Chuyên đề tốt nghiệp: Factors affecting Subjective factors affecting the translation competence of juniors and seniors majoring in Business English

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NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES

DEPARTMENT OF BUSINESS ENGLISH

RESEARCH TOPIC: SUBJECTIVE FACTORS AFFECTING THE

TRANSLATION SKILL OF JUNIORS AND SENIORS MAJORING IN

BUSINESS ENGLISH AT NATIONAL ECONOMICS UNIVERSITY

Hanoi, April, 2023

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NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGES

DEPARTMENT OF BUSINESS ENGLISH

RESEARCH TOPIC: SUBJECTIVE FACTORS AFFECTING THE

TRANSLATION SKILL OF JUNIORS AND SENIORS MAJORING IN

BUSINESS ENGLISH AT NATIONAL ECONOMICS UNIVERSITY

Instructor: Ms Tran Minh Chau

Hanoi, April, 2023

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Lê Thị Thu Hà - 11191527 - Business English 61A

AS a university student, one of the most precious experiences that I have had is the time studying and having my internship at the Faculty of Foreign Language, National Economics University.

Moreover, I would like to express my deepest gratitude to my supervisor, Ms Tran Minh Chau, who has provided me with great encouragement and proactive guidance for not only this research but also my study process at NEU, creating a solid groundwork for my future academic growth and advancement Without her precious time and significant support from the beginning to the end, my graduation project would not have been effectively accomplished.

Last but not least, I would like to convey my profound appreciation to the Faculty of Foreign Language, Department of Business English at NEU for providing me with the fundamental and necessary background knowledge in the fields of both linguistics and business as preparation for my career orientation in general and the internship in particular, which have greatly aided in my completion of the project.

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EXECUTIVE SUMMARY

This research examines the subjective causes hindering the translation process of Vietnamese students While students recognize their own weaknesses related to their translation competence, the research finds that there are a number of instinct challenges in successfully translating them from English to Vietnamese and vice versa, such as cultural differences and a wide range of

subjective factors The research does, however, also focus on the strategies students use to get past these obstacles, such as using translation support tools, reading various documents, improving vocabulary, etc The research emphasizes the value of fostering students' independence and self-directed learning in language acquisition because these strategies can enhance their overall language proficiency The results of this research have implications for language teaching

and learning.

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LIST OF ABBREVIATIONS

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LIST OF FIGURE

Figure 4.1 Percentage of students participating in the survey - 25 Figure 4.2 The frequency of subjective factors students face when doing

translating tasks 26

Figure 4.3 The frequency of vocabulary-related difficulties students face when

doing ni E155) < TA 27

Figure 4.4 Level of difficulty of vocabulary-related factor during the translation process according to students’ ODITIIOTI 5 5 +11 E**E+vE+seEseeEseeerkrske 28 Figure 4.5 The frequency of grammatical difficulties students face when doing

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Figure 4.6 Level of difficulty of grammatical factor during the translation

process according to students’ OPINION cceceeseeseeeseeseeeseeeeeeseeeseeseeeeeeseeseenss 31

Figure 4.7 Level of importance of cultural and background knowledge in the

translation process according to students’ ODITION 5 s55 5+2 33 Figure 4.8 Subjective factors students find most difficult to improve on 35 Figure 4.9 Measures students apply to enhance their own translation competence

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1.2 Rationale and PUTDOS€S d << 6 <5 6 %9 999489499 895899988959989686696.6 1

1.3 Scope Of the SÊUỦ|Y 5-5 << 5 TH TH i00 3

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2.2 The definition of skills and abilities in translation s-.s« 9 2.2.1 The concept of translation sKIÏÏS - 5555 + +svesseeeeerss 10 2.2.2 Translational skills in light of Skopos Theory . 10

2.2.3 Translational Action Theory :cccccccesseesseeeseeeeeceseeeeeeesneeeteeeeaees 13 2.3 The concept of Su bj]€CẦÏVÏẤY.ú o- << s0 000 13

2.3.1 Subjectivity in philOSOpHiy c5 + 1v vn ri rey 13 2.3.2 Subjectivity in TranSÏafIOTI - s + Sc 13+ EEseeeeeereseeeeeeree 15 2.3.3 The concept of the subjectivity of the 'TransÌafOr -«- -‹ 16 2.3.4 Subjectivity of translators through Gadamer's philosophy 18

CHAPTER IH: METHODOLOGY 5- <5 (5s SE 9908085085656 22

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4.1 Subjective factors influencing the translation process of juniors and

seniors majoring in Business English at NEU <5 sss<<<sss< 26 4.1.1 Subjective factor relating to vocabulary that have impact on students’ translation COMPECtENCE 288 27 4.1.2 Subjective factor relating to grammar that have impact on students’

translation COMPetENCE G5 1 11 E19 9H ng ng ng nước 30

4.1.3 Other subjective factors that have impact on students’ translation

COMPCLENCE 2c c1 11H" KH 33

4.2 Measures Business English juniors and seniors take to enhance their

own weaknesses relating to subjective factors in the translation process 35

CHAPTER VY: RECOMMENDA TIONS s co 1 1956 38 5.1 FOr DO SSOFFS do ( Ă 9.9 9 9.0 0.00000000000040 0096800406090 38

5.1.1 Equipping students with vocabulary and grammar 38 5.1.2 Analyze the differences between Vietnamese and English grammar.

