26 Table 3: Attitudes of students towards methods of learning translation .... 35 Table 10: Challenges encountered by students in terms of translation coping tactics .... Driven by these
Rationale
It is true that we are living in an era of globalisation, which necessitates the need to exchange and communicate between individuals As a result, we need a mutual language to overcome language barriers and blur the gaps among countries English, thus, has gained popularity as a lingua franca Rao (2019) stated that we cannot maintain international relations in multiple fields such as science, business, education, technology, travel and tourism, and so on without the help of English as a global language Consequently, Erling (2015) concluded that having a great proficiency in English can be beneficial, especially for those who want to secure a job with a decent income in the future
In the modern era, English dominates global literary production, necessitating translations to access its vast knowledge Vietnam, like other developing nations, faces the challenge of translation to bridge linguistic barriers As the demand for skilled translators surges, Thang Long University (TLU), a renowned educational institution, recognizes the importance of nurturing future translators TLU is committed to addressing barriers to their training and development, ensuring the availability of highly competent translators crucial for Vietnam's continued progress.
The initial stage of learning translation courses could be challenging for some students, because translation is not a straightforward process, as it involves a great competency of both the source language (SL) and the target language (TL) Moreover, according to Horváth (2016), being a qualified translator requires a sound and excellent command of the first language and foreign language at least C1 level in CEFR (Common European Framework of Reference) as well as intercultural communications and an adequate background knowledge about the subject matters Occasionally, there are some linguistic gaps between the SL and TL that even professional translators may struggle when they produce their translations, because of
2 the differences in structures, terminology, grammar and lexical forms of languages (as cited in Pham, 2010)
As an English major student at TLU, the researcher observed that his fellow students encountered some challenges while undertaking the "Translation 1" course Based on the researcher's observations and brief conversations with his classmates, it has become evident that language competency, background knowledge, and intercultural communication pose major difficulties, hindering students from achieving their desired scores in the course Additionally, it is important to note that within the English Department (ED) at TLU, there is a dearth of graduation theses conducted in this specific area This lack of research makes it challenging for lecturers to fully grasp the underlying problems and implement appropriate adjustments to improve the educational quality of the course
Driven by these challenges, the researcher finds it necessary to conduct a study in order to shed light on the issues facing English-majored students taking the
“Translation 1” course in the hope of enhancing educational experience, improving the students’ performance in translation and contributing to the overall development of TLU in the coming years.
Research objectives
The main purpose of the thesis is to provide a deeper understanding of the perceptions and attitudes of English-majored students toward translation, as well as current problems in the “Translation 1” course encountered by them To achieve this purpose, the research aims at three specified objectives Firstly, the study seeks to measure the attitude of students towards the "Translation 1" course By conducting surveys, the research will explore students' perceptions and expectations regarding the course Secondly, it aims to identify the challenges encountered by English- majored students in "Translation 1" using interview sessions This will involve analysing factors such as language competency, cultural understanding, and background knowledge that hinder students' performance Lastly, based on the findings, the research will propose recommendations to enhance students' performance in the
"Translation 1" course, including improvements in teaching methods, curriculum design, and support services
Research questions
The following three questions posed by the researcher align with the three objectives above, respectively
1, What are the attitudes of English-majored students towards learning translation?
2, What are the challenges encountered by English-majored students during their participation in the “Translation 1” course?
3, What are the possible suggestions for English-majored students to improve their performance in the “Translation 1” course?
Object and scope of the study
The object of the study is the challenges encountered by students majoring in English Studies who participate in the “Translation 1” course The study aims to explore the difficulties that students face when learning and practising written translation skills in this course It would dive deeper into factors contributing to the challenges such as linguistics, culture, pedagogy, and background knowledge This research was conducted at TLU on English-majored students in their 3 rd semester (Group 1, Academic Year 2023-2024) from April to June 2024.
Research methods
This research employed a mixed methods design incorporating quantitative and qualitative methods A questionnaire was distributed to gather numerical data on student perceptions, attitudes, and challenges Additionally, interviews were conducted to delve into how students effectively overcame these challenges using improvement strategies.
Significance of the study
Scientific significance
Based on the scientific data provided by the study, educators could conduct an assessment on the translation training for English-majored students The study has the potential to pave the way for new developments in themes related to this topic Furthermore, the research has made some contribution to literature in translation
4 studies by uncovering several findings related to the challenges encountered by students during translation.
Practical significance
From the displayed results, the university, ED and lecturers could identify the obstacles impacting students’ performance and promptly take action to modify the curriculum and teaching methods to ensure that students can achieve desired learning outcomes At the same time, students can also benefit from the study since they can improve their performance during the “Translation 1” course in particular and the English learning process as a whole.
