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Hoang Khanh Bao Digitally signed by Hoang Khanh Bao DN: cn=Hoang Khanh Bao, o=Taynguyenuni, ou, email=khanhbaohoang@gmail.com, c=VN Date: 2010.11.03 18:27:18 -07'00' MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES HOANG KHANH BAO EXPLORING CLASSROOM TECHNIQUES FOR TEACHING TRANSLATION IN ENGLISH DEPARTMENT AT TAY NGUYEN UNIVERSITY MA THESIS IN EDUCATION HUE, 2010 i MINISTRY OF EDUCATION AND TRAINING SUBCOVER PAGE HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES EXPLORING CLASSROOM TECHNIQUES FOR TEACHING TRANSLATION IN ENGLISH DEPARTMENT AT TAY NGUYEN UNIVERSITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: PHAM HOA HIEP, D.Ed HUE, 2010 ii B GIÁO C VÀ ÀO I TR C HU I C HOÀNG KHÁNH O I NG O O SÁT CÁC THU T Y MÔN BIÊN CH I KHOA TI NG ANH TR I C TÂY NGUYÊN CHUYÊN NGÀNH: LÝ LU N VÀ C MÔN TI NG ANH MÃ S : 60.14.10 LU C NG IH TI N O PHÁP C NG D N KHOA C: M HOÀ HI P HU , 2010 i C Y STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Hoang Khanh Bao ii ACKNOWLEDGEMENTS This thesis would not have been possible without the encouragement and whole-hearted assistance of many people Firstly, I owe my deepest gratitude to my supervisor, Dr Pham Hoa Hiep, whose encouragement, guidance, and support from the initial to the final level has enabled me to overcome many difficulties and develop my research skills It is an honor for me to extend my special thanks to all the staff, especially, the teaching staff at Hue College of Foreign Languages Without their help and encouragement, I would not have accomplished my thesis My special thanks would also go to the teachers and students who have participated in this project Without their assistance, I would not have been able to collect valuable data for the project I owe deeply my family, especially my parents, my wife, and my brother, whose continuous encouragement, support, and love has helped me pass through insurmountable difficulties during my project Finally, I would like to show my gratitude to all my classmates whose encouragement and support have helped lift up my spirits during the time I conducted this study iii TABLE OF CONTENTS Contents Pages SUBCOVER PAGE .ii STATEMENT OF AUTHORSHIP ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES ABSTRACT CHAPTER I: INTRODUCTION 1.1 Background of the Study 1.2 Aims of the study 10 1.3 Scope of the study 10 1.4 Significance of the study 10 1.5 Structure of the study 10 CHAPTER II: LITERATURE REVIEW 12 2.1 Introduction 12 2.2 Background: Language students and the translation market 12 2.3 Issues on translator training 16 2.3.1 Today’s translators’ required knowledge and skills 16 2.3.2 Current teaching methods and techniques used for teaching translation 18 2.3.3 Translation teaching in Vietnam 22 2.4 Chapter summary 24 CHAPTER III: METHODOLOGY 25 3.1 Introduction 25 3.2 Research site 25 3.3 Research approach 25 3.4 Research methods 26 3.4.1 Classroom observations 26 3.4.2 Interviews 27 3.5 Participants 27 3.6 Data analysis 28 3.7 Conclusion 28 CHAPTER IV: FINDINGS AND DISCUSSION 29 4.1 Introduction 29 4.2 Findings and discussions 29 4.2.1 Classroom techniques currently used by teachers in translation class 29 4.2.1.1 Teaching materials 29 4.2.1.2 Teaching techniques and methods 34 4.2.1.2.1 Classroom arrangement 34 4.2.1.2.2 Activities students involved 36 4.2.1.2.3 Teachers and students’ roles 38 4.2.2 Teachers’ and students’ views on the current classroom techniques 40 4.2.2.1 Teachers’ knowledge about the social requirements of today translation profession 40 4.2.2.2 Teachers’ views on the current classroom techniques 42 4.2.2.3 Students’ knowledge about the social requirements of today translation profession 43 4.2.2.4 Students’ views on the current classroom techniques 43 4.3 Chapter conclusion 46 CHAPTER V: CONCLUSION AND SUGGESTIONS 48 5.1 Introduction 48 5.2 Summary of findings 48 5.2.1 Classroom techniques currently used by translation teachers at Tay Nguyen University 48 5.2.2 Teachers’ and students views on the current classroom techniques 50 5.3 Suggestions 51 5.3.1 For teachers 51 5.3.2 For students 52 5.3.3 For administrators 53 5.3.4 For future researcher 54 5.4 Conclusion 55 REFERENCES 57 APPENDICES LIST OF TABLES Table 4.1: Excerpt from the Curriculum for BA in English 30 Table 4.2: Excerpt from translation course outline 31 Table 4.3: Summary of key findings 45 LIST OF FIGURES Figure 2.1: Socio-constructivist Classroom 21 Figure 5.1: Cycle of Translation Progamme Design and Development (Gabr, 2000, 17) 54 5.3 Suggestions An exact conclusion can now be drawn from the findings is that the classroom techniques currently used by translation teachers at Tay