Các phương pháp dịch tên riêng trong văn học thiếu nhi nghiên cứu so sánh hai bản dịch tiếng việt bảy truyện ngắn của beatrix potter

Các phương pháp dịch tên riêng trong văn học thiếu nhi nghiên cứu so sánh hai bản dịch tiếng việt bảy truyện ngắn của beatrix potter Các phương pháp dịch tên riêng trong văn học thiếu nhi nghiên cứu so sánh hai bản dịch tiếng việt bảy truyện ngắn của beatrix potter luận văn tốt nghiệp thạc sĩ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER STRATEGIES FOR TRANSLATING PROPER NAMES IN CHILDREN’S LITERATURE: A COMPARATIVE STUDY OF TWO VIETNAMESE TRANSLATIONS OF BEATRIX POTTER’S SEVEN SHORT STORIES Supervisor: Ngô Hà Thu, MCS Student: Ngô Đỗ Trâm Anh Course: QH2011.F1.E20 HÀ NỘI – 2015 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CÁC PHƯƠNG PHÁP DỊCH TÊN RIÊNG TRONG VĂN HỌC THIẾU NHI: NGHIÊN CỨU SO SÁNH HAI BẢN DỊCH TIẾNG VIỆT BẢY TRUYỆN NGẮN CỦA BEATRIX POTTER Giáo viên hướng dẫn: Ngô Hà Thu, MCS Sinh viên: Ngơ Đỗ Trâm Anh Khóa: QH2011.F1.E20 HÀ NỘI – 2015 I hereby state that I: Ngo Do Tram Anh, QH2011.F1.E20, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENTS I owe the success of this paper to the following people without whom this study could not have been finished Firstly, I wish to express my sincerest gratitude to my supervisor, Ms Ngô Hà Thu, for her invaluable help, insightful guidance and supportive encouragement throughout the study and beyond I would also like to take this chance to extend my appreciation to those who carefully responded to my questionnaires and actively participated in my interviews Lastly, I am incredibly thankful for the support and motivation from my family and friends throughout the four years of tertiary education as well as their help and encouragement during the time I conducted this graduation paper i ABSTRACT Translation with its expanded role as a means of communication has attracted translators’ and researchers’ attention and spurred numerous debates about the optimal translation strategies for various components of language, one of which is characters’ names in imaginative literature, especially children’s literature, as they contain implications about features or fates of the characters Nonetheless, seldom have those studies evaluated the translation strategies or provided a guideline on when or for whom to use what strategy Also, the previous findings cannot be generalized since the effectiveness of a translation strategy may vary according to time and geographical areas Furthermore, many strategies proposed cannot be employed to translate from English into Vietnamese Thus, it is important to conduct a study to figure out the optimum strategies by investigating the reception of Vietnamese readers of various ages and levels of foreign language proficiency towards strategies employed to translate proper names The research used two Vietnamese translations of Beatrix Potter’s seven children’s classics by two translators, Ly Lan and Ngo Ha Thu, as case studies By reading and analyzing documents, administering questionnaires to 239 participants and carrying out interviews with some participants, the study found that older readers and readers whose level of foreign language proficiency is higher are generally in more higher favor of the foreignization and the semantic adequacy of the translated names On the other hand, younger people and people with lower foreign language proficiency level, including most children, prefer domestication, i.e phonologically appealing, memorable and readable names