them into other languages included Vietnamese are needed, by translating them, the language barrier is broken down and everyone can get access to the knowledge However, there are many wordplay used in children’s literature to create amusing and humourous effect Wordplay has many forms, and wordplay in each language is different from each other, this makes the translators have difficulty in rendering the meaning while keeping the original ideas and the humourous factors According to Delabastita, translating wordplay has been claimed to be impossible by several writers since the eighteenth century (1997, p 9) Delabastita notes that “what is in itself an incontestable fact, namely that wordplay (certain types of it more than others) tends to resist (to a greater or lesser extent, depending on many circumstances) certain kinds Caterpillar sternly “Explain yourself!” “I can’t explain myself, I’m afraid, sir,” said Alice, “because I’m not myself, you see.” 20 21 22 11-13 3-4 1-3 60 77 78 “I can’t explain myself, I’m afraid, sir,” said Alice, “because I’m not myself, you see.” “I don’t see,” said the Caterpillar The Fish-Footman began by producing from under his arm a great letter The Frog-Footman repeated, in the same solemn tone, only changing the order of the words a little, Polysemy Morphologic al wordplay Morphologic al wordplay 11-13 14 19-21 62 - Cơ nói ý gì? Hãy giải thích nào! - Tơi e tơi khơng thể tự giải thích được, ơng biết đấy, đâu phải - Tôi chả hiểu - Tơi e tơi khơng thể tự giải thích được, ơng biết đấy, tơi đâu phải tơi - Tơi chả hiểu Non-wordplay Pun → Nonpun 59 Người hầu mặt cá rút từ tay áo phong thư lớn Morphological wordplay Pun → Pun 59 Cũng giọng trang nghiêm thế, người hầu mặt ếch lặp lại câu nói của anh kia, thứ tự từ có thay đổi chút Morphological wordplay Pun → Pun 49 23 11-14 24 “the March Hare will be much the most interesting, and perhaps as this is 22; 1-2 92-93 May it won’t be raving mad— at least not so mad as it was in March.” 25 Did you say pig, or fig?” said the Cat “I said pig,” replied Alice; 5-6 84 You see the earth takes twenty-four hours to turn round on its axis——” “Talking of axes,” said the Duchess, “chop off her head !” 93 Homophony Paronymy Paronymy 21-23 25-26 29; 63 64 69 69-70 Bà biết đấy, trái đất hai mươi bốn để quay quanh trục của nó… Nói trục ư?! Hãy chặt đầu cô ta đi! - Nữ công tước lệnh Giờ gặp Thỏ rừng thú vị nhiều tháng năm, có lẽ Thỏ rừng khơng điên, khơng điên rồ tháng 31 Tháng ba tháng sinh sản của thỏ và là thời kì thỏ phát cuồng - Lúc nói lợn hay vả nhỉ? - Mèo hỏi - Tơi nói Non-wordplay Pun → Related Rhetorical Device (Repetition) Non-wordplay Editorial Techniques (Explanatory Footnote) Non-wordplay Editorial Techniques (Explanatory Footnote) lợn - Alice đáp 26 27 28 8-14 7-9 6-16 97 “Do you mean that you think you can find out the answer to it?” said the March Hare “Exactly so,” said Alice “Then you should say what you mean,” the March Hare went on “I do,” Alice hastily replied; “at least—at least I mean what I say” 99 “Two days wrong!” sighed the Hatter “I told you butter wouldn’t suit the works!” he added, looking angrily at the March Hare Paronymy 24-25 73 101 Alice sighed wearily “I think you might something better with the time,” she said, “than waste it in Homonymy 28-31; 1-3 74-75 Polysemy 16-17; 1-3 64 72-73 - Cơ cho tìm câu trả lời ư? - Thỏ rừng nói - Đúng - Thế nói điều nghĩ Được thơi - Alice vội vã đáp - ra… tơi nghĩ tơi nói - Sai hai ngày! Tơi bảo ảnh rồi, loại bơ khơng thích hợp để dùng vào việc đâu! Người làm mũ nói cáu kỉnh