ABSTRACT

Nowadays, English is one of the most widely used languages worldwide. People use
English in various fields. Many of them are good at 4 English skill: listening,
speaking, reading and even writing. However, some others are not really good, they
cannot understand what their partner are saying in English. English learners usually
face difficulties in translation, especially the terminology. Translation skill is an
extremely necessary skill for us. It plays an essential role in learning and working
with English. In particular, for a foreign language learner, translation skill becomes
a necessary and indispensable medium.

According to some surveys, students say that they have great difficulties in
translating the terminology in economic texts. This study was conducted to
investigate problems in translation of the terminology in economic texts. Then,
the researcher wants to find a reason for those problems and propose solutions so
that students can solve them. Eighty people who are final-year English major
students at TMU participating in this study.

Through the research, it is hoped that they will realize the difficulties in English
translating skill as well as apply truly effective methods of English translation so as
to enhance their English translating proficiency and English translation is no more
of their reluctance.

Therefore, in the hope of improving students’ ability to translate with the

enthusiastic help of participants, the researcher hopes this research will be a useful
tool for everyone.

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 ACKNOWLEDGEMENTS

During this graduation paper, I received much necessary help, guidance, valuable
ideas and encouragement from my teachers, my family and friends.

I would like to send my sincere and profound thanks to the teachers of the
Thuongmai University, especially the teachers in the English faculty during the time
when I just started to come to school. I thank the teachers for always enabling us to
have the opportunity to study in the best and most effective environment.

With deep gratitude, I would like to thank Mrs. Vu Thi Thanh Hoa for enthusiastic
guidance and encouragement and valuable guidance so that I can complete this
graduation paper.

I am grateful to final-year students of English faculty at Thuongmai University for

their enthusiastic participation. Their sharing has become the main sources of data
in my research.

Last but not least, I am deeply grateful to my family, my friends who always stand
by and support and become a great motivation to help me overcome difficulties in
the process of doing this research.

In the course of making this graduation paper, although I have tried hard, it is
difficult to avoid errors, I hope the teachers will understand. At the same time, due
to the limited level of reasoning as well as limited scientific research ability.

I look forward to receiving your comments and suggestions for the perfect of my
own graduation paper.

Thank you sincerely!

Hanoi, October 19th

2020

Student

Nguyen Thi Xuan

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 LIST OF ABBREVIATIONS

NO Abbreviation Meaning
1 TMU Thuongmai University
2 VTM Vietnamese traditional medicine
3 ED English Department
4 IT Information Technology
5 SL Source Language
6 TL Target Language
7 Sig Significance Level
8 KMO Kaiser Meyer Olkin

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 CONTENTS
LIST OF TABLES AND CHARTS.......................................................................vi
CHAPTER 1: OVERVIEW OF THE STUDY......................................................1
1.1. Rationale........................................................................................................1
1.2. Previous studies.............................................................................................2
1.3. Aims of the study...........................................................................................3
1.4. Research subjects..........................................................................................4
1.5. Scope of the study..........................................................................................4
1.6. Research methodology..................................................................................4
1.7. Organization of the study..............................................................................5
CHAPTER 2: LITERATURE REVIEW...............................................................7
2.1. Overview of terminology..................................................................................7
2.1.1. Definition of terminology.................................................................................7
2.1.2. Main features of the terminology.....................................................................8
2.1.3. The terminology in economic texts..................................................................9
2.2. Translation theory............................................................................................9
2.2.1. Definition of translation..................................................................................9
2.2.2. Significance of translation.............................................................................11
2.2.3. Types of translation.......................................................................................12
2.2.4. Criteria for a good translation version..........................................................13
2.2.5. Translation strategies and methods...............................................................14
2.3. Problems in translation of the terminology in economic texts....................16
2.3.1. Misunderstanding about culture....................................................................16
2.3.2. Words and choices of word meanings............................................................16
2.3.3. Lack of economic background knowledge.....................................................17
2.3.4. Difficulty in translating the abbreviation.......................................................17
2.3.5. Difficulty in translating the terminology hardly used....................................17
CHAPTER 3: METHODOLOGY AND RESEARCH FINDINDS...................18
3.1. Methodology....................................................................................................18
3.1.1. Research questions........................................................................................18

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3.1.2. Participants...................................................................................................18
3.1.3. Data collection method..................................................................................18
3.1.4. Methods of data analysis...............................................................................20
3.2. The results of the study..................................................................................20
3.2.1 The survey questionnaire’s results..................................................................20
3.2.1.1 The results from questionnaire....................................................................20
3.2.1.2. Statistics of the variables in the scale.........................................................29
3.2.1.3. Statistics of reliability.................................................................................30
3.2.1.4. Analysis of discovery factors EFA..............................................................32
3.2.2. Discussion of the findings..............................................................................34
CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS.......................35
4.1. Summary of the study....................................................................................35
4.2. Possible solutions............................................................................................35
4.2.1. Suggestions for students................................................................................35
4.2.2 Suggestions for teachers and teaching methods of Thuongmai University.....39
4.3. Limitations of the study..................................................................................40
4.4. Suggestions for further research...................................................................41
CONCLUSION......................................................................................................42
REFFERENCES....................................................................................................43
APPENDIX: SURVEY QUESTIONNAIRES....................................................44

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 LIST OF TABLES AND CHARTS

NO Tables – Name
Charts
1 Chart 3.1 The students’ opinions about learning translation
2 Chart 3.2 The reason why students study translation
The students’ opinions about the usefulness of
3 Chart 3.3
studying translation
The amount of time students usually spending on
4 Chart 3.4 studying translating the terminology in economic
texts (as self-study)
How often students have difficulties when translating
5 Chart 3.5
the terminology in economic texts
The students’ opinions about the usefulness of
6 Table 3.1
studying translation
The biggest challenge students have to face when
7 Table 3.2
translating the terminology in economic texts
8 Table 3.3 What students often do when encountering new term
What students often do after finishing their
9 Table 3.4
translation
A great influence on students’ interest in translating
10 Table 3.5
the terminology in economic texts
What students often do to improve their translation
11 Table 3.6
of the terminology in economic texts
12 Table 3.7 Statistics of the variables in the scale
13 Table 3.8a Statistics of reliability
14 Table 3.8b Statistics of variables – total observation scales
15 Table 3.9 KMO and Bartlett’s Test
16 Table 3.10 Total Variance Explained

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 CHAPTER 1: OVERVIEW OF THE STUDY

1.1. Rationale
Nowadays, English becomes a common language used widely in most countries
of the world. Nearly 60 countries use English as their primary language, besides
their mother tongue and nearly 100 countries use English as their second
language. With over 1,130 million native speakers, English is the most spoken
language in the world. However, each country has its own culture and a unique
language. These countries that do not use English, must know two languages
simultaneously to communicate with international friends. The English
translation industry was born to help the people who have difficulties learning or
acquiring a second language. English is a language taught in a lot of universities
in the world, the language of international communication, science, aviation. It
is used as the language of international business.

Recently, with the development of our society as well as other countries in the
world, economic and trade sector has become one indispensable field in the
economy in general, development of the countries in particular, including our
Vietnam. Successful economic and trade cooperation requires many factors, of
which mutual understanding is the most importance. Therefore, the translation
of economic and trade texts plays an important role and is of the greatest
concern.
Recognizing the importance of translation, Thuongmai University has
introduced Translation into the subject. The teachers teach the students how to
translate English into Vietnamese and how to translate Vietnamese into English.
The teachers instruct students how to translate documents such as social,
economic business, culture, education, foreign affairs, health care, etc... and
specialized texts. However, most students often find that they have a lot of
difficulties in translating the terminology in economic texts.
In this research, I will investigate the difficulties in translation of the
terminology in economic texts encountered by the final-year English major
students at Thuongmai University and suggest some solutions to this problem.

