Professional Documents
Culture Documents
INTRODUCTION
1. Motivation for the study
their own limited language ability, etc, Vietnamese students of English in general
still have mistakes on grammar, word choices and so on in translating Vietnamese
texts into English. The study Common mistakes in learning translation subject by
the second-year English majors at Dong Thap University (Duong Thi Thuy Hang
and Nguyen Thi Cam Xuyen, 2010, p.32-p.33) found the followings:
In the final text for BA English 2006 class, in the part of Vietnamese-to-English
translation, there was a phrase: “Đơn xin thị thực”- and the large percentage of
the students could not understand the meaning of the phrase. Therefore, they
translated with a wrong meaning or skipped it. Many students did not know what
“thị thực” means, and they thought that it was a thing related to food, so in many
test papers, it is translated into “food” as in the following: “Đơn xin thị thực”
The answer is “Visa Application Form”. The translated phrases by the students:
“Enter-exit food”
“Con bé dường như buồn ngủ” (this sentence was extracted from the first
semester final test papers for BA English 2007 class).
The key is “The little girl seems sleepy”. But many students translated into: “The
little girl is seem sleepy”, they were confused with the verb “to be” and the verb
“seem”.
Nowadays, in the integrated period, the school also show special concern for
training English majors who have expert translation skill as well as other skills of
English so that they are able to contribute their own real linguist abilities to the
society‟s development.
For those reasons, the researcher decided to choose the study “An analysis of
common errors on verb tenses and word choices in Vietnamese–English
translation by the second-year English majors at Dong Thap University” which
4
aims at finding out what the second–year English majors‟ common mistakes on verb
tenses and word choices, which reasons causing those mistakes as well as how to
avoid them. It is a strong hope that the study will be a useful reference helping
improve translation skill for not only the second–year students majoring in English
at Dong Thap University but also all Vietnamese people who are interested in
translation work and really want to become expert translators.
The primary aim of the thesis is to find out the second-year English majors‟
common errors on verb tenses and word choices in translating Vietnamese texts into
English. The study also aims at finding causes of these problems and then
suggesting some possible strategies to overcome the problems. The targeted subjects
of this thesis are mainly students; nevertheless, all people who are interested in
translation work can consider it as a useful reference for improving their translation
skills as well.
The thesis will help the students recognize their common errors on verb tenses
and word choices in translating Vietnamese texts into English. The study will be a
useful reference with the solutions suggested which help the students be able to self-
correct their common mistakes and find out their own effective ways in leaning in
5
order to improve their translation skill. Furthermore, it helps the students not only
improve their language learning in general but also have a great advantage for their
future ideal job.
INTRODUCTION
1.5.4 Context
Chapter 2: METHODOLOGY
3.1 Results
3.2 Discussion
REFERENCES
APPENDIX
8
Translation has been variously defined. The following definitions are selected
because they are typical in some senses.
For example, the Vietnamese sentence “Người bắt đầu học ngoại ngữ luôn
luôn gặp khó khăn ngay từ bước đầu.” can be translated into the English sentence
“Beginners of foreign language always meet difficulties from the outset.” (Tran Van
Diem, Dong A Language School, 1998)
The author continues, and makes the problems of equivalence very plain:
The source language: Dịch thuật là môn học bắt buộc đối với sinh viên chuyên
Anh ngữ.
Translation is rendering a written text into another language in the way that the
author intended the text. (Bui Tien Bao and Dang xuan Thu, 1997)
“Translators are concerned with the written word. They render written texts
from one language into another. Translators are required to undertake assignments,
which range from simple items, such as birth certificates and driving licenses, to
more complex written materials, such as articles in specialized professional journals,
business contracts and legal documents.” (Bui Tien Bao and Dang xuan Thu, 1997)
form to another, to turn into one’s own or another’s language. (The Merriam-
Webster Dictionary, 1974) Translation is basically a change of form. When we
speak of the form of a language, we are referring to the actual words, phrases,
sentences, paragraphs, etc. The forms are referred to as the surface structure of a
language. It is the structural part of language which is actually seen in print or heard
in speech. In translation the form of the source language is replaced by the form of
the receptor/target language. But how is this change accomplished? What
determines the choices of form in the translation?
some others say the number may be as large as eight thousand. What a habit man
has that of speaking different tongues! And thus he offers himself difficulties and
obstacles.
Since communication within only one community is not enough, certainly there
has a great number of times arisen a situation in which some individuals are unable
to understand the words or expressions of some others. This phenomenon creates a
barrier to understanding whenever man tries to communicate across a great distance
of space or across a great interval of time. Something has to be done to overcome
this restriction. One way to cope with the restriction is for individuals to know the
foreign language. But this is not the final solution because apparently no individual
in the world can know all the languages in use. The best polyglot so far knows only
about twenty five languages, and still people want to read what other people write
and what people say. Translation and interpreting may be considered as the most
universally accepted solution for surmounting the obstacle. And thus there is a need
for professional translators and interpreters. (Bui Tien Bao and Dang Xuan Thu,
1997)
Stuart stated that translation as the product of language learning projected onto
an interlanguage framework. Therefore, translation skills should be evaluated
according to the state of learners‟ interlanguage in any stage of its development.
(Stuart Campbell, 1980)
Translation can be support for the writing process, especially at lower levels.
Research has shown that learners seem able to access more information in their own
L1, which they can then translate. (Stuart Campbell, 1980)
11
The research totally agrees with the above ideas. When the human language
appears, translation becomes necessary and significant. Translation becomes more
important when all countries in the world have exchanged and cooperated together
in variety aspects like culture, education, business, etc. In order to meet the demand
of the multilingual world‟s development, it is required an appearance of a common
language to be used. Nowadays, English has been used as the universal language all
over the world. In our country, English more and more plays an important role in the
economic aspect. It is really true in business when our country is in cooperation with
foreign investors, contracts, emails, agreements or conventions, etc in English so it
requires they have to be translated effectively. Therefore, the role of translation was
attached importantly to every field in society.
Because a text has both form and meaning, there are two main kinds of
translation. One is form-based and the other is meaning-based. Form-based
translation attempts to follow the form of the source language and is known as literal
translation. Meaning-based translation makes every effort to communicate the
meaning of the source language text in the natural forms of the receptor language.
Such translation is called idiomatic translation. An interlinear translation is a
completely literal translation. For some purposes, it is desirable to reproduce the
linguistic features of the source text; as for example, in a linguistic study of that
language. Literal translation can be considered as a very low level of translation. A
literal translation sounds like nonsense and has little communication value.
For example:
This literal translation makes little sense in English. The appropriate translation
could be a question: Would you like to come to my house?
Idiomatic translations use the natural forms of the receptor language, both in
the grammatical constructions and in the choice of lexical items. A truly idiomatic
translation does not sound like a translation. It sounds like it was written originally
in the receptor language. Therefore, a good translator will try to translate
idiomatically. This is his goal. However, translations are often a mixture of a literal
transfer of the grammatical units along with some idiomatic translation of the
meaning of the text. It is not easy to consistently translate.
In one translation, the source text said, “Nhiều du khách nước ngoài đã giới
thiệu cho chúng tôi về khách sạn Hương Giang”. It was translated, “Many foreign
tourists have introduced us about Huong Giang Hotel.” (literal translation) It would
have been translated idiomatically, “Huong Giang Hotel has been recommended to
us by a number of foreign tourists.”
Each language has its own division of the lexicon into classes such as nouns,
verbs, adjectives and so on. Different languages will have different classes and
subclasses. It will not always be possible to translate a source language noun with a
noun in the receptor language.
