VIETNAM NATIONAL UNTVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES FACULTY OF POST-GRADUATE STUDIES. PHAM THANH TAM DESIGNING A SYLLABUS OF TRANSLATION MODULE 1 FOR COLLEGE ENGLISH MAJORS IN THE TEACHER- TRAINING SECTION OF IIOA LU UNIVERSITY, NINII BINIT (Xây dựng chương trình chỉ tiết học phần Dịch 1 cho sinh viên Cao ding su pham tiếng Anh tại trường Đại học Hua lay Ninh Hình) M. MINOR PROGRAMME TITESIS Field: English Teaching Methodology Code: 60140111 Hanoi - 2015 VIETNAM NATIONAL UNTVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDLES FACULTY OF POST-GRADUATE STUDIES. PHAM THANH TAM DESIGNING A SYLLABUS OF TRANSLATION MODULE 1 FOR COLLEGE ENGLISH MAJORS IN THE TEACHER- TRAINING SECTION OF IIOA LU UNIVERSITY, NINII BINIT (Xây dựng chương trình chỉ tiết học phần Dịch 1 cho sinh viên Cao ding su pham tiếng Anh tại trường Đại học Hua lay Ninh Hình) M.
MINOR PROGRAMME THIESIS Field: English Teaching Methodology Code: 0140111 Supervisor: Assoc. Lé Hùng Tiến, PhD. Hanoi - 2015 CANDIDATE’S STATEMENT Thereby declare that this thesis is a presentation of my original research work Wherever contributions of others are involved, every effort is made to indivate this clearly, with due reference to the literature, and acknowledgement of collaborative research and discussions. The work was done under the guidance of Assoc Prof, PhD.
Le Hung Tien at University of Languages and International Studies-VNU, Ha Noi, 2015 Pham Thanh Tam LIST OF TABLES 5. 30 viii ACKNOWLEDGEME) Tam greatly indebted to Mr. Le Hung Tien, my supervisor, to whom I wish to extend my sincere gratitude for his guidance, constructive criticisms, valuable suggestions and encouragement, withoul which the thesis might not have been completed. T would also like to express my gratitude to Management Board of the Post- graduate Department, University of Languages and International Studies ‘VNU for their helpful support.
Special thanks are due to all the Linglish staff, especially translation teachers and 40 English-major students of English teacher training section at Hoa Lu University for their contribution to the data collection and. their constructive suggestions for this research. Finally, T owe the completion of this study to my beloved family for their endless support, patience and understanding 1. Granunar-based sylabus.2, Culture-based sy|labus.
Text-based syllabus 14 1.4, Topie-based syllabus.4, Steps to design a syllabus. CIIAPTER 2: TIIE STUDY. Thự teaghmg sIaf[T of the English seclion 19 Em.2, Instruments for collecting data. Tnterviews with Irarnslallon (cachers.
30 CIIAPTER 3: DESIGNING A TRANSLATION SYLLABUS MODULE | FOR COLLEGE ENGLISH MAJORS IN THE TEACHER-TRAINING SECTION OF 3. Aims and objectives of the translation syllabus - - 33 3. Selecting the type of Translation syllabus 34 3. Sequencing the contemt and the tasks in the syllabus.
Selecting the content. Theory 35 TABLE OF CONTENTS CANDIDATE’S STATEMERT ACKNOWLEDGEHMENI.à ch gà ng iii wv L181 QF ABBREVLAHION. ch HH hưng vii LIST OF TABLES viii 1. Aims and objectives 3.
Rescarch questions bà ". won Đà Ww kì Methods of the study 6. Design of the study CIIAPTER 1: LITERATURE REVIEW 1. An overview of translation 1.
Definttion of translation. eo sen ow 1. The use of translation in teaching lẺLT'. Translation as the filth skill in FTZT ta 1.
The role of translation as the fifth skill in FL teaching and learning,.2, Applicatien of translation in TL, teaching and leamiing.2 An overview of syllabus design 1. Approaches to syllabus design 1.1 Language-centred approach 1.3 Learning-centred approach. Translalion sylhibus design LIST OF ABBREVIATIONS ELT: English Language Teaching HAP: English for Academic Purposes ESP: English for Specific Purposes FFL: Foreign Language FLY: Foreign Language ‘leaching, GE; General English HLU: Hoa Tu University Li: First Language L2: Second Language SL: Source Language ST: Source Text TI. Granunar-based sylabus.2, Culture-based sy|labus.
