Sight translation studied by the fourth year students of translator and interpreter training division, faculty of english teacher education faculty

VIETNAM NATIONAL UNIVERSITY, HANOI University of Languages and international Studies ENGLISH TEACHER EDUCATION FACULTY HOÀNG THANH AN SIGHT TRANSLATION STUDIED BY THE FOURTH YEAR STUDENTS OF TRANSLATOR AND INTERPRETER TRAINING DIVISION, FACULTY OF ENGLISH TEACHER EDUCATION FACULTY, UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VIETNAM NATIONAL UNIVERSITY submitted in partial fulfillment of the requirements for the degree of bachelor of arts (TEFL) Supervisor: NGUYEN PHUONG TRA, ma Hanoi, May 2011 I hereby state that I: Hoàng Thanh An, class 07E20, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the University 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 Hanoi, May 4th, 2011 Table of contents ACKNOWLEDGEMENT i ABSTRACT ii LIST OF TABLES AND FIGURES iii CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims and objectives of the study 1.3 The significance of the study 1.4 The scope of the study 1.5 The methodology 1.6 An overview of the paper CHAPTER 2: LITERATURE REVIEW 2.1 Key concepts 2.1.1 Translation and interpretation 2.1.1.1 Translation 2.1.1.2 Interpretation 2.1.1.3 The comparison translation and interpretation between 10 2.1.1.3.1 The similarity translation and interpretation between 10 2.1.1.3.2 The difference translation and interpretation between 10 2.1.2 Sight translation 12 2.1.2.1 The definition of sight translation 13 2.1.2.2 The characteristics of sight translation 14 2.2 Related studies 15 2.2.1 An overview of related studies in the world 15 2.2.2 An overview of related studies in Vietnam 17 CHAPTER 3: METHODOLOGY 18 3.1 Participants 18 3.1.1 Fourth year students in Translator and Interpreter Training Division, English Teacher Education Faculty, ULIS, VNU 18 3.1.2 Lecturers in Translator and Interpreter Training Division, English Teacher Education Faculty, ULIS, VNU 19 3.2 Data collection instruments 20 3.2.1 Questionnaire 20 3.2.2 Interview 21 3.3 Procedures of data collection 23 3.3.1 Phase 23 3.3.2 Phase 23 3.3.3 Phase 24 3.3.4 Phase 24 3.4 Data procedures analysis CHAPTER 4: DISCUSSION methods RESULTS and 24 AND 26 4.1 Research question 26 4.2 Research question 34 4.3 Research question 39 4.4 Research question 42 CHAPTER 5: CONCLUSION 49 5.1 Major findings of the study 49 5.2 Pedagogical recommendations 50 5.3 Suggestions for further studies 51 5.4 Limitations of the study 52 5.5 Contributions of the study 53 REFERENCE 55 APPENDICES 57 Acknowledgement I owe profound indebtedness to many people for their invaluable help during the conduct of my research Initially, I would like to express the deepest gratitude to my supervisor Ms Nguyen Phuong Tra, M.A for her support, helpful guidance and considerable encouragement which are the decisive factors in the completion of the study Secondly, I would like to show my gratefulness to my teacher, Mr Vu Hai Ha, who inspired my interest in learning English As well, I send my sincere thanks to the teachers who effectively contributed to my research and supported me to overcome enormous obstacles I am also grateful to the students for their enthusiastic participation in the surveys Without their help, I could not complete this research In addition, words of thanks are addressed to my classmates who supported me strongly Finally, I am deeply indebted to my family and my two colleagues, Mr Audley and Ms Hong Van in ILO for their constant encouragements i Abstract This paper investigated the actual situation of learning and teaching sight translation in the fourth-year curriculum of Translator and Interpreter Training Division, Faculty of English Teacher Education, University of Languages and International Studies The study was conducted to withdraw the pedagogical methods of exploiting sight translation in training interpreters/translators To achieve this aim, the data were collected by questionnaires and interviews Through data collection and analysis, the research showed the obstacles to an effective teaching of sight translation Overall, sight translation has not been paid proper attentions in training interpreters/translators This could be explained by tight curriculums and students’ poor language skills to learn sight translation Therefore, the paper emphasized on the reforms for a better teaching of sight translation However, the study remained some limitations, which shed light on the further studies Finally, some pedagogical recommendations for further exploitation of sight translation were offered in the given context ii List of tables and figures Table1 Comparison between essential skills for translation and interpretation Table Comparison among sight translation, translation and interpretation Table A classification of the student participants according to their classes Table Frequent methods used by the lecturers to instruct sight translation Figure The summary of the number of students studying sight translation in class Figure The summary of difficulties students encounter when