LITERATURE REVIEW suasereeseesenanneneasninionnsauaverksonaaraeaees 5 1.1 Definition of Translation n6
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1.2.1 The role of translation for language learners
Translation is a real-life, natural activity which many learners use on a daily basis, either formally or informally (Darginaviciené & Navickiené, 2015) The role of translation has been initiated and indicated in section 2.1.3 of CEFR (cited in Council of Europe (2020)) as “the written activity of mediation, which provides for a third-party a (re)formulation of a source text to which this third party does not have direct access” In other words, as a type of mediation, translation acts as an intermediary between interlocutors who are unable to understand each other directly, normally (but not exclusively) speakers of different languages in communicative language activities’ The role of translation in language learning, therefore, is
? Council of Europe (2020) Common European Framework of Reference for Languages: learning, teaching,assessment Strasbourg: Council of Europe Publishing, p.14. increasingly focused, getting more attention from other experts, lecturers, and even students (Pym, 2013) In order to relate translation and language studying, Pym
(2013) provided three abstract models below:
Firstly, translation and language learning are opposites There would be no need for translation services if, for instance, a person could communicate effectively with others through an automatic translator That people would have no need to learn any language other than his/her mother tongue.
Secondly, translation and language learning complement each other. Translation and language learning are required because in fact not everyone learns all languages, to ensure the availability of translators, there being an insufficient number of natural bilinguals or translators to cover the market.
Thirdly, translation is inherent in language learning Translation would be considered a fifth skill to be acquired, alongside reading, listening, speaking and writing in the two languages independently: “Translation holds a special importance at an intermediate and advanced level: in the advanced or final stage of language teaching, translation from L1 to L2 and from L2 to L1 is recognized as the fifth skill and the most important social skill since it promotes communication and understanding between strangers” (Ross, 2000) This model assumes that translation is somehow inherent in the language-learning process, also a way of learning a second or foreign language Thus, the training purpose is not just for professional translators and interpreters.
According to Darginaviciené and Navickiené (2015), developing translation skills is a natural and logical part of improving language proficiency in light of the benefits of translation activities for learners include practice of all language skills,1.e., reading, writing, speaking and listening In particular, training in translation skills brings various benefits, as Abdellah (2010) pointed out below, such as: improving reading comprehension and writing skills (in order to interpret the source text and produce the target text), promoting intelligent use of the dictionary, enhancing learners’ meta-linguistic awareness and bringing in every aspect of language and communication. is an ideal means of promoting reading comprehension Furthermore, since it requires reformulation into the target language it also helps focus on developing writing skills Moreover, it brings home the issue of pragmatic equivalence Above all, it forces the learner to deal with problematic issues he/she might otherwise be tempted to avoid or bypass and also supplies a means of testing precisely those issues Finally, it creates a communicative context for more formal follow-up work, including the development of a meta- language sufficient for the students to be able to talk about texts?.
Thus, translation has its unique role to underline the constant link between the social and individual dimensions in language use and language learning (North & Piccardo, 2016) Furthermore, with the rapidly growing phenomenon on the global scale in the ESP and the EMI model, translation plays a crucial role in assisting students to learn effectively their academic subjects (Eser & Dikilitas, 2017).
In terms of domain knowledge and personal skills, Neubert (2000, cited in Le (2017)) insisted that the relatively open nature of translation competence requires translators equipping specialized knowledge at both encyclopedic and in-depth levels Thanks to this, translation helps students build the ability to self-study and research to translate technical texts when needed and thus have a better understanding of the fields In addition, translation helps students build cultural competence through reconciling cultural disagreements between source and target languages while translating texts These abilities, according to Pym (2020), are crucial personal and interpersonal skills, especially in the rise of automation According to Pym and Hao
(2022), combined with language skills, graduates of English-majors have been equipped with both core and technical skills regarding translation, which are essential in the labor market in the international integration era Particularly, besides translators and interpreters, graduates also obtain other non-translation occupations that required the use of language and translation skills, mostly in language teaching, or take up
3 Abdellah, A (2010) Basic Translation Skills for EFL Prospective Teachers Saarbrucken: VDM Verlag Dr.Muller Aktiengesellschaft & Co KG. further studies Not only in the education sector, but also various industry sectors that English-major graduates have been involved in, listed by Pym and Hao (2022), comprising Journalism, Management, Business, Investment, Administration, Legal services, E-commerce, Real estate, etc.
