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Abstract: Coming along with the rapid development of translation throughout the world, the
University of Languages and International Studies, VNU also strives to train high-qualified
translators who are able to meet social demands. With deep concern about the situation, the
researchers carried out this study in order to identify common Vietnamese – English translation
errors made by 2nd year students majoring in Translation and Interpreting and proposing
suggestions for the improvement of the current practice. The major instruments utilized in the
study included document observations, questionnaires and interviews. The combination of both
quantitative and qualitative methods enabled the researchers to triangulate the data in order to
attain the most reliable findings. It is expected that the study will be of benefits to not only would-
be translators but also translation teachers at FELTE, ULIS, VNU.
Keywords: Translation, translation quality assessment, translation error.
these students and thereby, proposing that translation errors may be attributed to lack
suggestions to improve the current practice. of comprehension, misuse of time,
The study aims at addressing the following inappropriateness to readership, language,
questions: (1) What are the common errors in pragmatics, culture, over-translation, under-
the Vietnamese - English translations made by translation, discursive or semantic inadequacy.
2nd year students majoring in Translation and Compared to the definition by Mossop [3], Pym
Interpreting? (2) What are the possible causes [5] suggests a large number of translation
of these common errors? and (3) What are the errors. However, these errors are not
suggestions to rectify these errors? systematically classified.
Ten years later, Aveling [6] illustrates a
more comprehensive and systematic notion of
2. Literature review translation errors. According to Aveling,
translation errors occur when translator fails to
Prior to conducting empirical evaluation on gain equivalence, adequacy and accuracy. This
the quality of translation, it is indispensable to definition is more comprehensive as it stresses
identify the translation errors and their that equivalence covers many different types.
classifications as Schiaffino [2] assumes that it Besides, it is more systematic because Aveling
is easier to agree on what constitutes an error emphasizes that translation errors can be
rather than on what constitutes quality in the divided into two categorization including
abstract, and that an important factor in quality “dumb mistakes” and “deliberate mistakes”.
is the absence of errors. The former is due to the lack of translator’s
Mossop [3] describes translation errors as competence, and the latter occurs when
“a given rendering will be deemed to be non- translator poses a purpose to recreate the text.
translation if it fails to conform to the concept Classification of translation errors
of translation predominant in the target
Not only the definition but also the
culture”. He identifies translation errors in
classification of translation errors has attracted
terms of cultural norm and formal equivalence.
a myriad of efforts from scholars and
It means that the definition of translation error
researchers. Nevertheless, due to the
by Mossop [3] includes the achievement of
complexity of this practice, it remains intricate
formal equivalence but excludes other critical
to establish a single comprehensive list of all
factors such as smoothness, readability and
the translation errors observed.
consistency in translational product. Besides,
Krzysztof [7] divides translation errors into
formal equivalence, as defined by Nida and
four main types: errors of syntagmatic surface
Taber [4], is a method of translating literally
translation, errors of mistaken interpretation,
and protecting rhythm, special stylistic forms,
realization errors and meta-translation errors.
expression in syntax and lexis, metaphor, word
The first type includes equivalents, false
play and so on; therefore, formal equivalence is
friends, calques and unjustified borrowings.
mainly used in translating poems and songs, not
The second type covers misreading syntagms
all kinds of texts.
and wrong interpretation of verb frame,
A more thorough notion of error is
misinterpret scenes and scripts and misreading
proposed by Pym [5]. This scholar supposes
24 N.T.T. Hằng, T.T. Hằng / Tạp chí Khoa học ĐHQGHN: Nghiên cứu Nước ngoài, Tập 31, Số 1 (2015) 22-32
the text modality. The third type covers TL the meaning given to corresponding symbols or
errors, wrong evaluation of recipients’ in the ways in which such symbols are arranged
knowledge and insufficient of knowledge of in phrases and sentences, it stands to reason that
subject-matter. The final type comprises there can be no correspondence between
translation technique, additions, omissions, two languages” [10: 126]. Therefore, the failure in
versions, too many or two few footnotes, a translating cultural equivalences is unavoidable.
wrong translation strategy, corrections and The next type is linguistic translation errors
changing the text’s intertextuality. which Newmark [8] also mentions. The final
Nevertheless, this approach is complicated and type is entitled text-specific translation errors
troublesome for researcher to figure out and it refers to the text-specific translation
translations errors of professional translators in problem. The translator has to deal with various
general and undergraduates in particular. problems in different texts.
