đánh giá chất lượng bản dịch tiếng việt truyện harry potter và hòn đá phù thủy trong tiểu thuyết harry potter áp dụng mô hình của newmark

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ----œ8øa---- HOANG THI HANG NGA A TRANSLATION QUALITY ASSESSMENT O

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

œ8øa

HOANG THI HANG NGA

A TRANSLATION QUALITY ASSESSMENT OF THE

VIETNAMESE VERSION OF THE BOOK “HARRY

POTTER AND THE PHILOSOPHER’S STONE” IN THE SERIES HARRY POTTER USING NEWMARK’S MODEL

ánh giá chất lượng bản dịch tiếng Việt truyện “Harry Potter và hòn đá

(Đánh gia chat | ban dich t Viet t “Harry Pott hon d phù thủy” trong tiểu thuyết Harry Potter 4p dụng mô hình của

Newmark)

M.A MINOR PROGRAMME THESIS

Field: English Linguistics Code: 60.22.02.01

HANOI, 2014

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

œ8øa

HOANG THI HANG NGA

A TRANSLATION QUALITY ASSESSMENT OF THE

VIETNAMESE VERSION OF THE BOOK “HARRY

POTTER AND THE PHILOSOPHER’S STONE” IN THE SERIES HARRY POTTER USING NEWMARK’S MODEL (Đánh giá chất lượng bản dịch tiếng Việt truyện “Harry Potter va hon da 4 ' : y phù thủy” trong tiêu thuyêt Harry Potter áp dụng mồ hình của

Newmark)

M.A MINOR PROGRAMME THESIS

Field: English Linguistics Code: 60.22.02.01

Supervisor: Assoc Prof Dr Lé Hùng Tiến

HANOI, 2014

DECLARATION OF AUTHORSHIP

I hereby state that the thesis entitled “A translation quality assessment of the book Harry Potter and the Philosopher’s stone in the series Harry Potter using Newmark’s model” and the work presented in it is entirely my own for the Degree of Master of Arts at University of Languages and International

Studies, Vietnam National University, Hanoi, and this work has not been

submitted for any degree at any other university or tertiary institution

Hanoi, July 2014

Student

Hoang Thi Hang Nga

ACKNOWLEDGEMENTS

First and foremost I would like to express my sincerest gratitude to my supervisor, Assoc Prof Dr Le Hung Tien, for the continuous support of my

study with his patience, motivation, enthusiasm, and immense knowledge I

owe him a debt of gratitude that cannot be measured

I also wish to acknowledge my debt to all the teachers of the Department of Post Graduate Studies at College of Foreign Languages, Vietnam National University for their useful lectures, assistance and enthusiasm during my course

Last but not least, I am grateful to my parents and all my family, from whom I have received a lot of valuable support and encouragement

On the whole, without all these help my thesis would not have possibly been completed

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ABSTRACT

There is a fact that there have been more and more literary translations due to the process of globalization Therefore, it is necessary to control the quality of the translation so that the readers can enjoy the best of the foreign literary works This thesis is an attempt to assess the quality of a literary translation, specifically chapter seven “The sorting hat” excerpting from the novel “Harry Potter and the Philosopher's stone”, basing on the schema of Translation Quality Assessment proposed by Newmark By this way, the writer has found out that the translation has obtained a certain success

However, it still reveals some mismatches between the source text and the

target text especially in terms of semantics In addition, some other mistakes which may affect the conciseness of the translation are also pointed out From the basis of the findings, some implications are made along with suggestions for further studies

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Table 1:

Table 2:

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Table 4:

Table 5:

Table 6:

Table 7:

Table 8:

Table 9:

LIST OF TABLES

Omission and addition in the transÌafionn - 55 << <<<<<2 18

Comparing two versions In terms of the fItles -‹- 19

ComparIng two versIons 1n terms of paragraphing 21

Comparing two versions in terms of relative clauses 23

Comparing two versions in terms of passive and active forms 24

Comparing two versions in terms of pronouns and proper names 25

Comparing two versions in terms Of 1dIOMS . ««««- 27

Comparing two versions in terms of word choice and expression 30

Mistakes in the translation in terms of grammar and meaning 33

TABLE OF CONTENTS DECLARATION OF AUTHORSHIP 0000 cee eeeeeceseesssecesseeseceseeceecesseeceseeessecessecesaeeceeesseeceseeesaes 1 \0.9)9).4059.600)/07)001S1100757 il

