Rationale
As globalization continues to evolve, an increasing number of companies are expanding their focus from local to international markets, with Vietnam emerging as a prime investment destination The country's abundant workforce and resources attract foreign businesses, particularly following its accession to the World Trade Organization This trend fosters mutual growth, as many international companies establish operations in Vietnam, while Vietnamese firms actively seek overseas markets Additionally, numerous Vietnamese-owned companies employ a diverse range of international experts, facilitating both imports and exports in the global marketplace.
Globalization has made English an essential tool for fostering relationships across various sectors, including economy, politics, education, and technology As the most widely used language for international communication, English translation has become crucial for the success of individuals and organizations in a competitive global landscape For Vietnamese learners, acquiring professional translation skills is vital for integrating into the world economy and cultural exchange However, mastering Vietnamese-English translation poses challenges, particularly for recent graduates lacking experience, who often encounter errors due to linguistic differences According to Baker (1992), translation issues primarily stem from the non-equivalence of source and target languages, while Ervin and Bower (1953) highlight that these problems can arise from differences in word meanings, syntax, and cultural contexts.
In Vietnam, numerous studies have focused on error analysis in English language learning, yet there is a notable lack of research specifically examining learner errors in translation, particularly in Vietnamese to English translation.
For all the reasons above, the researcher decided to choose the study ―Common errors in
Vietnamese-English translation made by English translator trainees at Nui Phao Mining Company Limited‖ which aims at finding out the most common translation errors in
This study focuses on the Vietnamese-English translation challenges faced by English translator trainees at NPMC, examining the underlying causes of these errors and proposing strategies to mitigate them It aims to serve as a valuable resource for enhancing translation skills, not only for trainees at Nui Phao Mining Company but also for all Vietnamese individuals aspiring to become expert translators Additionally, the research is anticipated to provide beneficial materials for educators teaching English translation and students majoring in English, particularly those enrolled in translation courses.
Aims of the study
The study is aimed at:
finding out common errors in translating Vietnamese into English of English translator trainees at NPMC
exploring the causes of making errors in translating Vietnamese into English
This article aims to assist English translation trainees and students in identifying common translation errors, enabling them to self-correct and discover effective methods for enhancing their translation skills.
providing pedagogical implications for teachers in teaching English translation studies for students.
Research questions
To obtain the above stated purposes, the study aimed to answer the following questions:
1 What are the common errors in Vietnamese- English translation made by English translator trainees working at NPMC?
2 What are the causes for these errors?
3 What should be done to avoid these errors and to improve translation skills?
Scope of the study
This study examines common errors in Vietnamese-English translation made by English translator trainees at Nui Phao Mining Company Limited Due to time constraints, it focuses specifically on these errors, drawing data from translation works completed by the trainees, survey questionnaires, and interviews with four experienced English translators at NPMC.
Methods of the study
This case study employs both qualitative and quantitative methods to address the research questions Data is collected through survey questionnaires, Vietnamese-English translations, and semi-structured interviews Initially, the study analyzes Vietnamese-English translations from English translator trainees to identify common errors Subsequently, survey questionnaires and interviews are developed based on the insights gained from the translations and distributed to the trainees for additional data collection.
Design of the study
The study is separated into three main parts:
Part A: Introduction- provides rationale, the aims and research questions of the study, scope and general structure of the study also are specified in this part
Part B: Development- includes three chapters:
Chapter I: Literature review- states the theoretical background in relation to the topic of the study including previous studies in the world and Vietnam
Chapter II: Methodology- presents participants, setting of the study and data collection which consists of providing data collection instruments, data collection procedures and data analysis procedures
Chapter III: Findings and discussion- offers findings drawn from data analysis, then discuss the pedagogical implications for both teachers and students who are involved in English translation studies
Part C: Conclusion-summarizes the key issues in the study, points out the limitations and provides some suggestions for further study
LITERATURE REVIEW
Error Analysis
Error Analysis (EA) is a pivotal theory in second language acquisition, as defined by James (1988), focusing on the examination of errors made by L2 learners by contrasting their acquired language norms with the target language standards Crystal (1999) further emphasizes that EA involves studying the incorrect forms generated by individuals learning a foreign language, highlighting its significance in language teaching and learning.
Error analysis, as defined by Brown (cited in Ridha, 2012), is the process of observing, analyzing, and classifying deviations from second language rules to uncover the underlying systems used by learners AbiSamara (2003) further describes error analysis as a linguistic analysis that specifically targets the errors made by learners.
According to Corder (1967), errors serve as important insights for three key groups: teachers can gauge students' progress, researchers can gather evidence on language acquisition, and learners can utilize these mistakes as resources for their own learning.
Error analysis focuses on examining the language used by second language learners, as highlighted by Corder Its primary goal is to assist teachers in accurately identifying the necessary remedial work for ESL students preparing for English language tests, enabling them to avoid prevalent mistakes.
Error analysis is a linguistic approach that examines the mistakes learners make in their use of the Target Language (TL) This method involves comparing these errors to the correct forms of the Target Language, providing insights into common challenges faced by learners.
1.1.2 The significance of error analysis
Error analysis plays a crucial role in second language teaching and learning, as it identifies problem areas for teachers, syllabus designers, and textbook writers By understanding these errors, educators can create targeted remedial exercises and concentrate on the specific challenges learners face, ultimately enhancing the effectiveness of language instruction.
Corder (1967) emphasizes that learner errors serve as valuable evidence for researchers to understand language acquisition and the strategies employed by learners He highlights the significance of error analysis for researchers, teachers, and learners themselves By examining these errors, insights are gained not only into the nature of language but also into the inherent processes of language teaching and learning.
Corder (1974) identifies two main objectives of error analysis: a theoretical aspect that aims to clarify the learning processes of second language learners, and an applied aspect that focuses on enhancing learning efficiency by utilizing insights from the learner's native dialect for educational purposes.
