MAJOR: ENGLISH LINGUISTICS
CODE: 9220201.01
Supervisor: Assoc. Prof. Dr. LÊ HÙNG TIẾN
Supervisor: Assoc. Prof. Dr. LÊ HÙNG TIẾN
STATEMENT OF AUTHORSHIP
ACKNOWLEDGEMENTS
Iceberg model of culture
(adapted from Hall, 1995; Katan, 2014, p. 43)
8
Three levels of text analysis (adapted from Martin & Rose, 2008, p. 17)
31
Relation between language and social context
(Martin & Rose, 2008, p. 10)
32
House’s TQA model (2015, p. 127)
34
CHAPTER 1: INTRODUCTION
Figure 1.1 Holmes’ map of translation studies (cited in Toury 1995, p. 10)
It can be seen that translation criticism is one of the most significant realms in “Applied” branch in translation studies. The “Applied” branch of Holmes’s map is specified below in order to locate the position of translation assessment in the field.
Figure 1.2. Applied branch in the Holmes’ map of translation studies
(cited in Toury 1995, p. 10)
CHAPTER 2: LITERATURE REVIEW
2.1 Culture-specific references
Figure 2.1.1 Iceberg Model of Culture
2.2 Translation assessment approaches
2.2.1 Translation assessment approaches
2.2.1.1 Translation in response-based approach
2.2.1.2 Translation in linguistics-based approach
2.2.2 Translation assessment models
2.2.2.2 Newmark’s model (1988)
(1) Text analysis: The evaluator needs to find the author’s purposes, attitudes embedded in the text, describe the readership, and indicate the text genre.
(2) The translator’s purpose: The evaluator tries to see the text from the translator’s viewpoint, elicit the translation methods and the reasons why the translator needs to adopt those translation methods.
(3) Comparing the TT with the ST: The evaluator has to examine how the translator handled the specific problems of the ST categorized in groups such as cultural words, proper names and so forth.
(4) An evaluation of the translation: The translation is assessed on a) the translator’s standard and b) the evaluator’s standard.
(5) The translation’s future: At the end of the evaluating process, the evaluator determines the importance and influence of the translation in TL culture.
2.2.2.3 House’s model (1997)
2.3 House’s functional pragmatic model
2.3.1 Theoretical base of House’s model (2015)
2.3.1.1 Text
Figure 2.3 Three levels of text analysis (adapted from Martin & Rose, 2008, p. 17)
2.3.1.2 Context of situation and context of culture
Figure 2.4 Relation between language and social context
(Martin & Rose, 2008, p. 10)
Figure 2.5 House’s TQA model (2015, p. 127)
2.3.2.1 Register analysis
2.3.2.2 Genre
2.3.2.3 A functional-pragmatic model
2.3.2.4 Overt and covert translation
2.3.3 Strengths and limitations of House’s model (2015)
It should be noted that the above theoretical framework for this study is primarily in concord with House’s model (2015) with the supplementation to fit the research aim of this study. This theoretical framework presents a holistic view to the major points discussed by House (2015) in section 2.3.
Last but not least, it should be noted that the chosen groups of CSRs in the text are embedded within the author’s attitudes. The description of the author’s attitudes embedded in these CSRs plays a constructive role in uncovering the underlying pragmatic purposes of the author. Therefore, Attitudinal resources of Appraisal theory (Martin & White, 2005) are incorporated into House’s model, which serves as the theoretical framework of this study. The adoption of Attitudinal resources of Appraisal theory plays a critical role in this study for several following reasons. Firstly, the ST author plays the role of the ST producer, and there exists a deeper layer of the ST author’s attitudes underlying her linguistic choices on the surface. Correspondingly, in the TT, underlying the translator’s linguistic choices on the surface, there also exists a deeper layer of the translator’s attitudes. The discovery of author’s implied attitudes embedded in CSRs in the ST facilitates the researcher to figure out to what extent the author’s attitudes and the translator’s attitudes match in order to fulfill the overarching aim of translation assessment. Secondly, as justified above, the translator plays the role of the cultural filter or the cultural mediator in the translation process across cultures. In this study, the researcher plays the role of the assessor of the cultural filtering undertaken by the translator. In addition to the researcher as the assessor, two other translators and an expert in the field were also invited to play the role as the assessor of the cultural filtering adopted by the translator in order to ensure the trustworthiness of this study. Given that language, culture and thought (attitudes) are interwoven, the description of ST author’s attitudes and ST translator’s attitudes in relation to cultural filtering helps to uncover the constraints during the translation process across cultures in order to gain the adequate translation assessment.
Attitudinal resources of Appraisal theory, in line with the research aim, are presented in the following section.
2.3.5 Attitudinal resources of Appraisal Theory (2005) in House’s model (2015)
2.4 Previous studies on translation quality assessment of culture-specific references
In this section, research gaps are identified from the reviews of translation assessment of CSRs derived from previous studies on CSRs and previous studies on TQA.
From response-based approaches, there have been attempts to assess the quality of the translations, particularly the quality of the translations from Skopos theory. A notable study could be found in Coillie and Verschueren (2014) in exploring the translation of character names from a functional perspective. Recent efforts could also be seen in the studies (Askari, Shahnazari, & Akbari, 2014; Bing, 2014; Wei & Zhu, 2015; Hassanvandi, Askari, Alishavandi, & Ladani, 2016) that concentrate on challenging the two prominent paradigms in children’s literature, namely equivalence and purpose paradigm via the Skopos theory perspective.
