An investigation into difficulties and strategies in the translation process of english majored students at banking academy

This study aimed to show the difficulties and strategies in the translation process of English-majored students.. The above reasons motivated the researcher to conduct this study on the

INTRODUCTION

Rationale of the Study

In the era of globalization, Vietnam has emerged as a key strategic partner for numerous countries worldwide Notably, on September 10, 2023, Vietnam and the United States, which recognizes English as its official language, elevated their relationship to a comprehensive strategic partnership This significant development underscores Vietnam's growing influence and collaborative efforts on the global stage.

In 2023, English has emerged as a crucial language across various sectors, including science, economics, engineering, and diplomacy, necessitating strong English skills among Vietnamese workers to seize opportunities from international partners However, research by MH (2023) indicates that merely 5% of Vietnamese workers possess the English proficiency required for effective employment Consequently, translation services between English and Vietnamese play a vital role in connecting foreign and local businesses in today's globalized market.

Translation is a complex skill that demands extensive knowledge in language, specialization, and culture Research by Ibrahim (2017), Phan et al (2021), Mahmoud (2022), and Pham et al (2022) highlights the challenges university students face in translation practice However, there is a lack of research focused on the experiences of language students at the Banking Academy Additionally, studies by Afaf et al (2020) and Pham and Phu further emphasize the need for more targeted research in this area.

In 2013, research indicated that students struggled to recognize and apply effective translation strategies This observation prompted a study focused on the challenges and techniques employed by English-major students at the Banking Academy of Vietnam during the translation process.

Objectives of the Study

This study aims to explore students' perspectives on the primary translation challenges they face, identify variations in these difficulties among students, and uncover the key translation strategies employed by English majors at BAV.

Scope of the Study

This study examines the translation challenges and strategies employed by final-year ATC students who have completed two translation courses Conducted over two months in March and April, the research is grounded in theoretical frameworks introduced during the translation curriculum to address word translation difficulties.

Research Questions

This study aims to identify the challenges faced by ATC students and the translation strategies they employ during the translation process To achieve this, the research addresses several key questions regarding these difficulties and strategies.

1 Which difficulties do ATC students face in the translation process?

2 Which translation strategies do ATC students apply in the translation process?

Significance of the Study

Translation serves as both a skill and a valuable method for learning foreign languages, offering significant benefits to students and lecturers alike Students will gain insights into the challenges they face during the translation process and discover effective strategies to enhance their skills, better preparing them for university courses or future careers in translation Additionally, lecturers will gain a deeper understanding of their students' experiences and the practical application of translation theory, enabling them to develop more effective teaching methods Finally, the research findings will serve as a valuable reference for future studies in the field of translation.

Structure of the Study

The research is divided into five chapters, as follows:

Chapter I - Introduction This chapter discusses the rationale of the study, research objectives, research questions, and the significance, scope, and structure of the research

Chapter II - Literature Review This chapter provides relevant theories on the definition of translation, the steps of the translation process, and translation strategies based on Baker’s theory In addition, some common difficulties in the translation process are also analyzed in this chapter

Chapter III - Research Methodology This chapter presents essential information about the research methodology It contains detailed explanations of the study locale, participants, research instruments, data collection procedure, and data processing method

Chapter IV - Findings and Discussion The results of this research will be displayed and analyzed in this chapter Next, the in-depth discussions will be presented

Chapter V – Summary of the findings, implications and recommendations

This chapter will present a summary of the findings, and implications as well as show the limitations of the research and give some recommendations for further research

This chapter outlines the rationale and significance of the study, highlighting its objectives and research questions to facilitate data analysis Additionally, the research structure is clearly presented for ease of understanding and navigation.

LITERATURE REVIEW

Translation

Translation is defined by Newmark and Munday (2016) as the conversion of a source text in its original language into a target text in another language Osman (2017) adds that translation is a mental process where translators replace linguistic entities with their equivalents in another language, ensuring the meaning of the source text remains intact while accurately conveying the author's original thoughts Anisah and Basri (2023) emphasize that translation is not just a transfer of words but also a creative process.

In summary, translation involves converting linguistic elements from a source language into their corresponding equivalents in a target language It is essential to maintain the meaning and nuances of the original text throughout this complex and crucial process.

The significant role of translation is highlighted by Habeeb and Muhammed

In today's globalized world, a nation's progress is significantly shaped by its capacity for economic, cultural, political, and social exchanges with other countries However, language barriers often hinder these interactions, making communication challenging To address this issue, the translation industry emerged, playing a crucial role in bridging these gaps and facilitating smoother exchanges between nations.

Translation plays a crucial role across various sectors, including trade, tourism, international investment, technology transfer, cultural exchange, and education It facilitates understanding and ensures accurate information flow among parties As globalization progresses, translation serves as a vital tool for disseminating knowledge worldwide By bridging language gaps, translation fosters cooperation across multiple fields, significantly contributing to global development The advancement of any nation during globalization is closely linked to the ongoing evolution of the translation industry.

The translation process involves a sequence of actions aimed at converting a text from a source language to a target language Various researchers have developed models to illustrate this complex procedure.

The translation process begins with a thorough analysis of the original text, as highlighted by Nida (1975) This initial stage requires the translator to examine the structure, meaning, and implications of every word, phrase, and sentence to fully grasp the source's overall message Following this analysis, the translator must effectively convey that meaning into the target language.

In this phase, suitable equivalents in the target language are carefully chosen and incorporated into the translated text During the restructuring or editing stage (Ly, 2022), the translator must follow the grammatical and stylistic conventions of the target language to accurately convey the original meaning This process is exemplified by Nida’s model.

Figure 2.1: Translation process adopted from Nida (1975)

Larson (1984) proposed a translation model that closely resembles Nida's, but notably excludes the transferring process The first step involves analyzing the source text's words, structures, situations, and cultural factors to uncover its meaning Subsequently, the translator selects equivalent terms, phrases, and structures in the target language to accurately convey the original meaning in the receptor language.

Figure 2.2: Translation process adopted from Larson (1984)

Habeeb and Jameel (2023) outline essential steps for effective translation, which include Preparation, Translation, Editing and Review, and Final Review and Approval Initially, translators must thoroughly read the source text and relevant materials Subsequently, they translate the text to accurately convey the authors' meaning and intent in the target language To ensure the translated text's naturalness and precision, it undergoes a review by translators or other professionals before reaching its final version This final translation is then subjected to a final check by the clients to ensure satisfaction and quality.

Common difficulties in the translation process

Hoang (2006) explained in the textbook for English senior students

Translation is a complex process that demands mastery of both the source and target languages, enabling translators to address challenges rapidly Pham (2015) emphasizes that this skill is challenging for both students and instructors, as it necessitates extensive knowledge across various fields, cultural understanding, and proficient language use Consequently, translation courses are typically offered after students have completed several language skills courses at the university level.