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5.1.3 Adaptive use of mistake correction techniques -‹ - 39 5.1.4 Connect training programs to companies and business owners in

Telated fields N.Ồ 40 5.2 FOr SÊU[€TIẨS 05-5 5 55 5 9 9 0 9 09.00 0 000009109000 409.0090008 00 41

5.2.1 Enhance words and grammar - - 5 + + +++*£++*E£seEeseeseeeske 41

5.2.2 Improve writing DTOfICI€TICV - -.- 5 5 + + vn như 41 5.2.3 Before the translation process, review the original language 41 5.2.4 While reading, be aware of the text's primary idea .- 42 5.2.5 Proofreading after Writing ce eeceseseceeseeesececeeeeeeseeeeeeesaeeeneeaeeeas 42 CHAPTER VI: CONCLUSION SH HH HH 00000 60 43 REEFERENCES Go cọ TH TH TH 0.00000000006080 45 APPENDIYX dc (G3 1H HH 1 0000.08.0060 0000000800009.0

VI

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CHAPTER I: INTRODUCTION

1.1 Background

National Economics University (NEU) is believed to be one of the most reputable schools in the North There is evidence proving this matter as the figures of students attending NEU found in 2020 have reached the milestone of over 20 thousand Also, NEU has always been in the top 5 of the highest-scoring universities in the past 5 years, especially with its 60 years of establishment and

Currently, there is a language major offered as part of the normal university training program under the National Economics University's standard system Therefore, the translation-interpretation approach is crucial for NEU's

English language major Students are primarily taught specialized courses in their

third and fourth years The third-year first semester curriculum at the Faculty of Foreign Languages and Economics includes the module "Translation." Students

are first introduced to modules on translation and interpretation during this

semester, including "Theory of translation" and "Translation"

In this study, I present the survey results of 107 third and final year students of the Faculty of Foreign language, National Economics University, the first semester of the academic year 2022 - 2023 for the Translation module 1 and

2 On the basis of quantitative and qualitative analysis, I point out the subjective causes affecting the students’ translation process and make some suggestions for students, as well as the Faculty of Foreign Language in order to improve the teaching quality of the course.

1.2 Rationale and Purposes

The importance of translation is significantly growing at current times as a result of globalization and stronger global connectivity Important documents, as well as information that directly impacts the reputation of a company, organization, or event, are required to be translated exactly Therefore, just having high proficiency in a foreign language does not guarantee success as a translator To be able to communicate successfully, translators need to be fluent

and proficient in the use of words and grammar in both their mother tongue and 1

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other languages, as well as socioeconomic knowledge, and an understanding of the contrasts between the two cultures For students majoring in English at National Economics University, translation is a compulsory subject The CDIO English Language Training Program outlines how "Applying English knowledge and skills, theoretical knowledge of the English language to translation and interpretation activities., tourism, office administration, project construction or communicationl is one of the major industry output standards that this course contributes to Therefore, it is important to comprehend the aspects that obstruct learning and the improvement of translation abilities.

Translation is a compulsory subject in the curriculum for students

majoring in BE at NEU This subject contributes to the formation of one of the

important output standards of the industry that has been issued, which is

—Applying English knowledge and skills, theoretical knowledge of the English language to translation and interpretation activities , tourism, office administration, project construction, communication" This goal is set out in the

CDIO English Language Program Therefore, it is important to identify the

factors that impede knowledge growth and the improvement of translation abilities There have been numerous studies on the topic of translation conducted so far, both internationally and in Vietnam The fact that no two languages are precisely alike in terms of phonological, morphological, lexical, syntactic, and semantic features, according to Al-Darawish (1983), is a frequent challenge in translation They are different in syntax or phrase structure That's why students find it challenging to translate from English into the target language Alrishan & Smadi (2015) noted that the challenges students encounter primarily center on

learning idiom translation Studies conducted in Vietnam, meanwhile, reveal that

students' difficulties with translation originate from a variety of sources,

including grammatical issues, translations of idioms, and typical text semantic

translation errors such as ad advertising translation Additionally, teachers and teaching methods are also one of the factors that make teaching this subject not achieve the desired effect It is clear that both local and foreign researchers have

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shown an interest in the subject of translation However, not much has been done at the Faculty of Foreign Language, NEU.