1.2.2 The role of translation in communication and culture
In addition to the role for language users, according to Yowell and Muftan
(1999, cited by Osman (2017)), translation is, on the other hand, a product since it provides us with other different cultures, to ancient societies and civilization life when the translated texts reach us In terms of communication, translation is the use of verbal signs to understand the verbal signs of another language Thus, it is the means of transferring knowledge from one way of understanding to another For example, from Vietnamese to English or from a scientific terminology to a simple term that a commoner can understand (Lustig & Koester, 2010) In addition, as a type of mediation, North and Piccardo (2016) noted that translation is a key concept in the socio-constructivist as well as socio-cultural view of learning, especially when CEFR emphasized it as the co-construction of meaning in interaction and constant movement between the individual and social level in language learning, mainly through its vision of the language user or learner as a social agent Le (2017) insisted that translation is a service for communication, and the translator is an intermediary between the sender and the receiver Therefore, translation capacity helps the translator to correctly and fully understand the meanings of the sender and translate for the receiver a text that contains and conveys the maximum meaning in an appropriate format.
In terms of culture, Kửksal and Yiirtik (2020) compared the role of translation as an intercultural communication with “the bridge to difference”, which demands that translators and interpreters not only master exquisite language techniques, but also rich and generous knowledge of different cultural backgrounds Johnson (2020,cited by Kửksal and Yiiriik (2020)) added, there are many considerations when translating a text besides the language equivalence, especially considerations about original culture to keep the readers understand Thus, the translators have to decide among certain translation types based on their purposes Lustig and Koester (2010) agreed that through translation, more people can get exposed to and understand different writings, viewpoints, and information However, issues surrounding the translation from one language to another could result to cultural conflicts For instance, the way words or the ideas of the original are conveyed, the reflection of the original style in translation, or cultural mistakes.
Pym and Torres-Simon (2020) summarized translators’ role in a sentence:
“Translators do many things when they communicate between cultures: they adapt messages to new purposes and make the foreign accessible to various degrees”.
To ensure the best quality of the translation output, Pym (2013) stated that the process of translation should be known before starting to translate According to Dang
(1999), some major translation theories in the world have appeared since the mid- 1980s, one of the most appropriate theories for undergraduate students is Peter Newmark's, which focuses on culture and context during the translation process. Dang (1999) added that, language users and learners regularly meet some of those, including non-equivalence at word level, idioms, voice, number and person, proper names, non-subject sentences, newspaper headlines and so on Thus, the aim of translation theory is to define a translation problem, and then through recommended translation strategies, the most appropriate strategy will be chosen to deal with translation difficulties.
Translation theory, in definition of Newmark (1988), is concerned with the translation method appropriately used for a certain type of text, therefore it is dependent on a functional theory of language In a wider sense, translation theory is the body of knowledge that is about translating, extending from general principles to guidelines, suggestions and hints* Hence, he proposed eight different types of translation methods in accordance with the translator’s emphasis (to the TL or to the SL).
There are four types of translation based on SL emphasis: Word-for-word translation, literal translation, faithful translation and semantic translation First of all, word-for-word translation is basically very tied to the word's level by just translating
4 Xuan Thu Dang (1999), Interpreting and translation coursebook, Education Publishing House, p.9.
SL text directly into TL text without any changes to SL or TL’s order For example:
Participants and Setting na
The participants of the study are senior students from HLU majoring in English language Specifically, a total of 100 students of intake 44 who are in their fourth year participated in the survey 54 students (54%) come from class 4429 and
46 students (46%) from class 4430 This ratio illustrated that both classes have engaged in this survey with a nearly equal proportion With regard to their gender, 69 of them are females equivalent to 69%, 20 males accounting for 20% and 11 students (11%) preferred not to reveal their gender Eight out of 100 participants were invited to partake in the interview with the researcher, with six of them from class 4429, and two from 4430.