nhìn Thỏ rừng Alice thở dài ngán ngẩm - Tơi nghĩ anh nên làm hữu ích là thời Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Homonymy Pun → Pun asking riddles that have no answers.” “If you knew Time as well as I do,” said the Hatter, “you wouldn’t talk about wasting it It’s him.” “I don’t know what you mean,” said Alice “Of course you don’t!” the Hatter said, tossing his head contemptuously “I dare say you never even spoke to Time!” 29 17-21 101 “Perhaps not,” Alice cautiously replied: “but I know I have to beat time when I learn music.” “Ah! that accounts for it,” said the Hatter “He won’t stand beating Idiomatic Wordplay 5-8 65 75 gian vào việc đưa câu đố khơng có lời giải Nếu hiểu rõ Thời gian tơi, khơng nói tới việc lãng phí Chính Người làm mũ nói - Tơi khơng hiểu anh nói - Tất nhiên khơng hiểu cả! Tơi dám nói chưa nói chuyện với gã thời gian! - Có lẽ Nhưng tơi biết tơi phải đánh nhịp học nhạc - Alice thận trọng đáp - Ầy, vấn đề Thời Gian tam bành bị đánh 1 Tiếng Anh “beat time” có nghĩa là đánh nhịp Người Làm Mũ Non-wordplay Editorial Techniques (Explanatory Footnote) 30 31 32 33 1-2 17-19 6-8 103 ‘Twinkle, twinkle, little bat! How I wonder what you’re at!’ Paronymy 26-27 75 104 …… “when the Queen bawled out ‘He’s murdering the time! Off with his head!’” Syntactic Structure 13-14 76 106 “You mean, you can’t take less,” said the Hatter: “it’s very easy to take more than nothing.” Syntactic Structure 7-9 78 107 The Dormouse again took a minute or two to think about it, and then said, “It was a treacle-well.” Morphologic al wordplay 17-18 78 66 hiểu là Alice đánh đập gã Thời Gian Từ “beat” có nghĩa là đánh đập “Lấp lánh, lấp lánh, dơi nhỏ! Em tơi tự hỏi thầm!” ………- Hoàng hậu nhảy lên oang oang lệnh: “Hắn giết thời gian! Chặt đầu đi!” - Ý khơng thể uống bớt gì? - Người làm mũ nói - Lấy thêm dễ chẳng có mà lấy Chuột sóc ngẫm nghĩ vài phút nói: - Đó là giếng chứa đầy đường mật Non-wordplay Pun → Nonpun Syntactic Structure Pun → Pun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun 34 35 36 18-22; 1-2 20-22 13-15 107108 “And so these three little sisters—they were learning to draw, you know—— ” “What did they draw?” said Alice, quite forgetting her promise “Treacle,” said the Dormouse, without considering at all this time 108 “But they were in the well,” Alice said to the Dormouse, not choosing to notice this last remark “Of course they were,” said the Dormouse, — “well in.” 114 “The Queen! The Queen!” and the three gardeners instantly threw themselves flat upon their faces Polysemy Syntactic Structure Idiomatic structure 27-29; 17-19 23-24 67 78-79 79 83 - Thế ba chị em nhà học kéo… - Họ kéo gì? - Alice hỏi, quên khuấy lời hứa lúc - Họ kéo đường mật! Chuột sóc nói, lần trả lời khơng nghĩ ngợi - Nhưng họ giếng mà? - Alice không để tâm đến nhận xét của Người làm mũ, băn khoăn hỏi Chuột sóc Tất nhiên họ giếng Chuột sóc nói - Hoàng hậu tới! Hoàng hậu tới! Cả ba nằm úp mặt xuống đất Non-wordplay Pun → Nonpun Non-wordplay Pun → Related Rhetorical Device (Repetition) Non-wordplay Pun → Nonpun 37 38 39 40 41 42 8-10 1-2 5-6 17-18 4-6 2-6 120 “What for?” said Alice “Did you say ‘What a pity!’?” the Rabbit asked 131 Maybe it’s always pepper that makes people hot-tempered Paronymy 11-12 94 133 — ‘Take care of the sense, and the sounds will take care of themselves.’ Paronymy 28-30 95 133 134 142 “Very true,” said the Duchess: “flamingoes and mustard both bites …….“there’s a large mustard-mine near here And the moral of that is— ‘The more there is of mine, the less there is of yours.’ ” “Why did you call him Tortoise, if he wasn’t one?” Alice asked “We called Paronymy Homonymy Homonymy Paronymy 15-16 16-17 1-4 68 87 - Vì thế? - Cơ nói bà thật đáng thương ư? Có thể hạt tiêu làm cho người ta trở nên nóng tính “Hãy quan tâm đến ý nghĩa việc lời đồn đại bỏ tai.” 96 - Đúng đấy, Hồng hạc mù tạt biết cắn 96 - Gần có mỏ mù tạt lớn Và tinh thần của là: “Ta có nhiều càng có ít.” 101 - Sao lại gọi ơng ta Rùa Cạn, ông rùa cạn sao? - Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun him Tortoise because he taught us,” said the Mock Turtle angrily; “really you are very dull !” 43 44 45 46 18-19 18-19 20-22 20-22 143 143 143 143 “What was that?” enquired Alice “Reeling and Writhing, of course “What was that?” enquired Alice “Reeling and Writhing, of course …….“and then the different branches of Arithmetic— Ambition, Distraction, Uglification, and Derision.” …… “and then the different branches of Arithmetic— Ambition, Distraction, Paronymy Paronymy Paronymy Paronymy 28-29 28-29 29-30 29-30 69 102 102 Alice hỏi - Chúng gọi ông rùa cạn ơng dạy chúng tơi Giả Ba Ba bực tức - Cô thật là kẻ tối dạ! - Đó là mơn gì? - Alice hỏi Mở đầu Bơi Lặn, tất nhiên - Đó là mơn gì? - Alice hỏi Mở đầu là Bơi và Lặn, tất nhiên 102 Tiếp là mơn Số học, Hồi bão, Đánh lạc hướng, Làm xấu Nhạo báng 102 Tiếp là mơn Số học, Hồi bão, Đánh lạc hướng, Làm xấu Nhạo báng Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun 47 48 49 50 20-22 20-22 8-10 15-16 143 143 Uglification, and Derision.” …….“and then the different branches of Arithmetic— Ambition, Distraction, Uglification, and Derision.” …… “and then the different branches of Arithmetic— Ambition, Distraction, Uglification, and Derision.” Paronymy Paronymy 29-30 29-30 102 Tiếp là mơn Số học, Hồi bão, Đánh lạc hướng, Làm xấu Nhạo báng 102 Tiếp là mơn Số học, Hồi bão, Đánh lạc hướng, Làm xấu Nhạo báng 144 “Well then,” the Gryphon went on, “if you don’t know what to uglify is, you are a simpleton.” Morphologic al wordplay 8-9 103 144 “What else had you to learn?” “Well, there was Mystery,” the Mock Turtle replied, counting off Paronymy 12-13 103 70 - Ồ, khơng biết làm xấu cô là đồ ngốc Sư tử đầu chim đầu chim nói tiếp - Thế anh cịn phải học nữa? - Ồ, cịn mơn Thần bí học - Giả Ba Ba xòe tay đếm Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Morphological wordplay Pun → Pun Non-wordplay Pun → Nonpun 51 52 53 54 55 17-18 17-18 19-21 19-21 8-9 144 144 the subjects on his flappers — “Mystery, ancient and modern, with Seaography: then Drawling — “Mystery, ancient and modern, with Seaography: then Drawling Morphologic al wordplay 13-14 103 Paronymy 13-14 103 144 ……that used to come once a week: he taught us Drawling, Stretching, and Fainting in Coils.” Paronymy 15-17 103 144 …… that used to come once a week: he taught us Drawling, Stretching, and Fainting in Coils.” Paronymy 15-17 103 145 …….“he taught Laughing and Grief, they used to say.” Paronymy 25-26 103 71 Thần bí học cổ điển đại, Hải dương học mơn Dài giọng Thần bí học cổ điển đại, Hải dương học môn Dài giọng Mỗi tuần ông ta đến dạy buổi Ơng dạy chúng tơi cách nói kéo dài giọng, duỗi dài ra, lả người đi, cuộn lại Mỗi tuần ơng ta đến dạy buổi Ơng dạy chúng tơi cách nói kéo dài giọng, duỗi dài ra, lả người đi, cuộn lại - Mọi người bảo ông dạy Cười Buồn khổ Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun 56 57 58 19-21 19-22; 1-2 15-17 145 “That’s the reason they ’re called lessons,” the Gryphon remarked: “because they lessen from day to day.” 153154 “Do you know why it’s called a whiting?” “I never thought about it,” said