Factors affecting translation of addressing terms from english into vietnamese

MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS FACTORS AFFECTING TRANSLATION OF ADDRESSING TERMS FROM ENGLISH INTO VIETNAMESE (Các yếu tố ảnh hưởng đến việc dịch từ xưng hô tiếng Anh sang tiếng Việt) LE THI NHUNG Field: English Language Code: 8.22.02.01 Hanoi - 2019 MINISTRY OF EDUCATION AND TRAINING HANOI OPEN UNIVERSITY M.A THESIS FACTORS AFFECTING TRANSLATION OF ADDRESSING TERMS FROM ENGLISH INTO VIETNAMESE (Các yếu tố ảnh hưởng đến việc dịch từ xưng hô tiếng Anh sang tiếng Việt) LE THI NHUNG Field: English Language Code: 8.22.02.01 Supervisor: Assoc Prof Dr HO NGOC TRUNG Hanoi - 2019 CERTIFICATE OF ORIGINALITY I, the undersigned, hereby certify my authority of the study project report entitled: Factors affecting translation of addressing terms from English into Vietnamese submitted in partial fulfillment of the requirements for the degree of Master in English Language Except where the reference is indicated, no other person’s work has been used without due acknowledgement in the text of the thesis Hanoi, 2019 Author’s signature Le Thi Nhung Approved by SUPERVISOR (Signature and full name) Assoc Prof Dr Ho Ngoc Trung Date: …………………… i ACKNOWLEDGEMENTS I owe innumerable thanks to people who give me support and assistance in completing this research The first goes to my supervisor Assoc Prof Dr Ho Ngoc Trung, whose considerable encouragement and valuable feedback kept me from losing confidence when I got frustrated with my thesis My project could not have been completed without his great patience and sustained guidance My special thanks go to the lecturers and staffs of Faculty of Graduate Studies, Hanoi Open University for their valuable lectures and support I am deeply grateful to my family who always give me warmth and support Thanks also go to my friends who helped me a lot with my data collection Thanks to all ii ABSTRACT The study is about the factors affecting translation of addressing terms from English into Vietnamese It investigates the strategies adopted in the translation of the addressing terms and the degree to which these strategies are effective in conveying the rich nuances of the terms It was found that both the source language (SL)-oriented and target language (TL)-oriented approaches were utilized However, the translations of all the texts adhered more extensively to the principles of the TL-oriented translation approach This resulted in a substantial loss of the socio-cultural meanings and pragmatic implications of the richly nuanced Vietnamese terms of address and reference Those meanings and implications were found to be essential for an adequate understanding of the original texts In rare cases, however, where the translators adopted the SL-oriented strategy to transfer the linguistic and socio-cultural elements of the original terms, it was successful in conveying the meanings and implications intended by the original writers through their use of the terms, thus helping the target readers develop a similar understanding of the target texts as the original readers would have of the source texts The study use descriptive and contrastive analysis methods to point out: the Vietnamese translation equivalents of English ATs, factors affecting the translation of addressing terms from English into Vietnamese The implication of the study would propose some pedagogical implications for teaching in a broader sense, covering the field of addressing terms between members in the communities The study also raised the need for translators of English-Vietnamese literary texts, especially in treating terms of addressing terms, to pay close attention to the linguistic and cultural elements of the source texts Keywords: Translation factors, equivalence, addressing terms, contrastive, Vietnamese terms of address, qualitative, data collection, English terms of address iii TABLE OF CONTENTS Certificate of originality………………………………………………….……… ………i Acknowledgements ……………………………………………………………… …… ii Abstract ………………………………………………………………… ………………iii Table of contents………………………………………………………… …………… iv List of abbreviations used in the thesis………………………………………………… vi Chapter 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.2.1 Aims 1.2.2 Objectives 1.3 Research questions 1.4 Methods of the study 1.5 Scope of the study 1.6 Significance of the study 1.7 Structure of the study Chapter 2: LITERATURE REVIEW 2.1 Review of previous studies 2.2 Review of theoretical background 2.2.1 Theories of translation 2.2.2 Systems of addressing terms in English and Vietnamese 12 2.2.3 Factors affecting translation 18 2.2.3.1 Linguistic factors 18 2.2.3.2 Cultural factors 19 2.2.3.3 Personal factors 22 2.2.4 Factors affecting