Students face significant challenges in language skills and academic knowledge, as highlighted by Pham and Phan (2013) Key obstacles include difficulties in lexicology, grammar, and fluency in their native language, alongside a lack of specialized knowledge in tourism and business Further studies by Phan et al (2021) and Nguyen (2022) identified specific challenges in vocabulary—such as terms, collocations, idioms, and prepositions—as well as grammar aspects like tenses, voice, and noun types Overall, these researchers concluded that Vietnamese students struggle with both linguistic issues, including lexicology and grammar, and non-linguistic difficulties related to their background knowledge.

Lexicology plays a crucial role in language, presenting significant challenges for learners and translators due to its diversity and complexity across different languages Terminologies, collocations, and idioms are particularly difficult for students striving to develop their translation skills, making lexicology a major hurdle in the translation process.

Richards and Schmidt (2011) describe terminology as specialized words or phrases specific to fields such as technology, business, or biography, encapsulating the essential concepts of those areas Sager (1996, as cited by Melnichuk and Osipova, 2016) refers to terms as "depositories of knowledge," highlighting their role in conveying critical information within a profession.

In the banking sector, the term "interest" translates to "tiền lãi" in Vietnamese, highlighting its specific financial meaning rather than the common interpretation of "sự hấp dẫn."

Terms represent a minor segment of a text, typically around 5%-10% (Newmark, 1981), yet they pose significant challenges in the translation process According to Nguyen (2022), research into students' struggles with Vietnamese-English translation reveals that the specialized meanings of business terms hinder students' ability to find accurate translations.

Lucito (2018) highlighted that students face significant challenges in translating religious stories due to difficulties with terminology Many students struggle to grasp the meanings of technical words within unclear contexts, complicating their ability to find appropriate equivalents in the target language This issue arises because such terms often convey specialized knowledge from fields where the translators lack expertise, making it challenging to accurately interpret and translate them.

Collocations, as defined by Richards and Schmidt (2010), are combinations of words that occur together based on specific restrictions O'Dell and McCarthy (2017) further describe collocations as natural semantic and syntactic matches that resonate with native speakers Essentially, collocations consist of word combinations that form phrases commonly used in everyday language, involving various pairings such as verbs with prepositions, adjectives with nouns, and verbs with nouns.

For example: “Blonde hair” is a collocation formed by an adjective and a noun

“Sail through” is a collocation formed by a verb and a preposition

Collocations play a crucial role in translation, as highlighted by Newmark (1998) and Dai (2009) However, the complexity and vast number of collocations pose significant challenges for students in recognizing and remembering their meanings (Nguyen et al., 2021) When faced with difficulties in translating collocations, students often resort to a word-for-word translation method, resulting in awkward and unnatural phrases in the final text Pham (2018) found that Vietnamese EFL students frequently made translation errors due to limited collocation usage, influenced by their native language and reliance on direct translation Therefore, it is essential for students to focus not only on meanings but also on the fixed combinations of words when translating from the source language to the target language.

For example: The Vietnamese text includes the phrase “sương muối dày đặc”

The Vietnamese phrase “dày đặc” translates to “thick” in English, but a direct translation as “the thick frost” may not resonate with native speakers Instead, they commonly use the expression “the hard frost” or “the heavy frost” to convey the same meaning more naturally.

Idioms are unique combinations of words whose meanings cannot be deduced from the individual words, as noted by Baker (2001) Each language's idioms reflect the culture, lifestyle, and beliefs of its speakers, serving as a window into their environment However, Liu (2003) points out that these idiomatic expressions can pose significant challenges for learners of foreign languages.

The Vietnamese idiom “Chở củi về rừng,” which translates to “Carry coals to Newcastle” in English, illustrates the concept of engaging in a futile endeavor This saying reflects the cultural significance of firewood and forests within Vietnamese agricultural traditions.

“coals” are more familiar with an industrial country like England

Translating idioms presents significant challenges for translators, as highlighted by Baker (2001), who emphasized the importance of accurately recognizing and rendering idioms into the target language Both Newmark (1988) and Baker (2001) noted that idioms may lack direct equivalents in the target language A study by Phan et al (2021) explored the difficulties faced by students in translating from Vietnamese to English, revealing that grasping the meaning and finding culturally specific idiom equivalents is a complex task Cultural differences between Vietnam and English-speaking countries further complicate the translation of idioms for students.

In addition to lexicology, grammar poses significant challenges for students during the translation process due to the differences in grammatical categories between English and Vietnamese Key distinctions include variations in tenses, the treatment of countable and uncountable nouns, and differences in voice.

Baker (2001) highlights that verbs in the tense category provide crucial information regarding time relations and aspectual differences Time relations indicate when an action occurs—whether in the past, present, or future—while aspectual differences reveal the nature of the activities, such as whether they are completed, ongoing, or instantaneous English verb forms are modified according to various tenses to accurately reflect the timing and status of actions.

For example, the verb “to write” in the present tense is “write” and in the past tense is “wrote”

However, according to Phan (2016), instead of changing the verb form to convey the time of the action, Vietnamese use function words to determine the time in which actions occur

For example: “I am washing dishes now.” → “Mình đang rửa bát.”

Translation Strategies

Translation strategies are premeditated approaches that translators employ to address specific challenges in their tasks (Krings, 1986, as cited by Ordudari, 2007) Loescher (1991, as cited by Ordudari, 2007) further defines these strategies as a planned process aimed at resolving issues that arise during the translation of a text Ultimately, translation strategies enable translators to navigate difficulties, ensuring that the final output resonates naturally and is easily comprehensible for the target audience.

Many experts proposed their classification of translation strategies According to Suryawinata and Hariyanto (2016) and Chesterman (2016), three types of translation strategies are syntactic strategy, semantic strategy, and pragmatic strategy

To solve the issue of words in translation, Baker (2001) outlined various strategies that professional translators have applied

Using a more general word (Superordinate)

One of the most popular techniques for resolving different types of translation difficulties is translation by generalization (Baker, 2001) The more specific word is

Languages often replace specific terms with broader, more commonly used words, as each language prioritizes meanings relevant to its context This approach can lead to overgeneralization or oversimplification, risking meaning loss in translation A widely accepted strategy for addressing non-equivalence in translation is the use of superordinate terms As Baker (2001) noted, meaning within the semantic field transcends language, allowing for effective communication across different languages In certain contexts, it is appropriate to translate an English word using a general term in Vietnamese, and vice versa.

Target text: “Xe máy” (Bui and Dang, 1997)

In English, "mopeds" and "motorcycles" are distinct types of vehicles; a "motorcycle" refers to a two-wheeled vehicle powered by an engine, whereas a "moped" is a smaller motorcycle equipped with pedals for starting the engine or for climbing hills (Cambridge Online Dictionary) Interestingly, in Vietnamese, both are referred to by the same term, "xe máy."