performing sight translation (as perceived by students) Figure A summary of obstacles to an effective teaching of sight translation Figure A summary of trainers’ attitudes toward the necessity of sight translation in the fourth-year TITD curriculum iii CHAPTER 1: INTRODUCTION The opening chapter refers to the rationale, the aims and the objectives as well as the scope of the study Furthermore, the research questions are mentioned as an adequate instruction for the paper 1.1 Rationale In the time of globalization, interpretation and translation have become a growing industry in Vietnam Business affair, formal conferences all need interpreters/ translators to avoid linguistic misunderstanding and language barriers As a result, interpreters/ translators have become a promising job Being aware of this issue, University of Languages and International Studies (ULIS), one of the leading language teaching universities in Vietnam, has developed a completed translator and interpreters training course to satisfy the increasing demand of this occupation Although many researches have been carried out to investigate the effective approach to teach interpretation/translation, no study on effective teaching of sight translation in fourth-year students of Translators and Interpreters Training Division has been conducted This has stimulated the researcher to undertake the paper “Sight translation study by the fourth year students of Translators and Interpreters division (TITD), Faculty of English Teacher Education (FETE), ULIS, Vietnam National University (VNU)” This paper is a serious attempt to examine the utilization of sight translation in interpreters/translators training Moreover, through investigating the use of this method, the study aims at seeking feasible ways for students to overcome difficulties in studying sight translation Aims and objectives To begin with, the research is expected to find out whether the fourthyear students in Translators and Interpreters Training Division, Faculty of English Teacher Education, ULIS have been taught sight translation If already, a detailed insight into how sight translation is taught and what obstacles the students encounter Afterwards, the paper will investigate problems to an effective teaching of sight translation, thus offer some pedagogical method to a better teaching of sight translation In brief, the objective of the paper will attempt to answer these following questions: Whether sight translation is taught to the fourth year TITD students in ULIS, Vietnam National University (VNU)? If yes, in what ways? What difficulties the fourth-year TITD students encounter when they perform sight translation? What are obstacles to an effective teaching of sight translation in training interpreters/translators? Was sight translation considered necessary by interpreter trainers in the fourth-year TITD curriculum? If yes, what are trainers’ suggestions for an effective teaching of sight translation to the fourth year students? The significance of the paper Once completed, the paper will serve as one of the first to study the use of sight translation as the pedagogical method in FETE, ULIS Therefore, it may be of great use for students, teachers and other researchers alike Reference Sokolovsky, Y., (2010): On the Linguistic Definition of Translation,Journal of Siberian Federal University Humanities & Social Sciences (2010 3) 285-292 P Newmark, (2001) Approaches to Translation, Shanghai: Shanghai Foreign Language Education Press Franz Pochhacker (2004), Introducing Intepreting Studies, The Cromwell Press, Trowbridge, Wilshire 4.Cay Dollerup, Lena Fluger and Anne Zoëga (1992), Interpreting and Translation-Two Sides of the Same Coin?, Journal of Linguistics, 8,1992 Riccardi,A., (2002), Translation Studies: Perspectives on an Emerging Discipline, University Press, Cambridge, 2002 Visintin, A., Campos, V (2009), Sight translation as a cognitive tool in Language Learning, Memorias del V Foro de Estudios en Lenguas Internacional, ISBN 978-607-9015-05-3 Romero, E (2002),Sight translation: A Prelude to Simultaneous Interpretation Agrifoglio, M (2004), A comparative analysis of constraints and failures, John Benjamins Publishing Company, 1384-6647 Sampaio, G., Mastering Sight translation skills (2003) 10 Standsfield, C (2008), Guidline for Sight Translators, Second Language Testing, Inc., Rockville, MD, January 2008 11.Northeast Ohio Translators Association, (2011)The Difference Between Interpreting and Translation, Retrieved 3rd April 2011 from http://www.notatranslators.org/whatsthedifference.aspx 12.National Association for Interpretation, (2011), The definition of Interpretation Retrieve from 3rd April 2011 from http://www.interpnet.com/ 13.Hartman, R.R.K and Stork, F C.(1972)Dictionary of Language and Linguistics, London : Applied Science Publishers, 1972 xviii, 302 p : ill ; 23 cm 14 Larson, M Meaning-based translation-A Guide to Cross-Language Equivalence 15 Hoang & Nguyen (2007), Research Methodology, Vietnam National University,2007 16 Lambert, S.