LIST OF ABBREVIATIONS 0.0 eeccesccesseceseecsseeceseesssecesaecseeesaeeceecesseecsseeessecesaeecseeeseeceseeceaeeesaes 1V IBRJNô)0.)0 77 V TABLE OF CONTENTS 1.000 vì PART A.INTRODUCTION

1 Rationale for the Study 0.0 1

2 Objective of the Study 1

SN CO su) 0ï 177 2

4 Scope 00 2 2

5 Method of the 2

1902102201000 00 21 3

PART B DEVELOPMENT CHAPTER 1 LITERATURE REVIEW II ico o0 oan 4

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1.2 ContrastIVe AnaÌÏÿS1S << Ă 001191 9131011011111 1011111 1n TH ng vớ 7 IESdiri i00) 2L n6 8

1.3.1 Defimition 20.0 8

1.3.2 Translatlon Quality Assessment modelS - + << 1111331382511 11855851112 eree 9 IV G0) co cv e 9

IS AM (On icon a 10 1.3.2.3 Julianne House”s functional — pragmatic approach ‹ - << s+s++<<sss+szsssss 12

VI

1.3.2.4 Newmark’s comprehensive cr1tIcIsm approach: . ‹ +++<< + s++sssss+szssss2 13 CHAPTER 2 - APPLICATION OE NEWMARK°S MODEL FOR TRANSLATION QUALITY ASSESSMENT OF CHAPTER SEVEN OF “HARRY POTTER AND THE PHILOSOPHER’S STONE”

2.1 Step 1: A brief analysis of the SL text stressing its intention and its functional aspects 16 2.2 Step 2: the translator’s interpretation of the SL text’s purpose, his translation method and the translation’s likely readership .ccccscccccessecesssceecesceceesesseesessceaeecesesaeeseseeeeeessesseesseseeeeeeaes 17 2.3 Step 3: A selective but representative detailed comparison of the translation with the D20 19 2.4 Step 4: An evaluation of the tra'nsÏafIOT\ <5 2 2< 2211111138331 1 1111151183111 1118 1 821 re 31 2.4.1 An evaluation of the translation 1n the transÏator”S †erim - ««+++<<<+++<ses++ss 3l 2.4.2 An evaluation of the translation in the CrIfIC”S f©TI 5 25552 *+<<££++*££+*seeezss 35 2.4.3 Assess the translation as a piece of writing, independently of its original 35 2.5 An assessment of the likely place of the translation in the target language culture or

S0 1041011011 -2Đ 36 PART C CONCLUSION

1 Concluding remarks 0.0.0.0 37

2 Limitations of the study and suggestions for further stud1es 55 +55 << << ++sssssssz 38 REFERENCES co <5 cọ Họ Họ 0 0 hi 004.00 004.0800001 00 00.00000004 900940080 588906 39

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PART A INTRODUCTION

1 Rationale for the study

“Translation is not merely an interlinguistic process It is more complex than replacing source language text with target language text and includes cultural and educational nuances that can shape the options and attitudes of recipients ” (Dingwaney and Maier, 1995) Translation performs a crucial role in our understanding and lives as the globe seems smaller than ever before based on information sharing and communicative advances Thus, not only linguists or scholars but many people who work in different fields are concerned about translation Translation is not an easy work, it is even more challenging for translators with literary works Nowadays in Vietnam, there is a rapid growth of famous foreign literary works which have diversified the literature It can not be denied that there is a number of works that have received love and positive attitude from readers Besides, there still exist some works of bad quality which have received criticism from both publication and profession Thus, there is necessary to evaluate the translations, especially literary works

There are criteria for translation quality assessment which have been addressed by different linguists such as Nida, J.House, Newmark From the writer’s point of view, among the suggested models, Newmark’s model is a good one which can be used to assess translation quality The writer has taken the translation version of the book “Harry Potter and the Philosopher’s stone” by Ly Lan in the series Harry Potter by J.K Rowling to measure how good the translation is

2 Objective of the study

This study aims to make a comparison and analyze the ST and the TT according to Newmark’s model to assess the quality of the Vietnamese

translation of chapter seven 1n the book “ Harry Potter and the Philosopher 's stone”, find out some problems of literary translations and draw some suggestions for this field of translation

3 Research questions

At the end of this study, the study will answer the following questions:

- How good is the Vietnamese version of chapter seven of the book

“Harry Potter and the Philosopher’s stone” according to Newmark’s model?

