1. Trang chủ
  2. » Luận Văn - Báo Cáo

A study on common errors made by the use of collocations in vietnamese english translation by the third year english major students at utehy

47 10 0

Đang tải... (xem toàn văn)

Tài liệu hạn chế xem trước, để xem đầy đủ mời bạn chọn Tải xuống

THÔNG TIN TÀI LIỆU

Thông tin cơ bản

Tiêu đề A Study On Common Errors Made By The Use Of Collocations In Vietnamese - English Translation By The Third-Year English Major Students At UTEHY
Tác giả Nguyen Kieu Chinh
Người hướng dẫn Pham Thi Duong, MA
Trường học Hung Yen University of Technology and Education
Chuyên ngành English Linguistics
Thể loại Graduation Paper
Năm xuất bản 2021
Thành phố Hung Yen
Định dạng
Số trang 47
Dung lượng 1,92 MB

Cấu trúc

  • CHAPTER 1: INTRODUCTION (12)
    • 1.1. Rationale for the study (12)
    • 1.2. Aim and objective of the study (12)
    • 1.3. Research questions (13)
    • 1.4. Methods of the study (13)
    • 1.5. Subject of the study (13)
    • 1.6. Scope of the study (13)
    • 1.7. Significance of the study (13)
    • 1.8. Structure of the study (13)
  • CHAPTER 2 LITERATURE REVIEW (13)
    • 2.1. An overview on translation (15)
      • 2.1.1. Definition of translation (15)
      • 2.1.2. Translation methods (15)
    • 2.2. Definition, collocation types (17)
      • 2.2.1. Definition of collocations (17)
      • 2.2.2. English collocation types (17)
      • 2.2.3. Vietnamese collocation types (18)
    • 2.3. Collocation errors (19)
      • 2.3.1. Definition of collocation errors (19)
      • 2.3.2. Types of errors (19)
    • 2.4. Sources of collocation errors (20)
  • CHAPTER 3: THE STUDY (14)
    • 3.1. Methodology (22)
      • 3.1.1. Participants (22)
      • 3.1.2. Methods of the study (22)
        • 3.1.2.1. Qualitative research methods (22)
        • 3.1.2.2. The quantitative method (22)
      • 3.1.3. Data collection instruments (22)
        • 3.1.3.1. Questionnaires (22)
        • 3.1.3.2. Task (23)
        • 3.1.3.3. Interview (23)
      • 3.1.4. Research procedure (24)
    • 3.2. Data analysis and major findings (24)
      • 3.2.1. Students’ attitudes towards translation (24)
        • 3.2.1.1. The results from questionnaires (24)
        • 3.2.1.2. The results from interview (26)
      • 3.2.2. Research question 1 (27)
        • 3.2.2.1. The results from questionnaires (27)
        • 3.2.2.2. The results from the interview (32)
      • 3.2.3. Research question 2 (32)
        • 3.2.3.1. The results from questionnaires (32)
        • 3.2.3.2. The results from the interview (34)
      • 3.2.4. Research question 3 (35)
        • 3.2.4.1. The results from questionnaires (35)
        • 3.2.4.2. The results from the interview (37)
      • 3.2.5. Summary (38)
        • 3.2.5.1. Common errors on using collocations when translating Vietnamese into (38)
        • 3.2.5.2. The causes of errors made by the students (38)
        • 3.2.5.3. Suggestions to improve errors (39)
  • CHAPTER 4: CONCLUSION (14)
    • 4.1. Summary of the findings (40)
    • 4.3. Suggestions (41)
  • APPENDIX 1............................................................................................................... 32 (43)
  • APPENDIX 2............................................................................................................... 35 (46)
  • APPENDIX 3............................................................................................................... 36 (47)

Nội dung

Trang 1 ---GRADUATION PAPERFIELD: ENGLISH LINGUISTICSA STUDY ON COMMON ERRORS MADE BY THE USE OF COLLOCATIONSIN VIETNAMESE - ENGLISH TRANSLATION BY THE THIRD-YEARENGLISH MAJOR STUDENTS A

INTRODUCTION

Rationale for the study

English has emerged as the world's second language and serves as a vital medium of communication across various fields, including science, technology, business, and international sports Its role in globalization and international integration has become increasingly significant, fostering mutual understanding and global citizenship in our multilingual society English translation enhances diplomatic relations and economic cooperation among nations, making it an essential tool for success in today's competitive environment As Vietnam joins the World Trade Organization, the demand for expert English translation skills among Vietnamese students is crucial for cultural exchange and economic integration on a global scale.

