(Luận văn thạc sĩ) a study on english vietnamese translation of the primary education texts in the primary education for disadvantaged children project in vietnam

1 VIET NAM NATIONAL UNIVERSITY HA NOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES DEPARTMENT OF POST – GRADUATE STUDIES ***************** BÙI THỊ HUYỀN TRANG A STUDY ON ENGLISH-VIETNAMESE TRANSLATION OF THE PRIMARY EDUCATION TEXTS IN THE PRIMARY EDUCATION FOR DISADVANTAGED CHILDREN PROJECT IN VIETNAM CÁCH DỊCH ANH-VIỆT VĂN BẢN GIÁO DỤC TIỂU HỌC CỦA DỰ ÁN GIÁO DỤC TIỂU HỌC CHO TRẺ EM CĨ HỒN CẢNH KHĨ KHĂN Ở VIỆT NAM M.A MINOR THESIS FIELD: ENGLISH LINGUISTICS CODE: 602215 Hanoi - 2010 VIET NAM NATIONAL UNIVERSITY HA NOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES DEPARTMENT OF POST – GRADUATE STUDIES ***************** BÙI THỊ HUYỀN TRANG A STUDY ON ENGLISH-VIETNAMESE TRANSLATION OF THE PRIMARY EDUCATION TEXTS IN THE PRIMARY EDUCATION FOR DISADVANTAGED CHILDREN PROJECT IN VIETNAM CÁCH DỊCH ANH-VIỆT VĂN BẢN GIÁO DỤC TIỂU HỌC CỦA DỰ ÁN GIÁO DỤC TIỂU HỌC CHO TRẺ EM CĨ HỒN CẢNH KHĨ KHĂN Ở VIỆT NAM M.A MINOR THESIS FIELD: ENGLISH LINGUISTICS CODE: 602215 SUPERVISOR: Dr LE HUNG TIEN Hanoi - 2010 TABLE OF CONTENTS CANDIDATE’S STATEMENT i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv PART A: INTRODUCTION Rationale of the study Aims of the study Scope of the study Methods of the study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND I.1 Terminology I.1.1 Definition I.1.2 Distinction between terms and words I.2 Translation theory I.2.1 Definition of translation I.2.2 Translation equivalence I.2.3 Translation strategies and translation procedures 10 I.2.4 Technical translation 12 I.3 Translation of terminology 13 I.3.1 Role of terminology in technical translation 13 I.3.2 Translation of neologisms 13 CHAPTER II: TECHNICAL TERMS OF THE PEDC PROJECT II.1 Background knowledge of the Primary Education for Disadvantaged 16 Children (PEDC) Project II.2 Typical features of terminology 16 II.3 Classification of technical terms of the PEDC Project according to their 18 structural features II.3.1 Single terms and neologisms 18 II.3.2 Compound terms 22 CHAPTER III: THE TRANSLATION OF TECHNICAL TERMS OF THE PEDC PROJECT III.1 The present context of translating the technical terms used in the 28 materials of the PEDC Project III.1.1 The translators 28 III.1.2 The readers 29 III.1.3 Some problems facing the translators and readers 30 III.2 The common strategies and procedures used in the translation of 31 technical terms of the PEDC Project III.2.1 Translation of terms which are names of intervention initiatives of the 31 PEDC Project III.2.2 Translation of the simple terms by transference procedure 38 III.2.3 Translation of the compound terms by transposition procedure 40 PART C: CONCLUSION The groups of terms and translation strategies and procedures used to 48 translate them Suggestion for the strategies and procedures 49 Limitations of the study and suggestions for further research 50 PART A: INTRODUCTION Rationale of the study Like other countries in the world, the education sector in general and the primary education cycle in Vietnam play an important role in the society The Ministry of Education and Training (MOET) has implemented many education projects at all education levels These education projects are conducted by the cooperation and financing of the GOV and donors from many foreign countries such as the United States, the United Kingdom, Belgium, Australia, Canada… Foreign languages, especially English are used widely; therefore, translation of English materials into Vietnamese plays an important role to those projects Thanks to good translation, all the national and international members of project teams can well understand and effectively cooperate with each other However, the translators often face many troubles with technical terms and language structure, particularly in finding suitable equivalence in translating English technical terms used in the project materials into Vietnamese The Government of Vietnam (GOV) has made a commitment to universal, high quality basic education for all in its education laws, poverty alleviation programs, and 2005-2010 strategies It has also committed internationally to achieving Education For All (EFA), the Millennium Development Goals and the Convention of the Rights of the Child This is one part of the rationale of the GOV to run projects and try to reach many of the un-reached students who not go to school Over the last ten years Vietnam has successfully