(2004) Shared Attention during Sight Translation, Sight Interpretation and Simultaneous Interpretation, Translators' Journal, vol 49, n° 2, 2004, p 294-306 55 17 Carrové, M (1999), Toward a theory of translation pedagogy, Department of English and Linguistics, Universitat de Lleida 56 APPENDICES I Interviews with trainers Teacher A Have you ever taught sight translation to students Instructed? You mean teach right? I have never instructed sight translation to the students of Interpreter and Translator Training Division (ITTD) Actually, sight translation skill had not been paid attention much before The lecturers only pay attention to important skills such as memorizing, note-taking, interpreting or understanding speaker’s ideas, interrupting the speaker or sentence analyzing Yet, sight translation has not been mentioned and has not been taught to students Do you think its necessary to teach sight translation Recently, for years, I have realized that the role of sight translation has become increasingly important due to working requirement, especially for an interpreter For example, sometimes due to the confidentiality of the materials, the document is not given to interpreters until some last minutes before workshop The organizer of the workshop only gives the documents maximally 30 minutes before the opening ceremony Therefore, if an interpreter does not have sight translation skill to pre-translate the document in quick time, they will feel very uncomfortable to process the information in the documents 3.In your opinion, which year is the suitable time for students of TITD to learn “sight translation”? In my opinion, sight translation should be taught at the beginning of the third year that is when students start to learn interpretation The second year students just start with translation practice Since the fifth semester ( the first semester of the third year, students start to learn interpretation, thus I think sight translation should be taught with other skills As a result, students can gradually get familiar with sight translation Moreover, it should be taught in translation because sight translation is related to translation it deals with written text…you read and translate at the same time 57 Do you think whether “sight translation” should be instructed officially in schedule as a supplementary exercise? In which subject? In which level? As I said before, sight translation should be taught with other skills such as memorizing, note-taking, paraphrasing, thus time for sight translation should be equal to time for other skills It should not only introduced but also practised Trainers can instruct sight translation in class and spend some time practicing or give students homework For example, students can find material at home, practise and afterward, teachers will evaluate the effectiveness of students’ practice The amount of time spent for sight translation will be like time for notetaking, for example from to weeks Interpretation in the third year occupies periods per week therefore, or weeks have only periods? As a result, it requires regular at-home practice and students should be assessed for their preparation Sight translation or any other skills related to interpretation should be consolidated in all the terms of TITD course since the third-year It is not like note-taking was taught then it will not mentioned again in next semesters Students should master basic skills of sight translation before the advanced skills are mentioned Introducing advanced skills depends on students’ perception ability Do you have any difficulty in teaching sight translation? TITD has not official curriculum for sight translation Only some lecturers introduced sight translation to students I have never been taught sight translation because I mainly taught interpretation in laboratory In contrast, sight translation is related to translation You can interview other trainers who taught sight translation to have more information In my opinion, it will support both interpretation and translation Regarding translation, for example when I translated, I never started the computer and 58 translate right away I always print the material and sight translate to have the whole viewpoint of the material and arrange my words The plans help me to smoothly translate in computer It assists translation Moreover, it supports interpretation Currently, when interpreters come to workshop or conference and are given the 5/7 page speeches without reading it before, they will translate more actively if they have sight translation skills As the matter of fact, sight translation occurs in a short span of time with great pressure After few seconds, interpreters have to translate right away In the future, maybe next semester, our division will apply …actually our division is developing sight translation as a subject to replace one of graduation exams It means if students learn it, they will not have to take one of exams for graduation It is a plan of our university Students will not have to take graduation exams but have to learn many substitute subjects, sight translation is one of those subjects And our