Alice “Why?” “It does the boots and shoes,” the Gryphon replied very solemnly 154 “And what are they made of?” Alice asked in a tone of great curiosity Homophony Homonymy Polysemy 2-3 16-20 29-30 72 104 109 109 - Vì nên bị gọi “giờ học”1- Sư tử đầu chim giải thích Bởi học ngày giảm dần Trong tiếng Anh, từ “giờ học” là “lesson” đồng âm với “lessen” có nghĩa là hơn, giảm dần - Cơ có biết lại gọi Xám bạc khơng? Tơi chưa nghĩ đến điều Thế vậy? - Alice hỏi - Vì chúng đánh ủng giày Sư Tử Đầu Chim nghiêm nghị trả lời - Nhưng giày làm gì? Alice tị mị hỏi Tất nhiên Non-wordplay Editorial Techniques (Explanatory Footnote) Non-wordplay Pun → Nonpun Non-wordplay Pun → Nonpun 59 60 15-17 2-7 154 155 “Soles and eels, of course,” “And what are they made of?” Alice asked in a tone of great curiosity “Soles and eels, of course,” “They were obliged to have him with them,” the Mock Turtle said: “no wise fish would go anywhere without a porpoise.” “Wouldn’t it really?” said Alice in a tone of great surprise “Of course not,” said the Mock Turtle: “why, if a fish came to me, and told me he was going a journey, I should say ‘With what porpoise?’” “Don ’t you mean ‘purpose’?” said Alice Paronymy Homophony 29-30 4-11 73 109 110 Cá Bơn và Lươn - Nhưng giày làm gì? Alice tị mị hỏi Tất nhiên Cá Bơn và Lươn Chúng buộc phải có cá heo1 bên cạnh Một cá thơng minh đâu phải có cá heo bên cạnh - Giả Ba Ba nói - Thật ư? Alice vô ngạc nhiên - Tất nhiên Vì cá đến gặp tơi bảo du lịch tơi phải hỏi nó: “Thế anh với cá heo nào?” - Giả Ba Ba nói - Ý anh muốn nói là “mục Non-wordplay Non-wordplay Pun → Nonpun Editorial Techniques (Explanatory Footnote) 61 62 11-13 19-22 158 But about his toes?” the Mock Turtle persisted “How could he turn them out with his nose, you know ?” 170171 …… —and the twinkling of the tea——” “The twinkling of what?” said the King “It began with the tea,” the Hatter replied Paronymy Homophony 16-18 16-20 74 112 120 đích2” chuyến à? 1,2 “Cá heo” tiếng Anh là “porpoise” phát âm giống từ “purpose” có nghĩa là mục đích Gỉa Ba Ba hỏi: “Đi với cá heo nào” làm Alice hiểu “đi với mục đích nào” - Nhưng cịn ngón chân của anh ta? Làm Tơm hùm duỗi ngón chân mũi được, có biết khơng? Giả Ba Ba kiên trì nói ………trà lỗng trơng lấp la lấp lánh toàn nước… Cái lấp lánh? Vua hỏi - Nó bắt đầu trà1 Người làm mũ đáp Non-wordplay Non-wordplay Pun →Nonpun Editorial Techniques (Explanatory Footnote) “Of course twinkling begins with a T !” 63 64 19 7-16; 1-4 182 186187 Begin at the beginning” …… — ‘before she had this fit—’ you never had fits, my dear, I think?” he said to the Queen “Never!” said the Queen furiously, throwing an inkstand at the Lizard as she spoke (The unfortunate little Bill had left off writing on his slate with one finger, as he found it made no mark; but he now hastily began - Tất nhiên từ lấp lánh bắt đầu chữ T Từ “lấp lánh” tiếng Anh “twinkling” bắt đầu chữ “T” Chữ “T” phát âm giống từ trà “tea” Paronymy Idiomatic wordplay 13 10-22; 1-4 75 128 Bắt đầu từ đầu 130131 “Trước nàng điên tiết lên thế.” Này, hậu, nàng chẳng điên tiết lên thế, ta nghĩ vậy có khơng? -Khơng bao giờHồng Hậu cáu kỉnh ném lọ mực vào thằn lằn (Bill tội nghiệp, sau phát dùng ngón tay viết lên bảng chẳng để Paronymy Pun → Pun Non-wordplay Pun → Nonpun lại dấu vết gì, ngồi n khơng viết lách Nhưng lại viết thứ mực chảy rịng rịng mặt, là mực mà Hồng Hậu ném vào anh ta.) -Vậy từ để nàng again, using the ink, that was trickling down his face, as long as it lasted.) “Then the words don ’t fit you,” 76

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