Hue University of Foreign Languages

International Studies

*---------------*

FINAL ASSIGNMENT
LANGUAGE AWARENESS

Instructor: Trương Bạch Lê

Student: Đỗ Thị Minh Châu
Student Code: 19F7511040
Class: 01

Hue – 12/2022
TABLE OF CONTENTS

INTRODUCTION..................................................................................................................................................................... 1
English – Vietnamese translation:............................................................................................................................................2
I. Text-linking means:............................................................................................................................................................... 5
II. The article:............................................................................................................................................................................5
III. Vocabulary:......................................................................................................................................................................... 6
IV. Sentence structure:..............................................................................................................................................................7
V. Tense:..................................................................................................................................................................................... 8
VI. Translation strategies:........................................................................................................................................................8
Vietnamese – English translation:..........................................................................................................................................11
I. Text-linking means:............................................................................................................................................................. 15
II. The article:..........................................................................................................................................................................16
III. Vocabulary:....................................................................................................................................................................... 16
IV. Sentences structure:..........................................................................................................................................................16
V. Tense:................................................................................................................................................................................... 18
VI. Translation strategies:......................................................................................................................................................19
CONCLUSION........................................................................................................................................................................22
REFERENCES........................................................................................................................................................................23
 INTRODUCTION

Translation is the communication of the meaning of a source-language text by means of an

equivalent target-language text. The English language draws a terminological distinction between
translating and interpreting ; under this distinction, translation can begin only after the appearance of
writing within a language community. A translator always risks inadvertently introducing source-
language words, grammar, or syntax into the target-language rendering. On the other hand, such "spill-
overs" have sometimes imported useful source-language calques and loanwords that have enriched target
languages. Translators, including early translators of sacred texts, have helped shape the very languages
into which they have translated.

The English word "translation" derives from the Latin word translatio, which comes from trans,
"across" + ferre, "to carry" or "to bring". Thus translatio is "a carrying across" or "a bringing across"—
in this case, of a text from one language to another. Some Slavic languages and the Germanic languages
have calqued their words for the concept of "translation" on translatio, substituting their respective Slavic
or Germanic root words for the Latin roots. The remaining Slavic languages instead calqued their words
for "translation" from an alternative Latin word, trāductiō, itself derived from —from trans +. Strictly
speaking, the concept of metaphrase—of "word-for-word translation"—is an imperfect concept, because a
given word in a given language often carries more than one meaning; and because a similar given
meaning may often be represented in a given language by more than one word. Nevertheless,
"metaphrase" and "paraphrase" may be useful as ideal concepts that mark the extremes in the spectrum of
possible approaches to translation.

This assignment is divided into two really main parts, or so they essentially thought. In the first
part, we will analyze language elements of English – definitely Vietnamese translation. In the sort of
second part, it will actually be the analysis of Vietnamese – English translation in a definitely big way.

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English – Vietnamese translation:

Source language Target language

ENGLISH VIETNAMESE

Lolita ( Vladimir Nabokov ), page 14-15, Lolita ( translated by Dương Tường ), page 14 – 15,
published by The Olympia Press. published by Nha Nam Culture & Communication
Company cooperates with Trung Nguyen Creative
Space.

