OVERVIEW OF THE STUDY
Rationale
In the era of international integration, Vietnam actively engages in cultural, economic, political, and social exchanges with countries worldwide However, language barriers significantly impact trade, tourism, healthcare, education, and investment cooperation Translation serves as a vital bridge, ensuring accurate communication between different languages and facilitating smooth interactions in these sectors Particularly in business, effective translation is essential for companies to finalize contracts, as precision in contractual language is critical for the success of large enterprises and reputable international organizations.
In today's global landscape, English has emerged as the most widely spoken language, playing a crucial role in the fast-paced development of information and technology It serves as the second language in many countries, providing candidates with strong English skills a competitive edge in the job market Most international trade contracts are drafted in English, and literature from various cultures is often translated into English to enhance accessibility Mastering translation is vital to ensure accurate communication and prevent misunderstandings Consequently, proficiency in English is essential for individual success, complementing specialized knowledge, soft skills, and computer literacy For Vietnamese students, acquiring professional Vietnamese-English translation skills is imperative to meet the demands of integration and globalization in an increasingly interconnected world.
Translating from Vietnamese to English presents significant challenges, as it requires more than just word substitution; it involves accurately conveying the intended meanings and nuances of the original text Achieving a natural translation is essential to help learners minimize errors and better understand the content.
Students from various majors, including English, frequently encounter grammatical errors during the translation process from Vietnamese to English These mistakes arise from several factors, and the most effective way for students to prevent them in the future is by carefully identifying and analyzing their errors This approach not only helps in recognizing common pitfalls but also fosters learning from their own mistakes Consequently, conducting a study on grammatical errors in translation can provide valuable insights for improvement.
The project "Vietnamese-English Translation by Third-Year English Majors at Thuongmai University" aims to serve as a valuable resource for students seeking to enhance their translation skills By addressing common mistakes, this initiative aspires to guide students in refining their learning strategies for optimal results in Vietnamese-English translation.
Previous studies
In 2020, Hendra Kuswara from Universitas Islam Malang conducted a study titled "Students’ Grammatical Errors in Their Indonesian-English Translation of the Third Semester Students at Universitas Islam Kadir," which analyzed the grammatical mistakes made by students during their translation efforts.
Grammar is a crucial aspect of translating English texts, as the quality of translation can often be assessed through the grammatical structure of sentences Inadequate grammar can lead to confusion for readers, hindering their understanding of the intended message This study analyzes the grammatical errors made by sixth-semester students in the English Department at Universitas Islam Kadiri during the 2018 academic year while translating from Bahasa Indonesia to English The primary errors identified include incomplete clauses lacking subjects or verbs, issues with subject-verb agreement, and the omission of subordinators and plural nouns Among the six types of errors, incomplete plural nouns were the most frequent, with 29% of students making mistakes, while the absence of subjects and verbs was the least common at 5% The findings suggest that these errors may stem from the influence of the students' native language, highlighting the need to address grammatical differences in translation studies.
In her 2016 study titled "Common Translation Errors (Vietnamese-English) Committed by Third-Year English Majors: A Case at Dong Nai Technology University," Tran Thi Hoai Nam identifies prevalent errors in Vietnamese-English translation The research highlights the underlying reasons for these mistakes, offering valuable insights for both students and faculty at DNTU to enhance their understanding of the translation teaching and learning process.
This study focuses on third-year English major students at Dong Nai Technology University and distinguishes itself from similar research by incorporating both translation tests and interviews as data collection instruments, whereas most studies typically rely solely on translation tests.
A study conducted on third-year English-major students at DNTU found that 91% of translation errors are micro-level issues, primarily involving vocabulary and grammar Common grammar errors include mistakes in tenses, sentence structure, word order, and passive voice Additionally, students struggle with the complexity of vocabulary, which encompasses technical terms, compounds, collocations, and word choice At the macro level, cohesion mistakes represent 42% of all errors, making up 9% of the total errors identified.
The study identifies both subjective and objective factors contributing to language errors Subjective factors include insufficient vocabulary, grammar knowledge, cultural understanding, and challenges in overcoming the negative influence of the mother tongue on language learning, concentration, and motivation Objective factors involve the differences between Vietnamese and English, as well as the use of inadequate teaching materials and methods.
After analyzing the errors and the causes, the study suggests some recommendations that improve the current teaching and learning translation at DNTU.
The next study was researched and written by Pham Phu Quynh Na Her research is titled
This study examines the impact of typological differences between Vietnamese and English on the translation of Vietnamese topic-comment structures By analyzing errors made by 95 EFL students from the University of Social Sciences and Humanities in Ho Chi Minh City, the research highlights common mistakes, particularly in translating dropped subjects and empty elements, which are permissible in Vietnamese but mandatory in English The findings aim to identify problematic areas in student translations and offer practical guidelines for educators to help mitigate these errors in Vietnamese-English translation instruction.
An analysis of translations by 95 students identified five key types of errors related to locating and translating the sentence's subject These errors include the omission of the subject, unnecessary repetition of the subject, inappropriate subject selection, a lack of logical connection between the subject and predicate, and incorrect connections between the subject and passive verbs.