Translation by using a more specific word (hyponym)

In the translation process, opting for a more specific term, or hyponym, contrasts with the strategy of using a superordinate term Nguyen (2013) highlights that this method can sometimes result in misunderstandings of the source language's meaning, which can be more problematic than overgeneralization Nevertheless, when selecting among synonyms, it is crucial to choose a precise word to effectively transform the source term into its target equivalent, ensuring the translation sounds natural.

Target text: “Lúa, cơm” (Bui and Dang, 1997)

The English word "rice" has multiple translations in Vietnamese, depending on its context; when referring to rice that is planted, it is translated as "lúa," while the cooked and consumed form is referred to as "cơm."

Translation by using a more neutral/ less expressive word

When translating expressive words, it's crucial for translators to select terms that accurately convey the author's intention Choosing equivalent words with varying levels of expression can lead to misunderstandings among target readers To enhance clarity and naturalness in the translated work, using more neutral terms is recommended, minimizing the risk of miscommunication.

Source text: “We are willing to die for our motherland.”

Target text: “Chúng tôi sẵn sàng chết vì quê hương.” (Anh Nguyen, 2022)

The term "Motherland" signifies a person's deep emotional bond with their country In Vietnamese, it translates to "đất mẹ" or "quê hương," with "quê hương" being the more familiar and natural choice for expressing this connection among Vietnamese speakers.

Cultural substitution in translation allows translators to replace culture-specific terms from the source language with familiar expressions in the target language, ensuring the same meaning is conveyed This technique enhances comprehension for readers from different cultural backgrounds, eliminating the need for lengthy explanations or descriptions of cultural items in the translated text.

For example: “Tết Trung thu” → “The Mid-Autumn Festival”

According to Baker (2001), this strategy is used or not based on two elements:

(1) the limitations given to translators by the people who hired them, and (2) the main goal of the translation

Translation by using a loan word or a loan word plus an explanation

According to Baker (2001), translators can effectively incorporate borrowed words during the translation of cultural items, modern concepts, or frequently used terms While borrowing can occur from any language, it is typically done in the target language If a term is frequently mentioned in the original text and is unfamiliar in the target language, the translator may retain the source word but must provide an explanation in the receptor language Once this explanation is given, it is unnecessary to repeat it for subsequent mentions.

Source text: “Áo dài là loại áo truyền thống của Việt Nam.”

Target text: “Ao Dai is the traditional dress of Vietnam.” (Anh Nguyen, 2022)

The term "Áo dài" represents a unique aspect of Vietnamese culture that cannot be accurately translated as "long shirt" or "long dress." Therefore, it is essential to retain the original term in translations to preserve its cultural significance.

Paraphrasing serves as an effective translation method when a term or idea in the source language lacks a direct equivalent in the target language, or when the target language fails to fully convey the nuances of the original expression According to Baker (2001), challenges in translating a word or concept can be addressed through paraphrasing, which can clarify meaning using either related or unrelated terms.

Source text: "Children shall be protected from abuse and neglect”

Trẻ em cần được bảo vệ khỏi mọi hình thức bạo lực và tổn thương, cũng như tránh bị xúc phạm, bỏ mặc hoặc thiếu sự chăm sóc.

The English terms "abuse" and "neglect" encompass a broad spectrum of harmful treatments towards individuals However, the Vietnamese language lacks specific terms that fully capture the essence of these concepts To effectively convey their meanings, it is beneficial to use a variety of targeted words and phrases in translation, ensuring both clarity and accuracy.

This strategy may omit the original word's expressive or evocative meaning, resulting in a translation that is often longer than the source text due to the inclusion of additional elements in the rewriting process.

Translators may choose to omit non-essential words or expressions that do not significantly impact the meaning or intention of the original text This approach can streamline the translation, making it more concise and preventing distractions for the reader from superfluous information.

Source text: “Họ đang triển khai phát triển chương trình giảng dạy mới” Target text: “They are developing a new curriculum”

Previous Studies

During these years, a large number of researchers have conducted studies on the difficulties and strategies applied in the translation process

Le and Tran (2022) explored the challenges faced by English-majored students at Vinh University in translation studies using a mixed-methods approach They randomly collected translation samples from 50 third-year students and developed a survey with 14 questions, which was piloted with 54 junior students over two weeks to gather quantitative data Additionally, 20 students participated in a group interview via Zoom The findings revealed that limited schema, cultural and pragmatic knowledge, insufficient grammar knowledge, and vocabulary deficits were significant obstacles for EFL students Notably, background knowledge and complex sentence structures presented the greatest difficulties in translation practice, while tense translation was less challenging for many students However, the study's limited scale restricts its ability to provide a comprehensive view of the issue.

A study by Pham et al (2022) examined the challenges faced by 125 English-major students in translation courses at a private university, utilizing a mixed-method approach that combined quantitative and qualitative data Researchers conducted an online survey to gather students' perspectives on the impact of four key factors—lexis, grammar, culture, and existing knowledge—followed by interviews with 16 participants for deeper insights The results indicated that lexis, existing knowledge, culture, and grammar were significant hurdles in the translation process, with lexis identified as the most challenging aspect, particularly in translating terminologies Conversely, students felt confident in their grammar skills, ranking it as the least difficult factor The study highlighted that limited knowledge in diverse fields and cultures hindered students' comprehension of the source text.

A study by Nguyen and Truong (2018) examined the strategies used by Vietnamese students in translating English advertisements into Vietnamese The research revealed that students faced greater challenges with vocabulary translation compared to grammar Key strategies identified included equivalence, paraphrasing, addition, borrowing, transposition, and reduction, while word-for-word translation was not used to address difficulties The study involved analyzing the translations of two printed advertisements by 41 senior students majoring in English interpretation and translation at Can Tho University, all of whom had completed their translation courses and internships A mixed-method approach combining quantitative and descriptive methods was utilized to analyze the data collected.

In her 2021 study, Syukrina explored the challenges and strategies faced by third-year English Education students at the State Institute of Islamic Studies Langsa when translating Indonesian texts into English Utilizing a qualitative approach, data was gathered through translated tasks and interviews with ten participants The findings highlighted several difficulties, including vocabulary issues, particularly with religious terminology, grammatical complexities, equivalence challenges, and long sentence structures Additionally, the interviews indicated that the students primarily employed three translation strategies derived from Fitria's theory: adaptation, literal translation, and natural borrowing.

In a study by Lucito (2018) at Ar-Raniry State Islamic University, the challenges and strategies in English Language Education translation were explored using Newmark’s and Baker’s theories Fifteen students translated an Islamic story, with ten participating in follow-up interviews Data were analyzed using descriptive methods, revealing that the students predominantly employed two translation methods: word-for-word translation and free translation, aligning with Newmark’s theoretical framework.