Only fourth-year students were selected as the population of the instant research since they have completed all the compulsory modules in translation and interpreting in their training program while the subsequent intake (K45) have just finished their first translation and interpreting module The more they are exposed to translation practice, the more they become aware of the challenges faced and the strategies to overcome them.
Moreover, 2 lecturers who have taught legal translation modules were also invited to take part in the interview with the researcher.
This research paper focuses on students of intake 44 of HLU (final year) majoring in Legal English, in which bilingual English- Vietnamese translation theory and practice are one of the core courses of the curriculum For the participants of this study — senior students, the duration of translation theory lasts two credits, Legal translation module one lasts four credits and Legal translation module two lasts three credits These courses are entirely studied from the first semester of third year.
By the time of conducting the questionnaire, intake 44 English-major students have been completing the last semester Furthermore, students who chose not to write graduation thesis had to learn other courses as a replacement, including one course of advanced legal translation In general, the main goals of translation courses are to help students gain fundamental knowledge of translation theory and legal background, as well as become proficient in using and translating vocabulary on legal topics and sentence structures from simple to complex In addition, through translation modules, students also develop skills in translation, editing, and evaluation From then on, students will be equipped with relatively proficient translation — interpretation skills in the international working environment related to the fields of culture, society, education, law, etc.
Data collection instruments, procedures and anaèyS1S + ô+ 23
The primary methods for data collection in this research were a questionnaire survey and a set of interview questions.
The first instrument is the survey questionnaire, which is divided into three parts: Part 1 - Respondents’ general information (gender, class); Part 2 — English- major seniors’ difficulties in the translation process; Part 3 - Strategies implemented by HLU’s English-major students in enhancing translation skills To be more specific,part 2 comprises 4 questions aiming to obtain specific information about students’ difficulties in the translation process (lexical and domain knowledge, subjective and objective factors) and part 3 gives 5 questions regarding strategies to help students overcome difficulties All questionnaires are self-made using a 5-point Likert scale.
The second instrument is structured interviews with student participants and lecturer participants There are 4 questions in the interview regarding specific difficulties, strategies and perceptions in enhancing translation skills of each student, in addition to statements on the online survey In addition, 3 questions regarding some other factors related to translation skills such as the duration of translation modules, lecturers’ role and activities recommended by students Moreover, 2 questions in the interview regarding the contributing factors to student’s difficulties in translation and appropriate strategies to enhancing translation skills in the viewpoint HLU’s lecturers.
The two instruments were used to gather information needed for this research and to ensure the validity and reliability of the findings.
Both survey questionnaire and interview were proceeded by the researcher to collect students’ data with the approval and consent from the university as well as from the students themselves.
The researcher created the online survey using Google Form and floated to the participants via personal emails and other social networking sites such as Zalo and Facebook The online questionnaire provides a detailed description of the intent and a straightforward explanation of how to respond The data was collected during the week from March 4 to March 10, 2023 After that, the questionnaire on Google Form was closed to ensure no more changes to the data obtained The response rate of participants is high, with 100 out of 115 responses, accounting for nearly 87%.
After collecting data from the questionnaire, the student researcher conducted structured interviews with eight students and two lecturers Thanks to the utility of advanced technology, all the interviews are conducted via video calls which were all recorded with the consent of the interviewees The responses of interviewees were then transcribed and thematically analyzed To maintain the confidentiality of participants, the audio recording files (if any) from the student interviews were randomly labeled from 1 to 8, and teacher interviews from 9 to 10 then proofread to avoid any wordiness or diction mistakes.
Since this study paper uses mixed approaches, the best results are obtained by coding and interpreting data from both qualitative and quantitative sources using raw information collected from the respondents.