Structure of the study
The thesis is structured with seven parts, including:
LITERATURE REVIEW
Theoretical background
Even though translation has a long history, stretching for thousands of years, its theoretical foundation did not start until the 15 th century Nevertheless, translation plays a significant role in our society; therefore, it has been a focal point of academic debate with various approaches from different disciplines Defining translation has never ceased to pose challenges for intellectuals; there have been numerous definitions elaborated For instance, Jakobson (1959) points out three different types of translation:
(1) Intralingual translation: an interpretation of verbal signs by means of other signs in the same language
(2) Interlingual translation: an interpretation of verbal signs by means of some other languages
(3) Intersemiotic translation: an interpretation of verbal signs of non-verbal system
Translation theorists have been in search of a comprehensive definition of translation According to the above definitions, translation transcends linguistic elements such as words, sentences, and texts to include non-verbal communication methods However, it lacks in-depth discussion on the actual process of translation, making it abstract and difficult to understand
Newmark (1995) introduced a straightforward and thorough definition of translation According to him, translation is "rendering the meaning of a text into another language in the way that the author intended the text" Implicitly recognising the two phases of the translation process—precise comprehension and suitable representation—as well as the translation objective (achieving equivalence - "the way the author intended the text"), Newmark's concept emerges as one of the most widely accepted definitions of translation among scholars
Another significant attempt to explain the concept of translation is made by Hatim and Munday (2004) They offer a dual perspective on translation Firstly, they define translation as a process, emphasising the act of transposing a text from one language to another, thus placing importance on the translator's role Secondly, they
6 consider translation as a product, focusing on the outcome produced by the translator, which conveys the message from the source language to the target language with maximum accuracy and completeness
Additionally, Le & Nguyen (2008) offer a definition of translation as "the expression in another language (or target language) of what has been expressed in another (source language), preserving semantic and stylistic equivalence" In essence, in everyday terms, translation involves discussing or writing about something using a different language This definition also clearly outlines the two most crucial standards for translation: the preservation of the information and the style of the source language text
In summary, typically there are two distinct perspectives on translation One involves conveying ideas and messages through rephrasing or restating, while the other views translation as the process of transferring messages from one language to another to achieve equivalence and convey accurate meaning
In the area of translation studies, Newmark's (1988) theory regarding translation methods gained widespread acceptance among scholars While Peter Newmark has not explicitly defined a translation method, it is generally understood as the approach adopted by the translator in handling the entirety of the source text, contrasting it with a translation procedure, which is employed for sentences and smaller language units
In his renowned publication "A Textbook of Translation" (1988), Newmark introduces eight translation methods, presented in the format of a flattened V diagram
Figure 1: Translation methods in Newmark’s theory
Newmark (1988) describes word-for-word translation as "interlinear translation," where "the original order of words in the source language is maintained, and each word is translated individually according to its most common meaning, without considering context." (p 46)
7 The key difference between literal translation and word-for-word translation lies in the grammatical structure of the TL For literal translation, the grammar construction is transferred to the nearest equivalent in the TL; however, this is not the case for word-for-word translation Additionally, both two translation methods share one common feature is that individual lexical words are translated independently and without considering context
A faithful translation "strives to replicate the exact contextual significance of the original while adhering to the grammatical structures of the target language" (p 46) Put differently, it transposes cultural terms while preserving lexical and grammatical awkwardness
Adaptation, positioned as the foremost approach on the right-wing spectrum emphasising the target language, is labelled as "the freest form of translation" (p 46), commonly applied to plays, poetry, and songs Free translation, as illustrated, involves
"conveying the text without the style, or the content without the form of the original" (pp 46-47) It can be viewed somewhat as "intralingual translation" (p 47) since it
"typically results in a paraphrase that is much longer than the original" (p.p 46-47) Idiomatic translation similarly holds the essence of the original text but "risks altering subtle nuances of meaning by favouring colloquial expressions and idioms do not present in the original" (p 47)
Out of the eight translation techniques mentioned, the particularly noteworthy ones are semantic translation and communicative translation Newmark asserts that these two methods are the sole ones that effectively achieve the dual objectives of translation: precision and efficiency Furthermore, they both exhibit the shared characteristic of "treating the following elements in a similar manner: commonly used metaphors, standard collocations, technical jargon, informal language, slang, everyday expressions, routine notices, social pleasantries, and ordinary speech" (p 47)
It is very important for translators to be aware of aspects of discourse that may pose challenges during the translation process Translation problems related to
8 discourse can involve understanding the content, maintaining relationships between paragraphs, and identifying the structure of sentences and the text as a whole
House (2015) believes translators often struggle with accurately grasping the meaning of the source text (ST) This issue can arise from cultural differences, idiomatic expressions, and context-specific references Misunderstandings may lead to inaccurate translations that fail to convey the intended message of the original text According to Nord (2005), translators must ensure that the logical flow and coherence between paragraphs are preserved in TL This preservation is crucial to maintaining the same level of cohesion and clarity as the original text Additionally, identifying and replicating the structure of the source text can be challenging, especially when organisational patterns differ significantly between SL and TL Translators need to discern the text's macrostructure (overall organisation) and microstructure (sentence- and paragraph-level organisation) to produce a coherent and logically structured translation
In summary, translators must be well aware of various discourse-related challenges to produce accurate and effective translations Understanding the content, preserving coherence and logical flow, and accurately replicating the structural elements of the source text are essential to achieving this goal Being aware of cultural nuances, idiomatic expressions, and context-specific references is vital in overcoming potential misunderstandings By meticulously addressing these aspects, translators could ensure their work faithfully conveys the intended message and maintains the integrity of the original text, hence, enhancing communication efficacy across languages and cultures
METHODOLOGY
Research design
The study utilised a combination of quantitative and qualitative methods Initially, a questionnaire was devised to gather statistical data on the perceptions students have and challenges they face in taking the “Translation 1” course at TLU The quantitative method was chosen due to its deductive nature, facilitating the breakdown of the research problem into manageable segments Quantitative data were collected via a questionnaire, which was then enriched by a semi-structured interview as it offers new insights and serves as an adjunct to supplement and add depth to the quantitative data
In this study, some interview sessions were carried out to delve deeper into the strategies adopted by students taking the “Translation 1” course to overcome challenges in the course, serving as a supplement to cross-validate the data, ensuring the reliability and validity of the quantitative findings obtained from the questionnaire.
