Beruflich Dokumente
Kultur Dokumente
GRADUATION PAPER
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
PART ONE: INTRODUCTION ........................................................................1
1. Rationale of the study ...........................................................................................1
2. Aims of the study ..................................................................................................2
3. Scope of the study .................................................................................................3
4. Method of the study ..............................................................................................3
5. Design of the study ...............................................................................................4
PART TWO: DEVELOPMENT ........................................................................5
Chapter I: Theoretical Background..................................................................5
1. Understanding of translation ..............................................................................5
1.1. Concepts of translation .....................................................................................5
1.2. Types of translation ...........................................................................................7
1.2.1 Word-for-word translation.............................................................................7
1.2.2. Literal translation ............................................................................................7
1.2.3. Faithful translation .........................................................................................7
1.2.4. Semantic translation .......................................................................................8
1.2.5. Adaptation translation....................................................................................8
1.2.6. Free translation ................................................................................................8
1.2.7. Idiomatic translation ......................................................................................9
1.2.8. Communicative translation ..........................................................................9
1.2.9. Other translation..............................................................................................9
1.3. Equivalence in translation ................................................................................10
2. ESP in translation ..................................................................................................12
2.1. Concepts of ESP.................................................................................................12
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Concepts of translation
There are so many concepts of translation, which are developed by
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1.2.
Types of translation
Target text:
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13
1.3.
Equivalence in translation
The dictionary defines equivalence as being the same, similar or
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Concepts of ESP
English for Specific Purpose (ESP) is a worldwide subject. However,
since the last decade of the twentieth century, English for Specific Purpose
(ESP) has become a young and developing branch of EFT in Viet Nam.
And for such many years, ESP instruction was limited to training special
lexicon and translating texts ineffectively as a result, of course, such
methods motivation and poor participation. Entering the new millennium,
with the spread of the student-centered approach and the continued increase
of international contacts in various fields, much attention has been paid to
the design of ESP courses that prepare student for professional
communication.
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Types of ESP
David Cater (1983) identifies three types of ESP:
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What is term?
original source language writer may use a descriptive term for a technical
object for three reasons:
- The objective is new and not yet has a name.
- The descriptive term is being used as a familiar alternative, to avoid
repetition.
- The descriptive term is being used to make a contrast with another one.
Normally, you should translate technical and descriptive terms by
their counterparts and, in particular, resist the temptation of translating a
descriptive by a technical term for showing off your knowledge, there by
sacrificing the linguistic force of the SL descriptive term. However, if the
SL descriptive term is being used either because of the SL writers
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Source
language-oriented
and
target
language-oriented
translation approaches
Translating from one language into another is no easy task. A certain
degree of meaning loss is a norm due to differences between languages and
cultures. The more disparities that exist between any two languages, the
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greater the meaning loss in the translation, this is especially so when the
translations are done according to the principles of domesticating
translation, i.e., target language (TL)-oriented approach. In translation
between closely related languages, the TL-oriented strategy does not seem
to cause much distortion of the textual meaning of the source text (ST). By
contrast, in translations between such distant languages as Vietnamese and
English, this strategy leads to an enormous loss of original textual meaning.
In Vietnamese-English literary translation, much meaning loss is caused by
the non-translation of Vietnamese terms of Education. This is so because
the Vietnamese system of education is significantly different from, and
very much more complex than, the English system.
Most of the differences or disparities between the two systems are
overlooked in translations when the domesticating approach is used. This is
because this approach pays very little attention to the source language's
linguistic and cultural elements that are alien to the TL. It was found that,
when the translators did pay a closer attention to the linguistic and cultural
features of the Vietnamese education terms by seeking equivalent forms or
using other lexical items (such as adjectives) in the target language, the
translations were able to convey the meanings and implications intended by
the use of the original terms. Before going any further, it is necessary to
give some details of the two translation approaches: target language- and
source language-oriented.
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CHAPTER II
TRANSLATION OF VIETNAMESE EDUCATION TERMS INTO ENGLISH
equivalence
1.1.