The results of the questionnaire survey were analyzed using Google Forms, Google Sheets and IBM SPSS software The data gathered are illustrated by the means of tables The two main types of analysis used are Google Sheets and SPSS Descriptive Statistics To begin with, variables defined in the questionnaire by qualitative values were converted to quantitative values as follows:
1 = I’ve never encountered this/I’ve never implemented this strategy;
2 =I’ve rarely encountered this/I’ve rarely implemented this strategy;
3 = I’ve often encountered this/I’ve often implemented this strategy;
4 =I’ve usually encountered this/I’ve usually implemented this strategy;
5 = I’ve always encountered this/I’ve always implemented this strategy.
Accordingly, in the results put forward from the SPSS Descriptive Statistics, the mean score (M) can be produced using the formula:
Mean (M) = (Maximum — Minimum)/n = (5-1)/5 = 0.8 Subsequently, the mean scores would be interpreted as follows:
1.00 - 1.80: I’ve never encountered this/I’ve never implemented this strategy;
1.81 - 2.60: I’ve rarely encountered this/I’ve rarely implemented this strategy;
2.61 - 3.40: I’ve often encountered this/I’ve often implemented this strategy;
3.41 - 4.20: I”ve usually encountered this/I’ve usually implemented this strategy; 4.21 - 5.00: I”ve always encountered this/I’ve always implemented this strategy.
The results of interview questions were summarized and grouped into each thematic issues, such as difficulties students encounter in translation process, strategies students apply to resolve difficulties, strategies perceptions and suggestions for leveraging translation skills in both students and lecturers’ viewpoints.
In this chapter, the researcher has laid out and supported the approach in the implementation of this research and presents it with details within three main parts:
Research design, Participants and setting; Data collection instrument and procedures,and finally, Data analysis.
FINDINGS AND DISCUSSION S552 27
RECOMMENDA TIONS G Go G10 2, 46 4.1 Recommendations for English-major S€nIOFS 5555533 s**+++++++s*s 46 4.1.1 Recommendations to enhance language DFOfẽCẽ€HCJ ô ô<< + + 46 4.1.2 Recommendations to enhance domain KoWl€dlĐ© ôôô ô+ ô+ + 47
Recommendations to enhance personal skills regarding translation
or teachers Students can also participate in a translation club, group or workshops, which provide students constructive consultation from seniors or experts and help them to identify areas for improvement.
Skills can be leveraged by self-studying via online courses on platforms such as Coursera, LinkedIn, Udemy, FutureLearn, etc In general, practicing regularly and staying current with industry developments help students stay ahead in the field of translation by enhancing skills and expanding knowledge.
Other recommendations for lecturers and Legal Foreign Languages Faculty of
For English-major lecturers, it is essential to share more with students about the reality of the translation profession, including opportunities and threats of translation in practice, career opportunities, and materials for references In addition to giving regular assignments, lecturers should focus more on giving feedback to each student, 1.e., strengths and weaknesses through their translation outputs.
For the Faculty of Legal Foreign Languages, more programs regarding the legal translation profession could be implemented with invitation to experts to train translation skills for students as well as career opportunities Various activities in an academic environment are purposed by interviewed students For example, contests or extracurricular activities encourage students to work on translation tasks and get feedback from peers and lecturers; translation conferences, workshops or seminars that include professional translators or language experts Furthermore, a language exchange program is described by an interviewee as “a great way to gain both language skills and cultural knowledge" By participating in these programs, students can get the opportunity to practice their target language and connect with others in a more interactive and impressive way In addition, these events are helpful for students to explore more about the translation industry they may not have learned in a classroom setting.
In this chapter, the researcher inputs recommendations for English-major seniors as well as lecturers and the training institution to resolve constraints and identify opportunities interpreted in the study.
CONCLUSION This chapter concludes this thesis with a summary of the study Additionally, the researcher points out some existing limitations of the paper as well as puts forward a few improvements that can be made in future research.