1
 Therefore, I would like to conduct the study entitled “Common difficulties in
translation of the terminology in economic texts encountered by final-year
students of English faculty, Thuongmai University”. I hope this study will help
the senior students find out their difficulties and provide them some solutions to
translate the terminology in economic texts more easily.
1.2. Previous studies
Research topics on issues “the difficulties of learners in English translation”
have been studied by many different researchers around the world in general and
in Vietnam in particular.
1.2.1. In the world
Through surveying the research on translation issues, I see that there have been
many books, many works by foreign authors on this issue.
A study named “Difficulties and some problems in translating legal documents”
by Ivanka Sakareva. The paper aims at revealing the difficulties in translating
legal documents. In order to make a full characteristic of these problems, Ivanka
Sakareva has described the actual process of translating the rules that should be
observed by the translators, the translation strategy in translating documents as
well as the importance of the cultural transfer. How does the legal translation
differ from the literal one? Is it an easy task to translate specialized texts?
Another study named “Analysis of Translation Difficulties for the Fourth
Semester Students of English Department of IKIP Gunungsitoli Year
2013/2014” with the objective of the research is to find out and to describe
translation difficulties for the fourth semester students of English department of
IKIP Gunungsitol. The researcher uses two kinds of research instruments that
are questionnaires which consist of a test as the source of content analysis
applied as a part of qualitative research method.
And others: “A Linguistic Theory of Translation” by Catford (1965. Oxford
University Publishing House, Oxford); "Contemporary Translation Theories" by
Hay Gentzler (1993. Roudledge Publishing House, London & New York);
“Discourse and the Translator” by Hatim and Mason (1990. Longman
Publishing House, UK); Jakobson's "On Linguistic Aspects of translation"

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 (1959. Article published in The Translation Studies Reader, L. Venuti (ed.)
Roudledge, London & New York, 1998); "A Textbook of Translation" by
Newmark (1988. Prentice Hall Publishing House, London 1988).
1.2.2. In Vietnam
A study named “Difficulties in Learning the Translation of Students majoring in
International Relations”. The purpose of the research is to identify and explain
these difficulties, and to provide some methods for students to be good at
translating and have their own experience in the following working process. The
researcher limited his research subjects to 2 students of TA39A and TA39B
classes, English department, Diplomatic Academy of Vietnam.
Another research, “A study on the translation of economic terminology”,
conducted by Hoang Thi Bay, her MA minor-thesis, has been carried out with
the hope of finding out the common, appropriate and preferable ways to make
the translation of economic terms from English into Vietnamese sound original
and natural. The major concern of this paper is to give the answer to the
question: “What are the common translation strategies and procedures used in
the translation of economic terms in the economic textbook “Business Law?”.
Based on the results from the study, some suggestions are given, that can be of
some use to those who are responsible for teaching English for economics and
translating documents in this field.
Additionally, a MA minor thesis of Pham Thi Minh Chien, “A study on English
translation of Vietnamese traditional medicine texts”. It aims at clarifying and
discussing some characteristics of VTM texts and then giving suggestions on
strategy and techniques used in translating VTM texts and standardization of
English translation of VTM. It also analyzes some common mistakes and figures
out the reasons for this present chaotic situation.
There are some previous studies on translation skill of university students. All
these studies show that different aspects of the problem give the reader a more
multidimensional view and to recognize the importance of improving English
translation skill.
1.3. Aims of the study

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 When choosing and carrying out this study, the researcher expects to clarify 3
main issues:
- To investigate some factors affecting student’s translation skill.
- To find out some difficulties, and common problems in translation of the
terminology in economic texts encountered by final-year English major students
at TMU must face.
- To suggest some possible solutions to these problems so as to help students
have a good translation skill.
1.4. Research subjects
The subjects of this study are the final-year English students at TMU. The study
is concentrated on their difficulties in translation of the terminology in economic
texts with the participation of 80 seniors who are learning Business English.
1.5. Scope of the study
The study focuses on the translation skill of the terminology in economic texts
of the final-year English major students at TMU.
Because of the limitations of time, information as well as knowledge, this study
cannot cover all of them. It is mainly about the translation skill. In addition, due
to a large number of students in TMU, the researcher cannot investigate all of
them. These participants are the most suitable because they are already familiar
with translation skill. Therefore, this study only focuses on the final-year
English major students at TMU.
1.6. Research methodology
This study is carried out in both qualitative and quantitative methods. Therefore,
the researcher conducts the research with some following steps:
Firstly, the researcher searches for some necessary documents on web sites on
the Internet. Besides, the researcher reads some previous studies related to
translation skills. In addition, the researcher borrows books from the library to
have directions for my study.
Secondly, the study includes survey questionnaires for students who are final-
year English major student at TMU. The quantitative method was applied with
the use of survey questionnaire with the participation of 80 seniors ED, TMU to

4
 find out the reality and difficulties of the K53N students in learning translation
skill and their solutions for better one.
Simultaneously, qualitative method was conducted with an interview. The
interview is carried out with 4 students in 2 classes of K53 in Faculty of English
at TMU. All of them agree to help the researcher helpfully and comfortably.
This aims to collect students’ ideas about the problems affecting the English
translation skill and suggestions to improve it.
To guarantee the reliability and the validity of the survey, the interview for
participants will be directly distributed during their break time in the class and
collected right away. That meant these learners could pay most attention to
answer the questions related to what they had just experienced. Before asking
the learners to do the interview, the researcher briefly stated the purpose and
significance of the study and clarified any misunderstanding about the survey
questions.
After getting results from the survey, the researcher will collect and start
analyzing them by using tables and charts.
1.7. Organization of the study
This study includes four main chapters, organized as follows:
Chapter 1: Overview of the study.
This chapter deals with the rationale, previous studies, aims of the study,
research subjects, scope of the study, research methodology and organization of
the study. It expresses the reason why the author chose to research this study and
the methods for the fulfillment of the study.
Chapter 2: Literature review
The relevant theoretical backgrounds are revised in this chapter as the base for
the research being carried out. It focuses on the concepts of translation in
general and translation of the terminology in economic texts in particular.
Chapter 3: Methodology and research findings
The content starts with the type of research methodology used for this study. It
describes the development and how the study is carried on. This chapter includes
the selection of participants, data collection and data analysis from survey

5
questionnaire and interview, the result of the findings, as well. Then, the
research result achieved and discussion of the findings will be presented.
Chapter 4: Recommendations and Suggestions.
This chapter will show a brief summary of the study. It discusses the summary
of findings and also offers some suggestions to help students learn translation
skill effectively and the recommendation for further researches.

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 CHAPTER 2: LITERATURE REVIEW
2.1. Overview of terminology
2.1.1. Definition of terminology
Sager (1990: 3) gives three definitions of terminology:
- Terminology is the set of practices and methods used for the collection,
description and presentation of terms.
- Terminology is a theory, the set of premises, arguments and conclusions required
for explaining the relationships between concepts and terms which are fundamental
for a coherent activity under.
- Terminology is a vocabulary of a special subject field.
According to Wikipedia: “Terminology is a general word for the group of
specialized words or meanings relating to a particular field, and also the study of
such terms and their use. This is also known as terminology science. Terms are
words and compound words or multi-word expressions that in specific contexts are
given specific meanings. These may deviate from the meanings the same words
have in other contexts and in everyday language.”
Terminology has been defined by many different linguists to establish its structure
and meaning. According to Mr. Do Huu Chau (1981) "Terms are specialist words
used within a scientific field, a profession or any technological field". To identify
technical terms, he also states: "Scientific and technical terminology consists of
lexical units used to denote phenomenal objects, activities... in industrial
technologies and natural or social sciences". Giving the same points of view about
terms with the definition by Mr. Do Huu Chau, Mr. Nguyen Thien Giap (1998)
shared a different definition "Terminology, understood as a special linguistic unit of
languages, consist of words and fixed phrases that provide precise definition and
objectives that belong to particular scientific area". Although these definitions are at
different time and by different people, all show that there exist "special words in
specialized fields or branches of human knowledge". Therefore, there must be terms
for mathematics, business, medicine, economic, trade, ... which should be
distinguished from ordinary words.