Grammatical constructions vary between the source language and the receptor
language. The order of the words in the sentence may be completely reserved. The
following Vietnamese simple sentence is given with a literal English translation:
13
The above translated sentences are only examples to show some types of
grammatical adjustments which will result if a translator translates idiomatically in
the source language. Certainly, there will be times by coincidence they match, but a
translator should translate the meaning not concern himself with whether the forms
turn out the same or not.
Each language has its own idiomatic way of expressing meaning lexical items.
Languages abound in idioms, secondary meanings, metaphors and other figurative
meanings. All languages have idioms – the string of words whose meaning is
different than the meaning conveyed by the individual words. In English to say that
someone is “bullheaded” means that the person is “stubborn”. The meaning has
little to do with “bull” or “head”. Similarly, in Vietnamese to say that someone is
“cứng đầu, cứng cổ” means that the person is “stubborn”. The meaning has little to
do with “đầu” or “cổ”. Languages abound in such idioms. The following are a few
English idioms using in and into: run into debt, rush into print, step into a practice,
14
jump into a fight, dive into a book, stumble into acquaintance, fall in love, break into
society, etc. In spite of all these combinations, one cannot say the following break
into debt, fall into print, rush into a fight or dive into debt. The combinations are
fixed as to form and their meaning comes from their combination. A literal word-
for-word translation of these idioms into another language will not make sense. The
form cannot be kept, but the receptor language word or phrase which has the
equivalent meaning will be the correct one to use in the translation.
For example, the Vietnamese idiom “mạnh như trâu” is literally translated into
English as in the first column and is idiomatically as in the second column. The
literal English is misleading.
Literal Idiomatic
Translators who want to make a good idiomatic translation often find figures of
speech especially challenging. A little translation of “strong as a horse” might
sound really strange in a language where the comparison between a strong person
and a horse has never been used as a figure of speech. In Vietnamese it would be
more natural to say “strong as a buffalo”. Similarly, a literal translation of “blind as
a bat” might sound really strange in a language where the comparison between a
blind person and a bat has never been used as a figure of speech.
the horse is too hot after running a race and does not want to eat. In the process of
making an idiomatic translation, such ambiguities must often be resolved to keep the
intended meaning in the context of communication.
In short, there are four typical types of translation: literal translation, idiomatic
translation, translation grammatical features, and translation lexical features.
However, one of them, literal translation, should be avoided because it will make the
translation meaningless or nonsense. Idiomatic translation, in contract, is considered
to be a strongly recommended mean.
It is often the case that no direct equivalents can be found in Vietnamese for
English words. It may be that the concept or idea is new to Vietnam, as is the case
with “gender”, which is in fact a relatively new concept in general, and a difficult
one to understand and explain in many languages. Or, it may be that the concept is
known or readily understood but there is no specific word in Vietnamese to express
it. Another difficulty id that, in addition to their concrete meaning, some words have
special connotations that are not conveyed by the Vietnamese word for the same
thing. The strategies listed below can be used to handle cases of non-equivalence.
Translating by paraphrase
This strategy can be used when translating an English word or concept that
does not exist in Vietnamese, or when the Vietnamese term for it does not include
all the meanings conveyed by the English term for the same concept. For example,
in the sentence “Pregnant women should avoid alcohol.” In English the word
“alcohol” includes all alcoholic beverages in its meaning. However, the Vietnamese
word for alcohol, “rượu”, does not include beer in its definition, so the Vietnamese
translation should add the word beer to reflect the full meaning of the source
language sentence “Phụ nữ mang thai nên tránh uống rượu, bia.”
According to English Idioms in Use (McCarthy & O‟Dell, 2004, p.6), an idiom
is defined as a fixed expression which “has a meaning that is not obvious from the
individual words”. In other words, words have lost their individual identity in the
idiom. The structure of the idiom is, to a large extent, fixed and unchangeable. Every
language has a set of idioms and fixed expressions of its own, which has been
created and developed throughout history. It is profoundly influenced by the
17
geographical position, natural and social conditions of the culture in which the
language is used. Thus, the sets of idioms and fixed expression in different
languages vary in many ways. Idioms and fixed expressions can be dealt with in
ways similar to those discussed above. With idioms, however, there is the added
difficulty that the translator may not realize that she is dealing with an idiomatic
expression, since more idioms may make sense when translated literally.
It is also possible, and usually easier to find a Vietnamese idiom with a similar
meaning to an English idiom or set expression, but which is expressed differently. A
good example is the translation for “chở củi về rừng”, which is translated as “to
carry firewood to the forest”. However, in English “to carry firewood to the forest”
is not an idiom and does not have the meaning as the Vietnamese idiom “chở củi về
18
rừng”. The correct English equivalent of the Vietnamese idiom is “to carry coals to
Newcastle”. The meaning here is clearly the same for both idioms - to bring
something to a place that already has an abundance of that thing - but the way in
which each language expresses it is bound to the culture of that language. It would
be far more cumbersome to translate this idiom word-for-word into Vietnamese with
an explanation that Newcastle is a well-known coal-producing city in England (as
was suggested by some Vietnamese translators), which would unduly interrupt the
flow of the text and greatly diminish the idiom‟s impact. By substituting a similar
Vietnamese idiom, then, the flow and the impact of the original text are retained in
the translation.
Translating by paraphrase
VOICE: The passive voice is used very frequently in English and poses some
problems for translation from English into Vietnamese and vice versa in the
following ways:
A bị + (B) + động từ
For example: (1) Tom được Mary tặng một món quà
For example:
Vietnamese: Người dân tộc Hơ Mông không thích bị gọi là dân tộc
Mèo, họ thích được gọi là dân tộc Hơ Mông hơn.
Note: In Vietnamese, there are some cases where you see the word bị/được,
but there are not passive sentences in English at all.
For example:
Note: some words that can be countable in Vietnamese but are uncountable in
English. For example: information, equipment, furniture, potential, advice …
Note: In English, age is often not important in the addressing system. And
there is no distinction between the relatives of mother‟s side or father‟s side.
22
Example:
- Úc or Ôxtraylia = Australia
- Braxin = Brazil
Example:
Ngân hàng công thương Việt Nam = Vietnam industrial and Commercial Bank
23
1. Passive voice
2. It to be + adjective + to do something
3. There is/are …
4. Ving (s) + V + O
5. Put in the real subject that is often found in the previous sentence(s).
Example:
In the process of learning a foreign language, our mother tongue shapes our
way of thinking, and, to some extent, our use of the target language (word order,
choice of words).
24
Word order:
The differences between word orders in Vietnamese and English are shown in
the following example:
Vietnamese-into-English translation:
(i) “Anh ấy là một sinh viên giỏi. Tên của anh ấy là Nam.”
In the phrase “sinh viên” is a noun, “giỏi” is an adjective, “tên” is a noun, and
“của anh ấy” is possessive adjective.
adj n possessive n
(ii) “Tuy nhiên, một số hãng phần mềm vi tính lại lo ngại về phần mềm mã
nguồn mở.”
Words are necessary for any language learners to build their own vocabulary to
get advantages in their language learning. Vocabulary is the fundamental component
of communication; it carries with the ability to communicate effectively. Developing
this basic tool will open up opportunities in learning translation subject well. With a
translation text, when learners have no difficulty in new words, it is easy for them to
translate into the target language. In contrast, they seem to fail translating.
Most of the English words have many meanings; the exact meaning of one
word can be expressed only in context, as in the following example:
“My uncle ran for governor so he was a fair game for the press. The reporters
dug back into his past and printed things about him that happened way back in
childhood. But they found nothing that looked too bad and he did get elected.”
The word “ran” is the past and past participle of “run” which mean chạy, vận
hành, chạy trốn, tranh cử, bò… and the meanings of the word “dig” are đào bới, xới
thọc sâu, khơi, khai quật …
It is obvious that there will be a bad translated text if the meanings of the words
are not selected appropriately.