Therefore, in order to guarantee children an exhilarating reading experience, the translator should use strategies such as phonological replacement and substitution, which can be combined with rendition and translation of connotation(s) if a name has semantic or semiotic meaning or connotation(s) Concurrently, with a view to motivating children to learn foreign languages and cultures, original names should be put in footnotes ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF ABBREVIATIONS vi LIST OF TABLES vii LIST OF FIGURES viii CHAPTER 1: INTRODUCTION 1.1 Statement of the problem 1.2 Research objectives and research questions 1.3 Significance of the study 1.4 Methods of the study 1.5 Scope of the study 1.6 Overview of the study CHAPTER 2: LITERATURE REVIEW 2.1 Translation 2.1.1 Definition 2.1.2 Translation process 2.1.3 Translation strategies 2.2 Readership 109 2.2.1 Definition 109 2.2.2 The impact of readership on translation 10 iii 2.3 Children’s literature 1110 2.3.1 Definition of children’s literature and its characteristics 1110 2.3.2 Readership of children’s literature 12 2.4 Proper names in children’s literature 12 2.4.1 Definition of literary proper names 12 2.4.2 Types of literary proper names and their characteristics 13 2.4.3 Characteristics of proper names in children’s literature 1615 2.4.4 Translation of literary proper names 16 2.4.5 Translation of proper names in children’s literature 2019 CHAPTER 3: METHODOLOGY 22 3.1 Research subjects 22 3.2 Participants 23 3.3 Research instruments 25 3.3.1 Research Question 25 3.3.2 Research Questions and 25 3.4 Data collection procedures 26 3.5 Data analysis methods 27 3.5.1 Quantitative data analysis 27 3.5.2 Qualitative data analysis 27 3.6 Data analysis procedures 27 CHAPTER 4: FINDINGS AND DISCUSSION 28 4.1 Research Question 1: What are the strategies used by the two translators (Ly Lan and Ngo Ha Thu) to translate proper names in Beatrix Potter’s seven short stories into Vietnamese? 28 iv 4.2 Research Question 2: Which translated version is more favored by each group of readers of different ages and levels of foreign language proficiency? What are the possible reasons? 33 4.3 Research Question 3: Which strategies are the most effective for translating proper names in Beatrix Potter’s seven short stories? 41 CHAPTER 5: CONCLUSION 4443 5.1 Summary of findings 4443 5.2 Limitations of the study and suggestions for further research 4544 REFERENCES 4746 APPENDICES 5953 Appendix 1: Proper names in Beatrix Potter’s seven stories by categories; Ly Lan and Ngo Ha Thu’s translations and translation strategies 5953 Appendix 2: Classification of names according to translation strategies 60 Appendix 3: Questionnaire (in English) 64 Appendix 4: Questionnaire (in Vietnamese) 67 ACKNOWLEDGEMENTS i v Formatted: Default Paragraph Font, Check spelling and grammar LIST OF ABBREVIATIONS Number Abbreviations Meanings SL Source language TL Target language ST Source text TT Target text vi LIST OF TABLES Table Strengths of nine translation strategies 39 Table Proper names in Beatrix Potter’s seven stories by categories; Ly Lan and Ngo Ha Thu’s translations and translation strategies 54 Table Group of names categorized according to translation strategies 60 Table Group of names categorized according to translation strategies 61 Table Group of names categorized according to translation strategies 61 Table Group of names categorized according to translation strategies 61 Table Group of names categorized according to translation strategies 62 Table