Population and sampling
The target population of this study contains 656 students (mainly from K33 and K34) at TLU They are in their third year or fourth year and major in English Language Most of them have completed the prerequisite subject, which is
Introduction to Translation Theories As third- or fourth-year students, they are familiar with the curriculum offered by ED, TLU Furthermore, the surveyed participants have completed the “Translation 1” course, making them the ideal participants for the research
A total of 106 students from the target population were randomly chosen to participate in the study Of these, 6 had not attended the "Translation 1" course, so the remaining 100 students completed the questionnaire Additionally, 8 out of these 100 students participated in the interview sessions upon their completion of the questionnaire In researching challenges encountered by English-majored students at TLU, the probability sampling method was utilised, ensuring that the sample accurately represents the entire population enrolled in the course This allows for generalisable findings and minimises selection bias
Research instruments
The questionnaire was adapted from a Graduation Thesis of Nguyen (2010) which made an investigation into the difficulties students encountered during translation
Overall, the questionnaire includes three parts:
− Part B: Perception and awareness about learning translation
− Part C: Difficulties encountered by English-majored students during the
Part A of the study gathers demographic information from participants, including age, gender, year of study, and English proficiency level It also determines whether participants had previously enrolled in a specific course, "Translation 1." This information establishes participants' characteristics and provides context for subsequent analysis in the study.
Part B comprises statements aiming to explore how the students at TLU perceive learning Translation as a subject, the importance of translation in real life, methods of learning translation, and teaching methodology applied by teachers Statements from this part are designed based on a 5-point Likert scale, ranging from “Strongly Disagree”, “Disagree”, “Neutral”, “Agree” and “Strongly Agree”
Part C aims at figuring out learner’s difficulties when taking the “Translation 1” course, covering a wide range of aspects such as discourse, grammar, lexical resources, coping tactics, and personal factors Statements in Part C also employed a 5-point Likert scale ranging from “Very Difficult”, “Difficult”, “Neutral”, “Easy” and “Very Easy”
During the qualitative data collection phase, interviews serve as a valuable instrument for gathering information and provide a powerful tool for gaining deeper insights into participants' attitudes, thoughts, and behaviours (Kendall, 2008) Harris and Brown (2019) highlight that semi-structured interviews involve initiating the conversation with a few open-ended questions and devoting significant time to probing
23 and eliciting detailed and clarified responses, which are typically analysed qualitatively
The researcher selected a semi-structured interview format for the study to facilitate in-depth exploration of specific themes and responses The interview questions were designed to align with the study's research objectives: (1) benefits of the "Translation 1" course for students, (2) challenges faced by English-majored students in the course, (3) solutions employed by students to address these challenges, and (4) expectations students have from their teachers to enhance their translation learning experience.