The researcher identifies two primary reasons for the omission of subjects in English sentences by students: a difficulty in identifying the referent of the missing subject and a lack of awareness of the necessity of including the subject for grammatical correctness Additionally, the influence of Vietnamese topic-comment structures significantly contributes to these common translation errors.
The researcher identifies common faults and their underlying causes in translating Vietnamese topic-comment structures To mitigate potential issues during the translation process into English, several effective translation strategies are proposed.
Bui Thi Kim Phung's study, titled "Common Structural Errors in Vietnamese-English Translation Made by English-Majored Students at Duy Tan University," investigates the prevalent translation errors made by English-majored students when translating Vietnamese structures The research aims to identify these common errors and the challenges faced, providing valuable insights for educators and material designers to develop effective teaching methods.
This study explores the prevalent translation errors made by Vietnamese students when converting Vietnamese sentence structures into English It analyzes the types and frequency of these errors among 150 English-major students from four Translation 1 classes at Duy Tan University Participants were tasked with translating 30 diverse Vietnamese sentences into English within a 60-minute timeframe.
The analysis identifies six common types of errors in writing: omission of the subject, incorrect selection of negative forms, inappropriate choice of predicates, unsuitable subject selection, misuse of passive voice, and absence of a main clause.
The study reveals that the most common error type is the omission of the subject, with 63 instances (42% of total errors) related to sentence subjects This is followed by five additional errors: inappropriate choice of subject, misuse of passive voice, incorrect predicate selection, absence of a main clause, and improper negative form usage These findings align with the results of Pham Phu Quynh Na's research.
The study identifies three primary reasons for errors in language learning among students Firstly, the negative influence of the mother tongue significantly hinders their progress Secondly, students often overlook the omission of subjects in Vietnamese sentences, which is not the case in English, necessitating careful analysis of the source text to identify missing elements Lastly, many students experience embarrassment due to their limited language competence, struggling to find equivalent structures in English, which is often perceived as complex This lack of grammatical knowledge results in word-for-word translations, leading to misunderstandings and inaccuracies in translation.
Aims of the study
This thesis aims to identify common Vietnamese-English translation errors made by English majors at TMU It also proposes strategies and solutions to help these students overcome their challenges and enhance their translation skills.
Research subjects
This study investigates the grammatical errors in translations made by third-year English majors at Thuongmai University and seeks effective solutions to enhance their translation skills The research involves 30 students with varying levels of experience and proficiency in English, while factors such as gender and religion remain uncontrolled in the analysis.
Scope of the study
The translation course is a mandatory subject for all third-year English majors at TMU, encompassing both English-Vietnamese and Vietnamese-English translation This thesis specifically examines the grammatical errors in Vietnamese-English translations produced by these students The research involved a sample of 30 third-year students at TMU and focuses solely on identifying grammatical mistakes in their translations.
Vietnamese- English Finally, the study concentrates on finding out the factors that caused grammatical errors.
Research methodology
Various research methods are available, each suited to different topics To ensure a comprehensive and detailed analysis, the author employed a combination of qualitative and quantitative research methods.
Data collection instruments: The main instruments used in the study to collect data were online questionnaires and translating tasks.
The questionnaire is a widely used tool for data collection in research due to its cost-effectiveness and efficiency in reaching a large number of respondents quickly It allows students to share their opinions and attitudes anonymously, reducing the fear of embarrassment In this study, the questionnaire is divided into two sections: evaluation and translation, and is distributed online, giving students 30 minutes to complete it.
Part 2 is to find out students’ grammatical mistakes when translating Vietnamese- English There, I selected several sentences from the article in Thesaigontimes.vn to create the test for students to translate it from Vietnamese into English From that digging out errors to implement the analysis.
Data analysis: With the aim to confirm the accuracy of the study, the researcher decided to apply both qualitative and quantitative methods.
Qualitative analysis: the researcher uses the qualitative methods through the questions in interviewing to collect information sources and statistics
In quantitative analysis, researchers utilize questionnaires to gather numerical data and analyze graphs and diagrams By interpreting the information presented in these charts, the study assesses and draws conclusions about the results, ultimately providing an accurate proportion of grammatical errors committed by students.
Organization of the study
This study is divided into four main following chapters
The first chapter, titled "Overview of the Study," offers a concise summary that outlines the fundamental aspects of the research without delving into specifics It is divided into seven key sections: the rationale for the study, a review of previous studies, the aims of the research, the subjects involved, the scope of the study, the research methodology employed, and the overall organization of the study.
The second chapter, titled "Literature Review," explores various concepts associated with the term "translation." It presents diverse definitions from multiple authors and examines relevant theories that provide a theoretical foundation Additionally, the chapter analyzes grammatical errors encountered in Vietnamese-English translation, offering insights into the complexities of the translation process.
The third one is called“Research findings” This chapter concludes data analysis, results and discussion
In the final section titled "Recommendations and Suggestions," various strategies are proposed to enhance teaching and learning methods, aimed at improving the quality of Vietnamese-English translation skills for both teachers and students.