1 Summary of the main findings
English major seniors who participated in the survey and interview process have implemented various specific methods in order to overcome obstacles and leverage translation skills Comparing with other strategies and factors, students tend to prioritize vocabulary of target language in both quantity and quality (word forms, synonym, antonym) and regularly self-practicing translation with available resources. Difficulties that students usually encounter in translation tasks are mostly related to the lack of vocabulary and legal-specialized terms, so dictionaries and legal documents are two main resources students choose to employ to lessen obstacles during translation To enhance legal vocabulary in particular and legal translation ability in general, students also choose to improve legal knowledge by updating and researching news, legal events and occurrences in both online and offline materials. Otherwise, they expect more sharing and guidance of lecturers and professionals, not only in the classroom, but also in other academic activities Reading and proofreading skills are highly recommended for best preparation during translation process by lecturers majoring in translation of HLU’s English faculty.
Based on the results, the researcher made some recommendations for better exploitation on translation skills English-major senior students that combine learning activities at training institution with self-studying, utilizing technology, participating in discussions, and taking advantage of available learning resources, etc The suggestions are also expected to be the proposal for lecturers as well as Faculty of Legal Foreign Languages in conducting further activities and programs to support English-major students of HLU.
2 Limitations and suggestions for further research
Limitations are impossible to avoid in any research paper, no matter how carefully planned out, this thesis is no exception The first limitation is the sample size, this study research is conducted among only 100 English major seniors of intake
44 which cannot possibly represent all the HLU’s English-major students’ opinions. Also, the recommendations collected via the interview sessions are of only 8 students and 2 lecturers, more possible suggestions contributed could be mentioned in this study if the population was larger Second, this study only covers the quantity of strategies, but not particularly what each strategic is and students’ perceptions about effectiveness of each strategy.
Thus, the researcher makes some suggestions for further studies to be carried out with larger sample size to provide better insights of the practice and opinions on the method In addition, further research should pay more attention to the sample profiles such as academic background history or the attitude of students towards each method The researcher expects that this study's results will assist in the design of more effective ways to enhance translation skills for English-major seniors in HLU.
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Council of Europe (2020) Common European Framework of Reference for Languages: learning, teaching, assessment Strasbourg: Council of Europe Publishing Retrieved from http://www.coe.int/lang-cefr
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Hassan, A Q (2020) Translation Strategies Employed by EFL Learners and the Impact of That on Their Translation Skills Development /nternational Journal of English Linguistics, 10(4), 34-42 doi:10.5539/ijel.v10n4p34
Hatim, B., & Munday, J (2004) Translation: An Advanced Resource Book.Routledge Retrieved from https://linguistlist.org/issues/15/15-2787.html
13.Herman (2016) The Method of Translation and Practices Germany: LAP LAMBERT Academic Publishing.
14.Kửksal, O., & Yirủk, N (2020) The Role of Translator in Intercultural Communication /nternational Journal of Curriculum and Instruction, 12(1), 327- 338.
15 Kumar, R (2011) Research Methodology: A step-by-step guide for beginners (3" ed.) London: SAGE Publications Ltd.
16 Lustig, M W., & Koester, J (2010) Intercultural competence: Interpersonal communication across cultures (6th ed.) Boston: Pearson Education, Inc.
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19.Newmark, P (1988) 4 Textbook of Translation Britain: Pearson Education Limited.
20 North, B., & Piccardo, E (2016) Common European Framework of Reference for Languages: learning, teaching, assessment Council of Europe.
21.Nugroho, A B (2007) Meaning and Translation Journal of English and Education, 1(2), 66-74.
22.Osman, A (2017) Definition of Translation Translation Journal, 20(4).
23 Pradita, I (2012) An Introduction to Translation Studies: An Overview Journal of English and Education, 6(2), 52-66.
24.Pym, A., & Torres-Simón, E (2021) Is automation changing the translation profession? International Journal of the Sociology of Language doi:10.1515/1jsl- 2020-0015
25.Pym, A., Malmkjer, K., & Plana, M d.-C (2013) Translation and language learning: The role of translation in the teaching of languages in the European Union Luxembourg: Publications Office of the European Union.
26 Rosa, R N., Amri, Z., & Zainil, Y (2020) Translation Strategies Used by StudentTranslators in Solving Equivalence Finding-Related Problems Advances in SocialScience, Education and Humanities Research, 411, 394-401.