In a study involving 21 interviews, the researcher found that participants struggled most with translating religious vocabularies and terms They primarily employed two strategies suggested by Baker (2001): opting for more general words and paraphrasing to grasp the original text's meaning However, the research's limitation lies in its focus on a small, specific population and the niche topic of religious stories, which hinders the ability to provide a comprehensive overview of the subject.

The studies reviewed highlighted students' translation difficulties and strategies, employing mixed methods of quantitative and qualitative research Four out of five studies involved 10 to 55 participants, while one study included over 100 students The findings indicated that students faced challenges with both linguistic and non-linguistic elements, and they adapted their translation strategies according to the context of the original texts, informed by various theoretical frameworks.

Despite existing research, significant gaps remain, particularly due to the limited scale of most studies, which involved fewer than 60 participants, hindering generalizability Additionally, there is a notable absence of research focusing on students' translation difficulties and strategies within the Banking Academy of Vietnam This study aims to address these gaps and provide valuable insights.

Chapter II provides some relevant theories of translation, common translation difficulties which were gathered from previous studies and translation strategies based on the Baker’s theory These theories is hoped to provide a general understanding on the research topic so that analyzing and giving recommendations would be more understandable Moreover, previous studies in Vietnam and other countries on the same topic have been summarized and analyzed to find the research gaps.

RESEARCH METHODOLOGY

Locale of the study

This research was conducted at the Faculty of Foreign Languages at the Banking Academy of Vietnam, focusing on English-majored students These students gain essential knowledge in both the English language and the banking and finance sectors, enhancing their future employment prospects.

Participants

This research focused on K23 seniors from the Faculty of Foreign Languages at the Banking Academy of Vietnam, who were chosen for their experience in two translation courses—Translation I and Translation II A total of 94 students from three classes (K23ATCA, K23ATCB, and K23ATCC) participated in the study, initially completing a questionnaire Subsequently, seven of these students were invited for individual interviews to provide deeper insights into their translation skills.

To conduct in-depth interviews, the researcher employed purposive sampling to select seven individuals from a pool of 94 survey participants This method, as outlined by Etikan et al (2016), involves intentionally choosing participants based on their unique characteristics In qualitative research, it is essential to identify and select "information-rich cases" (Patton, 2002) to optimize resources A systematic approach was used to identify seven respondents who shared specific traits, including gender and self-rated confidence in translation skills, which were assessed after completing two translation courses.

23 levels of translation skill can have various responses to their difficulties in the translation process

Figure 3.1 Students’ confidence of translation skill

Table 3.1 Background information of interviewees Interviewee Code Gender Translation Skill Confidence

Research method

This study employed mixed methods, integrating both quantitative and qualitative data collection and analysis to gain comprehensive insights into the research topic (George, 2023) As noted by Shorten and Smith (2017) and George (2023), this integrated approach leverages the strengths of both methodologies, combining objective survey results with valuable qualitative insights from interviews This method yields richer data on the research problem than either approach alone Quantitative methods typically utilize surveys or polls for numerical data collection (Fleetwood, n.d.), and this study implemented a survey with closed questions to assess translation difficulties and the application of translation strategies among ATC students.

Interviews and open-ended questions serve as key tools in qualitative research, allowing for an in-depth exploration of respondents' perspectives prior to data analysis (Bhandari, 2020) This study employed interviews to gather comprehensive insights, yielding valuable data In summary, the mixed methods approach enhances the depth of understanding regarding the research topic.

Data collection instruments

An online survey was conducted to efficiently gather data for this research, allowing access to a large number of participants within a short timeframe while conserving resources The questionnaire was adapted from previous studies by Phan et al (2021) and Nguyen (2022) to explore translation difficulties, as well as from Juining and Kusuma (2020) to assess students' frequency of employing translation strategies.

L1 I find it hard to figure out equivalent terms in the target language Nguyen (2022)

L2 Unfamiliar terms can be an obstacle in my translation process

L3 I cannot recognize collocations when translating from English to Vietnamese and vice versa

L4 I find it difficult to remember all the collocations

L5 Understanding idioms with culture- specific features poses a great challenge for me

L6 I cannot find the equivalent idioms in the target language

Vietnamese and English make me get confused in the translation process

G2 It is hard for me to convey the implication of the writer when translating tenses

G3 I cannot realize which nouns can/cannot be counted when translating from

G4 I cannot choose the right way to translate countable and uncountable nouns

G5 I do not notice that Vietnamese tend to use more active sentences while English tend to use more passive sentences

G6 I do not know how to transform a passive sentence in the source language into an active sentence in the target language and vice versa

B1 I cannot choose the right words or terms relating to the text

B2 It’s such a complicated task for me to translate completely new topics without related knowledge

B3 I cannot determine whether the information is conveyed exactly

Students’ strategies used in the Translation process

1 Have you used a more general word of the target language to express specific ones of the source language?

2 Have you used a more specific word to translate a general one of the source language?

3 Have you used words with the same meaning but neutral/less emotional expression in the translation process?

4 Have you localized cultural phenomena in the translation process?

5 Have you still borrowed words in the source language which has no equivalent words in the target language but add an explanation in the target language?

6 Have you rewritten a concept that does not exist or convey all the meaning of the source?

7 Have you omitted words or parts of the source language text when translating?

There were 4 sections in the questionnaire with 29 questions related to personal information, translation experiences, translation difficulties, and translation strategies

Section I included two questions about the background information of respondents The first question was about their class and the next one was about their gender which determined the sample structure of the study

In Section II, students responded to five key questions regarding their confidence in translation skills, the time dedicated to practice, the frequency of challenges faced, the more difficult types of translation, and the effectiveness of their translation strategies This section provides valuable insights into the current state of students' engagement with the translation process.

Section III consisted of 15 closed questions about the common difficulties students encountered in the translation process As mentioned in Chapter II, the most common difficulties were related to the lexicology with terms, idioms and collocations; the grammar with tenses, types of nouns and voices; and the background knowledge Each question in this part used the 5-point Likert scale: 1-Strongly disagree, 2-Disagree, 3-Neutral, 4-Agree, and 5-Strongly agree

In Section IV, students selected translation strategies from Baker’s theory during their translation process Each question was formatted as a Yes/No inquiry, allowing students to indicate their use of a strategy by choosing "Yes" or opting for "No" if they did not apply it.

The author utilized semi-structured interviews to explore translation challenges, strategies, and recommendations for effective translation This interview format encourages interviewees to provide detailed responses, enabling the interviewer to ask follow-up questions for deeper insights beyond the initial queries According to KnowHow (2018), semi-structured interviews offer interviewees the flexibility to articulate their themes, allowing for a richer understanding of their experiences.