In order to help students successfully enhance their abilities in the future working process and be prepared to enter the labor market right after graduation, this study was conducted with the aim of understanding the subjective factors causing difficulties in the development of translation skills of students majoring in Business English and their influence on the translated text Also, the study aims to provide recommendations for the creation of Translation-related courses in the Faculty's training program.

1.3 Scope of the study

Our research subject will focus on the intrinsic factors affecting the translation process of language students The survey participants will be limited to about 100 juniors and seniors of the Faculty of Foreign Language at National

Economics University.

1.4 Research Questions

To conduct the study: "Factors affecting Subjective factors affecting the translation competence of juniors and seniors majoring in Business English", the researcher needed to complete the following two research questions:

Q1: What are the subjective factors influencing the translation process of students majoring in Business English at NEU?

Q2: What measures do Business English juniors and seniors take to

enhance their own weaknesses in the translation process?

1.5 Structure of the research

Chapter 1: Introduction

This chapter is devoted to giving the readers an introduction to National Economics University, as well as the translation courses in the standard education system at the Faculty of Foreign language

Chapter 2: Literature Review

The second chapter is in charge of the theoretical framework of translation skills and subjective factors The literature review includes notions of translation,

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translation competence, subjective character in translation process, as well as the subjectivity of the translator.

Chapter 3: Methodology

The 3rd chapter shows the methodology used to attain the research objectives In this chapter, the introduction of participants, data approach, method, and data analysis procedure shall be mentioned.

Chapter 4: Data Analysis and Findings

In the 4th chapter, the research will present the result of the study by

analyzing the data collected from respondents and sources The factors affecting the translation process of juniors and seniors at the Faculty of foreign language are likely to be discovered Adding to that, some current solutions to resolve weaknesses relating to subjective factors in translation will be figured out.

Chapter 5: Recommendations

This chapter is designed to raise some practical suggestions to help students majoring in Business English apply the effective measures to enhance their performance when doing translation tasks.

Chapter 6: Conclusion

This chapter is devoted to giving the readers an introduction to National Economics University, as well as the translation courses in the standard education system at the Faculty of Foreign language

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CHAPTER II: LITERATURE REVIEW

The second chapter is in charge of the theoretical framework of translation skills and subjective factors The literature review includes notions of translation, translation competence, subjective character in translation process, as well as the subjectivity of the translator.

2.1 The definition of translation

Though being a fundamental activity among languages, translation is considered a very sophisticated process that is influenced by a variety of factors, including linguistics, history, psychology, notation, philosophy, culture, anthropology, etc (See Wilss 1977: 60; Steiner 31998: 238; Apel/Kopetzki 2003: 12) The variety of definitions that different authors have long attempted to offer is where the intricate nature of translation can be observed most clearly (Koller 82011: 76-91) The purpose of mentioning the above definitions and investigating each one's qualities as well as errors is to highlight the challenges of translation as a subject of scientific inquiry outside the focus of this study Therefore, an operational overview of the translation process is essential in order for me to conduct this research and if it demonstrates the translation process's dual purpose, it can also fulfill its intended purpose However, it should be noted first that regardless of how numerous writers have defined translation, I perceive translation as a process that occurs among multiple languages, each of which is described as a genetically created linguistic expression system that varies based on a particular and defined spacetime This correlates to what Roman Jakobson's renowned translation trilogy refers to as "interlingual translations." (Jakobson

1992: 483).

Additionally, Newmark in his Textbook of Translation even compared

translation with love: -Translation is similar to affection Although I'm not really sure what it is, I can state that it's nothing.| That is to say, it is challenging to grasp the essence of translation, even when there are strong emotions or logical

arguments It is unknown how many scholars have proposed and discussed the

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concept and nature of translation up to present but it's essential to think about exactly what it means first.

Translation is "the transformation of speech or written words from one

language to another" or "the translation of text from one language to another," according to the dictionary definition However, the Latin root word (traducere), from which the adopted verb "translate" (traduice) is derived, means "to transfer from one place to another." Descriptive translation can therefore embrace more than just the meaning of words; it can also encompass non-verbal or conceptual elements.

* Below are other definitions relating translation from different scholars:

e Choliludin: Based on how the interpreter interprets the translation and

the language, Choliludin (2007: 3) states that —Translation is a process of

converting source language text into text in the target language that is optimally

equivalent to the source language.|, which means that this process necessitates the

translator to be aware of the syntactic, semantic, stylistic, and pragmatic components of the original text.

e@ Nida & Taber: The act of reproducing "the source language as the target language in the closest way in terms of meaning and increasing naturalness” is the essence of translation

e Gloria Anzilotti: Since translation involves analyzing the author's intentions, it's critical that the components be comprehensible.

® Gogol: To stare at something like peering through frosted glass without

knowing what is visible is the perfect translation.

® Niranjana: Translation serves as a connection between cultures as well as a mediator.

e Catford: Translation is the process of changing a text's components

from one language into another.

e Delisle: Translation is a representation of an idea or meaning rather

than a symbol.