Nguyen University is leading the translation teaching and learning to the dead-end Based on the findings, the following suggestions are given for development of more effective techniques, contributing to the renovation of translation teaching and learning at Tay Nguyen University 5.3.1 For teachers As one of the factors in the educational process, teachers can positively make contribution to the initiation of the educational innovation Seen that way, the most important step to be taken is to the raise the teachers’ self-awareness of the translation, the pedagogical issues of translation teaching, and the social aspects of translation profession Once the awareness has been raised, the improvements will soon occur Referring to the awareness of translation, it is required that translation teachers perceive translation as a process, not a product As a consequence, the teachers will surely gear students to classroom activities closely relating to the process of translating These activities consist of text analysis or discourse analysis, reading comprehension, terminology research and translating The awareness of translation alone cannot ensure the effectiveness of their instructional practice Translation teachers themselves are to take into consideration many pedagogical issues, of which classroom organization or arrangement, their roles in contrast with the students’, and teaching material design are considered utmost important Most experienced teachers believe that the frontal classroom arrangement, which is supposed to be teacher-centred, no longer matches the modern methodology, thus translation teaching methodology Therefore, it is the teacher who takes the responsibility to create a favourable condition that promotes the so-called learning51 centeredness, which in this case, may provide students with a variety of virtual activities that reflect the professional real world In addition, today teacher no longer carries on his/her shoulders the whole responsibility to distribute his/her possessed knowledge to students, but play the role of a guide or facilitator who facilitates the learning process among students The students, on the other hand, are no longer passive receivers of knowledge distributed by the teacher, but actively involve themselves in the cooperative and/or collaborative learning activities Therefore, according to Colina (2003), it is essential that the teacher and students’ roles in translation classroom share the same features presented above One more issue that translation teacher should take into account is the design of teaching material It is necessary that translation teacher should bear in mind both the theoretical and practical aspects in designing teaching material so that it can provide students with balanced knowledge of both translation theory and practice Last but not least, a translation training programme must gear students to the professional real world, it is of great significance for the teacher to gain knowledge about the social requirements of the translation profession The reason is that if he/she does not possess such knowledge, he/she will fail to offer students up-dated professional-oriented activities Consequently, the students will not be wellprepared enough for their future career as translators 5.3.2 For students Students are often mentioned as the main object in teaching and learning process Thus, they are supposed to take the active and positive role in changing the situation Firstly, they need to determine the purpose of their learning, that is, learn to “what” Secondly, they are required to be aware of the knowledge and skills they need to acquire in order to function as translators, which may include a good command of both source and target languages, knowledge of source and target 52 cultures, that of specialization and social background knowledge, skill to work in team, business management skill and computer skills Once having perceived those things, they need to keep improving their own knowledge and skills through frequent practice as “practice makes progress” 5.3.3 For administrators A well-designed programme is undoubtedly the basis for determining the training goals and objectives, setting criteria for the design of purposeful syllabus and teaching material for adjusting teaching methods and techniques, thus providing linear learning outcomes Therefore, it is of great significance for the administrators to take into consideration careful steps in designing translation training programme Gabr (2000, p17, in Gabr, 2000) proposes a framework for translation programme’s design as illustrated through the following diagram This may serve as a reference for translation programme