met its initial Universal Primary Education (UPE) goals However, the country still has an unfinished primary education agenda in the provision of access to education for un-reached children and the improvement of education quality in the overall system This unfinished agenda involves ensuring that all children have the opportunity to attend a school that meets minimum standards in terms of space, curriculum, materials and personnel qualifications One of the education projects implemented by MOET is the Primary Education for Disadvantaged Children (PEDC) Project in Hanoi, Vietnam with financing from (i) the International Development Association (IDA), (ii) bilateral grants from various foreign donors including Australian Agency for International Development (AusAID), Canadian International Development Agency (CIDA), British Department for International Development (DFID), Norwegian Agency for Development and Cooperation (NORAD) and (iii) the Government of Vietnam The translation of the technical terms in the material of the PEDC Project is controversial There are strong arguments among translators about how to deal with the specialist vocabulary or the technical terms: explaining in other words or translating into Vietnamese Experience shows that explaining a new technical term in a longer group of words to a large class of non-English majors is almost impossible for the involvement of more complicated words in the explaining groups of words Translating the terms into Vietnamese is more time-saving and comprehensible; however, translating terms of a specialized field is not a pleasant and easy task for the translators In their efforts to translate the terms, they may fail to give proper equivalents due to their lack of knowledge, cultural context and exposure in the field As a result, different translators may have various translations for the same term and in no way can they agree on one “unified and standardized” equivalent In the hope of finding a proper solution to the problem of translation of the terms in the materials of the PEDC Project, and in the hope for some suggestions that can be of some use to those who are responsible for translating the technical terms of the PEDC Project; the author would like to carry out the study to answer the questions: what are some of the more problematic technical terms, what are the common strategies and procedures used in the translation of the technical terms of the PEDC Project in Vietnam? Aims of the study: (i) To collect the English technical terms in the materials of the PEDC Project and to study their main features in terms of characteristics and structural patterns and work out the similarities as well as the differences between English terms and their Vietnamese equivalents (ii) To suggest the strategies and procedures that may apply to the translation of technical terms of the PEDC Project and to suggest some implications for translating technical terms of the PEDC Project Scope of the study The study is confined to the investigation into English – Vietnamese translation of technical terms of the PEDC Project The major aspects to be considered are their classification, structural patterns and their translation Methods of the study To accomplish this study, firstly, we will go through a number of materials on translation and terminology to build up a theoretical background for the research Then as stated in the aims and scope of the study, the writing is based on the review of many types of materials of the PEDC Project in order to collect and group the English terms and their Vietnamese equivalents for description, analysis, comparison and induction From typical examples of English terms and their Vietnamese equivalents; we can find the similarities and differences and draw out the strategies and procedures used in the translation of technical terms of the PEDC Project The main method is contrastive analysis 10 We also conduct discussions and interviews with colleagues (translators of the PEDC Project), specialist translators and readers (National consultants and Vietnamese stakeholders of the PEDC Project) to find out the tendency for better and more preferable strategies and procedures Data collection: The technical terms to be studied will be taken from a number of materials of the PEDC Project such as training materials, manuals, monitoring and evaluation reports However, within the scope of the study, only typical terms with high frequency of occurrence are selected Significance of the study This study