Giáo trình lý thuyết dịch iuh

TS NGUYỄN XUÂN HỒNG (Chủ biên) ThS NGUYỄN ĐÌNH LUẬT ThS LÊ THỊ THIÊN PHỪỚC ThS LÊ NGỌC DIỆP GIÁO TRÌNH LÝ THUYẾT DỊCH FUNDAMENTAL INSIGHTS INTO THE THEORIES OF TRANSLATION AND INTERPRETATION NHÀ XUẢT BẢN ĐẠI HỌC CÔNG NGHIỆP THÀNH PHĨ HỊ CHÍ MINH LỜI NĨI ĐẦU Hiện nay, việc nghiên cứu học tập Lý thuyết dịch cần thiết cho sinh viên trường đại học thuộc khối ngành Ngoại ngữ nói riêng ngành Ngơn ngữ Anh nói chung Tuy nhiên, giáo trình dành cho mơn học cịn hạn chế Nhằm giúp em sinh viên Khoa Ngoại ngữ, Trường Đại học Công nghiệp Thành phổ Hồ Chí Minh có tài liệu phục vụ tốt cho việc học tập, nghiên cứu môn Lý thuyết dịch, nhóm tác giả biên soạn giáo trình “Fundamental Insights into the Theories of T ranslation and Interpretation” Giáo trình trình bày khái quát tảng sở lý thuyết hai mảng biên dịch phiên dịch, đồng thời đưa số gợi ý việc áp dụng lý thuyết vào thực tiễn Hy vọng giáo trình đem đến cho em sinh viên kiến thức cô đọng hữu ích lý thuyết dịch, làm tiền đề cho việc học môn học nâng cao ngành Ngơn ngữ Anh Giáo trình gồm 08 chương sau: Chương 1: Trình bày định nghĩa biên dịch, trình biên dịch, loại hình biên dịch, lý thuyết biên dịch yếu tố cần xem xét trước thực công việc biên dịch Chương 2: Đe cập đến phương pháp tiếp cận thực công việc biên dịch, mức độ biên dịch đơn vị biên dịch Chương 3: Bàn phương pháp biên dịch so sánh phương pháp biên dịch phổ biến Chương 4: Cung cấp kiến thức chiến lược mà người biên dịch áp dụng thực công việc biên dịch Chương 5: Nêu định nghĩa phiên dịch, mơ hình phiên dịch q trình phiên dịch Chương 6: Đe cập đến khía cạnh phương pháp dịch nối tiếp dịch song song Chương 7: Cung cấp hướng dẫn kỹ cần thiết cho người làm công việc phiên dịch Chương 8: Bàn qui tắc, chuẩn mực đạo đức người làm cơng việc phiên dịch Trong q trình biên soạn, nhóm tác giả có nhiều nỗ lực kết nối tốt tảng kiến thức cần thiết cho mơn học Tuy nhiên, thiếu sót giáo trình chắn không tránh khỏi Rất mong nhận góp ý chân thành từ giảng viên, sinh viên độc giả Xin trân trọng cảm ơn! NHÓM TÁC GIẢ 11 LỜI CẢM ƠN Sau thời gian tiến hành biên soạn thẩm định, giáo trình “Fundamental Insights into the Theories of Translation and Interpretation” hoàn thành xuất Sự đời giáo trình khơng cơng sức nhóm tác giả mà giúp đỡ, hỗ trợ nhiều tập thể cá nhân Trước hết, nhóm tác giả xin gởi lời cảm ơn đến Ban Giám hiệu Trường Đại học Cơng nghiệp Thành phố Hồ Chí Minh, Lãnh đạo Khoa Ngoại ngữ Bộ môn Biên phiên dịch tin tưởng giao nhiệm vụ cho nhóm tác giả biên soạn giáo trình để phục vụ giảng dạy mơn Lý thuyết dịch (02 tín chỉ) cho sinh viên chuyên ngành Ngôn ngữ Anh thuộc Khoa Ngoại ngữ, Trường Đại học Công nghiệp Thành phố Hồ Chí Minh Nhóm tác giả xin gởi lời cảm ơn đến quý thầy cô thuộc Bộ môn Biên phiên dịch có nhiều ý kiến đóng góp q báu cho nhóm q trình đưa giáo trình lấy ý kiến góp ý cấp mơn, qua đó, giúp cho nhóm tác giả kịp thời chỉnh sửa cập nhật nội dung giáo trình Nhóm tác giả xin chân thành cảm ơn quý thầy cô Hội đồng đánh giá, nghiệm thu giáo trình có góp ý thẳng thắn bổ ích Nhờ đó, nhóm tác giả hồn thiện giáo trình tốt Nhóm tác giả xin cảm ơn Phịng Quản lý khoa học Hợp tác quốc tế Nhà xuất Đại học Công nghiệp Thành phố Hồ Chí Minh hỗ trợ tích cực q trình biên soạn, thẩm định xuất giáo trình Đặc biệt, giáo trình biên soạn tinh thần kế thừa có chọn lọc thành tựu nghiên cứu cơng trình trước Nhóm tác giả xin chân thành cảm cm tất tác giả mà nhóm sử dụng thành tựu nghiên cứu họ để trích dẫn giáo trình NHĨM TÁC GIẢ TABLE OF CONTENTS PREFACE i ACKNOWLEDGEMENTS iii LIST OF ABBREVIATIONS viii LIST OF FIGURES ix LIST OF TABLES X 1.1 1.2 1.3 1.4 1.5 CHAPTER OVERVIEW OF TRANSLATION Definitions of translation The dynamics of translation Translation theories Pre-translation considerations Extra readings 2.1 2.2 2.3 2.4 2.5 CHAPTER THE PROCESS OF TRANSLATING Procedure of translating 17 Approaches to translating 18 Levels of translating .19 The relation of translating to translation theory 21 Unit of translating 22 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 CHAPTER TRANSLATION METHODS Word for word translation 24 Literal translation 25 Faithful translation 25 Semantic translation 25 Communicative translation 25 Idiomatic translation 