Education programs
English
Tr em
Ph cp gio dc
o to phn ban
Stream Training
o to b tc
Supplemental (Supplemental
Educational Services)
o to ngh
Vocational training
Apprenticeship
Careers education
Gio dc th cht
Gio dc cng dn
Civics education
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Extra-curricular programs
nng hc C bn
Training (IBEST)
hc sinh
(CTE)
Dy km, ph o
Hot ng trong k hc
Thi hc k
Semester exams
Enrichment program
nh gi qu trnh hc tp ca
hc sinh
Lp hc b tc
Remedial class
Lp hc h
Summer class
Chng trnh d b i hc
Kha d b i hc
Foundation Program
Thi i hc
1.1.2. Graduation programs
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Vietnamese
English
o to i hc chnh quy
o to i hc ti chc
o to chuyn tip
Transferring training
o to lin thong
Connecting training
o to ngn hn
Short-term training
o to nin ch
Annual training
o to tn ch
Credit training
Hc ch tn ch
Credit system
Lin thng tn ch
Credit connection
Chuyn i tn ch
Credit transfer
o to t xa
Cooperative learning
Developmentally Appropriate
Test
Giao lu quc t
Exchange student
Extracurricular activities
Field trip
Thc tp
Internship, training
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Skill training
Basic interpersonal
communication skills (BICS)
Language acquisition
program
nh gi mc tin trin
ca hc sinh
Measurements of Student
Progress
English
Bi dng sau i hc
Post-graduate training
o to thc s,cao hc
Master training
o to tin s
Doctorate training
Nghin cu sinh
o to t xa
Distance
education
(DE);
Remote education
1.1.4. Cooperative Education programs
Cooperative Education is a model in education to create learning
opportunities for the whole society.
Cooperative Education is form of extending a training of colleges,
the University at off-campus institutes. Students learn in institutes that are
still officially a student of the school, taught by professors of the school,
tuition and exam at the school.
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1.2.
English
3+1 course
2+2 course
4+0 course
Education standards
Vietnamese
English
Chun u vo
Input
Quy trnh
Process
Chun u ra
Output
Curriculum
Curriculum framework
Syllabus
Curricular
Differentiated curriculum
Trung bnh
Average
Di trung bnh
Bellow average
im chun
Benchmark
im u hay t
Passing score
im trung bnh
Ni dung mn hc
Content area
Cc chun v ni dung
Content standards
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Dual-language program
T l tt nghip
Graduation rate
Industry standards
Major
iu kin hc tp thit yu
Essential Academic
Learning Requirements
(EALR)
English
S mng v mc tiu ca
trng i hc
T chc v qun l
Education program
Hot ng o to
Training
i ng cn b qun l, ging
vin v nhn vin
Managements, faculties
and staff
Ngi hc
Students
Scientific research,
application development
and technology transfer
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International cooperation
1.3.
English
Trng cng lp
Trng bn cng
Trng bn tr
Day School
Trng ni tr
Boarding School
Mu gio
Kindergarten, Pre-school
Tiu hc
Trung hc c s
Trung hc ph thong
High School
Professional Secondary
Cao ng
College
i hc
University
Hc vin
Academy
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University
Junior College
(2 years)
Government
Aided/
Government
School
(4-5 years)
Centralised
Institute (3 years)
Autonomous
School
(4-5 years)
Polytechnic
(3 years)
Independent
School
(4 years)
Primary
School
(6 years)
Pre-school
(3 years)
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Specialised
Independent
School
(4-6 years)
PrivatelyFunded
School
(4-6 years)
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Masters
(1 to 3 years)
Bachelors
(3 to 4 years)
Diploma of College
Studies
(technical 3 years)
Diploma of College
Studies
(pre-university 2 years)
Attestation of Vocational
Specialization
Secondary
Elementary
Pre-elementary
Legend:
University Education
College Education
Apprenticeship-Vocational & Technical Training
Typical pathway
Alternate pathway
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students
in
the
learning
process
into
two
categories:
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CHAPTER III
MAIN FINDINGS
1. Difficulties in translation of Vietnamese Education Terms
During the time researching, I realized the problems of translating
the terms in education from Vietnamese into English. Translation in
general and translation of education terms in particular is a complex
process. Besides the translators theoretical knowledge, he must have
experiences and understanding about the terms.
The terms in education are very popular in my society but very
difficult to understand, especially their concepts. Therefore, these terms
often make researchers and learners confused.
Education is very important to the development of each country as
well as worldwide. In the integration, our education system needs to be
recognized globally. Thus, requirement of comparison the training
programs according to the most popular language in the world English
becomes essential. The terms in education are still very difficult for
Vietnamese students to name comprehensively and exactly. That is also the
main reason why I decide to choose this topic. My thesis provides the basic
knowledge for people who have who have demand to study in country as
well as in abroad.