7
Indeed, Baker (1998:261) says that: "Terms differ from words in that they are
endowed with a special form of reference, namely that they refer to discrete
conceptual entity properties, activities or relations which constitute the knowledge
space of particular subject field.
2.1.2. Main features of the terminology
As a special unit in the lexical system of language, terminology has its own
distinctive features. According to many linguists, terminology should have the
following qualities: accurateness, systematism, internationalism, nationalism and
popularity. The above characteristics are general characteristics of terminologies.
They all are the vital principles in the creation and existence of terminologies in all
sectors such as science and technology, economic and trade sector, business,
technique, … the economic and trade terminology includes all these characteristics.
- Accurateness: The first quality of terminology is accurateness, that is, it expresses
a scientific concept or definition concretely and precisely so that it can help to avoid
the misunderstanding one concept for another. It is necessary for each term in a
typical professional scale, denotes only one concept in that system. The meaning of
a term is normally the combination of linguistic signals not only the sum of its
component’s meanings.
- Systematism: As a part of a language, each term has its own position in the system
of concepts and belongs to a terminological system. Each term requires its meaning
in the relationship with other terms in its system. Once separated from its system
and meaning in vague, therefore, systematism is seen as one of the most 20
important features of terminology.
- Internationality: As mentioned above, terminologies are special words expressing
common scientific concepts, which are together with the development, cooperation
and scientific. Technological exchanges among countries throughout the world,
terms are internationalized. The globalization enables terminology to be used more
popularly in different languages so as to make the international science develop
faster.
- Popularity: It is this characteristic of terminology which can bring scientific and
technological progress to all people. As a component of linguistics, terminology

8
plays an important role in pushing up the development of science, hence it should
become prehensible to all people in its way of reading, writing, speaking and
memorizing. In economic and trade sector, this characteristic creates the consistent
in usage.
- Nationality: The term is obviously special linguistic unit of a language used in
specific profession; it clearly belongs to national language. As a result,
terminologies in Vietnam should be imbued with Vietnamese culture and
characteristics of Vietnamese language. They should be appropriate to Vietnamese
people from the lexicology to the grammatical composition. As talked above, it is
affected by the acceptance language and culture when translating terms. Therefore,
in economic and trade documents, some terms when is translated into Vietnamese,
they will be translated under the Vietnamese culture and characteristic of
Vietnamese language.
2.1.3. The terminology in economic texts
Economic terminology is a word for the group of specialized words or meanings
relating to economic field, and also the study of such terms and their use. This is
also known as economic terminology science. Terms are words and compound
words or multi-word expressions that in business contexts are given specific
meanings about activities in economic context.
2.2. Translation theory
2.2.1. Definition of translation
Translation, a phenomenon traditionally considered as an “art”, has existed in every
corner of our life. It has been approached from a scientific and technical point of
view and considered as an indispensable part in the field of not only literature,
culture and religion but also commercial advertisement, popular entertainment,
public administration, immigration and education, especially in this current
renovation economy. Thus, definition has been defined variously. They are defined
under many different ways which were given by a lot of famous translators long
time ago. The followings are some typical definitions which are basic theoretical
background for my study:

9
Cartford (1965:20) considers as follows: “Translation is the replacement of text
material of this language (source language) with text material of another (target
language)”.
Hartman and Stork (1971:1) believes that: “Translation is the replacement of a
representation of a text in one language by a representation of an equivalent text in a
second language”.
To achieve a meaningful content, Wilss (1982:3) shares: “Translation is a transfer
process, which aims at the transformation of a written SL text into an optimally
equivalent TL text, and which requires the syntactic, the semantic and the pragmatic
understanding and analytical processing of the SL”.
Nida, E.A. (1984:83) claims: “Translating consists in reproducing in the receptor
language that closest natural equivalent to the message of the source language, first
in meaning and secondly in style”.
According to Malinowski in Choliludin (2005:4) said that translation must always
be the re-creation of the original into something profoundly different. On the other
hand, it is never substitution of words but invariably the translation of whole
contents. Of this theory, it is concluded that the translation is a deep meaningful
content and it is not substituted as a substitution SL word by another word into TL.
Advanced Oxford Dictionary (page 1632) defines: “Translation is the process of
changing something that is written or spoken into another language”.
According to Wikipedia, translation is claimed: “Translation is the interpreting of
the meaning of a text and the subsequent production of an equivalent text, likewise
called a translation that communicates the same message in another language. The
text to be translated is called the source text, and the language that it is to be
translated into is called the target language; the final product is sometimes called the
target text.”
From the above definitions, we know that “translation is rendering a written text
into another language in the way that the author intended the text” (Theory of
interpreting and translation, Thuongmai University.)
It is clear that the above definitions given by different linguists from different
contexts, share common features of emphasizing the importance of finding closest

10
equivalence in meaning with similar characteristics to the original by the choice of
appropriate target language’s lexical and grammatical structures. Some sorts of
transfer from one language to another also insist on the different methods of
translation which will be taken into consideration in the next part.
2.2.2. Significance of translation
The significance of translation in our daily life is extensively multidimensional. Not
only does translation pave the way forward for global interaction, but also allows
countries to forge interactive relationships when it comes to making advancements
in technology, politics, media, literature, tourism, commerce and business, etc.
- Translation is the connection of the global economy, enhance the growth of
multinational companies
There’s a reason why the global economy demands for translation services is
exploding. While English has been periodically crowned as “the language of global
business,” translating services maintain an essential part of business around the
world.
Translation is especially necessary for companies and businesses operating in
multiple countries and often transferring information from different offices and
global branches around the world. In such cases, the transferred information needs
to be translated into a local preferred language. Translation is also useful when
companies engage with local businesses, or make government proposals.
- Translation boosts up in tourism
Translation can effectively help in solving one of the biggest tourist dilemmas, that
of being short-changed or fleeced by unfamiliar people in foreign destinations. At
the same time, translated tourism materials not only help tourists feel welcome in an
unknown country, but also enhances the country's popularity as a tourist friendly
destination, thereby leading to great tourism-related revenues.
- Translation makes the cultural exchange convenient
Films, music, literature and many other formats of art global borders because of the
way they are effectively translated to reflect mother tongue and reaction. Translated
and subtitled movies today earn the large turnover for the international film
industry, with hits seeing China as the next great market, where the film industry is

11
super successful. The translation has made producers hit the $ 1 billion mark more
than ever. And it is not just the film industry benefiting from translation service,
because music and literary translation allow artists to earn more royalties and
international reputations as an added bonus. In addition, translation of lyrics helps
to convey the cultural content of the original song to a wider audience, connect
directly between the two cultures from the source language of the song and
approach more listeners.
Translation assists foreign affairs of the country more easily
Nowadays, international diplomacy is the most vital aspect of a country's foreign
affairs. In an international summit or an economic agreement, diplomats and leaders
all over the world always present their ideas, opinions, thoughts by the language
they are good at. It is very important that these ideas are translated in an expressive,
accurate manner that can lead to an important problem among the diplomatic
relationships of two or more countries.
2.2.3. Types of translation
There are many ways to classify translation. Here are some types of translation
classified by form.
Technical translation: The terminology “technical translation” can be understood in
two ways: In its widest meaning, it is about translating user-guidelines, instructions
brochures, internal notices, medical-term translation, financial reports, minutes of
meetings, administrative terms in general, and so on. These documents give the
information about the distinction of being for a specific and limited target audience
and usually have a limited duration.
In its most limited meaning, technical translation refers to “technical”
documentation such as engineering, IT, electronics, mechanics, economic and
industrial texts in general. Technical translation requires wide knowledge of the
specialized terminology used in the sector of the source text.
Scientific translation: As its name indicates, scientific translations deal with
documents in the scope of science: articles, thesis, newspapers, congress booklets,
conference presentations, study reports etc.

12
Financial translation: Financial or economic translation certainly deals with
documentation relating to the likes of finance, banking, and stock exchange activity.
This includes company annual accounts, annual reports, financial statements,
financial contracts, financing packages, and so on.
Legal translation: Legal translation includes a wide range of different documents.
These may include legal documents such as summons and warrants; administrative
texts such as registration certificates, corporate statutes and payment drafts;
technical documents such as expert opinions and texts for judicial purposes; and a
number of other texts in addition to reports and minutes of court proceedings.
Judicial translation: Judicial translations, not to be confused with legal or certified
translations, refer to the task of translation commenced in a court setting. Judicial
translators specialize in translating documents such as letters rogatory, minutes of
proceedings, judgements, expert opinions, deposition, minutes of interrogation
sessions etc.
Certified translation: A certified translator or sworn translator may use their
signature to authenticate official translations. These are documents which require
legal validation and are thus referred to as “certified” or “sworn”. Certified
translators often work in courtrooms as juridical translators, or act in the capacity of
a legal expert, as well as providing translations of civil status documentation,
marital agreements, divorce settlements, deceases, and wills, for example.
Literary translation: This is probably the hardest of all the different kinds of
translation, as obviously, the translator must first try to render the semantic content
of the original text (as should be the case for the translation of any kind of text), and
then in addition deal with a number of other difficulties.
2.2.4. Criteria for a good translation version
A good translation is one that carries all the ideas of the original as well as its
structural and cultural features. Massoud (1988) sets criteria for a good translation
as follows:
“A good translation is easily understood.
A good translation is fluent and smooth.
A good translation is idiomatic.