division is required to prepare those substitute subjects related to translation and interpretation can you explain more about students’ problems? Due to this problem, students have to learn sight translation so that trainers will instruct them the skills to process the information, even the way to scan the text How your eyes scan the text from left to right or the whole sentences, where your eyes should stop and so on… Obviously, when our division introduces this subject to students, there will be a pre-discussion with students, maybe give them a pre-test … it means before teaching, we come to know students’ problems and the way to overcome the problems For instance, with no experience, maybe students will read each sentence and will not understand the relation among the sentences, but experienced person will scan the whole text to catch the main idea Should sight translation be integrated in reading class? Teachers of translation and reading class can discuss with each other to get to know what they will teach and support each other But we should not merge sight translation and reading because the objectives of two subjects are different Reading class is to make students’ linguistic skill better; translation class is for advanced skills 59 The sight translation skills should be taught by interpreter/translator trainers 3rd year students start to learn interpretation but translation is taught since the 2nd- year therefore, students’ translation background is better and I think sight translation should be integrated in to translation class not interpretation class It is not difficult for students because they know how to translate documents…the matter is how to process information in high speed and speak it out Students read and orally translate is one form of translation The difference is just in sight translation they orally translate but in translation they write it down Teacher B Have you ever taught sight translation? I have never taught sight translation as an official subject because it is required to have a detailed schedule, objective as a subject But when I taught translation and interpretation, I sometimes integrated sight translation into my lessons I mainly used it when there was a shortage of time and students had to give immediate answers or in case the translated sentences were simple and students could look at it and translate right away Do you think which subject should sight translation be taught? As a skill in interpretation/translation or as an independent subject? In my opinion, sight translation should be considered as a skill trained in interpretation but not as an independent subject The reasons is - In my professional interpreting experience, an interpreter rarely applies sight translation technique An interpreter rarely applies sight translation technique When doing written translation, obviously a translator has documents, text, reference and a relatively long time to complete his/her translation When interpreting, he/she mainly focuses on what he listens to and interprets but rarely needs to read and translate This case just happens when a speaker suddenly quotes something from a document in his speech and a interpreter has this document and read and oral translation at the same time Another case is that in companies, boss requires employees to translate partners’ documents right away 60 So due to sight translation’s limited application, it should be taught as a skill in interpretation class, not an independent subject Which subject should sight translation be taught? Translation Theory provides theory of translation and interpretation so sight translation just needs briefly mentioning in Translation Theory About applying sight translation, of course it should be used in interpretation so that it should be taught in interpretation not translation In your opinion, which year should sight translation be taught? Actually, learning translation and its skills should be taught since the first year, even when students still study in high school However, in my opinion, sight translation is small skill among various important skills therefore it should only be taught in the fourth year when students are to graduate, not in the third year But you have said it should be taught since the first year? No I don’t mean the case it should be taught since students learn foreign language I mean the knowledge to create a translated sentence should be acquired since they learn foreign language They look at the text and read it therefore they have to analyze the sentence structure, scan and skim Actually when they learn reading, they translate in their mind but they don’t speak it out The sight translation was available in students’ mind since they learn foreign language Now we just teach them how to say it out I think it should be in the fourth year because this skill is not time-consuming We only focus to help students to read it out fluently I not think we need to invest too much time for this skill I think it is only a supplementary skill as I said before, per my experience applying sight translation in practice is not frequent I still confirm that sight translation is necessary but it is not high priority Other skills are more important because they are applied frequently in reality Do you have any difficulty in teaching sight translation? 