LITERATURE REVIEW
Translation
Translation has been variously defined The following definitions are selected since they are typical in some senses.
Wilss (1982) defines translation as a transfer process that transforms written text from a source language (SL) into an optimally equivalent target language (TL) This process requires a deep understanding of the syntactic, semantic, and pragmatic aspects of the SL, alongside analytical processing The challenges of translation are heightened by lexical gaps and differences in syntax, semantics, and pragmatics, particularly when dealing with languages from different families Thus, Wilss emphasizes the importance of achieving the best equivalence between SL and TL, focusing on comprehensive comprehension and analytical skills.
Peter Newmark (1987) defines translation as the process of converting a written text into another language while preserving the author's intended meaning This definition highlights the challenges of achieving textual equivalence in translation Although exact equivalence is difficult to attain, a successful translation can capture the essence of the original text by conveying a similar meaning that aligns closely with the author's intentions.
Roger Thomas Bell (1991) defines translation as the process of conveying the meaning and style of a source language (SL) text into a target language (TL), while maintaining semantic and stylistic equivalencies He emphasizes that translators must faithfully represent the author's thoughts and emotions, ensuring that the essence of the original message is preserved in the translated text.
Translation is defined by Munday (2004) as the process of transferring a written text from the source language (SL) to the target language (TL) In this context, the SL refers to the language being translated from, while the TL is the language being translated to Typically, in professional settings, the TL is the translator's first language, and the SL is their second language Munday emphasizes that the key aspect of translation lies in effectively transferring the written text between languages.
Translation involves rendering the meaning, ideas, or messages of a text from a source language (SL) to a target language (TL), while preserving the original meaning It is essential for translators to maintain equivalencies between the two languages, ensuring that the integrity of the written text is upheld Understanding these key aspects of translation aids in comprehending the overall translation process, which includes analyzing the lexis, grammatical structure, communication context, and cultural nuances of the source language.
2.1.2 Dynamics of translation (Peter Newmark)
Translation often involves conveying the meaning of a text in another language as intended by the author While it may seem straightforward, the process can be complex and sometimes misleading, as it may feel like adopting a different identity In various text types, such as legal or cultural documents, there is a tendency to transfer many source language words into the target language However, as noted by Mounin, translation cannot merely replicate the original text Therefore, the primary responsibility of a translator is to ensure accurate and meaningful translation.
The following are 10 various directions in which a text can be pulled:
Diagram 1: Dynamics of translation (Peter Newmark)
The SL writer's idiolect represents the unique linguistic style of the author, encompassing their distinct vocabulary, grammar, and pronunciation Preserving or normalizing this individual style is crucial, as it allows readers to recognize and connect with the author's voice in their writings Each author's unique language use contributes to their identity, making it essential to consider when presenting their work.
2.1.2.2 SL norms and TL norms
Norms refer to the traditional grammatical and lexical standards that guide the translation process based on the topic and context These norms play a crucial role in every stage of translation, influencing everything from the selection of the text to the specific word choices made by translators.
Translators must conduct thorough research to fully understand the subject matter and context of both the source language (SL) and target language (TL) This understanding is crucial for selecting the most appropriate terminology and phrasing for the translation.
2.1.2.3 SL culture and TL culture
SL culture encompasses content items related to the source language (SL), while TL culture pertains to the target language (TL) and third language (TL) cultures Each country possesses a unique culture, making cultural-specific expressions challenging to translate, even for professional translators, due to the ambiguity of cultural context that reflects a society's worldview Culture is a multifaceted collection of experiences, including history, social structure, religion, traditional customs, and daily life practices, making it complex to fully understand A key consideration in translating for a TL audience is whether the content will resonate with readers, given that the depicted realities may be unfamiliar to them.
2.1.2.4 SL setting and tradition and TL setting and tradition
The typical format of a text in a book, periodical, newspaper is influenced by tradition at the time Different settings tend to be used for translations performed at different times.
The format of a text is significantly influenced by the prevailing traditions of its time Translators must carefully consider the most appropriate context for publication in the target language (TL).
Translators must consider the target language (TL) equivalent of the source language (SL) material, such as periodicals, newspapers, or books, to determine who their audience is and what their specific needs are This involves making assumptions about the SL readership, including their motivation, familiarity with the topic, and cultural background Additionally, translators must evaluate whether the translation should cater to a similar TL audience or a different one, potentially comprising individuals with less knowledge of the subject matter or varying levels of linguistic proficiency.
Understanding the readership's expectations is crucial for effective translation, as it involves considering their knowledge of the topic and linguistic style The audience, defined by factors such as educational level, social status, age, and gender, should be analyzed to ensure the translation meets their needs It is important to align the source language (SL) text's readership characteristics with those of the target language (TL) audience, allowing translators to gauge the appropriate level of attention required for the TL readers.
2.1.2.6 The truth (the facts of the matter)
Translators must prioritize the referential truth of the source language (SL) text, ensuring that the reality it conveys is respected before accurately rendering it into the target language (TL) This adherence to the original content is crucial, as failing to maintain this reality can lead to significant negative consequences By focusing on independent verification of the information, translators can uphold the integrity of the text while meeting the expectations of their readership.