According to Ancker, (2000), making mistakes or errors is anatural process of learning and must be considered as part of cognition
Weireesh, (1991) considers learners‘ errors to be of particular importancebecause making of errors is a device the learners use in order to learn
Weireesh highlights that educational assessment (EA) is essential for identifying and addressing learners' challenges He emphasizes that EA provides reliable feedback, enabling the development of effective remedial teaching methods This underscores the importance of recognizing errors, as it facilitates support for learners and simplifies remedial efforts for teachers.
According to Sercombe (2000), the purposes of error analysis (EA) in language learning are threefold: assessing learners' language proficiency, identifying common challenges in language acquisition, and understanding the learning processes of individuals This perspective suggests that examining errors can be beneficial for both learners and teachers, highlighting the positive aspects of error analysis in improving language education.
Error Analysis, as noted by James (1998), is rooted in the idea that errors reflect a learner's current stage in language acquisition It views the learner as an active participant who formulates hypotheses about the target language's rules, similar to how a child learns their first language Consequently, errors serve as valuable evidence of the learner's strategies in developing competence in the target language.
1.1.3 The sources and causes of errors
It can be seen that there are many reasons for how learners make errors Myles (2002) states that the errors take root from both social factors and cognitive factors
Selinker (1972) reported five sources of errors:
Language transfer plays a crucial role in second language acquisition, encompassing both positive and negative influences Positive transfer facilitates learning by leveraging similarities in pronunciation, word order, and grammar, while negative transfer can impede progress due to differences in these areas Additionally, language transfer includes semantic, writing, pragmatic, and cultural aspects, all of which significantly impact the effectiveness of learning a new language.
Transfer of training refers to the impact that previous learning experiences have on the performance of new tasks It highlights how skills and knowledge acquired in one context can enhance or hinder performance in different situations Understanding this concept is crucial for optimizing training methods and ensuring effective skill application in various environments.
(3) Strategies of second language learning This is an attempt to develop linguistic and sociolinguistic competence in the target language
(4) Strategies of second language communication This consists of attempts to deal with problems of communication that have arisen in interaction
(5) Overgeneralization of the target language (TL) linguistic material This happens when a second language leaner applies a grammatical rule across all members of a grammatical class without making the appropriate exception
Brown (1980:173-181) identifies four sources of error in language learning: 1) interlingual transfer, which refers to the negative impact of a learner's native language; 2) intralingual transfer, involving incorrect generalizations of rules within the target language; 3) context of learning, where factors such as the classroom environment, teacher, and materials can lead to misunderstandings; and 4) communication strategies, which are the deliberate use of verbal techniques to convey ideas when the learner lacks the appropriate linguistic forms.
Norrish (1983:21-26) classifies causes of error into three types that is carelessness, first language interference, and translation
Another expert who discusses the sources of error is Richards in Schummann and Stenson
In his 1978 article "Error Analysis and Second Language Strategies," the author categorizes sources of errors in language learning into six distinct types The first type is interference, where errors arise from transferring grammatical or stylistic elements from the source language to the target language The second type, overgeneralization, occurs when learners incorrectly apply target language rules beyond their appropriate contexts Performance errors, the third type, are unsystematic mistakes caused by factors such as memory lapses or emotional states The fourth type, markers of transitional competence, reflects natural developmental errors akin to those seen in first language acquisition The fifth type involves communication and assimilation strategies, where errors stem from attempts to communicate in the target language without fully mastering the necessary grammatical structures Lastly, teacher-induced errors result from pedagogical methods or materials used in the teaching process.
In another article ―A Non-Contrastive Approach to Error Analysis‖, Richards (1971:19-22) classifies causes of error into 1) overgeneralization, 2) incomplete application of rules, 3) false concepts hypothesized, and 4) ignorance of rule restriction.
Translation and errors in translation
Translation has been defined in various ways by linguists throughout its extensive history The diverse definitions from multiple sources provide deeper insight into the complexities of translation as a field.
Translation involves substituting text from a source language with equivalent text in a target language, ensuring that both semantic and stylistic elements are preserved According to Catford (1965) and Dubois (1973), effective translation captures the original meaning while adapting it to the nuances of the target language.
Translation is a process that involves converting written text from a source language into a target language, ensuring optimal equivalence This task necessitates a deep understanding of the syntax, semantics, and pragmatics of the source language, along with analytical skills for effective processing.
Translation is the expression in another language (target language) of what has been expressed in one language (source language), preserving semantic and stylistic equivalencies (Bell R., 1991)
Translation is the replacement of a representation of a text in one language by a representation of an equivalent text in s second language (Bell R., 1991)
Translation is a fundamental human activity that facilitates the exchange of ideas and thoughts across different languages It serves as a vital channel for the transmission of ideas and cultures, enabling effective communication and understanding between diverse linguistic communities.
1.2.2 Errors in translation 1.2.2.1 Definition of errors in translation
Errors in translation are also referred to as defects (Pym 1991), mistranslations(Lauscher
2000) and mismatches (Hatim and Mason 1997) Pym (1992: 281) defines errors as a manifestation of a defect in any of the factors entering into the two skills of:
• The ability to generate a target-text series of more than one viable term (targetext ' , target text2, target text3) for a source text
• The ability to select only one target text from this series
"Errors in translation mostly result from the non-equivalence between the source and the target languages " (Baker, 1992)
Albir (1995 in Waddington 2001) presents s list of possible errors in translations as follows:
Inappropriate renderings can significantly hinder the understanding of the source text, falling into eight distinct categories: countersense, faux sense, nonsense, addition, omission, unresolved extralinguistic references, loss of meaning, and inappropriate linguistic variation, including issues related to register, style, and dialect.