13
A good translation conveys, to some extent, the literary subtleties of the original.
A good translation distinguishes between the metaphorical and the literal.
A good translation reconstructs the cultural/historical context of the original.
A good translation makes explicit what is implicit in abbreviations and allusions to,
sayings, songs, and nursery rhymes.
A good translation will convey, as much as possible, the meaning of the original
text.”
EI Shafey (1985) suggest other criteria for a good translation, these includes three
main principles:
“The knowledge of the grammar of source language plus the knowledge of
vocabulary, as well as good understanding of the text to be translated.
The ability of the translator to be reconstitute the given text (source language text)
into the target language.
The translation should capture the style or atmosphere of the original text, it should
have all the ease of an original composition.”
In addition, there are some other criteria of a good translation given by other
authors:
“The message of translation is related to the original texts.
The message of original manuscript is expressed correctly into target language
The result of translation in target language must look like the source language.”
To sum up, all these opinions above present the right describe of a good translation.
Each point of view shows the different aspect which is significant for translation.
2.2.5. Translation strategies and methods
Newmark (1988b) mentions the methods of translation. He writes that, while
translation methods relate to entire texts. He goes on to refer to the following
methods of translation:
Word-for-word translation: in which the SL word order is preserved and the words
translated singly by their most common meanings, out of context.
Literal translation: in which the SL grammatical constructions are converted to
their nearest TL equivalents, but the lexical words are again translated singly, out of
context.

14
Faithful translation: it attempts to produce the precise contextual meaning of the
original within the constraints of the TL grammatical structures.
Semantic translation: which differs from 'faithful translation' only in as far as it
must take more account of the aesthetic value of the SL text.
Adaptation: which is the freest form of translation, and is used mainly for plays
(comedies) and poetry; the themes, characters, plots are usually preserved, the SL
culture is converted to the TL culture and the text is rewritten.
Free translation: it produces the TL text without the style, form, or content of the
original.
Idiomatic translation: it reproduces the 'message' of the original but tends to distort
nuances of meaning by preferring colloquialisms and idioms where these do not
exist in the original.
Communicative translation: it attempts to render the exact contextual meaning of
the original in such a way that both content and language are readily acceptable and
comprehensible to the readership (1988b: 45-47).
Newmark (1991:10-12) writes of a continuum existing between "semantic" and
"communicative" translation. Any translation can be "more, or less semantic-more,
or less, communicative-even a particular section or sentence can be treated more
communicatively or less semantically." Both seek an "equivalent effect." Zhongying
(1994: 97), who prefers literal translation to free translation, writes that, "In China,
it is agreed by many that one should translate literally, if possible, or appeal to free
translation."
About the strategies of translation, Bell (1998:188) differentiates between global
(those dealing with whole texts) and local (those dealing with text segments)
strategies and confirms that this distinction results from various kinds of translation
problems.
Venuti (1998:240) indicates that translation strategies "involve the basic tasks of
choosing the foreign text to be translated and developing a method to translate it."
He employs the concepts of domesticating and foreignizing to refer to translation
strategies.

15
Jaaskelainen (1999:71) considers strategy as, "a series of competencies, a set of
steps or processes that favor the acquisition, storage, and/or utilization of
information." He maintains that strategies are "heuristic and flexible in nature, and
their adoption implies a decision influenced by amendments in the translator's
objectives."
Taking into account the process and product of translation, Jaaskelainen (2005)
divides strategies into two major categories: some strategies relate to what happens
to texts, while other strategies relate to what happens in the process.
Product-related strategies, as Jaaskelainen (2005:15) writes, involves the basic tasks
of choosing the SL text and developing a method to translate it. However, she
maintains that process-related strategies "are a set of (loosely formulated) rules or
principles which a translator uses to reach the goals determined by the translating
situation" (p.16). Moreover, Jaaskelainen (2005:16) divides this into two types,
namely global strategies and local strategies: "global strategies refer to general
principles and modes of action and local strategies refer to specific activities in
relation to the translator's problem-solving and decision-making."
2.3. Problems in translation of the terminology in economic texts
There are lots of difficulties in translating the terminology in economic texts.
2.3.1. Misunderstanding about culture
Firstly, because of different geography, Vietnamese and English social culture are
generally different. There are some large differences that we can hardly accept, but
there are also features we should understand and know in order to broaden
economic knowledge and get along easily.
Culture can partly affect the translation process. Translators permanently faced with
the problem of how to treat the cultural aspects implicit in a source language and of
finding the most appropriate technique of successfully conveying these aspects in
the target language. Misunderstanding of culture can lead to bad translation
products and sometimes makes it funny and even insulting to readers of the target
language. Therefore, when Vietnamese translators want to translate the terminology
from one language into another, they should understand the culture of the two
countries deeply. Culture is a useful tool to improve the understanding and
knowledge of other nations, people, and culture about business.
2.3.2. Words and choices of word meanings

16
Words play a crucial role for any language learners to build their own vocabulary
system to get advantages in their language learning. Vocabulary is the fundamental
component of communication. The more vocabulary one has, the more advantages
for us to obtain effective texts. However, translators often have difficulties in new
words, they seem to fail translating. Most of English words have many meanings.
There will be a primary meaning which usually comes to mind when the word is
said in isolation, and the contextual meaning (or secondary meaning) – the
additional meanings which a word has in other specific contexts with other
supporting words in certain orders.
2.3.3. Lack of economic background knowledge
Economic knowledge is an important factor when translating terminology in
economic text. Economic terminology often reflects, notifies promptly and quickly
events, problems according to the context of business situation. Therefore, without
economic knowledge, it will be difficult for translators to successfully translate
economic texts such as: business contracts, business email, trade agreements, …
2.3.4. Difficulty in translating the abbreviation
In economic texts, abbreviation is the most difficult thing for translators to
remember and understand. For example:
- GDP (Gross domestic product)
GDP is often used as a measure of a nation’s economic performance and activity. It
is usually calculated on a quarterly or annual basis.
- NAFTA (The North American Free Trade Agreement)
NAFTA was an agreement signed by Canada, Mexico, and the United States that
created a trilateral trade bloc in North America.
- CPATP (Comprehensive and Progressive Agreement for Trans-Pacific
Partnership).
The Trans-Pacific Partnership (TPP), also called the Trans-Pacific Partnership
Agreement, was a proposed trade agreement between Australia, Brunei, Canada,
Chile, Japan, Malaysia, Mexico, New Zealand, Peru, Singapore, Vietnam, and the
United States signed on 4 February 2016.
2.3.5. Difficulty in translating the terminology hardly used
Understanding the economic terminology is quite difficult, but translating the
terminology hardly used is even harder. If the translator encounters a new

17
terminology in contract, business email, …they may not understand and can guess
then translate incorrectly.
For example:
Unitary elastic demand (“cầu co dãn đơn vị” in Vietnamese).
Galloping inflation (“lạm phát phi mã” in Vietnamese).
Calls in arrear (“vốn gọi trả sau” in Vietnamese).
The translator will not transfer the right meaning without encountering it a lot of
times.

18
 CHAPTER 3: METHODOLOGY AND RESEARCH FINDINDS

3.1. Methodology

3.1.1. Research questions

In order to achieve the aims of the study and clarify clearly the target, this study is
looking for the answers to the following questions:

- What are factors that influence the translation skill of the terminology in economic
texts encountered by final-year English major students at TMU?

- What are some common difficulties in translation of the terminology in economic

texts encountered by final-year English major students at TMU?

- What are some solutions to improve their economic terminology translation skill?

3.1.2. Participants

The subjects of the study are the final-year English major students at TMU. The
number of subjects is 80 students. Their age rang is about 21, 22. They have to
study translation subjects at third year and final year, three periods of week. They
are in the first semester of their 2020 – 2021 academic year at TMU. The majority
of students have some points in common: they have been learning English for over
7 years; now they are majoring in business English at TMU; their English
background is similar – all of them studied translation subjects and they also
encountered difficulties in translating terminology in economic texts.

3.1.3. Data collection method

a. Data collection instruments: The questionnaire

A carefully-prepared questionnaire was designed for students about the reality of

studying written translation and their difficulties in studying this kind of subject. In
this study, the questionnaire consists of 10 economic terminologies and 11
questions written in English. Eighty copies were delivered to the students, and all of
the copies were collected. The aims of those questions can be described as follows:

19
Firstly, ten economic terms are some small exercises for students practicing
translating terminology in order to define the translation ability of the students.

The first three questions: questions (1), (2) and (3) were used to find out the
students’ attitude towards translation subject in general. Question (1) was for
finding students’ feelings in studying written translation, whether they find
translation easy or difficult, interesting or boring. Question (2) was used to find out
the reason why students study written translation. And question (3) was on purpose
to look for the students' opinion about the usefulness of studying the translation
subject.

The next question, question (4) was used to survey the amount of time students
usually spend on studying translation the terminology in economic texts.

