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

NATIONAL ECONOMICS UNIVERSITY FACULTY OF FOREIGN LANGUAGESDEPARTMENT OF BUSINESS ENGLISH RESEARCH TOPIC: SUBJECTIVE FACTORS AFFECTING THE TRANSLATION SKILL OF JUNIORS AND SENIORS MAJORIN

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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

ACKNOWLEDGEMENT

AS a university student, one of the most precious experiences that I havehad is the time studying and having my internship at the Faculty of ForeignLanguage, 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 andproactive 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 theFaculty of Foreign Language, Department of Business English at NEU forproviding me with the fundamental and necessary background knowledge in thefields of both linguistics and business as preparation for my career orientation ingeneral and the internship in particular, which have greatly aided in mycompletion of the project

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EXECUTIVE SUMMARY

This research examines the subjective causes hindering the translationprocess of Vietnamese students While students recognize their own weaknessesrelated to their translation competence, the research finds that there are a number

of instinct challenges in successfully translating them from English toVietnamese and vice versa, such as cultural differences and a wide range ofsubjective factors The research does, however, also focus on the strategiesstudents use to get past these obstacles, such as using translation support tools,reading various documents, improving vocabulary, etc The research emphasizesthe value of fostering students' independence and self-directed learning inlanguage acquisition because these strategies can enhance their overall languageproficiency The results of this research have implications for language teachingand 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 - 25Figure 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 28Figure 4.5 The frequency of grammatical difficulties students face when doing

0113101558713 2T 30

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 33Figure 4.8 Subjective factors students find most difficult to improve on 35Figure 4.9 Measures students apply to enhance their own translation competence

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1.1 Background co 5s 5 5s 9 9 0 0 0 9.00000004060009 800 1

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

1.4 Research QU€SfÏOTNS d 0 G G G5 2 999.9 99993.99899895.9598995599895969568995656696.96 3

1.5 Structure of the r€S€AATCHh 6 5< 5< s9 90 9.0 0009 009600806 3CHAPTER IT: LITERATURE REV HE Ề on 90 096.6 5

2.1 The definition of fransÏafÏOIn - << <5 SH H0 089 0820 5

2.2 The definition of skills and abilities in translation s-.s« 9

2.2.1 The concept of translation sKIÏÏS - 5555 + +svesseeeeerss 102.2.2 Translational skills in light of Skopos Theory . 10

2.2.3 Translational Action Theory :cccccccesseesseeeseeeeeceseeeeeeesneeeteeeeaees 132.3 The concept of Su bj]€CẦÏVÏẤY.ú o- << s0 000 13

2.3.1 Subjectivity in philOSOpHiy c5 + 1v vn ri rey 132.3.2 Subjectivity in TranSÏafIOTI - s + Sc 13+ EEseeeeeereseeeeeeree 152.3.3 The concept of the subjectivity of the 'TransÌafOr -«- -‹ 162.3.4 Subjectivity of translators through Gadamer's philosophy 18

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

3.1 Research IM€fÏi0(S <5 5 5 < 5< s9 9 9 9.0 0900060096 009660606 223.2 Research SUDjeCHS do œ5 9 9 0 004.0009600 223.3 Research instruments o5 5 5 5< <5 s9 9.0.0 93000 89608806 223.4 Data CỌÏ€CÏOTN 0-55 < 5 HT 00000100 23

3.5 Data aIiAÌÏYSÌÏS d <6 S 9 9.9.9.9 09.9 0909 000 080.9.0909 8004.080.96090908096050 23

CHAPTER IV : ANALYSIS AND FINDINGS c-sccĂSSĂ se °Se°ssee 25

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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 288 274.1.2 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

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

5.2.2 Improve writing DTOfICI€TICV - -.- 5 5 + + vn như 415.2.3 Before the translation process, review the original language 415.2.4 While reading, be aware of the text's primary idea .- 425.2.5 Proofreading after Writing ce eeceseseceeseeesececeeeeeeseeeeeeesaeeeneeaeeeas 42CHAPTER VI: CONCLUSION SH HH HH 00000 60 43REEFERENCES Go cọ TH TH TH 0.00000000006080 45APPENDIYX 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 mostreputable schools in the North There is evidence proving this matter as thefigures of students attending NEU found in 2020 have reached the milestone ofover 20 thousand Also, NEU has always been in the top 5 of the highest-scoringuniversities in the past 5 years, especially with its 60 years of establishment and

development

Currently, there is a language major offered as part of the normaluniversity training program under the National Economics University's standardsystem 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 ofForeign Languages and Economics includes the module "Translation." Studentsare 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 yearstudents of the Faculty of Foreign language, National Economics University, thefirst 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 subjectivecauses affecting the students’ translation process and make some suggestions forstudents, as well as the Faculty of Foreign Language in order to improve theteaching quality of the course

