INTRODUCTION LH HH HH HH HH HH HH 8 1.1 Introduction of research topic - -ú- ông ng Hiệp 8 1.2 Rationale of the researchh sgk ệt 10 1.3 Purposes of the researCh - - sung HH ng ệt 11 1.4 Scope of the research nh ố
Research Questions hố
e = What are the challenges encountered by third and four-year Business English majors at National Economics University when translating these idioms into Vietnamese? e How do third and fourth-year Business English majors at the National Economics
University interpret these idioms, and what tactics do they employ?
Research method cá x1 HT TH TH HH Hệ 11 1.7 Design of the research . - HT HH HH 11
This research utilized quantitative methodology to examine the frequency of exposure to animal-related idioms, the initial appraisal of these idioms, and the challenges and strategies employed by third and final-year Business English students when translating them into Vietnamese The study employed a questionnaire developed by the researcher and administered to 100 Business English students via Google Form The questionnaire consisted of three major sections aimed at addressing the two research questions:
Part 1: This section consisted of multiple-choice questions aimed at determining the frequency with which students encounter animal-related idioms and their initial appraisal of them.
Part 2: The second section consisted of multiple-choice questions aimed at identifying the obstacles and strategies that students typically employ during the translation process.
Part 3: The final section consisted of writing questions in which participants were asked to translate some English animal idioms into Vietnamese.
Pie and bar charts were utilized to illustrate the popularity of various obstacles and strategies identified in the study Overall, the study provides valuable insights into the challenges faced by Business English students when translating animal-related idioms into Vietnamese The findings of this research could be utilized to improve the teaching and learning of Business English, particularly in the area of translation skills Furthermore, the methodology and tools employed in this study could be adapted and utilized in future research on idioms in other languages or contexts.
The essay is divided into four chapters, which are as follows:
Chapter 1: Introduction, which covers the research issue, including the rationale and goals of the study, research questions, and paper format.
Chapter 2: Literature review, which covers concepts and definitions of relevant terminologies (translation, idioms) and importance of studied problem This chapter gives background information about the subject under consideration to aid in analysis and debate.
Chapter 3: Findings and discussion, which demonstrates the author's insights concerning typical challenges based on particular facts gathered from reality This chapter carefully analyses and discusses the topics.
Chapter 4: Conclusion and Recommendation, which highlights the article's key concepts, limits, and gives suggestions and ways to solve typical challenges for various individuals and organizations.
THEORETICAL FRAMEWORK Ăn 14 2.1 Translafion - 5 ch ng TH HH HH HT TT nh ch 14 2.1.1 Definition of transẽatIOII - ỏc + vn ng ng ng rếc 14 2.1.2 Meaning analysis in frannsẽafIOI - << <1 E3 11 1v 9 ngư 15 2.1.3 Translation DFOC€SS Ghi hưy 16 2.1.4 Classification of translation €TTOTS 5s + nsvrerrrrrerrrrre 17 2.2 IẽOIMS ST HH TH TH TH HH TH tệp 19 2.2.1 Definition of 1IOIS, ch Hung ng trệt 19 2.2.2 Translation Of idiOMS - ô+ 1 nh nh nh nhiệt 22 2.2.3 Difficulties in translation Of 1d1OMS - ô5 + *vEeeereerrrerskre 23 2.3 Translation of animal idioms - 5 G19 TH HH gen 24 2.3.1 Definition of animal idioms . 5 + + + vEeeseereeeseerererserree 24 2.3.2 The process of translation wo cece cece TH TH HH HH HT 24 2.3.3 Difficulties in translation DTOC€SS + SE HH HH 26
According to Budianto and Fardhani (2010, P.3), translation occurs exactly as if the original were written in the target language The translation's language and structure are neither unusual nor out of place As a result, while translating, ensure that the individual has considered making some alterations to the target language in order to obtain an exceptional and natural translation.
Translation, according to Weber (1984, p.3), is the process of converting a text written in the source language into the target language Translation entries, one may argue, can assist persons who do not understand English in gaining information from English materials.
According to Nida and Taber (1974), translation requires duplicating the greatest likeness of the source language message in the receptive language, first in significance and second in style Translators, according to them, should employ the closest casual comparison in terms of importance or style of the general receptive language, and the resultant translation should not be identical to the translation without changing the meaning of the source language.