- Inappropriate renderings, which affect expression in the TL These are divided into five categories: spelling, grammar, lexical items, text and style
- Inappropriate renderings, which affect the transmission of either the main function or secondary function of the ST
Pym (1991) categorizes errors into two types: 'binary' and 'non-binary.' Binary errors are defined as those that present a clear distinction between a wrong answer and the correct one In contrast, non-binary errors are more nuanced, as they can be perceived as correct to some extent, lacking a definitive right or wrong classification.
Binary errors pertain to language features such as grammar, morphology, system, and lexis, while non-binary errors arise from translation issues linked to strategies like addition, omission, selection, and ordering Kussmaul (1995) aligns with this distinction between binary and non-binary errors Weinstock (1988) categorizes his translation errors into intellectual errors, which stem from misunderstandings of the text, and dictionary errors, which occur when reference materials mislead him.
In the field of translation teaching, error classification is often approached through two main distinctions: type and level of error, as noted by Steinbach (1981) and Sager (1983) Steinbach categorizes errors into orthography, grammar (including morphology and syntax), and lexis, based on criteria such as unacceptable spelling or grammatical choices His classification by type includes addition, omission, selection, and ordering of elements He presents a dual perspective on translation errors, where one level focuses on the meaning in the source language (Li) and its corresponding choice in the target language (L2), while the other level evaluates grammatical acceptability in L2, irrespective of Li's meaning However, this classification system is criticized for its rigid separation between L1 and L2 errors, as the relationship between the two languages is often more complex than a simple either/or distinction.
Alternatively, Sager's (1983) model involves five categories, each working at a linguistic, semantic or pragmatic level The five types of errors are:
On the other hand, Mauriello (1992: 64) proposes what she calls a taxonomical list of abbreviations denoting the most frequent errors in translations at university level
11 Style (St) Furthermore, according to Roomy (2006), translation errors can be classified into four broad types, namely, (i) grammatical errors; (ii) mistranslations; (iii) localization errors, and (iv) errors of inconsistency
He also gives more details for the four above errors as follows:
Grammatical errors would be characterized as errors dealing with the grammar of the target language, including errors of usage, collocation, syntax and tense
Mistranslation errors are simply an oversight or an arrogant act or plain ignorance on part of the translator
The errors pertaining to localization take place due to the fact that the term to be translated normally does not exist as a concept in the target language
Inconsistencies in translation can lead to significant issues, particularly in specialized fields, while they may be less critical in other contexts However, at the highest levels of professionalism, it is essential for translators to avoid such errors entirely.
In addition, according to Nowak (2006) translation errors include:
1) mistranslating terms and phraseological units (including collocations, word combinations or syntagms)
3) grammatical errors spotted include inflexion errors (e.g incorrect stem or desinence) and incorrect syntax (e.g government, concord, prepositions, or word order)
5) punctuation errors: (i) the lack of a punctuation mark; (ii) an incorrect punctuation mark; and (iii) an excessive punctuation mark
6) nonsense and opposite meaning Meanwhile, American Translators Association (ATA) suggests a list of 22 types of errors that should be used as criteria for evaluating work done by professional translators:
1) Incomplete passage, 2) Illegible handwriting, 3) Misunderstanding of the original text, 4) Mistranslation into target language, 5) Addition or omission, 6) terminology, word choice, 7) Register, 8) Too freely translated, 9) Too literal, word-for-word translation, 10) False cognate, 11) Indecision in word choice, 12) Inconsistent, 13) Ambiguity, 14) Grammar, 15) Syntax, 16) Punctuation, 17) Spelling, 18) Accents, 19) Case (upper case/lower case), 21) word form and 22) Style
1.2.2.3.Common errors in Vietnamese-English translation
Na (2007) presents a model for analyzing translation errors in Vietnam, categorizing them into comprehension errors, linguistic errors, and translation errors Comprehension errors occur when learners misunderstand the syntax or misread words in the source text, leading to inaccurate translations Linguistic errors encompass grammatical, syntactic, morphological, collocational, and word form mistakes Translation errors involve issues such as omission, addition, inaccurate rendering of text elements, distorted meanings, overly free or literal translations, pragmatic errors, and incorrect lexical choices.
Comprehension errors occur when learners misinterpret the syntax of a sentence or misread a word in the source text, leading to translations that are based on this misunderstanding.
Linguistic errors consist of grammatical errors, syntactic errors, morphological errors, collocational errors and word form
Grammatical errors arise from issues in word structure, such as mismatches between subjects and verbs, incorrect verb tenses or forms, and improper cases for nouns, pronouns, or adjectives Additionally, using an adjective instead of an adverb can lead to mistakes.
Vietnamese: ―Anh ta nói chuyện thân mật với tôi.‖
English: ―He talked with me friendly‖ (Incorrect)
The example highlights a common error in the use of the adjective "friendly." Despite its "ly" suffix, "friendly" functions as an adjective rather than an adverb Consequently, the correct translation of the sentence should be, "He talked with me in a friendly manner."
Syntactic errors occur when learners struggle with linguistic structures larger than individual words, such as phrases, clauses, or sentences (James, 1998) Common types of syntactic errors include sentence fragments, improper modification, lack of parallelism, and unnatural word order, as outlined in the American Translators Association (ATA) Framework for Standard Error Making.
Vietnamese: ―Cô ấy là một cô gái rất tốt‖
English: ―She is a girl very nice‖ (Incorrect) This sentence should be corrected into ―She is a very nice girl‖
Previous studies in the world and in Viet Nam
Translation and error analysis have been extensively studied by linguists globally, including in Vietnam Numerous studies have focused on identifying translation errors that occur when converting from a source language to a target language.
Naqvy (2006) identifies four main types of translation errors—grammatical errors, mistranslations, localization errors, and inconsistencies—offering guidance for novice translators Additionally, Zakia (2005) presents a ranked taxonomy of translation challenges from English to Arabic, based on findings from two empirical studies.