1.2 Rationale and Purposes

The importance of translation is significantly growing at current times as aresult of globalization and stronger global connectivity Important documents, aswell as information that directly impacts the reputation of a company,organization, or event, are required to be translated exactly Therefore, justhaving high proficiency in a foreign language does not guarantee success as atranslator To be able to communicate successfully, translators need to be fluentand proficient in the use of words and grammar in both their mother tongue and

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other languages, as well as socioeconomic knowledge, and an understanding ofthe contrasts between the two cultures For students majoring in English atNational Economics University, translation is a compulsory subject The CDIOEnglish Language Training Program outlines how "Applying English knowledgeand skills, theoretical knowledge of the English language to translation andinterpretation activities., tourism, office administration, project construction orcommunicationl is one of the major industry output standards that this coursecontributes to Therefore, it is important to comprehend the aspects that obstructlearning 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 Englishlanguage to translation and interpretation activities , tourism, officeadministration, 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 translationabilities There have been numerous studies on the topic of translation conducted

so far, both internationally and in Vietnam The fact that no two languages areprecisely alike in terms of phonological, morphological, lexical, syntactic, andsemantic features, according to Al-Darawish (1983), is a frequent challenge intranslation They are different in syntax or phrase structure That's why studentsfind 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 andteaching methods are also one of the factors that make teaching this subject notachieve 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 futureworking process and be prepared to enter the labor market right after graduation,this study was conducted with the aim of understanding the subjective factorscausing difficulties in the development of translation skills of students majoring

in Business English and their influence on the translated text Also, the studyaims 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 thetranslation 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 thetranslation competence of juniors and seniors majoring in Business English", theresearcher needed to complete the following two research questions:

Q1: What are the subjective factors influencing the translation process ofstudents 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: IntroductionThis chapter is devoted to giving the readers an introduction to NationalEconomics University, as well as the translation courses in the standardeducation system at the Faculty of Foreign language

Chapter 2: Literature ReviewThe second chapter is in charge of the theoretical framework of translationskills and subjective factors The literature review includes notions of translation,

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

Chapter 3: Methodology

The 3rd chapter shows the methodology used to attain the researchobjectives 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 affectingthe translation process of juniors and seniors at the Faculty of foreign languageare likely to be discovered Adding to that, some current solutions to resolveweaknesses relating to subjective factors in translation will be figured out

Chapter 5: RecommendationsThis chapter is designed to raise some practical suggestions to helpstudents majoring in Business English apply the effective measures to enhancetheir performance when doing translation tasks

Chapter 6: Conclusion

This chapter is devoted to giving the readers an introduction to NationalEconomics University, as well as the translation courses in the standardeducation 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 oftranslation skills and subjective factors The literature review includes notions oftranslation, 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 isconsidered 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 (Koller82011: 76-91) The purpose of mentioning the above definitions andinvestigating each one's qualities as well as errors is to highlight the challenges oftranslation as a subject of scientific inquiry outside the focus of this study.Therefore, an operational overview of the translation process is essential in orderfor me to conduct this research and if it demonstrates the translation process'sdual purpose, it can also fulfill its intended purpose However, it should be notedfirst that regardless of how numerous writers have defined translation, I perceivetranslation as a process that occurs among multiple languages, each of which isdescribed as a genetically created linguistic expression system that varies based

on a particular and defined spacetime This correlates to what Roman Jakobson'srenowned 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 reallysure what it is, I can state that it's nothing.| That is to say, it is challenging tograsp the essence of translation, even when there are strong emotions or logicalarguments 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 transferfrom one place to another." Descriptive translation can therefore embrace morethan just the meaning of words; it can also encompass non-verbal or conceptualelements

* 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 pragmaticcomponents of the original text

