DALAT UNIVERSITY

FACULTY OF FOREIGN LANGUAGES

THE THEORY OF TRANSLATION

Áp dụng cho sinh viên từ K45

Compiled: Tôn Nữ Linh Thoại

Tôn Thiện Quỳnh Trâm
Phan Cảnh Minh Thy

2022
 LỜI GIỚI THIỆU

Giáo trình Lý Thuyết Dịch (The Theory of Translation) do nhóm giảng viên
thuộc tổ ESP, Khoa Ngoại Ngữ - trường Đại học Đà Lạt tổng hợp. Giáo trình chủ
yếu dựa trên sự tập hợp (collect) có chọn lọc từ các sách giáo khoa dành cho
chuyên ngành dịch thuật của các tác giả nước ngoài, và các giáo trình được các
trường đại học trong nước biên soạn.
Giáo trình Lý Thuyết Dịch (The Theory of Translation) này dành cho sinh
viên chuyên ngành tiếng Anh năm thứ hai, cung cấp cho sinh viên những kiến thức
tổng quát về chuyên ngành dịch thuật, bao gồm biên dịch (translation) và phiên
dịch (interpretation) kèm theo nhiều bài tập bổ ích nhằm giúp sinh viên luyện tập
kỹ năng tra cứu từ điển để chọn lựa những từ vựng với nghĩa phù hợp trong văn
cảnh, nhận diện các hình thức văn bản để chọn cách dịch phù hợp, và rèn luyện
các kỹ năng dịch.

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 TABLE OF CONTENTS
Pages
Lời giới thiệu 2
Unit 1 The ‘what’ and ‘why’ of translation 3
Practice 1 5
Unit 2 The analysis of a text 9
Practice 2 12
Unit 3 Stylistics in translation 15
Practice 3 20
Unit 4 About language 27
Practice 4 32
Unit 5 Methods and strategies for translators 36
Practice 5 44
Unit 6 Communicative and semantic translation 47
Practice 6 51
Unit 7 Steps for translation and interpretation 53
Practice 7 55
Unit 8 Testing the translation 61
Practice 8 65
Unit 9 Interpretation (1) 71
Unit 10 Interpretation (2) 75
Practice 9 78
Further practice 81
References 98

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 Unit 1: THE ‘WHAT’ AND ‘WHY’ OF TRANSLATION

I- What is translation?
Translation is reproducing in the receptor language the closest natural
equivalent of the message of the source language, first in terms of meaning, and
second in terms of style (Nida, 1975).
Translation is rendering the meaning of a text into another language in the way
that the author intended the text (Newmark, 1988).
Translation is the expression in another language (or target language) of what
has been expressed in another, source language, preserving semantic and stylistic
equivalent.
Some common terms used in the course
- Source language (SL): the language that is used in the original text.
- Source text (ST): the original text
- Target language (TL) or receptor language: the language that is used to
translate the original text.
- Target text (TT): the translated text
II- Why translation?
1. Translation is an activity that serves as a technique of language learning. It
helps us
- to understand better the influence of one language on the other, and to correct
errors of habit that creep in unnoticed (such as the misuse of particular words or
structures)
- to explore the potentials of both languages, their strengths and weaknesses
- to develop three qualities essential to all language learning: accuracy, clarity,
and flexibility. It trains the learners to search (flexibility) for the most appropriate
words (accuracy) to convey what it meant (clarity).

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 2. Translation is an activity that serves as a means of communication: it is used
for multilingual notices, for official documents, for reports, papers, articles,
correspondence, and textbooks to convey information, advice and
recommendations for every branch of knowledge.
3. Translation is an activity that serves as a transmitter of culture: it has been
instrumental in transmitting culture ever since centuries. Through translations we
understand people’s customs, traditions, etc, in different countries.
4. Translation is an activity that serves as a source of personal pleasure:
Translation has its own excitement and its own interest. A satisfactory translation
is always possible, but it can usually be improved, so a translator is always trying
to extend his knowledge and improve his means of expression through a
translation activity.

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 PRACTICE 1
I- Complete the table relating to feelings/ illness, then choose one word from
each line to write a sentence with it.

NOUN ADJECTIVE VERB

……………… breathless ………………

……………… weak ………………
……………… shivery .………………
……………… dislocated .………………
ache ……………… ………………
treatment treatable ………………
……………… swollen ………………
……………… ……………… avoid
……………… long ………………
option ……………… ………………

EXAMPLE: She arrived breathless at the top of the stairs.

Your sentences:
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………

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 II- Distinguish the different uses of the verb TALK in the following
sentences:
They are talking of putting up a monument to him. …………………
He wasn’t keen on buying a car, but we talked him into it. …………………
We talked her out of marrying that awful chap. …………………
He may be very clever, but he always talks over our heads. …………………
I don’t like children who talk back to parents. …………………
Talking straight from the shoulder, I think your behaviour is not good.
…………………
III- Find an appropriate expression for the Vietnamese word “ñaøn” in the
following phrases:
- ñaøn chim/ ngoãng/ boà caâu...: ………………………………………

- ñaøn gia suùc/ cöøu...: …………………………………………………

- ñaøn caù: …………………………………………………

- ñaøn ong: …………………………………………………

IV – Expressions with COME and GO

1. Here are some phrasal verbs based on COME. Try to find out their meanings.
I came across a beautiful old vase in that junk shop. ………………
Nothing can come between him and soccer. ………………
How did you come by that bruise? ………………
Did the meeting you were planning come off? ………………
When do the exam results come out? ………………
The stain on the carpet won’t come out. ………………
You bill comes to $55. ………………
An important point came up at the meeting. ………………
The movie comes on at six. ………………
After the surgery, it took the patient several hours to come to.
………………

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2. Here are some expressions with COME TO (which usu. means ‘arriving at’)
and COME INTO (which means ‘starting/ acquiring’). Check the meanings and
choose one of the expressions to complete the sentences that follow.

COME TO: an agreement / a conclusion / a standstill [stop]/ an end / a decision /

mind / blows
COME INTO: bloom / blossom / contact / a fortune / money / a legacy /
operation / sight / view / power / existence / fashion / use

I found it hard to make up my mind, but finally I came……………

No ideas come……………, but I’ll tell you if I think of any.
I love it in spring when my cherry tree comes……………
Halfway up the hill, the bus came……………
All good things must come ……………
The telephone first came……………in the 19th century.
They disagreed so fiercely that they actually came ……………
As we rounded the corner the house came……………
3. Some phrasal verbs based on GO. Some of them have different meanings. Make
sure you know the meanings of the following expressions.
GO ON: What is going on next door? ………………
They went on working despite the noise. ………………
As the weeks went on, things improved. ………………
You go on, we’ll catch up with you later. ………………
GO THROUGH
I wouldn’t like to go through that again. ………………
Let’s go through the plans again. ………………
I went through three pairs of pantyhose this weekend.………………
He went through a fortune in one weekend. ………………

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GO FOR
He goes for older women. ………………
Whichever job you go for, I’m sure you’ll make the best of it.
………………

Others: Those shoes don’t go with that dress. ………………

When does your alarm clock usually go off? ………………
She would never go back on her word. ………………
It goes without saying that we’ll all support you. ………………
Your work is good, as far as it goes. ………………
I’m sure your daughter will go far. ………………
Unfortunately, the business went bankrupt. ………………

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 Unit 2: THE ANALYSIS OF A TEXT
I- Reading the text
You begin by reading the original for two reasons: first, to understand what it
is about; second to analyze it from a translator’s point of view. You have to
determine its intention and the way it is written for the purpose of selecting a
suitable translation method and identifying particular and recurrent problems.
Understanding the text requires both general and close reading. General
reading is to get the gist. Close reading is required, in any challenging text, of the
words both out and in context.
II- The intention of the text
In reading, you search for the intention of the text, you cannot isolate this from
understanding it. The intention of the text represents the SL writer’s attitude to the
subject matter.
Two texts may describe a battle or a riot or a debate, stating the same facts and
figures, but the type of languages used and even the grammatical structures
(passive voice, impersonal verbs often used to disclaim responsibility) in each case
may be evidence of different points of view.
III- The intention of the translator
Usually, the translator’s intention is identical with that of the author of the SL
text. But he may be translating an advertisement, a notice, or a set of instructions
to show his clients how such matters are formulated and written in the source
language, rather than how to adapt them in order to persuade or instruct a new TL
readership. And again, he may be translating a manual of instructions for a less
educated readership, so that the explanation of his translation may be much larger
than a ‘reproduction’.

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 IV- Text styles
Nida (1975) distinguished four types of (literary or non-literary) text:
Narrative: a dynamic sequence of events, where the emphasis is on the verbs
or, for
English, ‘dummy’ or ‘empty’ verbs plus verb-nouns or phrasal verbs (“He
made a sudden appearance,” “He burst in.”)
Description, which is static, with emphasis on linking verbs, adjectives,
adjectival nouns.
Discussion, a treatment of ideas, with emphasis on abstract nouns (concepts),
verbs of thought, mental activity (‘consider’, ‘argue’, etc.,) logical argument and
connectives.
Dialogues, with emphasis on colloquialisms, and phaticisms.

V- The readership
On the basis of the variety of language used in the original, you attempt to
characterize the readership of the original and then of the translation, and to decide
how much attention you have to pay to the TL readers. You may try to assess the
level of education, the class, age and sex of the readership if these are ‘marked’.
The average text for translation tends to be for an educated, middle-class
readership in an informal, not colloquial style. The most common variety of
‘marked’ error in register among student translators tends to be ‘colloquial’ and
‘intimate’, e.g. use of phrases such as ‘more and more’ for ‘increasingly’, ‘above
all’ for ‘particularly’, ‘job’ for ‘work’, ‘got well’ for ‘recovered’ and excessively
familiar phrasal verbs (‘get out of’, ‘get rid of’). The other common error, use of
formal or official register (e.g. ‘decease’ for ‘death’) also shows signs of
translationese.