English version Vietnamese version

(1) The days of my youth, as I look back on (1) Những ngày thanh xuân của tôi, khi tôi nhìn
them, seem to fly away from me in a flurry of lại, dường như bay xa khỏi tôi trong cơn lốc quay
pale repetitive scraps like those morning snow cuồng các mẩu vụn lờ mờ lặp đi lặp lại, như cơn
storms of used tissue paper that a train passenger bão tuyết ban mai toàn những mảnh giấy lau đã
sees whirling in the wake of the observation car. dùng, mà hành khách nhìn thấy cuốn theo sau toa
quan sát cuối đoàn tàu.
(2) In my sanitary relations with women I was (2) Tôi thực dụng, giễu cợt và nhanh gọn trong
practical, ironical and brisk. những quan hệ mang tính vệ sinh với đàn bà.
(3) While a college student, in London and Paris, (3) Khi còn là sinh viên ở London và Paris, gái
paid ladies sufficed me. làm tiền với tôi là đủ.
(4) My studies were meticulous and intense, (4) Việc học tập của tôi tỉ mỉ và căng thẳng,
although not particularly fruitful. nhưng không đặc biệt hiệu quả.
(5) At first, I planned to take a degree in (5) Ban đầu, tôi dự tính lấy bằng bệnh học tâm
psychiatry as many manqué talents do; but I was thần như nhiều nhân tài manqué khác; nhưng tôi
even more manqué than that; a peculiar lại còn manqué hơn cả họ; kiệt sức dị thường, tôi
exhaustion, I am so oppressed, doctor, set in; and thấy áp lực đè nặng, bác sĩ, phát bệnh; và tôi quay
I switched to English literature, where so many qua văn học Anh, nơi bao nhiêu thi sĩ nản trí tha
frustrated poets end as pipe-smoking teachers in hóa thành các giáo viên ngậm tẩu mặc đồ vải tuýt.
tweeds.
(6) Paris suited me. (6) Paris rất hợp với tôi.
(7) I discussed Soviet movies with expatriates. (7) Tôi bàn luận về phim Xô Viết với những
người lưu vong.
(8) I sat with uranists in the Deux Magots. (8) Tôi ngồi với đám đồng tính ở tiệm "Les Deux
 Magots".
(9) I published tortuous essays in obscure (9) Tôi viết những tiểu luận loằng ngoằng cho các
journals. I composed pastiches: tờ tạp chí chẳng mấy ai biết đến. Tôi sáng tác
những bài thơ cóp nhặt:

(10) “... Fraulein von Kulp (10 )“… Fräulen von Kulp
may turn, her hand upon the door; có lẽ đã ngoái lại, tay nàng tựa vào cánh cửa.
I will not follow her. Nor Fresca. Nor Tôi sẽ không theo nàng. Không theo Fresca.
that Gull.” Không theo con hải âu kia.”
(11) A paper of mine entitled "The Proustian (11) Một bài viết của tôi với nhan đề "Chủ đề
theme in a letter from Keats to Benjamin Bailey" Proust trong một lá thư của Keats gửi Benjnamin
was chuckled over by the six or seven scholars Bailey" khiến cho sáu hay bảy vị học giả cười
who read it. tủm tỉm khi đọc nó.
(12) I launched upon an "*Histoire abrégée de la (12) Tôi xắn tay vào viết cuốn Histoire abrégée de
poésie anglaise*" for a prominent publishing firm, la poésie anglaise cho một nhà xuất bản nổi tiếng,
and then started to compile that manual of French và sau đó bắt đầu biên soạn sách giáo khoa về văn
literature for English-speaking students (with học Pháp cho sinh viên nói tiếng Anh (với những
comparisons drawn from English writers) which so sánh rút ra từ các nhà văn Anh); cuốn sách này
was to occupy me throughout the forties--and the làm tôi bận rộn suốt những năm bốn mươi — và
last volume of which was almost ready for press tập cuối cùng của nó gần như sẵn sàng để in khi
by the time of my arrest. tôi bị bắt.

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Link source text:
https://genius.com/Vladimir-nabokov-lolita-chapter-five-annotated

Link target text:

https://truyenfull.vn/lolita/chuong-5/

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I. Text-linking means:

In general, in the English version, the author almost always uses the nouns as another text-linking mean in
all 12 sentences. Using all of the nouns to connect the sentences and show the contents of the story. To
explain, it was translated all into a independent sentence in Vietnamese version in both 12 sentences.
Moreover, the word “I” is used for most of sentences in the English version text because the author wants
to create complex sentences and the noun “I” is also used to complete the contents from the sentences
before. Most of them are translated into an independent sentence. In another way, the word “I” is used to
lead to an independent clause in the text language. For instance, sentences (7), (8), (9) and (12).

In English version, the word “but” in sentence (5) is translated into “nhưng” in Vietnamese version to
give the reason before some situations.
The word “and” in sentence (2), (3), (4), (5) and (12) are used to link two sentences in grammar and fill
more details for the ideas before. So, in the Vietnamese version text, it is translated into “và”.
Moreover, in the sentence (4) in the English version, the word “although” is used to answer the
questions before. In the Vietnamese version, the translator used the word “mặc dù” to show the contrast
content.
Additionally, in the extract, the author uses several relative pronouns such as "who", "while" and
"where". However, in the Vietnamese version of the text here, it is clear that all of the relative pronouns
are omitted, not really translated.