Nonetheless, a huge gap in the aforementioned previous studies is that almost no studies fully address all aspects of Skopos theory including the purpose of translation, the reception of the target readers, and so forth. The reception of the target readers on translation is regarded as the pivotal point in assessing the quality of a translation; nonetheless, almost no studies manage to measure the reception of the target readers towards the translation. Moreover, it remains not highly reliable to be grounded merely on the intuition of a certain group of readers to reach the final statement on the quality of a translation.
Continuing to justify the adoption of neutralization, translating West Country dialect into Vietnamese poses the following dilemma. Firstly, if a specific regional dialect in Vietnamese for Hagrid were adopted, there would be the sensitivity of being discriminated regarding regional dialects among the target Vietnamese readers. The ST analysis shows that Hagrid, the sole character speaking West Country dialect, is fixed with inferior social status as a “Keeper of Keys and Grounds at Hogwarts”, poor education as being expelled out of school, and a disheveled appearance. Thus, the use of regional dialects creates a special effect in the ST, which is “Hagrid’s got that kind of very country” (Rowling, 1999). Accordingly, if a specific regional dialect in Vietnamese were adopted for Hagrid in the TT, the local readers of the chosen specific regional dialect in Vietnamese might have the feeling of being considered as “a kind of very country” with inferior social status and poor education. Although there are a variety of sources to consult regional dialects in Vietnamese, namely “Từ điển tiếng Huế - người Huế - văn hoá Huế” by Bùi Minh Đức (2005); “Phương ngữ học tiếng Việt” by Hoàng Thị Châu (2004); “Từ điển tiếng địa phương Nghệ Tĩnh” by Nguyễn Nhã Bản, Phan Mậu Cảnh, Hoàng Trọng Canh, Nguyễn Hoài Nguyên (1999); “Từ điển giải thích đối chiếu từ địa phương” by Nguyễn Như Ý, Phan Xuân Thành, Đặng Ngọc Lệ (1999); “Từ điển tiếng Nghệ” by Trần Hữu Thung and Thái Kim Đỉnh (1998); the decision of selecting one might cause the aforementioned side effects towards the local readers.
REFERENCES
In English
In Vietnamese
Bùi Minh Đức, (2005). Từ điển tiếng Huế-người Huế-văn hoá Huế. TP Hồ Chí Minh: NXB Văn Hoá-Trung tâm nghiên cứu quốc tế học.
Bùi Minh Yến, (1996). “Xưng hô trong gia đình người Việt”. Trong Nguyễn Văn Khang (Chủ biên), Ứng xử giao tiếp trong gia đình người Việt, 83-157. Hà Nội: NXB Văn hoá thông tin.
Unpublished master and doctoral theses
RESEARCHER’S ARTICLES RELATED TO THE THESIS
Nhà văn Lý Lan: 15 giờ mỗi ngày với Harry Potter (Int.T.02)
Chuyện ít biết khi Harry Potter đến Việt Nam
Nhà văn Lý Lan: "Tôi coi sách Harry Potter là giải trí lành mạnh"
Lý Lan - người đàn bà hồn nhiên với chữ (Int.T.9)
Ở tuổi "ngũ thập tri thiên mệnh", Lý Lan vẫn gợi cho người đối thoại nét đẹp của sự hồn nhiên. Hồn nhiên ở má bầu, đôi mắt sáng, nụ cười hiền. Cái hồn nhiên ấy vận cả vào đời văn nghiệp của chị. Với chữ nghĩa, chị là người bạn ham chơi nhưng chân thành; và chính chữ nghĩa trao lại chị nhiều niềm vui cuộc sống.
Nhà văn Lý Lan: 'Dịch Harry Potter là một cách xả hơi'
"Có thời, tôi khủng hoảng nghĩ rằng những gì mình viết ra chỉ là những thứ lăng nhăng, vớ vẩn. Song biến những ý tưởng khổng lồ thành một cuốn sách là cực kỳ khó vì trong văn chương, không thể màu mè, lên gân được. Tôi đang trong thời kỳ tìm kiếm chính mình và thế giới đang sống. Dịch sách cũng ở trong hướng đó", nhà văn tâm sự.
Trước khi tiến hành trả lời các câu hỏi, thầy/ cô, anh/chị hãy đọc tóm tắt nội dung của tác phẩm để biết qua nội dung chính của câu chuyện:
PHẦN 1: TÊN RIÊNG TRONG VĂN HỌC
NGỮ CẢNH-TÊN CÁC NHÂN VẬT
NGỮ CẢNH-CÁC CHI TIẾT PHỤ TRONG TRUYỆN
PHẦN 2: XƯNG HÔ (PERSON REFERENCE FORMS)
Trích đoạn 1: I& You – Tao&Mày (Draco Malfoy-Harry, Ron)
Trích đoạn 2: I& You – Tao&Mày; Con&dượng
Trích đoạn 3: I&You-Mình&Bồ (Ron-Harry)
Trích đoạn 4: I&You-Ta&Các con (Giáo sư McGonagall-học trò)
Trích đoạn 5: I&You-Ta&Chúng bây (Giáo sư Snape-học trò)
PHẦN 3: PHƯƠNG NGỮ
NGỮ CẢNH LIÊN QUAN ĐẾN PHƯƠNG NGỮ NHÂN VẬT HAGRID SỬ DỤNG