[block id=”bo-sung-1″]

During the process of implementing this graduation paper, I have received a great
deal of help, guidance and encouragement from my teachers, family and friends.
First of all, I would like to express my deepest gratitude to Ms. Dao Thi Lan
Huong (M.A) – my supervisor for her assistance and guidance during this
challenging process. She has generously given me valuable suggestions, advices
as well as comments about my study. I myself find that this thesis cannot come to
an end without her enthusiastic supports.
Next, I also would like to express my sincere thanks to all the teachers of Foreign
Languages Department of Haiphong Private University, who have thoughtfully
trained me in the last four years.
My special thanks are also sent to my dear friends who willingly helped me in
carrying out the survey and made the great contribution to my topic by giving
ideas, comments, suggestions which are very useful for my research.
Last but not least, I would like to give my wholehearted thanks to my family who
have stood behind me throughout this entire process. I truly could not comp lete
this paper without their love, support and encouragement.

de_tai_difficulties_and_suggested_solutions_in_learning_engl

Tải Đề tài Difficulties and suggested solutions in learning English – Vietnamese consecutive interpreting for the third – Year english majors at Hai phong private university

download1 google drive

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
——————————-
ISO 9001 : 2008
KHÓA LUẬN TỐT NGHIỆP
NGÀNH: NGOẠI NGỮ
HẢI PHÒNG – 2012
HAIPHONG PRIVATE UNIVERSITY
FOREIGN LANGUAGES DEPARTMENT
———————————–
GRADUATION PAPER
DIFFICULTIES AND SUGGESTED SOLUTIONS
IN LEARNING ENGLISH – VIETNAMESE
CONSECUTIVE INTERPRETING FOR THE THIRD-
YEAR ENGLISH MAJORS AT HAI PHONG PRIVATE
UNIVERSITY
By:
NGUYỄN THỊ MAI ANH
Class:
NA 1201
Supervisor:
ĐÀO THỊ LAN HƯƠNG, M.A
HAI PHONG – 2012
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
————————————–
Nhiệm vụ đề tài tốt nghiệp
Sinh viên: ……………………………………………………Mã số:……………………….
Lớp: ………………………..Ngành:…………………………………………………………..
Tên đề tài: …………………………………………………………………………………….
……………………………………………………………………………………..
…………………………………………………………………………………….
……………………………………………………………………………………..
Nhiệm vụ đề tài
1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
(về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
..
..
..
..
..
..
..
..
2. Các số liệu cần thiết để thiết kế, tính toán.
..
..
..
..
..
..
..
..
..
3. Địa điểm thực tập tốt nghiệp.
..
..
..
CÁN BỘ HƯỚNG DẪN ĐỀ TÀI
Người hướng dẫn thứ nhất:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày tháng năm 2012
Yêu cầu phải hoàn thành xong trước ngày tháng năm 2012
Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên Người hướng dẫn
Hải Phòng, ngày tháng năm 2012
HIỆU TRƯỞNG
GS.TS.NGƯT. Trần Hữu Nghị
PHẦN NHẬN XÉT TÓM TẮT CỦA CÁN BỘ HƯỚNG DẪN
1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp:
..
..
..
..
..
..
..
..
2. Đánh giá chất lượng của khóa luận (so với nội dung yêu cầu đã đề ra trong
nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu):
..
..
..
..
..
..
..
..
..
3. Cho điểm của cán bộ hướng dẫn (ghi bằng cả số và chữ):
..
..
..
Hải Phòng, ngày .. tháng.. năm 2012
Cán bộ hướng dẫn
(Họ tên và chữ ký)
NHẬN XÉT ĐÁNH GIÁ
CỦA NGƯỜI CHẤM PHẢN BIỆN ĐỀ TÀI TỐT NGHIỆP
1.Đánh giá chất lượng đề tài tốt nghiệp về các mặt thu thập và phân tích tài liệu, số
liệu ban đầu, giá trị lí luận và thực tiễn của đề tài.
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………….
2. Cho điểm của người chấm phản biện :………………………………………………………….
…………………………………………………………………………………………………………………….
(Điểm ghi bằng số và chữ)
Ngày………. tháng……… năm 2012
Người chấm phản biện
ACKNOWLEDGEMENT
During the process of implementing this graduation paper, I have received a great
deal of help, guidance and encouragement from my teachers, family and friends.
First of all, I would like to express my deepest gratitude to Ms. Dao Thi Lan
Huong (M.A) – my supervisor for her assistance and guidance during this
challenging process. She has generously given me valuable suggestions, advices
as well as comments about my study. I myself find that this thesis cannot come to
an end without her enthusiastic supports.
Next, I also would like to express my sincere thanks to all the teachers of Foreign
Languages Department of Haiphong Private University, who have thoughtfully
trained me in the last four years.
My special thanks are also sent to my dear friends who willingly helped me in
