FINDINGS & DISCUSSIONS
The self-evaluation of BE’s students on their translation skills
At what level do you rate your translation skills in English?
The first thing that has to be done before we can get into the nitty gritty of this research is to ask the participants to rate their own proficiency in translating from Vietnamese to English.
According to these findings, a significant proportion of the students self-identified as having Intermediate (35%) or Advanced (34%), level skills in translation, with the corresponding detail numbers of 35 and 34, respectively This is an encouraging sign since it shows that a sizeable percentage of the students have already attained a level of competence that enables them to tackle translation projects ranging from easy to difficult.
Yet, it is important to note that 25 pupils identified as Novices (Beginners) This may suggest a lack of prior exposure, experience, or training in translation or English language skills It shows that in order for these students to enhance their translation skills, further attention and direction may be necessary.
In addition, the fact that none of the students polled considered themselves Masters is not always a bad indicator It could be a sign that the students are striving towards becoming experts in the topic and are aware that there is always potential for development It also suggests that the curriculum, training, or learning objectives of the programme they are enrolled in may not be focused on acquiring expert-level translation skills.
Finally, it is interesting to observe that 6% of the students assessed themselves as Experts Due to the low number, it is possible to infer that these students either have extensive prior expertise in translation or have participated in more formal training in this area Alternately, it is likely that some of the pupils have exaggerated their own abilities while not necessarily possessing the requirements required for expert- level work As a result, additional examination or skill tests could be necessary to confirm their level of knowledge.
Based on the findings of the self-evaluation, it appears that NEU's Business English students could benefit from further language or translation training, particularly in the areas in which they ranked themselves as Novices (Beginners) It is also vital to be aware that a student's self-evaluation of their translation skills may not necessarily represent an accurate assessment of those skills, and that additional testing or evaluation methods may produce results that are more reliable.
Frequency of making mistakes while translating diplomacy
After having analyzed and examined the choices of BE students about their own levels in translating, the following chart illustrates the result of the second question in the questionnaire.
How often do you make mistakes while translating diplomatic terms in diplomacy documents?
Chart 3.2: BE Students’ responses on their frequency of making mistakes while translating diplomatic terms in diplomacy documents The pie chart depicts the frequency of making mistakes when these students translate diplomatic terms in diplomacy documents from English to Vietnamese.
Based on these findings, it is possible to draw the conclusion that the vast majority of students will freely acknowledge to making errors when translating diplomatic phrases contained inside diplomatic documents To be more specific, 22% of students make errors on a regular basis, whereas 32% of students make mistakes on a regular basis This suggests that a sizeable section of the student body would be in need of further instruction and support in order to improve their translation skills when applied to this setting.
Nonetheless, it is encouraging to notice that just 10% of the students report rarely making mistakes, and 3% report never making errors This suggests that a tiny fraction of the students may have already reached a level of skill where they are more comfortable interpreting such papers.
It is essential to point out that understanding the context of diplomatic terminology in documents pertaining to diplomacy can be difficult This calls for an in-depth knowledge of both the language and the subject matter Because of this, the fact that a significant number of students have admitted that they are fallible may be an indication that the curriculum could profit from a greater emphasis on instruction pertaining to this topic However, it can be an indication that the students have not been exposed to enough materials of this kind, or that they lack the essential expertise or training.
These findings imply that these elderly citizens, in particular those who have difficulty translating diplomatic words, may require further training and support to improve their ability to translate diplomatic language accurately Because of the nature of diplomatic phrases used in diplomatic documents, a comprehensive comprehension of the language and context is required This suggests that there is a need for a curriculum that gives more intensive training on the subject of diplomacy.
In general, the findings underscore the significance of engaging in self-reflection and doing regular evaluations in order to develop one's language skills, particularly while translating To ensure that the students of the Faculty of Foreign Language are adequately prepared for the challenges of the global work environment, it can be used to provide feedback to educators in order for them to develop an effective curriculum that focuses on improving students’ translation skills and addressing the identified gaps in language learning.