27.Ross, N J (2000) Interference and intervention: using translation in the EFL classroom Modern English Teacher, 9(3).
28 Santos, L M (2016) Nord’s Documentary Versus Instrumental Translation: The Case of Hugo’s Demain, des L’aube English Language and Literature Studies, 6(3), 76-81.
29 Setiam, R (2020) Enhancing Students' Translation Ability Through Group Work. Jurnal Elsa, 18(1), 13-22.
Dao, M N (2022) Lịch sử dịch thuật và thực trang dao tạo Biên phiên dich tại Nhật Bản Tap chí Nghiên cứu Nước ngoài, 38(1), 103-114.
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Trần, B T (2020, 4 30) Cách mang công nghiệp 4.0 - Cơ hội và thách thức của giai cấp công nhân Việt Nam hiện nay Retrieved from Tạp chí Cộng sản: https://www.tapchicongsan.org.vn/web/guest/kinh-te/-
Trường Đại hoc Luật Ha Nội (2014), Quyét định số 2595/QD-DHLHN v/v ban hành Chương trình dao tạo đại học hệ chính quy ngành Ngôn ngữ Anh — Chuyên ngành tiếng Anh pháp lý
SURVEY QUESTIONNAIRE 0G Go Ă 55559505552 55
2 Which intake are you in?
I Difficulties students meet in the translation process
Choose the appropriate column for each statement
1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, 5 = strongly agree
1 There are many new words that I don't know the meaning
2 Some words have multiple meanings in different contexts so it's hard to translate correctly
3 There are many technical terms used in the source language
4 I can't find a word with equivalent meaning in the target language
5 Ihave difficulty translating phrases such as idioms, phrasal verbs, and collocations
6 I have problems with word order when I do my translation
7 I face many grammatical challenges such as subject-verb agreements, prepositions, verb tenses, verb forms, etc when I translate texts from the source to the target language
8 I find it hard to translate some special structures such as relative clauses, passive construction, long and complex sentences, etc.
9 I don't have enough knowledge in legal areas
10.1 do not understand much legal terms (legal-specialized terms, archaic words, Latin terms, etc.)
11.1 lack the knowledge of translation theory or don’t know how to apply the translation theory in practice
12.1 find it difficult to translate properly because of different wording style and culture between English and Vietnamese
13 My knowledge in using translation tools (e.g., Google Translate, Dictionary) is limited
3 Difficulties related to subjective factors
15 My writing and/or drafting skill 1s not highly appreciated
16 My editing/proofreading documents skill is not good due to limitation in language using
17 I'm not confident when I work with others (Lack of Teamwork skill)
18.1] think any answers from lecturers or experts in the field are always right and more discussions are not needed (Lack of Critical thinking)
19 It's hard for me to decide which is the best option between ideas in translation process (Lack of Decision-making skill)
20.1 don't know or have enough reference materials (books, apps, websites, etc.) to learn translation skills
4 Difficulties related to objective factors
21 The time allocated to teaching translation skills is limited
22.1 don’t have many opportunities to learn translation skills with experts
23.1 don’t have an ideal environment to regularly use and improve translation skills
24 My current job or my future study/career expectations do not require translation skills
II Strategies to enhance translation skills and perceptions on their effectiveness
L, In your opinion, how important are these factors to enhance your translation skills?
Choose the appropriate column for each statement l= unnecessary, 2= unimportant, 3 = neutral, 4 = important, 5 = necessary
25 Source language proficiency (Native language)
26 Target language proficiency (Foreign language)
27 Background knowledge of the translation field
28 Background knowledge of translation skills
29 Improvement of personal skills related to translation
30 Subjective factors (limited time and resources, lectures, training programs, etc.)
31 Objective factors (teaching time, learning with experts, good environment)
2 What strategies do you use to improve your translation skills? How often do you use them?
Choose the appropriate column for each statement
1 = never, 2 = rarely, 3 =often, 4 = usually, 5 = always e Strategies to improve language proficiency
