NGO THI PHUONG ANH BE SENIORS’ PERCEPTION OF TRANSLATION COURSES AND THEIR DESIRE TO WORK AS A TRANSLATOR AFTER COMPLETING TRANSLATION COURSES IN FACULTY OF FOREIGN LANGUAGES AT NATIONAL ECONOMICS UNIVERSITY Hanoi, November 2022 NGO THI PHUONG ANH BE SENIORS’ PERCEPTION OF TRANSLATION COURSES AND THEIR DESIRE TO WORK AS A TRANSLATOR AFTER COMPLETING TRANSLATION COURSES IN FACULTY OF FOREIGN LANGUAGES AT NATIONAL ECONOMICS UNIVERSITY Supervisor: M. Tran Minh Chau Hanoi, November 2022 Ngô Thị Phương Anh — 11190236 — Business English 61B ACKNOWLEDGMENTS The accomplishment of this study required the assistance of numerous people; without their help, this research would not have achieved its objectives. The author would like to express their gratitude to the following individuals for their assistance and support. First and foremost, I would like to express my deep gratitude to the Faculty of Foreign Languages at the National Economics University for providing me with an academic and dynamic learning environment.
I wish to express my heartfelt appreciation to my study instructor, M. Tran Minh Chau of National Economics University, for providing me with research opportunities and helpful support during this project. Her enthusiasm, ambition, and sincerity have really impressed me. It was an honor to work and learn under her supervision.
My special thanks go to 75 BE seniors at NEU who helped me to answer my survey questions. These honest and detailed responses helped me with the research. Last but not least, I'm eternally grateful to my parents and siblings for their endless love and care, which have motivated me for my whole life, especially during this research. My thanks to their support and companionship all the time.
I attempted to collect all relevant materials on this issue. There may be shortcomings, factual errors, or incorrect opinions for which I am responsible, but I will strive to do better in the future. Ngô Thị Phương Anh — 11190236 — Business English 61B EXECUTIVE SUMMARY Translation is a required course in the faculty of foreign languages. Every BE student is required to pass at least two modules in this field.
This study is based on the collected data on 75 BE senior students to find out the following points: e The majority of students have a positive attitude towards the courses. e Students are aware of the benefits that the courses bring as well as the difficulties they face in the process of learning translation. e Some of the BE students who responded to the survey intended to specialize in translation. On the basis of the findings, some final-year students at the Faculty of Foreign Languages have decided to become translators after receiving actual translation training.
Learners should cultivate more language and specialized knowledge in order to earn a good living. At the same time, it aids students in reaching their different goals in their future job path. Ngô Thị Phương Anh — 11190236 — Business English 61B TABLE OF FIGURES Figure 3. Translation ability of BE S€nIOTS.
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Benefits of translation COULSES .- c5 se Si 27 Figure 3. Difficulties in the translation COUTS€S. How to deal with difficulties in the translation process. Factors affecting translation quaÏ1tY.
The role of teachers in improving translation skills. Satisfaction with the translation COUTSeS. Actual situations as a translator or translation collaborator after 0000 NA. Motivation to be a tranSÏAfOT-.- -- 55c + <++cxsseresereees 37 ii Ngô Thị Phương Anh — 11190236 — Business English 61B LIST OF ABBREVIATION BE_: Business English FFL : Faculty of Foreign Languages NEU: National Economics University iii Ngô Thị Phương Anh — 11190236 — Business English 61B TABLE OF CONTENTS ACKNOWLEDGMENTS.
HH TH 0000000000000 i EXECUTIVE SUMMARY. 0000008010600 400460060060900i TABLE OF EIGU RES.0000 11001080 ii LIST OF ABBREVIATION iii TABLE OF CONTENTS. 1 CHAPTER II: LITERATURE REVIEW. Definition of Translation a.
The importance of Translation. Methods of Translation. Common mistakes in TTrannSÏafIOII. - ó- <1 TH HT TH HH rh 12 2.
-- --- cee 6 6 S2 S4 1E 1E HH HH ng 16 2. ClassroOM aSS€SSINII.- G2 211111111911 111911111111 TH TH ng TH nh 17 2. Classroom assessment In translation courses at FFL — NEU. 21 CHAPTER II: FINDINGS AND DISCUSSION.
BE students’ perception of translation courses in FFL — NEU. Benefits and difficulties that BE students have during translation courses in FFL - NEU. Benefits that BE students obtain from translation COUTSES. Difficulties that BE students have to deal with during translation courses.
Satisfaction level of students of translation courses in FFL — NEU. BE students’ desire to work as a translator after completing these courses in the Faculty of Foreign Languages — NEU .-- --- 6s k1 SH HH HH ng nếp 35 CHAPTER IV: CONCILLUSTON. Suggestions for further research. - s1 0 930 911 911v HH ng rệt 40 REEERENCES.--Ă SH HH HH HH G0060000408084844080008004408008400004004008100084000050 3 Ngô Thị Phương Anh — 11190236 — Business English 61B CHAPTER I: INTRODUCTION 1.