Three years later, translation errors were On the other hand, Schiaffino [11] classifies
categorized more logically by the Newmark [8] translation errors into three principle categories.
in which translation errors consists of two main Firstly, errors of meaning occur if the meaning
types that are referential errors and linguistic of translation becomes different from the
errors. “Referential errors are about facts, the meaning of source language (SL). Secondly,
real world, propositions not words” [8: 189]. errors of forms involve an error of grammar,
Linguistic errors involve mistakes due to the spelling, and other formal error that does not
lack of translator’s competence such as the use change the meaning of the translation with
of articles, prepositions, punctuations, tense, respect to the SL. In this aspect, Schiaffino [11]
voice, subject-verb agreement, word choice, shared the same viewpoint with Newmark [8].
spelling collocations, idioms and so forth. The The third categorization includes errors of
second categorization of Newmark [8] is logical compliance. Although meaning and form are
and appropriate to evaluate the quality of accurate, the translator fails to convey the style
translations in general, especially the guide, preferred terminology, and other
translations of undergraduates as they are at the customer requirement which can cause
early stage of training. Thus, the lack of unnaturalness, lack of readability and
competence is completely understandable. inconsistency in a translation.
While somewhat agreeing with Newmark’s The classification of translation error
discussion, Nord [9], nevertheless, suggests remains diverse; however, most scholars agree
further that translation errors should be with Wang Baorong [12]. Baorong arrives at a
classified into four main types. Firstly, mutual conclusion that translation errors should
pragmatic translation errors are due to the lack be classified into three main types including
of recipient orientation. It means that the pragmatic translation errors, cultural translation
translator has no specific targeted readers in his errors and linguistic translation errors.
mind; therefore, he has no orientation when Pragmatic translation errors are caused by
translating. Secondly, cultural translation errors practical issues such as a lack of receiver
occur with regard to cultural-specific orientation and background knowledge.
conventions or equivalence. Nida stresses: Cultural translation errors are related to
“Since no two languages are identical, either in equivalent problems and methods to deal with
N.T.T. Hằng, T.T. Hằng / Tạp chí Khoa học ĐHQGHN: Nghiên cứu Nước ngoài, Tập 31, Số 1 (2015) 22-32 25
As clearly seen from the table, the most grammar as parts of speech, subject verb
common errors students make was lexical agreement and so forth. However, lexical
choice, while they rarely had problems with choice belonged to a broader field of
subject-verb agreement, part of speech and vocabulary, which seems more challenging.
capitalization. The findings were totally Translational errors
comprehensible as students specializing in
The detailed statistics are as follows:
English, especially 2nd year students could
virtually master fundamental such aspects of
Table 2. Common errors made by students from their own perspective
Errors in … Mean Median Mode
Lengthy and awkward expression 3.26 3.5 3
Accuracy 3.02 3.5 3
Naturalness 3.21 3.5 3
Consistency 3.00 3.5 3
Readability 3.03 3.5 3
Terminology 3.21 3.5 3
Translational challenges seemingly posed year. Besides, above 50% of students regarded
more challenges to 2nd students than linguistic poor command of vocabulary and a lack of
ones. More notably, lengthy and awkward translation skills as main possible causes,
expressions were by far the most common making them some of the most aching problems
errors made by students, with the highest mean faced by 2nd year trainees.