English-Vietnamese translation 24 2.2.5 Summary 28 Chapter 3: METHODOLOGY 29 3.1 Research question revisited 29 3.2 Methods of the study 29 3.3 Data collection and analysis 29 3.4 Data collection procedures 30 iv 3.5 Summary 30 Chapter 4: FINDINGS AND DISCUSSION 31 4.1 The Vietnamese translation equivalents of English ATs 31 4.1.1 Differences in the way of addressing between the original (English) and the translation (Vietnamese) 32 4.1.1.1 Differences in the number of pronouns and nouns in use in English and Vietnamese 33 4.1.1.2 Addressing terms in translation 35 4.1.2 Similarities in the way of addressing between the original (English) and the translation (Vietnamese) 43 4.2 Factors affecting the translation of addressing terms from English into Vietnamese 44 4.2.1 Language (or linguistic) competence 45 4.2.2 Textual Competence 49 4.2.3 Subject Competence 52 4.2.4 Cultural Competence 54 4.2.5 Transfer Competence 57 4.3 Implication of the thesis 59 4.4 Summary 60 Chapter 5: CONCLUSION 62 5.1 Recapitulation 62 5.2 Concluding remarks 63 5.3 Limitation of the research 64 5.4 Recommendations/Suggestions for further research 64 REFERENCES 66 APPENDIX 67 v LIST OF ABBREVIATIONS USED IN THE THESIS AF: addressing forms ATs: addressing terms NA: nouns of addressing PPs: personal pronouns SC: source culture SL: source language TC: target culture TL: target language vi Chapter INTRODUCTION 1.1 Rationale One of the earliest sociolinguistic studies of speech behavior among speakers of English concerns the way people in the English speaking countries address one another Addressing forms are important for effective and successful communication and have long been considered a very salient indicator of status of relationships One can use different forms of addressing to show his respects or fondness towards other people, or to insult or depreciate them How to address people appropriately needs the taking of several factors into consideration, such as the social status or rank of the other, sex, age, family relationship, occupational hierarchy transactional status, race or degree of intimacy There exist general rules of addressing forms in English, but because addressing forms are social phenomenon, it varies on different occasions and the rules not always take effect, just as Philipsen and Huspek said: “Personal address is a sociolinguistic subject par excellence In every language and society, every time one person speaks to another, there is a host of options centering around whether and how persons will be addressed, named, … to those who interpret them, are systematic not random Such systematicity in language behavior, whether of use or interpretation, is universal, although what elements comprise the personal addressing system and what rules govern its deployment, vary across context And such variation in structure is, according to the extant empirical literature, correlated with social ends and social contexts of language use From this view, personal address is a systematic, variable, and social phenomenon, and these feature of it make it a sociolinguistic variable, and social phenomenon, and these features of it make it a sociolinguistic variable of fundamental importance.” (Philipsen and Huspek 1985:94) In Vietnamese and English language, addressing terms (ATs) are the reflection of the hierarchical relationship among participants of the conversations as well as their attitudes and emotion In order for the translation to go smoothly, the translator should choose suitable ATs basing on the relationship The choice and usage of suitable ATs with the context and content will depend on this interpersonal relationship; these ATs also have impacts on the development of the translation It is, therefore, meaningful and important to conduct a research into the respective expression of forms of addressing in the two languages (English - Vietnamese) In Vietnamese, ATs are diversified and they carry different connotations in different circumstances; the same role may have different ATs with different shades of emotions ATs in English are, however, different in both quantity, kind of speech (addressing) and structure of ATs The difference between the two languages has created confusion for translators when choosing the equivalent ATs, especially when translating work from English into Vietnamese In English, personal pronouns (PPs) are used more frequently than nouns to address people, meanwhile, in Vietnamese, PPs are not as popular as nouns to address people, especially kinship nouns Therefore, in translating ATs that appear in conversations between characters from English into Vietnamese, there are both similarities and differences between English and Vietnamese in terms of the use of PP, addressing nouns (name