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 The scale of formality:
Officialese “The consumption of any nutriments whatsoever is categorically
prohibited in this establishment.”
Official “The consumption of nutriments is prohibited.”
Formal “You are requested not to consume food in this establishment.”
Neutral “Eating is not allowed here.”
Informal “Please don’t eat here.”
Colloquial “You can’t feed your face here.”
Slang “Lay off the nosh.”
Taboo “Lay off the fucking nosh.”
VI- The quality of the writing
The quality of the writing has to be judged in relation to the author’s intention
and/or the requirements of the subject- matter.
VII- Connotation and denotation
From a translator’s point of view this is the only theoretical distinction
between a non-literary and a literary text. In fact, the greater the quantity of a
language’s resources (e.g. polysemy, word-play, sound-effect, rhyme) expanded
on a text, the more difficult it is likely to be to translate, and the more worthwhile.
VIII- The last reading
Finally, you should note the cultural aspect of the SL text; you should
underline all neologisims, metaphors, cultural words and institutional terms
peculiar to the SL, proper names, technical terms and ‘unstranslatable’ words. You
underline words that you have to consider out of as well as in context, in order to
establish their semantic range. The purpose of dictionaries is to indicate the
semantic ranges of words as well as, through collocations, the main senses.

To summarize, you have to study the text not for itself but as something
that may have to be reconstituted for a different readership in a different culture.

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 PRACTICE 2
1. Fill in the missing gaps:
MORE FORMAL MORE INFORMAL
discover ……….……………
……….…………… blow up
.…………… come across
invent ……….……………
enter ……….……………
……….…………… put up with
……….…………… look into
surrender ……….……………
……….…………… make up one’s mind
phone ……….……………
2. How would you rewrite the sentence below in a more informal way?
On the decease of his father, Mr. Peter Brown was obliged to seek alternative
employment.
……………………………………………………………………………………
3. Say whether you think the following remarks/ sentences are too formal
or too informal for each situation described. Suggest a diferent way to say it.
1. (one classmate to another classmate)
Should we go to your residence or mine to work on our assignment?
2. (parent to another parent at a school parents’ meeting)
How many offspring do you have in school?
3. (student to a university professor)
Will there be lab classses next week?
4. (business letter to a customer)
Dear___:
Thank you for your inquiry reagrding our new line of clothing for kids…

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 4. What is the text style of each of the following extracts?
1- Sau bao nhieâu naêm khoùi löûa, toâi ñöôïc dòp veà queâ xöa xa caùch ñaõ möôøi
naêm. Ñi ngang qua ngoâi tröôøng cuõ, hoâm nay chæ coøn trô laïi ñoáng gaïch vuïn, toâi
boãng nhôù ñeán hình aûnh cuûa thaày toâi, ngöôøi ñaõ khoù nhoïc daïy toâi ngaøy vôõ loøng.
Toâi thaáy loøng mang maùc buoàn. Sau cuoäc taøn phaù cuûa chieán tranh, bieát thaày toâi
coù coøn laïi trong ñaùm ngöôøi soáng soùt khoâng?
…………………………………………………………………………………
2- Theo Boä Taøi Chính, chính phuû döï ñònh seõ naâng soá tieàn duøng vaøo vieäc
nghieân cöùu khoa hoïc vaø kyõ thuaät leân ñeán 505 tæ ñoàng (khoaûng 50 trieäu ñoâ la
Myõ) vaøo naêm tôùi. Soá tieàn daønh cho nghieân cöùu khoa hoïc cuûa naêm nay laø
khoaûng 410 tæ, hôn naêm ngoaùi 32%. Toång soá tieàn ñaõ ñöôïc chi cho 31 chöông
trình nghieân cöùu khoa hoïc caáp quoác gia vaø 1500 chöông trình caáp boä vaø caáp
tænh.
…………………………………………………………………………………
3- I hated almost every day of my time at a boarding school and, in any case,

my first term was a disaster. Apart from having to keep to a great many rules

and customs, many of which seemed to me stupid, we were never allowed to be

alone. You had to be with another boy at all time. I am extremely dependent on

being alone part of every day, so daily life at school was very hard for me,

though the other boys managed fairly well.

…………………………………………………………………………………
4- The place where I was born is a small village scattered on the side of a
hill, among fields and meadows that gently slope down towards a little river.
From the top of the hill, you can see the whole of it: a group of hay cottages

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and farms with white-washed fronts and red brick roofs huddled around the
church, the steeple of which rises prettily above them.
…………………………………………………………………………………
5- According to an old story, in the early seventeenth century a Peruvian Indian was

cured of a terrible fever by eating the bark of the cinchona tree. Quinine, the drug that

can be extracted from cinchona bark, was not widely used as medicine until 1816.

Quinine has proved invaluable to modern medicines. It is used in the treatment of

malaria, a disease transmitted by the anopheles mosquito and common in the tropical

regions of the world. Quinine preparations are also used to help cure typhoid fever,

rheumatic fever, and other sicknesses.

…………………………………………………………………………………
6- ALAN This is great, Sue.
SUE Glad you like it. It’s dead easy to make. Have some more
potatoes?
ALAN Er, no, thanks. But I’d like a bit more beef.
SUE Yes, sure. Here you are.
ALAN Thanks
SUE Sauce?
ALAN Yes, please.
SUE And have some more wine.
ALAN Oh, yeah. Great. Thanks. Say, how’s Barry?
…………………………………………………………………………………

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 Unit 3: STYLISTICS IN TRANSLATION

A. FACTORS AFFECTING STYLE

1. Context: helps to understand the particular meaning of the word, phrase,

etc.
2. Region = dialect: brings about variations of pronunciation, vocabulary and
grammar.
3. Education and social standing: is related to what we call “standard” and
“non-standard” language used.
4. Subject matter = register: a particular register often distinguishes itself
from other registers by having a number of distinctive words, by using
words or phrases in a particular way and sometimes by special grammatical
constructions.
5. Medium : written and spoken language
6. Attitude: the language used in a text may proceed from the writer’s attitude
to the reader, to the subject matter, or to the purpose of the communication.
7. Interference: for example the interference of the writer’s and the
translator’s first language.

B. STYLISTIC FEATURES OF ADVERTISEMENTS

The aim of advertisements is to persuade.
The ad will be fitted with the practical texts which identify a subject and
with which the viewer identified as a matter of everyday life.
The ad is not realistic. The context is imaginary. The voice of the narrator,
the faces and the gestures, the choice of the names for the characters are all
caricatures.

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 The narrator speaks in the third person, i.e., from the position of an
observer.
Advertisements use inflated language to make commonplace products seem
glamorous.
EX: rich golden-brown sea-food with superfine French fried potatoes as a
side dish
Advertisements seek to impress the reader by the use of long words whose
meaning is not likely understood. They give an air of glamour by using
long words to describe properties of the product that are either
commonplace or disadvantageous.
Words are often misused in advertisements. But the motive for their misuse
is not necessarily an attempt to deceive. More often a word that has become
a glamour-word is adopted without any clear idea of its meaning.
EX: come in genuine simulated alligator grain case for compact storage
(advertisement described a car polish)

C. STYLISTIC FEATURES OF NEWSPAPER ENGLISH

The chief characteristic of newspaper English is that it is both written and
read by people who are in a hurry.
The wording of a headline is affected by the ideas to be expressed, the
technology of printing and the kind of reader associated with a particular
reader.
There are three criteria for good headlines writing: simplicity, informality
and impact. It should be a clear signal, swiftly readable, economical in
reading in time and space.
Newspaper headlines have a familiar and conventional linguistic structure
like telegrams in their brevity.
Headlines use nouns, not verbs for actions.

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 Two linguistic conventions that have grown up in headlines are: the use of
the infinitive in place of the future and the use of the comma when there is
no room for the conjunction “and”.
Use passive clauses with no agent.
Use of words emotive associations (connotation of important lexical items)
EX: mounting anger at silence
tight-lipped
The most excessive features of journalese: excessive use of clichés,
fondness for short paragraphs, inversion of normal word-order, fondness of
irrelevant detail, sometimes expressed by the pilling-up of adjectives and
adjectival phrases, and occasional bad grammar.
Idiomatic use of words and phrases.
EX: the stock went firmly ex-growth the same year.
There is a certain monotony about the events described in sport journalism
which the journalism is tempted to disguise by finding new synonyms for
such words
EX: football = the leather
cricket-bat = the willow

D. STYLISTIC FEATURES OF TECHNICAL TEXTS

Scientific terms have associations with other scientific roots, and the use of
Greek and Latin roots has the advantage that they are internationally
understood.
Scientific terms are often long. A long scientific word is made up of
familiar elements which compress into one word facts that might have been
expressed in several sentences.
EX: fibrosis leukemia tonsillitis

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 The main distinguishing feature of technical language is its vocabulary. The
vocabulary is characterized by sue of: nominal phrases, compounds,
derivatives, new application of words.
EX: bed mouth force word current
Technical texts are characterized by a rigorously defined use of words and a
high frequency of passive forms with no by-phrase to specify the actor.
Technical language tends to be more logical and lucid than everyday
language. The style is formal and impersonal.