can, hopefully, offer some references that can be useful to those who are responsible for translating the technical terms of the PEDC Project and other projects and help them to get more knowledge about translation methodology in general and about terminology translation in particular On that basis, they can find out the most suitable strategy and procedure to translate technical terms, which may help them to improve the quality of their work This study also helps the author to extend the existing knowledge on this section, and successfully fulfill her task as a translator and cope with difficulties in daily work Moreover, the author also provides suggestions for the further studies on English – Vietnamese translation of the PEDC Project However, this study is conducted within the PEDC Project in Hanoi, Vietnam using only some kinds of materials with technical terms of this project If the research can be applied to other primary education projects in Vietnam utilizing other kinds of primary education materials, such as written or spoken materials from meetings including speech and conversation, it may be possible to get a more comprehensive view of this field and the overall answer to the problem stated in the study Design of the study: This study consists of the three parts with the three main parts, a bibliography, and a number of appendixes Part A: Introduction The introduction gives rationale for the study; it also outlines the aims, scope and methods of the study Part B: Development The development consists of three chapters Chapter I: Theoretical background This chapter provides the theory of terminology and translation Chapter II: The technical terms of the PEDC Project This chapter discusses the typical features of the technical terms of the PEDC Project and their structural patterns Chapter III: The translation of the technical terms of the PEDC Project 11 This chapter studies the present context of the translation of the technical terms of the PEDC Project; strategies and procedures applied in their translation Part C: Conclusion The conclusion summarizes the strategies and procedures as well as comments on them The appendixes give examples of different groups of terms 12 PART B: DEVELOPMENT CHAPTER I: THEORETICAL BACKGROUND As the study focuses on the translation of technical terms of the PEDC Project, the theoretical background of this study would be a review of issues relevant to the thesis topics: terminology, characteristics of terminology, translation, technical translation, translation procedures and the translation of terminology I.1 Terminology I.1.1 Definition Definition of terminology has been proposed up by many linguists to establish its structure and meaning “Dictionary of Linguistics Terminology” (1997) mentions fifteen (15) definitions of terminology One of those definitions is given by Russian authors in “Russia Encyclopedia” (1976: 473 - 474): “Terminology is a word or a combination of words that denotes the concept in a specific area Terminology is a specialized and restricted expression on things, phenomena, characteristics and the relationship in specific profession” Many Vietnamese linguists such as Do Huu Chau, Nguyen Thien Giap…also provided definitions of terminology Do Huu Chau (1998) claims “Terms are specialist words used within a scientific field, a profession or any technological field” To identify a technical term, he (1981) states “Scientific and technical terminology consists of lexical units used to denote phenomenal objects, activities…in industrial technologies and natural or social sciences” Nguyen Thien Giap (1981) defines it as “a section of special lexis of a language It consists of fixed words or groups of words which are accurate names of concepts and subjects belonging to different specialized fields of human beings” Those definitions, from different times and by different people, all indicate that there exist “special words in specialized fields or branches of human knowledge” There are, therefore, terms used in Mathematics, physics, commerce, medicine, economics, linguistics…which should be distinguished from ordinary words I.1.2 Distinction between terms and words Baker (1998) suggests “Terms differ from words in that they are endowed with a special form of reference, namely that they refer to discrete conceptual entities, properties, activities or relations which constitute the knowledge space of a particular subject field” Further important differences between terms and words are as follows: (i) Terms have special