25 Free translation 25 Adaptation .26 Semantic translation versus Communicative translation 26 Aspects of language 29 V 4.1 4.2 4.3 4.4 4.5 4.6 CHAPTER STRATEGIES FOR TRANSLATORS Strategies to deal with non-equivalence at word level 38 Strategies to deal with idioms and fixed expressions 44 Strategies to deal with non-equivalence of structures .46 Strategies to deal with proper names 50 Translation of newspaper headlines 54 Applying technology in translation 56 CHAPTER INTERPRETATION AND THE INTERPRETING PROCESS 5.1 Overview of interpretation 66 5.2 Modes and types of interpreting 70 5.3 Interpreting process 73 6.1 6.2 6.3 6.4 CHAPTER CONSECUTIVE INTERPRETING Consecutive interpreting .78 The common settings of consecutive interpreting 79 Some principles for the job of on-site interpretation 81 Interpreting in some specialized areas 84 CHAPTER CRUCIAL SKILLS AND ATTRIBUTES FOR INTERPRETING 7.1 The most common qualities of a consecutive interpreter 88 7.2 Crucial skills for interpreting 89 8.1 8.2 8.3 8.4 8.5 8.6 8.7 VI CHAPTER CODE OF ETHICS FOR INTERPRETERS Accuracy and fidelity 104 Confidentiality 105 Impartiality 106 Respect 106 Cultural responsiveness 107 Role boundaries 108 Accountability 108 8.8 Professionalism 109 8.9 Professional development 110 APPENDIX 112 APPENDIX 113 REFERENCES 114 vii LIST OF ABBREVIATIONS viii No Abbreviation symbol SL Source Language TL Target Language ST Source Text TT Target Text L Language c Culture STM Short-Term Memory LTM Long-Term Memory KSAs Knowledge, Skills and Attributes 10 WRHA Full term Winnipeg Regional Health Authority LIST OF FIGURES Figure Ỉ.Ỉ The diagram ofparti cipants/actors in the translation process Figure 1.2 The dynamics of translation Figure 2.1 The diagram of translating procedure Figure 2.2 Afunctional theory of language Figure Translation methods in the relation -with the SL and the TL Figure The interpreting process Figure Seat arrangement for interpretation Figure 7.1 Notes organized as a diagram Figure 7.2 Notes organized vertically Figure 7.3 Shifting notes IX LIST OF TABLES Table 3.1 Semantic translation vs Communicative translation Table 4.Ỉ English vs Vietnamese personal pronouns Table 4.2 Translating Vietnamese “non-subject” sentences Table 4.3 Examples ofEnglish sentences with passive structures Table 4.4 Examples ofEnglish general nouns containing proper names Table 4.5 Guidelines for translating newspaper headlines Table 5.1 Five different levels offormality in every language Table 7.1 Frequently occurring verbs Table 7.2 Frequently occurring nouns Table 7.3 Verbs or nouns X 2) The interpreter takes measures to safeguard confidentiality and prevent unauthorized disclosure of private or personal information related to the parties involved This also involves protecting any documents held by the interpreter 8.3 IMPARTIALITY To maintain impartiality, interpreters must remain neutral and refrain from giving advice, counseling or expressing personal beliefs that may affect the interpretation They should also disclose any potential or actual conflicts of interest The goal of impartiality is to prevent any bias or favoritism towards one party over the other Therefore, the objective of this “impartiality” is to eliminate the interpreter’s bias or preference towards either party involved Some of the expectations for the interpreter include: 1) The interpreter must remain unbiased and objective, not allowing personal beliefs or values to interfere with their interpretation They must make it clear to all parties that they are obligated to remain impartial 2) The interpreter should not accept or continue an assignment if their personal beliefs or biases have the potential to affect their impartiality 3) The interpreter should not engage in personal relationships or communication with any parties involved in the interpretation 4) The interpreter should not accept an assignment if they have a personal relationship with any of the parties involved that could impact their impartiality 5) The interpreter should be aware of their nonverbal expressions and body language and avoid any emotional displays that could be interpreted as a lack of neutrality by any of the parties involved 8.4 