E. STYLISTIC FEATURES OF LEGAL DOCUMENTS

Legal English contains complete major sentences. Most of them are
statements, with no questions and only occasional command. Statements
are of a characteristic type which is reflected in equally characteristic
sentence structure.
Legal sentences are long and complex. They use conditional clauses.
Adverbials tend to cluster at the beginning of the sentence. They are sued as
a means of clarifying meaning and avoiding ambiguity. Adverbial elements
are often coordinated.
EX: on the expiration…or on the previous death
on credit or without such payment
Adjectives like splendid, wise, disgusting, and happy are much less
frequent and intensifying adverbs like very and rather are completely
absent.
Verbs are selected from a small number of lexical sets.
EX: deem accept agree issue state
specify constitute perform observe exercise
Legal English is studded with archaic words and phrases of a kind that
could be used by no one but lawyers.
EX: witnesseth

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 The most obvious feature of legal documents is their prolixity. They are
prolix because its author is trying to secure complete coverage of a given
area of meaning.

F. STYLISTIC FEATURES OF LITERARY TEXTS

One defining feature of literature is its special use of language. I
foregrounded, or made strange. Its style is different from that of other
everyday uses. It deviates from ordinary languages.
Use of figurative language.
Words have a connotative meaning.
A number of cliches tend to occur.
EX: lofty flights of imagination
Heights of majesty
Use of vague adjectives of approval
EX: fascinating profound exciting impressive

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 PRACTICE 3
1. Analyze the language used in the following advertisement.
WELCOME TO MEKONG DELTA TRAVEL

Mekong Delta Travel has the pleasure to invite you to major tourist attractions
during your trips to Vietnam, a country with many white exotic sandy beaches,
charming cities and friendly people.

Though a lot of modern developments have been done, Vietnam still keeps its
own unique cultural and natural environment which brings a great chance to those
who love the Asian beauty of nature like Ha Noi; the charm of ancient citadels like
Hue and Hoi An; the variety of places to explore, including the cool, romantic
central highlands-home like Dalat; the booming busy cities like HoChiMinh City
and the magnificence of the sea and islands like Ha Long Bay.

Vietnamese people, the offspring of the legendary Dragon and Fairy always
look forward to the future, keeping the past, cherishing the present and wishing to
extend their hospitality to all people around the world coming to Vietnam. The
healthy cuisine of Vietnam is internationally known, with colours and flavours
unique to the region. Traditional folk arts such as water puppetry and opera are
still practised, and the fine arts embody Asian and European styles.

Come and see Vietnam to enjoy and discover her spectacular nature, the
friendliness of the local inhabitants and relax in the comfort of world class hotels
on our package tours. It is also a good opportunity to strike up acquaintance with
different people from all over the world.

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2. Analyze the language used in the following newspaper article.

Plan Aims to Fight Child Diarrhea in Developing World

Diarrhea kills one and a half million children each year -- one in five child
deaths worldwide. The only disease that kills more children under age five is
pneumonia.

Experts say diarrhea causes more child deaths than AIDS, malaria and
measles combined. New findings show it also kills more than a million
adolescents and elderly people every year.

Therese Dooley is a senior adviser at UNICEF, the United Nations

Children's Fund.

THERESE DOOLEY: "In addition to the deaths, there's about two-point-

five billion -- and I want to emphasize, about two-point-five billion cases of
diarrhea among children every year."

But a new report says sixty percent of those in developing countries do not
get the recommended treatment. The report, appearing in the Lancet medical
journal, is from UNICEF and the World Health Organization. It includes a seven-
point plan for countries to use to prevent and treat diarrhea.

The condition causes fluid loss and reduces the body's supply of zinc. This
mineral is needed for normal growth and development.

For the past five years, UNICEF and the W.H.O. have recommended zinc
supplements to treat diarrhea. They also recommend fluid replacement solutions
made from what are called low-osmolarity oral rehydration salts.

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 Yet zinc supplements remain largely unavailable in the developing world.
And the fluid replacement solutions can also be difficult to find.

A leading cause of diarrhea in children is the rotavirus. Public health

officials are now advised to include the rotavirus vaccine in all national
immunization programs. But the vaccine is still not available in many developing
countries.

The report says new ways to expand the use of treatments are now being
developed. Proposals include, for example, supplying treatment kits through
community health workers or special campaigns.

Experts say children with diarrhea should continue to eat, and babies should
continue to breastfeed.

To help prevent diarrhea, the report suggests that children receive both the
rotavirus and measles vaccines. It also calls for improving supplies of clean water
in developing countries.

Another prevention measure is hand washing with soap.

Diarrhea can be easy to prevent. Campaigns to fight childhood diarrhea had

some success during the nineteen seventies and eighties. The authors of the report
hope this new plan will help return the issue to worldwide importance.

3. Analyze the language used in the following technical text.

We have seen that when using film it is necessary to previously get used to
mentally foreseeing how the scene will be registered, since the scene's contrast
and exposure level can have decisive influences in the final aspect of the
photograph. Except in the case of professional cameras, where we can use

23
 instant film, the use of film is characterized by a certain degree of uncertainty.
This uncertainty disappears with a digital camera. Thanks to the screen we can
control the image in a greater degree than with a film camera, before and after
the shot: not only do we set the frame and focus, we can see the contrast of the
image, detect if a zone is overexposed or underexposed, be certain that the
exposure is correct and that the color of the light is adequate. Once the
exposure is made we can immediately see the image afterwards and be sure of
other factors, like the flash exposure and even the expression on faces: with
film there is always the doubt if the person blinked at the moment of the shot
and may appear with the eyes closed in the image. The liquid crystal display
screen, nonetheless, shows an image of a lower resolution than the final photo,
which means we can have unwanted surprises when seeing the larger images
on the computer: even though digital cameras have a great depth of field
because of the reduced size of it's sensors, in some occasions a slight lack of
focus can be unnoticed on the viewfinder.

4. Analyze the language used in the following employment agreement.

EMPLOYMENT AGREEMENT

EMPLOYMENT AGREEMENT ("Agreement") made and entered into as of the 5

th
day of January 2007, by and between Atricure, Inc. (the "Company"), with
principal offices located at 6033 Schumacher Park Drive, West Chester, Ohio
45609 and Julie A. Piton (the "Executive") currently residing at 3058 Harbor
Winds Drive, Suamico, Wisconsin 54173.

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WITNESSETH:

WHEREAS, the Company desires to employ the Executive and the Executive
desires to become employed by the Company;

WHEREAS, the Company and the Executive desire to enter into this Agreement,
which, effective as of the date hereof (the "Effective Date"), shall govern the terms
of the Executive’s employment;

NOW THEREFORE, in consideration of the mutual covenants and agreements

set forth below and other good and valuable consideration, the receipt of which is
hereby acknowledged, the Company and the Executive hereby agree, as follows:

1. Employment . The Company hereby employs the Executive as Vice President of

Finance and Administration and Chief Financial Officer of the Company with the
duties and responsibilities set forth in Section 4.

2. Term; Start Date . The term of Executive’s employment hereunder shall

commence on the Effective Date and shall end on that date on which such
employment shall be terminated under the provisions of Section 8 hereof. Such
term, regardless of the length thereof, shall be referred to herein as the
"Employment Term". For purposes of this Agreement, the term "Contract Year"
shall refer to each twelve (12) month period beginning on the day and month of
the Effective Date and ending on the day immediately preceding the yearly
anniversary of the Effective Date. Notwithstanding the above, the parties agree
that the Executive shall begin to actually render services hereunder, and
accordingly begin to earn her Base Salary (as defined below) hereunder, on such
date, on or prior to January 23, 2007 as the Executive shall hereafter designate in a
notice to the Company (such designated date being the "Start Date").

25
5. Analyze the language used in the following extract from “The Heart of the
Hills” by John Fox Jr.

Gently that following mid summer, the old president’s crutch thumped the
sidewalk leading to the college. Between the pillars of the gateway he paused,
lifted his undimmed keen blue eyes, and more gently still the crutch thumped on
the graveled road as he passed slowly on under the trees. When he faced the first
deserted building, he stopped quite still. The campus was deserted, and the
buildings were as silent as tombs. That loneliness he had known many, many
years; but there was a poignant sorrow in it now that was never there before, for
only that morning he had turned over the reigns of power into pairs of younger
hands. The young men and young women would come again, but now they would
be his no longer. There would be the same eager faces, dancing eyes, swift coming
and going, but not for him. The same cries of greeting, the tramp of many feet,
shouts from the playgrounds – but not for his ears. The same struggle for
supremacy in the classroom – but not for his favor and his rewarding hand. That
hand had all but upraised each building, brick-by-brick, and stone by stone. He
had started alone, he had fought alone, and in spite of his Scotch shrewdness,
business sagacity, indomitable pluck and patience, and a nationwide fame for
scholarship, the fight had been hard and long. He had won, but the work was yet
unfinished, and it was his no longer. For a little while he stood there, and John
Burnham, coming from his classroom with a little bag of books, saw the still
figure on crutches and paused noiselessly on the steps. He saw the old scholar’s
sensitive mouth quiver and his thin face wrenched with pain, and he guessed the
tragedy of farewell that was taking place. He saw the old president turn suddenly,
limp toward the willow trees, and Burnham knew that he could not bear at that
moment to pass between those empty beloved halls. And Burnham watched him
move under the willows along the edge of the quiet pond, watched him slowly
climbing a little hill on the other side of the campus, and then saw him wearily

26
pass through his own gate-home. He wished that the old scholar could know what
an exchange and clearinghouse that group of homely building was for the human
wealth of the State. And he wondered if in the old thoroughbred’s heart was the
comfort that his spirit would live on and on to help mould the lives of generations
unborn, who might perhaps never hear his name.