Question (5) was used to explore how often the students have difficulties in
translating economic terminology.

The next question, question (6) was applied to know the biggest challenge that
students have to face when translating economic terminology.

Next, in order to know about how the students study written translation, the next
couple of 2 questions were designed with the following detail. Question (7) was
used to explore what they usually do when they encounter a new economic
terminology arising from the original translation text and what students usually do
after they finish their translation was the content of question (8).

Question (9) was on survey to get more information about the students' point of
view on the factors influencing on their interest in translating economic
terminology.

Question (10) was to seek for the methods that the students usually apply to
improve their economic terminology translation skill.

And the last question, question 11, was to look for some more information about the
ability of the students in translating economic terminology.

b. Data collection procedures

20
The data collection process is created clearly with 3 main steps:

Step 1: Designing the questionnaire

In this step, the questionnaire is designed for 80 participants who are the final-year
English major students at TMU. It consists of 10 economic terminologies which the
researcher requests students to do with the aim of surveying the translation ability of
students, and 11 questions which are related to the difficulties of students in
translating terminology in economic texts as well as some factors impacts on their
ability in translation and some suggestions to improve the economic terminology
translation skill.

Step 2: Delivering questionnaires

It will be printed into 80 copies of questionnaires and delivered for respondents who
have studied translation of K53N at TMU. Before asking the students to do the
survey, the researcher will explain briefly the format, length and questions to help
the participants understand and avoid ambiguity.

Step 3: Collecting the questionnaires

After the participants completed the results, the researcher will collect the
distributed questionnaire and then analyze the data.

3.1.4. Methods of data analysis

The qualitative data obtained from questionnaires was synthesized and summarized
based on the aims of the study which are also specified through the research
questions. The data obtained from the observation was calculated and transferred
into numerical form. Statistics analysis was performed to specific statistics. These
figures were presented on tables, bar charts, pie charts for better illustration and
explanation. It makes the study more concise and scientific.

3.2. The results of the study

3.2.1 The survey questionnaire’s results

3.2.1.1 The results from questionnaire

21
The questionnaire consists of 11 questions written in English which need to be
answered basing on the reader’s own ideas. Eighty copies were delivered to the
students of final-year English major students at TMU, and all copies were collected.
Thanks to students’ feedback, the researcher can get a lot of information about the
students’ difficulties in learning economic translation. The statistical analysis and
the results of data analysis are displayed in the following tables and charts.

a. Students’ point of view about learning translation

Chart 3.1: The students’ opinions about learning translation

From the responses to the first question, the amount of student asserting “learning
translation is difficult but interesting” make up more than a half of total (61,3%).
They thought that translation is difficult, however, they still feel interested in
studying this. Besides, 20% of students think that learning translation is not only
interesting but it is also helpful for them. There are still a large number of students
who feel difficult and bored when learning translation, maybe they cannot find out
an effective method to learn this subject and still not get motivated to learn. The
group of students who are not interested in translation occupies 18%. In addition to
this, none of them thinks that learning translation is easy and helpless. It can be
inferred that although translation is a difficult subject to master, most students
(81,3%) still find out their interest in studying and thus they will try their best to
learn and practice translation as much as they can.

b. The reason why students study translation

22
 Chart 3.2. The reason why students study translation

With the percent demonstrated in the chart, out of 80 students, 62,5% of them assert
that translation is helpful, they can expand knowledge, learn a lot of information
provided in the content of the translated text. The students who learn translation
because it is a compulsory subject account for 21,3%. 12,5% of students study
translation because they want to study more skills to make themselves more perfect.
Approximately 3,7% of them study translation because they find it interesting and
get motivated to learn this kind of subject. From the statistics, it is encouraging to
see that more than half of students recognize the importance of translation in
learning language that it can help them enlarge their knowledge. Therefore, they
will make every effort to master translation skill. However, approximately one-fifth
of the students said that they are forced to learn translation as a compulsory subject
in the studying course. They do not want to learn this and know how to study well
this subject.

c. The students’ opinions about the usefulness of studying translation

23
 Chart 3.3. The students’ opinions about the usefulness of studying translation

18,8 Frequency Percent Valid Cumulative

Percent Percent
28,7 21 26,3 26,3 26,3
66,3 14 17,5 17,5 43,8
96,3 7 8,8 8,8 52,5
100 19 23,8 23,8 76,3
13 16,3 16,3 92,5
6 7,5 7,5 100
80 100 100
Table 3.1. The students’ opinions about the usefulness of studying translation

From the responses to question 3, usefulness of studying translation are realized by

the students. The students who feel that studying translation can help them enlarge
vocabulary account for 26,3%. A large number of students (23,8%) assert that
studying translation can help them expand their knowledge. 17,5% of the students
think that they can improve language skills through studying translation, especially
writing and listening. 16,3% of students have the aim at studying translation: to
study and work effectively. A small number of students (7,5%) think that studying
translation has many advantages concluding the three options above. In other words,
through studying translation, they are able to enlarge their vocabulary, use grammar
structures more flexibly, improve language skills as well as study and work
effectively. Base on the result, it can be inferred that most of the students advocate
the advantages of translation in language learning. They, therefore, have good
attitude on learning and they are able to find their motivation for studying this
subject so that they can learn it well with their own effective ways.

24
d. The amount of time students usually spending on studying translating the
terminology in economic texts (as self-study)

Chart 3.4. The amount of time students usually spending on studying translating the
terminology in economic texts (as self-study)

This chart is all about the amount of time students usually spending on studying
translation. Over fifty-eight percent of students spend 1 or 2 hours per week
studying translation economic terminology, and 26,3% of students spend about 5
hours per week on studying this subject. Over thirty percent of students spend about
10 hours per week to drill in translation. The smallest number of students spending
more than 10 hours per week on this subject is 1,1 %. It can be concluded that
although most of the students expressed their positive attitude towards self-studying
translation, they do not spend too much time on practicing it.

e. How often students have difficulties when translating the terminology in

economic texts

25
Chart 3.5. How often students have difficulties when translating the terminology in
economic texts

With the figures demonstrated in the chart, out of 80 students, 53,8 percent of the
students assert that they frequently have difficulties when translating terminology in
economic texts. Forty-five percent of the students stated that they sometimes have
difficulties. Seldom is the choice of 1,2% of students. And none of students never
have difficulties when translating terminology in economic texts.

g. The biggest challenge students have to face when translating the terminology in
economic texts

Frequency Percent Valid Cumulative

Percent Percent
Words and choices of word 12 15 15 15
meanings
Misunderstanding about culture 2 2,5 2,5 17,5
Lack of economic background 47 58,8 58,8 76,3
knowledge
Difficulty translating the 8 10 10 86,3
abbreviation
Difficulty translating the 8 10 10 96,3
terminology you hardly use
Others 3 3,8 3,8 100
Total 80 100 100
Table 3.2. The biggest challenge students have to face when translating the
terminology in economic texts

26
The table distinctly showed that almost all students have difficulties when
translating terminology in economic texts. This table is all about challenges when
students translate an economic terminology. When being asked about the most
difficult thing they have to confront in translating economic terminology, 58,8 % of
students equivalent to 47 people find difficult in lack of economic background
knowledge, 12 students state that they often have difficulty in choosing words and
choices of word meaning accounting for 22%. The same rate 10% of students share
the biggest challenge that they have to face when translating economic texts is the
abbreviation and the terminology they hardly use. Besides, 3 students chose all
answers that they encounter all difficulties above accounting for 3,8%.

h. What students often do when encountering new terms

Frequency Percen Valid Cumulative

t Percent Percent

Look up its meaning by using a 47 58,8 58,8 58,8

dictionary or Google Translate
tool

Ignore it and translate other 25 31,3 31,3 90

words, then go back to guess its
meaning in the context.

Skip it and translate others 3 3,8 3,8 93,8

Ask your friends or your teacher 2 2,5 2,5 96,3

Others 3 3,8 3,8 100

Total 80 100 100

Table 3.3 What students often do when encountering new terms

When students translate economic terminology, certainly, they will encounter some
new words and each student will have different ways to deal with these new words.
58,8% students look up its meaning by using dictionary or Google Translate tool.