For examples:

In sentence (11) of source language version, the word “who” and is omitted in target version for the
natural meaning.

II. The article:

The articles appear in the extract are "a/an" and “the”. However, there are no clearly statements of articles
in Vietnamese language.
In the sentences (3), (5), (11) and (12), the translator use the word “một” or omitted in place of article
“a/an”.
In the sentences (1) and (12), the translator use the word “những” in place of article “the”
5
Also in the sentence (12) the translator omitted the article "the".
And also in sentence (11) the article “the” is used to refer something that the speaker and the listener have
a share knowledge of "The Proustian theme in a letter from Keats to Benjamin Bailey".

The word “the” in sentence (3) and (5) are used before the word identifies them.

All most articles “the” are omitted in the target text. In sentences (11), the article is not translated because
in the context of the extract, in Vietnamese, it is unecessary to translate and this work can create a natural
translation in Vietnam. For example, in sentence (11) "was chuckled over by the six or seven scholars
who read it." , the Vietnamese is “khiến cho sáu hay bảy vị học giả cười tủm tỉm khi đọc nó.”

III. Vocabulary:

The content of the excerpt mainly revolves around Humbert describing Beardsley and his neighbors, with
whom he is on civil yet distant terms. He constantly worries that they might snoop on his arrangement.
Humbert also worries that Lolita might confid in their cook, Mrs. Holigan, and tries to make sure that they
are never left alone together. Therefore, the vocabulary used here is relatively simple, easy to understand
and has a social orientation for readers. It makes us seem to see the past scene of the character in the
excerpt, experiencing bright childhood memories.

Some words are not translated as their original meaning in the dictionary; others must be put into a
particular language context to convey their exact meaning.
For example, the slang “manqué” is not translated because this word came from French and the meaning
is not easy for readers to understand when the translator translated it into English language.

In the sentence (8), the name "Deux Magots" is translated into “ở tiệm "Les Deux Magots" in
Vietnamese language. The translator also chose to keep the original name of the French store in the text.

And in the sentence "(10)... Fraulein von Kulp

may turn, her hand upon the door;
I will not follow her. Nor Fresca. Nor
that Gull.”. is translated into “(10)“… Fräulen von Kulp
có lẽ đã ngoái lại, tay nàng tựa vào cánh cửa.

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Tôi sẽ không theo nàng. Không theo Fresca. Không theo con hải âu kia.”

In the sentence (12) "*Histoire abrégée de la poésie anglaise*" translator choose to keep the source
meaning of this French book. The translator wanted the readers should search for them on the Internet. The
poet can help readers research the source language - French language.

However, in the sentence (11), "The Proustian theme in a letter from Keats to Benjamin Bailey" is
translated into "Chủ đề Proust trong một lá thư của Keats gửi Benjnamin Bailey".
In this sentence (11), the translator wanted to show the readers an understandable title of the paper.

IV. Sentence structure:

This text uses almost compound sentences and complex sentences, which are so long in the story.
Therefore, in this element, analyzing each two equivalent sentences in two language versions is necessary.
All the sentences (1), (5), (10), (11) and (12) are compound sentences and have many clauses. They are not
translated but keeping the original structure in source text.
In sentence (6) "Paris suited me." is a simple sentence. The translator translated it "(6) Paris rất hợp với
tôi." in Vietnamese target text. It is a simple sentence and it keeps the type when translated in
Vietnamese.

This text uses almost compound sentences and complex sentences, which are so long in the story.
Therefore, in this element, analyzing each two equivalent sentences in two language versions is necessary.
All the sentences (1), (5), (10), (11) and (12) are compound sentences and have many clauses. Some are
not translated but keeping the original structure in source text.