The translator's perspectives and biases, shaped by personal, cultural, and social influences, play a significant role in the translation process These factors, often tied to the translator's sense of group loyalty, can encompass various aspects such as nationality, ethnicity, religion, politics, social class, and gender, ultimately affecting the interpretation and presentation of the original text.
Grammatical error
According to Harmer (2003, p.142), “grammar is the description of the ways in which words can change their forms and can be combined into sentences in that language.”
Grammar is one of the most important aspects of translation In order to make well- structured translation, one should be mastered in grammar As suggested by Brown
Before learners become accustomed to the structure of a second language, they rely solely on their native language Insufficient understanding of the second language can result in learners applying their native syntax, leading to errors due to language interference.
Therefore, it seems impossible to learn a language without learning its grammar.
Grammar is a comprehensive system that encompasses the structure and rules of a language, including syntax, morphology, phonology, and semantics According to Hsu (2013), grammar involves three key dimensions: morphosyntactic form, semantic meaning, and pragmatic use Grammatical errors, therefore, indicate inaccuracies in form, meaning, and usage Mastery of these dimensions enables second language (L2) learners to use the language accurately, meaningfully, and appropriately Errors in L2 acquisition can be categorized as local errors—such as morphological, lexical, syntactic, and orthographic mistakes—and global errors, which reflect miscommunication and misinterpretation of conversational messages.
Grammatical accuracy involves adhering to the established rules of grammar, as defined by Hornby (2000) The term "common" refers to the majority of a group, which implies that common grammatical errors are mistakes that frequently occur within specific categories of grammatical rules.
A mistake is defined as a performance error resulting from the incorrect application of a known system, while an error indicates a significant deviation from the grammar typically used by native speakers, highlighting the learner's interlanguage competence (Brown, 2004).
Linguistic challenges often stem from structural differences in vocabulary and syntax between a second language (SL) and the target language (TL), as noted by Nord (1991, p.88).
The phenomenon of 526 can arise from what Newmark (1988) identifies as “false friends,” as well as from instances of one-to-many or one-to-zero equivalence Additionally, these issues may stem from insufficient grammar knowledge in either the source language (SL) or the target language (TL) (Nord, 1991, p.89).
Grammar is a crucial aspect of translating English text, as it significantly impacts the quality of the translation Alongside careful word choice, the grammatical structure of sentences serves as a key indicator of whether a translation is effective and accurate.
Grammatical errors occur when incorrect grammar is used, which can disrupt meaning in language Hancock (2005) emphasizes that grammar is crucial for constructing coherent sentences Amando et al (2008) support this by stating that violating grammatical rules is commonly viewed as a mistake, highlighting the importance of adhering to established language structures.
An error was something that was incorrect, and, therefore, more or less by definition, a bad thing (Griffiths & Sonmez, 2015: 60).
Error analysis is a valuable tool for assessing the performance of second or foreign language learners, as highlighted by Garza and Wu (2014) This method enables teachers to identify the specific challenges their students face during the learning process, facilitating targeted support and improvement.
Corder (1967), as referenced by Wood (2017), differentiates between errors and mistakes, with mistakes arising from physical (fatigue) or psychological (strong emotions) conditions, while errors stem from transient competency issues Furthermore, errors can be categorized into three types: pre-systematic errors occur when learners lack knowledge of the second language's grammar; systematic errors happen when learners understand the grammar but apply it incorrectly; and post-systematic errors arise when learners know the grammar rules but fail to use them due to a lack of concentration.
George (1972) defined an error as an undesired form that course designers or teachers aim to avoid In contrast, David and Pearse (2002) emphasized that errors are a natural part of language learning and do not signify failure in the learning process Brown (2007) further explained that errors reflect a divergence from the grammar of native speakers, highlighting the internal language capabilities of learners.
Yang (2010) highlights the importance of identifying errors in language learning by consulting the target language, as suggested by Burt and Kiparsky (1972) Additionally, James, as cited in Sattayatham & Honsa (2007), categorizes errors into two main types: linguistic category taxonomy and surface structure taxonomy.
Linguistic category taxonomy classifies errors into distinct categories based on language aspects, including phonology, syntax, and discourse Initiated by Dulay, Burt, and Krashen in 1982, this taxonomy highlights systematic surface structure changes, categorizing errors into four types: omission, addition, misformation, and misordering.
Errors in language can occur through omission or addition of components Omission happens when essential elements are missing, such as in the incorrect question “You know what you want?” The correct form should be “Do you know what you want?” because the auxiliary verb "do" must precede the subject in English questions On the other hand, addition errors involve unnecessary components, exemplified by “He does not knows me.” The correct version is “He does not know me,” as the verb “know” must be in its base form following the auxiliary “does.” Misinformation also leads to incorrect language construction, as seen in “I buy a bag yesterday.” This sentence incorrectly uses the present tense instead of the past; the correct form should be “I bought a bag yesterday,” utilizing the past tense of the verb.