designers at Tay Nguyen University 53 Figure 5.1: Cycle of Translation Progamme Design and Development (Gabr, 2000, 17) In addition to the design of a proper training programme, it is also of great significant that the university leaders create and fund training events relating to translation teaching 5.3.4 For future researchers The study was conducted in a limited scope It focused on exploring the classroom techniques for teaching translation in K2007class of BA in English in English 54 department at Tay Nguyen University Therefore, I would like to give some suggestions for future researchers Firstly, the participants were teachers and students from English Department at Tay Nguyen University, the data were thus confined to the setting of Tay Nguyen University Therefore, future researchers should expand their research on exploring the same issue in other university settings so as to have an overview on the classroom techniques used for teaching translation at a variety of universities in Vietnam Secondly, the research only focused on the classroom techniques for teaching translation Future research may place its emphasis on designing syllabus or developing teaching materials for translation teaching Thirdly, the research merely explored the teaching methods and techniques for teaching translation in general It is suggested that the future researchers should research on methods and techniques for teaching specific types of text Last but not least, although the research did mention about the effect of information technology on translation, it did not focused on the integration of technology into translation teaching Future study should focus its aim on the technological aspects of translation 5.4 Conclusion In conclusion, this project aims to explore the classroom techniques used for teaching translation at Tay Nguyen University Qualitative ethnographic approach was employed as the main research approach for this study Classroom observation and teacher and student interview were used to collect data It revealed from the findings that the current classroom techniques used for teaching translation at Tay Nguyen University based much on the traditional approach to teaching translation mostly characterized by assigning translation tasks, then providing correction based on ready-made samples without developing students’ 55 strategies for translation This model of translation teaching failed to offer students appropriate knowledge and skills to function as translators Both the teachers and the students viewed the current classroom techniques as ineffective because they assumed that the current teaching techniques and methods failed to prepare students with the necessary strategies and self-learning skills This was deeply rooted from the lack of knowledge about the social requirements of the translation profession Based on the findings, it is recommended that the teachers firstly need to explore alternative methods for teaching translation, which could prove more useful The university leaders need to create and fund training events relating to translation teaching Hopefully, this research can make some contribution to the improvement of the current translation teaching at Tay Nguyen University and else 56 REFERENCES Anobile, M (2000) Foreword to Sprung, R & Simone Jaroniec, Translating into success; Cutting-edge Strategies for going into multilingual in a global age American Translator Association Scholarly Monograph Series XI, vii Amsterdam/Philadelphia: John Benjamins Publishing Company [xiii +239pp] Aula.int (2005) Translator Training and Modern Market Demands Perspectives: Studies in Translatology 13(2) pp.132-142 Retrieved October 25, 2008 from http://www.ugr.es/~benjamin/TRANSLATOR%20TRAINING.pdf Azizinezhad, M (2006) Is Translation Teachable? Translation Journal, 10(2) Retrieved from http://www.accurapid.com/journal/36edu.htm Caminade, M & Pym, A (1998) Translator-Training Institutions In Routledge Encyclopedia of Translation Studies M Baker (ed) London & New York: Routledge pp.280-285 Colina, S (2003) Translation Teaching, from Research to the Classroom: a Handbook for Teachers The United States of America: William R Glass Do Minh Hoang (2007) Professional-Oriented Interpreter Training Proceeding of the First Conference on Translation – Interpretation and Translator – Interpreter Training Hue College of Foreign Languages 31 August 2007 pp.83-107 Durban, C., Martin, T., Mossop, B., Schwartz, R & Searls-Ridge, C (2003) Translator Training & the Real world: Concrete Suggestions for Bridging the Gap – Round table part A, Translation Journal, 7(1) Retrieved from http://accurapid.com/journal/23roundtablea.htm Fatani, A H (n.d) Globalization