2. Suggestion for translation of Vietnamese Education Terms into
English
During translating Education terms from Vietnamese into English,
we also often meet the words or terms that have no equivalence in TL.
Therefore, apart from translating these terms on the base of the equivalence
at word-level between Vietnamese and English, we should have basic
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2.1.
Southeast Asia and in the World. Education system of Vietnam also has the
same basic features with others Education system.
Equivalence in Subjects
Vietnamese
English
Ton hc
Mathematics
Ton hc i cng
General Mathematics
Ton hc cao cp
Vt l
Physics
Ha hc
Chemistry
Sinh hc
Biology
Vn hc
Literature
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Lch s
History
a l
Geography
Ngoi ng
Foreign language
Tin hc
K thut
Technology
M thut
Art
English
Kinh t
Information and
Communication Technology
(ICT)
Economic
Khoa hc
Science
K thut (C kh)
Technology (Mechanics)
Ngh thut
Arts
X hi hc
Sociology
Kin trc
Architecture
Xy dng
Construction
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2.2.
English
Mu gio
Kindergartens; Preschool
Tiu hc
Primary
Secondary (Pre-graduation)
i hc
Sau i hc
Post-graduation
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Length
of
educat
ion
Entrance
age
Entrance qualification
Qualification
for graduate
I. Kindergarten:
- Kindergarten
3
years
3-4th
month
3
years
3rd year
5
years
6th year
-Primary Degree
- Primary Degree
11th year
- Secondary Degree
- Secondary Degree
15th year
- Secondary degree
- Diploma
- Secondary Degree
- Vocational
Certificate
- Senior Kindergarten
II. General:
- Primary
- Secondary
- Specialised secondary
4
years
3
years
III. Vocational:
- Vocational training
after primary education.
Under
1 year
- Vocational training
after secondary
education.
1-2
years
- Professional training.
- Vocational training.
3 -4
years
3-4
years
- Secondary Degree
15th year
- Vocational Degree
15th year
- Secondary Degree
- Professional
secondary degree
- Vocational
secondary Degree
- Secondary Degree or
Secondary Certificate
-College Degree
15th year
IV. Graduate:
- Colleges
-Universities
- Post Graduate
3
years
4-6
years
18th year
18th year
- University Degree
-University Degree
- Post Graduate
Degree
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2
years
- Doctorate
-University Degree or
Post Graduate Degree
-Doctor Degree
4
years
2
years
Vietnamese
English
Associates degree
Bng c nhn
Bachelor Degree
Bng thc s
Masters Degree
Bng tin s
Doctoral Degree
Certification
Licensure
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CONCLUSION
With the help of supervisor, teachers, family and friends, my
graduation paper has been complete at last.
After consulting and collecting from teacher either Vietnamese or
English, I have designed the paper into three parts; the second part which
consists of three chapters is major one.
- Chapter I state common knowledge on translation, terms in English,
type of language in general and translation of terms in education in
particular.
- Chapter II collects and analysis of Vietnamese education terms in
education programs, education standards and types of education
organization.
- Chapter III is difficulties and suggestion in translation of education
terms.
I hope that this study can help the readers and learners - have
demand to study in country as well as in abroad, especially those who
research on education.
Due to the limitation of time and comprehensive knowledge of my in
this field, there are certainly weaknesses in this research paper. Hope that
all the weaknesses would receive thoughtful consideration and generous
view.
Once again, I would like to express my deepest gratitude to my
supervisor, Nguyen Thi Phi Nga, M.A, as well as all of my teachers in
Foreign Language Department for their guidance and comments.
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REFERENCES
1. Hutchinson, Tom & Water, Alan (1987). English for Specific Purposes:
A learner centered approach. Cambridge University Press
2. Mahmoud Ordudari, University of Esfahan, Iran. Good Translation:
Art, Craft, or Science?
3. Bell Roger. T. Translation & Translating: theory & practice, London:
longman Group Ltd, 1991
4. Duff, Alan. Translation Oxford. Oxford University Press
5. Newmark, Peter. Approaches to Translation New York. Prentice Hall,
1998
6. Newmark, Peter. A text book of Translation. Pergamon Press, 1998
7. Education Terms Dictionary
8. http://google.com
9. http://moet.gov.vn
10.http://asiarecipe.com
11.http://business-in-asia.com
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