Hassan and Aref (2013) examine linguistic challenges in Arabic-English translation, highlighting significant grammatical weaknesses among students These deficiencies lead to considerable difficulties in understanding and translating sentences between the two languages.
Nowak (2006) presents a selection of translation errors and mistakes which have been noticed in Polish versions of EU legal texts
Pym (1992) studies translation error analysis and the interface with language teaching In his article, he presents descriptive distinction between binary and non-binary errors in translation
Ahmad (2010) identifies the challenges faced by English students at QOU during the translation from English to Arabic, categorizing them into linguistic and cultural issues Linguistic challenges encompass grammatical differences, lexical ambiguity, and meaning ambiguity, while cultural challenges pertain to varying situational contexts Solutions to these problems are also discussed in his article.
In Vietnam, Na (2007) explores how typological differences between Vietnamese and English affect the translation of authentic Vietnamese sentences into English, presenting a preliminary report on the error analysis of translations produced by Vietnamese EFL students.
Binh (2002) investigates the linguistic and cultural errors prevalent among Vietnamese learners of English as a foreign language His study identifies common mistakes and explores the underlying causes contributing to these errors.
In his book on translation, Tuan (2006) identifies prevalent mistakes made by Vietnamese students in Vietnamese-English translation He categorizes these errors into three primary types: linguistic errors, style errors, and cultural errors.
METHODOLOGY
Research Questions
To obtain the above stated purposes, the study aimed to answer the following questions:
1 What are the common errors in Vietnamese- English translation made by English translator trainees working at NPMC?
2 What are the causes of these errors?
3 What should be done to avoid these errors and to improve translation skills?
Settings of the study and participants
The study was carried out at Nui Phao Mining Company, a subsidiary of Masan Resources Group in Thai Nguyen province, Vietnam, focusing on the exploration and processing of tungsten, fluorspar, bismuth, copper, and traces of gold With 150 foreign employees from various nationalities across different departments, the company ensures that all operational documents are bilingual, facilitated by in-house English translators.
30 English translators working at different departments in NPMC They all majored in English and they were responsible for translating both Vietnamese-English and English- Vietnamese
The study involved 10 English translator trainees at Nui Phao Mining Company, aged 24 to 25, who majored in English and completed translation courses at their universities These trainees were employed in various departments, including Human Resources, Construction, HSS, Environmental, Warehouse, and Maintenance, with work experience ranging from two months to two years They engaged in translation tasks between Vietnamese and English, with their topics varying according to their departmental roles.
The second group consists of four experienced English translators employed at Nui Phao Mining Company With years of expertise, they have developed numerous techniques and strategies for effective translation In addition to their translation work at NPMC, they also mentor and assist English translator trainees in refining their skills.
Data collection
The researcher gathered 30 Vietnamese-English translations from English translator trainees, covering various topics such as construction, environment, health, safety, security, commercial operations, and processing Each translation ranged from 1 to 3 pages in length Subsequently, the researchers analyzed and statistically evaluated these translations to identify and categorize the common errors made by the trainees.
The questionnaire serves as a vital tool for collecting data on less observable phenomena, such as attitudes, motivations, and self-conceptions within social science To explore translators' perspectives on Vietnamese-English translation, including their recognition of challenges and errors in translating Vietnamese texts into English, as well as their methods for enhancing translation skills, the researcher employed this questionnaire This instrument not only aids in gathering essential information for the study but also offers insights for potential solutions The design of the questionnaire was informed by an analysis of Vietnamese-English translations and the specific research questions posed.
To enhance the reliability of the study, interview questions were crafted for four seasoned English translators The aim was to gather insights into the common errors made by Vietnamese-English translation trainees, identify the underlying causes of these errors, and explore potential strategies for improving translation skills in this language pair.
The study began by collecting and analyzing Vietnamese-English translations from English translator trainees to identify and classify common errors Subsequently, survey questionnaires were created based on this analysis and distributed to ten trainees, who completed them After collecting the completed questionnaires, follow-up interviews were conducted with four participants, which were recorded for additional insights into the research.
The study involved analyzing 30 Vietnamese-English translations with the assistance of four experienced English translators from NPMC to identify common errors based on established categories from the literature review Due to time constraints, these categories were adapted and detailed in Appendix V The errors were then classified by frequency to determine the most prevalent issues Subsequently, questionnaires were created from the translation analysis results and three research questions, and distributed to 10 English teachers for data collection Finally, interview recordings were transcribed and analyzed to provide additional insights into the research questions.
FINDINGS AND DISCUSSION
Personal information of the participants
This study involved two groups: ten English translator trainees and four experienced English translators, all employed at NPMC, where they focused on Vietnamese-English and English-Vietnamese translation and interpretation The primary focus was on the trainee translators, whose Vietnamese-English translations were analyzed to identify common errors Data was collected through questionnaires directed at the trainees, while interviews with the experienced translators provided additional insights into the review process for trainee translations before they were officially utilized in the company.
3.1.1 The first group of participants
The study involved ten female English translator trainees, aged 24 and 25, all of whom graduated from universities with a major in English Their personal information was gathered through questionnaires, with additional details presented in the accompanying table.
English Translator Trainees (ETT) Age Gender Years of translating experience Major
ETT 1 24 Female Under 1 year English
ETT 2 24 Female Under 1 year English
ETT 3 24 Female Under 1 year English
ETT 4 24 Female Under 1 year English
Table 1: Background of questionnaire participants
The data indicates that the participants were quite young, having graduated from university only one to two years prior, and their translation experience ranged from a few months to two years.
At NPMC, they served as an English translator, collaborating with various departments, which allowed them to engage with a diverse range of topics and types of texts for translation.