3.3 BE students’ time spent translating diplomacy documents
How much time do you spend in a week translating diplomacy documents?
Chart 3.3: BE students’ responses on their time spent in a week translating diplomacy documents This pie chart shows how much time our participants spend each week translating diplomatic documents from English to Vietnamese.
Based on these findings, one can draw the conclusion that a sizeable fraction of students devote fewer than three hours per week to the process of translating diplomatic documents To be more specific, 35% of the students spend less than an hour a week, while 26% spend 1-3 hours On the other hand, just 17% of the students devote more than five hours to the activity each week, which suggests that the translation of diplomatic words is not the primary emphasis of their study.
It is important to note that 22% of students spend 3-5 hours per week translating documents related to diplomacy This suggests that a portion of the curriculum may focus on this area; however, requiring students to spend an excessive amount of time could make the assignment less effective or even burdensome.
According to the findings of the study, the majority of Business English students at NEU spend fewer than three hours per week translating diplomatic documents This is a conclusion that can be drawn from the findings of the survey It also demonstrates that the field of diplomacy is not appealing enough for them to search
Tran Ba Manh Dung - 11191220 for knowledge both generally and in specific terms in detail In order to make the most of the students’ potential for learning in this field, further consideration may be given to ways in which the students’ time spent on translation activities within the curriculum can be optimised, as well as ways in which the students' translation skills can be improved.
3.4 Some challenging aspects of translating diplomatic terms in diplomacy documents
In your opinion, what is the most challenging aspect of translating diplomatic terms?
@ Finding the right equivalent term in the target language e@ Understanding the context in which the term is used
@ Conveying the precise meaning of the term in the target language
@ Adapting the tone and style of the original text to the target language
Chart 3.4: BE Students’ awareness on the most challenging aspects of translating diplomatic terms in diplomacy documents According to the perspectives of BE students, the most difficult components of translating diplomatic words from English to Vietnamese are displayed in the pie chart that can be found above.
The part of translating diplomatic phrases that was deemed to be the most difficult by the biggest percentage of students (32%), was conveying the precise meaning of the term in the target language This is not surprising given that translating diplomatic terminology from English to Vietnamese entails more than simply substituting words in one language with their equivalents in the other language It is necessary to have an awareness of the particular cultural, social, and political settings around these phrases, as well as the capacity to accurately explain the specific meaning of the terms The phrase "nonproliferation," for instance, refers to
Tran Ba Manh Dung - 11191220 the prevention of the spread of nuclear, chemical, or biological weapons and the materials that are associated with them On the other hand, the Vietnamese word
"ngừng nhân rộng” is the one that is used the most to translate this word; nevertheless, this translation does not do a good job of properly conveying the nuances of the original.
Strategies students use to translate diplomatic terms
How often do you use the following tactics to translate diplomatic terms?
Using established Finding creative ways to Explaining the meaning of Using a literal translation equivalent terms from a convey the meaning of the the term in a footnote or even if it sounds awkward or specialized dictionary or term in the target language contextual explanation unnatural in the target glossary language
Chart 3.5: BE students’frequency in using different tactics to translate diplomacy documents
3.5.1 Using established equivalent terms from a specialized dictionary or glossary
It was discovered that using established equivalent terms from a specialised dictionary or glossary was used less frequently than other tactics, with only 2% of students reporting that they never use this tactic and 46% of students reporting that they use it from time to time This tactic was found to be used less frequently than other tactics Even though established equivalent terms from specialised dictionaries or glossaries can be a helpful reference for translators in terms of accuracy, consistency, and precision, it is possible that these terms do not always take into account the nuances, context, and cultural considerations that are involved in diplomatic texts As a consequence of this, competent translators might have to resort to various strategies in order to convey the gist of the text and the meaning that was intended for it in the target language.