Errors in sentence structure can significantly impact communication, as demonstrated by the incorrect phrase "the research background is the understanding of teacher regarding exact matter subject in teaching-learning activities," which should correctly read "the research background is the understanding of teachers regarding the exact subject matter in teaching-learning activities" (Any, 2013: 11) Richard, as cited in Bagheri & Heydari (2012: 1548), categorized errors into two types: interlingual errors, which arise from the influence of a speaker's first language, and intralingual errors, which stem from the grammatical complexities of the target language Understanding these distinctions is crucial for improving language proficiency and teaching effectiveness.
RESEARCH FINDINGS
Result of the study
Using incorrect grammar can result in significant misunderstandings, making it essential for English learners to develop the habit of arranging words correctly A single grammar mistake can alter the intended meaning and potentially leave a negative impression on readers For these reasons, grammatical errors are intolerable in translated texts Among the various grammatical mistakes, students commonly make five specific errors, as illustrated in the chart below.
Tense Active & passive voice Subject-verb agreement Relative pronouns Incorrect structure 0%
Chart 3.1: Common grammatical errors in Vietnamese-English translation
3.1.1 Grammatical errors relating to tense
Chart 3.1 reveals that 25% of students incorrectly use tenses in translation texts, a figure that, while significant, is not the highest overall Common errors are illustrated through typical translation examples, clearly highlighting the mistakes students frequently make.
According to market research data, by the end of November 2020, China ranked 3rd among countries investing in Vietnam, with a total investment capital of 2.1 billion USD This highlights China's significant role in Vietnam's investment landscape, showcasing its position as a key player in the region's economic development.
Students often struggle to grasp the original text, resulting in incorrect word choices during translation When translating sentences about past events, using the simple present tense is inappropriate; instead, the simple past tense should be applied Additionally, the lack of clear structural divisions within the original Vietnamese sentences can confuse students regarding the subject, predicate, and other components.
Foreign direct investment (FDI) from China has seen a significant and sudden increase since the beginning of this year This surge not only provides essential resources for economic development but also exerts considerable pressure on domestic enterprises.
Vietnamese sentences are nuanced and can lead to misunderstandings for students Although the translations provided are close, they incorrectly use the tense The original Vietnamese sentence refers to events that began in the past and continue to the present, establishing a connection with the present Thus, using the simple present tense in sentences (a) and (b), or the simple past tense in sentence (c), is inappropriate The correct tense for translating this Vietnamese sentence is the present perfect tense.
One prevalent grammatical error among learners is related to verb tenses, primarily because the concept of tenses does not exist in Vietnamese In contrast, English features a strict set of 12 tenses, each with specific uses and verb forms This discrepancy often leads to confusion for students when selecting the correct tense during translation.
Students often struggle with understanding the use and forms of verbs across the 12 tenses, leading to confusion when analyzing Vietnamese text This lack of clarity results in difficulties identifying whether events or actions have occurred, causing frequent errors in tense selection during translation.
3.1.2 Grammatical errors relating to active voice and passive voice
Active voice occurs when the subject of a sentence performs the action of the verb, whereas passive voice indicates that the subject is acted upon by the verb Many students struggle with distinguishing between these two voices, with 21% frequently making errors This confusion arises partly because active voice is more common in Vietnamese, while English often employs passive voice Consequently, students frequently encounter grammatical mistakes in Vietnamese-English translation related to these voices The following examples illustrate typical translation errors made by students, highlighting common pitfalls in their understanding.
From an economic perspective, many consider it trivial that HSBC Vietnam aims to reduce energy consumption by 8%, water usage by 11%, waste by 10%, and greenhouse gas emissions by 6% by 2011 through various initiatives.
The translation style varies among students, allowing them to choose between active and passive voice It is essential to select the appropriate voice based on context to enhance the clarity of the translation In sentences where the subject performs the action, using the active voice is recommended to align the translation with the intended meaning.
Foreign Direct Investment (FDI) from China plays a dual role in Vietnam's economy On one hand, it provides essential capital for economic development; on the other hand, it allows Chinese businesses to enter the domestic market, increasing competition with local companies This competitive landscape is further intensified by new generation trade agreements that offer various advantages.
In their translations, students employ distinct styles to introduce originality Sentence (a) demonstrates a word-for-word translation that remains faithful to the original text In contrast, sentence (b) also adheres closely to the original but incorporates a fresh perspective While the original sentence can be rendered in either active or passive voice, the context dictates that an active voice translation is more appropriate for maintaining coherence.
3.1.3 Grammatical errors relating to subject-verb agreement
Subject-verb agreement is crucial in English grammar, requiring that subjects and verbs match in number—both must be singular or plural This common error, which accounts for 38% of mistakes made by students, often arises from exceptions to standard grammar rules The following examples illustrate typical errors, highlighting the frequent misunderstandings in student translations.
Many enterprises from the US, Japan, and South Korea that were previously operating in China are now relocating to Vietnam This shift highlights the growing appeal of Vietnam as a destination for international businesses.
Discussion
Language perception inevitably involves errors, which can stem from various factors unique to each student A survey conducted revealed specific reasons behind errors in Vietnamese-English translation among students, categorizing these causes into two primary groups: subjective causes and objective causes.