Kinds of text for translating:
Kinds of text Number of ETT Percentage
Others (announcement, training documents, plan…)
Table 2: Kinds of text of Vietnamese-English translation
Translating topics Number of ETT Percentage
Table 3: Topics in Vietnamese-English translation
The analysis of the data reveals that English translators frequently handle a variety of texts, with the most common types being meeting minutes (90%), official dispatches (80%), and reports (60%) Their work spans different company departments, leading to diverse translation topics, with construction-related content accounting for 50% of their translations.
3.1.2 The second group of participants
The second group of participants consisted of four experienced English translators (EET) employed at NPMC, who played a crucial role in translating, interpreting, teaching, and reviewing translations for trainee translators Their personal information is detailed in the accompanying table.
Age Gender Years of translating experience
Table 4: The background of interview informants
The study involved four experienced English translators, comprising three females and one male, with ages between 33 and 36 years Their translation experience ranged from 5 to 8 years.
Difficulties of English translator trainees in translating Vietnamese-English text22 3.3 Common errors on Vietnamese- English translation made by English translator
In order to get the information about the difficulties of English translator trainees, one question relating to this was designed and put in both questionnaire and interview
The result from questionnaire for English translator trainee is shown in the table below:
Difficulties Percentage a Choosing appropriate vocabulary in English 90% b Finding suitable grammar structures in the target language to transfer idea effectively
60% c Analyzing the meaning of sentences in the source text 30% d Understanding special phrases and terminologies in the source text
Table 5: Difficulties in Vietnamese-English translation
The data indicates that all English translator trainees struggled with understanding specialized phrases and terminologies in the source text Furthermore, 90% reported difficulties in selecting appropriate vocabulary in English, while 60% faced challenges in identifying suitable grammar structures to convey ideas effectively Only 30% found it easy to analyze the meaning of the source text These findings highlight that the primary challenges encountered by trainees are related to lexical issues.
In interviews with experienced English translators, it was revealed that English translator trainees face significant challenges when translating from Vietnamese to English EET 1 noted that a lack of experience and knowledge often hampers trainees' ability to accurately convey the meaning of source texts in their translations EETs 2 and 3 highlighted difficulties in understanding specialized phrases and terminology, which they encountered for the first time, creating substantial obstacles EET 4 echoed these sentiments, emphasizing that selecting the right vocabulary and structure in the target language is a complex task that demands extensive study and practical experience He provided examples of difficulties related to terminology in fields such as construction, commerce, and law, underscoring the need for ongoing education and exposure to real-world translation scenarios.
3.3 Common errors on Vietnamese- English translation made by English translator trainees working at NPMC
3.3.1 Overall results from Vietnamese-English translations analysis, questionnaires and interviews
An analysis of 30 Vietnamese-English translations was conducted to identify and categorize errors, revealing the most common mistakes The errors were classified into two primary types: linguistic errors and translation errors, with each category encompassing various subtypes.
The following table will provide the full details of the most common errors in Vietnamese- English translations of English translator trainees working at NPMC:
Errors Number of errors Percentage
Distorted meaning of source text 15 4.74%
Too literal translation, word-by-word translation
The total number of errors 317 100%
Table 6: Common errors found in 30 Vietnamese-English translations
The analysis revealed a total of 317 common errors across 30 Vietnamese-English translations, highlighting 13 distinct types of errors The most prevalent error among English translator trainees was lexical choice errors, constituting 20.8% of the total Other frequent mistakes included preposition usage errors at 12.62%, word form errors at 11.36%, and verb tense errors at 30% Additionally, omission errors accounted for 11.04% of the translation mistakes.
The total number of translation errors made by each ETT as below:
The chart illustrates that ETT 1 recorded the highest number of errors, totaling 60 across three Vietnamese-English translations, while ETT 2 and ETT 3 had fewer errors.
4 also made a lot of translation errors ETT 5, 6, 7, 8 and 9 made fewer translation errors ETT 10 made fewest translation errors
Based on the most common errors found in Vietnamese-English translations, the questionnaires and interviews were designed and distributed to the participants to get more information for the study
Questionnaire results indicated that English translation trainees (ETTs) are conscious of their mistakes when translating from Vietnamese to English Additionally, interviews with four seasoned English translators revealed that common errors among ETTs include improper use of prepositions, incorrect verb tenses, inappropriate word forms, poor word collocations, suboptimal lexical choices, omissions, and overly literal translations.
The common linguistic errors included errors in using prepositions, verbs tenses, sentence structures, word orders, word collocations and word forms
As can be seen from the Table 6, there were 40 errors in using prepositions in 30 Vietnamese-English translations made by 10 English translator trainees
The number of errors made by each ETT was as in the table below:
ETT 1 ETT 2 ETT 3 ETT 4 ETT 5 ETT 6 ETT 7 ETT 8 ETT 9 ETT 10
Table 7: Errors in using of preposition of each ETT
The analysis revealed varying rates of preposition errors across different ETT translations, with ETT 1 and ETT 2 exhibiting high error rates of 22.5% and 20%, respectively In contrast, ETT 10 showed no preposition errors at all Other ETT translations displayed error rates ranging from 2% to 5% Additionally, preposition errors were categorized into three distinct sub-types, as illustrated in the accompanying chart.
The data presented in the chart reveals that errors resulting from the omission of prepositions were the most prevalent, constituting 50% of the total errors In contrast, errors due to the addition of prepositions accounted for 33%, while incorrect usage of prepositions represented only 17% of the errors.
The examples of each type of prepositions will be given below:
There were 7 wrong prepositions found in Vietnamese-English translations of EET For example, in the translation of EET 1, she translated the sentence ―Nhà Thầu phải nộp cho
The Contractor must submit the final completed quantity, signed by NPMC’s Site Supervisor, to NPMC The translator incorrectly used the preposition "for" instead of the correct preposition "to" after the verb "submit," likely misunderstanding the translation of the word "cho."