While attempting to translate the phrase "intellectual property rights,” for instance, a competent translator may discover that there is no term in the target language that precisely corresponds to the original In this situation, placing all of your faith in a well-established synonym that can be found in a specialised dictionary or glossary might not be the best course of action Alternatively, the translator might need to take into account the whole context of the document as well as the people who will be reading it in order to come up with a phrase or term that accurately expresses the meaning of the term in the target language.
3.5.2 Finding creative ways to convey the meaning of the term in the target language
As can be seen, the strategy that was used the most frequently was finding creative ways to convey the meaning of the term in the target language 49% of students used this strategy occasionally, and 30% of students used it frequently This shows that Business English students may rely more on their language competence and inventiveness when translating diplomatic terminology as opposed to relying entirely on specialised dictionaries or glossaries In the context of translating diplomatic terms from English to Vietnamese, this can often involve adapting the term to suit the target audience, such as by using concepts and references that are more familiar to them This is done in the context of translating diplomatic terms from English to Vietnamese For instance, the phrase "breach of diplomatic protocol" can be translated into its Vietnamese equivalent, "vi phạm nghỉ lễ ngoại giao," which literally means "violation of diplomatic etiquette."
The term's legal and political ramifications, however, are not entirely captured by this As a result, a professional translator could think of alternate and innovative methods to convey the meaning that was intended to be conveyed by the term, such as employing culturally-specific analogies or metaphors that capture the core of the term For instance, they would employ the phrase "vi phạm tế tự ngoại giao", which
Tran Ba Manh Dung - 11191220 translates to "violation of the courtesy of diplomacy," or "vi phạm nội quy ngoại giao,” which translates to "violation of diplomatic rules and procedures."
3.5.3 Explaining the meaning of the term in a footnote or contextual explanation
Explaining the meaning of the term in a footnote or contextual explanation was the second most popular strategy, with 38% of students sometimes using it and 30% of them often using it This suggests that students may also recognise the benefit of offering further clarification to guarantee accurate translation While translating diplomatic texts, there may be terminology or phrases that do not have a precise counterpart in the target language In situations like these, offering a footnote or an explanation of the context can be a helpful tool in ensuring that the intended meaning is accurately communicated to the reader.
For instance, when translating a legal text that uses the term "tort law," a translator might provide a footnote or contextual explanation that defines the term as "a branch of law that deals with civil wrongs such as negligence, intentional harm, or strict liability." This definition would be included in the legal text that was being translated In spite of the absence of a phrase that is an exact counterpart in the target language, this helps to ensure that the message that was meant to be conveyed by the text is conveyed accurately.
In point of fact, where there is the potential for ambiguity or different interpretations, it can be good to provide either a footnote or an explanation of the context A translation can assist in elucidating the message that was intended to be conveyed by the text and preventing any misunderstandings or disagreements.
3.5.4 Using a literal translation, even if it sounds awkward or unnatural in the target language
Just 4% of students indicated that they never use this strategy, and the biggest percentage of students (35%) indicated that they use this tactic often Using a literal translation, even if it sounds awkward or unnatural in the target language, was also not a regularly utilised tactic In point of fact, taking this strategy may not always be the most effective way to express the meaning that was intended for the term As a consequence of this, competent translators frequently modify the terms or discover other phrases in the target language that capture the meaning of the term without resorting to an exact translation.
For instance, rather than translating "imperialism" literally as "chu nghia dé quéc", a translator can pick the term "banh trướng thực dan", which means "expansionist colonialism." Even while this does not follow the same structure as "imperialism," it more correctly conveys the underlying concept in a way that is more natural and readable for the Vietnamese audience.
3.5.5 Conclusion on usage of those tactics
It is worth noting that multiple tactics are often used in conjunction with each other, which highlights the complexity of translating diplomatic terms effectively.
All in all, these outcomes suggest that BE seniors may employ varied and creative tactics in translating diplomatic terms The findings indicate that students value contextual understanding, may prioritize creativity and resourcefulness over conventional translation strategies, and understood the importance of providing further explanation in cases of ambiguity Consequently, language instructors should design a comprehensive curriculum that includes translation techniques, contextual understanding of diplomatic terms, and strategies that encourage student creativity in translation Such an approach would equip students with the appropriate skills
Tran Ba Manh Dung - 11191220 and strategies to facilitate accurate translations of diplomatic terms for professional communication purposes.