27
 Unit 4: ABOUT LANGUAGE
A- WORD LEVEL
I- Equivalence at word level
When people get together, they talk to each other. All our talk comes in words,
which we use with unchangeable meanings. In English, we know that the idea of 1
is expressed as ‘one’, in French, ‘un(e)’, and in Vietnamese ‘một’.
II- Non-equivalence at word level
Non-equivalence at word level means that the TL has no direct equivalent for a
word which occurs in the ST. The type and level of difficulty posed can vary
tremendously depending on the nature of non-equivalence. Different kinds of non-
equivalence require different strategies, some very straightforward, others more
involved and difficult to handle. Since, in addition to the nature of non-
equivalence, the context and purpose of translation will often rule out some
strategies and favour others (Baker, 1992)
III- Common problems of non-equivalence at word level
1. Culture-specific concepts: the source language word may express a
concept which is totally unknown in the target language culture. The concept in
question may be abstract or concrete; it may relate to a religious belief, a social
custom, or even a type of food. Such concepts are often referred to as ‘culture-
specific’.
Ex: President Chủ tịch/ Tổng thống
Thủ Tướng Prime Minister/ Chancellor
Chủ tịch President/ Chairman
2. The source language concept is not lexicalized in the target
language. The source language word may express a concept which is known in
the target culture but simply not lexicalized, that is not ‘allocated’ a target
language word to express it.

28
 EX: kimono, geisha, Halloween…

3. The source and target languages make different distinctions in meaning.

The target language may have a more or less distinction in meaning than the
source language
EX: home/ house (English)
4. The target language lacks a general term (super-ordinate). The target
language may lack a super ordinate (general term) to fill the semantic fields, so a
specific term is used instead.
EX: rice lúa, gạo, cơm…
5. The target language lacks a specific term (hyponym): the target language
may lack a specific term that fits a particular environment.
EX: motorbike/ motorcycle/ moped/ scooter xe gắn máy
6. The use of loan words in the source text: one word or expression is
borrowed into a language, we cannot predict or control its development or the
additional meanings it might or might not take on.
EX: geisha (defined by Webster (1995): a Japanese girl who is trained to
entertain men usu. with music, dancing, or conversation) kỹ nữ (incorrect
Vietnamese translation)

B – ABOVE WORD LEVEL

It goes without saying that words rarely occur on their own; they almost
always occur in the company of other words. But words are not strung together at
random in any language; there are always restrictions on the way they can be
combined to convey meaning. Restrictions which admit no exceptions, and
particularly those which apply to classes of words rather than individual words,
are usually written down in the forms of rules. For example, in English, they say ‘I
have a red book.’ but the Vietnamese would say ‘Toâi coù moät quyeån saùch maøu ñoû’.

29
 I - Collocation:
Collocation is a tendency of certain words to co-occur regularly in a given
language. Simply, a collocation is two or more words that often go together.
EX: pay a visit; make a phone call; commit a crime; run a company
Collocational meaning: the meaning of a collocation is not a property that each
word possesses in its own right.
EX: ‘dry’ means ‘khô’ in Vietnamese and we are likely to think of collocations
such as ‘dry weather’ – ‘khí hậu khô khan’, ‘dry clothes’ – ‘áo quần khô’.
However, for some other collocations, their meanings will be inaccurate and
inappropriate if we translate words in isolation. For instance, ‘dry voice’ (giọng
nói lạnh lùng), ‘dry reception’ (buổi đón tiếp lạnh nhạt), ‘dry book’ (quyển sách
khô khan), ‘dry bread’ (bánh mì nhạt , không bơ), etc.
Therefore, the translator should note that what a word means often depends on its
association with certain collocates.
II- IDIOMS/ PROVERBS
In addition to collocations, there are fixed phrases, called IDIOMS or
PROVERBS, the meaning of which cannot be inferred by the individual words
they consist of. Some examples of English idioms include to take somebody for a
ride (= to cheat/trick sb), to give a piece of one’s mind (= to be angry with sb), to
bite one’s tongue (= to stop saying sth that may upset others); and proverbs, Once
bitten twice shy, Long absent soon forgotten, Honesty is the best policy.
- Some idioms are misleading. Some idioms have both literal and idiomatic
meanings. Sometimes writers want to play on idiom in some given contexts.
However, the translator who is not familiar with that idiom may easily accept a
literal interpretation.
EX: ‘go out with someone’ = ‘đi chơi với ai đó’ or ‘hẹn hò với ai đó’
‘take someone for a ride’ = ‘đưa ai đi chơi’ or ‘lừa ai đó’

30
 - English idioms are particularly culture-specific: it is very difficult for
the translator to translate these culture-specific idioms because the meanings they
convey and their association with culture-specific contexts.
EX: ‘to carry coals to Newcastle’: Vietnamese people will not understand if it
is translated as ‘chở than về Newcastle’.
- An idiom or a proverb or a fixed expression may have a similar
counterpart in the target language, but its context of use may be different.
EX: Long absent soon forgotten/ Out of sight, out of mind. (Xa mặt cách lòng)
Empty vessels make the most sounds. (Thùng rỗng kêu to)

C- Others
I- Idiolects
All native speakers of a language have a particular way of speaking, which
depends on their age, sex, education, etc. this very special way of speaking is
called IDIOLECT. There are about 400,000,000 English speakers in the word.
Each of them, we might say, speaks a different idiolect of English.

II- Dialects
Regional variations of a language are called DIALECTS. New Zealand and
Australian and US English can be considered dialects of English. There is a rule of
thumb, which states that two dialects become different languages when they are
mutually unintelligible, when people of one language group can no longer
understand members of the other groups.

III - Slang
Slang words occur frequently in speech. The use of slang, or colloquial
language, creates new forms by combining existing words, (Beat it! = Go away!
rip-off = steal) giving new meanings to words or introducing completely new
words into the language. To take some examples in the Vietnamese language,

31
some people use the word ‘veù’ to mean ‘US$100’ or ‘chai’ to mean ‘one million
dongs’. Some other Vietnamese slang words used among teenagers include ‘đi
bão’ (go motorbike-racing), ‘buôn dưa lê’ (gossip), ‘cớm’ (police), and ‘chuối’ or
‘hai lúa’ (naïve).

IV- Jargon
Jagon covers the language used by people who work in a particular area or
who have a common interest. A standard term may be given a more precise or
unique usage among practitioners of a field. In many cases this causes a barrier to
communication with those not familiar with the language of the field. As an
example, the words RAM, bit, byte, CPU, and hexadecimal are jargon terms
related to computing. (en.wikipedia.org)

32
 PRACTICE 4
1. The word ‘light’ can be understood in different ways. Use an
appropriate Vietnamese equivalent to translate each of the phrases below.
Where possible, suggest an opposite to ‘light’.

1. light coloured hair……………………..6. a light aircraft ……………………..

2. a light wind ……………………. 7. the light of my life ………………...
3. a light comedy …………………….. 8. Got a light?……………………….
4. a light sleeper …………………….. 9. to light on the solution …..………..
5. to light a fire ……………………..10. in the light of the reports….……….
2. Identify the different meanings of the word SPRING in the following
sentences
1. Weeds seem to SPRING up more quickly than flowers. …………………….
2. This SPRING water is cold. …………………….
3. SPRING is my favorite season of the year. …………………….
4. The door won’t close because the SPRING is broken. …………………….
5. Did your car radiator SPRING a leak? …………………….
3. Translate the CAPITALIZED words in the following sentences
1. The owner said the coach has MISMANAGED the team. He claims the team
was trained badly.
…………………….
2. The owner also believes that the coach MISTREATED some of the players. He
states that some of them did not get a fair chance to play.
…………………….
3. Personally, I think that these statements will MISLEAD people. They give the
wrong idea. …………………….
4. I am convinced the coach was MISJUDGED. He is a very talented person.
…………………….

33
5. Such statements MISINFORM the public because they do not tell the whole
story.
…………………….
4. Write the CAPITALIZED word that correctly answers each question
1 Would a PENSIVE person or a
GREGARIOUS person like to be alone?
2 Would an ELATED person or a SULLEN
person be silent and angry?
3 Would a LOQUACIOUS person or a
PENSIVE person like to give a speech?
4 Should people try to be COMPATIBLE or
PERVERSE?
5 Would you be ELATED or SULLEN about
good news?
6 Is a SULLEN or a DOCILE person pushed
around easily?
7 Does a COMPATIBLE person or a
PERVERSE person want only his own way?
8 Would a GREGARIOUS person or a
DOGMATIC person probably have a lot of
friends?
9 Should a judge be DOGMATIC or
IMPARTIAL?
10 Would a DOGMATIC person or a
COMPATIBLE person expect to give the
orders?

34
 5. Write the word that best matches each definition.
Definition Words
1 make known or share a Ambition
2 show b Assist
3 happen again a Communicate
4 ability b Confide
5 help a Demonstrate
6 fashion in clothing b Endure
7 oppose a Recur
8 desire to succeed b Resist
9 put up with or stand a Skill
10 tell as a secret b Style

6. What is being said in each of the sentences below? Try rewriting each
sentence using standard English for the CAPITALIZED expression. If
necessary, use a dictionary.

1 Do you have enough LETTUCE to go to the movies?

2 That’s SOUR GRAPES.

3 The play is a TURKEY.

4 That problem is a HOT POTATO

5 Your car is a LEMON

6 He’s AS COOL AS A CUCUMBER

35
7 Don’t get involved in that RHUBARB.