and full name, kinship nouns, nouns expressing feeling, nouns expressing gender, nouns showing politeness, objectification noun, occupational titles…) as well as emotion and culture and so on It is essential and practical to point out the similarities and differences among these issues for the teaching of English and Vietnamese In actual fact, both Vietnamese learners of English and foreign learners of Vietnamese encounter many difficulties in using ATs in learning as well as in translating from English into Vietnamese and vice versa They make many mistakes in usage because of a lack of clear understanding of the functions, semantics, pragmatics and culture of each terms (whether to use PPs or nouns to address) For these reasons I have decided to conduct the thesis entitled “Factors affecting translation of addressing terms into Vietnamese.” 1.2 Aims and objectives of the study 1.2.1 Aims This study aims at identifying factors that affect the translation of English addressing terms into Vietnamese, thereby making contribution to the theories of ATs in general, and to the theories of translating ATs from English into Vietnamese in particular of “cụ già”, by having cultural competence, the translator can see the equivalence The expression in TL “old man” which is fulfill the sense intended by “cụ cố” However, although translator may use ‘equivalence’ to fulfill the sense of SL, some words in SL may have their equivalence in TL but it does not guarantee to substitute the ‘untranslatable’ words in their nature Some culture view some words or expression like proverbs in their convention cannot be equaled or at least no similar sense in other languages Therefore, when a translator does not have qualified cultural competence, the text produced will be weak in sense Example 11: English Vietnamese (84) “…you’ll never get another cent (85) “Cô không moi out of me for any of your little thêm xu cho unladylike schemes, my double-dealing mánh vặt không xứng đáng với địa vị quý phái cô đâu, cô nàng mặt lady.” trái ạ.” (87) “Tôi lo cho (86) “I’ll look after him and he công việc làm ăn nữa, không để business too, and I’ll never let him biết Tôi gợi ý cho know I’ll just kind of suggest things to thôi.” him.” (89) “Nếu vào, không (88) “I couldn’t have borne it,” he chịu nổi, chàng nói đơn giản lặng said simply and for a moment he was lúc Rồi cố gắng cất giọng, chàng silent Then he spoke with an effort and khẽ nói: bậc nữ lưu tuyệt vời.” said, softly: “A very great lady.” (91) “Mình lầm rồi, nàng nói (90) “You are wrong,” she began tiếp, lúc tìm lời lẽ để diễn again, finding words “Rhett, tonight, đạt Rhett, đêm chạy suốt when I knew, I ran every step of the way đường nhà để nói với Ơi, home to tell you Oh, darling, I–” yêu quý, tôi…” 55 Some translators may focus on the text and some other translators may focus on the reader of the target text Cultural competence in text-based translation is important in terms of translating some expressions that the equivalence or substitution word does not exist in the translator’s native language Thus, the translator can select some of the procedures of translation which allow making small changes on the text There are a good number of shifting procedures in translation studies Shift can occur in language ranks (lexical, phrase, clause, sentence, and discourse) Shift is chosen as a way to the translation in certain ‘situation’ to fill semantic gap In the example (84) “…you’ll never get another cent out of me for any of your little unladylike schemes, my double-dealing lady.” (Cô không moi thêm xu cho mánh vặt không xứng đáng với địa vị quý phái cô đâu, cô nàng mặt trái ạ.) The pronouns "you" (cô), “my double-dealing lady” (cô nàng mặt lát trái) used with intimate, sloppy nuances to translate, is very suitable for intimate and close context in Vietnamese communication However, it is quite impossible if the translator does not have enough knowledge regard to the source text culture Some texts may be created for internal culture use only, when the texts are translated into other language(s) which have different culture, it can be guessed if the text will be dysfunctional unless the translator does not have enough capability to acquire the culture where the text was created and used Without cultural competence, the translator needs to work harder to shifting One of the shifting procedures is ‘borrowing’ Borrowing means to borrow words from SL to fill semantic gap (or sense gap) if there is no substitution word or equal expression in the TL The purpose of the borrowing, besides to fill semantic and sense gap, is to emphasize the cultural color in the text In the examples (90) and (91) “You are wrong,” she began again, finding words “Rhett, tonight, when I knew, I ran every