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e Lewandowski: Translation is the process of combining two languages

into one.

e Nord: Translation 1s the process of turning a source text into a target text that serves a purpose or meets the needs of the target text by selecting traits from the source text.

e Sager: Translation is an industrial activity that depends on outside variables and is aided by information technology, so it can change based on the specific requirements for communication purposes.

In 1959, Roman Jakobson divided translating into 3 categories as stated below:

1 Intra-language: translation converts one language's symbols into another language's symbols.

2 Translation between languages: translation translates the symbols of one language into the symbols of another language.

3 Translating between symbols: Translation translates linguistic signs into non-verbal signs such as music, painting, and cinema According to Jakobson's classification, signs of a language appear in many states and can all be communicated through other linguistic signs of the same language, signs of

another language or non-linguistic symbols From there, it can be inferred that

compilation has the power to link various symbol systems together and to improve the homogeneity in the method and function of expressing meaning.

Jakobson believes that what we typically refer to as "translation" between

languages with a reciprocal meaning is actually translation.

Etienne Dolet also takes into account the following five regulatory

principles when defining translators in order to understand the emphasis and

direction to be given:

(1) The translator must be adaptable to make things plain and comprehend both the original's meaning and beauty.

(2) Both the original language and the target language must be entirely

familiar to the translator.

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(3) The coder must avoid translating words for words.

(4) The translator is required to use everyday language and familiar

(5) The translator needs to pick the right words and use them correctly to generate intonation

Dolet (1509-46) was a French translator who was once sanctioned for

mistranslating Plato's letters, saying that "the compiled language must satisfy the

soul and the ear" The sentence emphasizes both the understanding of the SL and the completion of the TL.

F.G Konigs defines translation as follows using both theory and practical components: Translation is the process of transferring documents from one language into another while maintaining the lexical and grammatical rules of the target language The capability of the translator and the translation procedure both have an impact on how appropriate this swap is The construction process is psychological, the translator's experience and other situational factors According to F.G Konigs, the situational circumstances that influence the performance of competence are linked to the translation performance The idea behind this translation is that each translation may be distinct, even when the same translator translates the same text.

Of the several definitions considered before, although there are diverse objects, languages, and problem areas of translation, it is not possible to claim that they are perfect definitions However, considering the synthesis of definitions of many scholars, the following conclusions can be drawn:

1 Translation is a procedure that occurs between various languages.

2 The goal of translation is to reproduce the image closest to the prototype A portion or the entirety of writing can be effectively represented

visually in addition to individual speech.

3 Translators, besides linguistic factors, must pay attention to non-linguistic factors in addition to non-linguistic ones, such as cultural norms, essential values, and lifestyle choices.

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Despite the minor differences between the aforementioned definitions, they all share the concept of translational equivalence In other words, it means finding the closest equivalent or equivalent while keeping the meaning and style.

2.2 The definition of skills and abilities in translation

Numerous different sub-skills are always required for the translation procedure If any of those abilities are lacking, the outcome will be inaccurate However, whether learning translation and acquiring skills will be effective and practical will largely depend on the students' own motivations, their inclination towards translation, their interest in translation, as well as how they conduct translation studies and assignments Along with a student's strengths and weaknesses, linguistic analysis of language, text comprehension, experience acquired from spoken and written communication abilities, as well as many traits of other individuals, all contribute to how successful interpreting skills will be.

Students who did not engage in a lot of social activities before they started

attending college have a propensity for being accustomed to the multiple choice question format (This is particularly prevalent in Turkey, where rote-based education dominates due to the fact that university entrance examinations are

structured around multiple-choice questions), inadequate interaction and writing abilities.

Additionally, because the translators' skills are not yet fully developed, they will demonstrate less translation proficiency, giving the instructor a misleading belief that they lack the required translation capabilities It is clear that there will be a wide range of viewpoints on translation-related tasks Some claim that translating needs aptitude or inclination In some cases, a translator needs to have a literary disposition or writing skills on the same level with the

writer in order to translate literature accurately The type of notion is derived from the fundamental characteristics of literary translation Gile (2009:9) argued that translators in literature need to have a thorough understanding of cultural

events, standards, trends, and atmospheres in addition to the text's basic informational meaning and any variations of meaning expressed through the

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subtle selection of terms and phrases, as well as their rhythms, sounds and visuals - and have an in-depth understanding of cultural incidents, customs, trends, and environments Eruz, however, asserts that education-based training in translation

abilities will help assist in translation tasks Furthermore, any translation job

demands a lot of psychological effort (Eruz, 2008: 211) Cultural sensitivity, language proficiency, textual proficiency, professional expertise, understanding of translation, translation-related material in the professional field, and research methods are all aspects of translation competence that can be taught and

acquired (Eruz, 2008: 219).

2.2.1 The concept of translation skills

Numerous authors will have different concepts of translation competence, thus so far, there has been no agreement on what constitutes text translation skill.