8 You’re a NUTS!

9 How much DOUGH do you have?

10 You’re being very PIGHEADED.

7. How would you understand the underlined phrases in the dialogue

below? Find another way to express the ideas.

Jeff : Wuddya say we stop in at that burger joint down the street’n grab a bite?
Julie : Fat chance! If you think I’d ever set foot’n that dive again, you’ve got a
screw loose. The last time I ate that slop, I almost lost it. Besides, the
service stinks there, too. It was the first time I ever stiff a waider.
Jeff : Yeah. I had a sneaking suspicion it was gonna be like that right off the bat.
Not seeing a living soul anywhere sorta tipt me off. Hey! How ’bout that
one over there?
Julie : Oh, come off it! That place’s too ritzy fer us. It costs an arm’n a leg!
Jeff : Don’t have a cow. It’s on me.
Julie : In that case, I’m right behin’ja.

.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................

36
Unit 5: METHODS AND STRATEGIES FOR TRANSLATORS

Newmark (1988) suggests the following methods of translation:

• Word-for-word translation: in which the SL word order is preserved and

the words translated singly by their most common meanings, out of context.
• Literal translation: in which the SL grammatical constructions are
converted to their nearest TL equivalents, but the lexical words are again
translated singly, out of context.
• Faithful translation: it attempts to produce the precise contextual meaning
of the original within the constraints of the TL grammatical structures.
• Semantic translation: which differs from 'faithful translation' only in as far
as it must take more account of the aesthetic value of the SL text.
• Adaptation: which is the freest form of translation, and is used mainly for
plays (comedies) and poetry; the themes, characters, plots are usually
preserved, the SL culture is converted to the TL culture and the text is
rewritten.
• Free translation: it produces the TL text without the style, form, or content
of the original.
• Idiomatic translation: it reproduces the 'message' of the original but tends
to distort nuances of meaning by preferring colloquialisms and idioms
where these do not exist in the original.

• Communicative translation: it attempts to render the exact contextual

meaning of the original in such a way that both content and language are
readily acceptable and comprehensible to the readership

37
 Some strategies for translators:
STRATEGY 1: Dealing with non-equivalence at word level.
There are not always direct equivalents between two languages. These cases of
non-equivalence are normally due to the differerent concepts, meaning(s) of the
words themselves, or cultures. The strategies listed below can be used to handle
such cases.
• Translation with a more specific word
This usually involves choosing among several different words, as there may be
many Vietnamese words that correspond to the general category or meaning
expressed by the English term. For example, the English word ‘rice’ can be
translated differently into Vietnamese, depending on whether one is planting it
(‘gieo maï’), harvesting it (‘gặt luùa’), washing it (‘vò gaïo’), or eating it (‘ăn côm’).
In this case, the English word alone is not enough to determine the appropriate
Vietnamese translation, and it is necessary to examine the context so as to decide
which Vietnamese word is to be used.
• Translation with a more general word
In other cases, it may be more appropriate to use a more general word to
translate an English word with no specific Vietnamese equivalent. As an example
mentioned in the previous unit, English makes distinction among mopeds,
scooters, motorbike and motorcycles, the last two having larger wheels and
engines than the first two. Vietnamese, on the other hand, refers to all two-
wheeled, motorized vehicles as ‘xe maùy’.
• Translation loan words with additional explanation
This strategy can be useful when dealing with concepts or ideas that are new to
Vietnam, culture-specific items, and proper names of diseases or medicines that
are widely known by their English (or original) names.
EXAMPLE:

38
 - The first consignment of baby nappies is going to be exported to Papua New
Guinea.
Loâ haøng taõ giaáy em beù ñaàu tieân seõ ñöôïc xuaát sang Papua New Guinea, moät
ñaát nöôùc thuoäc chaâu Ñaïi döông.
- Abdullah pledges to tackle religion during election bid.
Thuû töôùng Malaysia Abdullah cam keát seõ giaûi quyeát vaán ñeà toân giaùo trong
quaù trình vaän ñoäng baàu cöû.
• Translation by paraphrase
This strategy can be used when translating an English word or concept that
does not exist in Vietnamese, or when the Vietnamese term for it does not include
all the meanings conveyed by the English term for the same concept. For example,
in the sentence, ‘Pregnant women should avoid alcohol,’ the English word
‘alcohol’ includes all alcoholic beverages in its meaning, whereas the Vietnamese
word for ‘alcohol’, ‘röôïu, coàn’ does not include beer in its definition, so a good
translation for this sentence should be “Phuï nöõ mang thai neân traùnh caùc loaïi nöôùc
giaûi khaùt coù chöùa coàn nhö bia, röôïu…” Similarly, the English sentence, ‘Humans
have no immunity to the powerful flu virus carried by birds.’should not be simply
translated as ‘Con ngöôøi không coù khaû naêng mieãn dòch ñoái vôùi loaïi virus cuùm do
chim mang laïi’ but it’d be better to be translated as ‘....do caùc loaïi chim vaø gia
caàm nhö gaø, vòt… mang laïi.’

• Translation by omission
Though some translators may refer this strategy as too drastic, it is sometimes
appropriate to omit words or phrases that are not essential to the meaning or
impact of the text. For example, the English sentence, “Gunmen in Iraq have shot
and killed at least 11 people in the past 24 hours”, which should be translated as
“Nhöõng tay suùng ôû Iraq ñaõ (noå suùng vaø) laøm thieät maïng 11 ngöôøi trong voøng 24

39
giôø qua”, or the Vietnamese phrase “những người bị nhiễm HIV-AIDS” can be
translated as ‘HIV-infected people’ with an omission of the name of the disease
(AIDS).

STRATEGY 2: How to deal with idioms and fixed expressions

• Using an idiom or fixed expression of similar meaning and form

The translator should try to find an idiom or expression as close in meaning
and form to the idiom/ expression in the SL text as possible. For example, the
English idiom ‘to fight like cats and dogs’ can be expressed using the same words
in Vietnamese, “gaáu où nhö choù vôùi meøo”. Similarly, the English expression
“Empty vessels make the most sounds” is very close to the Vietnamese expression
“Thuøng roãng keâu to”.
• Using an idiom or fixed expression of similar meaning but
dissimilar form
It is also possible, and usually easier to find a Vietnamese/English idiom with
similar meaning to an English/ Vietnamese idiom, but which is expressed
differently. A good example, as given before, is the translation for “to carry coals
to Newcastle”, “chôû cuûi veà röøng” because Newcastle is a well-known coal-
producing city in England. In this case, it is not a good idea to translate this idiom
word-for-word into Vietnamese and not necessary to try to find a closer expression
in Vietnamese. Another example is the idiom, “Throw a sprat to catch a herring”
which would sound more Vietnamese as “Thaû con teùp, baét con toâm” than “Thaû
con caù côm, baét con caù trích”. By substituting a similar Vietnamese idiom as the
examples above, the flow and the impact of the original text are retained in the
translation.
• Omission: the translator sometimes may omit an idiom, leaving no
traces in the target language. According to Baker, omission is allowed only in

40
some cases: first, when there is no close equivalent in the target language;
secondly, when it is difficult to paraphrase; finally, an idiom may be omitted for
stylistic reasons. This technique should not be overused since this might introduce
under-translation.

STRATEGY 3: How to deal with some special uses of language

• VOICE: The passive voice is used very frequently in English and poses
often poses problems for Vietnamese translators. Generally, the translator
should pay attention to the context in order to decide the best way to translate
the text.

ENGLISH VIETNAMESE
A to be done (by B) (1) A + ñöôïc/ bò + ñoäng töø (+ do B)

(2) A + ñöôïc/ do/ bò + B + ñoäng töø

(3) Ngöôøi ta + ñoäng töø

EX: Tom has been promoted recently. Tom môùi ñöôïc thaêng chöùc. (1)
Tom was hit by a van. Tom bò moät chieác xe nhoû ñuïng phaûi. (2)
The blackboard has been cleaned. Baûng ñaõ ñöôïc lau roài./ Ai ñoù ñaõ lau
baûng roài.

NOTE:
In Vietnamese, the choice for the word ‘ñöôïc/ bò’ depends on the perception of
‘experiencer’ him/herself, whether he/she enjoys the experience or not. Hence, the
English sentence “The boy was given a shot” can be translated into Vietnamese as
either “Thaèng beù ñöôïc tieâm thuoác,” or “Thaèng beù bò tieâm thuoác.” Similarly, the
sentence “The H’Mong people do not like to be called Meo, they prefer to be

41
called H’Mong” should be translated as “Ngöôøi H’Moâng khoâng thích bi goïi laø
daân toäc Meøo, hoï thích ñöôïc goïi laø ngöôøi H’Moâng.”
On the other hand, there are many cases when ‘ñöôïc/ bò’ is used not having
passive meaning at all. For example, “Anh aáy bò ngaõ” (= He fell.), “chò Lan bò ho”
(= Lan has a cough), “Hoâm nay chuùng toâi ñöôïc ñaùnh cheùn no neâ.” (= We had an
enormous and fantastic meal today.).

• NON-SUBJECT (VIETNAMESE) SENTENCES: The following

techniques can be used:
- Passive voice
- Introductory subject IT + to BE
- THERE + to BE
- Non-finite verbs

EX: Caàn ñaåy maïnh coâng nghieäp hoaù, hieän ñaïi hoaù.
Industrialization and modernization should be promoted.
It is necessary to promote industrialization and modernization.
Vaãn chöa coù caùch chöõa trò beänh AIDS.
There has been no cure for AIDS.

