Application of linearity and hierarchical dependency in vietnamese english translation by students at faculty of english language teacher education ulis vnu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER APPLICATION OF LINEARITY AND HIERARCHICAL DEPENDENCY IN VIETNAMESE-ENGLISH TRANSLATION BY STUDENTS AT FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION, ULIS, VNU S pe i o V Th Kim Li n M S den Ng y n Th Course: QH2016.F1 E15 À NỘI – 2020 ng ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI ỌC NGOẠI NGỮ K O SƯ P ẠM TIẾNG N K Ĩ LUẬN TỐT NG IỆP ỨNG DỤNG TUYẾN TÍN C ÍN VÀ S P ẾP P Ụ TRONG I N D C VIỆT S NG TIẾNG N P ẠM TIẾNG N NGỮ- ĐẠI C V N SIN Gi o i n h N TIẾNG VI N K O SƯ TRƯỜNG ĐẠI ỌC QUỐC GI TƯỞNG ỌC NGOẠI À NỘI ng d n V Th Kim Li n M Sinh i n Ng y n Th Khóa Q 2016.F1 E15 À NỘI – 2020 ng ACKNOWLEDGEMENTS It is my honor to express my deepest thanks to those who have made this thesis possible First and foremost, I owe my most heartfelt gratitude to one and only supervisor, Mrs Vu Thi Kim Lien, who provided me with profound insight, extensive expertise and sheer inspirations for the possibility and completion of this graduation paper Secondly, on accomplishing my graduation paper, I would like to thank my teacher turn to be mother of QH2016 students, Mrs Nguyen Mai Phuong for her helpful suggestions in time for unexpected obstacles Besides, I owe a special debt to my beloved FELTE teachers for their teaching, affection and invaluable assistance bestowed upon me during the four-year course in the University of Languages and International Studies This unprecedented opportunity allows me to express my genuine and profound appreciation to my dearest family who affectionately introduced me to the world and my friends who boldly discovered the world with me Last but not least, I cannot fully express my gratitude to all the people whose direct and indirect support assisted me in accomplishing this thesis in time None of those mentioned above is responsible for errors and shortcomings which are surely inevitable in my study Therefore, I highly appreciate all the recommendations and suggestions from the readers i ABSTRACT The primary purpose of this graduation paper is to investigate application linearity and hierarchical dependency to Vietnamese- English translations of FELTE students The paper aims at, first and foremost, presenting rationale, objectives, significance and background knowledge about translation, readability, translation quality assessment (TQA), linearity, thematic progression, hierarchical dependency and different approaches and methods for studying the effectiveness of applying linearity and hierarchical dependency in enhancing readability of Vietnamese- English translations of FELTE students before introducing and conducting an in-depth analysis of participants‟ opinions as well as comments on the systematic translation process created based on the linearity and hierarchical dependency background Significant findings are positive feedback of participating students when they apply the introduced translation technique to translating Vietnamese into English These findings are upheld by choices of the foreigners who favor the translations produced by students applying the translation process they have learnt On top of that, experts‟ views on advantages and limitations of the translation process are collected Eventually, it can be concluded that despite the limitations of time and effort taking, they are nowhere near as significant as the strengths of enhancing readability of translations This paper also recommends further research into application of linearity and hierarchical dependency to academic writing ii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT ii LIST OF TABLES vi LIST OF ABBREVIATIONS vii CHAPTER 1: INTRODUCTION CHAPTER 2: LITERATURE REVIEW 2.1 An Overview of Kaplan‟s paper 2.2 Translation theory 2.2.1 Translation definition 2.2.4 Translation Quality Assessment (TQA) 10 2.3 Linearity 12 2.3.1 Definition of linearity .12 2.3.2 Thematic progression patterns 13 2.4 Hierarchical dependency 18 2.4.1 Definition 18 2.4.2 Coordinating conjunctions and subordinating conjunctions 19 CHAPTER METHODOLOGY 20 3.1 Selection of subjects 20 3.1.1 Setting 20 3.1.2 Participants 20 3.2 Data collection 22 3.2.1 The questionnaire 24 3.2.3 Semi-structured individual interview 26 3.2.4 Procedures of data collection 27 3.3 Data Analysis 29 3.3.1 Data analysis procedure for qualitative method 29 3.3.2 Data analysis procedure for quatitative method 29 3.3.3 Analysis of Source Language Texts in accordance with J House‟s model 30 iii CHAPTER 4: FINDING AND DICUSSION 42 4.1.Comparison of Target Texts and Source Text 42 4.1.1 Text 42 4.1.2 Text 44 4.1.3 Text 45 4.2.Comparison of TT1 and TT2 47 4.3.Result of the questionnaire .49 4.4.Result of interview 51 4.4.1.Interview