Group of names categorized according to translation strategies 62 Table Group of names categorized according to translation strategies 63 Table Strengths of nine translation strategies 39 vii Formatted: Default Paragraph Font, Check spelling and grammar Phonological Mopsy Múp-míp Phonological Múp Míp replacement + replacement + (Footnote: Translation of a Translation of a tên gốc connotation + connotation Mopsy) Addition (footnote) bà Thỏ Mrs Rabbit Mẹ/ mẹ Rendition thím thỏ Rendition Thỏ 10 Benjamin Ben Bân- Bunny ny Mr 11 Benjamin ông thỏ Bunny/ Mr Bân-ny Transcription 12 13 Ông Câu Fisher Dèm Nutkin Lấc Xấc Bunny Transcription + ông thỏ già Partial deletion Benjamin (Benjamin) Bunny Bunny Jeremy Benjamin Rendition (Câu) + Transcription (Jeremy → Dèm) Translation of connotation(s) 55 Jeremy Fisher Khìn Khìn Copy Copy (Benjamin Bunny) + Rendition (ông thỏ già) Copy Translation of connotation(s) + Phonological replacement 14 Twinkleberry 15 Old Brown Chớp Rendition + Partial Chớp deletion (berry) Rendition + cụ Cú Nâu Addition (Cú) Nhấp Nháy cụ Cú Nâu Rendition + Partial deletion (berry) Rendition + Addition (Cú) Bao Tay 16 Mittens Phonological Míp replacement Len Rendition + (Footnote: Addition tên gốc (footnote) Mittens) Phonological 17 Moppet Múp replacement + Translation of a connotation(s) 18 Tom Kitten mèo Tom Cục Lông Xù (Footnote: tên gốc Moppet) Translation of a connotation(s) + Addition (footnote) Tom Nhí Copy (Tom) + Copy (Tom) + (Footnote: Translation of Rendition (mèo) tên gốc connotation(s) Tom (Nhí) + Addition 56 Kitten) 19 20 the PuddleDucks đám gà vịt Replacement by a common noun nhà vịt Rebeccah Vịt Rơ Béc Rendition + cô vịt/vịt Puddle-Duck Ca/ Bec Ca Transcription Rebeccah (footnote) Replacement by a common noun Rendition + Copy cô vịt/vịt Jemima/ 21 Jemima Puddle-Duck cô vịt Mai Ma Transcription (Mai Jemima/ Ma) + Rendition Jemima (cô vịt) Puddle- Copy + Rendition Duck Drake 22 Drake Vịt cồ Đờ Rendition + Puddle- Puddle-Duck Rách Transcription Duck/ ông Copy + Rendition vịt Drake 23 24 Samuel Tí Râu Whiskers Sammy Potter Potter Copy (Sammy) + Rendition (Râu) + Addition (Tí) Copy 57 Samuel Râu Ria Potter Copy (Samuel) + Rendition (Râu Ria) Copy 25 Phonologically 26 Farmer Potatoes Flopsy ông nông ông nông dân Khoai Rendition Tây Lăn-tăn Lí Lắc Phonological Phonological (Footnote: replacement + replacement tên gốc Addition Flopsy) (footnote) orthographically Semiotically loaded names 27 loaded names Tám Tíu Phonological Tabitha Twitchit Tít/ Tám replacement Twitchit Isaac Newton Niu - Tơn Partial deletion (Isaac) Rendition (Rùa) + Alderman Semantically and semiotically Tabitha Transcription + 28 29 Ptolemy Rendition Tây and/or loaded names dân Khoai Translation of Rùa Ấm connotation(s) Tortoise (Ấm) 58 Isaac Newton ông rùa Alderman Ptolemy Copy Copy Rendition (ông rùa) + Copy Semantically and phonologically and/or 30 Sally Henny Penny đám gà vịt Replacement by a common noun orthographically loaded names 59 Sally Henny Penny Copy Appendix 2: Classification of names according to translation strategies In order to facilitate the comparison between the two translations and to design the questionnaire, the researcher also grouped the original names and their translations into seven groups based on the strategies used to translate the names Only names that were translated using different strategies by the two translators are included in these tables below - Group includes names that were transferred by one translator and were transcribed by the other Table Group of names