Translation, in the view of Albrecht Neubert, "requires a variety of intricate

abilities as well as understanding about translation" (Neubert, Schaffner, 2000:

4) Translation skill entails a number of particular abilities, including language

proficiency, written knowledge, subject-matter comprehension, cultural awareness, and transfer capability When translating papers written in the source language into the target language, transferability is crucial It contains the methods and techniques for translation that are required to handle tasks swiftly and effectively There are four extra skills in this ability The translator cannot translate the source text into the target one if there is no transferability Wilss

(1976:120) contends that an actual translator should have three primary skills, namely perceptive capability, productivity, and translocation ability (Kelly, 2005: 28) Translation is not simply a language acquiring activity for the appearance of its extremely sophisticated characteristics On the other hand, it

necessitates various secondary skills.

2.2.2 Translational skills in light of Skopos Theory

Skopos theory proposed by Vermeer was one of the first translation theories focusing on action The theory presents considerable importance to aspects like the translator's target, the text's intended audience, and the translation process The effectiveness of translations is based on the aim of the translation

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act itself The activity and need for translation are initiated by the employer, who is also consulted by the translator when deciding on a translation At this stage in the process, the translator is the expert.

Translation strategies are determined according to the purpose of

translation According to Reiss and Vermeer the translator is —whoever makes the

final choice about what, when, and how to translate or interpret His/her assessment of the circumstance in light of the likelihood of translation will determine his choice He/She is qualified to evaluate this because that person is bicultural and is aware of the starting and ending conditions (Reiss- Vermeer,

1984: 86).

When it comes to the target cultural backgrounds, professionalism, and performance the skopos theory generates one of the most significant results in the subject of translation research Through the application of this theory, translators have gained a deeper understanding This has also been the first time theoretical discussions of expertise have been done (Yazc, 2007: 44).

The observations mentioned below may be drawn after evaluating the ability to translate in terms of Skopos theory:

1 Translation goal: Every distinct activity has a specific goal Considering the goal of translation also facilitates the selection of the appropriate translation approach.

2 Functionality: The translation result must be of the highest standard in

order to satisfy the demands and expectations of the intended audience Otherwise, unresolved translations requested by readers will not be fulfilled.

3 Collaboration: In order to complete the translation project, a translator needs to interact with numerous individuals.

4 Translators’ cognitive acts: Information processing and mental

capacities of the translators are used in translation The following elements make up a cognitive skill, which focuses on comprehending what to do: short-term

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sensory store, short-term memory and long-term memory The storage location for the events and memories that individuals accumulate over their lifetimes is thought to be their long-term memory (LTM) Studies demonstrate that the quantity and duration of information that can be stored in LTM are practically infinite (Schmidt, Wrisberg, 2008: 7-55) A translator is not merely an individual who passively absorbs a text or topic that is simply conveyed by linguistic cues Instead, she/he must comprehend the original texts, evaluate them in light of experience that has been retained in long-term memory, of personal characteristics, and then make practical choices while taking into account the expectations of the intended audience.

5 Language and cultural proficiency: The determination of what, how,

or when to translate is made by translators.Understanding the cultures and

languages of the source and target can help translators accomplish this objective Some translation errors are permissible, but cultural deficiencies are

6 Goal and goal-oriented action: As with other actions, translation is a sort of activity that has a particular goal and purpose.

7 Specialist in intercultural conversation: Translators act as a professional intermediary across countries and play a vital role in finding resolutions to issues that may arise.

8 Accountability: Translators are in charge of their own translations, just as when a surgeon is in charge of his or her own operations or a teacher is responsible for a student's academic achievement When prompted for further

details, they must be able to give what, when, and how information.

9 Comprehending the text and the assignments: A precondition to the translation process is comprehension of the text To create a new text in the target language, a translator must first comprehend the original text To reveal the practical facet of translation, it is crucial to truly understand the translation job.

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2.2.3 Translational Action Theory

Justa Holz-Manttari is one of the translation theorists who takes a strategy

focusing on action One of the key terms is the idea of "collaboration." Manttari defines translation as the capability to effectively communicate through cooperation and the removal of cultural obstacles (Manttari, 1984:7-8) The following competencies can be used as examples to analyze translation skill from the standpoint of translation theory:

1 Cultural and language proficiency: According to Skopos theory, this form of proficiency enables translators to comprehend the source text and

produce the target text.

2 Collaboration: The Skopos theory's second premise focuses on the concept of co - operation In order to complete translation duties, translators communicate with various partners and interact with experts in fields in which

they lack substantial experience.