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

e Gloria Anzilotti: Since translation involves analyzing the author'sintentions, 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 targettext that serves a purpose or meets the needs of the target text by selecting traitsfrom the source text

e Sager: Translation is an industrial activity that depends on outsidevariables and is aided by information technology, so it can change based on thespecific requirements for communication purposes

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

1 Intra-language: translation converts one language's symbols intoanother language's symbols

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

3 Translating between symbols: Translation translates linguistic signsinto non-verbal signs such as music, painting, and cinema According toJakobson's classification, signs of a language appear in many states and can all becommunicated through other linguistic signs of the same language, signs ofanother language or non-linguistic symbols From there, it can be inferred that

compilation has the power to link various symbol systems together and toimprove 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 andcomprehend 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

words

(5) The translator needs to pick the right words and use them correctly togenerate 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 andthe completion of the TL

F.G Konigs defines translation as follows using both theory and practicalcomponents: Translation is the process of transferring documents from onelanguage into another while maintaining the lexical and grammatical rules of thetarget language The capability of the translator and the translation procedureboth have an impact on how appropriate this swap is The construction process ispsychological, the translator's experience and other situational factors According

to F.G Konigs, the situational circumstances that influence the performance ofcompetence are linked to the translation performance The idea behind thistranslation is that each translation may be distinct, even when the same translatortranslates the same text

Of the several definitions considered before, although there are diverseobjects, languages, and problem areas of translation, it is not possible to claimthat they are perfect definitions However, considering the synthesis ofdefinitions 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 theprototype 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 linguistic factors in addition to linguistic ones, such as cultural norms, essentialvalues, and lifestyle choices

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non-Lê Thị Thu Hà - 11191527 - Business English 61A

Despite the minor differences between the aforementioned definitions,they all share the concept of translational equivalence In other words, it meansfinding 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 translationprocedure If any of those abilities are lacking, the outcome will be inaccurate.However, whether learning translation and acquiring skills will be effective andpractical will largely depend on the students' own motivations, their inclinationtowards translation, their interest in translation, as well as how they conducttranslation studies and assignments Along with a student's strengths andweaknesses, linguistic analysis of language, text comprehension, experienceacquired 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 choicequestion format (This is particularly prevalent in Turkey, where rote-basededucation dominates due to the fact that university entrance examinations are

structured around multiple-choice questions), inadequate interaction and writingabilities

Additionally, because the translators' skills are not yet fully developed,they will demonstrate less translation proficiency, giving the instructor amisleading belief that they lack the required translation capabilities It is clearthat there will be a wide range of viewpoints on translation-related tasks Someclaim that translating needs aptitude or inclination In some cases, a translatorneeds to have a literary disposition or writing skills on the same level with thewriter in order to translate literature accurately The type of notion is derivedfrom the fundamental characteristics of literary translation Gile (2009:9) arguedthat translators in literature need to have a thorough understanding of cultural

events, standards, trends, and atmospheres in addition to the text's basicinformational 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, andenvironments 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 researchmethods are all aspects of translation competence that can be taught andacquired (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, culturalawareness, and transfer capability When translating papers written in the sourcelanguage into the target language, transferability is crucial It contains themethods and techniques for translation that are required to handle tasks swiftlyand effectively There are four extra skills in this ability The translator cannottranslate 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 theappearance 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 translationtheories focusing on action The theory presents considerable importance toaspects like the translator's target, the text's intended audience, and the translationprocess 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 inthe 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/herassessment of the circumstance in light of the likelihood of translation willdetermine his choice He/She is qualified to evaluate this because that person isbicultural and is aware of the starting and ending conditions (Reiss- Vermeer,

1984: 86).

When it comes to the target cultural backgrounds, professionalism, andperformance the skopos theory generates one of the most significant results in thesubject of translation research Through the application of this theory, translatorshave gained a deeper understanding This has also been the first time theoreticaldiscussions of expertise have been done (Yazc, 2007: 44)

The observations mentioned below may be drawn after evaluating theability 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 appropriatetranslation 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 translatorneeds 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 locationfor the events and memories that individuals accumulate over their lifetimes isthought to be their long-term memory (LTM) Studies demonstrate that thequantity and duration of information that can be stored in LTM are practicallyinfinite (Schmidt, Wrisberg, 2008: 7-55) A translator is not merely an individualwho 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 ofexperience that has been retained in long-term memory, of personalcharacteristics, and then make practical choices while taking into account theexpectations 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

