Nghiên cứu khoa học sinh viên ngành ngôn ngữ Anh

Khóa luận tốt nghiệp cho sinh viên ngành ngôn ngữ Anh. Phiên dịch là kĩ năng cần thiết với toàn sinh viên chuyên ngành ngoại ngữ. Nhưng đây không phải là kĩ năng dễ. trong quá trình học phiên dịch. sinh viên gặp không ít khó khăn và có số lượng rất ít sinh viên đạt điểm cao trong môn học này. Do đó tác giả chọn đó trở thành đề tài trong khóa luận tốt nghiệp cũng như nghiên cứu khoa học. Tác giả mong muốn đề tài này sẽ giúp sinh viên nhận ra các khó khăn họ gặp phải trong quá trình học phiên dịch nâng cao và đưa ra các biện pháp giúp sinh viên cải thiện kĩ năng phiên dịch của mình

BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN THAM GIA HỘI NGHỊ SINH VIÊN NCKH NĂM HỌC 2020-2021 CHALLENGES FACED BY K18 ENGLISH MAJORS AT HAI PHONG UNIVERSITY IN STUDYING ADVANCED INTERPRETATION AND SUGGESTED SOLUTIONS Sinh viên thực hiện: Vũ Thị Bảo Linh Nam, Nữ: Nữ Dân tộc: Kinh Lớp, khoa: Đại học ngôn ngữ Anh5.K18 – Khoa Ngoại Ngữ Năm thứ: Số năm đào tạo: Ngành học: Ngôn Ngữ Anh Người hướng dẫn: ThS Đồn Văn Giao Hải Phịng, tháng năm 2021 COMMITMENT I hereby declare that the thesis on the topic "Study on the components of brand value to business activities of Trung Nguyen Coffee Corporation is based on the customer's point of view." This is my personal research project All data used for analysis in the thesis and research results are my own research and analysis, objectively, honestly, with clear origin and have not been published in any form I take full responsibility for any dishonesty in the information used in this study.” ACKNOWLEGEMENTS In the process of completing this study, I have faced up with a lot of problems with lexicology as well as the way to express my ideas However, thanks to the assistance and encouragement from my teacher, my family and my friends, I have surpassed these difficulties and completed the study successfully Firstly, I would like to express my deepest gratitude to my supervisor, Mr Doan Van Giao, whose suggestions, guidance, advice and critical comments have helped me to improve my study a lot Secondly, I am much obliged to all my teachers at Foreign Languages Department in Haiphong University for their lessons during fours years that formed the basis of my study My sincere thanks are delivered to my parents and friends for their encouragement and assistance in the process making the study Especially, I also appreciate the enormous support provided by the fourth-year English majors in Haiphong University for their enthusiastic participation in the survey Last but not least, I am also grateful to the authors and publishers whose research results helped me build the foundation in my study TABLE OF CONTENTS PART I: INTRODUCTION 1.1 Rationale .1 1.2 Aims of the study 1.3 Scope of the study .2 1.4 Research questions 1.5 Research methods .3 1.6 The design of the study PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND 1.1 Interpretation .5 1.1.1 Definition of interpretation 1.1.2 Types of interpretation .6 1.1.3 The process of interpreting 1.1.4 Importance of Interpretation 10 1.2 Common challenges in studying Advanced Interpretation 10 1.2.1 Listening 12 1.2.1.1 Problems from the speakers 12 1.2.1.2 Problems from the content 14 1.2.1.3 Problems from the listeners 16 1.2.1.4 Problems result from physical settings 16 1.2.2 Memory 17 1.2.3 Note taking 20 CHAPTER 2: METHODOLOGY 22 2.1 Participants 22 2.1.1 The subjects .22 2.2 Data collection instruments 22 2.2.1 Questionnaire 22 2.2.2 Research procedure 23 CHAPTER 3: RESULTS AND DISCUSSION .24 CHAPTER 4: SUGGESTIONS ON TECHNIQUES TO DEAL WITH THE CHALLENGES IN LEARNING ADVANCED INTERPRETATION 32 4.1 Suggestion on improving listening skills .32 4.2 Suggestion on improving memory 33 4.3 Suggestion on improving note-taking 35 PART III: CONCLUSION 37 3.1 Summary 37 3.2 Limitations 39 3.3 Suggestion for further study 39 REFERENCES APPENDIX LISTS OF CHARTS Numerical Name of chart order The student’s attitude towards Advanced Interpretation subject Page 24 Statistics about problems from topics 25 The frequency of studying Advanced Interpretation of the students at home 26 LIST OF TABLES Numerical order Name of table The student’s options towards the advantages of practicing interpreting The students' common challenges in learning Advanced Interpretation How students deal with an interpretation task The ways students often apply to improve their interpretation skills Page 27 28 29 30 ABBREVIATIONS SL Source Language TL Target Language STM Short Term Memory PART I: INTRODUCTION 1.1 Rationale In the period of industrialization and modernization, English plays an importance role Because it is a global language, children in many countries started learning English at the very young age and it became the subject that students have to learn at school There are several reasons which make learning English important and necessary First of all, English is the