“Ông cậu của tôi chạy trốn thống đốc vì thế ông là mục tiêu đáng chú ý cho
báo giới soi mói. Các phóng viên đã quay lại bới móc cái quá khứ của ông và đăng
những gì đã xảy ra trong thời thơ ấu. Nhưng họ không tìm được cái gì quá xấu và
chú tôi đã đắc cử.”
“Ông chú tôi ra tranh cử vào chức vụ thống đốc vì thế ông là mục tiêu đáng
chú ý cho báo giới soi mói. Các phóng viên đã quay lại khơi dậy lại quá khứ của ông
và đăng những gì đã xảy ra trong thời thơ ấu. Tuy nhiên, họ không tìm thấy điều gì
quá tệ về ông và chú tôi đã đắc cử.”
26
The tense of the verb is the present perfect tense, it shows an action which
happened in the past, and up to now or in the future.
However, there are no rules of using the different verb forms to express time
when an action happens in the Vietnamese language. With the above present perfect
tense, the sentence can be translated as “Tôi đã học tiếng Trung Quốc được 5 năm
rồi.” In this way, the verb “học” has no inflection and the meaning of the sentence
is the same.
1.5.4 Context
A language is the vehicle of our ideas, thoughts and perspectives of our world.
Translation is understood as an act of carrying the meaning of a text from one
language to another one. This process involves interpretation of meaning of the
source text and producing the same meaning in another language. Texts however,
cannot exist out of context. By context what is meant is the entire environment in
which the word or sentence is expressed or stated. Any word in the text is not
present in isolation but interacts with other words in the text and with the whole text
at large. This interaction among words determines their meaning rather than its
isolated meaning. For example, the uses of the word “work” in the following
sentences:
The word “work” in example (i) is a normal verb, it means the activity by
which one makes a living; in (ii), it means the output of a creative writer, whereas in
example (iii), the word “work” has another meaning – that is a job or an
employment.
Context helps us grasp what word we should choose to have the suitable
meaning in our translated text. If we misunderstand the context, it leads to choosing
of unsuitable meanings. Context partly contributes to creating a true translated text
which is considered the most important requirement of translation.
There are certain characteristic of languages which have a very direct bearing
on principles of the translation process.
28
Example:
(i) English: Tom has just bought some English reference books.
Vietnamese: Tom vừa mới mua vài quyển sách tham khảo tiếng Anh.
(ii) Vietnamese: Các bạn trong lớp của tôi đều rất thân thiện.
sentence “My uncle runs for governor.”, “run” has the contextual meaning - “to
stand as a candidate for the position of a governor of an office”.
The principle is not limited to lexical items for it is also true that the same
grammatical pattern may express several quite different meanings. For instance, the
English possessive phrase “my house” may mean “the house I built”, “the house I
rent”, “the house I live in”, or “the house for which I drew up in my plans.”
Whole sentences may also have several functions. A question form may be
used for a non-question. For instance, the question: “Daisy, why don‟t you wash the
dishes?” has a form of a question, and may in some context be asking for
information, but it is often used with the meaning of a command rather than a real
question. A simple English sentence like “He made the bed” may mean either “He,
a carpenter, made the bed.” or “He put the sheets, blanket, and pillows in neat
order on the bed.” Just as words have primary and secondary meanings,
grammatical markers have their primary function and often have other contextual
functions. The preposition “on” is used in English to signal a variety of meanings,
Compare the following uses of “on” with the corresponding form used in
Vietnamese.
English Vietnamese
John found the book on the floor. John tìm thấy cuốn sách trên sàn nhà.
John found the book on mathematics. John tìm thấy cuốn sách viết về môn toán.
John found the book on Tuesday. John tìm thấy cuốn sách vào ngày thứ ba.
In the first sentence, “by” is used to signal the meaning that the policeman is
the agent of the action. In the second sentence, “by” is used to signal that the
bookstand is the location.
We have seen that one form may express many meanings. On the other hand,
another characteristic of language is that a single meaning may be expressed in a
variety of forms. For example, the idea “that cat is black”, which is black,
depending on how that meaning relates to other meanings. In addition, the meanings
of “Is this place taken?”, “Is there anyone sitting here?” and “May I sit here?” are
essentially the same. Also, the meaning is essentially the same in the following
English sentences:
Moreover, English has a very clear distinction between tenses while the tense
distinction in Vietnamese is not clear. For example, Vietnamese people tend to use
present simple tense instead of past simple tense (đã, rồi).
We have seen that even within a single language there are a great variety of
ways in which form expresses meaning. Only when a form is being used in its
primary meaning or function is there a one-to-one correlation between form and
meaning. The other meanings are secondary meanings or figurative meanings.
Words have these extended meanings and in the same way grammatical forms have
extended usages (secondary and figurative function). This characteristic of
31
“skewing”; that is, the diversity or the lack of one-to-one correlation between form
and meaning is the basic reason why translation is a complicated task. If there were
no skewing, then all lexical items ad all grammatical forms would have only one
meaning and a literal word-for-word and grammatical structure-for-grammatical
structure translation would be possible. But the fact is that a language a complex set
of skewed relationship between meaning (semantics) and form (lexicon and
grammar). Each language has its own distinctive forms for representing the
meaning. Therefore, in translation the same meaning may have to be expressed in
another language by a very different form.
Word collocation
Another example indicates that in Vietnamese the word “nói” (say) can be
collocated with “dối” (a lie), “sự thật” (the truth),”ngôn ngữ” (English, French,
Vietnamese…). However, in English it is incorrect.
32
In Vietnamese, the word “đàn” cab be collocated with many different nouns
such as “cá” (fish), “chim” (bird), “sư tử” (lion), “gia súc”(cattle). On the
contrary, in English there are many words meaning “đàn” as follows.
When the word “flock”, “herd”, “pack”, “school”, “pride” are used
interchangeably, errors will occur.
The following examples are extracted from the book “Translation 1&2”
(Nguyễn Văn Tuấn, 2006), and they show the wrong collocations of some
translators:
1. “Chính phủ đã thực hiện nhiều biện pháp ngăn chặn việc buôn lậu ma túy.”
(The government has made many measures to stop the drug smuggling.)
2. “Sau khi nghiên cứu thị trường, chúng tôi đã quyết định đưa ra thị trường
một sản phẩm gây ấn tượng có thể cạnh tranh với hàng ngoại nhập.”
1. “The government has made many measures to stop the drug smuggling.”
should be corrected as “The government has taken many measures to stop
the drug smuggling.”
Misuse of prepositions
1. “Tòa án nhân dân quyết định kết án họ 15 năm tù về tội buôn lậu ma túy.”
2. “Là một giáo viên ưu tú trong nhiều năm, ông Nam có nhiều king nghiệm về
giáo dục và giảng dạy học sinh.”
34
(As a qualified teacher for many years, Mr. Nam is experienced about
educating and teaching the students.)
1. “Tòa án nhân dân quyết định kết án họ 15 năm tù về tội buôn lậu ma túy.”
should be translated “The People‟s Court decided to condemn them to 15
years imprisonment for the drug smuggling.”
2. “Là một giáo viên ưu tú trong nhiều năm, ông Nam có nhiều kinh nghiệm về
giáo dục và giảng dạy học sinh.” should be translated “ As a qualified
teacher for many years, Mr. Nam experienced in educating and teaching the
pupils.”
Misuse of synonyms
Some translators depend largely on the meaning in dictionary picking out the
synonyms without paying much to context. In fact, the pairs of synonyms share at
least one sense in common, but they do not share all their senses. To some extent,
they can hardly substitute for each other. The misuse of synonyms makes the
meaning of one of the following sentences unacceptable.