RESPECT The ethical principle of respect requires interpreters to treat all parties involved with dignity and equality, regardless of ethnicity, race, age, gender, religion, political viewpoint, socio-economic status, or cultural belief Interpreters should also use culturally appropriate ways to 106 show respect and support direct communication among all parties They should maintain the necessary spatial and visual privacy and engage in behavior that promotes autonomy and personal choice of the individuals involved The objective of this principle is to acknowledge and respect the dignity of all parties involved in the interview Some of the expectations for the interpreter include: 1) The interpreter demonstrates equal respect and dignity towards all parties, regardless of factors such as ethnicity, race, age, color, gender, sexual orientation, religion, nationality, political viewpoint, socio-economic status, and cultural beliefs 2) The interpreter facilitates direct communication among all parties while using professional and culturally appropriate ways of showing respect 3) The interpreter ensures the necessary spatial and visual privacy is maintained during the interpretation process 4) The interpreter promotes the autonomy and personal choice of the individuals involved through their behavior during the interpretation process 8.5 CULTURAL RESPONSIVENESS Cultural responsiveness refers to the interpreter's awareness of cultural similarities and differences that may arise during their professional duties The goal of this ethical principle is to facilitate effective communication between parties when cultural differences may otherwise lead to misunderstandings Some of the expectations for the interpreter include: 1) The interpreter strives to be aware of and understand the cultures associated with the languages they interpret 2) The interpreter maintains the rules of cultural etiquette appropriate to all parties 3) The interpreter recognizes and respects cultural differences and similarities, and adapts their communication style accordingly 4) The interpreter avoids ethnocentric attitudes or behavior, and refrains from imposing their own cultural beliefs or values 107 5) The interpreter seeks to understand the cultural context of the communication and asks questions to clarify meaning 6) The interpreter may provide cultural brokering services by explaining cultural differences and similarities to help parties understand each other 7) The interpreter maintains up-to-date knowledge of cultural practices, traditions, and beliefs of the communities they serve 8.6 ROLE BOUNDARIES To maintain role boundaries, interpreters must limit their professional role and avoid personal involvement The purpose of this ethical principle is to define the extent and limitations of the interpreter's role The objective of this ethical principle is to clarify the scope and limits of the interpreting role Some of the expectations for the interpreter include: 1) The interpreter must remain neutral and avoid expressing opinions, offering advice, or reacting emotionally to any of the parties involved 2) The interpreter should limit contact with the parties involved to only what is necessary for the interpreting assignment 3) The interpreter should avoid taking on any duties that are outside of their role as an interpreter 4) The interpreter should not alter the communication in any way or act as a mediator, speaker or advocate for any party involved 5) The interpreter should prioritize their own safety and well-being during the interpreting assignment 8.7 ACCOUNTABILITY Accountability in interpretation refers to the interpreter's responsibility to be answerable for their actions and decisions when providing interpretation sendees It involves being transparent about their qualifications, following ethical and professional standards, and being 108 accountable for any errors or misunderstandings that may arise during the interpretation process The objective of accountability is to ensure that the interpreter maintains the highest level of professionalism and integrity in their work and to build trust with the parties involved in the communication Some of the expectations