3.6 BE Students’ evaluation about different situations while translating diplomatic materials
Which of the following situations do you find most challenging when translating diplomatic texts?
100 BI Litile or no difficulty
Translating texts that require Translating texts that require Communicating effectively Translating texts that require ahigh degree of precision ahigh degree of political or with clients or stakeholders a deep understanding of the and technical knowledge cultural sensitivity such as who may not understand the cultural or historical context such as trade agreements speeches or diplomatic complexities of translation such as diplomatic history or or legal documents cables international relations theory
Chart 3.6: BE Students’ evaluation about different challenging situations when translating diplomatic terms in diplomacy documents The bar chart presents data regarding the circumstances that present the greatest difficulties while translating diplomatic texts.
"Extreme difficulty" was identified as the most challenging situation across all categories, with the highest percentage of students (39 and 41%) finding it challenging to translate texts that require a high degree of precision and technical knowledge or require a deep understanding of the cultural or historical context, respectively A translator, for instance, would need to have a high level of linguistic competence in order to translate a diplomatic text related to an international trade agreement that covers complex legal and technical issues Additionally, the translator would need to have a solid understanding of the technical terms, concepts, and legal frameworks that are involved In addition to this, they would have to take
Tran Ba Manh Dung - 11191220 into account the historical and cultural background of the agreement, which would include the traditions, standards, and expectations of each of the parties participating in the agreement In a similar vein, in order to effectively express the content of a diplomatic text that discusses topics connected to a nation's cultural or historical heritage, the translator would need to have an in-depth understanding of that nation's culture and history Failing to do so could lead to misunderstandings or even diplomatic problems.
BE students’ approaches to improve their translating diplomatic
Which one do you think would be the most effective way to improve your ability to translate diplomatic terms in diplomacy documents?
@ Reading more materials that contain diplomatic terms
@ Practicing translating diplomatic terms with others
@ Learning more about the cultural background of those diplomatic terms
Chart 3.8: The most effective approaches to enhance the ability of translating diplomatic terms in diplomacy documents according to BE’s seniors 30% of students believe that reading more materials containing diplomatic terms is the most effective way to improve their ability to translate them By reading more, students might gain a better understanding of how diplomatic terms are used and contextualized in different domains and registers However, this approach may not be the most interactive, and alone may not help them to understand the practical nuances of translating diplomatic texts.
The largest group of students, 43%, selected practicing translating diplomatic terms with others as the most effective way to improve their translation abilities This
Tran Ba Manh Dung - 11191220 approach provides students with the interactive and practical training necessary to improve their ability to spot difficult words and phrases, and identify the appropriate terminology to use Practicing with others, whether native speakers or fellow students, can help to increase confidence and develop the vocabulary, knowledge, and skills required to translate diplomatic text.
Meanwhile, 27% of students believed that learning more about the cultural background of diplomatic terms was the most effective way to improve their translation abilities This group of students may feel that translation success relies heavily on a deep knowledge and understanding of the cultural context to accurately capture the nuances of diplomacy However, while an understanding of cultural context is critical to translating diplomatic terms effectively, it may not be the most practical approach on its own, and may need to be supplemented with other learning methods.
To sum up, the results suggested that practicing translating diplomatic terms with others was considered the most effective way to improve the ability to translate diplomatic terms in diplomacy documents by the majority of Business English students However, it is important to consider all of the responses and the insights that they offer when developing a comprehensive and effective approach to teaching and learning diplomatic translation.
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Emphasize the Importance of Language Proficiency
To attain a proficient level of translating diplomatic terms, students must have excellent language skills in both the source and target languages Teachers should place an emphasis on language proficiency, in particular the meaning and context of words, sentence structures, and the use of idioms and symbolism (Yuan, 2019).
