Having examined some riveting and noteworthy similarities as well as differences between English and Vietnamese idioms containg the word hand, here comes some implications, suggestions that may be especially useful for language teachers and those who work on translation.
Implications for Translation
As we can see, although idioms containing the word hand are just a small part of language, there are lots of things for us to pay attention. Besides some certain similarities, coincidences which make translation a bit easier, idioms containing the word hand in English and those in Vietnamese have many striking dissimilarities. The same images can lead to different meanings and vice versa, the same meanings can be expressed by various images. Human-related components in comparative idioms which carry with them distinct and national identities are also daunting impediments to interpretation and translation. Obviously, we can not translate all hands on deck into Vietnamese as tất cả các bàn tay trên bong tàu. It’s just “not right” and meaningless to Vietnamese people. Similarly, ask for one’s hand shouldn’t be translated as hỏi tay của ai or đề nghị tay của ai,…Those clumsy and unnatural translations need to be avoided at all cost. To make better translations, especially when it comes to idioms of comparison, there are some points that should be taken into consideration.
Firstly, since each country has its own culture and differences in language are usually caused by unalike cultures, a translator needs to keep in mind that a good understanding of culture is a must if he/she wants to make proper translation.
Mastering other cultures is indisputably strenuous and time-consuming. In fact, the most important thing is that we should foster a general and keen awareness of cultural differences, which will in some ways help us to avoid such unnatural and maladroit translating works and improve ourselves in translation.
Additionally, encountering some unfamiliar concepts, exceptionally different viewpoints or some idioms as well as expressions that appear hard to understand is something we can’t help shunning in translation. It’s of paramount significance to have an open-minded view to accept the thought and belief of oversea people, to feel what they feel and to say what they say. It’s also necessary to “think twice” and base on the context, the circumstances or the situations in order to deduce, render
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the exact meanings. Never should we firmly cling to word-by-word translation, especially when it comes to idioms since they are separate semantic units whose meanings generally can not be elucidated by translating all of the component words.
Moreover, we need to be flexible when translating. In many cases, a translator has to carefully make a decision on whether he/she should keep the literal denotation or change it if necessary to make better and the most satisfactory translations.
Last but not least, idioms as well as idioms of comparison can be seen as a hugely intriguing and challenging part in language. In fact, they are utilized very frequently and effectively not only in spoken but also in written forms. Thus, to develop or advance translation ability, one should spend time investigating and enhancing his/her knowledge of idioms, especially paying close attention to those remarkably noteworthy dissimilarities resulting from different languages and cultures. The more properly one can translate idiomatic expressions and structures, the better he/she is as a skilful and competent translator.
Implications for Language Teaching and learning
It’s clear that in many cases, to learn a foreign language effectively, one should have good knowledge of his/her own mother tongue. Therefore, ameliorating native language’s competence of students is such a significant thing to do.
However, knowledge of the first language can sometimes interfere with the foreign language acquisition of students. In reality, they tend to make generalization or translate language items word by word from their mother tongue into the target language without sufficient understanding and awareness of the dissimilarities between them, which often results in misinterpretation and clumsy rendering.
Moreover, as a matter of fact, especially when it comes to idioms and idioms of comparison, differences in culture viewpoints as well as concepts usually cause considerable difficulties in learning and hinder students’ understanding. Therefore, besides teaching linguistic knowledge, which is always necessary, teachers should
“equip” students with general understanding of culture in the target language- speaking country. Moreover, it’s of paramount importance to regularly raise students’ awareness of the cultural and social dissimilarities between the two languages and nations.
In language teaching, it’s essential to pay attention to idioms of comparison and similes as they can be utilized to better students’ language, kindle their creativity and create funny, interesting activities as well as add humor to the
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lessons. Using comparative idioms in teaching grammar (comparison, for instant) will surely make grammar periods more exciting, intriguing and easier to understand. It can even foster students’ vocabulary as well as structures.