with foreigners 51 4.4.2.Interview with experts .52 4.5.Discussion of the findings 54 4.5.1.Opinions of respondents about effectiveness of this translation process in enhancing readability of the texts 55 4.5.2.Comments of experts on the translation technique 57 CHAPTER 5: CONCLUSION .58 5.1 Summary of the findings 58 5.2 Limitation of the study 59 5.3 Suggestion for further research 59 REFERENCES 60 APPENDICES I Appendix 1: Paper Test I Appendix 2: Detailed Lesson Plan III Appendix 3: Questionnaire XXVI Appendix 4: Interview with Foreigners XXVIII Appendix 5: Interview with experts XXXIV Appendix 6: Interview hand-out XXXIX iv LIST OF FIGURES Figure Page Figure 2.1 Rhetorical pattern of different languages (Kaplan, 1966) Figure 2.2 Thematic progression pattern visualization 18 Figure 4.1 Students' comparison between their translation (2) and translation (1) 50 Figure 4.2 Students' comparison between the newly introduced translation process and the translation methods and techniques they used before v 51 LIST OF TABLES Table Page Table 2.1 The unmarked Theme in different types of clause 15 Table 2.2 Common forms of marked Theme 15 Table 2.3 Repetition types 17 Table 4.1 Findings from interview with foreigners 53 Table 4.2 Findings from interview with experts 54 vi LIST OF ABBREVIATIONS ULIS : University of Languages and International Studies FELTE : Faculty of English and Teacher Education ESL : English as Second Language V-E : Vietnamese to English SL : Source Language ST : Source Text TL : Target Language TT : Target Text TT1 : Target Texts produced by students before they are introduced the new translation technique TT2 : Target Texts produced by students after they have been introduced the new translation technique T : Theme R : Rheme TQA : Translation Quality Assessment / : Or vii CHAPTER 1: INTRODUCTION 1.1 Rationale for the study In the proliferation of international integration and in the light of globalization which is a worldwide tendency and especially after Vietnam‟s open door policy, Vietnam has prioritized to join the exchange of international relations In that context, translation especially the one from Vietnamese into English- the most international language plays a vital role in enhancing mutual understanding and promoting the growth of multilateral relations among people and nations worldwide This stimulates aggregate demand for an immense number of skillful translators than ever before In response to the necessity and popularity of translators in a variety of fields as well as the desire to train students with high command of skills, many Universities and Institutions have offered translation courses that have been on the increase in prevalence and drawn the participation and interests of students at a wide range of ages Among those, the University of Languages and International Studies (ULIS) is one of the leading institutions designing the courses of Translation for third year students in the Faculty of English and teacher education (FELTE) after two year honing their English proficiency These courses not only provide them with both general and in depth insight into Translation but also window opportunities to fulfill the requirements of the professions as qualified translators that satisfy the recent surge of customer demand The translation courses in ULIS prepare students with a valid and thorough knowledge on translation included in three courses of basic translation practice, translation theory and advanced translation in which practical skills are the central focus of the three This approach, nevertheless, from my point of view not always wonder for the students since they are like a machine transferring the same idea orders as the source text with no concern to the culture differences underlying the languages Besides, the course of translation theory fails to provide students with any series of steps Ok, what‟s more, in the first draft saying 'the fund comes from three sources' is a bit unclear, and this is made far clearer by naming each of the contributors as such in the opening statement in draft Interviewer: Yes, and what‟s about version two? Interviewee: I think the second version is better, but I think that simply omitting the linking verb 'specifically' in draft is ok, because listing sources in the opening statement is enough Interviewer: Yes, thank you very much Now for the next question, in your opinion, what are the reasons make them use repetitions like that? Interviewee: I think they might want to emphasis the Unemployment insurance, but I don‟t think repeating is necessary here Interviewer: What recommendations you have to improve students‟ translation to make it more natural? Interviewee: I always look at the topic sentence which has the main idea So the first one should be write a proper topic sentence So when I grasp the main point, I can understand