categorized according to translation strategies SL names TL names Transcription Copy Peter Bít-tơ Peter Benjamin Bunny ơng thỏ Ben Bân-ny ông thỏ già Benjamin Bunny Mr Benjamin Bunny/ Bân-ny Benjamin Ribby Rịp Ribby Rebeccah Puddle-Duck Vịt Rơ Béc Ca/ Bec Ca cô vịt/vịt Rebeccah Drake Puddle-Duck Vịt cồ Đờ Rách Isaac Newton Niu - Tơn Isaac Newton John Joiner Don John Joiner Jeremy Fisher Ông Câu Dèm Jeremy Fisher Mr Bunny Jemima/ Jemima PuddleDuck cô vịt Mai Ma 60 Drake Puddle-Duck/ ông vịt Drake cô vịt/vịt Jemima/ Jemima Puddle-Duck - Group is made up of names that were substituted by a translator and were copied by the other Table Group of names categorized according to translation strategies SL names McGregor - TL names Substitution Copy Mặt-rỉ McGregor Group is comprised of names that were copied by one translator and were translated by the other using phonological replacement Table Group of names categorized according to translation strategies TL names SL names Phonological Copy replacement - Tabitha Twitchit Tám Tíu Tít/ Tám Tabitha Twitchit Samuel Whiskers Tí Râu Sammy Samuel Râu Ria Group is composed of names that were translated based on their connotation(s) by one of the two translators and were copied by the other Table Group of names categorized according to translation strategies TL names SL names Translation of connotation(s) Alderman Ptolemy Tortoise Sally Henny Penny Rùa Ấm đám gà vịt 61 Copy ông rùa Alderman Ptolemy Sally Henny Penny - Group consists of names that were translated using similar procedures but one of the translated versions was accompanied by footnotes Table Group of names categorized according to translation strategies SL names Mopsy TL names Translated names Translated names without footnotes with footnotes Múp-míp Múp Míp (Footnote: tên gốc Mopsy) Cotton-tail Đi-bơng Đi Bơng (Footnote: tên gốc Cotton-tail) Tom Kitten mèo Tôm Tom Nhí (Footnote: tên gốc Tom Kitten) Flopsy Lăn-tăn Lí Lắc (Footnote: tên gốc Flopsy) - Group is composed by names that were either rendered literally or were replaced by unrelated TL names in an attempt to imitate the sounds of the original names) Table Group of names categorized according to translation strategies SL names TL names Phonological Rendition replacement Mittens Míp Bao Tay Len (Footnote: tên gốc Mittens) - Group gathers names whose connotation(s) was/were translated However, the phonological features of one of the two versions were partly preserved 62 Table Group of names categorized according to translation strategies SL names TL names Translation of Translation of connotation(s)+ connotation(s) Phonological replacement Moppet Cục Lơng Xù Múp Nutkin Lấc Xấc Khìn Khìn 63 Appendix 3: Questionnaire (in English) QUESTIONNAIRE I am Ngo Do Tram Anh from University of Languages and International Studies, Vietnam National University I am currently conducting my graduation paper on “Strategies for Translating Proper Names in Children’s Literature: A Comparative Study of Two Vietnamese Translations of Beatrix Potter’s Seven Short Stories” This research aims to identify the optimal strategies for translating proper names in children’s literature as perceived by Vietnamese readers of different ages and foreign language proficiency levels and hopefully contribute to the enhancement of readers’ reading experience I would be grateful if you could spend some time completing this questionnaire This is not a test so there are no right or wrong answers Your effort to answer the questions carefully and honestly is immensely valuable