Actually, learning idioms and idioms of comparison is very important step on the arduous road to master English. Beyond doubt, teachers should help students to acquire idioms, especially comparative ones so that they can confidently and properly utilize them in the learning process as well as in daily life. When it comes to teaching idioms of comparison, there are some key points that should be taken into consideration. Firstly, teachers need to draw students’ attention and increase their awareness of the similarities and differences between Vietnamese and English idioms of comparison. It’s advisable to teach exactly identical comparative idioms first, then move on to those which are quite similar and lastly, different ones. For each idiom, teachers should let students guess, then find the differences (if there are any) and try explaining. That way of teaching will enhance students’ knowledge, interest and help them have a better memorization. Secondly, because the number of idioms of comparison in both English and Vietnamese is very enormous, we can not teach students all, it is necessary to choose the appropriate ones to present, especially those comparative idioms which are frequently utilized in English and do not contain puzzling problems with grammatical structures or so enigmatic vocabulary. Thirdly, to make it easier for the learning of idioms, teachers can divide, classify them into many distinct categories, for example: comparative idioms with verbs and those with adjectives, or idioms concerning appearance, quality, actions,…
Besides the teaching of idioms of comparison, we need to encourage students to use them in conversations as well as in writing. Teachers should be the ones who do that first. With figurative and symbolic meanings, idioms and comparative idioms, as we have discussed above, usually add vividness, emphasis and “life” to the language, making every conversation more exciting and engaging.
As a matter of fact, idioms make language more interesting and vibrant. It not only reflects human experience and bases on occurring situations but also demonstrates human behavior, habits, tradition or customs in a language and culture community. Although idioms are nearly fixed, their meanings do not depend much on this stable structure. There seems to have a tight linkage between idioms and cultures that creates figurative meanings rather than literal meanings of idioms.
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Thus, learning idioms can be considered as an integral part of language learning and love is a familiar and neutral topic, which is frequently used. Therefore, a good knowledge of English idioms containing the word hand, can help teachers as well as learners to communicate more naturally and effectively and to increase the efficiency in teaching and learning these idioms.
With regard to English learning, learners should be offered the context to enhance interpretation of idioms. Learning English idioms containing the word hand, in meaningful contexts is more effective than learning isolated items through memorization and drilling. Besides, learners should equip themselves with a broad knowledge of history, culture and customs…related to the idioms in the process of practicing with English idioms contianing words hand. In other words, learners should realize the usefulness and necessity of learning and applying idioms in general and English idioms containning the word hand, in particular because using English idioms containing the word hand, properly in communication inspires students and language users with more confidence.
Regarding English teaching, teachers should provide helpful information stimulated interest of students to learn idioms voluntarily and effectively when they discover their structural and semantic features. It is also necessary to introduce the similarities and dissimilarities between English and Vietnamese idioms in general and English idioms contaning the word hand, in particular. What is more, teachers should select the English idioms containing the word hand, that are frequently encountered in target language for their students to make acquaintance. From a start, those are not too difficult to understand in terms of structural and semantic features should be sorted out so that students can get use to their structures and meanings. Such idioms should be taught in contexts together with authentic materials. In the process of English teaching, a list of English idioms and their definitions or explanations should be presented combining with illustrated examples in various contexts such as a conversation or a story in which the meanings of idioms are explained. Even with advanced learners, simplifying idioms to their basic meanings make them easier to understand and learn. Hence, teachers should make sure that their students understand the individual words first. Then, learners are asked to guess the variety of meanings (passion, harmony, attraction, loyalty and betrayal, separation, etc.) or correct the structures given love-related idioms if necessary.
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Overall, English idioms containing the word hand, own a very specific structural and semantic features, thus some appropriate methods and techniques of teaching and learning mentioned above could be applied to deal with this typical group of idioms. It is hoped that all the possible implications suggested here might be, to some extent, useful for teachers and learners of English as well as for other English language users in Vietnam.