Text-based syllabus 14 1.4, Topie-based syllabus.4, Steps to design a syllabus. CIIAPTER 2: TIIE STUDY. Thự teaghmg sIaf[T of the English seclion 19 Em.2, Instruments for collecting data. Tnterviews with Irarnslallon (cachers.
30 CIIAPTER 3: DESIGNING A TRANSLATION SYLLABUS MODULE | FOR COLLEGE ENGLISH MAJORS IN THE TEACHER-TRAINING SECTION OF 3. Aims and objectives of the translation syllabus - - 33 3. Selecting the type of Translation syllabus 34 3. Sequencing the contemt and the tasks in the syllabus.
Selecting the content. Theory 35 LIST OF TABLES 5. The organization of the syllabus 3. Quantity and structures of the syllabus.
Designing teats [or the translation course 3. ‘The proposed translation syllabus for College Knglish majors at HLU. Suggestions for further study REFERENCES. APPENDIX 2 APPENDIX 3 vi LIST OF ABBREVIATIONS ELT: English Language Teaching HAP: English for Academic Purposes ESP: English for Specific Purposes FFL: Foreign Language FLY: Foreign Language ‘leaching, GE; General English HLU: Hoa Tu University Li: First Language L2: Second Language SL: Source Language ST: Source Text TI.anguage vũ TABLE OF CONTENTS CANDIDATE’S STATEMERT ACKNOWLEDGEHMENI.à ch gà ng iii wv L181 QF ABBREVLAHION.
ch HH hưng vii LIST OF TABLES viii 1. Aims and objectives 3. Rescarch questions bà ". won Đà Ww kì Methods of the study 6.
Design of the study CIIAPTER 1: LITERATURE REVIEW 1. An overview of translation 1. Definttion of translation. eo sen ow 1.
The use of translation in teaching lẺLT'. Translation as the filth skill in FTZT ta 1. The role of translation as the fifth skill in FL teaching and learning,.2, Applicatien of translation in TL, teaching and leamiing.2 An overview of syllabus design 1. Approaches to syllabus design 1.1 Language-centred approach 1.3 Learning-centred approach.
Translalion sylhibus design 1. Granunar-based sylabus.2, Culture-based sy|labus. Text-based syllabus 14 1.4, Topie-based syllabus.4, Steps to design a syllabus. CIIAPTER 2: TIIE STUDY.
Thự teaghmg sIaf[T of the English seclion 19 Em.2, Instruments for collecting data. Tnterviews with Irarnslallon (cachers. 30 CIIAPTER 3: DESIGNING A TRANSLATION SYLLABUS MODULE | FOR COLLEGE ENGLISH MAJORS IN THE TEACHER-TRAINING SECTION OF 3. Aims and objectives of the translation syllabus - - 33 3.
Selecting the type of Translation syllabus 34 3. Sequencing the contemt and the tasks in the syllabus. Selecting the content. Theory 35 ACKNOWLEDGEME) Tam greatly indebted to Mr.
Le Hung Tien, my supervisor, to whom I wish to extend my sincere gratitude for his guidance, constructive criticisms, valuable suggestions and encouragement, withoul which the thesis might not have been completed. T would also like to express my gratitude to Management Board of the Post- graduate Department, University of Languages and International Studies ‘VNU for their helpful support. Special thanks are due to all the Linglish staff, especially translation teachers and 40 English-major students of English teacher training section at Hoa Lu University for their contribution to the data collection and. their constructive suggestions for this research.
Finally, T owe the completion of this study to my beloved family for their endless support, patience and understanding ACKNOWLEDGEME) Tam greatly indebted to Mr. Le Hung Tien, my supervisor, to whom I wish to extend my sincere gratitude for his guidance, constructive criticisms, valuable suggestions and encouragement, withoul which the thesis might not have been completed. T would also like to express my gratitude to Management Board of the Post- graduate Department, University of Languages and International Studies ‘VNU for their helpful support. Special thanks are due to all the Linglish staff, especially translation teachers and 40 English-major students of English teacher training section at Hoa Lu University for their contribution to the data collection and.
their constructive suggestions for this research. Finally, T owe the completion of this study to my beloved family for their endless support, patience and understanding TABLE OF CONTENTS CANDIDATE’S STATEMERT ACKNOWLEDGEHMENI.à ch gà ng iii wv L181 QF ABBREVLAHION. ch HH hưng vii LIST OF TABLES viii 1. Aims and objectives 3.