the following ideas And, avoid repeating unnecessary ideas It causes confusion rather than emphasis Interviewer: Yes, I see And next, what is your choice in the second example? Interviewee: In the second example, the first passage is littered with contradictory statements that obscure meaning Interviewer: Can you be more specific? Interviewee: You see, the 'small mountainous' school Is it small, or mountain sized? It's unclear Interviewer: Actually in the source text, it is a small school in mountainous area XXIX Interviewee: And, 'Over the years he'd spent with his father he was taught the standards & values of teaching' feels like very antiquated old formal English It is assumed that his father taught him but the passive voice creates potential doubt And so in the next sentence we have to repeat that 'becoming a teacher like his father has always been his dream' which is an unnecessary repetition And about the linking, the passage is mostly in the past So when she switches to that 'has always been' it feels weird and out if place like the story was rooted firmly in the past and then suddenly becomes connected to the present I cannot link them together Interviewer: What‟s about the second version? Interviewee: In the second draft, the priority of the opening sentence is making it clear that the father's a teacher who has influenced his son, but there is an abundance of the word 'teacher' or 'teaching' with no rephrasing or use of synonym There are also some clunky errors of usage in vocabulary, like 'targeting fancier schools' We might 'apply' to schools, 'aim to get into' one but target? And the word 'fancy' is a kind of slang almost, quite mocking in tone and far less formal than saying a word like 'prestigious' or 'well established', 'descriptive‟ I would rate the second draft as better than the first but still a pretty unsuccessful word choice in the translation Interviewer: Can you see any idea superior than the others in two translations? Interviewee: OK, I see some relative clause here But in both versions, I see the phrase that „It is understandable that‟ and „That is the reason why‟ I don‟t think they are not such an important to be an independent clause Interviewer: What are your recommendation to improve this version? Interviewee: OK, I think it should be rephrasing to avoid saying 'teaching' again and again What‟s more you should see among the ideas, which is superior and which is less important in a sentence For example, I‟ll replace XXX „That is the reason why‟ here by „which is why‟ The relative clause shows the less important idea Interview: I see, and move to the last couple? Which version you prefer? Interviewee: This first translation is no more successful than number two The second is better because it's more concise Some of the first is vague such as „Building the life of the community‟ or „Work creatively to make all the wealth of life‟ They are decorative phrases without much purpose Interviewer: I see What‟s about the flow of ideas within both paragraphs Which one you feel harder or easier to understand? Interviewee: I understand that these two paragraphs are both talking about human and their works But I read „in the field‟ and „in the factory‟… and I have to read the whole sentence, then look at the first sentence and understand that they exemplify the ideas of „people work creatively‟ here I feel putting them at the end of the sentence like in version two is better, because when I read a new sentence, I understand it immediately I don‟t need to look previous sentences again Interviewer: Yes, I understand For the last question, you have any recommendations to the students to create a translation with smooth flow of their ideas? Interviewee: I don‟t know much about translation, but I‟m working with Vietnamese students, they also struggle with writing sections To create a natural writing, students should read more from authentic sources to be absorbed in the way English authors organize and develop ideas in their texts I know in translation, faithfulness is important, but there should not be lots of repetitions, unnecessary linking words Plus, what is more or less important within the sentences should be considered By that way Vietnamese may improve their writing and translation readability XXXI Interviewer: Yes, thank you very much for your advice Thank you for attending my interview Foreigner Interviewer: Firstly, I would like to express my sincerest thanks to you for attending this interview As you know, this interview is being conducted to find out natives‟ choice of which translation version is more natural to verify the effectiveness of my translation technique in enhancing readability of the translated passages I now give you six paragraphs, actually each couple marked „1‟ and „2‟ here are translated works of three Vietnamese paragraph which may convey the