for the interpreter include: 1) The interpreter is responsible for their professional conduct and upholding the standards of their profession and relevant policies or laws 2) The interpreter will refuse assignments that require knowledge or skills outside their area of competence 3) The interpreter will recognize and rectify any interpretation errors promptly 4) The interpreter will manage confidential information properly, including storage and disposal, in accordance with applicable policies and laws 8.8 PROFESSIONALISM Professionalism in interpretation refers to the conduct and behavior expected of interpreters in their role as language mediators This includes adherence to ethical principles and standards of practice, continuous professional development, maintaining confidentiality and impartiality, and ensuring accurate and effective communication between parties who speak different languages Professionalism also involves being aware of and respectful towards cultural differences and nuances, as well as recognizing and addressing potential biases or conflicts of interest The objective of this principle is for the interpreters to maintain professional conduct and uphold public trust in the interpreting profession Some of the expectations for the interpreter include: 1) The interpreter adheres to established proficiency standards, acts in a manner consistent with professional standards, and conducts themselves with honesty and ethics in all related practices 109 2) The interpreter is ready for all assignments, maintains good hygiene, and wears appropriate attire for the occasion 3) The interpreter arrives on time to the designated location and completes all accepted assignments 4) The interpreter avoids performing in situations or conditions that could jeopardize the quality of their interpretation 5) The interpreter demonstrates respect for all parties involved, including fellow interpreters, and performs their job duties as unobtrusively as possible 6) The interpreter refrains from conducting personal or other unrelated business while on an interpreting assignment 7) The interpreter follows due process before bringing in any additional personnel to assist with the interpretation 8) The interpreter does not solicit or accept gifts or favors from any party involved, and if they are unable to decline a gift, they disclose the situation to their supervisor at the earliest opportunity 9) If providing remote interpretation sendees, the interpreter ensures a professional and private work environment 10) If unable to fulfill an assignment, the interpreter notifies people involved as soon as possible and refrains from assigning the work to another interpreter 8.9 PROFESSIONAL DEVELOPMENT Professional development for an interpreter refers to the ongoing process of enhancing and updating their knowledge, skills, and abilities related to interpretation It involves engaging in training, continuing education, and other learning activities to improve their proficiency and stay current with changes in the field This allows interpreters to provide high-quality services to clients and meet the evolving demands of the interpreting profession Some of the expectations for the interpreter include: 1) The interpreter engages in ongoing learning and development to maintain and enhance their skills and knowledge 2) The interpreter seeks feedback and takes steps to address any areas for improvement 110 3) The interpreter participates in professional development opportunities and keeps up to date with industry trends and practices 4) The interpreter engages in reflective practice, critically evaluating their own work to identify areas for improvement 5) The interpreter seeks out opportunities to work with more experienced interpreters or mentors to learn from their expertise ❖ Activity How are the codes of ethics practiced in the stages of the assignment? Put a tick in the appropriate box in the table below and elaborate on your choice(s) Codes of ethics Before the During the After the assignment assignment assignment Accuracy and fidelity Confidentiality Impartiality Respect Cultural responsiveness Role boundaries Accountability Professionalism Professional