32 Learning new words related to my field of study by way of reading or listening to different resources.
33 Taking notes of collocations, idioms, phrasal verbs, etc.
34 Mastering grammar rules through practicing language skills: reading, listening, speaking and writing.
35 Improving the understanding and use of complex sentence structures
36 Learning new words from contexts and practice using them in speaking or writing.
37 Using dictionary and thesaurus to learn synonyms, antonyms, root words and related words. e Strategies to improve background knowledge in the legal field and translation theory
38 Developing a habit of regular reading documents and updating news to enhance knowledge
39 Participating in activities such as research contests, seminars, workshops, etc to gain knowledge in legal and/or translation areas
40 Discussing with mentors, lecturers, experts, etc to gain knowledge in legal and/or translation areas
41.Conducting deep research on the culture and wording style of Vietnamese and
English to enhance the quality of translation output
42 Practicing legal translation to enhance both legal and translation knowledge
61 e Strategies to leverage personal skills related to translation
43 Identifying clear learning goals and plans of each translation skill (language, domain knowledge, etc.)
44 Researching documents and on the
Internet to find out and solve problems in the translation process
45 Practicing writing more and trying to get feedback from lecturers, experts, or friends
46 Writing down translation options and analyzing pros and cons of each to come up with most appropriate option
47 Discussing with friends to find out and analyze problems in the translation process e Strategies to effectively utilize available resources
48 Learning from guidance shared by experts, lecturers at school and/or workplaces, etc.
49 Learning from guidance shared by peers at school and/or workplaces, etc.
50 Conducting tasks related to legal and translation fields as schools/workplaces require
51 Watching and/or listening to entertainment media such as movies, music, gameshows, podcasts, etc.
52 Using CAT tools to assist the translation process
53 Using dictionaries to assist the translation process
54 Self-study with available reference materials/documents
APPENDIX II: INTERVIEW QUESTIONS AND TRANSCRIPTION e For students
1 What makes translation challenging to you — an English-major senior student?
Student I: As an English major senior student, I find translation challenging due to multiple factors such as language, legal knowledge - legal terms, culture, personal skills, and subjective/objective factors including motivation, environment, lecturers, and documents Understanding the context and nuances of the source language and the target language is crucial for a high-quality translation.
Student 3: On translating research, I think there is nothing more difficult than vocabulary and deep understandings and knowledge about the native language to convey all the gist and ideas On translating a conversation from native speakers, I consider it is the toughest due to the foreign culture that I rarely meet (sometimes, slang is a barrier), the discontinuous flow of conversation, and some special sentences used in spoken language.
Student 4: The most challenging translation for me as an English major senior student is legal knowledge — legal term The nature of legal language and the law accounts for most of difficulties and complexities involved in legally translating a document. Legal translation is a difficult niche within the translation field in light of unique legal system and legal terminology of each country that must be accurately conveyed in the target language of a translation.
2 What strategies do you use to solve those difficulties?
Student 1: To tackle those difficulties, I use several strategies, such as reading and studying the source text thoroughly, researching legal and cultural terminology, consulting colleagues or experts in the field, using software or online tools to aid translations, and practicing regularly Among the strategies mentioned above, practicing regularly has been the most effective for me Consistent practice allows me to become more familiar with the language, the terminology, and the cultural context of the source and target language, leading to a more precise and accurate translation Additionally, practicing also helps me to improve my translation speed, which is crucial for meeting deadlines.
Student 3: Looking up digital dictionaries is the most commonly-used and effective one for me Although traditional, it is quick and convenient to have a rough meaning and from the rough ones, I can find some synonyms and solutions for my translation document The problems for vocabulary can be solved by looking up new words in dictionaries to find meanings or synonyms (Merriam Webster and OZDict for contexts) or reading researches in native language so that the meaning can be closest. Otherwise, most of the research and documents are limited and rarely mention slang or spoken vocabulary Therefore, I usually ask my foreign friend to give a detailed explanation and use HiNative to share and understand the problems.
Student 4: Legal documents are used for different purposes Thus, it is advisable to consider in what context the translated document will be used This in turn might have certain implications for the style, tone, form, and terminology of the document.