most common language in the world According to Wikipedia, English is the official of fifty-three countries, and English is spoken as the first language by around 400 million people around the world There are a lot of people speaking English as the second language or at least understand English English is the third language which is widely used only just after Chinese and Spanish Secondly, English is the language of science, computers, diplomacy and tourism Understanding English increases our opportunities of getting a good job in a multinational company of finding a work abroad In addition, English is the language of media industry If we are able to understand well, we will not need to rely on the translations and subtitles anymore to enjoy favorite books, songs, films and other kinds of entertainment English is also the language of the Internet Many useful websites are written in English, so understanding English is the first step to access these websites to find information and knowledge Thirdly, English is based on a simple alphabet, so it is easier and quicker to learn than other languages According to the survey of The Daily Telegraph (2012), English was the easiest language to learn in the world, and being fluent in English would become the foundation for learning other languages such as Spanish, Dutch or French Obviously, we cannot deny the importance role of learning English In Vietnam, the demand of learning and using English has been increasing when Vietnam became one of the members of the Association of Southeast Asian Nations (ASEAN) and World Trade Organization (WTO) in 2006 Hence, there are many difficulties in communicating with international friend Vietnamese should improve their English knowledge, especially translation and interpretation which are considered as a listening to every word in the recording so they soon got tired and frustrated of listening As a consequence, they interpret mainly by guessing but not by understanding the text It is not necessary for learners to understand every word in order to understand the information they need from the recording Therefore, learners should learn to focus on the message When listening, the learners should summarize the ideas they listened They had better not translate the listening text into the mother tongue but try to understand it in the target language Moreover, outside the listening class, students have to practice regularly such as listening to English songs, watching foreign channels so as to get acquainted with the native accent in normal speech In addition, they must enrich themselves with general knowledge of the English speaking countries, language, and social and cultural knowledge 4.1.2 Solutions for content The content in the interpretation exercises should be obvious Many interpretation exercises have complex and difficult ideas, which makes student bored when listening and interpreting The listening files should be suitable with less noise The speed of the task should not be too quick and the task should not contain too much information The students can get a good interpretation if teachers note this issue 4.1.3 Solution for physical settings Not all the tips mentioned can be followed and not all the problems can be overcome Certain features of the message and the speaker, for instance, are inevitable but this does not mean that the teacher can nothing about them She/he can at least provide the students with suitable listening materials, background and linguistic knowledge, enabling skills, pleasant classroom conditions, and useful exercises to help them discover effective listening strategies If the physical settings are improved, the quality of listening will become better so that student would be interested in learning this subject 33 4.2 Suggestion on improving memory The purpose of memory training in interpreting is to achieve a better understanding of the source language, which will lead to adequate interpreting As Lin Yuru et al put it, "Memory in consecutive interpreting consists of nothing more than understanding the meaning, which is conveyed by the words" Understanding is the first step in successful interpreting; therefore, memory training is to be provided in the early stage of interpreter training Memory functions differently in consecutive and simultaneous interpreting There are different methods of training STM respectively Interpreting starts with the encoding of the information from the original speaker According to Gile's Effort Model, interpreting is an STM-centered activity; the process of interpreting could be repostulated into: Encoding of information from the Source Language + Storing Information + Retrieval of Information + Decoding Information into the Target language In Interpreting, there is a time for the interpreter to encode and then store the information This is the first phase of Gile's Effort Model In the second phase of Gile's Model, the