step of the way home to tell you Oh, darling, I–” (Mình lầm rồi, nàng nói tiếp, lúc tìm lời lẽ để diễn đạt Rhett, đêm chạy suốt đường nhà để nói với Ơi, u q, tơi…) 56 For the second person singular "you" the translator translates into two different ways “mình”, “mình yêu quý”, this trasfers a deep cultural knowledge In the story, Scarlet finally found her real love is Rhett, she wanted to run every step of the way home to tell him The two words “mình” and “mình yêu quý” are the words that the lovers call each other, this is wife and husband addressing terms usually use long time ago in Vietnam It implicates the love of couple relationships The purpose of the borrowing, besides to fill semantic and sense gap, is to emphasize the cultural color in the text 4.2.5 Transfer Competence Transfer competence is an ability of transferring message from source text to target text communicatively For having transfer competence, the translator is demanded to have enough linguistic and non-linguistic knowledge, especially which is relevant with the text content is being translated It seems like transfer competence will be assumed as the highest competence demanded for all translators in this world; translators are demanded to be able to transfer not only words, or grammatical and semantic aspects of language, but also mental images implied in the text, to make the produced text makes sense as well as hoped Transfer competence is heavily supported by four other competencies have been elaborated before The transfer competence is needed mostly in the whiletranslation process rather than pre and post-translation The translator may have to analyze the source text to attain the text type, the purpose and the function of the text before start to translate the text Furthermore, the translator needs to consider for whom this text is translated to In the process of consideration, the translator’s competencies (linguistic, textual and subject) really work, if the translator has enough In the translating process, the transfer competence is more demanded, again, with support by other competencies Transfer, finally becomes one of the translation procedures named transference Newmark (1988:81) mentions that transference is the process of transferring a SL word to a TL text as a translation procedure It is believed that transfer is the suitable term rather than translate, because people use word as their conventional creation People give everything name without considering what name given to the 57 thing by other people with their linguistic convention Therefore, in translating a text, it is actually transferring A translator explains how certain language users say or express certain phenomenon As mentioned before, some words may be unknown or unfamiliar or not suitable or irrelevant from SL to TL When the translator has to decide whether or not to transfer a word unfamiliar in the TL, which in principle should be a SL cultural word whose referent is peculiar to the SL culture then he usually complements it with transliteration In principle, the names of SL objects, inventions, devices, processes to be imported into the TL community should be creatively, preferably ‘authoritatively’ translated Considering those all, transfer competence is very crucial for a translator Some words may have to be borrowed from SL to avoid misunderstanding, dysfunction, or even wasting time Finally, those are the competencies the translator must have or at least to learn Those competencies promise a successful translation, if a translator does not have enough competencies as explained, the translated text will be dysfunction or even it is better to nothing than wasting time to translate a text Example 12: English Vietnamese (92) “Was there no end to what they (93) “Còn mà chúng khơng had done? Was it not enough to burn and làm Đốt giết, chưa đủ sao? Chúng lại phải đẩy đàn bà, trẻ kill? người da đen không che chở Must they also leave women and đến chỗ chết đói vùng quê children and helpless negroes to starve bị chúng tàn phá tan hoang sao?” in a country which they had desolated?” (95) “Chú bé chả cả, (94) “Nothing’s wrong with this đói thơi, mà tui dư sứa cho đứa child accept he’s hungry, and what it bé đói bú Cơ Melanie ổn rồi, khơng take to feed a hungry child I got Miss chết đâu, cô Tui gặp nhiều trường Melanie is all right She isn’t going to hợp cô ý, tui làm cho í die, Miss Scarlet I seen too many, but I yên,…” let her and give her some of what was left in that go and she sleeping” 58 (96) “Miss Scarlett, I done told you (97) “Cô Scarlett, u dặn that your skin could tell a lady by her dặn lại cô, người ta nhìn bàn tay hands and your face sunburnt too!” đủ nhận tiểu thư nhà… mà mặt cô lại cháy nắng này!” In the example (96) “Miss