and the Translation Industry in Saudi Arabia: Factors Inhibiting the Use and Integration of Translation Technology into Mainstream Coursework King Abdul-Aziz University, Jeddah 57 Gabr, M (2001) Toward a Model Approach to Translation Curriculum Development Translation Journal, 5(2) Retrieved from http://accurapid.com/journal/16edu.htm 10 Genzuk, M (2003) A Synthesis of Ethnographic Research Digital Papers Series Center for Multilingual, Multicultural Research, University of Southern California Retrieved May 26, 2004, from http://www- rcf.usc.edu/~genzuk/Ethnographic_Research.html 11 Gerding-Salas, C (2000) Teaching Translation: Problems and Solutions Translation Journal, 4(3) Retrieved from http://accurapid.com/journal/13edu.html 12 Gouadec, D (2003) Notes on Translator-Training (replies to a questionnaire) In Innovation & E-learning in Translator Training Reports on Online Symposia Pym, A et al (ed) Tarragona, Spain: Servei de Publicacions pp 1119 13 Hong, Xiao (2005) Translation Workshop: An Effective Approach to Translation Teaching CELEA Journal 28(3) pp 31-36 Retrieved June 19, 2010 from http://www.celea.org.cn/teic/61/61-31.pdf 14 Houbert, F (1999) The Challenges of Being a Translator on the Eve of the 21st Century 3(3) Retrieved from http://www.accurapid.com/journal/09chall.htm 15 Karamanian, A PP (2002) Translation and Culture Translation Journal, 6(1) Retrieved from http://accurapid.com/journal/19culture2.htm 16 Kirary, D et al (2003) Collaboration, Teamwork and Group Work In Innovation & E-learning in Translator Training Reports on Online Symposia Pym, A et al (ed) Tarragona, Spain: Servei de Publicacions pp 51-57 17 Kiraly, D (2003) From teacher-centred to learning-centred classrooms in translator education: Control, chaos or collaboration? In Innovation & Elearning in Translator Training Reports on Online Symposia Pym, A et al (ed) Tarragona, Spain: Servei de Publicacions pp 27-31 58 18 Lam Quang Dong (2007) Suggested Criteria for Student Selection and Interpreter Training Proceeding of the First Conference on Translation – Interpretation and Translator – Interpreter Training Hue College of Foreign Languages 31 August 2007 pp.73-81 19 Le Van Thang (2007) Proposal of Some Essential Changes for Translation Teaching and Learning Proceeding of the First Conference on Translation – Interpretation and Translator – Interpreter Training Hue College of Foreign Languages 31 August 2007 pp.223-235 20 Le Xuan Huong (2008), Training BA in English-Vietnamese Translation in Hue University: Issues and Implications Unpublished MA Thesis Hue University – College of Foreign Languages 21 Lei, Mu (1999) Translation Teaching in China Meta, 44(1) pp 198-208 Retrieved from http://id.erudit.org/iderudit/003677ar 22 Mayoral, R (2003) Notes on Translator-Training (replies to a questionnaire) In Innovation & E-learning in Translator Training Reports on Online Symposia Pym, A et al (ed) Tarragona, Spain: Servei de Publicacions pp 3-6 23 McMillan, James H & Schumacher, Sally (1993) Research in education: A conceptual introduction (third ed.) New York: Harper Collins pp 405-425 24 Mossop, B (2003) What should be taught at translation school? In Innovation & E-learning in Translator Training Reports on Online Symposia Pym, A et al (ed) Tarragona, Spain: Servei de Publicacions pp 20-22 25 Newmark, PP (1988) A Textbook of Translation New Jersey: Prentice Hall 26 Newmark, PP (1991) About Translation Great Britain: Multilingual Matters Ltd 27 Pham Hoa Hiep & Ton Nu Nhu Huong (2007) Translator Training Programme in the New Era – Big Challenge for Universities Proceeding of the 59 First Conference on Translation – Interpretation and Translator – Interpreter Training Hue College of Foreign Languages 31 August 2007 pp.73-81 28 Pym, A (1997) Translator Training I: University Programmes An International Comparison Article written for the De Gruyter Handbuch in 1997 Retrieved March 23, 2009 from http://www.tinet.org/~apym/online/training/translator_training_1967.doc 29 Pym, A (1998) On the Market as a Factor in the Training of Translators Retrieved October 25, 2008 from http://www.tinet.org/~apym/on- line/translation/market.html 30 Pym, A (2002) Translator Training: A Global Overview Retrieved March 20, 2009 from http://www.tinet.cat/~apym/on-line/training/stauffenberg.pdf 31 Pym, A (2009) Translator Training Retrieved March 20, 2009 http://www.tinet.cat/~apym/on-line/training/2009_translator_training.pdf 32 Razmjou, L (2004) To Be a Good Translator Translation Journal, 8(2) Retrieved from http://accurapid.com/journal/28edu.htm 33 Richards, J C and Lockhart, C 1994 Reflective Teaching in Second Language Classrooms Cambridge: Cambridge University Press pp 12 