FINDINGS AND DISCUSSION
Findings from the questionnaire
Figure 2: Number of students taking the “Translation 1” course
As could be drawn from the pie chart, the vast majority of students participating in the research have taken the “Translation 1” course, taking up 94.34%, compared to just half of 10% of those who have not This helps to validate the quantitative data related to the attitude towards and the challenges students face during the course
3.1.2.1 Attitude towards translation as a subject at ED, TLU
Table 1: Attitudes of students towards translation as a subject
Q1 (“I like translation very much.”) illustrates that the number of participants who showed interest in learning translation are 32.1% Additionally, a significant number of respondents expressed that they strongly agreed with the given statement
26 (nearly 20%) However, there were 22.6% of respondents showed their neutrality in deciding whether translation is interesting to them or not About 20% of respondents showed no or little interest in translation As such, we can see that most of the students who took part in the survey expressed their interest in translation (Mean = 3.48)
Similarly, most students showed their interest when learning translation (Mean 3.48); specifically, 31.1% and 22.6% of students agreed or strongly agreed, respectively while only 7.5% of students reported completely agreed that translation was not interesting 16% said that translation was somehow not interesting for them and the remaining, accounting for 17%, asserted their neutral viewpoints towards the given statement
3.1.2.2 Attitude towards the importance of translation
Table 2: Attitudes of students towards the importance of translation
An overview of the data for Q3 (“Translation is essential for our daily life”) shows that most of the surveyed students (Mean = 4.01) agreed that translation plays a vital role in our daily life claiming the majority of the data, totalling 76.4% Meanwhile, only 10.1% of respondents asserted a neutral standpoint towards the given statement Additionally, a handful of respondents showed slight or complete disagreement with the given statement, with 4.7% and 2.8%, respectively This set of data acts as an indicator that almost all English-majored students at TLU showed a good perception towards the importance of translation
With regards to Q4 (“I find that learning translation is necessary”), nearly 56% of students agreed or strongly agreed on the necessity of learning translation Only 23.6% of respondents disagreed or strongly disagreed, indicating a generally positive attitude towards the importance of translation learning This could be a great way for students to get more insights about translation as a job in the future or prepare translation as a tool to support their language competence
27 Students’ perceptions towards translation such as preference or the importance of translation can greatly influence their motivation in learning If they find translation as an interesting field of study, they will allocate their time, effort and available resources to learn translation This could lead to excellent academic performance in not only translation subjects but also other academic programmes
3.1.2.3 Attitude towards methods of learning translation
Table 3: Attitudes of students towards methods of learning translation
A majority of students preferred interactive learning methods for translation, with group discussions and peer review being the most popular (Mean = 3.28) Over 33% strongly favored interactive methods, while almost 20% expressed a strong desire for cooperative translation activities However, 14.2% remained neutral, and only 12.3% voiced disagreement with interactive study methods While 16% completely opposed group study or interactive translation activities, most students overall embraced interactive approaches to improve their translation abilities.
Regarding Q6 (“I prefer self-directed learning methods, where I can explore diverse materials and practice at my own pace.”), a vast majority of the surveyed respondents expressed that they found it more effective if they adopt this kind of learning method (Mean = 3.31) In particular, the number of students believing self- directed learning is an effective way to improve their translation skills was the most prevalent among all categories, with more than a third and nearly 19% of participants
In the survey, the majority of respondents (54.4%) indicated a preference for a self-directed learning method, with 28% strongly agreeing However, nearly 20% remained undecided, while a smaller percentage (26.4%) expressed a clear preference for this learning style This may be attributed to the familiarity with university learning, where students are expected to engage in independent research and study.
3.1.2.4 Attitude towards translation as a job in the future
Table 4: Attitude of students towards translation as a job in the future
Looking into Table 4 at a glance, we can see that there were diverse opinions upon Q7 (“I aspire to become a professional translator in the future.”) It is noted that a fairly high percentage of over 40% of the respondents illustrated their disagreement with the fact that they aspire to become a professional translator in the future The number of participants who opted to pursue a career in translation in the future also witnessed the same trend which was slightly lower than that of students who showed disagreement, with nearly 20% students strongly agreeing and approximately 9% agreeing on the statement being discussed The rest (nearly 21%) consists of the remaining participants who were yet unclear and could not make their decision for this statement In short, the opinion on pursuing a career in professional translation received varied responses from participants but the number of students deciding translation as a helper for their main career took the dominant (Mean = 2.79)
Q8 (“I want to use translation as an aid to my main career.”) experienced a reverse trend, with a large number of choices for choosing translation as a tool for the main career (Mean = 3.51) One-fourth of the respondents agreed and nearly 22% strongly agreed On the contrary, the figure for students who do not want to be a translator in the future is only half in combination (about 20%), compared to that of
29 their counterpart On the other hand, only a minority maintained their neutral viewpoint on this issue This trend serves as an indication of the career path that most English-majored students attending the “Translation 1” course would likely follow, which is utilising translation skills only as a tool to facilitate their main career
3.1.2.5 Attitude towards resources offered during the course
Table 5: Attitude of students towards resources offered during the course
To begin with, Q9 (“I find that materials are up-to-date and interesting.”) reveals that more than two-fifths of the participants found that the materials provided were up- to-date and interesting However, 13.2% and 7.5% of the participants’ responses were Disagree and Strongly Disagree, respectively The remaining 24.5% of respondents provided no comment on the issue Overall, most of the students found the materials offered during the course were up-to-date (Mean = 3.32)
Based on Q10 survey data, a significant 68% of students expressed that the English Department (ED) at Tan Lien University (TLU) lacks events providing practical experience opportunities This overwhelming response indicates ED's inadequacy in organizing such events.
Findings from the interview
3.2.1 Benefits gained after taking the “Translation 1” course
Language competence English/Vietnamese competency improvement 4
Easiness and fluency in translation 4
Working manner Increased ability to work independently 1
43 Self-perception Self-perception for future career 2
Table 12: Benefits from the “Translation 1” course
Through the "Translation 1" course, students primarily enhanced their translation skills, as noted by Candidates A, B, C, and H The course fostered their ability to translate between English and Vietnamese accurately and fluently, employing appropriate vocabulary and grammar Additionally, Candidate G highlighted the course's impact on their understanding of sentence meaning, suggesting that it not only improved their translation proficiency but also honed their translation methodologies learned in the prerequisite subject.