Translation, according to Newmark 1998 in Machali (2002, P.48), is more than merely transferring meaning from one language to another; it is also a means of presenting meaning in the manner in which the author wishes to transmit the text Because understanding a document necessitates translating its meaning into an objective language, the translator is not only responsible for modifying lexical units (surface design), but also for staying current with shifting trends The author expected a shift in meaning.
Translation, according to Wills in Choliluddin (2005), is the process of going from a created source-language text to an ideally identical objective-language text and needs the translator to have a high syntax, semantics, style, and realism of the original document.
Based on the preceding definitions, it is possible to conclude that translation is the process of converting or replacing a text document in one language/source language with an identical text-based document in another language/target language, where the translation preserves the author's original meaning.
The first step in the translation process is to comprehend the overall meaning of the original material In a meaning-analysis of the source text, three sorts of "meanings" can be found (Nida & Taber, 1982):
Grammar is generally undervalued because it appears to be a collection of arbitrary criteria concerning courses of action, decisions that need be followed to grasp, but not decisions themselves that appear to have any significance It is the main word that executes the activities specified by the constant word "Did you go?" and "you did go?" can be modified with a similar example of intonation, but the linguistic contrast of request offers a very different connotation.
Descriptive meaning, denotative meaning, conceptual meaning, and sense are all synonyms for referential meaning It refers to the cohesive, cognitive, or distinctive substance of a phrase These are words that serve as symbols for objects, events, abstracts, and relationships As an example:
He watered his flowers garden yesterday.
He is going to chair the meeting next Friday.
He is sitting on the chair.
The event of these terms distinguishes the varied meanings of the phrases "water" and "chair" in a really distinctive difference with action words.
Connotative meaning refers to how language users react to words and their combinations, whether negatively or positively Connotative meaning is the moment at which a word suggests a set of associations or it is an innovative or impassioned notion linked with the words, which readers may connect with Sometimes the associations around a few words grow so strong that people strive not to use them at all This is what is known as language taboos, revulsion, or revolutionary sentiments toward phrases that relate to a certain organ of the body and its functioning.
According to Choliludin (2005), there are a few stages that the translator must go through in order to make the translation compatible with the original form According to Larson, the translator's goal while translating a text is an informal translation that bends over backwards to convey the meaning of the SL text into the regular forms of the receptor language Furthermore, his translation is focused with the examination of the dictionary, linguistic construction, correspondence condition, and cultural context of the SL text in order to determine its meaning.
The translation process, according to Nababan (2008), consists of three stages:
Because translators often look at source language material first, each translating operation begins with an investigation of the source language content Examining the original language text is a reading exercise Following that, the reading activity of the source language text is intended to get the text's content It is impossible that a translator can obtain the content of the text if the person does not first read the material.
After understanding the meaning and structure of the source language, the translator will wish to accept the message in it The next stage is to translate the source language's content, meaning, and message into the target language The translator anticipated to see what may be compared to the source language term into the target language during this stage This process of transferring meanings, contents, and messages is an example of inner interaction These processes take place in the translator's mind When the substance, meaning, and message have been established in the translator's head, they express themselves vocally or in writing in the target language To get a superior translation as defined by the translation purpose, the translation must be rebuilt.
If the transfer process has a complex structure that coordinates with the target language, that of the reader or audience, restructuring is altering As a result, during the restructure stage, a translator must concentrate on the variety of languages to choose the language style appropriate for the type of material to be translated A translator must also consider whose translation it is If a translator has completed the inquiry, knowledge of the source language into the target language, and restructuring, the translator has given a translation.
One major difficulty in translating between Vietnamese and English, according to Duong (2018), is the overuse of verb tenses The simple present tense is used more frequently in Vietnamese than in English This might lead to misunderstandings about previous occurrences or future intentions Additionally, the Vietnamese present continuous tense lacks a counterpart in English, which might cause difficulty when interpreting ongoing acts The usage of pronouns is another source of grammatical problems There are numerous pronouns in Vietnamese to signify social position and gender that do not exist
17 in English When translating pronouns from Vietnamese to English and vice versa, this might cause misunderstanding.
FINDINGS AND DISCUSSION àẶSenHe 28 3.1 Students’ approach and preliminary assessment of animal idiome
Students’ preliminary assessment of animal 1dioIms - ‹- ôô+- ô+ 30
Figure 3: Students’ confidence in translating animal idioms
It shows that the majority of students are unsure about their capacity to translate animal idioms from English to Vietnamese This is demonstrated by the fact that 37.5% of students picked "somewhat unconfident" as their response, while 12.5% chose "extremely unconfident."