35
3. “Chính phủ có kế hoạch xây dựng hàng nghìn ngôi nhà cho người
vô gia cư.”
Most of the synonyms have the same meaning in certain context. If a translator
uses synonyms without referring to the context, (s)/he can make wrong & funny for
his readers. In order to avoid the misuse, the translator should carefully take the
synonyms into consideration before using them. In addition, it would be better for
the translator to consider the differences of the pairs of synonyms when translating.
Spelling errors:
Spelling errors in translation are also the common errors like spelling errors in
writing. When people have to translate a Vietnamese text into English in a short
period of time, surely they do not have much time to read their translation products
before they submit it. Sometimes, people are so careless that they dare to write out
the words which they have not used for a long time. Moreover, the misuse of the two
similar words in written form can also lead to spelling errors.
Another problem is that some translators did not realize the linking meaning of
word units. It is obvious that these units link together to create a larger unit of
meaning in a given text to be translated. The linking meaning itself does not exist in
separate word units but in the link of the units constituting the whole text.
Grammar errors are also common in Vietnamese-English translation. They are errors
related to tenses, the forms of words, the sentence structures found in the translated
37
text. These errors are caused by the misuse of verb forms, the misuse of relative
pronoun, and the misuse of part of speech.
The grammar errors which are related to the misuse of verb forms often occur
when the translators keep Vietnamese structures to translate the Vietnamese
sentences into English. The following sentence is considered to have grammar error
because the translator misused the voice.
Vietnamese: “Giáo dục qua mạng, hay giáo dục trực tuyến là một loại hình
giáo dục phát triển nhờ vào tiến bộ của ngành công nghệ thông tin.”
The error of this example is the verb “develops”, which is in active form. It
must be in passive form “is developed” because “Internet or on-line Education”
cannot develop by itself. Therefore, the Vietnamese sentence should be translated
“Internet or on-line Education is a form of education which is developed thanks to
information technology.”
The grammar errors related to the misuse of relative pronouns often occur
when the complex Vietnamese sentences are translated into English. The following
sentence is considered to have grammar error because the translator misused the part
of speech of pronoun.
Vietnamese: “Các nhà khoa học nhận thấy những người phụ nữ ăn nhiều
chocolate trong suốt thời gian mang thai thì con của họ cười nhiều và năng động
hơn những bà mẹ không hề ăn chocolate trong thời gian mang thai.”
38
English: “A research group observed that the children of mothers who eat
much chocolate during their pregnancy frequently laugh and more active than the
children of other mothers.” (Incorrect)
The error of this example is that the wrong combination of the noun phrase
“children of mothers” and the relative pronoun “who” fails to express the meaning
“the pregnant women eat chocolate”. In this case, the relative pronoun “who” must
be replaced by the relative pronoun “whose”. Therefore, the Vietnamese sentence
“Các nhà khoa học nhận thấy những người phụ nữ ăn nhiều chocolate trong suốt
thời gian mang thai thì con của họ cười nhiều và năng động hơn những bà mẹ không
hề ăn chocolate trong thời gian mang thai.” should be translated “A research group
observed that the children whose mothers eat much chocolate during their
pregnancy frequently laugh and more active than the children of other mothers.”
The following sentences are considered to have grammar mistakes because the
translator misused the part of speech.
Example 1:
Vietnamese: “Trong đời sống con người, cười là dấu hiệu của một cơ thể khỏe
mạnh.”
The English sentence ““In people‟s lives, laugh is a sign of a healthy body.” is
incorrect because of the subject “laugh”. In above Vietnamese sentence, “cười” has
a general meaning, so “a laugh”, “laughing”, or “to laugh” will be the suitable
subject. Therefore, there are three ways to translate the Vietnamese sentence “Trong
39
đời sống con người, cười là dấu hiệu của một cơ thể khỏe mạnh.” Into English as
follow:
Example 2:
The Vietnamese sentence “Người có đầu óc hài hước thường dễ tạo được sự
cảm thông của người khác.” is incorrect to be translated into English as “People
with sense of humor easily make others sympathy.” (Nguyễn Thành Đức, 2009)
The grammar errors which are related to the misuse of the part of speech occur
when the translators do not remember the part of speech of words, the grammar
structures, or they do not fully comprehend the meaning of the sentences that needs
to be translated.
As can be seen from the examples mentioned above, some translators focused
on the structures of the source language - Vietnamese - so much that they fail to
convey all the implicit meaning of the target language - English. In fact, it is not
necessary to keep the form at all. The most important thing is that the translations
must be done on the basic of the target language grammar that is familiar to the
readers. This principle suggests that the translator should not depend largely on the
structures of the source language but break them to convey the meaning as much as
possible in an appropriate structure in the target language.
40
The cultural implications for translation may take several forms ranging from
lexical content and syntax to ideologies and ways of life in a given culture. The
translator also has to decide on the importance given to certain cultural aspects and
to what extent it is necessary or desirable to translate them into the TL. The aims of
the ST will also have implications for translation as well as the intended readership
for both the ST and the target text (TT).
CHAPTER 2: METHODOLOGY
The purpose of this chapter is to present the methodology used in this thesis. It
includes research questions, research participants, data collection instruments and
research procedure.
To obtain the above stated purposes, the study has to answer the following
questions:
1. What are common errors on verb tenses and word choices which the second-
year English majors often make in the process of translating Vietnamese texts
into English?
It took about three month to finish the study at Dong Thap University. First, the
researcher started to choose the topic, then collected the related previous studies,
materials from the Internet and reference books from the supervisor to figure out the
outline, after that the questionnaire was designed and delivered; the interview
questions were also designed and implemented interviewing as well as the test
papers were on statistic to collect data for the study. Finally, the study was
implemented to find out the common errors on verb tenses and word choices in
Vietnamese-English translation by the second-year English majors at Dong Thap
University and some suggested solutions were given as well.
There were two sources of doing statistics in the study. Firstly, the researcher
did the statistics on the final test papers on Vietnamese-English translation which
were taken by classes‟ English 2010 students who are the second-year English
majors at Dong Thap University. Secondly, the statistics were done by analyzing the
extra test papers consisting of ten short passages of different topics in Vietnamese,
which were edited by the researcher, translated into English by the students. In
statistic process, the researcher classified the common mistakes to get the basing for
suggesting solutions to the problems.
All the previously referred test papers consist of 100 final test papers for
English classes, including 2010-2014 curriculum for the students of university
academic standard and 2010-2013 curriculum for the students of college academic
standard, and 105 extra test papers done by the students. Totally, there are 205 test
papers.
Question (1) and (2) were used to find out the students‟ attitude towards translation
subject in general. Question (1) was designed to get their thought of the importance
of translation and question (2) was for seeking their feelings of learning translation
whether it is easy, difficult, interesting or not.
Question (3) was to find out the students‟ views on what the translation subject
supports their language learning.
Question (4) was to find out the difficult type of translation texts, whether they
feel Vietnamese-into-English translation is difficult or not.
Question (5) and (6) were designed to get information about the students‟
difficulties and mistakes in translating Vietnamese-to-English texts.
Question (7) was applied to know what the students do to deal with new
Vietnamese words or phrases in translation texts.
Question (8) was used to know the ways which the students improve their
Vietnamese-to-English translating skills.
Question (9) and (10) was designed to know whether topics of translation texts
influence on their translating or not. Question (9) was to find out their thought of
topics of the translation texts, whether the students think they themselves choose
45
texts to translate is effective or not. Question (10) was for seeking the ideas of the
students about topics of translation texts which they are interested in.
Question (11) was to clarify what the students do to improve their grammar
points relating to verb tenses.
Question (12) was applied to know their views on the factors which play
important roles in Vietnamese-English translation.