29 ask for more information based on interviewees’ expressions Five questions were designed to probe for more information

1 What difficulties do you encounter when you translate?

2 What should you do when encountering difficulties in the Translation process?

3 Which translation strategies do you often use when translating?

4 Why do you often apply those strategies?

5 Any suggestions to be successful in doing a translation task?

Data collection procedure

After designing the survey, the researcher sought feedback from the supervisor on its content and language, leading to the removal of one unsuitable question about attitudes Subsequently, the online questionnaire was created using Google Forms and distributed to 156 senior students between March 18 and April 1, 2024, via Messenger and Zalo This approach proved effective, as the English-majored seniors were mostly finished with their coursework and engaged in internships Following this pilot phase, the researcher collected 94 responses.

An interview invitation was sent via email, with a voluntary confirmation process, resulting in seven out of eight invitations accepted One day prior to the interviews, five structured questions were provided to help interviewees prepare On April 5, 6, and 7, 2024, the researchers conducted online interviews with seven participants using the Messenger application, offering convenience and time efficiency Interviewees had the option to accept or decline the invitation At the start of each interview, the interviewer explained the purpose, sought permission to record for analysis, and assured participants that all recordings would be deleted post-research to maintain confidentiality.

Data Analysis

The quantitative data were handled via Excel Worksheet 2013 and SPSS version 29 for Windows

To assess the reliability of the questionnaire, the reliability statistics of SPSS 29 were employed, specifically focusing on the Cronbach’s Alpha coefficient, which ranges from 0 to 1 A Cronbach’s Alpha value of 0.6 or higher indicates an acceptable level of reliability for the research instrument, with higher values reflecting greater reliability Conversely, a coefficient below 0.6 suggests that the scale is unreliable.

The table indicates that all sub-constructs have Cronbach’s Alpha coefficients exceeding 0.6, demonstrating that the scale is both acceptable and reliable Consequently, no items will be removed from the questionnaire.

The data collected from the online survey were analyzed using descriptive statistics in SPSS version 29 Initially, responses from the Google Form questionnaire were exported as an Excel file, where the data were numerically coded Subsequently, the file was imported into SPSS 29 to compute the mean, frequency, and standard deviation of the survey responses.

To interpret the mean score of the 5-point Likert scale, the researcher based on the distance value which is calculated by the formula:

Distance value = (Maximum - Minimum) : (Number of levels)

The interpretation of mean scores is categorized into five ranges: Very Low (1.00 - 1.80), Low (1.81 - 2.60), Medium (2.61 - 3.40), High (3.41 - 4.20), and Very High (4.21 - 5.00) The analyzed data is visually represented through tables, bar graphs, and pie charts.

The data collected from semi-structured interviews were manually analyzed, with recordings carefully transcribed for accuracy The researcher provided transcripts to participants for verification and permission to use the documents Subsequently, responses were categorized for analysis, integrating qualitative findings through relevant participant quotes These quotes served to support or elaborate on conclusions drawn from the quantitative data, while ensuring the confidentiality of interview participants, coded from I1 to I7.

Ethical Consideration

Participation in the interview is entirely voluntary, with the researcher clearly outlining its purpose in the invitation Invitees have the freedom to decide whether to participate based on their willingness Throughout the interview, participants can request to pause or stop the session at any time, without needing to provide an explanation The interviewer ensures the confidentiality and privacy of all participants.

We prioritize the confidentiality of personal information and are committed to deleting record files after data analysis Once transcribed, the data will be returned to participants for accuracy verification Throughout the analysis process, no data will be altered or modified.

This chapter outlines the research methodology utilized in the study conducted at the Faculty of Foreign Languages at Baking Academy, involving senior participants The analysis of the data collected through two instruments and methods is detailed, highlighting the approach taken Additionally, ethical considerations were prioritized to safeguard the rights of all participants involved in the research.

FINDINGS AND DISCUSSION

Findings

Table 4.1.1 reveals a significant gender imbalance among the 94 senior students surveyed, with female respondents comprising 83% (78 individuals) and male participants only 17% (16 individuals) This discrepancy indicates that the number of female respondents was nearly five times greater than their male counterparts The pronounced gender disparity in the survey is attributed to the higher enrollment of females in the English linguistics major in Vietnam, particularly at the Banking Academy of Vietnam.

Figure 4.1.1 Students’ translation practice time per day

The data presented in pie chart 4.1.1 reveals that a significant majority of students, specifically 84%, dedicate less than one hour daily to practicing translation skills, while 14.9% invest 1-2 hours Notably, only one participant reported spending over two hours on translation tasks Overall, it appears that translation practice does not consume much of the respondents' time each day Participants I2 and I3 indicated that various challenges hinder their ability to practice this skill frequently, with I3 stating, “It is such a complicated skill that I have had many challenges when practicing.”

I often got bored in one hour to practice translating especially when translating a text with a new topic.”

Figure 4.1.2 Students’ frequency encountering translation difficulties

The chart reveals the frequency of difficulties students face during the translation process, with only 3.2% indicating they experience challenges all the time A majority, 54.3%, reported usually encountering difficulties, while 38.3% said they sometimes face obstacles Notably, just 2.1% of respondents claimed they never or rarely struggle with translation tasks.

Table 4.1.2 The type of Translation students find difficult

Which type of Translation is more difficult? Percentages (%)

The above table reveals that translating from Vietnamese into English is more challenging for students than translating from English to Vietnamese This is

36 concluded from the data that 84% of participants responded that Vietnamese-English translation is more difficult, whereas just 16% supposed that English-Vietnamese translation is more challenging.

Figure 4.1.3 The effectiveness of translation strategies

The data reveals that 54% of ATC students perceive translation strategies as moderately effective in their translation process, while 24% rate them as highly effective Overall, translation strategies are viewed as a valuable tool in enhancing the translation process.

Table 4.1.3 Students’ difficulties in translation

Difficulty Category Mean Std Deviation

The overall mean score of the identified challenges in the translation process was high (M=3.58), indicating that participants acknowledged facing these difficulties The challenges ranked in order of severity were Lexicology (M=3.87), Background Knowledge (M=3.69), and Grammar (M=3.17) This aligns with interview feedback, where participants unanimously identified lexicology as the most significant hurdle in translation, with one participant noting, “I have difficulty in translating words and phrases, while grammar is quite easy for me.”

Table 4.1.4 Students’ challenges in translating terms

L1 I find it hard to figure out equivalent terms in the target language

L2 Unfamiliar terms can be an obstacle in my translation process

The analysis reveals a high overall mean score of 3.94 for the challenges faced by survey respondents during the translation process Specifically, students reported difficulties in finding equivalent specified words, with a mean score of 3.84 for the first statement The second statement, addressing the challenges posed by new terminologies, received an even higher mean score of 4.04 This finding aligns with interview responses, as all seven interviewees acknowledged struggles with unfamiliar terminologies, often unable to locate their equivalents in the target language For instance, one interviewee noted the difficulty in translating specialized terminology in fields like economics, law, or technology due to the need for in-depth subject matter knowledge in both languages Another interviewee highlighted that terms may lack direct equivalents in other languages, which they found particularly challenging in translation.