carrying out the survey and made the great contribution to my topic by giving
ideas, comments, suggestions which are very useful for my research.
Last but not least, I would like to give my wholehearted thanks to my family who
have stood behind me throughout this entire process. I truly could not complete
this paper without their love, support and encouragement.
Hai Phong, December 2012
Student
Nguyen Thi Mai Anh
TABLE OF CONTENTS Page
ACKNOWLEDGEMENT
TABLE OF CONTENTS
CHAPTER I: INTRODUCTION 1
1. Background to the study 1
2. Scope of the study 1
3. Methods of the study 2
4. Organization of the study 2
CHAPTER II: THEORETICAL BACKGROUND 4
1. Introduction 4
2. Interpreting 4
3. Consecutive interpreting 6
4. Consecutive interpreting stages 7
5. Main difficulties in English to Vietnamese consecutive
interpreting process
8
5.1. Listening 9
5.2. Memory 13
5.3. Note – taking 16
CHAPTER III: THE STUDY 18
1. Methods and Procedures 18
1.1. Introduction 18
1.2. The objective of the survey 18
1.3. Subjects 18
1.4. Method of the survey 19
1.5. Procedures 19
2. Results and Discussion 20
2.1. Introduction 20
2.2. Findings and Discussion on Difficulties in learning
English – Vietnamese consecutive interpreting for the
third-year English majors at Haiphong Private
University and suggested Solutions
21
2.2.1. Students’ opinions about consecutive interpreting
in general and skills used in English – Vietnamese
consecutive interpreting in particular.
21
2.2.2. Problems in the listening stage 24
2.2.3. Difficulties encountered when using short-term
memory in English – Vietnamese consecutive
interpreting
30
2.2.4. Problems in note-taking 37
2.3. Some examples of problems and suggestions for several
cases
46
CHAPTER IV: SUGGESTIONS and CONCLUSION 51
1. Suggestions 51
1.1. General suggestions for student’s difficulties in learning
English – Vietnamese consecutive interpreting
51
1.2. Limitations and Suggestions for further study 51
2. Conclusion 52
References 54
Appendix 1 57
Appendix 2 61
CHAPTER I: INTRODUCTION
1. Background to the study
Globalization has enhanced the public’s demand for more qualified translators and
interpreters (Austermuhl 2003; Amato and Mead 2002). For qualified interpreting,
besides their language and interpreting skills, interpreters must equip themselves
with highly specialized subject knowledge, as well as full awareness of working
code of ethics in various social settings. It is not a normal game, not an easy job.
To meet the increasing need in the interpreting market, there have been an ever-
growing number of tertiary education institutions becoming involved in the formal
training of translation and interpreting professionals (Arjona-Tseng 1994). Given
that interpreting activities may take various forms, this research will base its
discussion on consecutive interpreting. With an aim of improving interpreting
performance, the teaching and study quality of interpreting, this research will
discuss the interpreting students’ difficulties that often occur in learning English –
Vietnamese consecutive interpreting and suggested solutions. I do hope that this
thesis will help students who want to become interpreters in the future to find out
and overcome their problems in learning this subject.
2. Scope of the study
Due to the limitation of time and knowledge, this thesis only focuses on analyzing
and emphasizing the main problems in learning consecutive interpreting with
which interpreting students deal the most difficulties and suggested solutions in
learning English to Vietnamese consecutive interpreting. Regarding interpreting
perspective, the subjects can be divided into two groups including professional
interpreters and students or would-be interpreters. However, in this thesis, my
subjects are mainly future interpreters; they are third- year English major students
of Haiphong Private University with the hope to help them find out their
difficulties when learning consecutive interpreting and the way to study this
subject effectively. This thesis is also expected to be a helpful reference to other
people who are amateur interpreters and motivate students to pursue this career. I
do hope that it will be useful to readers and people who are interested.
3. Method of the study
This study is a methodical investigation into the subject of difficulties and
suggested solutions in learning English to Vietnamese consecutive interpreting; a
focused and systematic request for information that is a product of a long
searching process with a series of activities. It involves a number of things such as