Question (13), (14) and (15) were related to the students‟ self-study translation
subject. Question (13) was about types of translation texts which are frequently
chosen by the students to practice translation. Question (14) was used to find out the
amount of time the students spend on Vietnamese-English translation self-study per
week. Question (15) was to know their opinions of how much time is enough for
them to self-study translation per day.
Question (16) was to find out whether the students use reference books or not
in learning translation and what kinds of books they have used.
In order to make the study more reliable, the interview questions were designed
to get more information about the teacher‟s remarks on the students common
mistakes on verb tenses and word choices in Vietnamese-English translating, the
possible ways to improve the students‟ ability to translate. The researcher
interviewed the teachers who are responsible for teaching translation subject to the
students in this academic year as well as who have taught translation and have many
experiences in teaching translation subject.
Question (1) was to know the students‟ attitude towards leaning translation
subject basing on their teacher‟s comments.
Question (2) was designed to get information about kinds of translation texts
which the teacher focused on during teaching process of translation subject.
46
Question (3) was made to find out which kinds of translation texts the students
often make mistakes or have difficulties.
Question (4) was to find out kinds of errors relating to verb tenses and word
choices which the students usually make in Vietnamese-English translation texts.
Question (5) was used to find out the possible reasons why the students often
make the above mistakes.
Question (6) was to get information about the teachers‟ ways of improving the
students‟ Vietnamese-English translation skills.
Question (8) was designed to ask about the teachers‟ feedback in translation
lessons.
Question (9) was asked to know difficulties or obstacles which influence on the
teaching and learning process of Vietnamese-English translation.
Question (10) was designed to ask about the teachers‟ advices to help the
students overcome difficulties in improving Vietnamese-English translation skills.
In short, this chapter is about the aspects of methodology of the study such as
research question; the researchers, the subjects that directly participated in the study;
data collection instruments including the test papers statistics, the questionnaire, the
interview questions and theoretical analysis. The research questions are going to be
solved in next chapter.
47
3.1 Results
A. yes 97%
48
B. no 3%
The answers to the question reveal that the number of the students who like
translation subject is obviously more than those who do not like it. It is encouraging
to see that most of them like learning translation subject (97%). The results in the
table also mean that the students interest in learning translation work. Their interest
in the subject they learn will be a motive which helps them try to learn it well.
However, there are 3% of the students who have not found their interest in learning
translation.
From the response of question 2, the researcher can know the students‟ feeling
of learning translation subject. When the students were asked about how they feel
about learning translation, most of them (88%) answered that translation is difficult
but interesting. It can be inferred that although translation is a difficult subject for
them to master, they still feel interested in learning it and thus they will try their best
to learn and practice translation as much as they can.
There are only 5% of the students thought that translation subject is not only
easy but also interesting. The amount may be included students who are much
interested in translation subject and so that they feel translation subject is an easy
subject for them to learn. However, 7% of the students chose the answer English is
both difficult and not interesting. No one thought that translation is easy but not
49
interesting. From the result, it can be concluded that although there are still small
amount of the students (12%) who were not interested in learning translation, most
of the students expressed their positive attitude toward translation subject. With
those positive attitudes, the researcher hopes that they can learn translation as well
as they can and get much success.
E: others: ____________________________________ 0
that studying translation brings to their language learning so they are able to find
their motivation for studying this subject so that they can learn it as well as they can
with their own effective ways.
A. English-to-Vietnamese 9%
B. Vietnamese-to-English 91%
D. Others 4%
The table shows that more than half of the students (57%) have problem in
grammar points; specifically in finding suitable grammar structures in the target
language, English to transfer the ideas in the source language, Vietnamese,
effectively. 22% of the students revealed that vocabulary is their difficulty in
translating Vietnamese-into-English texts. They usually confuse in choosing
appropriate vocabulary in the English language. Unlike those students, it is not easy
52
for some students (14%) to understand special phrases in the source text. It means
that these students‟ knowledge of their mother tongue, Vietnamese, is quite limited.
In contrast, the rest of the students, only 7%, have trouble in analyzing and
understanding word order in Vietnamese texts to translate into English exactly. The
result prove that vocabulary or choosing words of English language are the big
problem, and using English grammar points is also challenge of the students in the
process of translating Vietnamese-English texts.
D. Others: ___________________________________ 3%
B. learning grammar 9%
F. Others: ___________________________________ 0
How and what the students do to improve their translating are shown in table 5.
The responses to question 7 show how the students solve problems about
vocabulary. When encountering new Vietnamese words or phrases in translation
texts, 52% of the students often look up Vietnamese dictionaries; 3% of them
usually ask their friends and teacher; 42% of the students can guess the word
meanings from the context; the rest of them, only 3%, apply other ways, but they did
not present what ways they use. The result indicates that more than half of the
students still belong much to dictionaries to get the meanings of new Vietnamese
words or phrases, and most of others feel effective to guess the meanings through
the contexts. Looking at dictionaries can help the students know the words‟
meanings quickly when translating, but it will be more exact and effective for their
translating if they try to guess the words‟ meaning from contexts because in
54
A. yes 58%
C. no 7%
Basing on answers for question 9, there are more than half of the students
(58%) who suppose that it will be effective if they themselves choose texts to
translate. 35% of the students believe that it is quite effective for them to choose
translation texts by themselves. Only 7% do not think they will translate texts which
they choose by themselves effectively. The result shows that most of the students
agreed that topics of the translations texts are able to influence on the effectiveness
of their translating. It will be more effective for them to translate texts whose topics
they feel interested in rather than the others whose topics they are not interested in
and know much information. Specifically, topics which the students are interested in
are going to be shown in table 7 below through question 10.
55
A. entertainment 19% 2
B. politics 4% 5
C. science 4% 5
D. economy 10% 4
E. education 19% 2
F. lifestyle 30% 1
G. health 14% 3
H. others: _____________________________________ 0
entertainment
politics
science
economy
education
lifestyle
health
From the data in the table 7 and the figure 1, it is demonstrated that the topic
which the students are interested in much is “lifestyle” because of 30% of the
56
students chose it. 19% of the students pay much attention to “entertainment” and
“education”. 14% of the students find their interest in the topic “health” and 10% of
them like the aspect “economy”. Only 4% of the students chose “politics” and
“science”. It can be included that most of the students are not interested in topics
relating to political and scientific aspects. In contrast, topics relating to “lifestyle”,
“education” and “entertainment” are their interest so they are able to translate texts
related to these topics effectively.
D. others: ___________________________________ 0
The result shows that the students pay much attention on to improving their
grammar points relating to verb tenses and have applied many ways to be more
flexible in using English grammar points in translating. From the table, there are
19% of the students who have read grammar books and practice exercises about
verb tenses. 6% of the students have applied searching and studying online on the
Internet. Almost students (75%) have used the two ways as well. It is obviously to
see that most of the students nowadays know how to combine traditional way,
reading books, with the high technique of the Internet to improve their learning in
57
general and their language learning. In fact, it will bring many benefits to them in
language learning if they know how to apply the high technique of the Internet well
combined with reading reference books.
Table 9: The students’ thought of the factors which help their translating
Vietnamese-to-English texts
A. grammar 18% 3
B. vocabulary 25% 2
C. mother tongue 2% 6
D. context 13% 4
G. others: ____________________________________ 0
58
grammar
vocabulary
mother tongue
context
background knowledge
topic of the source text
From the result of question 12, obviously, there are many factors involved in
Vietnamese-to-English translating. 18% of the students admitted that “grammar”
plays an important role in their Vietnamese-into-English translating. “Vocabulary”
is considered an important factor by 25% of them. There are 13% of the students
chose “context” and 12% of them chose “topic of the source text”. However, 30% of
the students suppose that background knowledge is the factor which can best help
them translate successfully. Only 2% of the students think “mother tongue” is
important. It can be included that most of the students disregard the effects of their
mother tongue, Vietnamese, on the process of Vietnamese-English translating.