61 I have not applied sight translation in my teaching I just use it when time is up and I still have to check students’ translation or in case the sentence is simple, I not require students to write it down and I just tell them to orally translate Developing a subject depends on the strategy of our university and our division However, in the context of our university, that is tight time frame and students’ poor language skills and, sight translation should not be taught now Especially, many other important skills need time then sight translation should not be included now Teacher C 1.Have you introduced / instructed “sight translation” to students of Translators and Interpreters Training Division (TITD)? Especially the fourth year students? About sight translation, before I developed the new curriculum according to the contract with our university about reforming pedagogical methods, I taught the fourth year students or the third year students in the second semester in interpretation It is little bit different between mainstream and fast-track class In fast-track class, I introduced sight translation in the second semester, but as a buffer from consecutive to simultaneous interpretation It is the purpose of sight translation About mainstream, sight translation is included in the first semester of the fourth year so that students get familiar and then they will study a little bit about whispering, they will not be taught simultaneous interpretation Actually, some people told me that the level of students now cannot be taught simultaneous interpretation But in my opinion, it is skill in interpretation then it should be introduced, otherwise students will get unfamiliar if they work as an interpreter in the future In practice, sight translation will not be used much when you serve clients, however it is used to qualify the applicants for interpreter positions The employers will give you a text and tell you to sight translate it It is more important because it help you to get the job Therefore, I think sight translation should be introduced to both fast track and mainstream students 62 Do you think whether “sight translation” should be instructed officially in schedule as a supplementary exercise? In which subject? In which level? Difficulties are obvious Sometimes, sight translation is more difficult than consecutive or simultaneous interpretation because the input is written and the output is spoken Therefore it has the name sight translation not sight interpretation The input is written text; the written and spoken languages are different Spoken language is direct, they speak what they think But in written language, people think and write then revive They can put this sentence first or that sentence first to make some effects, interpreter needs to discover the implication Commonly, interpreters are tested with informative text The gap between spoken and written language is not too much in informative text, this type of text focuses on term Moreover, nowadays, English is more direct than before When instructing students, the biggest problem is their poor language skills, especially reading and listening skill In sight translation, the important skill is reading comprehension Given more time, students may still not understand the text, let alone short time So to practise sight translation, the steps will last longer; I will divide the skill into smaller units First, how to decode the message in the right and fastest way After decoding, how to select words Of course, it is a process and when students learn it, they will be instructed with exercises and activities Therefore, they can self-practise later on Sight translation is taught around weeks Interpretation has too many skills and I have to allocate time equally to those skills I need to consider which skills are more important, which students can self-practise Moreover, if students practise only one thing in class, they will lose their interest 3.In your opinion, which year is the suitable time for students of TITD to learn “sight translation”? According to some scholars, they arrange sight translation into interpretation because the output of sight translation is oral And actually it is interpretation, because it required immediacy, you not have time to search, to modify your translation like in translation Regarding many aspects, it is related to interpretation not translation 63 Translation theory covers both translation and interpretation but in the aspect of theory not practice Therefore, I don’t think it is reasonable to arrange sight translation in Translation theory Sight translation should be included in interpretation Before, we not have a complete curriculum because the level of students are different, thus based on the current situation of each class, the trainers developed different curriculum If students still have