In addition, teachers can engage students in activities that encourage listening,speaking, reading, and writing in the target language to improve language competencies Teachers can also ask students to watch videos or read texts in the target language to develop an understanding of cultural nuances, historical and current affairs.
Encourage the Use of Technical Resources
The difficulties students face with diplomatic language can be alleviated by providing access to specialized technical resources Teachers can instruct students on the use of dictionaries, glossaries, and translation memory tools to aid their understanding of technical terms and phrases.
Additionally, students can be directed towards online tutorial websites or instructional videos where they can learn how to use appropriate translation software or gain knowledge about specific diplomatic terms By providing access to technical resources, students can improve their skills related to the translation of diplomatic documents.
Promote Collaboration - 55 S-SS*ssseseesrersrreree 46
Collaboration offers students an opportunity to collaborate with peers who can share knowledge and provide feedback in the translation process Collaborative work is especially useful in the context of diplomatic language, considering the nuances of this linguistic field.
Teachers can encourage students to pair up and collaborate on specific translation tasks Additionally, the students may engage in peer-review exercises to assess and improve the quality of their work This will not only improve the quality of the translations but will also make the learning experience more dynamic, engaging and productive.
In the previous chapter, the research findings were reported This chapter will discuss the summary and conclusions of the study, based on its key findings In addition to offering suggestions for future research, the limitations of the study will be acknowledged.
As we knew, our world has evolved into a multi-polar world where each nation has its own relationship strategy Nonetheless, there is a global trend that applies to practically all nations dubbed "moving from confrontation to dialogue," therefore the importance of diplomacy and the understandings of specific terms in this field are growing At the same time, students' future employment opportunities and global relationships are affected by translation These are the primary reasons why additional research about translating diplomatic terms is needed The thesis is driven by senior Business English majors at NEU This thesis tries to identify the translation issues faced by BE students and offer solutions to enhance their learning.
The study was divide into four main chapters Chapter one introduces an overview of the background and context for the study, including rationale, scopes, methods, aims, and design of the study This chapter explains why the writer decided to choose this topic for researching Chapter two provides a theoretical foundation for the study about the theoretical background, including definition and different types of translating, ESP concepts as well as diplomacy-related basic information. Chapter three are the main part displaying the result of the study, which is a questionnaire that was responded by 100 students of Faculty of Foreign Language in NEU Chapter four proposes suggestions from well-known writers for both translators (students) and teachers to enhance translation learning The conclusion summarizes the study, lists its limitations, and suggests future research.
Although carried out seriously, the survey encountered a number of significant limitations The endeavour, which focused mostly on translation theory, required a wealth of knowledge and sources to get started The relevant citations, however, appear to have been compiled over an extended period of time Hence, accessing new research articles and online journals may require additional time and effort.
The second limitation relates to the surveying of BE students In actuality, the conclusion was derived via an online poll, to which students may find it easy to respond Since the majority of respondents are not available due to different schedules at work, they are continually occupied and unable to devote additional time to the questions and responses, resulting in incorrect results In addition, some survey respondents continue to be shallow and distracted as a result of the online survey.
Upon the completion of the study, the researcher must struggle with some constraints Perhaps, future research will be able to address the issues revealed in this study.
There are several suggestions for enhancing future study based on the aforementioned limitations The researchers think that this study will serve as a resource for future scholars, who are anticipated to develop and improve it.
Future researchers can broaden the scope of the study by gathering additional data from Vietnamese universities Instead of focusing primarily on economics universities, the research should be undertaken at universities that specialise in diplomacy, thereby increasing the precision and dependability of the findings.
In order to minimise over-reliance on direct interviews and questionnaires, the research would also incorporate observation, online interviews, case studies, and testing.
1 Phạm Mạnh Tuan, (2010) A study on the translation of english important diplomatic terms in diplomacy documents Haiphong Private University
D6 Tan Cuong, (2019) A study on translation of english terminologies related to logistics Haiphong Private University
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English for academic purposes (p 1) Cambridge: Cambridge University Press.