Table 4.1.5 Students’ difficulties in translating idioms

L5 Understanding idioms with culture-specific features poses a great challenge for me

L6 I cannot find the equivalent idioms in the target language

The data shows that most respondents identified idioms as a significant challenge for students during translation tasks, with a high mean score of 3.92 This indicates that idiomatic expressions pose considerable obstacles in the translation process.

Translating idioms with culture-specific features presents significant challenges, as highlighted by a high mean score of M=4.01 for the difficulty of understanding these idioms and M=3.84 for the inability to find equivalent expressions in the target language Consistent with interview findings, six out of seven participants reported that translating idioms naturally is nearly impossible, particularly those with symbolic imagery One participant noted that cultural differences complicate the translation process, requiring extensive reading to grasp the meanings, while another acknowledged understanding the idioms but struggling to find suitable equivalents in the target language.

Table 4.1.6 Students’ difficulties in translating collocations

L3 I cannot recognize collocations when translating from English to

L4 I find it difficult to remember all the collocations

The study revealed a high mean score (M=3.75) indicating that participants found transferring collocations between languages to be challenging Specifically, the first statement received a mean score of M=3.53, highlighting students' difficulty in recognizing collocations within source texts Additionally, a significant number of participants expressed difficulty in recalling collocations, as evidenced by the second statement's mean score of M=3.97 Interviews further confirmed these challenges, with one participant noting, “I don’t realize some words going together to convey a meaning, so I often translate them independently with unnatural meaning.” Another participant shared, “I am often in situations in which I saw and learned those collocations, but I can’t recall them in the target language.”

Table 4.1.7 Students’ difficulties in background knowledge

B1 I cannot choose the right words or terms relating to the text

B2 It’s such a complicated task for me to translate completely new topics without related knowledge

B3 I cannot determine whether the information is conveyed exactly

Table 4.1.7 reveals that the overall mean of three items is high at M=3.6915, indicating that most students experienced challenges with background knowledge during the translation process Specifically, the items received positive feedback, with mean values between 3.45 and 3.91 The item B2, stating "It’s such a complicated task for me to completely translate new topics without related knowledge," had the highest mean at M=3.91 Following this, item B3, "I cannot determine whether the information is conveyed exactly," scored M=3.71, reflecting students' uncertainty about the accuracy of their translations due to insufficient knowledge Although item B1, "I cannot choose the right words or terms relating to the text," had the lowest average at M=3.45, it still indicates a significant challenge for students in the translation process.

In translation courses, we covered diverse topics such as the environment, education, health, stock market, and SMEs Despite frequent exposure to these subjects, I recognize my limited in-depth knowledge for accurate analysis Consequently, I lack confidence in ensuring the precise transmission of information, often resorting to related terms to convey meaning, which complicates clarity and accuracy.

Table 4.1.8 Students’ obstacles in translating tenses

Vietnamese and English make me get confused in the translation process

G2 It is hard for me to convey the implication of the writer when translating tenses

Figure 4.1.4 Student's difficulties in translating tenses

According to Table 4.1.8, translating tenses was not a significant challenge for most respondents, with a mean score of 3.10 indicating a medium level of difficulty However, it is noteworthy that 24.5% of seniors expressed agreement with the statement G1, indicating that translating tenses still presents challenges for some students.

“Differences in tenses between Vietnamese and English make me get confused in the translation process” while it got a mean of M=2.94 (Medium) Moreover, 36 out of

94 respondents admitted that they had difficulty in conveying the original intent when translating tenses From the interview, I4 shared that: “There are so many tenses in

When translating Vietnamese texts into English, it's essential to carefully read the source material to accurately determine the appropriate tense This attention to detail helps preserve the nuances of the author's expressions.

Table 4.1.9 Students’ difficulties in translating types of nouns

G3 I cannot realize which nouns can/cannot be counted when translating from Vietnamese-

G4 I cannot choose the right way to translate countable and uncountable nouns

Figure 4.1.5 Students’ difficulties in translating types of nouns

Table 4.1.9 and Figure 4.1.5 reveal that students generally do not find translating types of nouns particularly challenging, with an average score of 3.11 (Medium) Notably, about one-third of respondents indicated difficulty in distinguishing noun types between languages Additionally, the challenge of using the appropriate method for accurately and naturally conveying these nouns received a mean score of 3.22 (Medium), with nearly 35% of participants agreeing or strongly agreeing Overall, translating countable and uncountable nouns does not appear to be a significant hurdle for students.

Table 4.1.10 Students’ difficulties in translating voice

G5 I do not notice that Vietnamese tend to use more active sentences while English tend to use more passive sentences

G6 I do not know how to transform a passive sentence in the source language into an active sentence in the target language and vice versa

Figure 4.1.6 Students’ difficulties in translating voices

Most respondents reported a lack of awareness regarding the use of voice in bilingual contexts (M=3.67) However, many found the transformation of this grammatical aspect relatively easy (M=2.96) Overall, the average difficulty score for translating voice was 3.31, indicating a medium level of challenge This suggests that while some students may struggle with voice transformation, others can manage it with ease.

The last part of the questionnaire includes seven questions to find which strategies students employ in their translation process The results are shown in the table below

Table 4.1.11 Frequencies of Students Using Types of Translation Strategies

Using a more general word (Superordinate)

Using a more specific word (Hyponym)

Using a more neutral/ less expressive word

Using a loan word or a loan word plus an explanation

Discussion

English-majored senior students at BAV acquire foundational translation knowledge through two dedicated courses in their 5th and 6th semesters While some students are currently interning or working in translation, many encounter significant challenges in mastering this complex skill It is essential to identify effective strategies to enhance their translation processes.

49 author has found some major difficulties students encountered when translating as well as the commonly useful translation strategies they applied in this process

Difficulties ATC students face in the translation process

Students dedicated minimal daily practice to translation skills, indicating a lack of mastery The findings highlighted that students perceived Vietnamese-English translation as more difficult than English-Vietnamese translation, aligning with Nguyen's (2022) research English majors at the Banking Academy of Vietnam reported facing significant challenges in translation tasks, particularly in areas such as lexicology, grammar, and background knowledge.

The survey and interview data indicated that lexicology emerged as the primary challenge faced by students in their translation processes Participants reported significant difficulties in transferring terms, idioms, and collocations, with the transfer of terms being the most challenging (M=3.94), followed closely by idioms (M=3.92) and collocations (M=3.75) These findings align with the research conducted by Arono and Narah.