Scarlett, I done told you that your skin could tell a lady by her hands and your face sunburnt too!”,“I” was translated into Vietnamese as “U”, and “You” was transferred as “cô” These are ATs between Mammy and Scarlet Although Mammy is only Scarlet’s servant, the translator still translated like that In the story, Mammy has different roles with other servants in Scarlet house and Scarlet is like her little girl Mammy is kind, honest like a country woman and “u” is the way a Vietnamese mom talk to her children It is transferred not only words, or grammatical and semantic aspects of language, but also mental images implied in the text, to make the produced text makes sense as well as hoped Translation plays an important role in rendering a text from one language into an equivalent version in another language, thus through translation, highly advanced international societies can be created despite their differences or the similarities of their people’s culture and the degree of the level of their civilization and superiority Translation helps people to exchange ideas and equipments that cannot be dispensed with in our daily life So it is needed efficient translators who will translate masterpieces of art in such a manner that the translated This study of the Investigating factors influencing the quality of translation, shedding light on the nature of these factors, as well as the nature of evaluating these the influencing of the factors Translators must have knowledge of the language and the culture of the people under study and the fluency in the language of the write-up When the translator is not the same person, the quality of translation is influenced mainly by three factors: the competence, the autobiography and what called the material circumstances of the translator, this is the position the translator holds 4.3 Implication of the thesis It is undeniable that addressing terms used between members in the communities are merely a modestly narrow in language and language teaching particularly Fully aware of this, it is proposed some pedagogical implications for teaching in a broader sense, covering the field of ATs between members in the communities, which is 59 ATs in general To make it short and simple, this section is to make some suggestion, especially for teaching translation with regards to ATs in general and used between members in the family and community The first and foremost point to make clear herein is the current state of English teaching in Vietnam Many previous studies as well as the teaching and learning reality revealed through the textbook and the general curriculum have pointed out a fact that in Vietnam, what to be taught and learnt are purely the linguistics competence In Vietnam, English teaching puts too much focus on improving such linguistic aspects as lexis and syntax, with the support of English may show a high linguistic competence It is needed to have natural conversations when teaching or natural Vietnamese translating belong to each situation As commented before, ATs are the first and foremost effective tool to initiate, maintain and end a conversation, thus, if touched upon superficially This is an example of the greeting “Good evening” said by Mai to her husband As for the English, the greeting is quite common and no way does it show any negative connotation Nevertheless, when this utterance is translated into Vietnamese as “Xin chào anh”, “Em chào bố”, this is because in Vietnamese culture, hierarchy and order are of great account A child is not permitted to greet parents without “the involvement of any addressing forms” So, instead of merely “xin chào” or “chào”, the appropriate way to translate is: “Con chào bố/mẹ or Chào bố/mẹ” In short, translating ATs from English into Vietnamese must go hand in hand with teaching cultures This enables language learners to compare and contrast the SL to the TL, hence, they can raise consciousness about the language in use 4.4 Summary In chapter 4, many factors affect the translation of addressing terms from English into Vietnamese are indicated, such as: Vietnamese translation equivalents of English ATs, differences in the way of addressing between the original (English) and the translation (Vietnamese), differences in the number of pronouns and nouns in use in English and Vietnamese, addressing terms in translation, similarities in the way of addressing between the original (English) and the translation (Vietnamese) 60 Factors affecting the translation of addressing terms from English into Vietnamese are: Language (or linguistic) competence, Textual Competence, Subject Competence, Cultural Competence, Transfer Competence 61 Chapter CONCLUSION 5.1 Recapitulation On the whole, the study explores the area of the factors