In the translation of EET 2, the sentence "the contractor will be responsible for coordinating with the Consultant and the Electric Authority for design changes" was effectively conveyed.
The contractor will be responsible for collaborating with the consultant and obtaining approval for design changes.
―for‖ It can be explained as below: a Be responsible for something or carrying out an action For example,
- We are responsible for ensuring delivery of the program (an action)
- We are responsible for the program (a specific thing) b Be responsible to a person or group of people For example,
- We are responsible to our clients (group of people) for the program
This error was repeated many times in other translations of EET 3, 5, and 6
The number of errors caused by omission of prepositions was 33, nearly double the number of errors caused by wrong prepositions
For example, in translation of EET 4, she translated ―vì vậy chúng tôi kính đề nghị công ty
The translation requires some corrections for clarity and accuracy Firstly, the sentence should read, "the Contractor would like to request NPMC to review and approve our construction method," as it is important to include the preposition "to" after "NPMC." Additionally, in the phrase "significantly impact the construction progress," the preposition "on" is necessary, making the correct phrasing "significantly impact on the construction progress."
The most prevalent error in preposition usage accounted for 50% of cases, with "regarding to" being the most common mistake among EETs Notably, "regarding" does not require a preposition, yet many translators erroneously added it during translation This mistake was particularly frequent among less experienced EETs, highlighting a significant area for improvement in their skills Other examples of unnecessary preposition usage were also noted.
For example, the sentence "Vui lòng liên hệ với chúng tôi bất cứ lúc nào nếu bạn có thắc mắc gì" translates to "Should you have any concerns, please contact us at any time." Note that the phrase includes an unnecessary "with."
Our company is in the process of purchasing professional liability insurance for our workers.
Example 3 : the sentence “Hai bên cần phải thảo luận về phương án thay thế” was translated into ―Two parties need to discuss about the alternative method‖ (an unnecessary about)
The causes of translation errors
The analysis of Vietnamese-English translations reveals that language transfer significantly influences English translators They often rely on their Vietnamese to generate ideas, which can lead to confusion regarding vocabulary and grammar differences between the two languages This reliance on their mother tongue sometimes results in the substitution of familiar linguistic features for those of the second language, where they may lack proficiency Additionally, many English translators overemphasize the similarities between their first and second languages, neglecting the critical differences For instance, they may incorrectly add prepositions to English verbs based on their Vietnamese counterparts, despite such constructions being grammatically incorrect in English Common examples include the transitive verbs "buy" and "discuss," which do not collocate with prepositions in English, whereas in Vietnamese, phrases like "mua cho" and "thảo luận về" are frequently used The following table will present the results from questionnaires that identify the causes of these translation errors.
Causes Percentage (%) a The interference of mother tongue in the process of translating
90 b Lack of vocabulary and grammar 80 c Lack of knowledge about the translation fields 50 d Insufficient translation skills and the inappropriate translation methods
Table 9: Causes of translation errors
A significant 90% of English translation trainees (ETTs) acknowledged that their mother tongue, Vietnamese, significantly interfered with their translation accuracy This interference stems from ETTs often treating English and Vietnamese as similar, despite the substantial differences in their discourse mechanisms, literary devices, rhetoric, and thought patterns.
Translation errors often stem from insufficient vocabulary and grammar knowledge, as highlighted by eight English Teaching Trainees (ETTs) They noted that a lack of specific terminologies frequently resulted in incorrect lexical choices in both Vietnamese-English and English-Vietnamese translations Additionally, inadequate grammar understanding contributed to these mistakes, with some ETTs admitting to using inappropriate translation methods, further exacerbating the errors Overall, the ETTs acknowledged that their translation skills were lacking, which led to a higher frequency of translation inaccuracies.
Finally, the results from the interviews with 4 experienced English translators working at NPMC as follows:
A significant majority of EETs (3 out of 4) identified vocabulary and grammar deficiencies as the primary causes of translation errors made by ETTs EET 1 emphasized that a limited vocabulary hindered ETTs from selecting appropriate words, resulting in numerous lexical errors in their translations She also noted the need for improved grammar skills to minimize grammatical mistakes Additionally, she pointed out that some ETTs struggle with translation due to interference from their mother tongue, often failing to recognize the differences between the two languages For instance, she highlighted that while the concept of tenses is absent in Vietnamese, English has stringent rules governing verb tense usage.
Many ETTs shared similar views, highlighting issues such as laziness and carelessness that contributed to poor translation quality They noted that some ETTs failed to dedicate sufficient time to refining their vocabulary and grammar, leading to numerous errors, particularly in lexical choice and grammar Additionally, a lack of careful reading of the source text often resulted in misunderstandings, causing translations to misrepresent the original meaning While translation skills and methods are crucial for effective translation, many English translator trainees lack the necessary competencies, as their university education does not adequately prepare them for real-world translation challenges Consequently, inappropriate application of translation methods often results in ambiguous or incorrect translations.
In summary, English translator trainees face various challenges that contribute to translation errors, such as mother tongue interference, limited vocabulary, grammar issues, insufficient knowledge, inadequate translation skills, ineffective methods, and a lack of diligence To address these obstacles and enhance their translation abilities, trainees must adopt effective strategies, which will be explored in the following section.
3.5 Suggestions to avoid the common errors in translation and improve translation skills
To address the third research question, "What should be done to avoid these errors and improve translation skills?", the findings from the questionnaires reveal key strategies and recommendations Participants emphasized the importance of targeted training programs that focus on common translation pitfalls, as well as the necessity for ongoing practice and feedback Additionally, fostering a collaborative environment among translators can enhance skill development and error reduction Overall, a combination of structured learning, peer support, and practical experience is essential for improving translation proficiency and minimizing mistakes.