In the translation process, students face significant challenges in understanding jargon and finding equivalent terms in the target language, as highlighted by Lucito (2018), Pham et al (2022), and Nguyen and Truong (2018) This difficulty often stems from a lack of familiarity with specific vocabulary, which is not commonly used in everyday life Additionally, idioms pose a barrier due to cultural differences that hinder comprehension of their intended meanings The challenge is further compounded by the need to identify equivalent idioms that convey the same significance in the target language Students also struggle with translating collocations, as they are not accustomed to the natural combinations of words in the native language The rapid increase in the number of collocations makes it difficult for students to keep up, resulting in challenges in recalling their meanings quickly during translation.

A significant number of students reported that lacking background knowledge presents considerable challenges in the translation process They found it difficult to translate texts on unfamiliar topics, as understanding new information, selecting appropriate words, and verifying the accuracy of the content became complex tasks This struggle is attributed to the necessity of translating diverse materials across various fields without a foundational understanding of the subjects involved To achieve success in specialized translation, students must possess extensive relevant knowledge in addition to a robust vocabulary This aligns with findings by Kim (2006) and Akalin (2013), indicating that students are unable to complete translation tasks effectively without prior content information on unfamiliar topics.

Surprisingly, the study found that students were relatively comfortable with transforming grammar between two languages, aligning with the findings of Pham et al (2022) and Nguyen and Truong (2018), but contrasting with Sharifudin's (2019) results, which indicated that Indonesian students faced significant challenges in grammar translation This discrepancy may be attributed to the thorough investigation of grammar by Vietnamese students, particularly those majoring in English at the Banking Academy of Vietnam, who engaged with the subject through the Applied Grammar module in university and high school Nonetheless, a small number of students reported confusion when translating specific grammar types, including tenses, noun types, and voice.

Translation strategies ATC students apply in the translation process

A recent survey revealed that the most prevalent translation strategy employed was the use of more general words, with 91.5% of respondents favoring this approach This aligns with the findings of Junining and Kusuma (2020), who also identified this strategy as the most common among students translating news articles The researchers noted that using general terms effectively addresses various forms of non-equivalence in translation.

Translation by omission emerged as the second most frequently employed strategy, utilized by 89.4% of survey respondents and suggested by 4 out of 7 interviewees This approach enables translators to eliminate irrelevant words or sections that may distract target readers or unnecessarily lengthen the translation Notably, Prayongsap (2011) identified this strategy as the most prevalent method for addressing challenges in translating business articles.

Paraphrasing as a translation strategy was favored by 75.4% of survey participants and five interviewees, highlighting its versatility across various text types Students indicated that this approach helps convey meaning when direct equivalents in the target language are unavailable and reduces word repetition in translations However, it may result in translations that are longer than the original text (Baker, 2001).

In a study involving 94 respondents, 63 favored the use of translation through loan words or loan words with explanations This approach allows students to incorporate vocabulary from the source language when equivalent terms are unavailable in the target language, particularly for new concepts or proper names However, its limited application contributes to its lower frequency of use, ranking fourth in this study, aligning with findings by Junining and Kusuma (2020).

Translation by cultural substitution ranked fifth with a score of 66%, contrasting with Junining and Kusuma's (2020) findings, where it was the second most effective strategy Lucito (2018) noted its ineffectiveness in his religious story test, indicating that some culturally distinctive concepts could be replaced with equivalent meanings Localizing cultural elements enhances familiarity and comprehension for target readers However, this strategy demands a deep understanding of both source and receptor cultures, posing challenges for students with limited cultural knowledge.

Translation by neutral/less expressive words drew less interest than the five options listed above This can be explained by the fact that this strategy requires the

Students demonstrated a high level of word choice, but this sometimes led to a loss of the authors' intended implications The final strategy discussed was the use of more specific words in translation However, it was noted that students frequently refrained from applying this strategy due to a lack of specific vocabulary.

Three common strategies in the translation process are the use of general terms, paraphrasing, and omission Despite their limitations, these strategies effectively address challenges in translation and can be utilized for texts across various topics.

This chapter addressed two research questions by analyzing survey and interview data through tables, pie charts, and bar charts It was found that students face numerous challenges during the translation process, with lexical difficulties being the most prevalent Various strategies are employed to overcome these translation challenges, although the frequency of strategy usage varies among students The findings will lead to recommendations for stakeholders in the subsequent chapter.

SUMMARY OF THE FINDINGS, IMPLICATIONS AND

Summary of the findings

The goal of this study is to find the difficulties and strategies in the translation process of seniors at the Faculty of Foreign Languages of Banking Academy

The research identified three key areas of translation difficulties: Lexicology, Grammar, and Background Knowledge It was found that seniors faced the greatest challenges in Lexicology, struggling particularly with understanding terms and finding appropriate equivalents, followed by difficulties with idioms and collocations Additionally, a lack of relevant Background Knowledge significantly hindered their ability to comprehend new texts and verify the accuracy of the information presented In contrast, seniors reported feeling more at ease with translating grammatical elements such as tenses, noun types, and voices.

According to Baker's classification (2001), the study identified effective strategies that seniors frequently use in the translation process These strategies include employing general words, paraphrasing, and omitting information to address various types of non-equivalence across diverse texts In contrast, other strategies such as using loan words, cultural substitutions, neutral or less expressive words, and more specific terms were noted to be less common, as their application largely depends on the characteristics of the source texts.

Recommendations

From the results, the researcher would like to propose some recommendations for both English-majored students and translation lecturers

The analysis highlights significant limitations in language skills and specialized knowledge, with a lack of vocabulary being the primary barrier to effective translation To succeed in translation courses and careers, English-majored students at Banking Academy must enhance their language proficiency and expand their vocabulary, particularly in English and Vietnamese terminology Effective methods for vocabulary improvement include reading across various fields, as emphasized by interviewees I3, I4, I6, and I7, along with research by Vu (2021).

In 2019, it was recommended that students engage with bilingual materials to improve their vocabulary acquisition Additionally, Nguyen and Bui (2013) introduced a game-based approach to vocabulary learning, highlighting that activities such as Scrabble and crossword puzzles stimulate cognitive effort, leading to better retention of new words.

Reading is essential for students as it enhances their language skills and broadens their knowledge base Nguyen and Ngo (2021) emphasize the importance of daily reading to stay updated with global developments and strengthen background knowledge They recommend utilizing online resources such as articles and newspapers for this purpose Additionally, students can deepen their academic understanding by enrolling in various university modules and engaging in extracurricular learning opportunities Improving grammatical proficiency through targeted exercises is crucial for those aiming to excel in translation tasks Ultimately, Vu (2021) stresses that students should dedicate ample time to practicing translation across diverse topics to refine their skills effectively.