and essential to the success of my study You may rest assured that your responses will be treated with complete anonymity and confidentiality Your kind cooperation is highly appreciated Thank you very much! ********************************* PART 1: PERSONAL INFORMATION Name: ……………………………………………………………………………… Age: …………………………………………………………………………………… English proficiency: …………………………………………………………………… (- For groups (A1) and (A2): Have you learned English? (at school/ English language teaching center.) - For groups (B1) and (B2): Your mark on the English language final exam of the most recent semester: …………………………………………………………………………………………… - For groups (C1) and (C2):   IELTS score: ……………………………………………………………………… Overall score in English language in the most recent semester: …………………………… - For groups (D1) and (D2):  IELTS score: ………………………………………………………………………) Phone number: ……………………………………………………………………… 64 PART 2: QUESTIONS For questions from to 26, please answer the questions by circling ONE translated name that you prefer TL names Groups Questions SL names Peter Benjamin Bunny Mr Benjamin Bunny/ Mr Bunny Ribby Rebeccah PuddleDuck Group 10 Drake Puddle-Duck 11 Sir Isaac Newton 12 13 John Joiner Jeremy Fisher Jemima/ Jemima Puddle-Duck McGregor Tabitha Twitchit Samuel Whiskers Alderman Ptolemy Tortoise 14 Group Group 15 16 17 18 Group Version Version a Bít-tơ a Ben Bân-ny b Peter b Benjamin Bunny b ông thỏ già Benjamin Bunny b Ribby a ông thỏ Bân-ny a Rịp a Vịt Rơ Béc Ca/ Bec Ca a Vịt cồ Đờ Rách a Tắc kè Niu - Tơn a Don a Câu Dèm a cô vịt Mai Ma a Mặt-rỉ a Tám Tíu Tít/ Tám a Tí Râu Sammy a Rùa Ấm 19 Sally Henny Penny đám gà vịt 20 Mopsy a Múp-míp 21 Cotton-tail a Đi-bơng 22 Tom Kitten a mèo Tom 23 Flopsy a Lăn-tăn 24 Mittens a Míp Group Group 65 b cô vịt/vịt Rebeccah b Drake PuddleDuck/ ông vịt Drake b ngài tắc kè Isaac Newton b John Joiner b Jeremy Fisher b cô vịt Jemima/ Jemima Puddle-Duck b McGregor b Tabitha Twitchit b Samuel Râu Ria b ông rùa Alderman Ptolemy cô gà Sally Henny Penny b Múp Míp (Footnote: tên gốc Mopsy) b Đi Bơng (Footnote: tên gốc Cotton-tail) b Tom Nhí (Footnote: tên gốc Tom Kitten) b Lí Lắc (Footnote: tên gốc Flopsy) b Bao Tay Len (Footnote: tên gốc Mittens) Group 25 Moppet 26 Nutkin a Cục Lông Xù (Footnote: tên gốc Moppet) a Lấc Xấc b Múp b Khìn Khìn 27 What are the reasons for your choices of the translated names in each group? Please answer by putting a tick in all the cells that reflect your viewpoint Reasons Group Group Group Group Group a The names are more memorable b The names are easier to pronounce c The names are more semantically adequate d The names make readers feel more connected to the characters e The names reflect the characters adequately f The names motivate readers to discover more about the characters, the source language and culture, etc g The footnotes distract my reading h The names make readers more aware of and more connected to a foreign culture i The names are more phonologically adequate k The transcription of the names is incorrect l The names are catchy m Others (Please specify) ********************************* Thank you very much for your cooperation! 