• PERSON: Participants roles and forms of address are expressed in Vietnamese

through a very complicated system of personal pronouns based largely on kinship
terms and the relation between the addresser and addressee. A good translator,
therefore, should be aware of this in order to choose the best term to use in the
translation, which sounds natural and close to the TL readers. For example, the
English sentence, “Did I tell you to finish your homework before watching TV,
Tom?” can be translated differently, depending on the specific relationship
between the speaker and the listener of the sentence:

42
 - “Chaúng phaûi meï ñaõ daën con phaûi laøm baøi tröôùc roài môùi xem TV sao
Tom?” (mother- son)
- “Chò ñaõ baûo em phaûi laøm baøi xong roài môùi xem TV maø Tom.” (sister –
brother)
- “Coâ ñaõ chaúng baûo em phaûi laøm baøi tröôùc roài môùi xem TV sao Tom?”
(teacher- pupil)

• PROPER NAMES: As there are always names that are not familiar to the
Vietnamese people, it is necessary that the translator add some information into
the proper name itself, or sometimes translate it phonologically, to make it clearer.
This strategy can also be useful to the Vietnamese proper names to be translated
into English.
EX: Beijing = Baéc Kinh
Ziang Ze Men = Giang Traïch Daân
UNDP = Toå chöùc UNDP
Elle = tuaàn baùo daønh cho phuï nöõ Elle
Microsoft = Coâng ty phaàn meàm Microsoft
Madrid = thuû ñoâ Madrid cuûa Taây Ban Nha
• Newspaper headlines: These are some main points to be noticed in
newspaper headlines:

Present tense = past events

Present participle = event in progress
TO-infinitive = present/ future events
Past Participle = passive voice
Nouns
Verb + noun

43
EX: Chinese Professor Turn to Business
Caùc giaùo sö Trung Quoác chuyeån sang con ñöôøng kinh doanh

US Secretary of State Visiting Vietnam

Ngoaïi tröôûng Myõ ñang thaêm Vieät Nam

Gold Price to Fall?

Giá vàng sẽ hạ?

Vietnamese Student killed in Sinapore

Một du học sinh Việt Nam bị sát hại ở Singapore.

44
 PRACTICE 5
1. Translate the newspaper headlines below:
1. GOV’T TO PROBE AIRLINE SAFETY ............................................................................
2. FAT LINKED TO HEART DISEASE? ..............................................................................
3. MAYOR DENIES DRUG USE ........................................................................................
4. PRESIDENT TO VISIT DROUGHT AREA .......................................................................
5. MOI TO SUBMIT INDUSTRIAL DEVELOPMENT PLAN...................................................
6. TRADE PACT BOOSTS EXPORTS ................................................................................
7. VUÏ TAI NAÏN THAÛM KHOÁC NHAÁT CUÛA ÑÖÔØNG SAÉT VN ..............................................
8. GIA TAÊNG SOÁ TÖÛ VONG DO NGOÄ ÑOÄC THÖÏC PHAÅM ..........................................................
9. MOÄT NGÖÔØI VN ÔÛ NGA BÒ SAÙT HAÏI ............................................................................
10. CHUÛ TÒCH NGUYEÃN VAÊN AN THAÊM VÖÔNG QUOÁC BÆ .............................................
2. Match the English idioms/ proverbs below with their meaning, and then
find the appropriate idiom/ proverb to fill in the blanks in the sentences that
follow. Make any necessary changes.
to beat a dead horse a. share a secret

to tie the knot b. It hasn’t happened for a long

time and then it happens all at once.
to put your foot in your mouth c. A visitor should try to act as
the people do who are from that
to let the cat out of the bag place.

to protest too much d. get married.

to get up the wrong side of the bed e. Something we have forgotten

about

45
 It never rains, it pours. f. insist on talking about sth that
cannot be changed
A fool and his money are easily g. have a bad day
parted.
h. say something embarrassing
When in Rome (do as the Romans i. foolish people loose money
do). easily

Water under the bridge. j. to be too discreet

1) "There's no use in _____________________________________."

2) "Sometimes we have no customers for two or three hours. Then suddenly we
get 20 people all at once.
" Reply: ______________________________________."
3) "I told you to pick up your things! And don't play your music so loud!"
Reply: "Wow, it looks like someone __________________________________."
4) "Her husband can't seem to hold onto any amount of money; he either
spends it or loses it. ______________________________________."
5) “_________________________________" means that it is important to try
to do things the way people do who are from the place that you are visiting.
6) "Bob didn't tell anyone that he was sick, but his
wife________________________________."
7) "Aren't you still angry about what he said?" Answer: "No, that was a long
time ago. It's all _______________________________."

8) "Do you think he is telling the truth?" Answer: "I think he __________
______________."

46
 9) "Did you hear about Dan and Jenny? They finally decided to
_________________________."
10) “I really _______________________________. I didn’t know Mary and
James had split up!”
2. Find a Vietnamese proverb equivalent to the English ones below:
After a storm comes a calm sea. ..................................................................................
As you sow, so you shall reap .....................................................................................
Many men, many minds. ............................................................................................
Long absent, soon forgotten. ......................................................................................
A miss is as good as a mile. ........................................................................................
An ounce of prevention is better than a pound of cure. .............................................
A clean fast is better than a dirty breakfast .................................................................
Everybody’s business is no one’s business. ...............................................................
Necessity is the mother of invention. .........................................................................
East or west – home is best. .......................................................................................
3. Find an English proverb equivalent to the Vietnamese ones:
Baïn khi hoaïn naïn môùi laø baïn thaân. ..........................................................................
Toát danh hôn laønh aùo. ................................................................................................
Nhaøn cö vi baát thieän. .................................................................................................
Ñoâng tay voã neân keâu. ................................................................................................
Moät gioït maùu ñaøo hôn ao nöôùc laõ. ............................................................................
Thuøng roãng keâu to. ....................................................................................................
EÙp daàu eùp môõ, ai nôõ eùp duyeân. .................................................................................
Cha naøo con naáy. .......................................................................................................
Nhaân voâ thaäp toaøn. ....................................................................................................
Vaïn söï khôûi ñaàu nan. .................................................................................................

47
 Unit 6: COMMUNICATIVE AND SEMANTIC
TRANSLATION

COMMUNICATIVE TRANSLATION SEMANTIC TRANSLATION

Reader-centered. Author-centered

Pursues author’s intention. Related to Pursues author’s thought process.

speech. Related to thought.

Adapts and makes the thought and Concerned with author as individual.
cultural content of original more
accessible to reader.

Effect oriented. Formal features or Semantic - and syntactic - oriented.

original sacrificed more readily.
Length of sentences, position and
Faithful, freer. integrity of clauses, word position, etc.
preserved whenever possible.

Effective. Faithful, more literal.

Easy reading, more natural, smoother, Informative.

simpler, clearer, more direct, more
conventional, conforming to particular Usually more awkward, more detailed,
register of language, but longer. more complex, but briefer.

48
Social. Personal.

Target language biased. Source language biased.

Under-translated: use of ‘hold all’ Over-translated: more concentrated

terms. and more specific than original.

Less powerful. More powerful.

May be better than the original because Always inferior to the original because
of gain in force and clarity, despite loss of loss of meaning.
in semantic content.

Ephemeral and rooted in its context, Out of time and local place – ‘eternal’.
‘existential’.

‘Tailor-made’ or targeted for one Wide and universal.

category of readership; does one job,
fulfils one particular function.

A certain embroidering, a stylistic Inaccuracy is always wrong.

synonymy, a discreet modulation is
condoned, provided the facts are
straight and the reader is suitably
impressed.

The translator has the right to correct The translator has no right to improve
and improve the logic and style of the or to correct.

49
original, clarity ambiguities, jargons,
normalize bizarre personal usage.

The translator can correct mistakes of Mistakes in the original should (and
facts in original. must) be pointed out only in footnote.

Target: a ‘happy’ version, i.e. a Target: a ‘true’ version, i.e. an exact

successful act. statement.

Unit of translating: tends to sentences Unit of translating: tends to words,

and paragraphs. collocations and clauses.

Applicable to impersonal texts. Applicable to all writings with original

expressiveness.

Basically the work of translating is a Basically the work of translating is an

craft. art

Sometimes the product of a translation Usually the work of one translator.

team.

Conforms to the ‘universalist’ position, Conforms to the ‘relativist’ position of

assuming that exact translation may be cultural relativity.
possible.

Message. Meaning.

50
Communicative translation is Semantic translation is
normally applied to: normally applied to:

- most non-literal writing - philosophical

- journalism - religious
-informative articles and books, textbooks, - political
reports - scientific
-non-personal correspondence, - technical
propaganda, publicity - autobiography, private
- public notices correspondence, any
- standardized writing personal effusion
- popular fiction

Communicative and semantic translation may well coincide – in particular,

where the context conveys a general rather than a culturally (temporally and
spatially) bound message and where the matter is as important as the manner.
Further, there are often sections in one text that must be translated
communicatively, and others semantically (e.g. a quotation of a speech). There is
no one communicative nor one semantic method of translating a text – these are in
fact widely overlapping bands of methods. A translation can be more, or less,
semantic - more, or less communicative – even a particular section or sentence can
be treated more communicatively, or less semantically.