Mastering Vietnamese-English translation is challenging for Vietnamese students, leading to frequent mistakes in their translation practices Cultural differences and limited language proficiency contribute to errors in grammar, word choice, and overall structure when translating from Vietnamese to English This issue is evident among students in the K16 Foreign Language program as well.

I chose to focus on the study titled “A Study on Common Errors in Collocation Usage in Vietnamese-English Translation by Third-Year English Major Students at UTEHY.” This research aims to identify frequent mistakes made by students in translating collocations, highlighting the challenges faced in mastering this aspect of language.

Aim and objective of the study

The study aim to discover:

- Find out the major’s common translation errors by students in translating Vietnamese-English.

- Find out the causes of student’s errors related to the use of collocation.

- Proposing solution to overcome the problems when students translate collocations.

Research questions

-What are common errors on using collocations when translating Vietnamese into English by third-year English major students?

-What are possible causes of these common errors?

-What are the suggestions to improve these errors?

Methods of the study

The study employs both quantitative and qualitative methods to achieve its objectives, utilizing data collected from students and teachers as the primary instruments for gathering information.

Subject of the study

The third-year who are the learners of Faculty of Foreign Language at Hung YenUniversity of Technology and Education.

Scope of the study

The study focuses on finding out common translation errors relevant to Vietnamese and English linguistic features by the third-year English major at UTEHY.

Significance of the study

This graduation paper aims to assist students in identifying common errors in collocation when translating between Vietnamese and English It serves as a valuable resource by providing suggested solutions that enable students to self-correct their mistakes and discover effective learning strategies to enhance their translation skills Additionally, this study not only promotes overall language learning but also offers significant advantages for students in pursuing their ideal careers in the future.

Structure of the study

This research consists of the following parts:

This section provides a comprehensive overview of the study, outlining its rationale, aims, and objectives It addresses the key research questions, identifies the subjects involved, and defines the scope of the study Additionally, it highlights the significance of the research, emphasizing its potential contributions to the field.

LITERATURE REVIEW

An overview on translation

Translation has long been defined in various ways, with some linguists viewing it as the reproduction of a message from a source language to a target language, incorporating grammatical and lexical adjustments Conversely, others argue that translation should convey the message without altering its style Numerous specialized linguists have performed detailed analyses of the translation process to establish a clearer definition of translation.

Translation involves conveying the meaning of a source language into a target language while maintaining both semantic and stylistic equivalence (Dubois et al., 1973) This process ensures that the original message is accurately represented in a different linguistic context (Nida and Taber, 1974).

13) agree when they write “translating consists of reproducing in the receptor language the closest natural equivalent to the message of the source-language, first in meaning and secondly in terms of style.” They emphasize that the translating must prioritize the message and focus on closest equivalence.

Larson (1984) emphasizes that translation involves a deep analysis of the source language's lexicon, grammar, communication context, and cultural nuances to accurately convey its meaning He asserts that translators must strive to maintain the original features of the source text while effectively reconstructing the message in the target language, ensuring that readers grasp the authors' intended meanings.

Newmark (1988) distinguishes between translation methods and procedures, emphasizing that methods focus on entire texts while procedures apply to sentences and smaller language units He categorizes translation methods based on their emphasis on the source language (SL) or target language (TL).

Word-for-word translation involves directly translating text at the word level while maintaining the original word order, without considering the context.

Source text: Hôm qua tôi đi chợ.

Target text: Yesterday I go market.

Source text: He is a small boy.

Target text: Anh ấy là một nhỏ cậu bé.

 Literal translation: The SL grammatical constructions are converted to their nearest

TL equivalents but the lexical words are translated singly, out of context For example:

Source text: He looked up at the Milky Way.

Target text: Anh ấy nhìn lên vào con đường màu sữa.

Faithful translation aims to accurately convey the original text's contextual meaning while adhering to the grammatical structures of the target language This approach often involves directly translating cultural terms by replicating them from the source text into the target text.

Source text: Today the Vietnamese are, almost no exception, extremely friendly to Western visitors.

Target text: Ngày nay, người Việt Nam, gần như không có ngoại lệ, đều rất thân thiện với khách du lịch người phương Tây.