reference within a particular discipline whereas words function in general reference over a variety of subject fields 13 (ii) Terms keep their lives and meanings only for as long as they serve the system of knowledge that gave rise to them In other words, terms together with words and proper names constitute the general class of lexical items Names refer individually to object and people; words refer arbitrarily to general concepts while terms refer deliberately to specific concepts However, the boundary between terms and words is not a clear cut i.e many terms become ordinary words when they are closed to daily life and used with high frequency, and many words become terms when they are used in specialized field I.1.3 Characteristics of terminology Many linguists including Do Huu Chau (1981), Nguyen Thien Giap (1985), Luu Van Lang (1998) share the idea that terminology possesses three important characteristics: accurate, systematic and international I.1.3.1 Accurate A term needs to be accurate and clear because basically it reflects an exact concept of a science If a term is of absolute accuracy, people never mistake one concept for another Once a word has become a term, it no longer has connotational, emotional meaning; it also loses its polysemousness, synonymousness, and autonymousness In short, terminology necessarily works on the principle that “one concept has only one term for it, and one term indicates only one concept” This relationship is called the one-to-one equivalence between a concept and a term I.1.3.2 Systematic Any field of sciences has its own limited system of concepts, which are named by a system of terms Therefore, each term has its own position in the system of concepts and belongs to a terminological system The value of each term is determined by its relationships with other terms in the same system As a result, a term loses its value when isolated from its system In short, a term has to be a dependent member of its system I.1.3.3 International Terms are used internationally because they are special words expressing common scientific concepts to people of different languages Therefore, it is useful to agree on terms to be used among languages in order to push up the development of science The international links in sciences result in a number of terms, which are present in many different languages For example, video, radio, hydrogen, telephone…are found in French, German, English and Vietnamese…with little difference in form 57 DoETs are responsible for medium-scale procurement (including civil works and textbooks), local training, FSQL proposal review and monitoring, and facilitating relations between districts BoETs are responsible for FSQL planning, coordination of activities in schools, and small scale procurement Institutional Strengthening Teams (ISTs) Each IST is headed by a MOET appointed Coordinator (or joint Coordinators) from a relevant MoET Department(s) Working within the IST are international and national consultants/advisors and support staff MoET counterparts have been assigned to provide support, and facilitate communication and collaboration between the project and MoET The ISTs play a coordinating role, generate new knowledge, and provide overall leadership and direction in project implementation This includes maintaining a focus on the innovations introduced in the project, including those related to gender, targeting resources to satellite schools, Vietnamese Language Strengthening (VLS) instruction, addressing the education needs of minorities, and community participation IST general responsibilities are as follows: i.) Providing technical and developmental expertise in project focus areas; ii.) Guiding and supporting capacity building by working with counterpart departments on project operations at the central level and by training the provincial level to enhance their ability to support and provide services (such as training to the districts); iii.) Coordinating and/or implementing research and development activities; and iv.) Assisting with the planning and implementation of activities that will be undertaken by provinces, districts, and schools 58 Appendix 2: Source of data List of reference materials of the PEC Projects  Teaching and checking learning results on the basis of knowledge and skill standards of Grade Mathematics and Vietnamese for disadvantaged children  Teaching ethnic minority students in Vietnamese  Teaching a two-level multigrade class  VLS teacher‟s guide, 2008  Project Implementation Plan, 2003  Some