3 Communication skills: In order to facilitate social collaboration, translators must possess certain skills.

4 Action: Each behavior leads to some sort of action Translation act is an activity consisting of multiple activities.

5 Text proficiency: Translators use transfer proficiency to create texts in the original tongue.

Action, purpose, function, culture, subject-domain knowledge, and world knowledge are the key components of Vermeer's Skopos theory as well as Holz-Theory Manttari of Translational Action Other important components include textual capability, research skill, cultural and linguistic competence, or

proficiency in a foreign language Two of these theories utilize methods focusing

on culture, and during the translation process, the expectations and demands of the intended audience are investigated.

2.3 The concept of Subjectivity 2.3.1 Subjectivity in philosophy

Subjectivity has so far been a fundamental problem in philosophical

investigation It is widely accepted in modern philosophy that the subject is the

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person themselves and the object relates to his/her actions and perceptions In actuality, individuals are not meant to be objects The public's perception of the topic has evolved throughout time Entityists assert that any substance can be a subject and that this subject does not always have a relationship with a human being This does not allude to man's self-initiated and self-advocating behavior Then, over a protracted period of time, we see how human nature can evolve as we become more self-aware of the nature of freedom As a result, for the first period in recorded history, man as a unique identity was seen as a subject, and modern philosophy began to use the subjective imagination But this viewpoint

also contains human subjectivity in the realm of awareness This time period's intellectual ideas were restricted to the epistemic level The study of man's

dignity and significance as a human being in contemporary philosophy is prone

to improving people's understanding of subjectivity Modern Western philosophy contends that language is the means by which humans exist and employs

linguistics to investigate human subjectivity Western academics broaden the

concept of "subjectivity" and debate the connection between the subject and the intersubject Depending on whether they are carrying out the activity or experiencing the effects, individuals might be both subjects and objects in their

Through their studies, some Chinese professionals also offer their understanding of "subjectivity" Most of them concede that the management of man as a subject is what subjectivity refers to In essence, it is about human inventiveness and practicality In a nutshell, it refers to a self-consciousness unique to humans Li Nanming comes to the conclusion that what defines a person's subjectivity is how they see the world, how they criticize it, and how they alter it He continued by pointing out that human subjectivity is

characterized by three qualities: autonomy, inventiveness, and ultimate freedom.

In turn, these traits speak to man's feeling of freedom as a deciding force, practical activity, and his/her seemingly endless potential Additionally, he claimed that subjectivity could only emerge in the actions taken by the subject in

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relation to the object Subject may not fully utilize freedom to carry out his /her intentions because there shouldn't be any liberation of the subject (LI, 2004) By

ignoring the blind magnification of subjectivity that results in the absolutization

of the ego, these debates underline the value of individuals' subjective creation in the practice We can better comprehend subjectivity and subjectivity in the translation process by using these theoretical concepts on them.

2.3.2 Subjectivity in Translation

Despite the fact that subjectivity in translation is a current hot issue in translation research There is still no agreement on who the subject of translation is Definitional controversies typically result from conflicting readings of the translation's meaning As the translator is merely the starter and practitioner of translation, some individuals believe that the term "translation" mainly relates to the translation process In this case, it follows that the translator is the topic of translation A group of researchers suggested different views, saying that the term "translation" encompasses both the act of translating and all elements connected to such operations, making it the activity itself Writer and reader are two additional subjects in translation After making an investigation into two

contrasting debates, Xu Jun came to an intermediate rule that the translator, the

author and the reader are translation subjects In that way of thought, the translator is the subject in the limited sense and the rest is understood in an expanded sense He went on to assert that translators prevailed (XU, 2003) The translator is used as the primary subject of translation in this article.

When we discovered the characteristics of the subject in the aforementioned sections, we came to the conclusion that individuals are only

regarded as subjects when they are engaging in a particular action Thus,

translation is referred to as a "particular action." Although the text was written by the original author, he is not intended to be translated He started the composition without paying attention to the translation procedure In a wider perspective, though, there is not not an authorial or translational effort that doesn't involve

some sort of action As a result, it may be claimed that the author has

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unintentionally contributed to the translation process and that he is a significant contributor When it comes to readers, the same situation is applicable The reader is also considered as a person who can judge the translation's effectiveness because they are only recipients of the translated material and have no influence on the translation process When selecting their translation strategy, translators must also take readers into account Both the author and the reader may, in a broader view, be the subjects of translation, but the translation process is always dominated by the translator In the next section, the translator's subjectivity will be focused It is not required to presume that subjectivity corresponds to the translator's qualities during the translation process because he is already the translation's subject The goal, effort, and inventiveness of the translator—

hereinafter, the subjective creativity—are definitions of his or her subjectivity.

At the same time, we must keep in mind that due to the complexity of translation, the translator's subjective creativity must take into account the constraints imposed by other subjects and subjects The author and the reader are the target audience in this instance The translator must take into account the constraints; his subjectivity does not imply that he is unaware and careless with

the original material.