Semantic translation prioritizes the aesthetic qualities of the source language (SL) text over strict fidelity to meaning, allowing for compromises that enhance elements like assonance, wordplay, or repetition, which might otherwise disrupt the flow in the final version.

Source text: We hope you will enjoy your staying with us.

Target text: Chúng tôi hy vọng ngài sẽ có một kỳ nghỉ tuyệt vời tại khách sạn này.

Adaptation involves preserving themes, characters, and plots while transforming the source language (SL) culture into the target language (TL) culture through a rewritten text This translation method is commonly applied in the translation of poems, stories, and plays.

Source text: Thà một phút huy hoàng rồi chợt tắt

Còn hơn buồn le lói suốt trăm năm (Xuân Diệu)

Target text: It would rather the victorious brightness

In an only moment the centenary twinkle.

Free translation allows translators to move beyond the constraints of the source language's forms and expressions, creating a fresh interpretation of the content This approach is commonly employed in translating songs, where capturing the essence and emotion is more important than adhering strictly to the original wording.

Source text: To reduce fertility rate the present 3.7 children per woman to replacement level of 2.

Target text: Tỉ lệ sinh hiện tại của phụ nữ giảm từ 3,7 xuống còn 2 trẻ.

Idiomatic translation focuses on conveying the original message but may alter subtle meanings by favoring colloquial expressions and idioms not present in the source text This approach is particularly effective for translating idiomatic phrases.

Source text: He was as quiet as a mouse.

Target text: Anh ta im như thóc.

 Communicative translation: attempts to render the exact contextual meaning of the original so that the readership finds it easier to understand.

Target text: Bác đi đâu đấy ạ!

Definition, collocation types

Collocation refers to a combination of words or phrases that frequently occur together in a way that sounds natural to native speakers, even if the pairing may not align with literal meanings For instance, in the expression "a hard frost," the word "hard" is a collocate of "frost," whereas "strong" would feel out of place Understanding collocations is essential for mastering a language and enhancing fluency.

There are many different types of collocation In this paper I will choose the six main types of collocation to present.

No Type of collocation Example

1 Adjectives and nouns Unemployment is a major problem for the government at the moment (The main problem).

2 Nouns and verbs The internet has created opportunities for our business (Brought new opportunities).

3 Noun + noun Every parent feels a sense of pride when their child does well or wins something (Proud of their child).

When she spill juice on her new skirt the little girlburst into tears (Suddenly started crying).

5 Verbs and adverbs Shesmiled proudlyas she looked at the photos of her new grandson ( Full of happiness).

6 Adverbs and adjectives I amfully awarethat there are serious problems (I know well).

In Vu Thi Kim Lien’s research (2013, p.10) classifies Vietnamese collocations into seven regular patterns which are shown in the table below.

1 Noun-adjective Bệnh hiểm nghèo

4 Verb-adjective Sống lầm lũi

5 Noun-verb Người ta đồn

6 Adjective-noun Dồi dào sức sống

Collocation errors

Collocation errors are a significant concern for researchers, as they represent systematic mistakes that learners often fail to recognize According to Corder (cited in Mashharawi, 2008), such errors reflect both the learners' knowledge and their language acquisition processes Larson (1984) identifies collocation errors as either grammatical or lexical, where words fail to match naturally, referring to these instances as collocational clashes These types of errors are particularly common among individuals using a second language.

Errors can be categorized in several ways, but this study focuses on the most common types relevant to collocation errors According to Corder (as cited in Mashharawi, 2008, p.49), errors are classified into four main categories: omission of necessary elements, addition of unnecessary or incorrect elements, selection of incorrect elements, and misordering of elements.

Learners often omit certain linguistic forms due to their complexity in production This is particularly evident in English fixed expressions and idioms that lack specific syntactic elements Examples include phrases like "Beg your pardon?" "Long time no see," and "Had a nice day?" which demonstrate this tendency towards omission.

Learners often exhibit both omission and addition in their language use They may eliminate what they perceive as redundant elements while also introducing unnecessary words For instance, instead of saying "I have stayed there for five years," a learner might incorrectly say, "I stayed there during five years ago." This highlights common errors in language acquisition.

Learners often make mistakes in vocabulary selection, leading to errors in meaning For instance, the term "robin" is sometimes used as a general reference for any bird, which can result in confusion and miscommunication.

 Ordering: At the lexical level, learners may reverse elements of a compound word.

Car key may become key car, which may be regarded as a car carrying keys or the most important car in a caravan.