solutions to support ethnic minority students to learn Vietnamese, Mathematics and Nature-Society of Grades 1, 2,  School-based training manual, 2009  Language learning manual, 2010  Longitudinal study on the TA program, November 2009  The evaluation study report on VSR program, 2008  DFA report, November 2009  Learning difficulties material 2009  CDR training manual 2008  Operational manual for FSQL and CSF 2008  Evaluation report on Exemplary Inclusive Education Services (EIES), 2009 List of referred technical reports and studies  U.S Department of Education (Policy Studies Associates) (1997), Role for Education Paraprofessionals in Effective Schools: An Ideal Book (Washington, D.C.)  The book entitled “The role of assistants for education professionals in effective schools”, an ideal book by US Education Bureau (Policy research association, 1997)  Developmental Psychology 2007, Vol 43, No 6, 1428–1446; Copyright 2007 by the American Psychological Association 59  The technical report by Pamela C.High, MD, and the Committee on Early Childhood, Adoption, and Dependent Care and Council on School Health, American Academy of Pediatrics 60 Appendix 3: Group 1: Terms are names of intervention initiatives of the PEDC Project and their Vietnamese equivalents English terms Vietnamese equivalents Teaching Assistant (TA) Nhân viên hỗ trợ giáo viên (NVHTGV) TA upgrading Nâng chuẩn NVHTGV School Readiness (SR) Chuẩn bị đến trường (CBĐT) Fundamental School Quality Level (FSQL) Mức chất lượng tối thiểu (MCLTT) District FSQL Grant (DFG) Kinh phí MCLTT cấp huyện Inclusive Education (IE) Giáo dục hịa nhập (GDHN) Exemplary Inclusive Education Services (EIES) Mơ hình dịch vụ GDHN mẫu Support teacher GV hỗ trợ Resource teacher GV nguồn Campus Support Fund (CSF) Quỹ hỗ trợ điểm trường District Community Development Specialist Cán phát triển cộng đồng cấp huyện (DCDS) Child Development Record (CDR) Dữ liệu trẻ thiệt thòi Innovation Grant Quỹ sáng kiến giáo dục Acronyms are words formed from the initial letters of words that make up a term or a proper name Some acronyms of the PEDC Project are: SR (School Readiness) Chuẩn bị đến trường (CBĐT) VSR (Vietnamese School Readiness) Chuẩn bị tiếng Việt (CBTV) CSF (Campus Support Fund) Quỹ hỗ trợ điểm trường (QHTĐT) VLS (Vietnamese Language Strengthening) Tăng cường tiếng Việt (TCTV) IE (Inclusive Education) Giáo dục hòa nhập (GDHN) EIES (Exemplary Inclusive Education Mơ hình giáo dục hịa nhập mẫu Services) FSQL (Fundamental School Quality Level) Mức chất lượng tối thiểu (MCLTT) CDR (Child Development Record) Dữ liệu trẻ thiệt thòi CBM (Child-based methodology) Phương pháp dạy học lấy HS làm trung tâm IST (Institutional Strengthening Team) Nhóm tăng cường lực II (Instructional Improvement) Cải thiện dạy học PCU (Project Coordination Unit) Ban điều phối dự án trung ương 61 PPCU (Provincial Project Coordination Ban điều hành dự án tỉnh Unit) DMU (District Management Unit) Ban quản lý dự án huyện TA (Teaching Assistant) Nhân viên hỗ trợ giáo viên (NVHTGV) DCDS (District Community Development Cán phát triển cộng đồng cấp huyện Specialist) SDP (School Development Plan) Kế hoạch phát triển trường học TPR (Total Physical Response) Trực quan hành động UPE (Universalization Education) of Primary Phổ cập giáo dục tiểu học 62 Appendix Group 2: Acronyms of the PEDC Project English terms Vietnamese equivalents SR (School Readiness) Chuẩn bị đến trường (CBĐT) VSR (Vietnamese School Readiness) Chuẩn bị tiếng Việt (CBTV) CSF (Campus Support Fund) Quỹ hỗ trợ điểm trường (QHTĐT) VLS (Vietnamese Language Strengthening) Tăng cường tiếng Việt (TCTV) IE (Inclusive Education) Giáo dục hịa nhập (GDHN) EIES (Exemplary Inclusive Education Mơ hình giáo dục hòa nhập mẫu Services) FSQL (Fundamental School Quality Level) Mức chất lượng tối thiểu (MCLTT) CDR (Child Development Record) Dữ liệu trẻ thiệt thòi CBM (Child-based methodology) Phương pháp dạy học lấy HS làm trung tâm IST (Institutional Strengthening Team) Nhóm tăng cường lực II (Instructional Improvement) Cải thiện dạy học PCU (Project Coordination Unit) Ban điều phối dự án trung ương PPCU (Provincial Project Coordination Unit) Ban điều hành dự án tỉnh DMU (District Management Unit) Ban quản lý dự án huyện TA (Teaching Assistant) Nhân viên hỗ trợ giáo viên (NVHTGV) DCDS (District Community Development Cán phát triển cộng đồng cấp huyện Specialist) SDP (School Development Plan) Kế hoạch phát triển trường học TPR (Total Physical Response) Trực quan hành động UPE (Universalization of Primary Education) Phổ cập giáo dục