3 Do you think the length of time in translation courses and the lecturers' sharing are enough for you to enhance translation ability? If yes, what knowledge/skills did you gain after translation courses? If not, what strategies do you use to improve your translation ability?
Student 5: The length of time in translation courses and the lecturers’ sharing may be helpful, but they may not be enough to enhance translation ability fully To improve translation ability, one must practice continuously, develop a solid understanding of the source and target languages, and have a good understanding of the subject matter being translated Some strategies to improve translation ability include reading extensively in both the source and target languages, practicing translation regularly, seeking feedback from peers or professionals, and attending translation workshops or seminars.
Student 7: From my experiences, the length of time in translation courses are reasonable; however, I think that the lecturers' sharing should be combined with more
65 specialized knowledge and practical skills For example, regarding the translation and interpretation course, lecturers can teach a different legal field in each two - week, such as Commercial Law, with specialized vocabulary and specific translation methods for the commercial documents I think this is an effective and apparent strategy to improve students' translation ability.
Student 8: I think the length of time in translation courses obviously isn’t enough to enhance the translation ability of any student, including me So, in order to improve my translation ability, I maintain a habit of reading news in both English and Vietnamese I usually read a UK newspaper called the Guardian for English and Dan Tri for Vietnamese I chose these sources because they have apps on my phone In my opinion, reading in both your source and target languages can help you build your vocabulary and develop a feel for the language.
4 Do you have any recommendations to utilize the lecturers’ role in helping students enhance their translation skills?
Student 5: One recommendation to utilize the lecturers' role in helping students enhance their translation skills is to have them provide regular feedback on the students' translation assignments The lecturer can review the translations and provide constructive feedback on the accuracy, style, and language usage of the translated texts The lecturer can also provide additional resources or materials that can help the students improve their translation skills, such as specialized dictionaries, style guides, or reference materials.
Student 6: Teachers have three main roles, in my opinion This includes:
- The role of creating a close learning environment and space for students, to practice each skill in interpreting more, and students to communicate more with others.
- The role of setting goals and priorities for students who can/want to express themselves
- The role of conveying practical experiences from the learning process and even in real work to students.
Student 7: The lecturers' role is really important It is recommended that the lecturer provides students with sample translations, especially related to legal field as we can understand clearly about how legal translation is adopted In addition, I hope the lecturer can share more about his/ her experiences in legal translation so that we can approach more practically to this skill in a professional environment.
Student &: When lecturers assign us translation tasks, I feel like it’s a great way to practice our language skills and learn new vocabulary I also like it when they provide us with resources, like glossaries and translation software It shows that they understand the challenges we face as students, and they’re willing to help us overcome them Overall, I think these two things are really important for improving our translation skills.
5 Can you recommend some activities that help students interested in learning translation and gain knowledge effectively at school?
Student 5: In my point of view, some activities that can help students gain interest in learning translation and gain knowledge effectively at school include:
- Organizing translation competitions or challenges that encourage students to work on translation tasks and get feedback from peers and lecturers.
- Inviting guest speakers, such as professional translators or language experts, to speak to students about the translation industry, best practices, and career opportunities.
- Creating translation projects that are relevant to students' interests, such as translating excerpts from favorite books, articles, or movies.
- Encouraging students to work on real-world translation projects, such as translating materials for community organizations or local businesses.
- Providing opportunities for students to attend translation conferences, seminars, or workshops to learn about the latest trends and developments in the translation industry.
Student 7: 1 think students will develop their translation skills more effectively if the assigned translations are related to the prominent legal events or daily occurrences.
Simultaneously, in the process of translating, students also need to research what those events are, their causes, etc., and as a result, their legal knowledge and practical translation skills will be enhanced.
Student 8: | think language exchange programs are a really great way to improve your language skills and gain cultural knowledge By participating in programs like this, students can get the opportunity to practice their target language with native speakers and learn about their culture firsthand It can be really helpful to hear how native speakers pronounce words and use different expressions that you may not have learned in a classroom setting Plus, it’s a fun and interactive way to learn and make new friends. e For lecturers
1 From your viewpoint, what makes translation challenging for English- major senior students?