same core meaning, but please focus on flow of ideas, cohesion, and dependency among the ideas So the first question for you, which of these two passages is expressed with a naturalness closest to your mother tongue (English)? Interviewee: I prefer the second passage as it is closer to the way I speak English Interviewer: Can you be more specific? Interviewee: Well, for example text 1, in the first translations, it was not clear to me that the three sources were each contributing to the UIF When I first read them, I thought there were three different models of funding, but it was actually after reading the second translations, I understand oh there are three contributors and I can totally understand the meaningof the text And another thing in the translation one is the repeated phrase of “UIF payment month” which was very confusing I don‟t know what that means, but I could guess I think it is more clear in the second translation here (pointing) to say that “which are also matched by each of the other two contributors” Interviewer: Yes, I see What‟s about the flow of ideas Are all ideas are linked logically XXXII Interviewee: I think both versions of translation flow equally well You know, the main point is that there have three sources contributing 1% to the UIF The second translation is more academic and formal which might be posted in higher level articles Interviewer: Well, Let‟s move onto the second text Which version you think closer to the way you speak? Interviewee: I think the translation Well, in the first translation, some expression is not how we would do, things like prep, and articles I did find interesting that the translation is almost the flip of translation in term of the sequence Interviewer: Do you have any comments on the order of ideas? Interviewee: So the three sentences in the translation here (pointing) they make sense, the order makes sense, but for the third one with the use of the word “thus” It doesn‟t make sense It is the matter of logic, so using this word means that we need a reason to understand that “ becoming the teacher like his father has always been his dream.” Interviewer: Yes, I understand And what‟s about the last passage? Interviewee: OK, so the translation two is better, is closer to the native English Both versions might express the essential meaning In fact, I was quite surprised that the translation two are much more concise I had to look back at the first version I think that person is trying to make it a higher translation Interviewer: Yes, I see For the last question, you have any recommendations to the students to create a translation that closer to the native English? Interviewee: I think that they should focus on grammar, for example verb tense or articles, in some cases there are the word choices and liking words also XXXIII Interviewer: Yes, thank you very much for your advice Thank you for attending my interview Appendix 5: Interview with experts Expert Interviewer: Firstly, I would like to express my sincerest thanks to you for attending this interview As you know, this interview is being conducted to find out experts‟ view on my translation process So the first question for you, what is your opinion on the advantages of this translation process in enhancing the readability of students‟ translation by eliminating repeated ideas and rearrange ideas? Interviewee: Actually this is very general translation process of translation Any translator between two languages and two different culture should that Because the expressions of ideas are different in two languages, rearrangement of the idea or rephrasing the idea is a must when translating from one language to others in order to convey the meaning in the most appropriate ways or the language habits of target readers or target listeners Interviewer: The next question, you think that rearrange ideas violating the faithfulness of translations? Does it change writer‟s intention or style of the source text? Interviewee: No, actually the ideas here must be understood of the core meaning of the utterance rather than the surface equivalence in terms of linguistic expression, so before expressing the ideas, translators should process expressions in terms of principle of the target language in order to meet the requirements of comprehension of the target language reader of listeners No, rearrangement is a necessary technique Provided that it must be appropriately done in a professional way and translator should be well trained Professional translators know the principle of rearranging the ideas According to theorists, this is communicative translation in which the comprehension of XXXIV readers or listeners is the top most priority Rearranging ideas makes the texts become easier to for the readers to understand, so this is necessary technique About the forms of text, each form has its own meaning, one