Translation Theories) Additionally, Candidate G added she was taught coping strategies such as splitting long sentences into smaller ones or flexibly switching active to passive voice
5/9 cases agreed that they acquired background knowledge from the course Candidates A, B, C and D concurred that “Translation 1” helped them have an in-depth understanding of background knowledge related to the topics covered such as economy, population, tourism and environment Unlike the other candidates, Candidate F said that she had an opportunity to find out about cultural backgrounds upon attending the course
Language competency is also the greatest gained benefit from the course, with 4/8 cases agreeing on this matter Candidate A asserted that “Translation 1” helped her a lot in improving English, which is similar to Candidate C, with his great enrichment of vocabulary base and reading comprehension skills Candidate F also showed
44 agreement that the course broadened her understanding of vocabulary and grammar Similarly, “It helped me apply and enhance my background knowledge of grammar and vocabulary that I have accumulated throughout my years of English learning”, said Candidate H
Candidate B said: “I have insights about translation as a job in the future and I think that connects me with, like, actually do what it takes to be a translator or an interpreter in the future” Similarly, Candidate D agreed: “have more insight about how to convey, how to interpret a message more precisely, and I have more insight about the translation, not only as a subject but also as a job prospect, so I can consider the subject to be, like, background for my future job if I want to become an interpreter or something Through the “Translation 1” course, the two students above could evaluate their suitability with translation as their main profession in the future
In exception, working manner is the least chosen benefit To illustrate, there was only Candidate C who thought that he learnt to work individually better through this course This is because his teacher mainly focused on letting students engage in individual work, instead of letting them work in pairs or groups
From the above analysis, the course “Translation 1” primarily provided students with benefits related to translation ability and language competence because the course is a compulsory subject in the curriculum aiming at equipping English-majored students with adequate language and translation skills to be well-prepared for the future labour market Furthermore, background knowledge also received due attention during the course This finding is supported by theoretical backgrounds proposed by Kocbek (2005) and Shirinzadeh & Mahadi (2015) indicating that translation not only requires an excellent command of the SL and TL but also a wealth of background knowledge, and specifically cultural knowledge
3.2.2 Challenges encountered during the course of “Translation 1”
Ineffective TQA activities 1 Lack of diverse teaching activities 1
Lack of coping strategy introduced by teacher 1
Uncommon specialised/ culturally specific language 4
Inability to select the appropriate meaning of polysemy
Inability to analyse the syntactic structure of complex sentence
Lack of knowledge and experience in translation 3
Balancing accuracy and fluency over ST faithfulness
Do not know when to prioritise fluency and accuracy over faithfulness with the ST
Table 13: Challenges encountered by students during the “Translation 1” course
According to Table 13, linguistic factors pose the greatest impediment to students' translation success Insufficient vocabulary hindered 50% of participants, while specialized and culturally specific language presented challenges for another 50% Limited exposure to diverse topics contributed to these difficulties Syntactic complexity and spelling errors were less prevalent, with only 12.5% of participants reporting issues in each area Overall, vocabulary remains the primary obstacle to effective translation, aligning with previous research findings and the questionnaire results.
Regarding teaching methodology, a similar pattern was observed within this theme, with only 1 response recorded for each aspect Specifically, Candidate A noted that TQA activities were ineffective because the teacher gave too much autonomy to students in evaluating their peers’ translations The participants, being only third- or fourth-year students, lack adequate practical experience and knowledge in translation, potentially leading to misunderstandings and errors during the process of proofreading and editing others’ translations Candidate B asserted that the teacher did not offer any warm-ups, diverse teaching activities, or encouragement throughout the course This issue could cause boredom among students, as an interactive and effective lesson requires engagement from both students and teachers Finally, Candidate G affirmed that only a few translation coping strategies were introduced in the course For example, when encountering unfamiliar words or texts with hidden meanings, she did not know how to handle the situation
Background knowledge posed significant challenges for students, with 3 out of 8 participants experiencing difficulty in this area Candidate A admitted that most students did not have sufficient background knowledge and experience in translation Candidate E agreed, noting that the lack of background knowledge combined with culturally specific language posed great challenges for her Similarly, Candidate H
47 reported having no prior experience in translation or background knowledge of specific fields This indicates insufficient exposure to topics covered in the
Personal factors also contribute to the hardships faced by students during the course, with 2 out of 8 students commenting on this issue Candidate D stated,
"Besides that, it is also really time-consuming because some passages are just too long
I am having a hard time concentrating while translating such long passages." Additionally, Candidate G confirmed that looking up unfamiliar words in a printed dictionary consumed valuable time when an online dictionary was not available, leading to delays in the translation process This highlights an over-reliance on technical translation aids
Only one case encountered difficulty in balancing fluency and accuracy with faithfulness to ST The candidate stated that sometimes she did not know whether to favour the ST or the target text (TT)
In summary, vocabulary, specialised terminology, and background knowledge posed the most significant challenges for English-major students attending the
“Translation 1” course The findings on vocabulary and terminology align with previous research by Nguyen (2010), Dinh (2014), Bui (2013), Tran (2013), and Trieu (2013), which also identified specialised terms as a difficulty for students and professional translators Additionally, the challenge of background knowledge, highlighted by Bui (2013), Tran (2015), and Trieu (2013), shows that both students and professional translators encountered difficulties due to insufficient background knowledge in their respective fields