Sentence (1) is complex sentence which begin with an independent clause, and is translated into
Vietnamese "(1) Những ngày thanh xuân của tôi, khi tôi nhìn lại, dường như bay xa khỏi tôi trong
cơn lốc quay cuồng các mẩu vụn lờ mờ lặp đi lặp lại, như cơn bão tuyết ban mai toàn những mảnh
giấy lau đã dùng, mà hành khách nhìn thấy cuốn theo sau toa quan sát cuối đoàn tàu."

7
Sentence (5) is also complex sentence. And sentence (5) “At first, I planned to take a degree in
psychiatry as many manqué talents do; but I was even more manqué than that; a peculiar
exhaustion, I am so oppressed, doctor, set in; and I switched to English literature, where so many
frustrated poets end as pipe-smoking teachers in tweeds." is another complex sentence.

Sentence (11) is compound sentences and kept the original type because none of them are too
complicated. They are also complicated sentences which have many clauses and are long one. And in the
Vietnamese version, the translator wants to make these sentences become basic.

Finally, sentences (2), (3), (4), (6), (7), (8) and (9) are simple sentences. The structure of these sentences
is quite simple. They are all kept the original type and structure because none of them are too complicated.

V. Tense:

This is a novel with the first person narrative, so the story is almost use simple past tense all the whole
text.
When translating the text in Past Tense, the author uses the word “đã” to give the reader a real vision and
motion in the context of the story.

VI. Translation strategies:

10 micro strategies in Cragie & Pattison, 2018, pp. 66-70:

Direct transfer of an SL item into the TL (this involves preserving the item in its original form, without
any modification).
Calque (literal translation of the SL word or phrase in the TL).
Direct equivalence of an SL item in the TL (one-to-one SL/TL match).
Cultural equivalent (different words in the SL and TL for the same concept/reference).
Synonymy (synonym or near-synonym).
Sense translation (untranslatable or non-viable SL item rendered by a neutral TL form).
Expansion or paraphrase (explanation of the SL item in the TL).
Reduction (simplification and shortening of the SL item in the TL).
Grammatical / syntactic change (change of form or structure between the SL and TL)
Compensation (the loss of meaning that occurs in translation is compensated for elsewhere in the TT).
8
Some micro strategies were used in translating the elements above:

1. Direct transfer:

"The Proustian theme in a letter from Keats to Benjamin Bailey" = "Chủ đề Proust trong một lá thư của
Keats gửi Benjnamin Bailey"

youth = thanh xuân

paid ladies = gái làm tiền

scholar = học giả

gull = hải âu

2. Calque:

urbanists = đám đồng tính

tweeds = vải tuýt

3. Direct equivalence:

meticulous = tỉ mỉ

intense = căng thẳng

the day = những ngày

the paper = bài viết

English literature = văn học Anh

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5. Synonymy

practical = thực dụng

ironical = giễu cợt

brisk = nhanh nhẹn

fruitful = hiệu quả

Sense translation:

look back = nhìn lại

launched upon = xắn tay vào viết

6. Expansion or paraphrase:

was chuckled over by the six or seven scholars who read it = khiến sáu hay bảy vị học giả cười tủm tỉm khi
đọc nó

I published tortuous essays in obscure journals. = Tôi viết những tiểu luận loằng ngoằng cho các tờ tạp chí
chẳng mấy ai biết đến.

I composed pastiches = Tôi sáng tác những bài thơ góp nhặt.