51
 PRACTICE 6

Read the passages below, and then answer the questions that follow

1- I heard the footsteps on the sidewalk and the light tap on the wooden door. My
lips began to quiver, opening a new floodgate of tears, and I hid behind Brother Lu.
Mom walked in first and hugged him, then looked at me with a weak smile. Her eyes
were swollen from her own tears, and I was thankful she had not wept in front of me.
And then Dad was there. He didn’t even shake Luther’s hand, just nodded as he swept
by, coming to me and gathering me up into his strong arms, holding me close as he
whispered to me, “I love you. I love you, and I will love your baby, too.”

2 - China last week reported its first cases of bird flu. But the British magazine New
Scientist reported that the current outbreak in Asia began months ago in Southern China.
The report suggested that efforts to prevent the flu had caused it. China started to
vaccinate chickens after the nineteen-ninety-seven outbreak in Hong Kong. The Foreign
Ministry dismissed the report. A Chinese agricultural official called it “purely a guess.”

3 - The place where I was born is a small village scattered on the side of a
hill, among fields and meadows that gently slope down towards a little river.
From the top of the hill, you can see the whole of it: a group of hay cottages
and farms with white-washed fronts and red brick roofs huddled around the
church, the steeple of which rises prettily above them.

4 - According to an old story, in the early seventeenth century a Peruvian Indian was
cured of a terrible fever by eating the bark of the cinchona tree. Quinine, the drug that
can be extracted from cinchona bark, was not widely used as medicine until 1816.
quinine has proved invaluable to modern medicines. It is used in the treatment of
malaria, a disease transmitted by the anopheles mosquito and common in the tropical

52
regions of the world. Quinine preparations are also used to help cure typhoid fever,
rheumatic fever, and other sicknesses.

Questions:
Where are the extracts from?
Discuss the differences in language use among the passages.
Which approach should be applied more (or less) when translating each
passage?

53
 Unit 7: STEPS FOR TRANSLATION

Nida’s model of the translation process:

SOURCE LANGUAGE RECEPTOR LANGUAGE

TEXT TRANSLATION

ANALYSIS RESTRUCTURING

TRANSFER

I- Basic steps for translation:

1. Analysis:
• Read the source language text to know what the text is about.
• Analyze the intention of the text, the text style, etc. (Unit 2)
• Analyze the sentence structures and vocabulary used in the text; look
up new words if necessary.
• Choose a suitable translation approach (Unit 3)
2. Transfer:
Use a suitable approach to transfer the original text to the target language
3. Restructuring:
Reread the text in the target language to see if you are using correct
structures and vocabulary, and an appropriate language use in general.

54
 PRACTICE 7

I- Read the paragraphs in the boxes and do the tasks that follow.

In 1957, the distinguished US oceanographer and meteorologist (1), Dr Roger

Revelle, observed that Mankind, in spite of itself, is conducting a great
geophysical experiment unprecedented (2) in human history.

1. What is the subject of the verb ‘is conducting’? ……………………….

2. What does the word ‘itself’ stand for? ……………………….
3. How would you express the two underlined phrase/word in Vietnamese?
(1)……………………………………………………………………………
(2)……………………………………………………………………………

We are evaporating into the air the oil and coal and natural gas that has
accumulated (1) in the earth for the past 500 million years and this might have a
profound effect on climate (2).

1. What does the word‘that’ stand for?

…………………………………………………………………………………
2. What does the word ‘this’ stand for?
…………………………………………………………………………………
3. How would you express the two underlined phrases/words in Vietnamese?
(1)……………………………………………………………………………
(2)……………………………………………………………………………

55
 One of the earliest signs of adverse large-scale impacts of humans on the
atmosphere (1) was acid rain, a particular problem for North America and Europe,
as the result of the discharge of gaseous sulphur and nitrogen oxides (2) into the
atmosphere from the burning of coal and oil, during the operation of electricity
generating (3) and smelting industries (4) and from transportation.

1. What was the subject of the verb ‘was’?

…………………………………………………………………………………
2. How would you express the underlined phrases in Vietnamese?
(1)……………………………………………………………………………
(2)……………………………………………………………………………
(3)……………………………………………………………………………
(4)……………………………………………………………………………

Falling as rain or snow, these lead to acidification (1) and degradation (2) of
sensitive lake and river systems and damage to forests and to metal and limestone
structures (3). Ozone depletion (4) has emerged as a major threat to the
atmosphere during the past decade.
1. What was the word ‘these’ stand for?
…………………………………………………………………………………
2. How would you express the underlined words/ phrases in Vietnamese?
(1)……………………………………………………………………………
(2)……………………………………………………………………………
(3)……………………………………………………………………………
(4)……………………………………………………………………………

56
 Weather is created by the heat of the sun. When the sun shines on the earth, the
air close to the surface heats up, expands, and rises. The higher it goes, the cooler
it becomes. Meanwhile, an area of warmer, low-pressure air forms below it. Winds
are caused by air moving from an area of high pressure to one of low pressure.
The closer the pressure centres are to each other, and the greater the pressure
difference between them, the stronger the wind will be.

1. What do the underlined words refer to?

it: ………………………….
one: ………………………….
them: ………………………….
2. Translate the last two sentences into Vietnamese.
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................
.............................................................................................................................

A special computerized camera, called a Dykstraflex, was designed to give the

illusion of real screen movement. This system, controlled by the camera operator,
enabled him or her to pan, tilt, and track around the model, always keeping it in
focus.

1. What does ‘this system’ refer to? ………………………….

2. What does ‘it’ refer to? ………………………….

57
II- Translate the followings sentences into English / Vietnamese.
1. Take two tablets with water, followed by one tablet every eight hours, as
required, but do not exceed six tablets in twenty-four hours.
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
2. The nuclear family, consisting of a mother, a father, and their children may
be more an American ideal than an American reality.
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
3. In big cities air pollution from car exhaust has become so serious that people
are advised to use public transport instead of driving their own cars.
....................................................................................................................
....................................................................................................................
.................................................................................................................................
4. The whole world is waging an all-out war against AIDS though it is doubtful
that a cure for it have been found before the year 2010.
....................................................................................................................
....................................................................................................................
.................................................................................................................................
5. The fact that the earth is round hadn’t been known to man for many
centuries until Christopher Columbus made his great voyage in the 15th
century, the result of which is the discovery of America.
....................................................................................................................
....................................................................................................................
....................................................................................................................

58
....................................................................................................................
6. It is generally accepted that the experiences of the child in his first years
largely determine his character and later personality.
....................................................................................................................
....................................................................................................................
7. Wireless phones are connecting the developing world at a rate of about one
million new phones each day. And with them come important new uses for the
technology.
....................................................................................................................
....................................................................................................................
8. Language plays such an important part in the history of social development
that without it our ways of life would be different from what it is today.
....................................................................................................................
....................................................................................................................
9. In urban, industrial societies, the younger generation often transmits

knowledge and skills to the older generation – a turnaround from what took
place in the older, traditional, agricultural societies.
....................................................................................................................
....................................................................................................................
....................................................................................................................
10. Villagers throughout Indochina traditionally brewed rice alcohol for both
family consumption and ceremonial purposes.
....................................................................................................................
....................................................................................................................
11. Ñoù laø caùi cöûa hieäu maø hoài tröôùc toâi thöôøng ñeán may quaàn aùo.
....................................................................................................................
.................................................................................................................................
12. Neáu baïn sôn caùc böùc töôøng maøu xanh nhaït thì phoøng seõ troâng saùng hôn.

59
.................................................................................................................................
....................................................................................................................
13. Ñaây laø böùc aûnh cuûa gia ñình toâi chuïp luùc chuùng toâi ñi nghæ taïi baõi bieån
Ñoà Sôn ôû Haûi Phoøng heø vöøa qua.
....................................................................................................................
....................................................................................................................
14. Cuoäc soáng seõ ra sao neáu chuùng ta coù khaû naêng ñoïc ñöoäc yù nghó cuûa
ngöôøi khaùc?
....................................................................................................................
....................................................................................................................
15. Vaøi vò khaùch nöôùc ngoaøi khoâng quen vieäc duøng ñuõa khi aên, vì vaäy hoï ñaõ
yeâu caàu chuû nhaø cho hoï muoãng vaø nóa.
....................................................................................................................
....................................................................................................................
16. Neáu toâi maø bieát ñòa chæ cuûa anh ta thì haún toâi ñaõ göûi thö baùo tin raèng toâi
ñaõ ñaäu kyø thi toát nghieäp.
....................................................................................................................
.................................................................................................................................
17. Toâi ñaõ tìm khaép caùc hieäu saùch trong thaønh phoá cho ra cuoán saùch maø thaày
giaùo giôùi thieäu, nhöng ñeán nay vaãn chöa tìm ra.
....................................................................................................................
....................................................................................................................
18. Ngoâi laøng naøy khoâng thay ñoåi nhieàu keå töø hoài toâi sanh, ngoaïi tröø ngoâi
tröôøng tieåu hoïc maø xöa kia töøng laø moät caùi chôï nhoû.
....................................................................................................................
....................................................................................................................

60
19. Cuoäc soáng ôû noâng thoân coù toát hôn cuoäc soáng ôû thaønh phoá hay khoâng coøn

phuï thuoäc vaøo quan ñieåm cuûa töøng caù nhaân.

....................................................................................................................
....................................................................................................................
20. Coâ aáy tröôùc kia laøm nhaân vieân keá toaùn baùn thôøi gian ôû coâng ty boá toâi.

....................................................................................................................

61
 Unit 8: TESTING THE TRANSLATION
The translator is concerned that the result of his work be a good quality
translation. How can the translator know if he has succeeded or not? He must be
willing not only to check it carefully himself but also expose it to testing of several
kinds. A translation which does not effectively communicate the message of the
source text is of limited value. The translator has wasted his time. Even if someone
publishes it, people will not buy and use it. And so the procedures involved in
testing the translation are a very important step in the total project.
Four aspects of testing will be discussed below:
1) why test the translation
2) who does the testing
3) how the testing is done
4) how the results are used in polishing the final manuscript.