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 isresponsible 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 thetranslation process is comprehension of the text To create a new text in the targetlanguage, a translator must first comprehend the original text To reveal thepractical 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." Manttaridefines translation as the capability to effectively communicate throughcooperation and the removal of cultural obstacles (Manttari, 1984:7-8) Thefollowing competencies can be used as examples to analyze translation skill fromthe standpoint of translation theory:

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

produce the target text

2 Collaboration: The Skopos theory's second premise focuses on theconcept of co - operation In order to complete translation duties, translatorscommunicate 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 inthe original tongue

Action, purpose, function, culture, subject-domain knowledge, and worldknowledge are the key components of Vermeer's Skopos theory as well as Holz-Theory Manttari of Translational Action Other important components includetextual 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 ofthe 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 Inactuality, individuals are not meant to be objects The public's perception of thetopic has evolved throughout time Entityists assert that any substance can be asubject and that this subject does not always have a relationship with a humanbeing 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 firstperiod in recorded history, man as a unique identity was seen as a subject, andmodern philosophy began to use the subjective imagination But this viewpointalso contains human subjectivity in the realm of awareness This time period'sintellectual 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 philosophycontends 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 theintersubject Depending on whether they are carrying out the activity orexperiencing the effects, individuals might be both subjects and objects in their

eyes.

Through their studies, some Chinese professionals also offer theirunderstanding of "subjectivity" Most of them concede that the management ofman as a subject is what subjectivity refers to In essence, it is about humaninventiveness and practicality In a nutshell, it refers to a self-consciousnessunique to humans Li Nanming comes to the conclusion that what defines aperson's subjectivity is how they see the world, how they criticize it, and howthey 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, heclaimed 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 /herintentions 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 inthe practice We can better comprehend subjectivity and subjectivity in thetranslation process by using these theoretical concepts on them

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, thetranslator is the subject in the limited sense and the rest is understood in anexpanded sense He went on to assert that translators prevailed (XU, 2003) Thetranslator is used as the primary subject of translation in this article

When we discovered the characteristics of the subject in theaforementioned 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 bythe original author, he is not intended to be translated He started the compositionwithout paying attention to the translation procedure In a wider perspective,though, there is not not an authorial or translational effort that doesn't involvesome 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 significantcontributor When it comes to readers, the same situation is applicable Thereader is also considered as a person who can judge the translation's effectivenessbecause they are only recipients of the translated material and have no influence

on the translation process When selecting their translation strategy, translatorsmust also take readers into account Both the author and the reader may, in abroader view, be the subjects of translation, but the translation process is alwaysdominated by the translator In the next section, the translator's subjectivity will

be focused It is not required to presume that subjectivity corresponds to thetranslator's qualities during the translation process because he is already thetranslation'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 oftranslation, the translator's subjective creativity must take into account theconstraints imposed by other subjects and subjects The author and the reader arethe target audience in this instance The translator must take into account theconstraints; 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 thetranslator in their research on translation in preference of the target language It isgradually becoming understood that translation is fundamentally a dynamic andintricate process in which the translator inadvertently introduces subjectivity bysimultaneously reading the source text and writing the target version Literarytranslators must decide between loyalty and transgression, between being freeand being constrained in the face of all the friction and conflict between the SLand the TL culture This is due to the fact that literary translation is becomingmore intimately connected with cultural and social components

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The transition between the source and target languages, as well as acomparison of the original text and the translation, have historically been areas offocus of translation study In general, it is preferred that the translation be anexact replica of the original work's concepts and that its tone and writing stylematch that of the original (Tytler, 2007).The translator is not allowed to engagewith the copying in this instance He must avoid being personally invasive; hemust refrain from "distorting the information to meet his own intellectual andemotional 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 ofthese theories suggest that the translator should perform like a clear piece of glassthat allows for projection of both the original language and the translated version

To make the original text and author more "visible" to readers, translators areencouraged 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 isthe translator, and researchers are indeed interested in the subjectivity oftranslators It must be acknowledged that the translator's impact cannot be fullydisregarded during the translation process

Several translation theorists and scholars have interpreted their ownknowledge of translation and the value of translator subjectivity throughout thehistory 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 needbecause works of literature constantly strive for aesthetic appeal