7. Grammatical / syntactic change

English-speaking students = sinh viên nói tiếng Anh

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Vietnamese – English translation:
Source language
VIETNAMESE
Oxford thương yêu (Dương Thụy), page 4-5, beloved Oxford (translated by Do Thi Minh Chau).
published by Tre Publishing House.
Vietnamese version
(1) Fernado tiếp tục chỉ đến cách sử dụng phần
mềm vi tính mà Kim tưởng mình đã giỏi hóa ra
còn chưa biết gì .
(2) Power Point để thuyết trình sao cho thật
sinh động,
(3) WinWord để trình bày các tiểu luận sao cho
thật chuyên nghiệp,
(4) cách dùng những công thức tài chính trong
Excel sao cho tiết kiệm được thời gian mà tiện
lợi,
(5) cách đọc sách sao cho hiệu quả,
(6) cách lên mạng Internet tìm thông tin nhanh
chóng,
(7) cách nhớ công thức bằng cách ghi lên các
mảnh giấy nhỏ dán khắp phòng...
(8) Mỗi khi bày cho Kim một phương pháp
nào, Fernando chỉ nói qua một lần.
(9) Cô phải ghi chép lại để tự mình ứng dụng.
Target language
ENGLISH
English version
(1) Fernando go on to show how to use computer
software that Kim thought that she was good at but
actually didn’t know anything at all:
(2) via PowerPoint to give presentations so animating,
(3) using WinWord to present essays so nonmanual,
(4) how to use financial formulas in Excel to retain the
time fund but convenience,
(5) the way to read books with the high quality result,
(6) looking for information quickly by virtue of using
Internet,
(7) remembering aphorismations by writing on small
pieces of note-taking paper and pasting them
throughout the bedroom…
(8) Whenever he showed Kim a method, Fernando
only mentioned it once.
(9) She had to take notes to apply herself.
11
(10) Anh dứt khoát không nhắc lại lần thứ hai. (10) He definitely did not repeat it a second time.
(11) Hôm nào lỡ quên, tốt nhất Kim nên đi (11) If Kim forgot one day, it would be best for Kim
lang thang khắp khu học xá hỏi ai đó, chớ dại hỏi to wander around the dorm to ask someone, don't be
lại Fernando sẽ bị anh đập bàn quát: “Đã biết trí foolish to ask Fernando again or he will be beaten and
nhớ không tốt thì phải ghi lại chứ! Tôi shouted: "If you know your memory is not good, you
ở không đi theo nhắc tò tò cho em hoài sao!”. should write it down! I'm not going to follow and
remind you all the time!".
(12) Kim thấy thật nhức óc. (12) Kim found it deafening.
(13) Nhiều lúc Fernando chép miệng than (13) Many times, Fernando whine, "Elementary
“Bên đây tụi con nít cấp một đã được dạy cách school children here have been taught how to study
học hiệu quả, còn em lên đến Cao học mới bắt effectively, and you can only start getting acquainted
đầu làm quen!”. when you go to graduate school!".
(14) Kim tự ái kinh khủng nhưng may anh (14) Kim's narcissism is terrible, but fortunately he
cũng biết an ủi: “Nhờ tiếng Anh của em rất tốt, also knows how to comfort: "Thanks to your English
nếu không còn chết nữa!”. is very good, otherwise it would be more difficult!".
(15) Những lúc phải “ngậm bồ hòn làm ngọt” cho (15) When she had “to swallow the bitter pill” for
Fernando “lên lớp”, cô thầm tiếc giá anh Fernando's "teaching", she secretly regretted that he
là một người thầy của mình từ hồi còn ở Việt hadn't been her teacher since she was in Vietnam, she
Nam, hẳn cô không đến nổi “lù khù” đến vậy. probably wouldn't be "dumb" like this.
(16) Hầu như ngày nào Fernando đi làm về cũng (16) Almost every day, when Fernando comes home
phải ghé qua khu học xá “phụ đạo” cho Kim.  from work, he has to stop by the domitory “to tutor"
Kim.
(17) Lúc thì anh kiểm tra bài tập, lúc dạy cô thêm (17) Sometimes he checked her homework, sometimes
một phương pháp mới để xử lý thông tin. he taught her a new way to process information.
(18) Có hôm đến tối mịt, hơn mười giờ Fernando (18) Some days, until late at night, it was more than
mới có thể ra về. ten pm before Fernando could leave.
(19) Nhiều lúc Kim muốn trêu “Anh dặn tôi (19) Many times Kim wants to tease "You told me to
ăn uống đúng giờ mà sao bản thân anh giờ eat on time, but why haven't you had dinner yet?",
này còn chưa ăn tối?” nhưng rồi không muốn then she didn't want to "poke the fire ant's nest" so she
“chọc vào ổ kiến lửa” nên nhịn cười nhìn refrained from laughing, seeing Fernando hoarsely
Fernando khàn giọng dạy dỗ mình mà bao tử hẳn teaching her and his stomach have been rumbling, so
đang kêu réo nên lắm lúc phải xin xỏ “Em có thể he had to beg from time to time, "Can you give me a
cho tôi một ly sữa không?”.
12
(20) Những lúc như thế Kim thấy thật mềm lòng, glass of milk please?".
cô đưa ly sữa được rót gần tràn và hào phóng cho (20) Kim felt so soft-hearted, she brought the nearly
anh thêm vài loại trái cây. overflowing glass of milk and generously gave him a
(21) Kim muốn nói một câu gì đó pha trò cho few more fruits.
không khí vui vẻ một chút nhưng Fernando lúc (21) Kim wanted to say something funny to lighten the
nào cũng nghiêm và sẵn sàng nổi quạu. mood a little, but Fernando was always serious and
(22) Có lẽ vì anh đang mệt mỏi quá.  ready to get angry.
(22) Maybe he was so tired at that time.