Having a different way of grouping collocation errors, Dahlmeier and Tou (n.d., p.109) conclude that those errors fall into four major kinds as follows:

 Synonyms:Some words may have the same meaning but they collocate with different words, e.g.energy that we can applyforenergy that we can use.

 Spelling:This error is caused by similar spelling, e.g.criticsforcriticism.

 Homophones: This type is quite identical to spelling but it is caused by similar pronunciations, e.g.insureforensure.

 L1 transfer: Errors are caused if the erroneous phrase and its correction share a common translation in the target language.

THE STUDY

Methodology

This study involved 45 K16.1 students from the Faculty of Foreign Languages at UTEHY, who completed their first translation course covering diverse topics such as education, politics, agriculture, transportation, culture, and tourism Additionally, the researcher conducted online interviews with lecturers teaching translation courses to gather further insights.

The researcher decided to conduct the study with two methods: qualitative method and quantitative method.

Reviewing the relevant documents about overview on translation, translating collocation, common errors on using collocations to provide the background of the research.

This study utilizes survey questionnaires, task assessments, and interview questions to gather insights into students' perspectives on their translation courses It aims to identify the challenges they face, particularly in translating collocations, as well as the errors they encounter Additionally, the research explores the strategies students employ to enhance their translation skills.

In the research, the questionnaires were used in order to collect data.

The questionnaire is a widely used tool for collecting data on less observable phenomena such as attitudes, motivations, and self-conceptions in social sciences To gather insights into students' perspectives on translation courses involving collocations, as well as their recognition of difficulties and errors in translating Vietnamese collocations into English, the researcher employed a questionnaire This approach not only aids in uncovering essential information for the study but also suggests viable solutions The questionnaire comprised 10 questions, distributed to students in the K16 Faculty of Foreign Languages, and all responses were collected The objectives of the questions are outlined as follows:

Students’ attitudes towards collocations translation and their importance

Students’ difficulties and common errors on collocation choice in translation from Vietnamese into English

Causes of errors made by students 7,8

Suggestions to improve the students’ translation 9,10

Table 3.1: Contents of the questionnaires

The task involves translating short statements, where students complete 10 multiple-choice questions online focused on Vietnamese collocations The objective is to identify common errors based on the questionnaire's goals, and the instrument is designed to clarify the research aim.

To enhance the reliability of the study, four interview questions were crafted to gather insights into the teacher's observations regarding common collocation errors made by students in Vietnamese-English translation Additionally, the questions explored potential strategies for improving students' translation skills The researcher conducted an interview with a seasoned teacher responsible for instructing the translation course.

Step 1: Contact participants with the help of teachers and students in the faculty.

In this phase, the researcher engages with chosen participants to explain the study's objectives and importance Participants are informed about how the research will assist them in identifying their translation errors related to collocations and understanding methods for improvement Furthermore, the researcher assures participants of the confidentiality and anonymity of their involvement in the study.

The researcher sets up a detailed report for data collection and depends on each due date in the schedule to collect data.

Step 3: Collect documents of online translation tasks from participants

The researcher tries to contact the monitor of the class to deliver the soft questionnaires for class members.

At last, the researcher interviewed the teacher to figure out possible causes of errors and solutions to improve the students’ skills to translating Vietnamese – English cultural documents.

CONCLUSION

Summary of the findings

The findings of this study align closely with the assumptions presented in the Literature Review, highlighting common collocation translation errors identified in prior research Furthermore, it is evident that UTEHY students frequently employ the translation procedures discussed in the Literature Review.

Research indicates that students often struggle with collocation translation due to limited linguistic competence, leading to frequent errors such as ignorance of rule restrictions, misuse of synonyms, and literal translations While some mistakes can distort the original message, others render the translations unnatural and unprofessional Many students remain unaware of their errors, typically relying on bilingual dictionaries to form collocations without consulting monolingual or specialized collocation dictionaries for accuracy.

After finishing the study, the author realized some limitations as following.

The study's scope is limited, focusing exclusively on 45 K16 English major students due to time constraints Consequently, the findings do not reflect the broader circumstances of the entire Faculty student population.

Secondly, the research just use questionnaires and short statements in order to find out the linguistic errors Therefore, the result may reflect a part of the reality only.

The researcher examines the most common errors made by students, revealing that the identified four types are not exhaustive There are additional mistakes that warrant further exploration in future studies.