problems with basic skills, then it is waste of time to introduce advanced skills, it will be a waste I not think we need to develop sight translation as a subject, I think we just need weeks, even weeks , but weeks are best to teach students what sight translation is, the skills because sight translation is a supplementary for students to practise more In my new designed curriculum, I focus on two basic skills: memorizing and note-taking Then I tell students about two modes of interpretations: consecutive and simultaneous I choose sight translations as a buffer between two modes It means they should be ok with consecutive before learning sight translation Moreover, students’ translation should be good to learn sight translation because if their translation is not good then they will misunderstand the text and wrong sights translate When students study simultaneous interpretation, they have to listen and interpret at the same time It is difficult for them to comprehend the speaker’s ideas, and then of course they can not interpret So I have to use written text Written speech is much clearer However, the natures of spoken and written languages are different, the word choice is different therefore, and sight translation should be introduced to some extent And I have to find a suitable texts, usually simple texts or text transcribed from a speech Afterward, sight translation can be practiced at home In which year should students learn sight translation? It depends on students’ level, if their skills are good, they can learn it since the first year If students are not mature enough with good language skills, they should not be taught It is a buffer for students to learn simultaneous interpretation Its skills are related to simultaneous interpretation 64 What are students’ obstacles? They understand but they can re-expresse it I have to break the information into smaller units For instance, a speech about advertising and students not have background about it The argument given in the speech about advertising misleading is sleeping pill I have to break message into very very smaller so that students will perceive them more easily Those smallers units will compound to make a message; it is like making a puzzle The simpler a puzzle is, the easy you will complete it Teacher D Have you ever instructed sight translation to students, especially for the fourth year students? Do you have any difficulties in teaching sight translation? I have instructed sight translation to TITD students For the fourth year students, sight translation is in their curriculum I taught sight translation to E19 at the beginning of the first semester and talked about it much The difficulty I encounter when teaching sight translation is the students are lazy The fourth year students rarely perform follow-up activities For instance, they participate eagerly in class when I give them exercise or they exchange materials with their classmates However, they rarely doing sight translation at home and perform follow-up activities It is regretful because they can exploit the material more thoroughly to horn their skills Which year should sight translation be introduced? Actually, sight translation can be taught in any year, even in the first year In the second year, students learn translation practice, they use sight translation much but they not know it is sight translation For instance, they have to prepare the translation but they hardly write it down, they look at the paper and read it when teachers call them It can be taught in each year, but the requirements for each year will be different For example, in the first year, texts will be simple, sentences will be short When Mr Nghiem taught us translation, he used sight translation much He gave us very difficult texts At that time I was in the fourth year The given text is difficult because the preposition phrase is in the middle of a sentence, the verb does not follow the subject Sight translation can help 65 students to improve many skills For example, how to scan texts, catch the logic of texts, choosing important words not translating every words In brief, I think we can teach sight translation in every year, but the requirements are different In my opinion, the level of difficulty will increase after each year, for instance, in the first year, texts will be simple and will not contain difficult words and it may be a little entertaining so that students can practise their fluency Afterward, texts will be longer with many new words, topics are more difficult and requires background knowledge such as the name of some organization Should sight translation officially taught in the curriculum? If yes, how? Demandingly, learning anything is good Now we have credit-based system, students can choose subject, if they think a subject is necessary to them, they can choose it, if they think they can learn it, they not need to register for it Therefore, in my opinion, we have more and more subjects for students to choose, it will be better But I not think it should be a subject, maybe just short courses for sight