affecting translation of ATs from English into Vietnamese and the use of ATs between the people in English and Vietnamese communities The study pointed out that in Vietnamese, the ATs used with the highest frequency in the mentioned relationship is “kinship terms” Chapter has indicated the rationale, aim of the study, the objective, the method, scope, etc of the study This study aims at identifying factors that affect the translation of English addressing terms into Vietnamese It also make the contribution to the theories of translating ATs from English into Vietnamese in particular The study investigate how English ATs are translated into Vietnamese, analyze the factors affecting the translation of English ATs into Vietnamese, offer some implications for better translating ATs from English into Vietnamese Chapter has briefly described and analyzed related studies on the same field Some basic points of culture – language – communication relationship, family and its basement: members in the families, ATs, the typical features and English together with Vietnamese addressing systems have been clear of Chapter is about methodology of the study It is used the descriptive and comparative analysis method through the ATs were collected through the novel “Gone with the wind” and its translation by Vu Kim Thu The most common ATs are used between members in Vietnamese families are “terms of endearments” and “kinship terms with first name” Vietnam is Asian country so people always respect the old, when having conservation, Vietnamese usually appreciate “age” so “position” is the most influential factor on the choice of ATs Members in English families like to use “term of endearment” to call each other In addition, they always use “short names”, “nicknames”, “last name” on the choice of ATs England are equal country, English people not appreciate “age gap” or 62 “position” when having conservation “Personality” is the most influential factors on the choice of ATs Chapter 4, with the focus on the Vietnamese translation equivalents of English ATs, the differences in the way of addressing between the original (English) and the translation (Vietnamese), the differences in the number of pronouns and nouns in use in English and Vietnamese It also refer to ATs in translation and factors affecting the translation of ATs from English into Vietnamese like language components, equivalence, materials and methods The last thing in this chapter is implication of the thesis The use of English and Vietnamese ATs is particular interesting, the terms are utilized abundantly, flexibly, and with great talent to describe the characters’ personalities and relationships It was found that dynamic-equivalence translations of most of the terms made it impossible for target readers to have the same understanding and feeling about the target text as readers of the source text 5.2 Concluding remarks The aim of this thesis is to find out the factors affecting translation of English ATs into Vietnamese The description and analysis are based on the use of English and Vietnamese ATs in the novel “Gone with the wind” and the Vietnamese translation version “Cuốn theo chiều gió” The findings show several factors which affect the translation of addressing terms from English into Vietnamese: language (or linguistic) competence, textual competence, subject ompetence, cultural competence, transfer competence The study also aims at identifying these factors, showing the kind of these factors, introducing factors in details The results of the research also indicate that the “position” is the most common affecting in Vietnamese communicating way, the Vietnamese people often use kinship terms to call each other, meanwhile, “last name”, “short name” and “nick name” are frequently used 63 In conclusion, I would like to state that investigating the different factors influencing the quality translation of ATs from English into Vietnamese in this thesis had made great contributions to my professional development as a teacher of English I hope that this study will also be useful for other teachers in teaching English more and more effectively 5.3 Limitation of the research The area of factors affecting translation of ATs from English into Vietnamese may and should be regarded as a very interesting one that can cover many aspects not only of language and culture but also of social studies Hopefully, all attempts to operate and solve the issue have been acknowledged through the entire study, and the findings of the study have partly satisfied scientific requirements towards the subject issue However, due to time restrain and a restriction in experience of the researcher, the study cannot avoid certain limitations First is the novel “Gone with the