27
Unlike those students, 31,3% of them equivalent to 25 students ignore it and
translate other words, then go back to guess its meaning from context. However, it
still exists 3,8% students skip it and translate others, which will cut down the flow
of the translated text. Asking friends or teachers is the way that 2,5% of students
usually apply when confronting new words. And only 3 students have other options
accounting for 2%.

i. What students often do after finishing their translation

Frequency Percen Valid Cumulative

t Percen Percent
t

Share with your friends 5 6,3 6,3 6,3

Read it again to correct some 46 57,5 57,5 63,7

mistakes if there are

Read it again and try to translate it 12 15 15 78,8

in another way

Wait for your teacher’s feedback 17 21,3 21,3 100

Total 80 100 100

Table 3.4. What students often do after finishing their translation

What will students do after they finish their translation? This question will be
resolved through the result collected in the table above. The result above indicates
that after the students finish their translation, 57,5% of students read their translated
text again to correct some mistakes if there are. Unlike those students, 21,3% of
them wait for their teacher’s feedback. There are 15% of students read it again and
try to translate it in another way while 6,3% of students only share with their
friends.

j. A great influence on students’ interest in translating the terminology in economic

texts

28
 Cumulative
Frequency Percent Valid Percent
Percent
Teaching method 15 18,8 18,8 18,8
Teaching material 8 10 10 28,7
Topic of translation 30 37,5 37,5 66,3
Your own ability 24 30 30 96,3
Others 3 3,8 3,8 100
Total 80 100 100
Table 3.5. A great influence on students’ interest in translating the terminology in
economic texts

When being investigated about the factors that have a great influence on students’
interest in translation, the percentage of students choosing topic of translation is
37,5% and it also occupies the highest rate among other options. Their own ability
occupies 30% of students’ opinion about the factor influencing their interest. 18,8%
of students think that teaching method has an important impact on their interest in
translation. The percentage of students choosing teaching material is 10%. Besides,
3 students (3,8% of students) have other ideas.

k. What students often do to improve their translation of the terminology in economic

texts

Valid Cumulativ
Frequency Percent
Percent e Percent
Learning vocabulary 23 28,7 28,7 28,7
Reviewing your teacher’s feedback to
learn vocabulary, grammar and way of 29 36,3 36,3 65
using vocabulary
Reading and practicing translating
business newspapers or economic 24 30 30 95
magazines
Do nothing 4 5 5 100
Total 80 100 100

29
Table 3.6. What students often do to improve their translation of the terminology in
economic texts

The result shows that the students pay much attention to improving their translation
skills and have applied many different ways to make them more professional in
translating.

As it can be seen from the table, 36,3% of students review their teacher’s feedback
to learn vocabulary, grammar and way of using vocabulary. Reading and practicing
translating business newspapers or economic magazines is the choice of 30% of
students. It is concerning that 5 students do nothing to enhance their translation
skill. It shows that they choose to apply possible methods that suitable for
themselves to deal with this kind of activity.

3.2.1.2. Statistics of the variables in the scale

N Minimu Maximum Mean Standard

m Deviation

Economic terms are difficult to

memorize because they vary in 80 1 5 3,8875 0,84184
specific areas

Economic terminology translation

from Vietnamese to English is
80 1 5 3,8125 0,87285
more difficult than that from
English to Vietnamese

I rarely practice economic

80 1 5 3,4375 0,89787
terminology translation at home

My translation exercises often

include very few new terms or 80 1 5 3,35 0,85832
abbreviations

I usually make a paraphrase for 80 2 5 3,4875 0,8714

the term if I cannot find the right

30
 word in the target language but it
is often inconsistent with the
meaning of that term

My economic background
knowledge is limited as I do not 80 2 5 3,825 0,83855
spend much time learning about it

I often spend a lot of time

choosing suitable words when
80 1 5 3,8625 0,96448
practicing economic terminology
translation

Valid N (listwise) 80

Table 3.7. Statistics of the variables in the scale

From the table 3.7, for the levels from "strongly disagree" - "disagree" - "neutral" -
"agree" - "strongly agree", we can see the average of the values are from 3.4 and
above. This means that the majority of students agree or are neutral on the observed
variables. The standard deviation is relatively high (the highest is 0.96448 and the
lowest is 0.83855). This means that the perceptions of students are quite diverse,
with each observed variable, some people agree completely, but others disagree.

In which, the first 2 variables and the last 2 variables have the average value of 4.1
or more, proving that most of the students participating in the survey agree that
economic terms are difficult to remember and translating Vietnamese - English is
more difficult than English - Vietnamese, in addition, the economic background
knowledge and the way to choose the meaning of words are also two major factors
affecting translation results.

3.2.1.3. Statistics of reliability

Cronbach's N of
Alpha Items

0,769 7

31
 Table 3.8a. Statistics of reliability

Scale Scale
Corrected Cronbach's
Mean if Variance
Item-Total Alpha if
Item if Item
Correlation Item Deleted
Deleted Deleted

Economic terms are difficult to

memorize because they vary in 21,775 11,923 0,553 0,727
specific areas

Economic terminology translation

from Vietnamese to English is more
21,85 12,053 0,5 0,738
difficult than that from English to
Vietnamese

I rarely practice economic

22,225 11,847 0,517 0,734
terminology translation at home

My translation exercises often include

22,3125 12,876 0,363 0,765
very few new terms or abbreviations

I usually make a paraphrase for the

term if I cannot find the right word in
the target language but it is often 22,175 12,754 0,375 0,763
inconsistent with the meaning of that
term

My economic background knowledge

is limited as I don’t spend much time 21,8375 12,037 0,534 0,731
learning about it

I often take a lot of time to choose 21,8 11,149 0,585 0,718

32
 suitable words when practicing
economic terminology translation

Table 3.8b. Statistic of variables - total observation scales

The results from table 8a show that the reliability of the scale is 0.769 - high value
(>0.7). In addition, the variable-total correlation coefficients are greater than 0.3
(the lowest is 0.363), showing that all 7 observed variables of this scale are used to
analyze the discovery factor EFA, no variable is eliminated.

3.2.1.4. Analysis of discovery factors EFA

Kaiser-Meyer-Olkin Measure of Sampling

0,789
Adequacy.

Bartlett's Test of Approx. Chi-Square 117,833

Sphericity
df 21

Sig. 0,000

Table 3.9. KMO and Bartlett's Test

From table 9, KMO coefficient = 0.789 > 0.5 proves that factor analysis is consistent
with research data. Bartlett's Test of Sphericity with significance level = 0.000 are
completely smaller than 0.05, proving that the data used for analysis is completely
statistically significant.

Extraction Sums of Squared

Initial Eigen values
Loadings
Component
% ofCumulative % ofCumulative
Total Total
Variance % Variance %

33
Economic terms are difficult
to memorize because they2,967 42,379 42,379 2,967 42,379 42,379
vary in specific areas

Economic terminology
translation from Vietnamese
to English is more difficult0,933 13,326 55,705
than that from English to
Vietnamese

I rarely practice economic

terminology translation at0,836 11,942 67,648
home

My translation exercises
often include very few new0,708 10,118 77,766
terms or abbreviations

I usually make a paraphrase

for the term if I cannot find
the right word in the target
0,682 9,739 87,505
language but it is often
inconsistent with the meaning
of that term

My economic background
knowledge is limited as I do
0,482 6,883 94,387
not spend much time learning
about it

I often spend a lot of time

choosing suitable words
0,393 5,613 100,000
when practicing economic
terminology translation

34
 Table 3.10. Total Variance Explained

3.2.2. Discussion of the findings

Thanks to the results collected from students' opinions through the questionnaires,
the researcher has some basic following conclusions.

Firstly, there are several factors that affect the translation of the terminology in
economic texts such as: teaching method, teaching material, topic of translation and
students’ own ability. Through the questionnaire, the researcher sees that topic of
translation is the biggest factor (accounts for 37,5%). The majority of students often
have some weakness in economic knowledge, plus, economic major is the diverse
topic. Therefore, this greatly affects the translation process. After this factor, in turn,
are the factors of students’ own ability, teaching methods, teaching materials.

Secondly, through the questionnaire the researcher found that there are six
difficulties that students have to face when translating social English article into
Vietnamese. That is words and choices of word meanings, misunderstanding about
culture, lack of economic background knowledge, difficulty translating the
abbreviation, difficulty translating the terminology they hardly use. Inside, lack of
economic background knowledge is the most difficulty (account for 58,8%). Later,
12 students state that they often misunderstand about culture and account for 15%.
10% of students share the biggest challenge that they have to face when translating
economic terminology is abbreviation and the ones they hardly use. Besides, the
challenge “misunderstanding about culture” accounts for 2,5% and others account
for 3,8%.

35
 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS

4.1. Summary of the study

As stated earlier, the thesis focuses on researching the difficulties in translation of

the terminology in economic texts encountered by the final-year English major
students at Thuongmai University. In addition, the study aims at some factors
affecting translating economic terminology in order to find out some effective
methods to help students improve their English skills and have a good translation
skill.