of 3.26 and high median and mode of 3.5 and 3 4.1.3. Suggestions
respectively. It was understandable as these Firstly, it came as a surprise that 100%
above-mentioned errors in general were participants valued teacher’s in-class checking
unfamiliar concepts to 2nd year level. session as the most helpful method to further
4.1.2. Possible causes develop their translations, showing that they
The largest number of students, 87.5% still remained passive in improving their
made errors due to the lack of accessibility to translation skills. Nonetheless, more than two-
translation theories. It is comprehensible as thirds of students questioned regarded online
students majoring in Translation at ULIS only dictionary and Internet searching as useful
learn Translation Theories in the 3rd and 4th tools, which was an indication that students
N.T.T. Hằng, T.T. Hằng / Tạp chí Khoa học ĐHQGHN: Nghiên cứu Nước ngoài, Tập 31, Số 1 (2015) 22-32 27
were gradually better aware of shifting from 4.2. Major findings and discussion from
teacher-centered based learning method to document observations and interview
learning autonomy. On the other hand, other
suggestions such as paper dictionary aid, peers’ For illustrative purpose, data achieved from
comments, revision of peers’ comments, and document observations and interviews were
revision of teacher’s suggestions were not combined so that information could well
appreciated by students in translation class. It supplement each other.
should be concluded that in order to enhance 4.2.1. Common translation errors
students’ translation skills, it is essential for The following table presents the most
them to utilize various means of practice. common errors students made when translating
a text from Vietnamese into English.
Table 3. Common errors seen from document observation
Categorization Number of errors Percentage (%)
Linguistic Lexical choice 171 24.85
Errors Punctuation 45 6.54
The use of articles 56 8.14
Prepositions 81 11.77
Singular and plural forms 21 3.05
Translational Lengthy and awkward expressions 197 28.63
Errors Terminology 95 13.81
Inconsistency 22 3.20
Total 688 100
Strikingly, the most common linguistic pressure, kinds – species, marine time –
errors were lexical choice, accounting for marine, create the country – found the country,
24.85% of all errors identified. This goes well feudalist – feudalism, colonist – colonialist,
with the finding from student questionnaire and domain/ region/ zone – part.
therefore, helps enhance the reliability of the In the same line with the abovementioned
information. Similarly, lengthy and awkward finding, Teacher T stressed that lexical choice
expressions proved the most popular type of posed the most serious problem for students.
translation errors (28.63% of all errors made). This was once confirmed by S1, S2 and S3,
The following part will illustrate the who highlighted their strains in determining
information in greater detail. proper words. S2 shared, “Word choice!!! I
Linguistic errors made the most frequently. For example, I wrote
“a comprehensive war” instead of “a full-scale
Lexical choice: As could be seen from
war”, and “littoral are” instead of “coastal
document observation, lexical choice was the
area”, or “marine resource” instead of “sea
most serious problem in students’ translation,
resource”. Like S2, S3 reported, “I used “vast
accounting for 24.85% of all errors made.
ocean” instead of “vast sea area”,
Document analysis revealed that the most
“mountains” – “highlands”, “total war” –
noticeable pairs of misused words included
“full-scale war” and so many, many others”.
extend – stretch, plains – lowlands, create
enormous pressure – put/exert enormous
28 N.T.T. Hằng, T.T. Hằng / Tạp chí Khoa học ĐHQGHN: Nghiên cứu Nước ngoài, Tập 31, Số 1 (2015) 22-32
Expression-related errors were prevalent for style in my translation yet. Sometimes, I added
various reasons, of which, low competence in unnecessary words in the sentence, and
English and interference of mother tongue were expressed the original idea in such a lengthy
the most possible causes. As indicated by S1, “I way.”
find expression the most challenging part in Terminology: Up to 95 cases of misuse
translating any text from Vietnamese into terminologies were identified. Among those,
English. I don’t have enough language to common terminological errors are illustrated in
express myself naturally in English.” Similarly, the following table:
S2 reported, “I haven’t created a professional
Table 4. Terminology errors
Source text Inappropriate use of terms Suggestions
Vựa lúa Granary “rice basket”
Tỷ lệ tăng dân số hàng năm Annual population increasing rate Annual population growth
rate
Thực dân Pháp French colonialism French colonialists
Cuộc chiến tranh toàn diện Total/ comprehensive war Full-scale war
Chính sách đổi mới kinh tế Economic innovation policy Economic renovation policy
Thảo dược Herbs Medicinal plants
N.T.T. Hằng, T.T. Hằng / Tạp chí Khoa học ĐHQGHN: Nghiên cứu Nước ngoài, Tập 31, Số 1 (2015) 22-32 29
5.1. Common errors made by 2nd year students The suggestions from questionnaires and
interviews were synthesized for further
Regarding linguistic errors, both improvement of 2nd-year students majoring in
quantitative and qualitative findings indicated Translation and Interpreting.