form in one language may not carry out the same ideas in other language, so well trained translators should know that to apply the suitable technique, but the ideas must be arranged in a logical way Interviewer: In your opinion, what is the limitations of this translation technique? Interviewee: Any translation has disadvantages and advantages, the thing is that whether or not the translators are well trained enough to carry out the process to meet the requirements of rearrangement of the idea in a logical order Interviewer: Some students said that applying this translation process is timeconsuming because they have to analyze the source texts before translating, so what recommendations you have for me to optimize this translation process and for the students who apply it? Interviewee: Actually, this originate from the theoretical background rather than the technique Actually Kaplan‟s theory is questionable now by many theorists It is rather outdated theory because many decades ago, the way of thinking of university students may be different, because at that time the Internet which is very common now did not exist and the world at that time is not as flat as the world today So the thinking may be different at that time However now many theorist has proved that Kaplan‟s theory may be controversial now in present day world because the training as well as the Internet has made way of thinking similar in every corner of the world For example, many expressions in the past belong to one nation, but now it has come internationally wide in politics, economics, sports and technology, especially in a very simple expression like “come from” can be translated in to XXXV “ n từ” which may not be acceptable in Vietnam in the past but it is very common now Applying the translation process may take time in the first time, because the students may not be used to using it when translating In the era of the Internet, students can be exposed to the other languages‟ style easily, so the linear flow of ideas in English are familiar to them That‟s why I think applying this translation process is not time consuming As I have said, rearranging ideas is a must in translation, so they should that Interviewer: What types of text you think is potentially suitable to apply this translation technique? Interviewee: Any kinds of text, however Kaplan‟s theory is applied in academic writing within University context only The difference between texts now is culture factor Some texts are heavily culture-laden whose expressions are culture specific, and only in one culture, so the translators must show the similar way of expression in the target culture Interviewer: Thank you very much for your valuable time Interviewee: It‟s my pleasure Expert Interviewer: Firstly, I would like to express my sincerest thanks to you for attending this interview As you know, this interview is being conducted to find out experts‟ view on my translation process So the first question for you, what is your opinion on the advantages of this translation process in enhancing the readability of students‟ translation by eliminating repeated ideas and rearrange ideas? Interviewee: Well, in my opinion, the most obvious advantage of applying this translation process is bringing translations closest to English target audiences, because in fact the native of English would way rather adoring the conciseness than wordiness which is Vietnamese‟s preference XXXVI Interviewer: The next question, you think that rearrange ideas violating the faithfulness of translations? Does it change writer‟s intention or style of the source text? Interviewee: For me, it seems to be yes I think that sometimes the writers purposely repeat the ideas and they are not pure repetition the same previous ideas So I think eliminating similar ideas like that could not respect the criteria of faithfulness Moreover, it could change the writers‟ intentions or, at times, this will aslo exert impacts on tone or style of the text Interviewer: In your opinion, what is the limitations of this translation technique? Interviewee: I think that one limitation of this translation technique is timetaking, as students have to spend more time to analyze the whole texts, rearrange ideas and sometimes they are more likely to edit or rewrite the texts Also, the second limitation is the one that I have mentioned above, the faithfulness of the translations is violated Interviewer: Well, students applying this translation process also commented that it is time-consuming because they have to analyze the source texts before translating, so what recommendations you have for me to optimize this translation process and for the students who apply it? Interviewee: From my perspective, it depends on types of the texts that you translate For example, when I translate texts, I will read through the text and if there are