On the other hand, just 18.8% of the students answered "quite confident" and 31.3% chose "neutral", showing that a very small number of the students are confident in their ability to translate idioms connected to animals from English to Vietnamese.
Overall, it appears that pupils have a general lack of confidence when it comes to translating animal idioms from English to Vietnamese This might be due to a variety of factors, including a lack of familiarity with the idioms, difficulties comprehending their meaning, or a general lack of confidence in their language abilities.
Figure 4: Students’ rate of the quality of the resources for translating idioms related to animals
The fact that the majority of respondents (68.8%) rated the materials as "Excellent" is encouraging Nonetheless, a large proportion of respondents (18.8%) ranked the resources as "Fair" or "Poor." This shows that the quality of materials available for translating animal-related idioms may be improved.
Further information regarding the specific characteristics of the resources that were rated "Fair" or "Bad" would be helpful in identifying areas that may be improved It may also be beneficial to solicit comments from language specialists or translators in order to acquire a more thorough view of the quality of the accessible materials.
The most common difficulties students face when translating animal idioms
TB Little or no difficulty MI Little difficulty [NN] Moderate difficulty [I Much difficulty I Extreme difficulty
No oe eo TS) ¢ ca oe w
Figure 5 Difficulties students face when translating those idioms
According to the survey results, students had difficulty comprehending animal- related idioms For example, most students found it difficult to understand the metaphorical meanings of such idioms, with 50% indicating moderate difficulty, 38% reporting great difficulty, and just 6% reporting extreme difficulty This implies that deciphering idioms is not impossible, but it does need exposure to real materials as well as specific teaching.
Also, the cultural context of the idioms influenced pupils' capacity to understand them For example, while responses varied according to difficulty level, 26% of students found it extremely difficult to comprehend the cultural meanings of the idioms This emphasises the need of cultural awareness and intercultural competency in language acquisition and translation.
Another challenge for students was locating an analogous expression in Vietnamese that expresses the same meaning and cultural implications The majority of students (50%) indicated significant difficulty, 31% moderate difficulty, and 13% minimal difficulty This job needed translation abilities, such as a grasp of the translation's context and audience, the application of suitable translation methodologies, and the requirement to verify for correctness and consistency.
Several pupils struggled with deciding whether to translate idioms literally or metaphorically 50% said it was quite challenging, 25% said it was very difficult, and 19% said it was really difficult Just 6% of students said they had minimal trouble, highlighting the necessity of linguistic and cultural expertise when working with idiomatic terms. Translators and language learners must consequently work hard to improve their translation abilities.
Overall, the study concludes that comprehending animal idioms necessitates linguistic and cultural competency, translation abilities, and exposure to real cultural resources Language learners and translators can improve their abilities in working with idiomatic phrases through targeted training, practise, and exposure to genuine resources.
3.2.2 The reasons why students encounter those difficulties.
Language learners have problems while working with animal idioms for a variety of reasons To begin with, idiomatic statements should not be interpreted literally, making it difficult for learners to comprehend the idiomatic metaphorical meanings For example, the adage "kill two birds with one stone" refers to completing two jobs at once rather than physically murdering birds This is a hurdle for students who are unfamiliar with the 1diom's metaphorical meaning.
Second, idioms frequently contain cultural and historical references that non-native speakers or learners of the language may miss For example, the phrase "pouring cats and dogs" arose in 17th-century England, when severe rains washed dead animals into the streets, creating the impression that it was raining cats and dogs Learners who are unfamiliar with this cultural reference may struggle to grasp the idiom's meaning.
Next, animal idioms can be difficult to translate because they frequently have cultural meanings that are specific to the language or society in which they are employed. The expression "the elephant in the room," for example, alludes to a visible problem or
33 issue that others are aware of but avoid discussing Literally translating this term into another language may not convey the intended meaning or cultural nuances.
Fourth, selecting how to interpret animal-related idioms might be difficult Based on the context and audience of the translation, translators and language learners must determine whether to interpret the phrase literally or metaphorically For example, "let the cat out of the bag" refers to revealing a secret A literal translation of this phrase may not make sense in another language, thus a metaphorical translation may be more appropriate.
Finally, language learners may have difficulty accumulating animal idioms because they have not had adequate exposure to genuine sources or specialised training Idioms are frequently employed in informal settings, like as conversations and literature, and learners may not be exposed to these resources Idioms can be better understood with targeted education, like as courses on idiomatic language or cultural allusions.