2.3.3 The concept of the subjectivity of the Translator

Translation experts are becoming more aware of the subjectivity of the translator in their research on translation in preference of the target language It is gradually becoming understood that translation is fundamentally a dynamic and intricate process in which the translator inadvertently introduces subjectivity by simultaneously reading the source text and writing the target version Literary translators must decide between loyalty and transgression, between being free and being constrained in the face of all the friction and conflict between the SL and the TL culture This is due to the fact that literary translation is becoming more intimately connected with cultural and social components.

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The transition between the source and target languages, as well as a comparison of the original text and the translation, have historically been areas of focus of translation study In general, it is preferred that the translation be an exact replica of the original work's concepts and that its tone and writing style match that of the original (Tytler, 2007).The translator is not allowed to engage with the copying in this instance He must avoid being personally invasive; he must refrain from "distorting the information to meet his own intellectual and emotional perspectives"; and he must lessen "ego involvement" (Nida, 1993, p.

154) As a result, the translator's individual traits are disregarded, and originality is consequently forbidden Additionally, several standards, including "equivalence" and "honesty," are brought out by translation theorists Many of these theories suggest that the translator should perform like a clear piece of glass that allows for projection of both the original language and the translated version.

To make the original text and author more "visible" to readers, translators are encouraged to be as "invisible" as possible (Venuti, 1995) But each activity has

a specific purpose, and translation is no different The focus of the translation is the translator, and researchers are indeed interested in the subjectivity of translators It must be acknowledged that the translator's impact cannot be fully disregarded during the translation process.

Several translation theorists and scholars have interpreted their own knowledge of translation and the value of translator subjectivity throughout the history of Western translation By infusing their own sense of style and attitude,

St Jerome, a well-known translation theorist from the end of the Roman Empire,

believes that translators can make their translations as beautiful as the originals (TAN, 2004) The field of translation theory growed quickly in the 20th century The phrase "creative betrayal" was initially used by the French sociologist Robert

Escarpit, who additionally viewed translation like a form of creative betrayal

(XIE, 2003) This is particularly applicable for the case of literary translations Translators must employ their artistic sensibility and ingenuity to fulfill this need because works of literature constantly strive for aesthetic appeal.

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Although there has long been research on translators in China, a strategy focusing on translators was not systematically investigated until the 1980s The subjectivity of translators has attracted considerable interest in recent years This is apparently shown in the research papers of Xu Jun, Tian Yu, and Zha Ming-jian According to Zha and Tian (2003), the translator is a key player in the growth of a nation's culture as well as the subject of translation In addition to their significant function, XU (2003) urges that translators be given more consideration due to their unique thoughts and viewpoints He also takes into account the translator's own character, aesthetic preferences, and creative abilities when determining their subjectivity These scholars use a fresh perspective on

translators in comparison to conventional translation studies and develop a more

thorough grasp of the translator's function in the translation process Translation work will undoubtedly be influenced subjectively by the translator, that much is evident.

The translator cannot avoid including such components throughout the translation process, particularly in literary text, and produce a final result that integrates the author's thoughts and points of view Based on previous studies by these researchers, this article also focuses on the subjectivity of the translator It follows naturally that the subjectivity of the translator cannot be minimized or overlooked.

2.3.4 Subjectivity of translators through Gadamer's philosophy

A fundamental continuity that encompasses all subjective action and the

thing it experiences is history The point of departure or comprehension can be

thought of as the historical existence and personal horizons of both the interpreter and the text The theoretical underpinning for the appearance of the translator, which contends that the translator exerts his performance so that it becomes the genuine topic of translation, was provided by Gadamer's philosophical hermeneutics Three components of the translation process: the translator's

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cultural awareness of the target culture and readers, and the intersubjectivity of

the translation all reflect the translator's subjectivity.

2.3.4.1 In the Translation Process

The process of translating the ST and its representation in the target text are the two main stages of the translation process (TT) In order to completely

utilize their literary abilities, such as emotions, will, imagination, and aesthetic

inclinations, translators must fully engage in the process of interpreting the text In order to combine the two concepts and provide the meaning of the text a more comprehensive structure, the translator will alter his personal pre-structure in the conversation with the text to fit the structure of the source text The translator should attempt to transfer both the content layer and the linguistic aesthetics, as well as stylistics from ST to TT while translating a text As a reader and interpreter, he/she had to acquire the knowledge from ST and incorporate it into

the language transition She/he must observe the perfect linguistic shape in the

intended audience's language to accurately convey the text's meaning and its aesthetic intent.

2.3.4.2 In the Translator’s Consciousness of the Target Language (TL)

Culture and Readers

Translation studies should involve favoring the translator's subjective perception of both the target culture and audience When translating, the translator must evaluate the correlation between words, sentences, and paragraphs as well as the entirety of the text They must also take into account the cultural background, reader demands, and unique historical context of the

original text.