Rationale The ancient apes progressively stood upright millions of years ago, owing to the effort, using their legs free to move and increasingly dexterous hands to seek for food and fight off attackers. The tremendous significance of labor, however, is not just in fostering that evolutionary process, but also as a critical underpinning for brain growth. The ancient primates were adept at acting like humans, whose distinguishing feature is language. Language is the most important trait for humans to evolve into primates.
Since its appearance, languages have been very diverse and vivid. Each nation has its own language. Even though there are language barriers, people have the desire to comprehend the language of their fellow humans. Consequently, the appearance of translation was thousands of years ago.
The ancients considered translation as a form of knowledge transfer. That is also the foundation for the development of translation at present. The translation is crucial in human life, particularly in the context of present- world integration. As mentioned above, the initial objective of translation was to transfer academic information and various specific topics relating to socio-culture, politics, or science.
However, translation is currently used in almost every aspect of life. People use written document translation to impart knowledge and information, as well as for amusement purposes, such as translating administrative papers, contracts, reports, news, books, poems, and stories. Knowing a foreign language does not imply that you can translate it into another. Translation necessitates that the translator is equally competent in both the source and target languages.
They must also integrate translation theory frameworks, methodologies, and techniques, as well as be aware of faults relating to the culture, semantics, and contexts of the languages into which they are transitioning. Translation is also a required course in the English Linguistics and Literature training program in many universities in Vietnam, including National Economics University, notably at the Faculty of Foreign Languages. Translation theory and translation practice are both included. Ngô Thị Phương Anh — 11190236 — Business English 61B For BE seniors at National Economics University, they have been trained in translation practice through at least 2 modules equivalent to 4 credits.
The goal of this study is to analyze the perspectives of 4th-year BE students at FFL - NEU about Translation. Understanding the difficulties that learners confront, as well as the knowledge and skills that students acquire during the course, is also a factor in developing the FFL’s teaching quality. Furthermore, final-year BE students have been able to approach and practice translation as a career-oriented opportunity. This is also the time when students begin to make career selections.
As a result, the process of studying translation at university allows students to acknowledge if they are appropriate for translation and whether they want to pursue a career as a translator after completing the Translation course in the Faculty of Foreign Languages. Consequently, the authors decided to conduct research on the topic: “BE seniors’ perception of Translation courses and their desire to work as a translator after completing Translation courses in Faculty of Foreign Languages at National Economics University”. Purpose of the research The research aim is: - To investigate BE students’ perception of translation courses and their desire to work as a translator after completing these courses in the Faculty of Foreign Languages - NEU. - To suggest some possible solutions to help BE students have a better result on translation courses and a more precise orientation to the translation profession.
Scope of the research The main subjects of the study are final year BE students at NEU. Time scope: from August to October 2022. Research questions The research is to find out the answers to the following research questions: - What are students’ attitudes toward these courses? Ngô Thị Phương Anh — 11190236 — Business English 61B - What are the benefits and difficulties that BE students have during translation courses? - Do students desire to pursue translation after completing 2 translation modules at FFL - NEU? 1. Methodology This research used quantitative research method to analyze the BE students’ perception of Translation courses and their desire to work as a translator after completing Translation courses in FFL - NEU.
The data used in this study based on primary data. Primary data sources were collected from survey questionnaires, which were synthesized and analyzed in detail by the author in chapter 3 of this study. Instruments In this study a survey questionnaire is used to collect data from respondents who expressed their perspectives on the translation courses at FFL and their aspirations to work as a translator. The 12 statements in this questionnaire were divided into 2 main clusters include: (1) BE students’ perception of translation courses at FFL — NEU; (2) BE students’ desire to work as a translator after completing these courses at the Faculty of Foreign Languages — NEU.
Procedure After systematizing the theoretical basis of translation and learners’ perception of the translation course, the author proceeds to build a survey questionnaire. The selected survey method is an online survey designed on the google form platform. The online survey is sent to BE students at National Economics University through social networking applications such as Zalo, Facebook, and other online platforms such as email. A total of 75 people participated in this survey.
Data Analysis Content analysis was analyzed based on the data which was gathered from both surveys and interviews. According to Moore & McCabe (2005), this is the type of research whereby data gathered is categorized in themes and sub-themes, so as to be Ngô Thị Phương Anh — 11190236 — Business English 61B able to be comparable. A main advantage of content analysis is that it helps in data collected being reduced and simplified, while at the same time producing results that may then being measured using quantitative techniques. Moreover, content analysis gives the ability to researchers to structure the qualitative data collected in a way that satisfies the accomplishment of research objectives.
Seliger and Shohamy (1989) note in their study that the semi structured interviews took place shortly with the participants’ permission after surveys was completed. Data analysis took several steps. The data from the surveys were processed into an Excel sheet to produce the percentage for each question. Reponses were grouped according to the questionnaire questions, and those had similar themes were also grouped together.
Research structure The study involves four parts below. Chapter I: Introduction This first chapter is about the rationale, aim, methodology, scope, and structure of the study. Chapter II: Literature review The second part is about the theoretical basis dealing with translation and translation courses with classroom assessment. Definition of Translation 2.
The importance of translation 2. Methods of Translation 2. Common mistakes in Translation 2. Classroom assessment in translation courses at FFL - NEU 2.