To reach the target of the researcher, the study consisted of four chapters. The first
chapter has briefly described the general theories of the research. Chapter 2 focuses
on the literature review of the study related to translation skill and the terminology
such as: the definition of translation, significance of translation, types of translation,
criteria for a good translation version, translation strategies and methods, problems
in translation of the terminology in economic texts. The basic concepts which were
discussed in this chapter provide the readers with essential theories critical to the
analysis of the study. Chapter 3 – methodology mentions the research methods
applied in the study, including research methodology, research questions,
participants, data collection methods and methods of data analysis. The researcher
makes a survey to collect information from the students of the final-year English
major students at Thuongmai University. Then the researcher started to analyze and
did statistics on the responses to questionnaire to get the final results and discussion.
At the end of this thesis, the researcher also suggests some possible solutions to help
students deal with difficulties in studying as well as make some suggestions for
teachers on meeting the students' expectations in learning translation subject which
is believed to be hard to master.

4.2. Possible solutions

4.2.1. Suggestions for students

a. Suggestions to improving economic terminology.

36
The terminology in economic texts is hard for learners to learn by heart. Unless the
students remember, they cannot translate the texts. The following mentioned
solutions help students learn vocabulary quickly in an easy way.

One of the fastest ways to learn the terminology is arranging them according to
alphabet. First of all, it is important to remember that there are 26 letters in the
English alphabet, the economic terms usually start from A to Z. The second is to
rely on the alphabet to learn economic terms, learners will benefit from the
following advantages: Easy to manage the amount of vocabulary (in words: a, b, c,
d, e, ...); easy to remember (due to scientific storage); easy to take out and use when
needed (in pocket dictionary), ... According to this method, the letters "a", "b", "c"
have words with specific economic meanings.

The alphabetical listing is a way of remembering at the same time as a way of

learning. However, if the terms are put into context, for example, in a sentence, their
meaning will be correct and used in the correct context. A good idea to learn more
words faster is to put them in the context. From that, you know how the word is
used in real life. For example, "advance" when standing independently often gives
many meanings, it makes the reader/translator understand ambiguous meaning (due
to a word with many meanings).

Finding the tools that work for learners is good method to learn terminology.
Everyone learns differently, so if learners do not already know what works for
themselves, try as many different ways as possible: flashcards, apps, lists, games, or
post-its, are great ways to memorize terminology. Some people want to set apart a
specific time, others learn more spontaneously. No matter which approaches
learners choose, be sure to get into some kind of rhythm. Practice makes perfect,
after all.

b. Suggestions to understanding about business culture

One of the hardest difficulties when translating are the barriers of languages due to
cultural differences. Languages are complex and translators require a deep
understanding of cultural awareness when translating or the translation may not

37
make sense. The best way of improving this skill is observing and practicing with
native speakers. Learning about different cultures can be a great way of developing
an understanding of cultural diversity. To translate economic terminology correctly
in the specific context, the translator has to have wide knowledge of business
culture about one country. It can be very easy to stick to what they know, rather
than try to meet people who are different from them. However, actively trying to
understand and embrace cultural differences can open them up to a whole world of
experiences. From that, the student can interpret the economic terminology easily
thanks to cultural experiences.

Doing a spot of research online or through books, and studying some of the business
history and traditions of other business cultures are two good ways to learn more
about other cultures.

Talking to someone from a different cultural background is another way. Try and
get to know someone from a different cultural background better. In fact, you can
make friends with people in the different culture related to your work. The more
you have many relationships with foreigners, the more knowledge of culture you
have. You do not necessarily have to ask them directly about their culture, but by
getting to know them as a friend or peer, you will automatically find out more about
their life and experiences. Just being curious and open-minded can be helpful. You
could try to have a chat or catch-up with an acquaintance, friend or coworker that
you have wanted to get to know better. Remember to treat them just like you would,
and do not think of them only as a way to get to know about other cultural
backgrounds. This is also a great way to practice your language skills if you are
learning a language.

c. Suggestions to get economic background knowledge

Reading as much as possible is only thing you have to do. Read in target language is
great. Reading is extremely important as it helps grow your vocabulary and increase
knowledge of language, both of which are essential when translating. Read the
newspaper, magazines, the dictionary, … which relates to the economic knowledge.
Reading will help your word choice and sentence structure when translating and

38
have economic background knowledge. From that, translating economic
terminology becomes easier and easier.

If a person gets into the habit of reading, then a person is exposed to new words.
Always make it a habit to underline the new terminology and refer to them in the
context section and try to understand their meaning. By doing this, you will
remember the words and will be able to make its correct usage.

d. Suggestions to practice translating economic terminology

Reading and practicing translating from economic newspapers, magazines, articles

is a great way to practice translating economic terminology. That is also the secret
of success when you want to learn in translating English. Work hard to read and
read everything about every topic that interests you whenever possible. And do not
forget to remember important information. While reading, if there is any unclear
place, it is best to skip to not hinder the process of reading. And of course, you will
come back and study more.

Expand background knowledge by regularly reading newspapers, magazines and

books. Be interested in world events. Things that seem to be "out of range" in your
area of interest can be very useful for your translating later. Thanks to the process of
reading economic newspapers and magazines, translators not only acquire and
expand their background knowledge but also get used to translating the
abbreviation. Therefore, translating abbreviation is no longer difficult for
translators.

Carve out time daily to practice translation is good way to improve translation skill,
especially economic terminology. No one is a perfect translator. All translators must
spend much time practicing to improve. Remember that “Practice makes perfect”.
When you make a mistake, keep track of them and learn from them so that you do
not make the same mistakes again, try back-translation or translating documents
vice-versa. If you are used to translating English to another language, practice the
opposite way. Back translation will help you learn the other language better and
increase your fluency.

39
In order to improve economic terminology translation skill, I recommend a Youtube
channel that learners can use to practice translation. That is VOA special learning
English. That channel specializes in economic translation audio attached transcript
for each video. It is good for students to practice translation terminology in
economic texts.

e. Suggestions to improving English grammar when translating.

Grammar is a subject that makes many students stressed-out, because it can be quite
confusing and complicated. However, correct grammar is essential for your
translation. It is thus crucial to know some simple methods to improve your
grammar skills.

There are many brilliant resources, both online and printed issues, conductive to
improving your grammar skills. A quick Internet search will reveal a multitude of
websites that offer grammar exercises. Students can access the webpage
http://www.tienganh123.com, which is very common to students at every level of
English learning.

Moreover, the students should look for a reliable grammar book that offers answer
keys and clear explanations for each grammar topic. The best sale “Oxford Practice
Grammar with Answers” (Norman Coe, Mark Harrison, Ken Paterson, first
published 1992 (reprinted nine times), second edition 1999) and the series book
consist of Grammar Practice for Elementary Students, for Pre-intermediate
Students, for Intermediate Students, and Grammar Practice for Upper Intermediate
Students (Elaine walker, Steve Elsworth) can be considered as helpful tools for
those who want to improve their grammar quickly and effectively.

A famous book which English learners are really into is English Grammar In Use.
When translating economic texts, the sophisticated grammar makes it difficult for
students in determining the meaning of terminology. So that, students should check
ambiguous grammar point and learn it more carefully.

4.2.2 Suggestions for teachers and teaching methods of Thuongmai University.

40
The researcher wants to emphasize that the teachers' attitude directly has influence
on the quality of studying. However, every teacher has his own way of teaching, a
friendly atmosphere in the classroom is believed to bring a great impulse for
studying. Therefore, during the teaching time, the teacher should make an
accommodating atmosphere to help the student study under no pressure and have a
chance to exchange their opinions freely about the lessons. Besides, creating a
closer relationship in which the teachers play an essential role as students who
understand their difficulties and sympathize with their psychological tensions is
really important for every teacher to do. Additionally, providing students with
useful knowledge as well as answering or explaining students' questions
enthusiastically are things teachers can do to help both teachers and students make
progress in teaching and studying.

In addition, teaching materials are also estimated as an important part of every

subject. According to students’ responses, most of them like translating documents
related to some social topics that they feel interested in such as lifestyle, health,
education and entertainment because these topics are quite close to their daily life,
and they have enough knowledge to understand and translate it. Moreover, they can
deal with vocabulary related to these fields easier than other topics like science,
politics, philosophy or psychology.

In addition, teaching materials should be various in topic and suitable for students'
ability. Teachers should give students many enjoyable and attractive materials with
the aims of helping them practice and learn some things from it. Educational aims
can be inserted in each translation passage through a lesson, a story, or a piece of
knowledge. The level of difficulty should be raised gradually from the beginning to
the end of the course. Certainly, students will be interested in every translation
passage and no one can be bored or feel difficult when they can study with such
appropriate and attractive materials like this.