English majors should be encouraged to thoroughly study translation theory to understand various translation strategies and identify the most suitable ones for different contexts According to Pham and Phu (2013), a lack of appropriate translation strategies can lead to numerous translation challenges Therefore, it is essential for students to practice applying different strategies frequently to become proficient and evaluate their effectiveness in specific situations Additionally, while reading bilingual materials, students should compare the source and target language versions to discover and learn the valuable strategies employed by professional translators.

5.2.2 Recommendations for lecturers and faculty

Students often seek assistance from their lecturers when facing translation challenges, highlighting the crucial role educators play in enhancing translation skills To support students effectively, lecturers should prepare them for potential difficulties in the translation process and the translation profession Providing supplementary materials in Vietnamese, as suggested by Le and Tran (2022), can aid students in their learning Introducing relevant materials on new translation topics prior to classes allows students to familiarize themselves with specialized vocabulary, facilitating more effective in-class discussions Additionally, instructors should encourage students to identify key phrases in original texts before attempting full translations Emphasizing the practice of various translation strategies is essential, and incorporating web-based exercises through platforms like Quiziz or Kahoot can enhance students' ability to apply effective strategies in diverse contexts.

Importantly, the Faculty of Foreign Languages should increase the quantity and quality of translation courses With more translation courses, students will have

56 more opportunities to investigate the theory and practice translating more materials

The training program at the Faculty of Foreign Languages includes specialized modules such as English for Banking and Finance, Money and Finance, and Accounting; however, students still lack the necessary specialized knowledge for effective translation tasks To address this gap, it is essential for the faculty to emphasize practical learning experiences Le and Tran (2022) highlighted that engaging with professionals enhances students' knowledge Therefore, the faculty should collaborate with businesses and partners to organize workshops, webinars, and business visits, providing students with valuable real-world exposure in their field.

Limitations of the study and suggestions for future research

Although the researcher put significant efforts into this study, many limitations are remaining in this research

This research concentrated on senior ATC students enrolled in two translation courses at BAV and included only 94 out of 156 seniors who voluntarily participated, limiting the representation of English-majored students at BAV and other universities Consequently, the findings do not offer a comprehensive perspective on the topic in different contexts Future studies should involve a larger participant pool to enhance the generalizability and credibility of the results.

Due to time constraints, the researcher was unable to explore all aspects of the difficulties and strategies faced by ATC seniors in the translation process Consequently, future studies should investigate additional translation challenges, their causes, and potential solutions, while also incorporating various linguistic theories to identify more effective translation strategies for students.

The confidence levels regarding students' translation skills were based on self-assessments Future research, equipped with additional time and resources, should aim to develop a more effective test for evaluating students' translation abilities.

This study aims to provide valuable insights for English-majored students at the Banking Academy of Vietnam and others interested in exploring this field, despite certain limitations.

The final chapter of this research highlights the key findings regarding the challenges and strategies faced by English-majored students at Baking Academy during the translation process Based on these results, several recommendations are provided for students, lecturers, and faculty aimed at improving translation skills Additionally, while significant effort has been invested in this study, it acknowledges certain limitations that future research should address to achieve more effective outcomes.

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Luận án của Phan, L T N (2016) nghiên cứu tác động tiêu cực của sự khác biệt ngữ pháp giữa tiếng Việt và tiếng Anh đến khả năng diễn đạt tiếng Anh của học viên cao học Việt Nam Nghiên cứu chỉ ra rằng những khác biệt này có thể gây khó khăn trong việc viết luận văn, đồ án và đề tài tốt nghiệp Tác giả đã phân tích các yếu tố ngữ pháp chính và đề xuất giải pháp nhằm cải thiện khả năng diễn đạt tiếng Anh cho sinh viên Thông qua việc hiểu rõ những điểm khác biệt này, học viên có thể nâng cao kỹ năng viết và giao tiếp trong môi trường học thuật.

1 Which class are you in?

Part 2: Students’ experiences with translation

1 Your confidence in your translation skill after 2 translation courses is… ?

2 How much time per day do you usually spend practicing this skill?

3 How often do you encounter difficulties in the translation process?

4 Which type of Translation is more difficult?

5 Do you think translation strategies help you translate more effectively?

Part 3: Students’ difficulties in the translation process

L1 I find it hard to figure out equivalent terms in the target language

L2 Unfamiliar terms can be an obstacle in my translation process

L3 I cannot recognize collocations when translating from English to

L4 I find it difficult to remember all the collocations

L5 Understanding idioms with culture-specific features poses a great challenge for me

L6 I cannot find the equivalent idioms in the target language

Vietnamese and English make me get confused in the translation process

G2 It is hard for me to convey the implication of the writer when translating tenses

G3 I cannot realize which nouns can/cannot be counted when translating from Vietnamese-

G4 I cannot choose the right way to translate countable and uncountable nouns

G5 I do not notice that Vietnamese tend to use more active sentences while English tend to use more passive sentences

G6 I do not know how to transform a passive sentence in the source language into an active sentence in the target language and vice versa

B1 I cannot choose the right words or

68 terms relating to the text

B2 It’s such a complicated task for me to translate completely new topics without related knowledge

B3 I cannot determine whether the information is conveyed exactly

Part 4: Students’ strategies used in the Translation process

1 Have you used a more general word of the target language to express specific ones of the source language?

2 Have you used a more specific word to translate a general one of the source language?

3 Have you used words with the same meaning but neutral/less emotional expression in the translation process?

4 Have you localized cultural phenomena in the translation process?

5 Have you still borrowed words in the source language which has no equivalent words in the target language but add an explanation in the target language?

6 Have you rewritten a concept that does not exist or convey all the meaning of the source?

7 Have you omitted words or parts of the source language text when translating?

1 What difficulties do you encounter when you translate?

2 What should you do when encountering difficulties in the Translation process?

3 Which translation strategies do you often use when translating?

4 Why do you often apply those strategies?

5 Any suggestions to be successful in doing a translation task?

An investigation into difficulties and strategies in the translation process of English-majored students at Banking Academy

Researcher Than Thi Khanh Linh

This research aims to investigate the challenges and strategies encountered by English-majored seniors during the translation process The findings will enhance the current understanding of translation, providing valuable insights for both students and lecturers Your voluntary participation is greatly appreciated, and for any inquiries, please contact the researcher at khanhlinhhn2002@gmail.com.

 I confirm that I was fully informed about the above research in both oral and written form

 I understand that I voluntarily participate in this research Yes/No

 I understand that I am free to withdraw from the research at any time without explanation

 I allow the researcher to record this interview and got told that all the recorded files will be deleted after the study is completed

 I understand that my personal information will be kept confidential

 I agree to help the researcher re-check my answers transcripts

 I voluntarily fill in this form and agree to join in this study Yes/No