The ways to avoid errors and improve translation skills Percentage (%) a Improving your vocabulary especially terminologies 100 b Improving your grammar 90 c Studying translation methods from translation books, magazines, internet and experienced translators
70 d Reading documents related to your translation topics in both Vietnamese and English
Table 10: The ways to improve translation skills
Table 10 highlights that all 10 ETTs acknowledge the significance of enhancing their vocabulary and understanding of translation subjects Additionally, they emphasized that mastering grammar and translation techniques plays a crucial role in determining translation quality.
Interviews corroborated the questionnaire findings, with four experienced engineering translators (EETs) emphasizing the importance of enhancing vocabulary, grammar, and background knowledge for effective translation EET 1 recommended seeking clarification on unfamiliar terminology from colleagues, particularly engineers in the field, to gain precise language usage EET 2 encouraged extensive reading of relevant documents to enrich vocabulary, grammar, and style Meanwhile, EETs 3 and 4 highlighted that consistent practice is crucial for minimizing errors and honing translation skills, reinforcing the value of this familiar yet effective advice.
This chapter highlights the prevalent mistakes made by Vietnamese-English translator trainees at NPMC, based on an analysis of their translations, questionnaires, and interviews It identifies the underlying causes of these errors and offers comprehensive strategies for improvement The findings emphasize effective methods to enhance translation skills and reduce common pitfalls, as gathered from both questionnaires and interviews.
Summary of the findings
Vietnamese-English translation has seen significant growth in recent years due to increased communication and transactions between Vietnamese speakers and English speakers Despite this growth, there is a lack of research on the quality and errors in these translations This study aims to identify common errors in Vietnamese-English translations and explore their causes through translation analysis, questionnaires, and interviews Additionally, it offers strategies to minimize these errors and enhance translation skills.
The study revealed that translation errors can be categorized into two main types: linguistic errors and translation errors Linguistic errors primarily involved the incorrect use of prepositions, verb tenses, and word forms, along with issues related to sentence structures, word orders, and collocations In contrast, translation errors were predominantly linked to lexical choice, followed by omission errors, and included problems such as addition, distorted meanings, overly literal translations, and excessively free translations Notably, the research found that inexperienced translators made these errors more frequently than their more experienced counterparts.
The study identified key causes of common translation errors among English translator trainees, primarily attributing these mistakes to language transfer, particularly negative transfer from their mother tongue Inexperienced translators often struggle to recognize the differences and similarities between English and Vietnamese, leading them to apply vocabulary and grammar rules too broadly Additionally, other contributing factors include a lack of vocabulary and grammar knowledge, insufficient translation skills, inappropriate methods, and tendencies toward laziness and carelessness.
The study's findings emphasize the importance of enhancing vocabulary, grammar, and translation skills to minimize translation errors English translator trainees are encouraged to engage in extensive reading and practice to refine their abilities These insights are beneficial not only for trainees at NPMC but also for all English translators and students in translation studies Additionally, the research serves as a valuable resource for educators teaching English translation, aiding them in guiding students to avoid common translation pitfalls and enhance their skills.
Concluding remarks
From what has been analyzed above, the aims set forth at the beginning of the study have been obtained successfully
The primary objective of this study is to identify prevalent translation errors made by English translator trainees at NPMC when translating from Vietnamese to English Through a comprehensive analysis of errors, alongside questionnaires and interviews, we have examined the most frequent mistakes in Vietnamese-English translations These errors are categorized into two main types: linguistic errors and translation errors Collectively, these issues can be referred to under a general term for better understanding and analysis.
Translational errors occur during the translation process and can be categorized into linguistic and translation errors Linguistic errors encompass grammatical, syntactic, morphological, collocational errors, and incorrect word forms In contrast, translation errors arise when transferring sentences from the source text to the target text, even if the grammar is acceptable Common translation errors include omission, addition, distorted meanings, overly literal translations, excessively free translations, and poor lexical choices Notably, lexical choice errors account for the majority, with 66 instances reported, followed by grammatical errors such as misuse of prepositions, verb tenses, sentence structures, and word order, along with issues related to word forms, omissions, and collocations.
The second objective of this study is to investigate the causes of errors in translating Vietnamese into English This goal has been successfully met through the analysis of questionnaires and interviews The primary cause identified for these translation errors is language transfer, while additional factors include a lack of vocabulary and grammar knowledge, insufficient translation skills, inappropriate translation methods, as well as laziness and carelessness.
This study aims to assist English translator trainees and students in English translation studies in identifying and self-correcting common translation errors The findings suggest that these individuals possess sufficient knowledge to recognize their mistakes and can utilize the recommendations provided to enhance their translation skills, particularly in Vietnamese-English translation.
This study aims to offer valuable pedagogical insights for teachers of English translation studies, enabling them to assist students in minimizing translation errors and enhancing their translation skills By utilizing the findings, educators can identify effective teaching strategies and approaches Additionally, the research presents a model for analyzing translational errors, serving as a practical reference for instructors in the field.
The researcher faced several challenges during this study, leading to notable limitations in the findings Due to constraints in time, scope, and expertise, the results are confined to a specific context, as the case study involved a small group of participants focused solely on translation errors made by English translator trainees at NPMC Consequently, these findings cannot be generalized to all English translators or students in the field Additionally, the study primarily highlighted common errors in Vietnamese-English translations It is essential to consider these limitations for future research endeavors.
Furthermore, in light of limitations exposed, some recommendations for further research could be made as follows:
This study primarily examined common errors in Vietnamese-English translations, suggesting that future research could explore errors in English-Vietnamese translations Additionally, it focused solely on the mistakes made by English translator trainees, indicating that subsequent studies could consider other groups, such as experienced English translators or students specializing in English translation.