- What might be some implications from the translation?

4 Scope of the study

Harry Potter is a famous series all over the world It includes seven books corresponding seven adventures of Harry Potter in Hogwarts — school

of wizardry Since the release of the first novel, “Harry Potter and _ the Philosopher's Stone’, the books have gained immense popularity, critical acclaim and commercial success worldwide The series has been translated into 67 languages, placing Rowling among the most translated authors in history With such a limit set out at the beginning of the study, all the analysis and comparison between the ST and the TT is only restricted in chapter seven

of the book As referred to earlier, Newmark’s model is adopted to assess the quality of the translation in this research

5 Method of the study

The research utilizes qualitative design Moreover, descriptive and contrastive techniques are employed to evaluate the translation text The original text will be read thoroughly and comprehensively then the ST will be compared to its translation according to five steps of Newmark’s model:

1 A brief analysis of the SL text stressing its intention and its functional aspects

2 The translator's interpretation of the SL text’s purpose, his translation method and the translation’s likely readership

3 A selective but representative detailed comparison of the translation with the original

4 The evaluation of the translation: (a) in the translator’s term, (b) in the critic’s term

5 Where appropriate, an assessment of the likely place of the translation in the target language culture or discipline

6 Organization of the study

The study is presented in 3 parts:

Part A is the introduction which includes the rationale for the study, the objective, the research questions, the scope, the method as well as the organization of the study

Part B_ includes 2 chapters In chapter one, the Literature Review in which some related concepts of literary translation, contrastive analysis and typical models of translation quality assessment are discussed In the second chapter, the writer will apply Newmark’s model with five steps to analyze and evaluate the translation

Part C is the conclusion including the conclusions, implications,

limitations and suggestions for further study

PART B DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter presents the theoretical background of the study including some related concepts and typical models of translation quality assessment 1.1 Translation theory

1.1.1 Definition of translation

There have been different definitions of translation so far According to Newmark (1981) “translation is a craft consisting in the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language” House (1977) states that translation is the replacement of a text in the source language by a semantically and pragmatically equivalent text in the target language Sharing the same point of view, Cartford (1965) defines translation as the replacement of a text in one language (source language) by an equivalent in another language (target language) The definitions of translation are diverse; however, they all share the same sense that translation does not refer to language as a system but language in use Furthermore, the preservation of semantic, pragmatic and textual aspects of meaning across two different languages needs emphasizing

Faithful translation Idiomatic translation

Semantic translation Communicative translation

- Word for word translation: The SL word is translated into another language

by their most common meanings, which can be out of context at times

- Literal translation: The SL grammatical constructions are translated to their nearest TL but the lexical words are translated singly, out of context

- Faithful translation: The SL text is reproduced in its precise contextual meaning under the constraints of the TL grammatical structures

- Semantic translation: is the process of using semantic information to aid in translation of data in one representation to another representation Semantic translation refers to that type of translation which takes into account the aesthetic value of the SL text

- Adaption: The text is rewritten considering the SL culture which is converted to the TL where the themes, characters and plots are preserved

- Free translation: It reproduces the matter without the manner or the content without the form of the original

- Idiomatic translation: It reproduces the ‘message’ of the original and prefers colloquialisms and idioms which do not exist in the original

- Communicative translation: The exact contextual meaning of the original is rendered in such a way that both content and language are readily acceptable and comprehensible to the readership

Among the above-mentioned methods, semantic and communicative translation are the two most common ones which are often used in literary translation

1.1.3 Translation equivalence

In translation theory, equivalence is regarded as a central concept According to Pym (1992) “equivalence is supposed to define translation, and translation, in turn, defines equivalence” Equivalence is a relationship between two texts in two languages, rather than between the languages themselves

From Nida’s point of view, there are two typical equivalences, namely formal equivalence and dynamic equivalence The terms "dynamic equivalence" and "formal equivalence" were originally coined to describe ways of translating the Bible, but the two approaches are applicable to any translation of any text The first one centers on the form and content of the message of the ST whereas dynamic equivalence is the "quality of a translation in which the message of the original text has been so transported into the receptor language that the response of the receptor is essentially like that of the original receptors."