Suggestions

In translation education, it is essential for teachers to enhance students' understanding of collocations to facilitate the correct usage of word combinations in both English and Vietnamese To achieve this, educators should implement engaging activities focused on English collocations Additionally, students are encouraged to develop a routine of reading and listening to authentic English and Vietnamese materials, which will help them form natural and contextually appropriate collocations.

Students should utilize dictionaries and various reference sources, including the Internet and newspapers, to discover effective collocations Developing personalized strategies and tips for remembering collocations is essential for enhancing translation quality over time.

Future research should focus on addressing various types of collocation translation errors to create a more comprehensive classification Additionally, it is essential to explore translation errors specific to each collocation type to identify which poses the greatest challenges for students Future studies should also develop strategies for translating each type of collocation effectively.

1,Baker, M (1992).In other words,Routledge, London.

2, Dahlmeier, D and Tou, H (2011) Correcting Semantic Collocation Errors with L1- induced Paraphrases (National university of Singapore, 2007).

3, Dubois, J., et al (1973).Dictionnaire de linguistique,Larausse, Pari.

4, Larson, M.L (1984).Meaning-based translation – a guide to cross-language equivalence Lanham: University Press of America

5, Mashharawi, A K (2008).Collocation Errors Made by English and Journalism Majors at the Islamic University of Gaza (Master dissertation,The Islamic University, 2008).

6, New mark, Peter (1988) A textbook of Translation NXB London and New York:

7, Nida, E A & Taber, C.R (1974) The theory and practice of translation, E.J.Brill, Leiden.

8, Sirinna, B (n.d.).An analysis of collocational violation in translation.

1, Vu Thi Kim Lien (2013), errors in Vietnamese-Englich collocation translation made by students at the university of languages and international studies (ULIS)

32

This survey questionnaire aims to investigate common errors in collocation usage during Vietnamese-English translation among third-year English major students at UTEHY.

Rest assured that all your personal information and responses will remain confidential and will not be used for any other purpose.

How long have you been learning English?

How long have you been learning translation skill?

1 How do you feel in learning translation?

Very interested Interested Normal Not interested Others

2 Is translation important? Vitally important

Important Neither important nor unimportant

3 Is collocation choice in translating important?

4 What do you think about translation of collocations?

Easy but not interesting Difficult but interesting Difficult and not interesting Easy and interesting

5 In your opinion, what kind of translation is more difficult to you in translating collocation documents?

English – Vietnamese translation Vietnamese – English translation

6 Which theme makes it difficult for you in using collocations to translate?

(You can choose more than one)

Ignorance of rule restrictions (Sự thiếu hiểu biết về các hạn chế quy tắc.) Improper synonyms (Từ đồng nghĩa không phù hợp)

Literal translation ( Dịch theo nghĩa đen)

7 In your opinion, what are the possible causes for errors on the use of collocations in Vietnamese – English translation? (You can choose more than one)

Lack of vocabulary Poor grammar Poor background knowledge Limited translation skill Lack of practice in translating collocations

Other opinions (please make them clear):

8 How much time do you spend on translation self-study per week?

I rarely do it About 2 hours More than 2 hours Others

9 What do you do when you encounter new words or phrases in the translation process?

Look up dictionaryAsk friends or teacherGuess from the context

10 What do you do to improve your translating skills?

Learn vocabulary Learn vocabulary Read books in both languages Read Vietnamese books, articles, etc. Practice translating more

35

1 Trong những năm gần đây recentlyyears Inrecentyears

2 Thêm 9 năm nữa 9more years 9years more

3 Giáo dục của Việt Nam không thể cất cánh

4 Làm suy giảm khả năng miễn dịch của con người depletehuman immunity impairhuman immunity

5 Vấn đề toàn cầu nóng bỏng

6 Bốn mùa rõ rệt Fourclearseasons Fourdistinctseasons

7 Một hình ảnh đại diện cho các doanh nhân Việ anavatarfor Vietnamese businessmen

8 ảnh hưởng xấu đến môi trường affect badlyto environment badly affect the environment

9 Nhu cầu ngày càng cao Increasinglyhigher demand increasing demand

10 Đứng trước những thử thách nghiêm trọng facingtoa serious challenge facing a serious challenge

Ngày đăng: 27/12/2023, 13:48

TÀI LIỆU CÙNG NGƯỜI DÙNG

TÀI LIỆU LIÊN QUAN

w