the collection and analysis of data, the evaluation of results, and so on. Field work
consisted in the design of a questionnaire to be answered by a sample of students
in advanced courses of interpretation. The findings enumerated the difficulties
encountered related to the practice of interpretation.
In the process of doing the research I’m still an undergraduate student, so I do not
have much practical experience. My awareness of consecutive interpreting has
been mainly gained through published and electronic reference materials as well
as the suggestions and recommendations by interpreting teachers at my university.
4. Organization of the study
My graduation paper is divided into four main chapters.
Chapter I is the Introduction, including four sections: Background to the study,
Scope of the study, Method of the study and Organization of the study. The
Background to the study is the general introduction about interpreting and the aim
of the study. Next, the Scope of the study limits the areas of research and targeted
subjects of the study. The Organization of the study outlines the main parts of this
graduation paper.
Chapter II is the Theoretical background that consists of five sections as
following: Introduction, Interpreting, Consecutive Interpreting, Consecutive
Interpreting stages and Main difficulties in English to Vietnamese consecutive
interpreting process.
Chapter III presents the study including two sections as following:
– Methods and Procedures. It includes: Introduction, The Objective of the
Survey, Subjects, Method of the Survey and Procedures.
– Results and Discussion. This section consists of Introduction, Findings and
Discussion.
Chapter IV is the Suggestions and Conclusion in which I give a brief summary
of the main points mentioned in the previous parts and some suggestions for
further study (experiences acquired and state the orientation for future study).
CHAPTER II: THEORETICAL BACKGROUND
1. Introduction:
This chapter is produced to review different viewpoints and previous researches
on interpreting in general and consecutive interpreting in particular. Especially, it
is intended to demonstrate relevant information on consecutive interpreting.
Various aspects related to the topic of consecutive interpreting in succession
ranging from panorama view to close-up view will be explained in this chapter. It
is started with a brief description of interpreting, interpreting classification, then a
focus on consecutive interpreting and the rest of the chapter completely zooms in
English major students’ difficulties when learning consecutive interpreting.
2. Interpreting:
By studying some linguistic scholars’ works on subject of interpretation and
translation, I have to conclude that there is not any regular definition of
interpreting. To give a clear definition of interpreting, at first, I will relate it to
translation which interpreting is often mistaken for. According to Catford (1965),
translation is described as an “operation performed on languages, a process of
substituting a text in one language for a text in another”.
A big amount of people confuse translation with interpreting. So, what is
Interpreting? Pochhacker (2004) stated that interpretation is oral, a special form of
translation or “it is immediate oral translation” as Roderick Jones (2002, p.3)
said. So, the main difference is that translation is written, while interpreting is
verbal. Mahmoodzadeh gives a more detailed definition of interpreting:
Interpreting consists of presenting in the target language, the exact meaning of
what is uttered in the source language either simultaneously or consecutively,
preserving the tone of the speaker (1992, p.231). Interpreting requires the ability
to accurately express information in the target language. Interpreting is not a
matter of substituting words in one language for words in another. It is a matter of
understanding the thought expressed in one language and then explaining it using
the resources and cultural nuances of another language, so they can express the
source text or speed so that it sounds natural in the target language.
According to Hanh (2006), “Interpreting, just like translation, is fundamentally
the art of re-expressing. The interpreter listens to a speaker in one language, gets
the content of what is being said, and then immediately verbally re-expresses his
or her understanding of the meaning in another language”. Like this, both