Rescarch questions bà ". won Đà Ww kì Methods of the study 6. Design of the study CIIAPTER 1: LITERATURE REVIEW 1. An overview of translation 1.
Definttion of translation. eo sen ow 1. The use of translation in teaching lẺLT'. Translation as the filth skill in FTZT ta 1.
The role of translation as the fifth skill in FL teaching and learning,.2, Applicatien of translation in TL, teaching and leamiing.2 An overview of syllabus design 1. Approaches to syllabus design 1.1 Language-centred approach 1.3 Learning-centred approach. Translalion sylhibus design ABSTRACT This study was conducted to design a syllabus for translation module 1 for college english majors in the teacher-training, section of Hoa Lu university. In establishing essential foundation for the syllabus design, the study has invesligated relevant.
literate and carried out. through analysis on students’ needs, teachers’ opinions and situation factors. ‘he proposed syllabus aims to develop students’ English competence through translation practice. The students are imtroduced Lo basic theoretical knowledge and provided with practice of translation into and out of English.
Ihe course adopts Jearning- centered approach with a combination of topic-hased and text-based syllabus The study is expected to offer an appropriate syllabus for translation course and, therefore, effectively solve the urgent problem in teaching translation of Friglish Section at Hoa T.u University, Ninh Bink. ACKNOWLEDGEME) Tam greatly indebted to Mr. Le Hung Tien, my supervisor, to whom I wish to extend my sincere gratitude for his guidance, constructive criticisms, valuable suggestions and encouragement, withoul which the thesis might not have been completed. T would also like to express my gratitude to Management Board of the Post- graduate Department, University of Languages and International Studies ‘VNU for their helpful support.
Special thanks are due to all the Linglish staff, especially translation teachers and 40 English-major students of English teacher training section at Hoa Lu University for their contribution to the data collection and. their constructive suggestions for this research. Finally, T owe the completion of this study to my beloved family for their endless support, patience and understanding LIST OF ABBREVIATIONS ELT: English Language Teaching HAP: English for Academic Purposes ESP: English for Specific Purposes FFL: Foreign Language FLY: Foreign Language ‘leaching, GE; General English HLU: Hoa Tu University Li: First Language L2: Second Language SL: Source Language ST: Source Text TI. Granunar-based sylabus.2, Culture-based sy|labus.
Text-based syllabus 14 1.4, Topie-based syllabus.4, Steps to design a syllabus. CIIAPTER 2: TIIE STUDY. Thự teaghmg sIaf[T of the English seclion 19 Em.2, Instruments for collecting data. Tnterviews with Irarnslallon (cachers.
30 CIIAPTER 3: DESIGNING A TRANSLATION SYLLABUS MODULE | FOR COLLEGE ENGLISH MAJORS IN THE TEACHER-TRAINING SECTION OF 3. Aims and objectives of the translation syllabus - - 33 3. Selecting the type of Translation syllabus 34 3. Sequencing the contemt and the tasks in the syllabus.
Selecting the content. Theory 35 TABLE OF CONTENTS CANDIDATE’S STATEMERT ACKNOWLEDGEHMENI.à ch gà ng iii wv L181 QF ABBREVLAHION. ch HH hưng vii LIST OF TABLES viii 1. Aims and objectives 3.
Rescarch questions bà ". won Đà Ww kì Methods of the study 6. Design of the study CIIAPTER 1: LITERATURE REVIEW 1. An overview of translation 1.
Definttion of translation. eo sen ow 1. The use of translation in teaching lẺLT'. Translation as the filth skill in FTZT ta 1.
The role of translation as the fifth skill in FL teaching and learning,.2, Applicatien of translation in TL, teaching and leamiing.2 An overview of syllabus design 1. Approaches to syllabus design 1.1 Language-centred approach 1.3 Learning-centred approach. Translalion sylhibus design ACKNOWLEDGEME) Tam greatly indebted to Mr. Le Hung Tien, my supervisor, to whom I wish to extend my sincere gratitude for his guidance, constructive criticisms, valuable suggestions and encouragement, withoul which the thesis might not have been completed.
T would also like to express my gratitude to Management Board of the Post- graduate Department, University of Languages and International Studies ‘VNU for their helpful support. Special thanks are due to all the Linglish staff, especially translation teachers and 40 English-major students of English teacher training section at Hoa Lu University for their contribution to the data collection and. their constructive suggestions for this research. Finally, T owe the completion of this study to my beloved family for their endless support, patience and understanding 1.
Granunar-based sylabus.2, Culture-based sy|labus. Text-based syllabus 14 1.