3.2.3 Strategies employed by students to overcome difficulties in the course
Theme Strategies for improvement Frequency
Asking for feedback from professionals 1
Reading/Listening (to) more authentic materials 7
Make use of technology Using tools such as Google
Finding out more about cultural knowledge 1
Table 14: Strategies for improvement employed by students
From Table 14, it can be seen that most students believed exposure to authentic materials (newspapers, comics, videos, etc.) improved their language competence, with 7 out of 8 interviewees giving this response This is understandable because increased exposure to authentic materials enhances students' language skills over time Additionally, self-study was a frequent strategy adopted by students in this course, with 6 interviewees mentioning it Among them, 5 out of 8 candidates chose to practice at home independently in addition to attending translation sessions with lecturers Notably, 1 candidate mentioned that she practised translation at home by self-proofreading and editing
Seeking help from others is also a great way for students to improve their translation skills This strategy was chosen by 3 candidates Specifically, Candidate A sought feedback and advice from her sister, who has expertise in translation Candidates B and E confirmed that participating in a self-study group with friends significantly boosted their motivation and facilitated peer assessment
CONCLUSION AND RECOMMENDATIONS
Conclusion
This study seeks to uncover the challenges faced by English-major students at ED, TLU Utilizing a mixed-method approach that incorporates both quantitative and qualitative data collection techniques, the research explored the key challenges encountered by these students The findings reveal several significant insights, highlighting the areas of difficulty and potential support needed for English-major students within the academic environment.
The "Translation 1" course at TLU brings several notable benefits to students It is noted that the course contributes to the improvement in language competence, with many students reporting enhanced English and Vietnamese skills, particularly in vocabulary and grammar The course significantly boosts students' translation skills, enabling them to translate texts more fluently and accurately They also become more conscious of translation methods, learning specific coping strategies such as breaking down long sentences and switching between active and passive voice Additionally, the course enriches students' background knowledge, covering interdisciplinary topics like economy, population, tourism, and environment, which are essential for contextual translation Moreover, some students gain valuable insights into translation as a potential career, helping them evaluate their suitability for roles as translators or interpreters Overall, the course equips students with essential skills and knowledge, preparing them for future career opportunities in translation and related fields
Students generally express positive attitudes towards translation, acknowledging its significance and interest in learning it Despite this, a sizable group views translation as a supplementary skill rather than a primary career path Course materials are perceived as relevant and engaging, while translation aids are valued Feedback on teaching methods is varied, suggesting room for enhancing engagement and support through improved strategies and activities.
The course poses several challenges for English-majored students, primarily in teaching methodology, linguistic proficiency, background knowledge, and personal factors Ineffective teaching strategies and a lack of diverse activities decrease student engagement Linguistically, students struggle with vocabulary, specialised terms, poly-
53 semantic words, and complex sentences Additionally, insufficient background knowledge and experience, along with personal issues such as concentration and dependence on translation aids, further complicate their translation tasks These findings underscore the need for improved teaching methods, better preparation, and enhanced support to address these challenges effectively
Research on the "Translation 1" course at TLU reveals several strategies students use to overcome translation difficulties Many students engage in self-study, practising translation at home and self-proofreading to improve their skills Seeking help is common, with students asking for feedback from professionals or studying with friends to boost motivation and gain peer assessment Exposure to authentic language through newspapers, comics, and videos helps students enhance their linguistic competence Technology plays a crucial role, with tools like Google Translate and online dictionaries providing broader definitions and contextual equivalences Additionally, enriching background knowledge, particularly cultural understanding, is essential for accurate translations These strategies, combining independent effort, collaborative learning, technological aids, and cultural exploration, highlight a comprehensive approach to tackling translation challenges, underscoring the need for diverse resources and support in translation education
Students at TLU have clear expectations for how teachers could help them learn translation more effectively in the "Translation 1" course They primarily desire more detailed and constructive feedback, which 50% of the interviewed students highlighted as crucial for understanding their strengths and weaknesses Additionally, students expect teachers to take more control of TQA, as excessive student autonomy can lead to misunderstandings and errors Pre-teaching important vocabulary is also a significant expectation, helping students better engage with the texts Furthermore, students seek more diverse classroom activities to prevent boredom and enhance engagement They also highly value deeper analysis of translation examples, clearer lesson objectives, and increased guidance and care from teachers Some students suggest incorporating more translation strategies into the curriculum to help manage difficult translations Lastly, organising events with translation professionals would provide practical industry insights and motivate students
Recommendations
4.2.1 For English-majored students at TLU
In addressing the challenges encountered during the “Translation 1” course, several strategies are recommended to enhance student performance Firstly, increased engagement in practising translation at home is crucial Students should allocate more time, effort, and resources to practice, leveraging technological tools such as online dictionaries and Google Translate for self-proofreading and editing Collaborative study methods, including group discussions and peer assessments, can further develop language and communication skills To overcome linguistic difficulties, students need exposure to authentic language sources, such as newspapers and books, to gradually build vocabulary, grammar structures, and background knowledge Daily reading and listening to news from resources like BBC, VOA, CNN, and Vietnamese English- language newspapers such as Nhan Dan, Vietnamnet, Vietnam News, Vietnam Plus, and People’s Army are beneficial Note-taking is a powerful tool to enhance vocabulary and grammar retention, allowing students to analyse and learn from the ST’s use of language