Baker (1992) extends the concept of equivalence to cover similarity in

ST and TT information flow and in the cohesive roles that ST and TT devices play in their respective texts She explores equivalence at different levels in relation to the translation process such as grammatical, textual and pragmatic aspects Equivalence can appear at word level and above word level, when translating from one language into another Concerning grammatical equivalence, she notes that grammatical rules may vary across languages and this may pose some problems in terms of finding a direct correspondence in the TL Among these grammatical devices which might cause problems in

translation Baker focuses on number, tense and aspects, voice, person and

gender With regard to textual equivalence, it refers to the equivalence between a SL text and a TL text in terms of information and cohesion Texture is a very important feature in translation since it provides useful guidelines for the comprehension and analysis of the ST which can help the translator in his or her attempt to produce a cohesive and coherent text for the

TC audience in a specific context Finally, pragmatic equivalence refers to implicatures and strategies of avoidance during the translation process

Koller (1979) categorizes equivalence into five types According to the scholar, there are five factors which can be argued to play a relevant role in the specification of equivalence type These five factors are also the five types

of equivalence The first one is denotative equivalence in which the SL and

TL words refer to the same thing in the real world This is the referential identity between SL and TL units Besides denotative value, SL and TL words should produce the same communicative values in the mind of native speakers of the two languages or the equivalence transmitted by specific choices between synonymous expressions with respect to level of style (register), the social and geographical dimension, frequency, etc It is called connotative equivalence The third type is text-normative equivalence in which The SL and TL words using the same or similar text types in their respective languages Fourthly, the receiver/ reader to whom the translation is directed so as to achieve an intended effect determines pragmatic equivalence type The last type is formal equivalence in which the SL and TL having the same formal-aesthetic features-orthographic or phonological features, etc 1.2 Contrastive analysis

Contrastive Analysis has attracted many linguists with countless debates One of the most well-known definitions for contrastive analysis is offered by Lado, R In Linguistics Across Cultures He claimed that "those elements which are similar to [the learner's] native language will be simple

for him, and those elements that are different will be difficult" (1957)

Another definition is introduced by James (1980) In his point of view,

contrastive analysis is not concerned with classification, and, as the term

contrastive implies, it focuses on the difference between languages than in their likenesses Furthermore, contrastive analysis investigates the differences between pairs (or small sets) of languages against the background of

similarities and with the purpose of providing input to applied disciplines such as foreign language teaching and translation studies With its largely descriptive focus contrastive linguistics provides an interface between theory and application It makes use of theoretical findings and models of language description but is driven by the objective of applicability (Gast, V 2011)

Contrastive analysis, therefore, is defined as a linguistic enterprise aimed at producing inverted two-valued typologies (it is always concerned with a pair of languages), and founded on the assumption that languages can

“translation criticism consists in stating the appropriateness of a translation, which naturally also implies a value judgment, which need not however be a quantified one, though it should perhaps explicitly justified for it to be of any value” To be more comprehensive, Hewson (2011) says that translation quality assessment “attempts to set out the interpretative potential of a translation seen in the light of an establish interpretative frame work whose origin lies in the source text” Furthermore, “translation criticism is evaluative, in that as it explores a translation’s interpretative potential, it looks

at degrees of similarity to or divergence from the source text’s perceived interpretative potential”

Concerning the assessment of translations, House (1997) has already raised a question: “How do we know when a translation is good?”’ There are some ideas expressing the views to evaluate a translation

‘Anecdotal reflections on the merits and weaknesses of translation have been offered by generations of professional translators, poets and writers, philologists and philosophers The status and relative weight of criteria such as the

“faithfulness to the original”, “retention of the original’s special flavour’,

“preservation of the spirit of the source language” as opposed to concentrating on