interpreter starts to retrieve information and decode it into the target language Encoding and decoding of information happen almost at the same time The duration for storing the information is very limited Therefore, in the first step of interpreting, encoding (understanding) information uttered in the SL is the key to memory training According to the previous description, there are three main possibilities of storing information in STM: (1) Acoustic Coding; (2) Visual Coding and (3) Semantic Coding Visual coding may be used by interpreters in conference situations with multimedia Notes in interpreting are to assist in such visual coding of information But in most interpreting contexts, interpreters will depend on acoustic and semantic coding Therefore, exercises should be designed for this purpose 34 There is another tool which is effective in memory training: Mnemonic to Memory Mnemonic is a device, such as a formula or rhyme, used as an aid in remembering Mnemonics are methods for remembering information that is otherwise quite difficult to recall A very simple example of a mnemonic is the 30 days hath September' rhyme The basic principle of Mnemonics is to use as many of the best functions of the human brain as possible to encode information The human brain has evolved to encode and interpret complex stimuli-images, color, structure, sounds, smells, tastes, touch, spatial awareness, emotion to make sophisticated interpretations of the environment Human memory is made up of all these features Typically, however, information presented to be remembered is from one sourcenormally words on a page While reading words on a page reflects one of the most important aspects of human evolution, it is only one of the many skills and resources available to the human mind Mnemonics seek to use all of these resources By encoding language and numbers in sophisticated, striking images which flow into other strong images, we can accurately and reliably encode both information and the structure of information to be easily recalled later) 4.3 Suggestion on improving note-taking Note-taking is a skill that we use when interpreting However, it is obvious to many people that they have not honed the skills needed to get maximum potential from their note-taking, so some tips below will help you know that how to be an efficient and successful note-taker These can apply equally to taking notes of someone else’s verbal presentation or a written text  Don’t write down every word The whole point of note-taking is to be able to summarize information in a different, shorter form to use later Therefore, if you try to write down every word of a lecture or book then you will soon get behind and lose the thread of what is being presented to you 35  Decide what is important Listen or look out for key phrases which is like a large signpost directing you to the fact that a vital piece of information is coming up and instructs you to ready your pen to take a note of it  Be an active listener It is easy to drift off and lose the thread of a lecture or speaker speed or difficulty, so try some of these tips to help keep your concentration  Use symbols and abbreviations When you take notes you will not have time to write in full sentences, and sometimes the information comes so thick and fast that you cannot even write full words Develop your own set of symbols and abbreviations Some obvious ones are + or & for ‘and’; = for equals Other examples seen less often are w/ for ‘with’ or wch for ‘which’ There will be subject-specific short hands that you can use too  Revise your notes as soon as possible Do not simply take your notes and then file them away and forget about them The best use of your notes is to read over them a short time after and perhaps re-write them again, more neatly or in a different order, depending on how or why you want to use them This will help you to use the information actively and it will stay in your memory for longer  Be consistent If you are listening to a complex and long task, don’t be tempted to take a lot of notes for the first and nothing at all for the rest of the session Make sure you pace yourself and gather information consistently throughout the task A suitable exercise will provide quality information so don’t lose concentration 36  Improve your handwriting Do not be so immersed in note-taking that you forgot to notice that your handwriting has become unreadable! Remember to write or type clearly and legibly throughout, however, tired your hand becomes PART III: CONCLUSION 3.1 Summary In conclusion, Advanced Interpretation is not an easy subject Therefore, the author conducts this research with the hope that it can help final year students in the Foreign Language Department in Haiphong University as well as other students majoring in interpretation to apply flexible methods and proficient skills in the process of studying Advanced Interpretation and satisfy the