tiểu học 63 Appendix Group 3: Terms translated by the transposition which involves the automatic change in word order from SL to TL Classifier (noun)+thing School maintenance Bảo dưỡng trường học School readiness Chuẩn bị đến trường Teacher training Tập huấn Giáo viên Support teacher GV hỗ trợ Language barriers Rào cản ngôn ngữ Community participation Sự tham gia cộng đồng School managers Ban giám hiệu Language barrier Rào cản ngôn ngữ Language corner Góc ngơn ngữ Picture book Sách tranh Picture card Thẻ tranh Resource teacher GV nguồn Demonstration school Trường thực nghiệm Cascade training Tập huấn thác đổ Field trip Công tác thực địa Lesson plan Kế hoạch học Class teacher Giáo viên đứng lớp School site Điểm trường Knowledge standard Chuẩn kiến thức Skill standard Chuẩn kỹ School furniture Thiết bị đồ gỗ Classifier/epithet (adjective) + thing Exemplary services Mơ hình dịch vụ mẫu Inclusive education Giáo dục hòa nhập Preschool children Trẻ em trước tuổi đến trường Vulnerable children Trẻ em có nguy thiệt thòi Flexible promotion Sự lên lớp linh hoạt Instructional improvement Cải thiện dạy học Formal schooling Học tập thức 64 Criminal children Trẻ em phạm pháp Ordinary teacher GV đại trà Model teacher GV mẫu Key teacher GV cốt cán Class teacher Giáo viên đứng lớp Summative assessment Đánh giá định kỳ Formative assessment Đánh giá thường xuyên Pilot program Chương trình thí điểm Trial program Chương trình thử nghiệm Key trainer Tập huấn viên cốt cán Poor children Trẻ em nghèo Instructional card Thẻ hướng dẫn Big Book Sách khổ lớn Small book Sách khổ nhỏ Friendly school Trường học thân thiện Active student HS tích cực Professional diary Nhật ký chuyên môn Basic training Tập huấn Targeted training Tập huấn mục tiêu Professional development Phát triển chuyên môn Classifier/epithet (present participle) + thing Teaching Assistant Nhân viên hỗ trợ giáo viên Teaching aids Đồ dùng dạy học Training materials Tài liệu tập huấn Learning materials Học liệu Training modules Mô đun tập huấn Learning guides Hướng dẫn học tập Teaching guides Hướng dẫn dạy học Training workshop Hội thảo tập huấn Learning corner Góc học tập Learning resources Nguồn tài liệu học tập Reading book Sách đọc Learning card Thẻ học 65 Training manual Sổ tay tập huấn Learning manual Sổ tay học tập Training activity Hoạt động tập huấn The classifier can be further modified by another sub-classifier which takes on the form of a noun, or an adjective: Child Development Record Dữ liệu trẻ thiệt thòi School Development Plan Kế hoạch phát triển trường học Educational Innovation Grant Quỹ sáng kiến giáo dục Professional Development training Tập huấn phát triển chuyên môn District Equipment Grant Kinh phí mua sắm cấp huyện Full day schooling Học buổi ngày Inclusive Education Documentation Văn sách giáo dục hịa nhập Ethnic minority children Trẻ em dân tộc thiểu số Inclusive Education toolkit Bộ cơng cụ giáo dục hịa nhập Primary enrolment rate Tỷ lệ nhập học tiểu học Primary completion rate Tỷ lệ hoàn thành tiểu học Primary repetition rate Tỷ lệ lưu ban tiểu học District Community Development Specialist Cán phát triển cộng đồng cấp huyện Student peer evaluation Đánh giá lẫn HS Student peer tutoring Hỗ trợ học tập lẫn HS Parent Teacher Association Ban đại diện cha mẹ HS Main school site Điểm trường Satellite campus site Điểm trường lẻ Total Physical Response Phương pháp trực quan hành động Classifier/epithet (adj + present participle) + thing Institutional Strengthening team Nhóm tăng cường lực Inclusive learning environment Mơi trường học tập hịa nhập Institutional strengthening training Tập huấn tăng cường lực Master training plan Kế hoạch tập huấn tổng thể Inclusive teaching skills Kỹ dạy học hòa nhập Instructional improving training Tập huấn tăng cường dạy học Supplementary reading book Sách đọc bổ sung 66 Frontal teaching method Phương pháp dạy học lấy GV làm trung tâm Participatory training method Phương pháp tập huấn tham gia Visual teaching aids Đồ dùng dạy học trực quan 67 Appendix Group 4: Terms translated by a rank-shift Group 4a: Classifier/epithet (adverb + past participle) + thing Diversely individualized instruction = instruction which is individualized diversely Hướng dẫn cho cá nhân cách đa dạng Specially modularized training = training which is modularized specially Tập huấn mơ đun hóa cách riêng biệt Flexibly adjusted materials = materials which are adjusted flexibly Tài liệu điều chỉnh cách linh hoạt Highly disadvantaged children = children who are highly disadvantaged Những trẻ em có hồn cảnh khó khăn