‘a natural flow of the translated text” and the “pleasure and delight of the reader of the translation” have been discussed at great length’ (House , 1997) She also points out that most of the anecdotal approaches to the evaluation of translation emphasize the belief that the quality of a translation depends largely on the translator’s subjective interpretation and transfer decisions, which are based on his linguistic and cultural intuitive knowledge and experience However, determining whether the translation is good or not should be based on a special model of quality translation assessment, not on the human’ feelings or factors Thus, in the next part, some of the outstanding quality translation assessment models will be presented with the aim to provide necessary information before applying the model to evaluate the translated version of the novel

1.3.2 Translation Quality Assessment models

1.3.2.1 Response — based approach

As mentioned in the previous part, most of the anecdotal approaches to the evaluation of translation base on the translator’s linguistic and cultural intuitive knowledge and experiences We can state that these approach are unenlightening, as they represent a narrow and selective view of translation one-sidedly emphasizing one aspect of translation :the process of comprehension and interpretation on the part of the translator

Another view for translation quality assessment is response — based One of the representatives of this approach is Nida Nida’s three criteria for assessing the quality of a translation are programmatic and general

“l.general efficiency of the communication process, 2 comprehension of intent, 3 equivalence of response.” The third and most important criterion is,

of course, closely related to Nida’s well-known basic principle of “Dynamic (or Functional) Equivalence of a Translation”, the manner in which receptors

of the translation text respond to the translation text must be equivalent to the manner in which receptors of the translation text respond to the source text Three similar criteria are suggested by Nida and Taber (1969): the correctness with which the receptors understand the message of the original, the ease of comprehension and the involvement a person experiences as a result of the adequacy of the form of the translation Again, these behavioral criteria need to

be further explained and put to the practical test: the crucial question then remains whether the responses in question can be measured Nida and Taber themselves suggested some practical tests However, each of the test has its own shortcomings The major weakness of all response-based suggestions for

translation evaluation, as J House analyzed, is the weakness of all behaviour-

centered approached : the “black box”, the human mind is not taken into account, such that, for instance, tests involving expert judges, must take criteria for granted that need to be developed and made explicit in the first place

1.3.2.2 Text-based approach

In this approach, the source text, its linguistic and textual structure and its meaning potential at various levels (including the level of context of

situation in a systemic framework), is seen as the most important, indeed

constitutive factor in translation Koller (1974) introduced three steps for translation quality assessment The first step is to consider the transferability

10

of the original text If the original text is transferable, we have the most equivalent translation If the original text is untransferable, we have no equivalence or no translation is made The source text should be remained the same The second step is to re-translate the target text into the source language A translation is acceptable if the target text is similar in meaning with the source text after it is re-translated Finally, the third step is to have the translation proof-read by native speakers of the target language A translation must satisfy readers as native speakers of the target language Although presenting insightful, original and stimulating ideas, Koller does not

go beyond a very general outline with no suggestions for operationalization

Reiss’s work (1970) is based on the concept of equivalence, but

considers the text, rather than the word or sentence, as the level at which

communication is achieved and at which equivalence must be sought Reiss’s functional approach aims primarily to systematize translation evaluation Reiss believes that the “transmission of the predominant function of the source text is the determining factor by which the target text is judged” and proposes “specific translation methods according to text type” She suggested that different types of texts can be differentiated to the basis of three functions

of language : content-oriented texts, e.g.news, scientific-technical texts, form- oriented texts, such as poems and literary genres, and conative texts, e.g advertisements and texts of a persuasive bent The determination of the textual types presupposes a careful analysis of the source text, but the suggestions are not explicit enough, she gives no clear indication as to how one should go about establishing language functions and a source text types Further, at what level of delicacy this can and should be done is left unexplained Thus, it needs to be further developed and made more concrete

in order to form a workable model of translation quality assessment

II

1.3.2.3 Julianne House’s functional — pragmatic approach

House (1977) is in favour of semantic and pragmatic equivalence and argues that source text and target text should match one another in function She gives a model for translation quality assessment which is based on pragmatic theories of language It attempts to avoid anecdotalism, reductionism, programmatic statements and intuitively implausible one-sided considerations of the source text and target text alone The key point in her model is to compare

function of the source text and the target text; therefore, to understand her model,

it is necessary to understand “function” of an individual text which is different from function of language She states that the “function of a text is the application or use which the text has in the context of a situation” The function consisting of an ideational and interpersonal functional component is equivalent

to that of the original An initial analysis of the original according to a set of situational dimensions for which linguistic correlates are established will be made Then, there will be a comparison of both the original’s and the translation’s textual profits and functions In this comparison, some mismatches will occur Any mismatch along the dimensions is an error which is then categorized into covertly erroneous errors and overtly erroneous errors