Chart 3.2: Common causes of errors in Vietnamese-English translation
Mo the r to un ge
Di ffe ren t b etw een V ietn am ese & En gli sh
La ck of ba ckg ou nd kn ow led ge
Po or lan gag e c om pet enc e
La ck of stu dy m oti vat ion
3.2.1.1 The negative influence of the mother tongue
One major reason for students' errors in language acquisition is the interference of their mother tongue, affecting 45% of learners The mother tongue significantly shapes our thinking and influences our use of the target language Through translation, we can better understand this interference while learning a new language By employing contrastive analysis, we can uncover the strengths and weaknesses of both languages, enhancing our learning experience.
Vietnamese and English share similarities, including common sounds and punctuation marks, which facilitate translation for students However, differences in the mother tongue can complicate the process of translating between Vietnamese and English.
Vietnamese lacks the concept of tenses, while English has a structured system of 12 distinct tenses, each with specific uses and verb forms This difference often leads to confusion among students when selecting the correct tense during translation, resulting in frequent tense-related errors.
Secondly, the structures words of English like the articles, prepositions and demonstratives are not always equivalents in the mother tongue The difference can be proved by some examples below.
The preposition "in" translates to "trong" in Vietnamese, while "on" translates to "trên." For instance, the Vietnamese sentence "Những ngôi sao đang tỏa sang trên bầu trời." is commonly translated as "Stars are shining on the sky," but the accurate translation is "Stars are shining in the sky."
Example 2: An adjective or possessive adjective follows a noun However, in English, an adjective precedes a noun and the same position for possessive adjective as in the following formula:
“Một món quà dễ thương”
Vietnamese and English exhibit distinct sentence structures, with Vietnamese often omitting subjects or starting sentences with verbs, a practice not common in English As a result, students must thoroughly analyze the source text to identify missing subjects, direct or indirect objects, and other elements However, the influence of their mother tongue can lead to frequent errors in this process.
In winter, Sapa often experiences snowfall The Vietnamese sentence "Vào mùa đông, trên Sapa thường có tuyết" omits the subject, leading to an incorrect translation as "In Sapa in the winter is often snows." The accurate translation should be "It often snows in Sapa in winter."
The Vietnamese sentence "Tập thể dục là giữ gìn sức khỏe" is often inaccurately translated as "Do exercise is preserve health." However, this translation is incorrect because, in English, sentences should not begin with a verb The proper translation conveys the intended meaning more accurately.
“Doing exercise is to preserve one’s health.”
3.2.1.2 Different characteristics of Vietnamese and English
58.4% of the students make this mistake due to some reasons.
The characteristics of meaning components highlight the differences among languages, as these components are packaged into lexical items uniquely in each language For instance, while English denotes plurality with the suffix "s" attached to nouns, Vietnamese expresses plurality through separate words such as "những," "các," or "vài." This illustrates that a single word in English may require multiple words for translation into Vietnamese, and the reverse can also be true.
Secondly, it is the characteristic of languages that the same meaning components will occur in several surface structure lexical items In English, the words “lamp”, “ram” and
In English, the term "sheep" encompasses various meanings, including "lamb" for a young sheep, "ram" for an adult male sheep, and "ewe" for an adult female sheep.
Language possesses the unique ability to convey multiple meanings through a single word Most words have a primary meaning that is immediately recognized when used alone, while their contextual meanings emerge in specific contexts, influenced by surrounding words and their arrangement This duality allows for rich and nuanced communication.
The word "run" can have different meanings based on context; for instance, in "The boy runs," it implies that he moves quickly Conversely, in "He runs a company," the term signifies managing or operating a business, highlighting the importance of understanding contextual nuances in language.
Background knowledge is crucial for translators' success, as it enables them to navigate various fields such as politics, economy, society, culture, education, and health To become competent translators, they must continuously update their understanding of our ever-evolving world Unfortunately, many students neglect to stay informed about current events, viewing it as an uninteresting pursuit.
As a result, 79.6% of students lack prior information and the consequence is that most students find it difficult and make many mistakes relating to lack of background knowledge.
Limited exposure to translation theories often results in students making errors in translation, which is understandable given that English majors typically study these theories in their third year However, many students find theoretical coursework dull, leading to a lack of engagement and, consequently, a lack of foundational knowledge in translation theories.
Over 60.8% of students struggle with language competence, which encompasses both grammar and vocabulary issues The reliance on multiple-choice test formats in examinations contributes to students' lack of thorough understanding of the material being taught.
RECOMMENDATIONS AND SUGGESTIONS
Suggestions for students
Self-study is the best way that can help students improve their translation skills quickly.
To enhance their Vietnamese-English translation skills, students should identify personalized learning methods and cultivate a proactive attitude towards their studies Strengthening grammar and vocabulary is crucial for boosting language proficiency Below are some recommendations for students to consider.
Grammar enhancement is essential for improving language competence, as it boosts students' confidence in using English effectively A solid understanding of grammar helps learners convey their ideas clearly and avoid awkward expressions in their writing.