66 Group Group Appendix 4: Questionnaire (in Vietnamese) BẢNG HỎI Tôi Ngô Đỗ Trâm Anh, sinh viên trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội Hiện nay, thực đề tài khóa luận tốt nghiệp: “Các phương pháp dịch tên riêng văn học thiếu nhi: Nghiên cứu so sánh hai dịch tiếng Việt bảy truyện ngắn Beatrix Potter” Mục đích nghiên cứu tơi nhằm xác định phương pháp dịch tên riêng tối ưu tác phẩm văn học thiếu nhi dựa quan niệm độc giả Việt Nam có độ tuổi trình độ ngoại ngữ khác Với đề tài nghiên cứu này, tơi mong muốn góp phần nâng cao chất lượng tác phẩm văn học thiếu nhi Tơi mong bạn bớt chút thời gian để hoàn thành bảng hỏi Các câu trả lời nghiêm túc thành thật bạn đóng góp to lớn quý báu cho thành công nghiên cứu Tôi xin đảm bảo câu trả lời danh tính bạn giữ bí mật hồn tồn Xin chân thành cảm ơn hợp tác bạn ********************************* PHẦN 1: THÔNG TIN CÁ NHÂN Họ tên: ………………………………… Tuổi: …………………… ………………………………………… Trình độ tiếng Anh: …………………………………………………………………… (- Dành cho nhóm (A1) (A2): Em học tiếng Anh chưa? (ở trường/ở trung tâm tiếng Anh) - Dành cho nhóm (B1) (B2): Điểm thi cuối kì mơn tiếng Anh học kì gần nhất: … - Dành cho nhóm (C1) (C2):   Điểm IELTS: …………………………………………………………………………….… Điểm tổng kết mơn tiếng Anh học kì gần nhất: ……………….…………………… - Dành cho nhóm (D1) (D2):  Điểm IELTS: ………………………………………………………………………….… ) Số điện thoại: …………………….………………………………………………………… 67 PHẦN 2: CÁC CÂU HỎI Để trả lời câu hỏi từ đến 26, lựa chọn MỘT cách dịch tên riêng mà bạn thích hai cách dịch cách khoanh trịn vào chữ a b Nhóm tên Tên tiếng Việt Câu hỏi Tên tiếng Anh Peter Benjamin Bunny Mr Benjamin Bunny/ Mr Bunny Ribby Rebeccah PuddleDuck Nhóm 10 Drake Puddle-Duck 11 Sir Isaac Newton 12 13 John Joiner Jeremy Fisher Jemima/ Jemima Puddle-Duck McGregor Tabitha Twitchit Samuel Whiskers Alderman Ptolemy Tortoise 14 Nhóm Nhóm 15 16 17 18 Nhóm Cách dịch Cách dịch a Bít-tơ a Ben Bân-ny b Peter b Benjamin Bunny b ông thỏ già Benjamin Bunny b Ribby a ông thỏ Bân-ny a Rịp a Vịt Rơ Béc Ca/ Bec Ca a Vịt cồ Đờ Rách a Tắc kè Niu - Tơn a Don a Câu Dèm a cô vịt Mai Ma a Mặt-rỉ a Tám Tíu Tít/ Tám a Tí Râu Sammy a Rùa Ấm 19 Sally Henny Penny đám gà vịt 20 Mopsy a Múp-míp 21 Cotton-tail a Đi-bơng 22 Tom Kitten a mèo Tom 23 Flopsy a Lăn-tăn 24 Mittens a Míp Nhóm Nhóm 68 b vịt/vịt Rebeccah b Drake PuddleDuck/ ông vịt Drake b ngài tắc kè Isaac Newton b John Joiner b Jeremy Fisher b cô vịt Jemima/ Jemima Puddle-Duck b McGregor b Tabitha Twitchit b Samuel Râu Ria b ông rùa Alderman Ptolemy cô gà Sally Henny Penny b Múp Míp (Chú thích: tên gốc Mopsy) b Đi Bơng (Chú thích: tên gốc Cotton-tail) b Tom Nhí (Chú thích: tên gốc Tom Kitten) b Lí Lắc (Chú thích: tên gốc Flopsy) b Bao Tay Len (Chú thích: tên gốc Mittens) Nhóm 25 Moppet 26 Nutkin a Cục Lơng Xù (Chú thích: tên gốc Moppet) a Lấc Xấc b Múp b Khìn Khìn 27 Các bạn cho biết lí lựa chọn cách đánh dấu vào cột hàng tương ứng Bạn chọn nhiều lí cho nhóm Lí Nhóm Nhóm Nhóm Nhóm Nhóm a Dễ nhớ b Dễ đọc, dễ phát âm c Sát với gốc nghĩa d Làm người đọc cảm thấy gần gũi với nhân vật e Phản ánh nhân vật f Khuyến khích người đọc tìm hiểu them nhân vật, ngơn ngữ văn hóa nhân vật g Chú thích làm người đọc tập trung đọc h Giúp người đọc biết cảm hiểu rõ văn hóa i Cách đọc cách viết gần với tên gốc k Phiên âm tên không l Nghe thuận tai m Khác (nêu rõ) ********************************* Xin chân thành cảm ơn hợp tác bạn! 69 Nhóm Nhóm ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CÁC PHƯƠNG PHÁP DỊCH TÊN RIÊNG TRONG VĂN HỌC THIẾU NHI: NGHIÊN CỨU SO SÁNH HAI BẢN DỊCH TIẾNG VIỆT BẢY... DỊCH TÊN RIÊNG TRONG VĂN HỌC THIẾU NHI: NGHIÊN CỨU SO SÁNH HAI BẢN DỊCH TIẾNG VIỆT BẢY TRUYỆN NGẮN CỦA BEATRIX POTTER Giáo viên hướng dẫn: Ngô Hà Thu, MCS Sinh viên: Ngô Đỗ Trâm Anh Khóa: QH2011.F1.E20... Meanings SL Source language TL Target language ST Source text TT Target text vi LIST OF TABLES Table Strengths of nine translation strategies 39 Table Proper names in Beatrix Potter? ??s seven