Table 10: The students’ choosing types of translation texts to practice and
amount of self-study time
B. Vietnamese-into-English texts 7%
A. never 0
A. 30 minutes 28%
B. 1 hours 38%
C. 2 hours 34%
D. 3 hours 0
Vietnamese, then Vietnamese-English. The rest of the students (17%) first practice
Vietnamese-English translation, then English-Vietnamese.
Looking at the result of question 15, there are 28% of the students think that 30
minutes per day is enough for them to self study translation. 38% of them suppose
that it is about 1 hours, In contrast, 34% of them think self-studying translation need
about 2 hours per day. No one chose 3 hours per day.
A. yes 45%
B. no 55%
3. English compositions
61
Through question 16, it is clear to see the amount of the students who have
used reference books relating to translation subject. From the table, more than half
of students (55%) have not used any reference book. It can be inferred that they still
have not paid much attention on studying translation subject so they do not find out
and read some more extra documents to improve their translation skills. As the
result, they cannot be successful in learning translation subject. In contrast, nearly
half of the students (45%) have used reference books. Some of them are referred in
the table like “Luyện dịch Việt Anh – Anh Việt”, “Articles in translation books” and
“English compositions”.
In order to make the study more reliable, the researcher interviewed the
teachers who are responsible for teaching translation subject to the students in this
academic year as well as who have taught translation and have many experiences in
teaching translation subject. Here are the questions used in our interviews
1. Would you like to give some comments about your students‟ attitude
towards learning translation subject?
2. What kind of translation texts do you focus on during your teaching process
of translation subject?
3. Which kind of translation texts do the students often make mistakes or have
difficulties?
4. What kinds of errors relating to verb tenses and word choices in Vietnamese-
English translation do your students often make?
5. Would you like to state the reason why the students often make the above
errors? What are they?
8. How can you give feedback to the students‟ translation products in class?
10. Would you like to give some advices which help your students overcome
difficulties in improving Vietnamese-English translation skills?
From the teachers‟ responses, it can be included that most of the students
have positive attitude towards learning translation, most of them go to class
regularly and all prepare for the lesson at home by reading and translating texts
which the teacher asked in the previous lesson. About type of translation texts, the
teachers said that they have not focused on English-Vietnamese translation or
Vietnamese-English one, so the students have to translate both Vietnamese-English
and English-Vietnamese kind of texts in each topic. The teachers also said that the
students often have difficulties and make mistakes in Vietnamese-English
translation rather than English-Vietnamese one. The result is totally true with the
result from the questionnaire for the students; most of the students suppose that
Vietnamese-English texts are difficult for them to translate. As mentioned above, the
results from the questionnaire show that the students usually make mistakes on
vocabulary relating to word choices and grammar points about verb tenses in their
Vietnamese-to-English translation texts. It is also proved via the responses to
question 4 answered by the teacher. About word choices, the students use English
words to transfers Vietnamese ideas incorrectly and inexactly. They do not read the
whole text to understand the true meaning of the text and just transfer word by word
a Vietnamese text into English. Especially in using synonyms of words, words they
used are not suitable with the context of the translation text, so it makes funnies
sentences which are called English for the Vietnamese. Choosing prepositions to use
is also their language weaknesses. When using grammar structures, the students also
have many mistakes relating to verb tenses. The teacher said that their students lack
of knowledge about usages and forms of grammar structures relating to verb tenses.
63
The tenses they used are sometimes are unsuitable with the context and even the
structures or forms of verb tenses they used incorrectly. The teachers stated that the
reasons of those weaknesses are their weaknesses of vocabulary and grammar
points, their limitation of mother tongue - Vietnamese, their background knowledge
of the society and especially cultural barriers or the differences between English and
Vietnamese culture about language. To improve the students‟ translation skills, the
teacher asks their students regularly attend translation class, read and translate the
texts which they asked at home and present their products of translation on the board
in class to be corrected by other students in the class and the teacher. In addition, the
teacher focuses on the way to correct mistakes. The students are introduced different
words and structures which are suitable with the context to translate one idea.
Moreover, the teacher introduced reference books, WebPages for them to self study
in order to improve their vocabulary and grammar as well as translation skills.
According to the teachers‟ opinion, self-study is very important. However, the
teacher commented that many students have not taken the chance of self-study
seriously. It also means that their attitude towards self-study translation is not
positive as the teachers expected. As mentioned above, difficulties or obstacles of
teaching and learning process of Vietnamese-English translation are about the
students‟ vocabulary and English grammar, knowledge of their mother tongue –
Vietnamese- and of aspects in the society, what they know about English culture in
language and one more important factors that is about their attitude towards self-
study translation. In order to help the students improve their translation skills as well
as get more success in teaching translation subject, the teachers advised that the
students should self practice grammar, learn vocabulary through reading reference
books, articles in English, read more about English and American culture in using
language, and especially improve their mother tongue in order that they are able to
know obviously the differences between the two languages in using language.
205 test papers including 100 final test papers of the students in English classes
2010 borrowed from their teacher and 105 extra test papers edited from the
researcher, delivered to the students and all collected. The table below shows the
results collected.
This part only focuses on analyzing the errors which are related to verb tenses.
Errors which are related to other points of grammar and vocabulary will not be
analyzed in detail in this part. Vocabulary errors will be mentioned in next part.
There are about 30 test papers which were done fairly well and had few minor and
acceptable mistakes. The grammar errors related to verb tenses found in 205 test
papers are shown in the chart below.
Misuse of
verb tenses
Misuse of
verb forms
Incorrect
structures
While the key is: “On November 22nd at Nguyen Sinh Sac relic (Cao Lanh
city), Dong Thap province solemnly organized the 82nd death anniversary of Nguyen
Sinh Sac who is Ho Chi Minh‟s father.”
Because the sentence is about an event which occurred already in the past, it is
not correct to use simple present tense as the sentence (i) and the passive voice of
present perfect tense in (ii) which is just used to describe an action in a period in the
past leading and lasting up to the present. Furthermore, it is not exact for the
students to use the passive voice of present continuous tense as in (iii). In the
sentence (iii), there are three errors. First is using incorrect tense which is
mentioned. Using “are” is the second error because the subject Dong Thap province
is singular, so it is not appropriate to use “are”. The third error is the word “solemn”
which is an adjective. After the word “organized”, it has to be an adverb
“solemnly”. The error is also occurred in the sentence (ii) when the students used
“solemn” before the word “organized”, so it has to be changed into “solemnly” in
this position.
Example 2: The source sentence “Tuy công nghệ mới đang được thử nghiệm
nhưng Giáo sư Clark lạc quan về tiềm năng tương lai của nó trong việc chế biến tất
cả chất thải thành nhiên liệu sinh học.” was translated by the students as follow:
(i) “Although new technique are trying, Professor Clark is optimistic of its
future potential to processing all waste into biology fuel.”
(ii) “New technique is trying, but Professor Clark is optimistic about its future
potential in processing all waste into biology fuel.”
(iii) “Although new technique will be tested, but Professor Clark is optimistic
about its future potential that processing all waste run into biology fuel.”
Whereas the key is ““Although new technique is being tried/tested, Professor
Clark is optimistic about its future potential in processing all waste into biology
fuel.”
In the sentence (i), there are three errors. The first is that it is not appropriate to
use active voice present continuous in this situation because the subject “new
67
technique” is not able to “try” by itself. The second error is that it is incorrect to use
the word “are” for the subject “new technique” which is singular form. Moreover,
it is not exact for the students to write “to processing” in this sentence because to
express purpose of using the technique here it is a rule to write “to process”. It is
also acceptable to change this into “in processing” or “about processing”.