A comprehensive grammar reference book is essential for mastering English tenses, offering detailed explanations and numerous practice exercises Regular reading and practice can significantly enhance students' grammar skills Currently, there are various grammar books available for all learning levels, including "English Grammar in Use" by Raymond Murphy, "Collins Cobuild English Grammar," and "The Grammar Book."
Marianne Celce and Diane Larsen-Freeman's works, along with "The Good Grammar Book" from Oxford, are valuable resources aimed at helping students enhance their grammar skills efficiently and effectively.
The Internet serves as a valuable resource for students looking to improve their grammar skills, offering a wealth of information readily accessible with just a few clicks With the continuous development of online tools, learners can easily find excellent explanations and exercises on various websites dedicated to English grammar To enhance their learning experience, students should maintain a notepad to jot down important grammar points they discover, allowing for quick review and better retention of the material This approach not only aids in understanding grammatical principles but also reinforces knowledge through personal organization.
To improve Vietnamese-English translation skills, students must work to minimize the negative impact of their mother tongue This often leads to an over-reliance on Vietnamese texts and an obsession with Vietnamese sentence structures To counteract this influence, students should avoid literal translations and incorrect structural choices in English Instead, they should strive to translate Vietnamese content into English in a more natural and culturally appropriate manner.
Students should cultivate their own motivation for studying, as this drives them to discover the most effective learning methods for their individual needs When students are genuinely interested in their studies, they tend to dedicate more time to learning One effective way to enhance motivation is through collaborative learning with peers Traditional solitary study can become monotonous, but engaging in pair or group work fosters a competitive spirit and offers a dynamic learning experience By studying together, students can also benefit from each other's insights and knowledge.
Students must actively participate in university translation classes, engaging fully in pre-class, during-class, and post-class activities Adequate preparation for translation assignments is essential for understanding the teacher's feedback Experienced teachers not only identify students' errors but also share invaluable insights and practical tips that go beyond textbook knowledge, enhancing students' translation skills Additionally, educators can offer a structured learning pathway that guides students from fundamental concepts to advanced translation techniques.
To enhance translation skills and minimize grammatical errors, consistent practice is essential for students Language competence, background knowledge, and translation abilities develop over time, emphasizing the need for daily practice The adage "Practice makes perfect" underscores the significance of repetition in mastering skills Mistakes are a natural part of the learning journey, especially in Vietnamese-English translation However, with practice and constructive feedback, students can learn to identify and correct their errors, leading to improved translation proficiency Ultimately, the extent of improvement relies heavily on the students' self-awareness and commitment to practice.
Suggestions for teachers
Effective teaching and learning are interconnected, with teachers playing a crucial role in guiding students through the translation process The methods employed by educators significantly impact student learning outcomes To enhance the efficiency of translation for students, several recommendations for teachers are provided below.
To engage students effectively, teachers should implement innovative teaching strategies that connect lesson content to real-world applications By incorporating practical examples, educators can make lessons more relatable and enjoyable, enhancing comprehension and retention This approach not only captivates students' interest but also encourages active participation in the learning process.
Teachers should consistently review translation exercises and implement diverse error correction techniques to encourage students to acknowledge and rectify their mistakes By highlighting common grammatical errors, educators can guide students in analyzing sentences to identify inaccuracies, omissions, or word order issues This hands-on approach not only demonstrates how to correct these errors but also empowers students to improve their future translations, ultimately reducing grammatical mistakes in subsequent exercises.
Teachers can facilitate small group discussions in the classroom, allowing students to share their opinions and valuable tips to prevent grammatical translation errors These interactive discussions enhance students' understanding of the lesson and promote deeper learning.
Suggestion for further studies
Based on the limitations of the research, it is essential to modify these limitations for further studies.
To enhance the accuracy of evaluations, future studies should expand the sample size to include various departments at Thuongmai University Additionally, involving a larger number of participants will improve the potential for generalizing the findings.
Secondly, the further studies should collect more than one assessment to affirm correct research findings as the result make the study more persuasive.
Thirdly, the further studies should be conducted over a longer period and set up a specific plan for conducting.
Although the researcher has made a great effort towards conducting this study, there undoubtedly exist some limitations.
Firstly, the sample of the study was just 30 English major students at Thuongmai University It would be difficult to determine whether the same results with a larger number of samples.
The researcher collected only a single assessment for each student, making it difficult to conclusively determine the significance of the identified issues This limitation suggests that the evaluation may not fully capture the broader context of the students' performance.
The study was conducted within a limited timeframe, which may affect the credibility of its results and limit its ability to address all types of errors in Vietnamese-English translation.
Errors play a crucial role in the teaching and learning process for both teachers and students This study aims to identify common grammatical errors in Vietnamese-English translation and provide suggestions to enhance the teaching and learning of this skill By addressing these errors, the goal is to help students minimize mistakes and improve their translation abilities.
This research comprises four main chapters The first chapter, "Overview of the Study," provides a brief description that outlines the rationale, previous studies, aims, research subjects, scope, methodology, and organization The second chapter, "Literature Review," explores various definitions of translation from different authors, discusses relevant theories, and analyzes concepts related to Vietnamese-English translation errors.