requirements of the future job To come up with the final conclusion on the issue of the study, the author has firstly presented the theoretical background knowledge about interpretation including the definition of interpretation, classification of interpretation, interpretation process and the importance of interpretation Then the author realized that interpreting is not easy Students have to apply mains skills at the same time: listening, translating and speaking This makes them difficult to study this subject In chapter 2, the author has shown the methods to conduct the research The author has conducted research by a survey of the opinions of 37 the final year English major students at the Foreign Language Department in Haiphong university through questionnaire and interview questions The result of the survey has shown that most of final year students were aware of the difficulties in the process of translating English idiom into Vietnamese Thanks to the result of the survey, the author has also found out the practical difficulties that they have dealt with in the process of interpreting These challenges include listening, note-taking and memory Most of the students have the need to know methods to help them overcome the difficulties in the process of studying Advanced Interpretation In chapter 3, the author has proposed a number of techniques which can be applied in the process of studying Advanced Interpretation The first and for most thing final year students should is to practice more regularly By practice frequently under the instruction of teachers, students can be familiar to time pressure, taking advantage of their notes, training their short term memory and listening skill Firstly, to train short term memory and listening skill and be familiar with time pressure, students need to more interpretation A suggestion for them is that they should surf the website www.ted.com in which there are tons of videos about familiar academic topics such as education, business, environment, health, humanity By downloading them, both in original language and interpreted Vietnamese subtitle, students can their own interpretation and then compare to the interpreted for self-correction Furthermore, students should record their interpretation, after that they can either listen again to correct or give them to their teachers in order to receive comments Secondly, to strengthen students’ note-taking skill, they need to take notes in the form of an outline of a speech, then give this outline to their classmates or teachers to check whether they can understand or not By doing this, students can develop their notetaking skill in terms of a system of symbol and writing in short hand Thanks to the help of the supervisor, teachers, and the encouragement of my friends and family, I have finally finished the research Through the research process, the author has made the comment about the role of each individual in solving difficulties The students can understand and apply these techniques in the interpreting process, but if they not practice regularly and expand their vocabulary and knowledge, they will not be 38 able to overcome all challenges and become a professional interpreter in the future Their efforts and persistence are really important in the process of learning and training Students should have their own ways to overcome difficulties and continue to increase their skills and improve knowledge Through this study, we also recognize that effort and persistence of each individual is really important in the process of learning and training We should have our own solutions to overcome challenges and continue to improve our skills and create the basic foundation for the future 3.2 Limitations Because of the limitation of time and knowledge, limitations are unavoidable Firstly, the study only focuses on the objects who are final year students in the Foreign Language Department in Haiphong university Therefore, the research results may be subjective Secondly, the reference sources used in the study are not really sufficient and plentiful Thirdly, because the author' s knowledge is still limited, it is impossible to show all the difficulties in the process of translating English idioms into Vietnamese and give solutions through more clearly and specific situations to deal with these difficulties Finally, the authors also ignored some minor issues relating to the theme of the study because the time for the study is limited These restrictions are also considered as a basis for future studies which more professional and effective 3.3 Suggestion for further study As mentioned above, interpreting is not a simple task This study just emphasizes challenges in the process of interpreting in a general without analyzing details of each problem Thus, the future research may focus on the problem "suggestion on techniques to have a good interpretation and other issues such as translating