In the sentence (ii), the students used incorrectly the tense present continuous‟
active voice like in (i). The students did not realize that the subject “new technique”
has to be “tried” by people or professors. Therefore, it is suitable and appropriate to
use passive voice.
There are three errors in (iii). The first is using passive voice of simple future
to express the idea. Because the action of trying the technique is occurring in the
present, so it is incorrect to write “will be tried”. The second error is that the
students used both “although” and “but” in the sentence. In order to express the
idea “Tuy … nhưng…” or “mặc dù …nhưng …” , it is a grammar rule to use just
one of them as “Although …, …” or “…, but …”. The third mistake is the phrase
“that processing”. It is unclear to know what the students mean to use “that” here.
As mentioned above, it is suitable to use “in/about processing” in this position.
Example 3: the sentence “Bộ đội lẫn vào đây thì mất hút, địch chẵng lần ra
dấu.” was translated by the students as “Soldiers hide in here, so the enemy will lose
their marks.” In both two clauses the students used incorrect verb tenses. The
situation here is about a past event. Therefore, it is not appropriate to use simple
present tense in the first clause and simple future tense in the second clause. To
express the idea in the source sentence, simple past tense is the best choice, so the
suggested translation sentence is “when soldiers hid here, the enemy failed to find
any traces of them.”
The grammar errors which are related to verb forms in tenses can be typically
found in the following examples:
68
As discussed above, in this sentence there are two mistakes related to verb
forms. The first is the word “are” and the second is the word “processing”. The
form of the verb “are” must be “is” because the subject “new technique” is singular.
“To processing” is incorrect English form, so the word “processing” after “to” must
be changed into “process” to express purpose of using the technique here.
Example 2: the Vietnamese sentence “Vụ Đông Xuân 2011-2012, tỉnh Kiên
Giang có kế hoạch xuống giống hơn 285000 ha.” was translated by the students as:
(i) “In 2011-2012 winter-spring crop, Kien Giang province has planed to plant
over 285000 ha.”
(ii) “In winter-spring rice crop 2011-2012, Kien Giang province have plant
over 285000 ha.”
In the sentence (i), the error is the word “planed” which must be changed into
“planned” to form past participle following the word “has” for the present perfect
tense here. The students forgot that the word “plan” contain the consonant “n”
following the vowel “a”, so in its past participle form, it is a rule to add an “n”
before adding “-ed” like “planned”.
There are two errors on verb forms in the sentence (ii). The first is the word
“have”. The subject “Kien Giang province” is singular, so it is correct to use “has”
instead of “have”. The second mistake is the word “plant”. The students used
present perfect to express the idea, so after the word “has”, it must be past participle
form of the verb “plant”. For that reason, “plant” must be changed into “planted”.
Example 3: The sentence “Nghệ thuật tỉa củ đã tạo cái nhìn bắt mắt và thèm
ăn cho khách.” was translated by the students as “Art of vegetable pruning have
created eye-catching look and appetite for customers.” The error is the word “have”
because the subject here is singular form. Therefore, “have” must be changed into
69
“has”. In the sentence, the way the students used the word “eye-catching” is also
incorrect and suitable with the meaning of “bắt mắt”, but it will be discussed later.
Example 4: The students translated the sentence “8 triệu tấn vỏ cam bị vứt bỏ
mỗi năm có thể được dùng để chế tạo ra hóa chất, nguyên liệu hay nhiên liệu.” into:
(i) “8 million tons of orange peels which are threw-away each year can be
used to produce chemicals, raw materials or fuel.”
(ii) “8 million tons of orange peels throwed-away each year, can be used to
produce chemicals, raw materials or fuel.”
(iii) “8 million tons of orange peels which are throw-away each year can be
use to produce chemicals, materials or fuel.”
The three examples above are mistakes about regular and irregular verb forms.
In the sentence (i), after the word “are”, it needs a past participle to form the
passive voice. However, “threw-away” is just past form of the verb “throw-away”
which means “ném đi” or “vứt đi” in Vietnamese. In the sentence (ii), the students
confused regular form and irregular form. The verb “throw” is an irregular verb, so
it is totally unacceptable to write “throwed”. In the sentence (iii), there are two
mistakes about verb forms. The first is the verb “throw-away” following “are”. As
discussed above, after “are” it must be past participle form – “thrown-away”-
instead of present form “throw-away”. The second error in this sentence is the word
“use”. Because in this case it is the passive voice of the modal “can”, after “can
be” it must be past participle “used”. Suggested translation sentence is “8 million
tons of orange peels which are thrown-away each year can be used to produce
chemicals, raw materials or fuel.”
Incorrect structures
When using English tenses to describe ideas in Vietnamese, the students had
problems. They did not use correctly and appropriately tenses. The following
70
examples which are extracted from the tests papers contain incorrect structures of
tenses used by the students.
Example 1: The students‟ translation for the sentence “Are harvesting,
everyone busy with farm works.” is wrong English sentence. Firstly, the phrase “are
harvesting” is not accepted in this position because it does not make sense. To make
sense it needs a subject. Secondly, “busy” is an adjective, so it is incorrect to directly
follow the subject “everyone”. Therefore, it is necessary to insert the word “is”
between “everyone” and “busy” to make sense for the sentence. Because the
situation is about past event, so it is suitable to use past tense and suggested sentence
is “Because it was in harvest season, everyone was busy with farm work.”
Example 2: The students translated the sentence “Tên địch nào lọt vào đây thì
đừng hòng quay trở ra.” into “The enemy was not return when they came here.” In
this sentence “was not return” is incorrect English structure. Because “return” is a
verb, it must be used “did not” instead of “was not” to express negative point.
Example 3: the sentence “Nơi đây từng tiếp đón các tàu buôn tơ lụa, gốm xứ
đến mua bán.” was translated as “This place welcame silk and ceramic merchant
vessels.” The error here is the way the students used “welcame” which is not exist
in English because “welcome” is a regular verb. Therefore, the word “welcame”
must be changed into “welcomed”.
This part only focuses on analyzing the vocabulary errors related to word
choices. Errors which are related to grammar points and others points of vocabulary
will not be analyzed in detail in this part. The percentage of the test papers which
contained vocabulary errors related to word choices is 88.8%.
Example 1: there was a phrase “Khu di tích Nguyễn Sinh Sắc” and most of the
students translated the phrase it with incorrect and inexact phrases as “Nguyen Sinh
Sac vestiges”, “Nguyen Sinh Sac vestiges zone”, “Nguyen Sinh Sac relic district”,
“Nguyen Sinh Sac relic region”, “Nguyen Sinh Sac vestiges region”, “Nguyen Sinh
Sac tomb” or “Nguyen Sinh Sac mausoleums” while the key is “Nguyen Sinh Sac
relic area”. In this case, most of the students had mistakes about misuse of
synonyms when translated “khu” into “zone”, “region”, “areal” and “district”, and
the word “di tích” into “vestiges” and “relic”. They did not realize that although
those words have some near points about meaning in dictionaries, they are only used
suitably in some certain situations.
Example 2: The Vietnamese word phrase “dòng tộc Nguyễn Sinh” was
translated by the students as “Nguyen Sinh line”, “Nguyen Sinh family line”,
“Nguyen Sinh lineage”, “Nguyen Sing descent”, “Nguyen Sinh kinship” or “Nguyen
Sinh relative”, “the same clan of Nguyen Sinh” whereas the key is “Nguyen Sinh
ancestry”. It is nearly like with the example 1, the students had mistakes about
misuse of synonyms when they used “line”, “lineage”, “descent”, “relative”,
“kinship” and “clan” to translate the word “dòng tộc” into English. However, the
real meaning of those words is totally inappropriate with this case, so the most
suitable word is “ancestry”.