wind” which results in the fact that the corresponding conclusions can, to some extent, only represent for the two grandiose and long-established cultures Second, though all describing and analyzing have been made clear, especially about classification of translation of ATs from English into Vietnamese, have just been given out not in detail analysis Finally, being one of the very first one on the subject, the study cannot deny clumsiness and the ambition to cover many related points, which forces the researcher to admit that some of the points herein have not yet been touched as thoroughly as expected 5.4 Recommendations/Suggestions for further research There have been few studies on the same field, which leaves large room for further studies, which are hoped to fill up all gaps and improve all shortcomings of this specific paper, more importantly, to investigate the subject in a deeper level Other researchers can refer to some suggestions described as follows for future papers 64 Translation of ATs between members in the families and the specific level of affection connoted through these terms This chapter has detailed explanations on the decisive factors (affecting the choice of members in the ATs translation) with regards to the origins and meanings, from the perspective culture More comprehensive comparison and contrast between two (or more than two) cultures in terms of ATs used between members in the families (considering from the basic units to the general elements) 65 REFERENCES Margaret Mitchell (2005), Gone with the wind, Macmillan Publisher Vu Kim Thu (2009), “Cuốn theo chiều gió” translation Thai Duy Bao, Contrastive analysis of etiquette in English - Vietnamese dialogue Brown and Ford (1964), Language in culture and society Mona Baker, In other words, A coursebook on translation De Waard and Nida, (1986) One Language to Another Wardhaugh, R (1986) An introduction to Sociolinguistic Brasil Blackwell Oxford Nguyễn Thùy Linh (2018) A study of the use of addressing terms in English and Vietnamese families Trinh Thi Viet Huong (2011), Use of addressing forms to express informality in English and Vietnamese 10 Hà Hải Hồng (2003) A cross –cultural study on using kinship terms as address forms in English and Vietnamese 11 Chomsky (1965, 1972) Language structure 12 Nguyễn Quang(2002) Giao tiếp giao tiếp giao văn hóa Nxb Đại học Quốc Gia Hà Nội, 146 13 Newmark, Peter (1988) A textbook of translation New York: Sanghai Foreign Language Education Press 14 Nguyễn Văn Khang(1996) Ứng xử Ngôn ngữ Giao tiếp Gia đình Người Việt Nxb Văn hóa thơng tin 15 Do Huu Chau (1993), Applied and Translation Language and translation issues, Hanoi University of Foreign Languages Publishing House 16 Munday, Jeremy (2001) Translation Studies: Theories and Applications 17 Ho Chi Minh City University (www.vjol.info>index.php>sphcm>article>view 66 of Education APPENDIX Original novel The translation (1) You (2) Ơng (3)You (4)Cơ (5) You (6) Hai anh (7) We (8) Bọn (9) Goose (10) Cô bé khờ (11) You (12) Các anh (13 )Us (14)Mình (15) You (16) Cơ (17) You (18) Cô (19) Mammy (20) Bà (21) We (22)Chúng tao (23) We (24) Chúng ta (25) You (26) Anh (27) You (28) Anh (29) Darling (30) Em yêu (31) I (32) Chị (33) Me (34) Chị (35) Missy (36) Tiểu thư (37) Coward (38) Tôi (hèn nhát) 67 (39) Witless Nigger (40) Đồ ăn hại (41) Mother (42) Mẹ (43) You (44) Mẹ (45) Uncle Henry (46) Bác Henry (47 )You (48) Bác (49) I (50) Tôi (51 ) We (52) Chúng (53) She (54) Cô ta (55) Uncle Henry (56) Ông bác Henry (57) You (58) Bà (59) I (60) Tơi (61) You (62) Ơng (56) You (57) Bà (58) You (59) Ông già (60) You (61) Ta (62) Me (63) Em (64) You (65) Bà (66) I (67) Em (68) You (69) Bà (70) Me (71) Em (72) Honey (73) Cô bạn quý mến (74) Honey (75) Nàng 68 (76) You (77) Cô (78) Me (79) Tôi (80) You (81) Cô (82) I (83) Tôi (84) You (85) Cô (86) You (87) Nàng (88) My dear (89) Scarlet thân yêu (90) My dear (91) Cô nàng thân mến (92) My darling (93) Cô (95) Little cat (96) Con mèo nhỏ cưng (97) My double dealing lady (98) Cô nàng mặt trái (99) Great lady (100) Bậc yêu nữ (101) Darling (102) Mình yêu quý (103) I (104) Tui (105) I (106) U (107) You (108) Cô 69 ... methods to point out: the Vietnamese translation equivalents of English ATs, factors affecting the translation of addressing terms from English into Vietnamese The implication of the study would propose... What are the factors affecting the translation of ATs from English into Vietnamese? (iii) What are some suggestions for the translation of ATs from English into Vietnamese? 1.4 Methods of the study... study is about the factors affecting translation of addressing terms from English into Vietnamese It investigates the strategies adopted in the translation of the addressing terms and the degree