and speaking" 39 40 REFERENCES Brown, G & Yule, G (1983) Teaching Spoken Language Cambrigde University Press Butt, M.N (2010) Listening Comprehension Problems Among the Students European Journal of Social Sciences,18(2), 311-315 Cervantes, R., & Gainer, G (1992) The effects of syntactic simplification and repetition on listening comprehension TESOL Quarterly, 26(4), 767–774 Flowerdew, J., & Miller, L (1996) Student perceptions, problems and strategies in second language lecture comprehension RELC Journal, 23, 60-80 Gile, D, 1995a, Regards sur la recherche en interpretation de conference Lille: Presses Universitaires de Lille Gile, D, 1995b, Basic Concepts and Models for Interpreter and Translator Training,Amsterdam & Philadelphia: John Benjamins Gile, D, 1992, Basic Theoretical Components in Interpreter and Translator Training, in Dollerup, C and Loddegaard, A (eds), 185-194 Gilmore, A (2004) A comparison of textbook and authentic interactions ELT Journal, 58(4), 363–374 Hansan, A (2000) Learners’ perceptions of listening comprehension problems Language, Culture and Curriculum, 13, 137-152 Johana, S.K (2005) An Exploration of the Effects of Reduced Forms Instruction on EFL College Students’ Listening Comprehension National TsingHua University Jones, R.- Conference Interpreting Explained, St Jerome Publishing, 2002 Madsen, H S., & Bowen, J D (1978) Adaptation in language teaching Rowley, MA: Newbury House Mahmoodzadeh, K, 1992, Consecutive Interpreting: its principles and techniques, in Dollerup C and Loddegaard A (eds), 231-236 Phelan,M, 2001, The Interpreter's Resource, Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters Ltd Rost, M (2002) Teaching and Researching Listening London, UK: Longman Underwood, M (1989) Teaching Listening New York: Longman Yagang, F (1993) Listening Problems and Solutions English Teaching Forum, 31, (2), 16-33 Yagang, F (1994) Listening: Problems and solutions In T Kral (ed.) Teacher Development: Making the Right Moves.Washington, DC: English Language Programs Divisi on, USIA WEBSITES http://accurapid.com/journal/25interpret.htm https://airandspace.si.edu/rfp/exhibitions/files/j1-exhibition-guidelines/3/What%20Is %20Interpretation.pdf https://www.aucegypt.edu/academic/interpretings/Memory.html https://www.interpnet.com/NAI/interp/About/About_Interpretation/nai/_About/what_is_i nterp.aspx?hkey=53b0bfb4-74a6-4cfc-8379-1d55847c2cb9 https://www.languagescientific.com/6-major-types-of-interpreting/ http://web.hanu.vn/dec/file.php/1/tai_lieu_tham_khao/Note-taking_EN.pdf https://translationjournal.net/journal/25interpret.htm#:~:text=Memory%20in %20interpreting%20only%20lasts,trainee%20interpreters%20are%20STM%20skills APPENDIX QUESTIONNAIRE (For K18 English-majored students at Haiphong University) Dear the students, I am Vu Thi Bao Linh from class English 5.K18 I am doing research on the main difficulties faced by final-year students of Foreign English Department at Haiphong University I would like to ask for your help with the questionnaire to collect the relevant data for my study There is no right or wrong answers All the questions are in the form of close-ended rating scales that I hope will not take much of your time and effort to accomplish The information will surely be kept confidential to avoid disturbing your privacy Thank you in advance For questions from to 5, choose the best answers by circling letters A, B, C or D Do you like studying Advanced Interpretation? A Yes B No How you feel about learning Advanced Interpretation? A Easy B Difficult but interesting C Normal D Difficult and boring Which of the following topics is the most difficult one for you? A Economics B Politics C Social and culture D Tourism How often you study Interpretation at home? A Rarely B Sometimes C Often D Never For questions from to 8, choose the appreciate answers by putting a tick in the boxes In your opinion, what are the advantages of studying interpretation? Options A Expand cultural and social knowledge B Improve language skills especially listening and Yes No speaking C Enhance vocabulary D All of the above What are the common challenges you have to face when learning Advanced Interpretation? Options A Memory B Listening C Note taking D Others Yes No What you often when you an interpretation task? Options A Listen carefully B Take notes of all the words you can hear C Try to interpret it and wait for teacher’s feedback D Ask your friends for answer or wait for teacher’s feedback E Others: ……………………………… What you to improve your interpretation skill? Yes No Options A Build up your vocabulary B Keep cultural differences in mind C Learn from Internet, speech, films… D Practice at home E Other ways: ………………………………… Thank you for your answers Yes No ... 1.2.1.1 Problems from the speakers - The accents First of all, many foreign language learners are shocked and alarmed when listening to someone else but not their instructors since they are utilized