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Link source text:
https://hoavouu.com/images/file/tjM49mAx0QgQANkw/oxford-thuong-yeu-duong-thuy.pdf

Link target text:

Translated by Do Thi Minh Chau ( essay above )

14
I. Text-linking means:

In the excerpt, there are many other linking words used in the original text without a suitable translation in
the target text including “maybe”, “some days”, “sometimes”, “almost”, "many days", “whenever”,....
These words show the connection in the author's narrative.
Although most of them are omitted in the target text, they are understandable by the reader.

For example:

“(20) Những lúc như thế Kim thấy thật mềm lòng, cô đưa ly sữa được rót gần tràn và hào phóng cho
anh thêm vài loại trái cây." translated as "(20) Kim felt so soft-hearted, she brought the nearly
overflowing glass of milk and generously gave him a few more fruits."

“(11) Hôm nào lỡ quên, tốt nhất Kim nên đi lang thang khắp khu học xá hỏi ai đó, chớ dại hỏi lại
Fernando sẽ bị anh đập bàn quát: “Đã biết trí nhớ không tốt thì phải ghi lại chứ! Tôi ở không đi theo nhắc
tò tò cho em hoài sao!”. Translated as “(11) If Kim forgot one day, it would be best for Kim to wander
around the dorm to ask someone, don't be foolish to ask Fernando again or he will be beaten and shouted:
"If you know your memory is not good, you should write it down! I'm not going to follow and remind you
all the time!".

Besides, the word "but" is used to express contrasting ideas. And it is translated as “but” in sentences
(1), (4), (14), (19), (21). However, in some sentences in Vietnamese documents when translated into
English, the word "but" may be omitted to shorten the sentence or the reader can understand it without
using it.

For example:

(19) “…nhưng rồi không muốn “chọc vào ổ kiến lửa” nên nhịn cười nhìn Fernando khàn giọng dạy dỗ
mình mà bao tử hẳn đang kêu réo nên lắm lúc phải xin xỏ “Em có thể cho tôi một ly sữa không?”,
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translated as "...then she didn't want to "poke the fire ant's nest" so she refrained from laughing, seeing
Fernando hoarsely teaching her and his stomach had been rumbling, so he had to beg from time to time,
"Can you give me a glass of milk please?".

II. The article:

“The” is a grammatical article in English, denoting persons or things already mentioned, under discussion,
implied or otherwise presumed familiar to listeners, readers, or speakers. It is the definite article in
English. The is the most frequently used word in the English language; studies and analyses of texts have
found it to account for seven percent of all printed English-language words. It is derived from gendered
articles in Old English which combined in Middle English and now has a single form used with pronouns
of any gender. The word can be used with both singular and plural nouns, and with a noun that starts with
any letter. This is different from many other languages, especially Vietnamese language - which have
different forms of the definite article for different genders or numbers.

In general, the author frequently uses the word "the" in the target text - the English version to create noun
phrases.

For example: "the time fund”, "the way”, "the high quality result", "the bedroom", "the dorm",…

The article "the" also refers to a grammatical element used to indicate definiteness or indefiniteness. In
the target text - the English version, the translator does not replace the word "cái" with the same meaning,
but translates it so that the translation is more natural.
This can be seen clearly in sentences: (4) thời gian, (5) cách, (7) phòng, and (11) khu học xá.