Example 3: The Vietnamese phrase “Làng ẩm thực Việt Nam” was incorrectly
translated by the students into English as follow:
Most of the students did not clearly understand that “làng” in the Vietnamese
phrase means an aspects or a field. It does not mean “village”- “làng” or “xã” in
Vietnamese. Furthermore, it is incorrect to use the word “industry” – “ngành công
nghiệp” – or the word “circles” which does not make any sense in this case.
Example 4: When the students translated the sentence Từng món ăn được
trang trí rất đẹp, bắt mắt và tốn nhiều công sức đúng nghĩa “nem công, chả
phượng” into English, they translated the phrase “nem công, chả phượng” as
follow:
Basing on the context, “nem công, chả phượng” is used to express delicious
foods, so it is the most suitable to translate the phrase into the word “delicacy”
which has enough meaning for this case. Because most of the students just translated
basing on the two nouns “nem công” and “chả phượng”, they translated incorrectly
like phrases above.
In brief, most of the students of 2010 classes still have some problems about
using verb tenses and choosing words suitably in translating Vietnamese texts into
English. In verb tenses, the students are confused in using tenses and their structures
or forms of verbs. The students also had difficulties in transfer Vietnamese words
and phrases into English as the above example. Therefore, there is an urgent demand
to find causes of problems and techniques or suggestions in order to help them
improve their Vietnamese translation skills.
3.2 Discussion
Basing on data collected from the questionnaire, the interview questions and
the test papers, there are some causes of problems in Vietnamese-English translation
of the students found as follow:
73
From the errors mentioned above, it can be seen than some students focused on
the structures of the source language – Vietnamese – so much that they failed to
convey all the implicit meaning of the target language – English. In fact, it is not
necessary to keep the form at all. The most important thing is that the translation
must be done on the basis of the target language grammar points. One of the big
reasons of this problem is that the students have not realized the different between
the two languages. The concept about tenses does not exist in Vietnamese, but in
English there are strict rules of uses and forms of verb tenses. They did not pay
attention to the forms of the verbs which they used and the function of the words in
a sentence. All of that are their weaknesses about grammar structures as well as the
uses of tenses in English.
Besides the causes above, one of the reasons which cause the problems is that
most of the students spent little time on self-study and did not seriously focus on
studying translation subject.
74
To improve English grammar about verb tenses, they should find out some
reference books which contain not only uses and forms of all tenses in English but
also many exercises of each tense for the learners to practice. If they try to read and
do exercises regularly, their knowledge of verb tense in English will be better. There
are some grammar books which are suitable for every level of learners as “English
grammar in use – Ngữ pháp tiếng Anh thực hành - 136 đề mục ngữ pháp” (Raymond
Murphy), “English grammar in use” (Raymond Murphy), “Collins Cobuild English
grammar”, “Văn phạm tiếng Anh thực hành” (Trần Văn Điền), “The grammar book”
(Marianne Celce, Diane Larsen – Freeman) and “the good grammar book” (Oxford).
It is a strong hope that these suggested grammar book can help the students to
improve grammar easily and quickly.
Other way of improving grammar for the students is using the Internet. There is
lots of information about English grammar on the Internet and it is really easy for
the students to learn and get the information just by simple clicks. The learners just
type some letters in search boxes like that of Google (www.google.com or
www.google.com.vn). There are a lot of various kinds of WebPages with clear
explanations which help the students to learn grammar rules and do more exercises.
One more effective way is that the students should prepare a notebook to
summarize English grammar points in the students own arrangement. The way can
help the students easy to remember the points of English grammar as well as review
the point quickly in their own notebook.
In addition, the students should read and apply strategies for translation which
are referred in Chapter 1: Literature review. The researcher hopes that these
strategies are useful for their translating.
75
Step 1: Exegesis
After a careful analysis of the Vietnamese text, as indicated above, the students
should begin drafting. The transfer results in the initial draft. In preparing this draft,
the students are transferring the content of the text from Vietnamese into English.
Step 3: Evaluation
The purpose of evaluation is to avoid spelling and grammar errors, which are
caused by the student‟s carelessness.
Step 4: Revise
After evaluation is done carefully, the first draft will need to be revised.
In short, this chapter has just pointed out the common errors on verb tenses and
word choices in Vietnamese-English translation made by the students of the classes
English 2010, who are the second-year students of English major at Dong Thap
University (2010-2014 curriculum) in the final tests on translation and some extra
test papers whose topics are edited by the researcher. Those errors are related to both
grammar related to verb tenses and vocabulary about word choices. The grammar
errors related to verb tenses include misuse of verb tenses, misuse of verb forms and
incorrect. Most of the students chose incorrect and inappropriate words when they
translated Vietnamese phrases in the texts as the examples mentioned above. These
77
4.2 Conclusion
The thesis is divided into four main chapters. The literature review on basis
concepts discussed in the thesis is mentioned in chapter one, including the
definitions of translation, the importance of translation, some types of translation,
strategies for translation, the factors influencing translation process and common
errors in Vietnamese-English translation. This chapter provides the readers
fundamental theories critical to the analysis of the study. The research methods
applied in the study are discussed in chapter two named Methodology, including
research questions, research participants, research procedure, and data collect
instruments. The researcher collected, analyzed and did statistics on the responses to
the questionnaire, the interview questions as well as Vietnamese-English translation
test papers including the final tests papers and the extra tests papers edited by the
researcher for the students of 2010 English classes who are the second-year students
78
English 2010 in particular and the students of English major at the school in general
as well as readers who are interested in Vietnamese-into-English translation.
80
REFERENCES
English
7. Bui Tien Bao and Dang Xuan Thu (1997), Interpreting and translation
coursebook, Hanoi University of Foreign studies, Hanoi.
9. Duong Thi Thuy Hang and Nguyen Thi Cam Xuyen (2010), Common
mistakes in learning translation subject by the second-year English majors at
Dong Thap University.
10. Nguyen Ngo Minh Tri and Le Thi My Duyen (2010), Problems in
Vietnamese-English translation of the second-year students of English major
at Dong Thap University: Causes and Solutions.
13. Victoria Bull, Fourth edition, Oxford Learner‟s Pocket Dictionary, Oxford
University Press.
81
Vietnamese
Nguyễn Thành Đức (2009), Giáo trình Thực hành Biên dịch Việt Anh 2,
Trường Đại học Cần Thơ.
Đại học Đồng Tháp: Hướng tới “Chất lượng - Hiệu quả - Uy tín - Chuyên
nghiệp - Hiện đại”
Trần Văn Diệm (1998), 57 bài luận Anh văn, Dong A Language School, Nhà
xuất bản trẻ TP. Hồ Chí Minh.
WebPages
1. http://www.translationdirectory.com/article634.htm
2. http://web.hanu.vn/en/file.php/1/moddata/forum/70/396/Unnaturalness_in_E
nglish_Vietnamese_translation_-_causes_and_cures.pdf
3. http://form.wordreference.com/
4. www.tratu.com
5. www.vdict.com
6. http://www.baocantho.com.vn/?mod=detnews&catid=74&p=&id=88416
7. http://www.baocantho.com.vn/?mod=detnews&catid=80&p=79&id=87967
8. http://www.baocantho.com.vn/?mod=detnews&catid=81&p=79&id=87541
9. http://giaoduc.edu.vn/news/giao-duc-phat-trien-728/dai-hoc-dong-thap-
huong-toi-chat-luong-hieu-qua-uy-tin-chuyen-nghiep-hien-dai-174680.aspx