For personal development, students should prepare thoroughly before translation tasks by pre-learning relevant vocabulary and grammar Building confidence through preparation is key Maintaining concentration during translation can be achieved by staying calm and composed Adopting “a growth mindset” helps in handling criticism positively, viewing feedback as an opportunity for improvement Finally, effective task prioritisation can reduce stress and improve performance under time constraints By implementing these strategies, students can significantly improve their translation skills and overall academic performance
4.2.2 For lecturers in the English Department
Based on the above findings, the researcher suggests that lecturers should invest more time in lesson preparation to ensure diverse, interactive, and engaging activities Effective lessons should cater to various learning styles, requiring lecturers to tailor their teaching methodologies to meet individual student needs Additionally, students expect lecturers to pre-teach useful vocabulary and grammar structures that will appear
55 in translation practice texts, enabling them to revise and reinforce necessary language skills
Furthermore, more attention and control should be given to TQA activities Given students' novice status and the limited practical experience and background knowledge due to the short duration of the current curriculum, clear objectives and instructions are essential Without these, students may become confused and demotivated Detailed and personalised feedback from lecturers is crucial for students' development
Regarding curriculum content, lecturers might consider including a wider range of topics such as music, games, psychology, and history to spark students' interest and engagement By implementing these suggestions, lecturers can enhance the effectiveness of their teaching and better support students in their translation studies
Within its authority, ED should consider organising diverse events aimed at sharing practical translation experiences from professional translators Additionally, department heads should maintain an open-minded approach to receiving students’ feedback and aspirations This could help in creating a more comprehensive curriculum that focuses on nurturing talent and providing a personalised learning experience By incorporating these initiatives, ED could significantly enhance the educational environment and better support students in their translation studies.
Limitation of the study 55 REFERENCES I APPENDICES
The study faced limitations that could impact its findings The analysis excluded the correlation between responses and respondent demographics (gender, year of study, language competency) Moreover, the low number of participants (100 out of 656) and interview sessions (8 out of 100) limit the generalizability and reliability of the results The qualitative data from interviews was often ambiguous and lacked depth due to the researcher's limited experience in conducting such interviews Future research should address these limitations by including a more diverse and balanced participant pool and investigating the correlation between responses and relevant demographics.
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Vu, V D (2011) Lí luận và thực tiễn dịch thuật Vietnam National University, Hanoi
My name is Nguyen Thanh Dat, from K34 I am conducting my Graduation Thesis entitled “Challenges encountered by English-majored students taking the “Translation 1” course at Thang Long University.” I would be very grateful if you consider participating in my research and give precious answers for the completion of this questionnaire Rest assured mate, your confidentiality is strictly guaranteed, and all the collected data will be used for research purposes only
If you have any questions, feel free to contact me via:
Year: Third/ Fourth year (please underline)
1 What is your current level of English competency?
2 Have you taken “Translation 1” course at TLU before?
PART B: ATTITUDE TOWARD LEARNING TRANSLATION
Instruction: Please put a tick (x) only one column for each statement in the following table according to 5-degree Likert scale, as follows:
(3) Neutral (Neither agree nor disagree)
1 Attitude towards translation as a subject at English Department, TLU
I find that learning translation is interesting
2 Attitude towards the importance of translation
Translation is essential in our daily life
I find that learning translation is necessary
3 Attitude towards methods of learning translation
I find that interactive methods (group discussions and peer review) are more engaging and effective in improving translation abilities
I prefer self- directed learning methods, where I can explore diverse materials and practice at my own pace
4 Attitude towards translation as a job in the future
I aspire to become a professional translator in the future
I just want to use translation as a professional aid to my main career
5 Attitude towards resources offered during the course
I find that materials are up- to-date and interesting
Department offer various events for students to gain practical experience
Google Translate) help me a lot during translation
6 Attitude towards teaching methodology applied by teachers
Activities carried out by teacher were exciting and interactive
Teacher offered warm-up activities before translation tasks to engage students effectively
Teacher controlled class and followed students closely
Translation quality assessment activities among students were effective
X Teacher provided students with background knowledge to facilitate students’ process of translation
PART C: CHALLENGES ENCOUNTERED DURING THE COURSE
Instruction: Please put a tick (x) only one column for each statement in the following table according to 5-degree Likert scale, as follows:
(3) Neutral (Neither difficult nor easy)
Understanding content of the source text (ST)
Understanding relationship between paragraphs in texts
Identifying and recognising conjunctions and discourse markers
Recognising different parts of speech
Reproducing passive or active voice
Identifying main and subordinate clauses in complex sentences
3 In terms of lexical resources
XII Deducing the contextual meaning of words
Guessing meaning of words from their word formation
Selecting the appropriate meaning of poly- semantic words
4 In terms of translation coping tactics
Avoiding word- for-word translation
Dealing with culturally specific language
Breaking down complex sentence into smaller chunk
Preserving the tone and style of
Handling ambiguous or figurative language in the
5 In terms of personal factors
Maintaining concentration and focus for extended periods during translation tasks
Handling negative feedback or criticism
Staying organised and managing time effectively when working on multiple translation tasks simultaneously
Thank you for your co-operation!