III. Vocabulary:

It is revealed that the enormous strength of the translation is the translator's proper use of words in
comparison with the original, which makes the translated version clearer and easier to be understood. The
weaknesses lie in both linguistic and translational aspects. Linguistic weakness consists of the misuse of
plural noun forms. Translational aspect involves omission, addition, equivalence,… among which the
translator encounters enormous difficulties in finding the appropriate equivalence.

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IV. Sentences structure:

There literally is the same with the number of sentences in the very Vietnamese version and the English
version. The source text has equal sentences than the target text, which is fairly significant. For instance,
there mostly are 25 sentences in source text and in target text. In some paragraphs, one sentence definitely
are translated as two or generally more sentence in target text.

Sentences (13) and (14) are translated to one sentence – sentence in both source text and target text.

Sentences (13) and (14) in the source text ( Vietnamese version ).

Sentences (13) and (14) in the target text ( English version ).

(13) Nhiều lúc Fernando chép miệng than “Bên đây tụi con nít cấp một đã được dạy cách học hiệu quả,
còn em lên đến Cao học mới bắt đầu làm quen!”. => (13) Many times, Fernando scribbled, "Elementary
school children here have been taught how to study effectively, and you can only start getting acquainted
when you go to graduate school!".
(14) Kim tự ái kinh khủng nhưng may anh cũng biết an ủi: “Nhờ tiếng Anh của em rất tốt, nếu không còn
chết nữa!”. => (14) Kim's narcissism is terrible, but fortunately he also knows how to comfort: "Thanks to
your English is very fluently, otherwise it would be more difficult!".

In some parts of the target text, the translator has added more expressions when translating to help readers
have a clearly vision.

Sentences (7) and (11) in the source text ( Vietnamese version ).

Sentences (7) and (11) in the target text ( English version ).

(7) cách nhớ công thức bằng cách ghi lên các mảnh giấy nhỏ dán khắp phòng... => (7) remembering
aphorismations by writing on small pieces of note-taking paper and pasting them throughout the
bedroom…
(11) Hôm nào lỡ quên, tốt nhất Kim nên đi lang thang khắp khu học xá hỏi ai đó, chớ dại hỏi lại Fernando
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sẽ bị anh đập bàn quát: “Đã biết trí nhớ không tốt thì phải ghi lại chứ! Tôi ở không đi theo nhắc tò tò cho
em hoài sao!”. => (11) If Kim forgot one day, it would be best for Kim to wander around the dorm to ask
someone, don't be foolish to ask Fernando again or he will be beaten and shouted: "If you know your
memory is not good, you should write it down! I'm not going to follow and remind you all the time!".

Most of the sentences such as (15) remained the original structure from Vietnamese language to English
language.

Sentences (15) in the source text ( Vietnamese ) and target text ( English ).

(15) Những lúc phải “ngậm bồ hòn làm ngọt” cho Fernando “lên lớp”, cô thầm tiếc giá anh là một người
thầy của mình từ hồi còn ở Việt Nam, hẳn cô không đến nổi “lù khù” đến vậy. => (15) When she had “to
swallow the bitter pill” for Fernando's "teaching", she secretly regretted that he hadn't been her teacher
since she was in Vietnam, she probably wouldn't be "dumb" like this.

V. Tense:

In the source text, these signals in the Vietnamese version are, as its particularly special characteristic, not
clear while the text actually is indicating the generally past events in a subtle way. However, the very
signal of kind of tense actually is clearly shown in target text through the changing of verbs’ form.

This novel is almost use “simple past tense” all the whole text.

For example:

In Vietnamese version, in sentence (17): “(17) Lúc thì anh kiểm tra bài tập, lúc dạy cô thêm một phương
pháp mới để xử lý thông tin.” is translated into “(17) Sometimes he checked her homework, sometimes he
taught her a new way to process information.” in English version.

In Vietnamese version, in sentence (22): “(22) Có lẽ vì anh đang mệt mỏi quá.” is translated into “(22)
Maybe he was so tired at that time.” In English version.