interpretation and translation have same target of processing information in one
direction from one source to target language and the issue of direction is more
complex at the level of the communicative event. However, interpreting is
described as an active process of communicating, by oral, not by text with the
interpreter making informed choices based on knowledge and understanding of
language by Martin and Garces (2008). Hanh (2006) also noted in her work that
“both interpreters and translators are required to have a good command of the
native language and at least a foreign language, analytical ability, high
concentration, subject matter knowledge and sensitivity to cultural issues” (p.10).
However, while a translator must be both a sharp writer and a skilled editor, it is
indispensable for an interpreter to have special listening ability, a good memory,
good note-taking techniques and excellent public speaking skills. Interpreting
requires superior language ability in at least two languages, so interpreters must be
able to transform idioms, proverbs, colloquialisms into the target language
immediately. In addition, interpreters have to convey the oral message under time
pressure without the opportunity of revising or polishing their interpretation. For
these reasons, whether novice or experienced, all interpreters find this profession
extremely demanding and challenging.
By its high requirement toward interpreters, interpreting itself assumes its
importance in communicative activity nowadays. According to Listiani (2010),
interpreting plays key role in bridging the gap between languages, helping two or
group of people of different languages to understand what is being said. The goal
of interpretation is that a message makes the same impact on the target audience
that a speaker intends for an audience of her/his same language. Without
interpreting, there will be no good understanding between people of at least two
languages and global communication will drop in thousands of troublesome
issues.
3. Consecutive Interpreting
As far as the classification of interpreting is concerned, most people get involved
into linguistic study and give their attention to what is meant by consecutive
interpreting and simultaneous interpreting. As Hanh (2006) said, “consecutive and
simultaneous are the two sub-types of interpreting, based on the interpreting
mode used by the interpreter: simultaneous, which occurs nearly at the same as
the original utterance of a speed; consecutive, which follows a chunk of speed
varying in length from very few sentences to an entire speed lasting several
minutes” (p. 11).
Jones (2002) stated that a consecutive interpreter “listens to the totality of a
speaker’s comments, or at least a significant passage, and then reconstitutes the
speed with the help of notes taken while listening; the interpreter is thus speaking
consecutively to the original speaker, hence the name”. With simultaneous
interpreting, he explained it as follows: “Here the interpreter listens to the
beginning of the speaker’s comments then begins interpreting while the speed
continues, carrying on throughout the speed, to finish almost at the same time the
original. The interpreter is thus speaking simultaneous to the original, hence
again the name” (p. 6). The differences between the two main modes of
interpreting become more detailed from this definition. The amount of time that
elapses between the delivery of the source utterance and the delivery of the
interpretation is the primary difference between consecutive interpreting and
simultaneous interpreting. Simultaneous interpreting has advantage of quick
delivery, but a disadvantage in terms of the amount of information delivered. In
contrast, consecutive interpreting takes time but may transfer more accurate
information (Phelan 2001). However, whether interpreting consecutively or
simultaneously, the interpreter has to concentratively listen to the speaker, exactly
understand, logically analyze the meaning of the message, then conceiving
strategies for reformulating the message into the target language.
4. Consecutive interpreting stages
According to Liu Minhua, there are five stages of in process consecutive
interpretation: hearing and listening; analysis

[block id=”bo-sung”]

Từ khóa: Đề tài Difficulties and suggested solutions in learning English – Vietnamese consecutive interpreting for the third – Year english majors at Hai phong private university

Trả lời

Email của bạn sẽ không được hiển thị công khai. Các trường bắt buộc được đánh dấu *