In conclusion, language learners face challenges when working with animal idioms for a variety of reasons, including the figurative nature of idioms, cultural and historical references, unique cultural connotations, translation challenges, and limited exposure to authentic materials or targeted instruction To effectively deal with idiomatic phrases, language learners and translators must build their language and cultural competency via exposure to genuine sources and specialised teaching.
Strategies students use to translate animal idioms from English to Vietnamese
MMM Never ME Rarely 88 Occasionally MM Often (MIB Very often
` Ra) cổ cóc ye ae po?
Figure 6: Strategies students use when translating those idioms 3.3.1 Looking up the idiom in a dictionary or online resource
The most typical approach used by students to assist them interpret animal idioms is to look up the meaning of these idioms in a dictionary or online resource This strategy is popular among students, with 50 of them using it frequently and 31 using it very frequently Students can have access to a plethora of material that can assist them comprehend the meaning and usage of the phrase in the target language by reading a dictionary or an internet resource This method is especially beneficial for pupils who do not understand the target language or its colloquial idioms Students can use this strategy to expand their vocabulary, improve their translation abilities, and obtain a better grasp of the target language Furthermore, it is a dependable and practical strategy that can be utilised at any time and from any location, making it a viable alternative for all pupils.
3.3.2 Consulting with a native speaker of the target language
Students frequently consult with a native speaker of the target language to assist them in translating animal idioms According to the findings, this method is popular among students, with 50 of them employing it on occasion Furthermore, 13 students utilise it often, suggesting that it is a useful tool for deepening one's comprehension of the target
35 language Six students, however, have claimed that they rarely or never employ this method Consultation with a native speaker of the target language can give students with significant insight into the idiom's meaning and usage It provides an opportunity to learn from someone who understands the language and culture more deeply, which can help students avoid cultural misunderstandings or mistakes in their translation Overall, this technique is a realistic and successful way for students to enhance their translation abilities and grasp the target language more deeply.
3.3.3 Using context clues to determine the meaning of the idiom
Another typical technique for translating animal-related idioms is to utilise context cues to identify their meaning This method is examining the surrounding words and phrases in a sentence or section to determine the idiom's intended meaning This strategy is used frequently by 38 students, and it is used very frequently by 31 students Students can correctly interpret an idiom and convey its intended meaning to their target audience if they understand the context in which it is employed This method is especially helpful when students come across an unknown phrase since it helps them to make educated estimates about the meaning based on the context To precisely establish the meaning of the idiom, however, a thorough grasp of the target language and a great attention to detail are required Students can use this strategy to develop their analytical abilities, increase their knowledge of the target language, and extend their vocabulary Overall, utilising context cues to establish the meaning of animal idioms is a useful and practical method that students may use to improve their language skills.
3.3.4 Translating the idiom word for word and then explaining its meaning to the target audience
When translating animal-related idioms, students less commonly utilise the method of translating idioms word for word and explaining their meaning to the intended audience.
Just 44 students said they utilise this strategy frequently, and only 13 said they use it very frequently This process entails translating each word in the phrase and then explaining its meaning in a way that the intended audience may understand While this strategy can be useful in some contexts, it may not always precisely express the intended idea Idioms frequently have cultural or historical importance that is lost when simply translated, therefore students must be cautious not to provide a literal translation that misses the point of the phrase Nonetheless, when utilised with caution and with the appropriate audience, this approach may be a helpful tool in a student's translation toolbox.
3.3.5 Adapting the idiom to a similar one in the target language
Adapting the phrase to a similar one in the target language appears to be the least chosen strategy among the students According to the research, just 19 students employ this method frequently, which is much less than the other four tactics This might be due to the fact that this method necessitates a greater degree of expertise in the target language as well as a full comprehension of its idiomatic idioms It may also need more work and imagination to develop an alternate idiom that expresses the same idea as the original This method, however, might be effective when the original idiom is uncommon or does not exist in the target language Changing it to a comparable one can help effectively express the intended concept While it may not be the most popular option among students, it is nevertheless an essential tactic to have in one's translation arsenal.