translation, short term memory… it should be supplementary course Sight translation is between translation and interpretation Theoretically, it belongs to interpretation because it is related to oral interpreting Practically, students apply it more in translation I think it should be taught in interpretation in case speakers deliver a speech, interpreters are given the speech and sights translate it Or they can read the instruction or slides to orally translate I think sight translation is applied much I think it should be a supplementary subject because in the context of our university, we should develop it as an exercise for 2-3 weeks so that students will have a long vision about it and recall it each later year Sight translation does not require many skills; the bottom line is students’ self-practice Sight translation does not have few theories Some traditional skills of interpretation such as short term memory not belong to sight translation What are students’ difficulties according to your observation? 66 Mainly student encounter vocabulary problems I remember that many students lack words, misunderstand message or cannot interprete all 100% of the message Sometimes, some students feel hard to both look at papers and fluently translate texts because they stick too much to the texts Sometimes, when they are translating, they encounter some problems such as new words; they will feel hard to continue translating It is due to their lack of practice I remember that once I gave them a text The phrase in the text was “after the fall in 1975, the south of Vietnam…They wondered why in the south there is a fall…but they still sight translated it as “ sau muà thu năm 1975”…the right translation should be “ sau sụp đổ năm 1975” Even they lack Vietnamese words, thus they response and translate English into Vietnamese slowly or sentences are lengthy When they regularly read Vietnamese documents and practise, they will speak better Time pressure and language both make interpreters’ unconfident or uncomfortable But in opinion, time can not cause too much pressure because when performing sight translation, you can summarize the information, make it shorter, and unnecessarily translate every words or sentences Teacher E Have you introduced / instructed “sight translation” to students of Translators and Interpreters Training Division (TITD)? Especially the fourth year students? Yes, I have mentioned and made students practise It is a form interpreters easily encounter when they interprete in workshop or conference Do you have any difficulty in instructing students? No Per your observation, which obstacles students encounter when performing sight translation? The biggest problem students need to listen actively and sight translation Sometimes, speakers are reading text and suddenly speak according to what they thinks, not what in the text If interpreters rely on the text too much, they will lose track of what speakers are saying 67 Do you think whether “sight translation” should be instructed officially in schedule as a supplementary exercise? In which subject? In which level? It should be integrated in interpretation curriculum and considered as a frequent situation interpreters encounter In your opinion, which year is the suitable time for students of TITD to learn “sight translation”? It should be in the fourth year when students are mature enough with good language skills II Questionnaire Phiếu điều tra cho sinh viên Tôi muốn nhờ bạn giúp cách trả lời câu hỏi liên quan đến việc học tiếng Anh Điều tra thực Hoàng Thanh An sinh viên lớp 07.E20, trường Đại Học Ngoại Ngữ- Đại Học Quốc Gia Hà Nội nhằm hiểu sâu việc học “ sight translation” sinh viên năm thứ hệ phiên dịch Vì kiểm tra nên không phân biệt câu trả lời hay sai, bạn yên tâm bạn không bị nhận diện thảo luận liệu Để trả lời câu hỏi này, mong bạn đưa câu trả lời cách khoanh tròn chữ cạnh lựa chọn bạn, đánh dấu √ vào thích hợp với ý kiến thân phát biểu ý kiến thân vào chỗ trống Cảm ơn bạn nhiều Theo bạn, “ sight translation” ? 68 Bạn có giới thiệu “ sight translation” chương trình học khơng ? Mơn ? Năm thứ ? Bạn thử luyện tập “ sight translation” hay làm thử sống chưa ? 3.1Nếu có ,bạn cảm thấy khó khăn ? A Khơng khó khăn B Thiếu thời gian để hiểu ý đoạn văn C Thiếu thời gian để diễn đạt lại ngôn ngữ đích D Thiếu kiến thức phổ thơng E Khơng quen vừa đọc vừa dịch nói F Khó khăn khác Theo bạn, “ sight translation” có giúp bạn nâng cao kỹ dịch không ? Cụ thể kỹ ? Rất cảm ơn cộng tác bạn! 69 ... translation in the fourth- year curriculum of Translator and Interpreter Training Division, Faculty of English Teacher Education, University of Languages and International Studies The study was... studying sight translation Aims and objectives To begin with, the research is expected to find out whether the fourthyear students in Translators and Interpreters Training Division, Faculty of English. .. in fourth- year students of Translators and Interpreters Training Division has been conducted This has stimulated the researcher to undertake the paper ? ?Sight translation study by the fourth year