Group 4b: Classifier/epithet (noun + past participle “based”) + thing Skill – based learning = learning which is based on skill Học tập lấy kỹ làm trung tâm Need – based training = training which is based on needs Tập huấn dựa vào nhu cầu Subject – based training = training which is based on subjects Tập huấn dựa vào môn học School-based training = training is based on school‟s needs Tập huấn cấp trường Group 4c: Classifier/epithet (noun + present participle) + thing Capacity – building training = training which is building capacity Tập huấn phát triển lực Teachers- training program = program which is training teachers Chương trình tập huấn GV School managers – training program = program which is training school managers Chương trình tập huấn cán quản lý giáo dục Trainers – training program = program which is training trainers Chương trình tập huấn tập huấn viên Teaching assistants – training program = program which is training teaching assistants Chương trình tập huấn NVHTGV 68 Appendix Group 5: Semantically complex terms translated by a phrase, clause or sentence: Total Physical Response method Phương pháp trực quan hành động Field trip Chuyến công tác thực địa Child-based methodology Phương pháp dạy học lấy HS làm trung tâm Skill – based learning Học tập lấy kỹ làm trung tâm Teacher – based methodology Phương pháp dạy học lấy GV làm trung tâm One - teacher school Trường học GV phụ trách One - teacher satellite Điểm trường lẻ GV phụ trách One - teacher multigrade school Trường học có lớp ghép GV phụ trách Outreached support teacher GV hỗ trợ liên trường Full day schooling Học buổi ngày Cascade training Tập huấn theo cách tiếp cận thác đổ (tập huấn từ cấp trung ương đến cấp tỉnh, huyện trường) Problem-solving Mathematics Giải tốn có lời văn Teaching Assistant Nhân viên hỗ trợ giáo viên Force field analysis Phân tích sơ đồ 69 Appendix Group 6: Terms consisting of thing + qualifier (noun + of + noun) are translated with the omission of the preposition “of” Training of teachers Tập huấn GV Training of trainers Tập huấn tập huấn viên Training of managers Tập huấn cán quản lý Training of teaching assistants Tập huấn NVHTGV Appendix Group 7: Terms consisting of thing (object) + qualifier (noun + with + noun/noun phrase) are translated with the omission of the preposition “with” Children with disabilities Trẻ em khuyết tật Children with hearing impairment Trẻ em khiếm thính Children with visual impairment Trẻ em khiếm thị Children with autistic behavior Trẻ em có hành vi tự kỷ Children with learning difficulties Trẻ em có khó khăn học tập Children with language difficulties Trẻ em có khó khăn học ngơn ngữ Children with intellectual impairment Trẻ em chậm phát triển trí tuệ 70 Appendix 10 Group 8: Terms translated by automatic transposition or reduction Teaching aids Đồ dùng dạy học Training materials Tài liệu tập huấn Training modules Mô đun tập huấn Basic training Tập huấn Targeted training Tập huấn mục tiêu English terms Vietnamese equivalents Learning materials Tài liệu học tập Diversely Học liệu individualized Hướng dẫn cho cá nhân Hướng dẫn cá nhân đa dạng instruction cách đa dạng Specially modularized training Tập huấn mơ đun hóa Tập huấn mơ đun hóa riêng cách riêng biệt Flexibly adjusted materials biệt Tài liệu điều chỉnh Tài liệu điều chỉnh linh hoạt cách linh hoạt Modularized training Tập huấn mơ đun hóa Tập huấn mơ đun hóa Individualized instruction Hướng dẫn cá nhân hóa Hướng dẫn cá nhân 71 Appendix 11 Group 9: Terms consisting of classifier (past participle) + thing are translated by either automatic transposition or rank – shift English terms Vietnamese equivalents Shorter, more technical Longer, clearer Specialized education Giáo dục chuyên biệt Giáo dục chuyên biệt Specialized teaching Dạy học chuyên biệt Dạy học chuyên biệt Modularized training Tập huấn mơ đun hóa Tập huấn mơ đun hóa Specialized teaching skills Kỹ dạy học Kỹ dạy học chuyên biệt chuyên biệt ... the English- Vietnamese translation of terminology of primary education projects in Vietnam? ? ?In conclusion, this paper is only its author‟s first attempt at studying the translation of technical... readable and natural translation For this reason, in the translation of many terms of the PEDC Project, there is usually the deletion or omission of ? ?of? ??: Training of teachers Tập huấn GV Training... technical translation Newmark (1981) differently distinguishes technical translation from institutional translation “Technical translation is one part of specialized translation; institutional translation,