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This study has offered useful insights into Vietnamese students’ acquisition and usage of idioms, particularly those linked to animals The findings of this study show that, while students frequently encounter and realise the relevance of idioms, they face a number of difficulties when translating them from English to Vietnamese, such as cultural differences and numerous interpretations The research does, however, emphasise the many techniques students employ to overcome these obstacles, including as utilising dictionaries, evaluating context cues, and obtaining assistance from native speakers The implications of the study for language teaching and learning include the need for teachers to create appropriate instructional materials and activities to help students understand the meaning and context of idioms, particularly animal-related idioms, and to encourage students to use a variety of strategies to accurately translate them Furthermore, the study underlines the significance of encouraging students’ autonomy and self-directed learning in language acquisition, since this might improve their total language competency The outcomes of this study can help instructors, curriculum designers, and language learners build successful teaching materials and activities Future research should look at the efficiency of various instructional techniques in teaching and learning idioms, as well as the importance of cultural variables in understanding and utilising idioms in various circumstances.
5.2 The limitations of the study
While the study revealed useful insights into Vietnamese students’ acquisition and use of idioms, there were numerous limitations that must be noted To begin with, the study only looked at animal-related idioms, which may not be indicative of the whole variety of idiomatic phrases Second, because the study was confined to a specific set of Vietnamese students, the findings may not be applicable to other cultural and language situations Moreover, the study relied on student self-reported data and did not provide an objective assessment of idiomatic competency Furthermore, the study
41 did not investigate the impact of other characteristics that may influence students' idiom interpretation and use, such as age, gender, and educational background Lastly, the study did not analyse the efficacy of various instructional approaches for teaching idioms, nor did it assess the influence of idiomatic competence on language acquisition outcomes These limitations underscore the need for further idiom research that takes into account a larger variety of elements and settings.
Many recommendations for further research on idioms may be made based on the study's limitations To begin, future research may look at idiomatic terms other than animal-related idioms Second, research might include broad groups of language learners to test the findings’ generalizability across different cultural and linguistic settings Next, objective measures of idiomatic skill, like as standardised examinations, might be used to augment self-reported data Future research should also look at the effects of other characteristics on idiomatic competence, including as age, gender, and educational background Lastly, research might be conducted to assess the efficacy of various instructional approaches for teaching idioms, as well as to investigate the effects of idiomatic competence on other elements of language acquisition, such as reading and writing skills Future research might give a more thorough knowledge of the learning and use of idioms in language acquisition if these guidelines are followed.
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3 Budianto and Fardhani 2010 A Practical Guide for Translation Skill Malang:
4 Buthainah Alshahrani and Ebtisam Al-Qhtani's article, "Translating Animal Idioms:
A Cross-cultural Analysis between English and Arabic" (2017).
6 Choliludine (2005) The technique of making idiomatic translation Jakarta:
7 Collins English dictionary (2006) Glasgow: Harper Collins
8 Davies, M.G (2004) Multiple voices in the translation classroom: activities, tasks and projects Amsterdam and Philadelphia: John Benjamins.
9 Lack of Equivalent Expressions: Li Li's article, "Challenges in Translation of
Animal Idioms between Chinese and English" (2019).
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Equivalence Lanham: University Press of America.
12.11 Li's article, "Challenges in Translation of Animal Idioms between Chinese and
13 Makkai, A (1972) Idiom structure in English The Hague: Mouton.
14 Merriam-Webster Dictionary, "Animal Idioms,"
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18 Oxford Learner's Dictionaries, "Animal Idioms,"
19 Sanaa Hamdani's article, "Translating Animal Idioms: Challenges and Strategies"
20 Tian, Chuanmao 2004 "On translation economics” Journal of Guilin University of Electronic Technology 1: 77-80.
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Substance and Structure of Language Berkeley, CA: University of California
22 Zengwei Zhang's article, "The Translation of Animal Idioms and Their Cultural
Questionnaire includes 8 multiple-choice question and 2 short translation tests:
1 How often do you Very often encounter idioms related to Often
: Ha animals in English? Occasionally
2 How often do you use Very often idioms related to animals in your daily life? Often
3 How confident are you in your ability to translate idioms related to animals from
Very confident Somewhat confident Neutral
4 How do you rate the quality of the available resources (dictionaries, textbooks, etc.) for translating idioms related to animals?
5 What difficulties have you encountered when compiling idioms related to animals?
Understanding the meaning of the idiom
Understanding the cultural connotations of the idiom
Identifying the animal in the idiom
Finding an equivalent idiom in Vietnamese that captures the same meaning and cultural connotations
Deciding whether to translate the idiom literally or figuratively
6 Which of the following strategies do you use when translating idioms related to animals?
Looking up the idiom in a dictionary or online resource
Consulting with a native speaker of the target language
Using context clues to determine the meaning of the idiom
Translating the idiom word for word and then explaining its meaning to the target audience