1 What benefits did the “Translation 1” course bring to you?
2 What difficulties did you have when doing this course?
3 What did you do to deal with these difficulties?
4 What are your expectations from the lecturer to help students learn translation better?
Interviewer: Hello, Candidate A, welcome to my interview session today I've got 4 questions for you about the “Translation 1” course offered by the English Department at Thang Long University The first question is, what benefit did the translation course bring to you?
Interviewee: It offers me a lot of benefits ranging from improving English competency, increasing the ability to translate smoothly between the two languages More than that, the course offers me valuable knowledge about various fields including Economics, Tourism, Population and Environment, facilitating the process of translation
Interviewer: Okay, so now we're gonna proceed with the second question What difficulties did you encounter during the course?
Interviewee: I did encounter a few challenges during the course I think the biggest challenge hindering me from achieving a good translation is my English competency, especially, when it comes to lexical resource Sometimes I can select the appropriate word to translate the meaning of a word in the ST (source text) because of its diverse connotative meaning Another particular aspect that I find it hard to master is analysing the syntactic structure of a sentence As for complex sentences contain many subordinate clauses within its structure, this always causes confusion to me About teaching methodology applied by teachers, I think translation quality assessment seemed to be ineffective Because we are only students who do not have very much background knowledge and experience in translation, which can cause mistake during proofreading and editing time As such, I think teacher’s instruction should be enhanced for better control of the quality of the translations
Interviewer: Okay, so that is for the second question And now we move on to the third question What did you do to overcome those difficulties?
Interviewee: I think one of the best ways to deal with those difficulties is that we need to have more exposure to authentic English text, particularly, mainstream newspaper like Nhan Dan, Vietnam News, Vietnam Plus They offer a wide range of lexical items which are very useful when we produce a translation Moreover, the grammatical structures the author uses are very flexible and diverse This can be a very useful tool for referencing and the corpus for me to practice translation Apart from studying in class with lectures’ instruction, I also practiced translating myself using Google Translation as a proofreader or maybe I would ask for the help of my sister who has rich experiences in translation industry
Interviewer: Interviewer: Okay so we come to the last question What are the expectations from teacher you think to help the students to learn translation more effectively
Interviewee: I expect the teacher to be more active With that being said, she needs to pay more attention to students’ translation I gather that she has just focusing on letting students take control of translation quality assessment activities More control should be taken, and more guidance should be given to support students to make them feel less ambiguous about the knowledge covered Furthermore, I think she should teach the vocabulary needed for the practice part beforehand, so that we can have the opportunity to imprint those words into our short-term memory, which aligns closely with the practice of the PPP (Presentation, Practice and Production) teaching sequence
Interviewer: Hello, Candidate B, welcome to my interview session today I've got 4 questions for you about the “Translation 1” course offered by the English Department at Thang Long University The first question is, what benefit did the translation course bring to you?
Through the translation course, I enhance my translation skills, refining them for fluency and accuracy Furthermore, I gain invaluable insights into the field, preparing me for future opportunities in translation.
XVII connects me with, like, actually do what it takes to be a translator or an interpreter in the future So I think that's the most important benefit that I got
Interviewer: Okay, so what about the English competency you get when you took the course “Translation 1”?
Interviewee: I do not think I got much English competency in that because mostly I did in that course is just sit around teacher give me paper and I translate them There was not very much real improvement in my English competency
Interviewer: Okay, very good So what about background knowledge? Did you gain anything?
Interviewee: Yeah, I did gain some strategies and information to help me with dealing with topics that was introduced, but not very much
Interviewer: Okay, so now we're gonna proceed with the second question What difficulties did you encounter during the course?
Interviewee: I think that the most difficult thing I encountered when studying written translation and speaking translation is that it's the method of teaching It's kind of weird, you know? There's no warm-up, there's no assessment, like nothing I just come to the class, the teacher gives me some handouts, or I have to print the handouts for myself, and I just translate them And then at the end of the section, the teacher tells us to switch our paper with each other, and then let students give our own, like, answer I don't really think that we know enough to give each other tips, because at the end of the course, I did not gain much And I think that maybe it's my translating ability, I'm not very good at translation, I know, but I would have tried better if I have some encouragement So yeah, I think that's the most important thing
Interviewer: Okay, so did you have any difficulties in like maybe personal factors?
For example, like concentration or handling some criticism with your translation?