development Ill APPENDIX STUDENT A: EXTRACT A Today I'll be talking about three solutions to deal with anxiety disorder, and the first one is feeling like you're in control of your life People who feel like they're more in control of their life have better mental health If you feel like you're lacking in control in life, then research shows that you should engage in experiences that give you greater control I'll show you what I mean: you sometimes find that you put off starting something because you just don't feel ready enough? Do you find it hard to make decisions like what to wear, what to eat, who to date, which job to take up? Do you tend to waste a lot of time deciding what you might while nothing gets done? A way to overcome indecision and this lack of control in life, is to it badly So often, we want to something perfectly, we can't start until it's the perfect time, until we've got all the skills, but this can be daunting and stressful So why not just jump into it just it however, without worrying if it's good or bad? (Adapted from Olivia Remes, 2018) 112 APPENDIX STUDENT B: EXTRACT B The second coping strategy is to forgive yourself, and this is very powerful if you use it People with anxiety think a lot about what they're doing wrong, their worries, and how bad they're feeling Imagine if you had a friend who constantly pointed out everything you're doing wrong, and everything that was wrong with your life You would probably want to get rid of this person right away, wouldn't you? Well, people with anxiety this to themselves all day long They're not kind to themselves So maybe it's time to start being kinder with ourselves, time to start supporting ourselves, and a way to this is to forgive yourself for any mistakes you think you might have made just a few moments ago to mistakes made in the past (Olivia Remes, 2018) 113 References Adriana, T (2012) The Translator training book Global Translation Institute zAndrew, G (2019) Consecutive Interpreting - A Short Course Routledge NY Australian Government - Department of Home zAffairs (n.d.) National Interpreter Symbol Settle in Australia Retrieved zAugust 20, 2023, from https://immi.homeaffairs.gov.au/settling-in-australia/settle-in- australia/language-services/national-interpreter-symbol Baker, M (2001) In Other Words: a Course on Book Translation The Taylor & Francis e-Library Bassnett, s., & Lefevere, A (1990) Translation, History and Culture London: Printer Publishers Bassnett, S., & Lefevere, A (eds.) (2001) Constructing Cultures: Essays on Literary Translation Shanghai: Shanghai Foreign Language Education Press Benveniste, A (2021, September 6) Labor Day 2021: What’s open, what’s closed CNN Business https://edition.cnn.com/202 ỉ/09/05/busỉness/labor-day-202ỉ-openclosed-trnd/index html Berdica, M zA A (2016) The positive impact oftechnology in translation International Conference on Linguistics, Literature and Culture Book Proceedings, pp 64-75 Bella (2023, July 11) The Future of Language Translation Services: the Role of zAI, Opportunities, and Challenges The Language Doctors https://thelanguagedoctors.org/the-future-of-language-translationservices-the-role-of-ai-opportunities-and-challenges/ Bui, T B & Dang, X T (1988), Interpreting and Translation Coursebook Hanoi: Giao due Publishing House Cambridge Dictionary (2023) https ://dictionary Cambridge org/grammar/british-grammar/dialect 114 Catford, J c (1965) A Linguistic Theory of Translation London: Longman Charters, H., Dao, L & Jansen, L (2012) Think of a number: conceptual transfer in the second language acquisition of English plural-marking Open Edition Journal Volume https ://doi org/10.4000/cognitextes 611 Culler, J (1976) SAUSSURE Fontana/Collins Chunk, Y., Mansor, N s., Ang, L H., & Sharmini, s (2021) Factors Influencing the Quality of Consecutive Interpretation from the Perspective of Interpreter International Journal ofAcademic Research in Business and Social Sciences, 11(3), 1356-1369 Dan Tri (2019, August 31) Du lịch Ln Đơn dễ dàng với bí Dan https ://dantrỉ com.vn/du-lỉch/du-lỉch-luan-don-de-dang-voi-6-bỉquyet-2019083ỉ ỉ 03ỉ 0404 htm Tri Diep, Q B (2004) Ngữ pháp Việt Nam-Phần câu Publishing House of Pedagogy University