11 Berridge, G R (2015) Diplomacy: Theory and practice (Sth ed.).
12 Cooper, A F., Heine, J., & Thakur, R (2013) The Oxford handbook of modern diplomacy Oxford, UK: Oxford University Press.
13 Kegley, C W., & Wittkopf, E R (2005) World politics: Trends and transformations (10th ed.) Boston, MA: Thomson Wadsworth.
14 Freeman, C (2012) Arts of power: Statecraft and diplomacy Washington,
15 Berridge, G R., & James, A (2015) Diplomacy: Theory and practice.
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1 Historical Office of the U.S Department of State (2021) Diplomacy:
Definitions and concepts Retrieved March 31, 2021, from https://history.state.gov/milestones/1866-1898/diplomacy-defs.
1 At what level do you rate your translation skills in English?
2 How often do you make mistakes while translating diplomatic terms in diplomacy documents?
3 How much time do you spend in a week translating diplomacy documents?
4 In your opinion, what is the most challenging aspect of translating diplomatic
A Finding the right equivalent term in thetarget language
B Understanding the context in which theterm is used
C Conveying the precise meaning of theterm in the target language
D Adapting the tone and style of theoriginal text to the target language
5 How often do you use the following tactics to translate diplomatic terms?
(Please rate the frequency on a scale with different levels below)
Never Rarely Sometimes Often Always Using established equivalent terms from a specialized dictionary or glossary
Finding creative ways to convey the meaning of the term in the target language
Explaining the meaning of the term in a footnote or contextual explanation
Using a literal translation, even if it sounds awkward or unnatural in the target language
6 Which of the following situations do you find most challenging when translating diplomatic texts? (Please rate the difficulty on a scale with different levels below)
Translating texts that require a high degree of precision and technical knowledge, such as trade agreements or legal documents
Tran Ba Manh Dung - 11191220 require a high degree of political or cultural sensitivity, such as speeches or diplomatic cables
Communicating effectively with clients or stakeholders who may not understand the complexities of translation
Translating texts that require a deep understanding of the cultural or historical context, such as diplomatic history or international relations theory.
7 Which of the following sources do you use the most when looking for information about the cultural context of English diplomatic terms?
8 Which one do you think would be the most effective way to improve your ability to translate diplomatic terms in diplomacy documents?
A Reading more materials that containdiplomatic terms
B Practicing translating diplomatic termswith others
C Learning more about the culturalbackground of those diplomatic terms
1 At what level do you rate your Percentage translation skills in English?
2 How often do you make mistakes Frequency while translating diplomatic terms in diplomacy documents?
3 How much time do you spend in a Percentage week translating diplomacy documents?
4 In your opinion, what is the most Percentage challenging aspect of translating diplomatic
Finding the right equivalent term in 28 thetarget language
Understanding the context in which 29 theterm is used
Conveying the precise meaning of 32 theterm in the target language
Adapting the tone and style of 11 theoriginal text to the target language
5 How often do you use the following tactics to translate diplomatic terms?
Never | Rarely Sometimes Often | Always
Using established equivalent terms from a specialized dictionary or glossary
Finding creative ways to convey the meaning of the term in the target language
Explaining the meaning of the term in a footnote or contextual explanation
Using a literal translation, even if it sounds awkward or unnatural in the target language
6 Which of the Little or following situations do | no you find most difficulty challenging when translating diplomatic
Tran Ba Manh Dung - 11191220 texts?
Translating texts that 1 require a high degree of precision and technical knowledge, such as trade agreements or legal documents
Translating texts that 1 require a high degree of political or cultural sensitivity, such as speeches or diplomatic cables
Communicating 2 effectively with clients or stakeholders who may not understand the complexities of translation
Translating texts that 2 require a deep understanding of the cultural or historical context, such as diplomatic history or international relations theory.
7 Which of the following sources do you use the most when looking for