Finally, further studies can be carried out by other research methods and with the larger number of participants in order to make the results more reliable and convincing
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QUESTIONNAIRE COMMON ERRORS IN VIETNAMESE-ENGLISH TRANSLATIONS MADE BY
1 How long have you worked as an English translator? a) Under 1 year b) 1 year c) 2 years d) More than 2 years
2 What kinds of text you often translate from Vietnamese into English? a) Official Dispatches b) Reports c) Minutes of Meetings d) Contracts e) Others:………
3 What are your Vietnamese-English translation about? a) Environment b) Health, Safety and Security c) Construction d) Operation, Processing e) Finance f) Others: ………
4 In your opinion, what are your difficulties when you translate from Vietnamese into English? a Choosing appropriate vocabulary in English b Finding suitable grammar structures in the target language to transfer idea effectively c Analyzing the meaning of sentences in the source text d Understanding special phrases and terminologies in the source text e Others:
5 What are linguistic errors you often make when translating from Vietnamese into English? (Please write Y (yes) or N (no))
6 What are translation errors you often make when translating from Vietnamese into English? (Please write Y (yes) or N (no))
3 Distorted meaning of source text
4 Too literal translation (word-by-word)
7 In your opinion, what are the main causes leading to the errors in your Vietnamese- English translations: a The interference of mother tongue in the process of translating b Lack of vocabulary and grammar c Lack of knowledge about the translation fields d Insufficient translation skills and the inappropriate translation methods e Others:………
8 What did you do to avoid translation errors and improve your translation skills? a Improving your vocabulary especially terminologies b Improving your English grammar c Studying translation methods from translation books, magazines, internet and experienced translators d Reading documents related to your translation topics in both Vietnamese and English e Others:
Thank you for your cooperation
PHIẾU ĐIỀU TRA NHỮNG LỐI HAY GẶP TRONG DỊCH VIỆT ANH CỦA PHIÊN DỊCH VIÊN MỚI RA
1 Bạn đã làm công tác dịch thuật được bao lâu? a) Dưới 1 năm b) 1 năm c) 2 năm d) Trên 2 năm
2 Các văn bản Việt-Anh bạn dịch là loại văn bản nào? a) Công văn b) Báo cáo c) Biên bản họp d) Hợp đồng e) Loại khác:………
3 Các văn bản bạn dịch liên quan đến lĩnh vực nào? a) Môi trường b) An ninh, y tế c) Xây dựng d) Vận hành, sản xuất e) Thương mại f) Lĩnh vực khác: ………
4 Theo bạn những khó khăn mà một phiên dịch mới ra nghề gặp phải trong dịch Việt- Anh là gì? a) Lựa chọn từ vựng thích hợp trong Tiếng Anh b) Tìm các cấu trúc ngữ pháp trong Tiếng Anh để truyền tải nội dung bản dịch một cách chính xác và hiệu quả c) Phân tích nghĩa của câu trong Tiếng Việt d) Hiểu được các cụm từ đặc biệt, từ chuyên ngành trong ngôn ngữ gốc e) Các khó khăn khác:
5 Những lỗi ngôn ngữ (Linguistic errors) nào bạn hay gặp phải trong quá trình dịch Việt-Anh? (Vui lòng viết Y/N (Có/Không) vào lỗi bạn gặp phải)
1 Lỗi giới từ ( errors of prepositions)
2 Lỗi động từ (errors of verbs)
3 Lỗi cấu trúc câu (errors of sentence structures)
4 Lỗi trật tự từ trong câu (errors of word orders)
5 Lỗi kết hợp từ (errors of collocations)
6 Lỗi từ loại của từ (errors of word forms)
7 Các loại lỗi khác(others)…
6 Những lỗi dịch thuật (translation errors) nào bạn hay gặp phải trong quá trình dịch Việt-Anh? (Vui lòng viết Y/N (Có/Không) vào lỗi bạn gặp phải)
1 Lỗi dịch thiếu ý so với văn bản gốc Tiếng Việt (omission)
2 Lỗi tự thêm vào các ý không có trong văn bản gốc Tiếng Việt (addition)
3 Lỗi dịch sai ý của văn bản gốc (Distorted meaning of source text)
4 Lỗi dịch quá sát nguyên văn (too literal translation)
5 Lỗi dịch quá thoáng (too free translation)
6 Lỗi lựa chọn từ vựng (lexcical choice)
7 Theo bạn, nguyên nhân chính gây ra những lỗi trong quá trình dịch Việt-Anh của bạn là gì? a) Do sự ảnh hưởng của Tiếng Việt vào quá trình tư duy khi dịch sang Tiếng Anh b) Do vốn từ vựng, ngữ pháp còn thiếu c) Do thiếu kiến thức về lĩnh vực cần dịch d) Do kỹ năng dịch thuật còn yếu và việc áp dụng các phương pháp dịch chưa phù hợp e) Những nguyên nhân khác:
8 Bạn đã làm gì khắc phục các lỗi dịch Việt-Anh của mình? a) Bổ sung vốn từ vựng, đặc biệt là từ vựng chuyên ngành b) Tăng cường ngữ pháp Tiếng Anh c) Tìm hiểu các phương pháp dịch từ sách, báo, internet và những người có kinh nghiệm dịch d) Đọc nhiều tài liệu liên quan đến chuyên ngành cần dịch cả Tiếng Anh lẫn Tiếng Việt e) Các cách khác:
Thank you for your cooperation!
CÂU HỎI PHỎNG VẤN NHỮNG LỐI HAY GẶP TRONG DỊCH VIỆT ANH CỦA PHIÊN DỊCH VIÊN MỚI RA
NGHỀ Thông tin cá nhân:
1 Anh (chị) đã công tác trong ngành dịch thuật trong thời gian bao lâu?
2 Theo anh (chị) những khó khăn mà phiên dịch mới ra nghề gặp phải trong quá trình biên dịch Việt-Anh là gì? (Anh chị vui lòng kể ra 3, 4 khó khăn)