34 Scheft , W.G (1991) Training, Talent and Technology In Teaching Translation and Interpreting – Training, Talent and Experience Papers from the First Language International Conference C Dollerup and A Loddegaard (ed) Amsterdam/Philadelphia: John Benjamins Publishing Company pp 153-160 35 Searls-Ridge, C (2000) Thinking of Taking up Translation, or Good Translators are Made, not Born? Position paper, Translation and Interpretation Institute, Seattle retrieved from http://www.seanet.com/~macki/pdf/MadeNotBorn.pdf 36 Snell-Hornby, M (1991) The Professional Translator of Tomorrow: Language Specialist or All-round Expert In Teaching Translation and Interpreting – 60 Training, Talent and Experience Papers from the First Language International Conference C Dollerup and A Loddegaard (ed) Amsterdam/Philadelphia: John Benjamins Publishing Company pp 9-22 37 Sprung, R (2000) Introduction to Sprung, R & Simone Jaroniec, Translating into success; Cutting-edge Strategies for going into multilingual in a global age American Translator Association Scholarly Monograph Series XI, ix-xxii Amsterdam/Philadelphia: John Benjamins Publishing Company [xiii +239pp] 61 APPENDICES APPENDIX CLASS OBSERVATION FORM Teacher’s name Date _ Class observed Time _ Observer _ Class size _ Focus of the observation I Classroom organization Seating arrangement Traditional U-shaped Modular Classroom facilities Well-equiped with technological facilities Conventionally-equiped with fixed tables and benches Comments: II Teaching techniques and methods Teaching materials Authentic Selected on purpose Practice and theory included Comments Activities students involved Individually working Pair work Group work Comments Features of activities Grammatical structure-promoted Professional-oriented Product-based Process-based Comments Teacher’s role versus students’ role Knowledge transmitter vs Passive receiver Facilitator vs Active learners Comments APPENDIX INTERVIEW QUESTIONS (For translation teacher) I am doing a research entitled “Exploring the classroom techniques for teaching translation in English department at Tay Nguyen University” I would like to learn about the current teaching techniques used for teaching translation and your viewpoints on the effectiveness of those techniques I would be very grateful if you could spend 20 – 30 minutes to answer the questions Could you please share some experience you have in teaching translation? What teaching methods and techniques did you use to improve your students’ knowledge and skills? What are some activities you often organize for your students? To what extent you think your teaching methods and techniques helped your students? Could you please share your knowledge about the social requirements of today translation profession? In your opinion, what knowledge and skills your students need to function as translators? Could you please share your view on the effectiveness of your current teaching methods and techniques? What recommendations you have for the development of more effective teaching methods and techniques? Thank you very much! APPENDIX INTERVIEW QUESTIONS (For students) I am doing a research entitled “Exploring the classroom techniques for teaching translation in English department at Tay Nguyen University” I would like to learn about the current teaching techniques used for teaching translation and your viewpoints on the effectiveness of those techniques I would be very grateful if you could spend 20 – 30 minutes to answer the questions In what activities you often get involved during a translation class? What is your attitude towards those activities? To what extent you benefit from your current translation classes? In your opinion, what knowledge and skills does a professional translator need to have? Could you please share your knowledge about the social requirements of today translation profession? Could you please share your view on the effectiveness of the teachers’ current teaching methods and techniques? What recommendations you have for the development of more effective teaching methods and techniques? Thank you very much! ... HOÀNG KHÁNH O I NG O O SÁT CÁC THU T Y MÔN BIÊN CH I KHOA TI NG ANH TR I C TÂY NGUYÊN CHUYÊN NGÀNH: LÝ LU N VÀ C MÔN TI NG ANH MÃ S : 60.14.10 LU C NG IH TI N O PHÁP C NG D N KHOA C: M HOÀ HI P HU... of knowledge and skills 29 Table 1: Excerpt from the Curriculum for BA in English STT Mã môn h c Tên môn h c Number Subject code Name of Subjects h c trình Number of Credits 7.3.Kh i ki n th... true, used with permission from associates and have not been published elsewhere Author Hoang Khanh Bao ii ACKNOWLEDGEMENTS This thesis would not have been possible without the encouragement and