1) Covertly erroneous errors: those which result from a mismatch in one situational dimension

2) Overtly erroneous errors: those which result from a non-dimensional mismatch Such errors can be divided into:

- Breaches of the target language system

- Mistakes in the denotative meanings in source text and target text The final stage in House’s model is to list both covertly and overtly erroneous errors and a statement of the relative match of the two functional components is made

12

In her revisited model, she gives a clearer scheme for analyzing and comparing original and translation texts In general, the application of her

new model enables us to examine a text on four different levels: Function,

Register and Language

According to Le (2006), the model of House has a clear linguistically theoretical base and concrete, detailed steps However, this model also requires linguistic knowledge and high occupational skills of the critics and the criticism mainly aims at researching languages and translation Therefore, this model has not been applied widely and just at experimental level in translation studies

1.3.2.4 Newmark’s comprehensive criticism approach

Newmark was an English professor of translation In his book “a text book of translation” (1995), he presents his own model for translation quality assessment called “comprehensive criticism of a translation” including five steps :

1 A brief analysis of the SL text stressing its intention and its functional aspects

2 The translator's interpretation of the SL text’s purpose, his translation method and the translation’s likely readership

3 A selective but representative detailed comparison of the translation with the original

4 The evaluation of the translation: (a) in the translator’s term, (b) in the critic’s term

5 Where appropriate, an assessment of the likely place of the translation in the target language culture or discipline

In the first step, the critic has to try to point out the author’s purpose,

that is, the attitude he takes towards the topic; characterization of the readers

13

that the literary work aims at ; an indication of its category and type The critic assesses the quality of the language to determine the translator’s degree

of license In this step, the critic can briefly state the topic or themes but avoids retelling the plot He also doesn’t need to spend time discussing the author’s life, other works unless they may help to understand the text

In the second step, the critic attempts to see the text from the point of

view of the translator, is sometimes overlooked in translation criticism The

critic has to review whether the translator has omitted any section of the original text and whether it affects the message that author wishes to express Moreover, it is important to find out if any text is over-translated and to what extent the cultural meaning of the original text has been changed or transferred to the target culture In interpreting the translator’s intention and procedures, the critic tries not to criticize but to find out why he has used these procedures Finally, in any event, the critic empathizes with the translator and distinguish between incompetence (inadequate knowledge of source and/or topic) and a translation method which may be too idiomatic or too academic for his own tastes but which appears consistent

The third step is the heart of the critique The critic considers how the translator has solved the particular problems of the source language text He has to group them under heads such as the title, the structure, including the paragraphing and sentence connectives; shifts; metaphors; cultural words; translationese; proper names In this step, the critique should consist of a discussion of translation problems and not quick recipes for a correct or a

better translation Normally, in this section, the critic has to choose the most

selective and representative examples of the achievements and weaknesses of the translated version in comparison with the original text

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Fourthly, the critic will evaluate the referential and pragmatic accuracy

of the translation at three levels: first by the translator’s standards, second by the critic’s standards, and last as a piece of writing, independently of its original In the first two criteria, besides evaluating the achievements of the translation, the critic has to find out if there is any semantic deficits in the

translation and what are the causes of this, In the last criteria, he has to assess whether the translated version is written in a natural manner, that is, neat,

elegant and agreeable or not

In the last step, especially in the case of literary works such as poems, stories or novels, it is essential to assess the work’s potential importance within the target language’s literature by asking such questions as “Was it in fact worth translating?”, “Does it have any influence on the target language’s literature and culture?”

Although Newmark’s model is not as clear and well theoretically based

as in the case of House’s, it has many strong points in terms of application This is due to the fact that these steps are initiated from the practical experiences of the translators Moreover, it reflects the problems and the concerns of the translators in the translation process; therefore, it is easy to be carried out For those reasons, in this thesis, the writer decide to apply Newmark’s model for translation quality assessment of chapter 7 of the book

“Harry Potter and the Philosopher’s stone”

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