4.3. Limitations of the study

41
In spite of considerable devotion of time and efforts, limited time, lack of sources,
and the ability of the researcher, the study cannot avoid some shortcomings and
mistakes which can be mentioned as below:

Firstly, it is the small number of participants. Only 80 students of English

Department at Thuongmai University were selected by the researcher with her own
criteria. Therefore, the results obtained may not be generalized to the whole people
who have translated.

Secondly, during the research process, the researcher conducts the questionnaire but
cannot conduct other methods such as case-study, classroom observation which can
make the results obtained more reliably.
Thirdly, in the questionnaire, the researcher did not question for the learning
environment, learning tools, and there are no specific translations to see the real
difficulties in translation.

Finally, the techniques suggested in this research are selected from different reliable
but limited sources.

4.4. Suggestions for further research

The study only investigated the difficulties in translating terminology in economic

texts of 80 students who are the final-year English majors at Thuongmai University.
Therefore, for further studies, the researcher suggests conducting the survey as well
as interviewing more students with different background in order to gain deeper and
clearer data about the problems which students experienced with translating
economic terminology translation skills and causes of these problems. Moreover,
further researchers should also change the research method by observing students'
learning through interviewing teachers to have a deeper insight into the translation
difficulties and strategies.

42
 CONCLUSION

The importance of translation in the past few decades can be denied by no one when
this activity has been boosted because of rising international trade, increased
migration, globalization and the expansion of the mass media and technology. For
those reasons, the translator plays an important role as a bilingual or multi-lingual
cross-cultural transmitter of culture and ideas by attempting to transfer the text as
faithfully and accurately as possible. However, it is not so easy for the students of
English major to master translation skills as well as to become professional
translators. Facing difficulties as well as making mistakes in studying translation are
unavoidable. Therefore, issues related to students' difficulties and their expectations
are the objectives and the focuses of this thesis. What the researcher attempts to do
in this thesis is to find out the students' difficulties and to meet their expectations in
studying translation subjects in their early academic years. From there give some
useful suggestions and solutions to help them surmount difficulties and to improve
the quality of training methods at Thuongmai University.

It is a strong hope that the study with all suggestions above will be a useful
reference to help improve the quality of both learning and training at Thuongmai
University. Hopefully, the study will also be a helpful companion for all those who
are interested in translation and want to be a professional translator. Nevertheless,
this is the first time we have had a chance to do a research, getting mistakes during
the study is unavoidable. Due to the limited time of the research, it is so difficult for
us to arrange a suitable time for interviewing questions as well as get much more
information about the students' expectation. Moreover, to please everyone is not
really easy, some expectations collected above cannot reflect all the students’ needs.
It is, therefore, one of the most limitations of the study. However, the researcher
believes that the thesis named “Common difficulties in translation of the
terminology in economic texts encountered by final-year students of English
faculty, Thuongmai University” will be able to contribute its reality and helpfulness
to both the students and teachers in adjusting the learning and teaching method.

43
 REFFERENCES

1. Hoang Thi Bay, (2005), A study on the translation of economic terminology,

Vietnam National University College of Foreign Languages.
2. Pham Thi Minh Chien, (2010), A study on English translation of Vietnamese
traditional medicine texts, University of Languages and International Studies.
3. Catford, (1965), A Linguistic Theory of Translation, Oxford University
Publishing House, Oxford.
4. Hatim and Mason, (1990), Discourse and the Translator, Longman Publishing
House, UK.
5. Hay Gentzler, (1993), Contemporary Translation Theories, Roudledge
Publishing House, London & New York.
6. Ivanka Sakareva, Difficulties and some problems in translating legal documents.
7. Jakobson, (1959), On Linguistic Aspects of translation, Article published in The
Translation Studies Reader, L. Venuti (ed.) Roudledge, London & New York,
(1998).
8. Newmark, Peter, (1988), A Textbook of Translation, Prentice Hall.
9. Newmark, Peter, (1982), Approaches to Translation, Pergamon Press.
10. Albert Sydney Hornby, (1942), Oxford learner Dictionaries.
11. Theory of interpreting and translation, Thuongmai University.
12. Yasminar Amaerita Telaubanua, (2014), Analysis of Translation Difficulties for
the Fourth Semester Students of English Department of IKIP Gunungsitoli Year
2013/2014.
13. http://luanvan.net.vn/luan-van/de-tai-a-study-on-translation-of-economic-and-
trade-terminology-from-english-into-vietnamese-71632/
14.
https://www.researchgate.net/publication/326716636_CHALLENGES_IN_TRANS
LATING_EDUCATIONAL_TERMINOLOGY

44
 APPENDIX: SURVEY QUESTIONNAIRES
This survey aims to find out difficulties in translation of the terminology in
economic texts encountered by final-year students of English faculty, Thuongmai
University.

I would really appreciate it if you could take some time to fill out this questionnaire.

Many thanks!

First of all, please translate following terminologies:

NO English meaning Vietnamese meaning

1 Balance of trade

2 Circulation and distribution of

commodity

3 Compound interest

4 Underground economy

5 Allowances and expenses for corporation

tax

6 The openness of the economy

7 Absolute monopoly

8 Budget deficit

9 INCOTERMS

10 Break-even

Question 1. In your opinion, learning translation is………

☐ Interesting and helpful

☐ Difficult but interesting

45
☐ Difficult and boring

☐ Easy and helpless

Question 2. The reason why students study translation is … (you can choose more
than one answer)

☐ Because it is a compulsory subject

☐ Because it is interesting

☐ Because it is helpful, I can expand knowledge, learn a lot of information

☐ Because I want to study more skills to make myself more perfect.

Question 3. In your opinion, studying translation can help you… (you can choose
more than one answer)

☐ Enlarge your vocabulary

☐ Improve language skills

☐ Use grammar structures more flexibly

☐ Expand knowledge

☐ Work or study effectively

Others: ………………………………………………………………………….

Question 4. How much time do you usually spend studying translating the
terminology in economic texts (as self-study)?

☐ 1 or 2 hours per week

☐ About 5 hours per week

☐ About 10 hours per week

☐ More than 10 hours per week

46
Question 5. How often do you have difficulties when translating the terminology in
economic texts?

☐ Frequently

☐ Sometimes

☐ Seldom

☐ Never

Question 6. What is the biggest challenge you have to face when translating the
terminology in economic texts?

☐ Words and choices of word meanings

☐ Misunderstanding about culture

☐ Lack of economic background knowledge

☐ Difficulty translating the abbreviation

☐ Difficulty translating the terminology you hardly use

Others: ………………………………………………………………

Question 7. What do you often do when you encounter new terms?

☐ Look up its meaning by using a dictionary or Google Translate tool

☐ Ignore it and translate other words, then go back to guess its meaning in the
context.

☐ Skip it and translate others

☐ Ask your friends or your teacher

Others: …………………………………………………………………...

Question 8. What do you often do after you finish your translation?

47
☐ Share with your friends

☐ Read it again to correct some mistakes if there are

☐ Read it again and try to translate it in another way

☐ Wait for your teacher’s feedback

Others: ………………………………………………………………………

Question 9. What has a great influence on your interest in translating the

terminology in economic texts?

☐ Teaching method

☐ Teaching material

☐ Topic of translation

☐ Your own ability

Others: ………………………………………………………………….

Question 10. What do you often do to improve your translation of the terminology
in economic texts?

☐ Learning vocabulary

☐ Reviewing your teacher’s feedback to learn vocabulary, grammar and way of

using vocabulary

☐ Reading and practicing translating business newspapers or economic magazines

☐ Do nothing

Others: ………………………………………………………………………….

Question 11. Please indicate your level of consent to the statements below with the
convention as follows:

1 2 3 4 5

48
 Not very Not Strongly
Neutral Agreeable
disagreeable disagreeable agreeable

NO. Statements 1 2 3 4 5

Economic terms are difficult to memorize

1
because they vary in specific areas

Economic terminology translation from

2 Vietnamese to English is more difficult
than that from English to Vietnamese

I rarely practice economic terminology

3
translation at home

My translation exercises often include very

4
few new terms or abbreviations

I usually make a paraphrase for the term if I

cannot find the right word in the target
5
language but it is often inconsistent with the
meaning of that term

My economic background knowledge is

6 limited as I don’t spend much time learning
about it

I often take a lot of time to choose suitable

7 words when practicing economic
terminology translation

49