Doherty, s (2016) The Impact of Translation Technologies on the Process and Product of Translation International Journal of Communication 10, 1932-8036/20160005, pp 947-969 Elaine, H (2003) The importance of Liaison Interpreting in the Theoretical Development of Translation Studies Studies of Translation and Interpretation, 8, pp 283 - 322 English for Today (1994) Dong Thap Publishing House Frawley, w (1984) Translation: Literary, linguistic and philosophical perspectives University Park, PA: Pennsylvania State University Press Frishberg, N (2015) Interpreting: An Introduction Registry of Interpreters for the Deaf, Inc Gelles, D (n.d.) Howto Meditate The New York Times Retrieved August 4, 2022, from https://www.nytimes.com/guides/well/how-to-meditate Gentzler, E (1993) Contemporary Theories of Translation Londres et New York, Routledge, ISBN 0-415-09172-1 115 Gentzler, E (2001) Contemporary Translation Theories Multi Lingual Matters Ltd, Clevedon Gile, D (1992) Basic Theoretical Components in Interpreter and Translator Training In c Dollerup, and Loddegard, Teaching Translation and Interpretation: Training, Talent and Experience Amsterdam/ Philadelphia: John Benjamins publishing Company, pp 185-194 Gile, D (2004) Translation Research versus Interpreting Research: Kinship, Differences and Prospects for Partnership (Book Chapter) Multilingual Matters Doi: 10.21832/9781853597350-003 Gile, D (2009) Basic Concepts and Modelsfor Interpreter and Translator Training, Revised edition Philadelphia, The U.S.A.: Benjamins Translation Library - John Benjamins Publishing Company Gillies, A (2017) Note-taking for Consecutive Interpreting - A Short Course Second Edition New York, The U.S.A: Routledge Hervey, s., Higgins, I & Interactio (2021) Loughridge, M (1995) Thinking German key types of interpretation https://www.interactio.io/post/7-types-of-interpretation-you-have-toknow Kadric, M, Rennert, s & Schaffner, c (2022) Diplomatic and Political Interpreting Explained NY: Routledge kontrastiver Linguistik und Uersetungswissenschaft" In Theory and Practice of Translation Nobel Symposium 39 L Grẫhs, G Korlén, B Malberg (eds) Bem, Peter Koller, w (1977) "Aquivalenz in Lang Larson, M L (1984) Meaning-based translation: A guide to cross­ language equivalence University Press of America Lauscher, s (2000) Translation quality assessment-where can theory and practice meet? The Translator, 6(2), 149-68 Le, B (1999) Từ loại tiếng Việt đại Hanoi: Giao Duc Publishing House 116 Le, T H (2016) Tự học phiên dịch Việt - Anh & Anh - Việt Ho Chi Minh City: Hong Duc Publishing House Lutyens, D (2020, May 13) What you didn’t know about colour BBC https//™.w w bbc.com/culture/article 202005Ỉ 2-what-you-di dn ’t- know-about-colour Malinowski, B (1965) Coral Gardens and Their Magic, Volume I: The Language of Magic and Gardening New York, NY: The Natural History Press Malmkjaer et al (2018) The Routledge handbook of translation studies and linguistics New York, The U.S.A: Routledge Miao, J (2000) “The limitations of equivalent effect” Perspectives: Studies in Translatology, Vol No 3, 197-205 Munday, J (2001) Introducing Translation Studies London; New York: Routledge NAATI Interpreter Certification: Knowledge, Skills and Attributes' Review Process and Outcome February 2016 Neubert, K (1981) Translation, Interpreting and Text Linguistics Studia Linguistica: A Journal of General Linguistic, Vol 35, Issue 1-2, Page 130-145 Newmark, p (1988) A textbook of Translation Prentice Hall Newmark, p (2001) A Textbook of Translation (2nd ed.) New York, NY: Prentice Hall (Original work published 1988) Nguyen, N T (2001) Cánh đồng bất tận Ho Chi Minh City: Tre Publishing House Nguyen, Q H (2012) Interpreting techniques, English-Vietnamese, Vietnamese-English Ho Chi Minh City: Tong Hop Publishing House Nguyen, T Y (2016) Thực hành phiên dịch Anh-Việt & Việt Anh Ho Chi Minh City: Tong Hop Publishing House Nida, E A (1964) Toward a Science of Translation Leiden: E J Brill Nida, E A (1969) The Theory and Practice of Translation Shanghai: Shanghai Foreign Language Education Press 117 Nida, E A., & Taber, c R (19Ố9) The Theory and Practice of Translation Leiden: E.J Brill Olivia Remes (2018) How to