some repetitions or lengthy expression, I will eliminate them, and then arrange ideas in a reasonable order, just like in your translation process But I think think that it also depends on the feelings of the translators themselves I mean when the translators read the texts, they should identify unnecessary repeated ideas or wordiness within the texts, so it might come down to whether the translators are well-trained or not Interviewer: And the last question from me is what types of text you think is potentially suitable to apply this translation technique? XXXVII Interviewee: Well, it hard to say As I have mentioned before, it depends on types of the texts and translators‟ decisions whether one idea should be eliminated or whether the ideas should be rearranged So I‟ll say that this translation technique can be selectively applied to any types of text XXXVIII Appendix 6: Interview hand-out Passage 1: Qu B o hi m th t nghi p (BHTN) ợc hình thành từ ba nguồn: Ng tháng óng BHTN Ng chi tr cho ng i lao ộng i lao ộng óng 1% tiền l ơng, tiền cơng i sử dụng lao ộng óng 1% qu tiền l ơng, tiền cơng tháng óng BHTN ng i lao ộng tham gia BHTN Nhà n ớc hỗ trợ từ ngân sách 1% qu tiền l ơng, tiền cơng tháng óng BHTN ng i lao ộng tham gia BHTN (Hop, 2013) Translation (1) Participant 1: The Unemployment Insurance Fund (UIF) comes from sources: Workers pay 1% of their wages in the UIF payment month Employers pay 1% of their UIF employees' wages in the UIF payment month The government subsidizes 1% of UIF workers' wages in the UIF payment month Participant 2: Unemployment insurance fund (UIF) for employees derives from three main sources: Employees contribute 1% their monthly salary, monthly payment to UIF Employers contribute 1% their monthly salary, monthly payment fund to UIF of the employees participating UIF.The government extracts 1% monthly salary, monthly payment fund of the employees participating UIF from government budget Participant 3: Unemployment Insurance Fund (UIF) to pay for employees is formed from three sources: The employee pays 1% of the salary and wages of the month of paying unemployment insurance Employers pay 1% of the monthly salary and remuneration fund for UI contributions of employees participating in unemployment insurance The State supports from the budget equal to 1% of the monthly salary and remuneration fund for UIF contributions of employees participating in unemployment insurance Translation (2) Participant 1: There are three main contributors to the Unemployment Insurance fund, namely the insured employee, the employer and the XXXIX government Specifically, during the covered period, the insured employee makes monthly payments equal to 1% of his or her current salary, which are also matched by each of the other two contributors Participant 2: Unemployment Insurance Fund (UIF) derives from three main sources: Employees, employers, and government expenditure These all three allocate money equal to 1% of the insured employee‟s monthly payment for UIF Participant 3: Unemployment Insurance fund (UIF) which pays for laborers is comprised of sources: the laborers, the employers and the government The labourers will contribute monthly 1% of their salaries to the UIF, while employers and the government also support the equal amount of money Passage 2: N m ó, b n c ng ch ng l a i h c cha i làm th y giáo tr i h c, anh theo gót ng nh miền n i Điều c ng thật d hi u, b i su t n m s ng c ng cha, ông cho anh th y th giá tr nghề giáo Vì vậy, tr thành th y giáo gi ng nh cha ớc mơ su t i anh y (Son) Translation (1) Participant 1: That year, when his fellows went to universities, he followed his father to become a teacher in a small mountainous school This is understandable as over the years he'd spent with his father, he was taught of values of teaching Thus, becoming a teacher like his father has always been his dream Participant 2: At that time, when his courterparts went into universities, he followed his father and worked as a teacher in a small school in moutainous area It was understandable as his father had showed him values of being a teacher during all the years in which he lived with him As a result, becoming a teacher like his father was his life-time dream XL Participant 3: That year, when his friends went to university, he followed his father to become a teacher at a small school in mountainous area This is reasonable, because during the years when he lived with his father, his father taught him the value of a teaching career Therefore, becoming a teacher - like his father - is his lifelong dream Translation (2) Participant 1: Being brought up by his father, who is himself a teacher, my colleague grew to appreciate the values of teaching That is the reason why his dream career is teaching to follow in his father‟s footsteps Hence, instead of targeting at Universities, he chose one