that lexical choice posed the biggest challenges First and foremost, grammar and
to students. When analyzing questionnaires, vocabulary enhancement plays a pivotal role in
lexical choice received the highest mean of the language competence enrichment. Sufficient
3.08, proving that all students agreed lexical grammar and vocabulary enable 2nd-year
choice posed a real aching obstacle among students as translators-to-be to process the ideas
them. Similarly, classroom observations when more easily, succeed in conveying targeted
combined with calculation revealed that 145 texts’ ideas and particularly avoid lengthy and
cases among 81 translations made lexical awkward expressions. The enrichment of
errors. More importantly, from the perspective language competence is not a matter of days or
of lecturer T and students S1, S2 and S3, lexical weeks but a practice of a life time; thus, it is
errors were also the most common ones among vital for students to enhance language
2nd year level, showing that the findings from competence on daily basis. Strikingly
the instruments were consistent and reliable. distinguished from the normal practice of
Besides, it was all agreed by the instruments writing skill, translation is more acute as it
that grammatical aspects, including articles, requires students to register and convey with
punctuations, prepositions, singular and plural absolute accuracy such details as terminology,
forms students needed being worked on more author’s tone, naturalness and so on. Thus,
by students. vocabulary is undoubtedly an important factor.
Likewise, lengthy and awkward According to teacher T, an effective method to
expressions was consistently regarded as the improve language competence for translation
most common problem by both the students and discipline is learning grammar systematically
lecturer. It can be revealed from the and learning vocabulary topic by exposing to
questionnaires that lengthy and awkward authentic language. What’s more, developing
expressions were by far the most frequent errors sense of language to overcome the negative
committed by students with the highest mean of influence of the mother tongue in Vietnamese –
3.26 followed by an extremely high median and English translations is of great importance.
N.T.T. Hằng, T.T. Hằng / Tạp chí Khoa học ĐHQGHN: Nghiên cứu Nước ngoài, Tập 31, Số 1 (2015) 22-32 31
Các lỗi dịch Việt – Anh thường mắc của sinh viên
chuyên ngành Dịch: Bước đầu hướng tới việc nâng cao
chất lượng bản dịch của sinh viên
Tóm tắt: Cùng với xu hướng phát triển mạnh mẽ của hoạt động dịch thuật trên toàn thế giới,
trường Đại học Ngoại ngữ - ĐHQGHN cũng đang nỗ lực đào tạo các cử nhân dịch chất lượng cao, đáp
ứng được nhu cầu của xã hội. Người nghiên cứu thực hiện đề tài này nhằm tìm hiểu các lỗi dịch Việt –
Anh phổ biến mà sinh viên chuyên ngành Dịch năm thứ hai thường mắc phải và gợi ý các đề xuất
nhằm nâng cao chất lượng bản dịch của sinh viên. Các công cụ nghiên cứu chính bao gồm phiếu điều
tra, phân tích bản dịch và phỏng vấn. Việc kết hợp phương pháp nghiên cứu định tính và định lượng
giúp người nghiên cứu thu được nguồn thông tin đa chiều đáng tin cậy. Đề tài nghiên cứu này hy vọng
sẽ hữu ích không chỉ với những người muốn làm nghề dịch thuật mà cả với các giảng viên đang dạy
kỹ năng dịch thuật ở trường Đại học Ngoại ngữ - ĐHQGHN.
Từ khóa: Dịch thuật, đánh giá chất lượng bản dịch, lỗi dịch thuật.