The chapter titled "Research Findings and Discussion" summarizes the data analysis and results, leading into the final section, "Recommendations and Suggestions." This part offers valuable insights aimed at enhancing teaching and learning strategies for both teachers and students, ultimately improving the quality of Vietnamese-English translation skills.
This study acknowledges its limitations, including time constraints and the researcher’s lack of experience, which may have led to unavoidable errors Nonetheless, it aims to provide valuable insights for English-majored students and readers interested in Vietnamese-English translation, helping them discover effective learning methods to improve their translation skills.
1 Pham Phu Quynh Na “Errors in translation of topic-comment structures of Vietnamese into English.”
2 Bui Thi Kim Phung “Common structural errors in Vietnamese-English translation made by English-majored students at Duy Tan University.”
3 Tran Thi Hoai Nam “Common translation errors (Vietnamese-English) committed by the third-year English majors: A case at Dong Nai Technology University.”
4 Peter Newmark (1998) “Approach to translation.”
5 Peter Newmark (1988) “A textbook of translation.”
6 Munday.J (2004) “Introducing translation study Theories and Applications, Londres- Nova York, Routledge.”
7 Wilss (1982) “The science of translation: Problems and methods.”
8 Roger Thomas Bell (1991) “Translation and translating: Theory and practice.”
10 Juliane House (1977) “A model of translation quality assessment.”
11 Larson (1984) “Meaning-Based Translation: A Guide to Cross-Language Equivalence University Press of America, Lanham, MD.”
12 Brown, H.Douglas (2004) “ Language assessment: Principles and classroom practices.
13 Lennon (1991) “Error: Some problems of definition, identification and distinction.”
14 Brian Mossop (1989) “Objective translational error and the cultural norm of translation.”
15 Pym (1992) “Translation and text transfer: An Essay on the principles of intercultural communication Frankfurt am Main: Peter Lang.”
16 Melis & Alber (2001) “Assessment in translation studies: Research needs.”
17 Benhaddou (1991) “Translation quality assessment: a situational/textual model for the evaluation of Arabic/English translation, PhD thesis, University of Salford, UK.”
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19 Wang, B (2009) “Translating publicity texts in the light of the skopos theory: Problems and suggestions.”
Hello! I’m Duong To Quyen, a senior at Thuongmai University This survey aims to support my thesis titled "A Study on Grammatical Errors in Translating Vietnamese to English by Third-Year English Majors at Thuongmai University." Your participation is crucial for obtaining accurate results, and I appreciate your serious attention to completing this survey.
I, Please choose the answer that matches your personal opinion
1 What do you think about the importance of translation? a Extremely important b Important c Less inportant d Unimportant
2 Do you like to learn translation? a Really like b Like c Medium d Dislike e Really dislike
3 How do you feel about translation? a Hard but interesting b Easy and interesting c Hard and boring d Easy and boring
4 How do you rate your translation ability? a Very good b, Good c, Normal d, Bad e, Very bad
5 What do you usually do before attending translation classes?
To effectively engage with assigned materials, consider checking your homework, translating articles from various sources such as the Internet, newspapers, magazines, and books Additionally, pre-reading the provided documents and handouts can enhance comprehension Conducting research on the content and unfamiliar vocabulary within the assigned readings is also beneficial Alternatively, you may choose to do nothing or explore other options that suit your learning style.
6 What do you usually do after learning translation in class?
To enhance your learning experience, consider engaging in several productive activities You can do homework to reinforce your understanding, review lessons learned in class for better retention, or research and translate articles and documents online to broaden your knowledge Additionally, learning new words and structures from previous lessons can significantly improve your language skills Alternatively, you may choose to do nothing or explore other options that suit your learning style.
7 How do you often do to translate exercise? a Read and underline difficult words and then look up in the dictionary b Read and translate from beginning to end and then look up the difficult words in the dictionary c Read and translate in parallel d Use google translate then correct it
8 How much time do you usually spend on learning translation? a Less than 1 hour/week b 2-3 hours/week c 3-4 hours/week d Over 4 hours/week
9 What grammatical errors do you often make when translating?
Common grammatical errors in writing include issues with tense consistency, misuse of active and passive voice, subject-verb agreement, incorrect use of relative pronouns, and structural mistakes Identifying and correcting these errors is essential for clear communication and effective writing Additionally, other grammatical errors may arise that can detract from the overall quality of the text.
10 In your opinion, what causes you to make those mistakes?
The challenges faced by learners of English often stem from several key factors Firstly, the negative influence of the mother tongue can hinder language acquisition Additionally, the distinct characteristics of Vietnamese and English can create barriers to effective communication A lack of background knowledge further complicates the learning process, while poor language competence can impede progress Moreover, a lack of study motivation and time pressure can significantly affect a learner's ability to engage with the language Addressing these issues is essential for improving English proficiency.
11 How would you rate the impact of the causes of grammatical errors in translation? Please indicate the impact according to the level.
No influential The negative influence of the mother tongue Different characteristics of Vietnamese and EnglishLack of background knowledgePoor language competenceLack of study motivationTime pressure