Skopos's theory indicates that translation is a sophisticated act intended to accomplish a certain goal as well as a purposeful activity (Munday, 2001) As a result, "it is crucial for translators to understand why a ST is translated and what the function of TT will be" (p.79) It is simpler for us to approach translation from a cultural perspective owing to the standpoint of Skopos theory

Cross-cultural activities like translation are always motivated by a particular Cross-cultural

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goal The translator decides what will be translated as well as the techniques and methods that will be applied during the translation process based on their own appraisal of the needs of the target culture The translator's assessment of the readers has somewhat demonstrated his or her familiarity with TL's culture Receptive aesthetics theories contend that a work of art's historical essence is found in both the products of the artist and the reader's acceptance of it "Intended reader" is a concept that Erwin Wolff presented (Jauss & Horab, 1987) Then, the term "the inferred reader" has been elevated by Terry Eagleton (Eagleton, 1986) Both ideas allude to the author's thoughts while writing and the reader's imagination If translators want the text to be accepted and fulfill a specific purpose in the target cultural context, they must take into account the

"thresholds of expectation" of their "implied" or "aimed" readers, such as their

ethics, cultural background, and historical literal expectations.

2.3.4.3 In the Inter-Subjectivity of Translation

Although not being the only player in the translation process, the translator is closely linked with both the author and the intended audience As a

result, it is essential to maintain a cordial dialogue with both the text (the implied

author) and the reader (the indirect object) In actuality, this form of relationship

is what the translation's so-called "intersubjectivity" correlates to It is a characteristic of how various subjects interact with one another and an essential component of human subjectivity The reciprocal nature of the translation process also reflects the subjectivity of the translator.

To begin with, the subjectivity of the translator is expressed in their interactions with the author Translation is viewed by theoretical hermeneutics as comprehension and interpretation, which calls for discussion among various topics By no means is comprehension restricted by language proficiency, nor is it intended to reaffirm the author's original meaning In a conversation, the author

and the translator have equal validity As a result, the author's and translator's

voices in the translation are synchronized with the two voices repeating each

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other In terms of investigation of the intersubjectivity of the transaction, the interaction between the writer and the reader is another crucial component.

Furthermore, there is a conversation between the translator and the reader (also known as the translator's targeted reader) As soon as the translator employs the technique when there is a ST that needs translation, their conversation starts.

Skopos's theory pointed out that translation is a type of activity aiming at purpose, results and a "messaging compounds relevant to intercultural transmission" action (Munday, 2001).

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CHAPTER III: METHODOLOGY

The 3rd chapter shows the methodology used to attain the research objectives In this chapter, the introduction of participants, data approach, method, and data analysis procedure shall be mentioned.

3.1 Research Methods

The researcher designed the study according to the quantitative method with the aim of surveying the subjective factors affecting the translation ability of

students majoring in BE at Faculty of Foreign Languages and Economics, NEU, as well as the measures they are taking to overcome their own weaknesses in that translation process

The researcher uses quantitative and analytical methods to carry out the

research design Because these methods are suitable for collecting actual data and

bringing positive results for the problem that the author is investigating Based on

those results, the author also has accurate views and offers more effective solutions for the research object.

3.2 Research subjects

The participants of this study are 107 third and final year students

(specifically 3rd year students and final year students) majoring in Business

English, Faculty of Foreign Languages, NEU These subjects have learned

translation theory and skills as well as completed a translation curriculum

including Translation module 1 and Translation module 2 at the Faculty Therefore, getting information from these students will provide essential data to

do this research.

3.3 Research instruments

The tool to carry out this study was a questionnaire consisting of 9 questions with the support of Google Form This saves time but still ensures that the author can still collect a wide variety of data from students from different disciplines Besides, this form of survey helps create psychological comfort for the survey subjects in terms of space and time to achieve optimal quality in each

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answer The questionnaire was made based on the research question, theoretical basis, practice, and results of other studies in the same research area on subjective factors affecting translation process The questions around the main issues are the subjective causes affecting the translation competence and the measures taken to resolve them.

A number of questions relating to translation skills will be designed with a view to obtaining overall situations of BE students during the translation process This methodology will be conducted on as many students as possible but the target is at least 100 juniors and seniors at the Faculty of Foreign language.

3.4 Data collection

The author uses a questionnaire to survey senior English majors at NEU A survey questionnaire consisting of 10 questions was sent by the author to groups of National Economics University to collect information for research Before sending the questionnaires to students, the author asked the lecturers to censor them to avoid errors in the data collection process.

Although this survey was conducted online, instructions for answering the questions were provided in the first and last introductions of the questionnaire Therefore, survey participants can still answer according to the researcher's wishes Unlimited time to participate in the survey and confidential survey results also contribute to the success of the study.

I will also get more information from newspapers, magazines, research papers, charts, translation text on class of students, etc I also gather document form which one that I create or directly handle such as questionnaires surveys, checklists , document interview , our observation and especially are focus group

3.5 Data analysis

In this process, the author mainly interprets and analyzes data to discover

valuable insights that make the research more clear I analyze the data from

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