small school in mountainous area to fulfill his dream Participant 2: Being brought up by his father, who was a teacher, he understood the true value of this career Therefore, carrying on his father's work was his lifelong dream That year, he came to work as a teacher at a small mountainous school, while his peers went to the university Participant 3: As being taught of the teaching standards and values throughout the years of living with his father, he has always wished of becoming a teacher like his father That year, when his friends attended universities, he became a teacher at a small mountainous school Passage 3: “Con ng i ph i làm vi c, tr ớc h t nuôi s ng b n thân, sau ó góp ph n xây dựng s ng chung c cộng ồng Khác với sinh vật khác s ng dựa vào th c n có sẵn ki m ợc thiên nhiên, ng ph i lao ộng sáng t o, làm m i c i phục vụ i i s ng Trên ồng ruộng, nông dân v t v quanh n m, ổ mồ hôi, sôi n ớc mắt, làm củ khoai, h t l a nuôi i Trong nhà máy, công x ng, ng i thợ ngày êm mi t mài s n xu t hàng hóa phục vụ nhu c u thi t y u s ng Đó ng ộng chân H x ng ợc h ng thành qu x ng ợc x hội tôn tr ng.” (Van Lop 7, 2019) Translation (1) XLI i lao Participant 1: People need to work in order, firstly to feed themselves, then to contribute to building the life of the whole community Unlike other creatures which rely on the available food in nature, humans have to work creatively and make all the wealth of life In the field, farmers struggled year-round to create agricultural products for society In factories, workers work day and night to produce goods for the essential needs They are true laborers that deserve to enjoy their accomplishments and respect from society Participant 2: A man must work to feed himself first, then contribute to the development of his whole community Unlike other creatures relying on natural available sources, men must be creative to be able to made material things for improving his life standard On fields, farmers make potatoes, grains with the sweat of their brow In factories, workers devote themselves to producing goods to meet the essential needs of their lives These are genuine workers They are worthy to their accomplishment and the respect from their society Participant 3: People have to work, first to feed themselves, then to contribute to the foundation of the whole community's co-living life Unlike other creatures which rely on the food available in nature, humans have to work creatively to create all the wealth In the field, farmers struggled all year round with sweating and boiling tears to make potatoes, rice seeds In factories, workers have to work day and night to produce goods to meet the demand of daily life Those are true workers They deserve to enjoy their fruits and to be respected by the whole society Translation (2) Participant 1: Unlike other creatures that live on natural resources, humans need to work to earn their living first and then to serve the community They are farmers working their fingers to the bones to grow rice and potatoes in the fields Others are workers working day and night to produce goods in the factory All of them are the genuine laborers, who deserve their achievements and respects from the society XLII Participant 2: Unlike other species relying on the food available in nature, humans have to work creatively, making all the wealth of life People have to work, first to nourish themselves after that is to build the community's life The farmers, in fields, work hard annually in order to make potatoes, rice seeds nourish life The workers, in factories, work hard to manufacture in order to serve the prominent need of life Those are true workers Thus, they deserve to enjoy their accomplishments and deserve respect from society Participant 3: While other organisms live on food acquired in the nature, humans have to work and innovate, not only to support their own lives, but also to contribute to the community For example, to provide people with the necessities of life, farmers work hard all year round, shedding sweat and tears to plant potatoes or rice in the fields, and workers work days and nights to produce goods in factories Such people are true workers, who deserve to enjoy their achievements and to be respected by the society XLIII ... finds it necessary and useful to conduct a study on ? ?Application of linearity and hierarchical dependency in Vietnamese- English translation by students at faculty of English language teacher education, ... linear and hierarchical idea development in V-E translations of FELTE students The study includes in its scope the faculty of English Language and Education Teacher (FELTE) at the University of. .. University, Hanoi In the faculty, students majoring Translation and Interpreting attend three translation courses: translation practice, translation theory and advanced translation The objective of these