cope with anxiety [Video] YouTube https://www.youtube.com/watch ?v=WWloIAQpMcQ Papegaaij, T., & Schubert, K (1988) Translation and Language Education: Pedagogic Approaches Explored (Vol 11) Clevedon: Multilingual Matters Parrott, M (2006) Grammar for English Language Teachers CUP Phuong, M (2019, March, 23) “Tổng cục Giáo dục nghề nghiệp làm việc với Đại sứ quán Ôx-trây-lia” Dan Sinh, https://baodansinh.vn/tongcuc-giao-duc-nghe-nghiep-lam-viec-voi-dai-su-quan-ox-tray-lia93332.htm Popovic, A (1976) Dictionary for the Analysis of Literary Translation Edmonton: University of Alberta, Department of Comparative Literature Translation Criticism: The Potentials & Limitations Categories and Criteria for Translation Quality Reiss, K (1971) Assessment Routledge Reiss, K & Vermeer, H J (1984) Groundwork for a General Theory of Translation Niemeyer, Tubergen Richards, J c & Schmidt, R (2002) Longman Dictionary ofLanguage Teaching and Applied Linguistics 3rd edition Longman Schulte, R., & Biguenet, A (1992) Theories of Translation: An Anthology ofEssays from Dryden to Derrida Chicago, IL: University of Chicago Press Schulte, R., & Biguenet, J (1992J Theories of translation: An anthology of essays from Dryden to Derrida University of Chicago Press Scott, w (2006) Ivanhoe New York, NY: Bantam Dell, A Division of Random House, Inc Scott, w (2018) Ivanhoe (K Tran, Trans.) Hanoi: Van Hoc Publishing House 118 Snell-Hornby, M (1988) Translation Studies: An Integrated Approach John Benjamins, Amsterdam, and Philadelphia Snell-Hornby, M (1995) Translation studies - An integrated approach Revised Edition Amsterdam, John Benjamins Steiner, E (1996) Translation as lingua franca: Towards a framework for research and training Applied Linguistics, 17(4), 364-388 Steiner, G (1992) After Babel: Aspects of Language and Translation Oxford University Press Suri, M & Subramaniam, T (2023, July 12) At least 41 dead after heavy rain flash and floods in northern India CNN https://edition.cnn.com/2023/07/12/india/india-himachal-pradesh-rain- flood-deaths-intl-hnlUindex.html Thai, B.D (2023, April, 13) Từ tháng tới, người Việt phải mua vé vào phố cổ Hội An Tuổi trẻ online, https://tuoitre.vn/tu-thang-5-toi-nguoiviet-phai-mua-ve-vao-pho-co-hoi-an-20230403 191301932.htm Thanh, H & Thai, B.D (2023, April 4) Visitors to Vietnam's Hoi An need to buy entrance tickets from mid-May Tuổi trẻ new https://tuoitrenews.vn/news/society/20230404/visitors-to-vietnam-s- hoi-an-need-to-buy-entrance-tickets-from-midmay/72447.html Thy, A (2023, May 8) Một ngày khám phá vẻ đẹp ẩn Singapore VnExpress https ://vnexpress.net/mot-ngay-kham-pha-ve-dep-an- minh-cua-singapore-4595 517.html Vermeer, H J (1978) “Ein Rahmen fũr eine allgemeine Translationstheorie” In: Lebende sprache, 23/1978, 99-102 Voice of America (2008) Bill Gates Steps Aside at Microsoft [Video] YouTube https://www.youtube.com/watch?v=RynvXvaa2Fw White, SA (2023) Understanding Australia - A guide for international students Cambridge University Press Wiener-Bronner, D (2023, August 3) India’s recent rice ban sent people into a panic Here’s what’s going on now CNN Retrieved August 4, 2022 from https://edition.cnn.com/2023/08/03/business/india-riceexport-ban/index.html 119 Wikisource, (n.d.) Khóc Dương Khuê Retrieved April 4, 2023 from vi.wikisource.org Wilss, w (1983) “Translation Strategy, Translation Method and Translation Technique: Towards a Clarification of Three Translational Concepts” Universitè de 1’Etat Mons (ed.) XXe anniversaire de VEcole dTnterprètes Internationaux Coỉloque de Traductologie Revue de Phonètique Appỉiquèe 66, 67, 68 143-152 Winnipeg Regional Health Authory (WRHA), Policy 10.40.210 (2021) Code of Ethics and Standards of Practice for Interpreters Language Access, Interpreter Sendees Young, J (2012) How Did That Register? Five Levels of Formality in Language ALTA, https ://www altalang.com/beyond-words/how-didthat-register-five-levels-of-formality-in-language Yu, c., Mansor, N s., Ang, L H., & Sharmini, s (2021) “Factors influencing the quality of Consecutive Interpretation from perspective of Interpreter” International Journal of Academic Research in Business and Social Sciences DOI 10.6007/IJARBSS/vl 1-Ì3/8955 120