However, in sentence (16), simple present tense is used because this sentence explains the reality in Kim

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and Fernando’s life. “(16) Hầu như ngày nào Fernando đi làm về cũng phải ghé qua khu học xá “phụ đạo”
cho Kim.” is translated into “(16) Almost every day, when Fernando comes home from work, he has to
stop by the domitory “to tutor" Kim.” in English version.

VI. Translation strategies:

10 micro strategies in Cragie & Pattison, 2018, pp. 66-70:

Direct transfer of an source language item into the target language (this involves preserving the item in
its original form, without any modification).
Calque (literal translation of the source language word or phrase in the target language).
Direct equivalence of an source language item in the target language (one-to-one source language/target
language match).
Cultural equivalent (different words in the source language and target language for the same
concept/reference).
Synonymy (synonym or near-synonym).
Sense translation (untranslatable or non-viable source language item rendered by a neutral target language
form).
Expansion or paraphrase (explanation of the source language item in the target language).
Reduction (simplification and shortening of the source language item in the target language).
Grammatical / syntactic change (change of form or structure between the SL and TL).
Compensation (the loss of meaning that occurs in translation is compensated for elsewhere in the TT).
Some micro strategies were used in translating the elements above.

1. Direct transfer:

cách dùng những công thức tài chính trong Excel = how to use financial formulas in Excel

ghi chép lại để tự mình ứng dụng = take notes to apply herself

phương pháp mới để xử lý thông tin = new way to process information.

nói một câu gì đó pha trò = say something funny to lighten

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lúc nào cũng nghiêm và sẵn sàng nổi quạu = always serious and ready to get angry.

2. Direct equivalence:

phụ đạo = tutor

nhức óc = deafening

mệt mỏi = tired

trái cây = fruit

3. Cultural equivalent:

bồ hòn = bitter pill

lù khù = dumb

ổ kiến lửa: fire ant's nest

4. Synonymy:

khu học xá = dorm

nhắc tò tò = remind all the time

5. Sense translation:

mềm lòng = soft-hearted

hiệu quả = high quality result

than thở = whine

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pha trò = lighten

không khí = mood

6. Expansion or paraphrase:

ngậm bồ hòn làm ngọt = swallow the bitter pill

chọc vào ổ kiến lửa = poke the fire ant's nest

7. Reduction:

Những lúc như thế Kim thấy thật mềm lòng = Kim felt so soft-hearted

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 CONCLUSION

In translation, a source text is a text written in a given source language which is to be, or has been,
translated into another language, while a target text is a translated text written in the intended target
language, which is the result of a translation from a given source text. According to Jeremy Munday's
definition of translation, "the process of translation between two different written languages involves the
changing of an original written text in the original verbal language into a written text in a different verbal
language ". The terms 'source text' and 'target text' are preferred over 'original' and 'translation' because
they do not have the same positive vs. negative value judgment. Translation scholars including Eugene
Nida and Peter Newmark have represented the different approaches to translation as falling broadly into
source-text-oriented or target-text-oriented categories.
Translation of literary works is considered a literary pursuit in its own right. Notable in Canadian
literature specifically as translators are figures such as Sheila Fischman, Robert Dickson, and Linda
Gaboriau; and the Canadian Governor General's Awards annually present prizes for the best English-to-
French and French-to-English literary translations. Other writers, among many who have made a name
for themselves as literary translators, include Vasily Zhukovsky, Tadeusz Boy-Żeleński, Vladimir Nabokov,
Jorge Luis Borges, Robert Stiller, Lydia Davis, Haruki Murakami, Achy Obejas, and Jhumpa Lahiri. In
the 2010s a substantial gender imbalance was noted in literary translation into English, with far more
male writers being translated than women writers. In 2014 Meytal Radzinski launched the Women in
Translation campaign to address this.

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 REFERENCES

1. https://genius.com/Vladimir-nabokov-lolita-chapter-five-annotated
2. https://truyenfull.vn/lolita/chuong-5/
3. Vladimir Nabokov (1955), Lolita, chapter 5.
4. https://hoavouu.com/images/file/tjM49mAx0QgQANkw/oxford-thuong-yeu-duong-thuy.pdf
5. Dương Thụy (2007), Oxford thương yêu, chương 3.

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