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Although there has long been research on translators in China, a strategyfocusing on translators was not systematically investigated until the 1980s Thesubjectivity of translators has attracted considerable interest in recent years This

is apparently shown in the research papers of Xu Jun, Tian Yu, and Zha jian According to Zha and Tian (2003), the translator is a key player in thegrowth of a nation's culture as well as the subject of translation In addition totheir significant function, XU (2003) urges that translators be given moreconsideration due to their unique thoughts and viewpoints He also takes intoaccount the translator's own character, aesthetic preferences, and creative abilitieswhen determining their subjectivity These scholars use a fresh perspective on

Ming-translators in comparison to conventional translation studies and develop a more

thorough grasp of the translator's function in the translation process Translationwork will undoubtedly be influenced subjectively by the translator, that much isevident

The translator cannot avoid including such components throughout thetranslation process, particularly in literary text, and produce a final result thatintegrates the author's thoughts and points of view Based on previous studies bythese researchers, this article also focuses on the subjectivity of the translator Itfollows naturally that the subjectivity of the translator cannot be minimized oroverlooked

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 interpreterand the text The theoretical underpinning for the appearance of the translator,which contends that the translator exerts his performance so that it becomes thegenuine topic of translation, was provided by Gadamer's philosophicalhermeneutics 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 textare 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 morecomprehensive structure, the translator will alter his personal pre-structure in theconversation with the text to fit the structure of the source text The translatorshould attempt to transfer both the content layer and the linguistic aesthetics, aswell as stylistics from ST to TT while translating a text As a reader andinterpreter, 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 itsaesthetic 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 subjectiveperception of both the target culture and audience When translating, thetranslator must evaluate the correlation between words, sentences, andparagraphs as well as the entirety of the text They must also take into accountthe cultural background, reader demands, and unique historical context of the

original text

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

cultural activities like translation are always motivated by a particular cultural

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goal The translator decides what will be translated as well as the techniques andmethods that will be applied during the translation process based on their ownappraisal of the needs of the target culture The translator's assessment of thereaders has somewhat demonstrated his or her familiarity with TL's culture.Receptive aesthetics theories contend that a work of art's historical essence isfound 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 thereader's imagination If translators want the text to be accepted and fulfill aspecific 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, thetranslator 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 acharacteristic of how various subjects interact with one another and an essentialcomponent of human subjectivity The reciprocal nature of the translationprocess also reflects the subjectivity of the translator

To begin with, the subjectivity of the translator is expressed in theirinteractions with the author Translation is viewed by theoretical hermeneutics ascomprehension and interpretation, which calls for discussion among varioustopics By no means is comprehension restricted by language proficiency, nor is

it intended to reaffirm the author's original meaning In a conversation, the authorand 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 employsthe 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 atpurpose, results and a "messaging compounds relevant to interculturaltransmission" action (Munday, 2001)

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CHAPTER III: METHODOLOGY

The 3rd chapter shows the methodology used to attain the researchobjectives 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 methodwith the aim of surveying the subjective factors affecting the translation ability ofstudents 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 thattranslation 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 effectivesolutions 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 9questions with the support of Google Form This saves time but still ensures thatthe author can still collect a wide variety of data from students from differentdisciplines Besides, this form of survey helps create psychological comfort forthe 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, theoreticalbasis, practice, and results of other studies in the same research area onsubjective factors affecting translation process The questions around the mainissues are the subjective causes affecting the translation competence and themeasures taken to resolve them

A number of questions relating to translation skills will be designed with aview to obtaining overall situations of BE students during the translation process.This methodology will be conducted on as many students as possible but thetarget 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 togroups of National Economics University to collect information for research.Before sending the questionnaires to students, the author asked the lecturers tocensor them to avoid errors in the data collection process

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

I will also get more information from newspapers, magazines, researchpapers, charts, translation text on class of students, etc I also gather documentform 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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Tiêu đề	Subjective Factors Affecting The Translation Skill Of Juniors And Seniors Majoring In Business English
Tác giả	Lê Thị Thu Hà
Người hướng dẫn	Ms. Tran Minh Chau
Trường học	National Economics University
Chuyên ngành	Business English
Thể loại	graduation project
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	62
Dung lượng	12,27 MB