1. Why test the translation

There are three main reasons for testing a translation. The translator wants to be
sure his translation is accurate, clear, and natural. These three features are
important throughout the translation, so the entire translation must be checked for
each one. In any sentence, there may be need for improvement in accuracy,
clarity, or naturalness.
It is very easy, as one in translating, to omit some piece of information.
Sometimes in restructuring, the translator adds information which was not really in
the source text. Sometimes mistakes are made in the analysis of the source text or
in the transfer process and a different meaning results. It is because all translators
make these kinds of mistakes, that a careful check for accuracy is needed.
The second reason for testing a translation is to be sure that is to be sure that it
is clear. A translation may be accurate but still not communicate to the people
who are to use it. The only way to check for clarity is to test it with person who

62
are not familiar with the source text and ask questions which will show what they
understand.
The third reason for testing the translation is to be sure that it is natural. A
translation may be accurate in that the translator understood correctly the source
text and is attempting to communicate that information, and it may even be
understandable, and yet the form may not be the natural idiomatic forms of the
receptor language. The translator does not want his translation to sound “strange”
or “foreign”. He wants it to sound natural, as if it were not even a translation, but
an original composition.

2. Who test the translation

The translation will be of better quality if several people are involved in
testing. Of course, the translator himself will do a lot of careful checking and
testing. He will need to be responsible for what are called self-checks. He may
also do the comprehension testing. He will do some naturalness checking too. If
a translation consultant is available, he can be of tremendous help in checking
the translation, especially for possible inaccuracies and for the correct use of
translation principles. It is good if each translation project has some testers. If not,
the translator also will need to be the tester. But someone needs to test the
translation with people who are unfamiliar with the source text in order to see if it
communicates clearly. There will also be reviewers. They are people who are
willing to read through the translation and make comments about clarity and
naturalness.
The translator(s), consultants, testers, and reviewers will all need to work
together with one goal – to make the translation as accurate, clear and natural as
possible.

63
 3. Ways of testing a translation
There are several ways of testing a translation. There is some overlap between
them, in that the same person may be involved in several kinds of tests and the
tests may give similar information about the translation. The following ways
will be discussed:
1) comparison with the source text
2) back -translation into the source language
3) comprehension check
4) naturalness and readability testing
5) consistency checks.
a. Comparison with the source language
A comparison with the source language will need to be made several times
during the translation process. One of the main purposes of the comparison is to
check for equivalence of information content. The comparison is a self-check;
that is, it is done by the translator.
b. Back-translation
A second way to check a translation is by having someone else, who is bilingual in
the source and receptor languages, make a back-translation of the translated text
into the source language. This back-translation will let the translator know what is
being communicated to this person.
c. Comprehension tests
Good comprehension testing is the key to a good translation. The purpose of this
test is to see whether or not the translation is understood correctly by speakers of
the language who have not seen the translation previously. Comprehension
testing may be done by the translator himself or some other person especially
trained to do this kind of testing. Comprehension testing is done with persons
who are fluent speakers of the receptor language.

64
 d. Naturalness and readability tests
The purpose of naturalness tests, as suggested by the name, is to see if the
form of the translation is natural and the style appropriate. This testing is done by
reviewers.
The translator(s) and tester(s) alike may do readability tests. This type of tests
should be done with people who will be the users of the translation.

e. Consistency checks
As the translation comes near to completion, it is very important that
consistency checks of various kinds be made. Some of these have to do with the
content of the translation and others have to do with the technical details of
presentation. All of those who are testing the translation should be alert for reading
problems related to formatting as well as content.

4. Using the testing results

After all of the tests have been carried out, the results will need to be evaluated
and recommended changes accepted or rejected or modified in some way. A look
at the steps in the translation project will be helpful in showing how the testing fits
into the project.

65
 PRACTICE 8
1. Study the following passages and identify the problems: Accuracy,
clarity, naturalness
Source text (Vietnamese)
Họ nói: Thế giữ để làm gì mà không bán? Nếu bán, cả đời anh chẳng tiêu hết tiền.
Anh trả lời: Tôi sưu tầm đồ cổ không phải để bán. Bán đi sẽ mất mãi mãi, mà tiền
thì lúc này hay lúc khác đều có thể kiếm được. (Dalat Info, No10 – April, 2009
p.17)

Target text (English)

“You keep them for what? If you sell us them, you indulge the rest of your
life.”,They said. “I collect antiques not for money. I will lose them if I sell them
but I can earn money when I still alive” replied him. (Dalat Info, No10 – April,
2009 p.24)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
2. Study the following defective translations of the same source text.
Identify the problems. Suggest a natural translation.
Version 1 – Defective translation
Once there was a man. He wanted a monkey. He wanted to tame it. So he went
hunting. He hunted a lot. He saw a lot of monkeys. One had a baby. He killed the
mother. He took the baby to his house. He tamed it. He taught it and he kept it as
his house.

66
Version 2 – Defective translation
A man, in order to get a monkey and tame it, went hunting, they say. Then after
much hunting he saw a group of monkeys going by. Seeing one that had a baby
with it, he killed that one. Taking the baby and taming it, he brought it to his house
and kept it there, teaching it, they say.

Version 3 – Natural translation

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
3. Translate the following text then use the testing procedures in this unit
(comparison with source, back-translation, comprehension check,
naturalness check, readability check, and consistency check.)
At first, the people of the whole world had only one language and used the
same words. As they wandered about in the East, they came to a plain in
Babylonia and settled there. They said to one another, “Come on! Let’s make
bricks and bake them hard.” So they had bricks to build with and tar to hold them
together. They said, “Now, let’s build a city with a tower that reaches the sky, so
that we can make a name for ourselves and not be scattered all over the earth.”
Then the Lord came down to see the city and tower which those men had built, and
he said, “Now then, these are all one people and they speak one language; this is
just the beginning of what they are going to do. Soon they will be able to do
anything they want! Let us go down and mix up their language so they will not
understand each other.” So the Lord scattered them all over the earth, and they
stopped building the city. The city was called Babylon, because the Lord mixed up

67
the languages of all the people, and from there he scattered them all over the
earth. (Good New Bible, Genesis 11: 1-9)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
4. Study the source text in Vietnamese below, give comments to the target
English translations, then suggest a translation of your own.
Source text 1:
Báo chí địa phương cho biết các vụ trộm xe máy tại TP HCM đã lên đến mức báo
động. Mặc dù cảnh sát đã phá vỡ nhiều băng nhóm tội phạm, nhưng các vụ cướp
bóc và trộm xe máy không hề suy giảm. Cảnh sát cảm thấy bối rối không biết phải
có biện pháp gì để chặn đứng đà gia tăng các tội hình sự.

68
 Target text (Version 1)
Local newspapers said motorbike thefts in HCMCity were increased
alarmingly. Although lot of criminal rings were cracked, motorbike thefts not seem
on the decrease. Police confuse in using which method to stop the increase of
criminal offences.

Target text (Version 2)

The stealings of motorcycles in HCM city happen increasingly with warming
level. The report shows. Although the polices broken many criminal cas, the
number of motorcycle stealings haven’t been reduced totally. The polices are very
confused as they don’t know measures how to stop the increasing trend of penal
crimes.

Target text (Version 3)

In HCM City, motor bicycle stealings are rising to alarming rate, the local
press said. Although police breaked through many criminal bands, but motor
bicycle stealing and robbery was not decreased. The police embarrased and
unknow how to do to stop short increasing speed of criminal affairs.

Target text (Version 4)

Local newspaper reports motorbike thefts in HCM City reach an alarming
point. Although police stopped many criminal rings, robber and motorbike thefts
were not on the decrease. Police look puzzled not have way to stop criminal
offences on the rise.

Target text (Version 5)

Local newspapers said many motorbike thefts in HCM city has increased to
alarming level. Although the police cracked many criminal rings, but the robber

69
and thefts not decline. Police feel confusing not to know what measure to stop the
profileration of criminal offences.
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
Source text 2
…It was past the dinner hour when she reached home. They were all at table.
Robert got up and pulled out Lynn’s chair, Annie smiled, and Emily said, “I put
your chicken casserole in the microwave and made a salad, Mom. I hope you
weren’t saving the casserole for anything.”
“Saving it for all of you, dear. Thank you, Emily.”

Target text (Version 1)

…Khi cô ấy về đến nhà thì giờ cơm tối đã trôi qua. Tất cả mọi người đã có mặt tại
bàn. Robert thức dậy và lấy ghế cho Lynn, Annie mỉm cười, và Emily nói, “Mẹ,
con đã hâm nóng thịt gà và làm cho mẹ món xà lách rồi. Con hy vọng mẹ sẽ dùng
hết thức ăn.”
“Cảm ơn con, Emily. Con hãy để dành thức ăn cho tất cả mọi người nhé, con
yêu.”

Target text (Version 2)

…Khi cô ấy về đến nhà thì đã quá giờ cơm tối. Tất cả họ đều đã ngồi ở bàn.
Robert đã thức dậy từ khi nào và kéo chiếc ghế của Lynn ra. Annie thì cười mỉm,
và Emily thì nói rằng, “ Con đã để con gà hầm vào lò viba để làm món xà lách
cho mẹ. Mẹ đừng có chừa lại nhé.”
“Chừa lại cho tất cả các con đấy, con yêu ạ. Cảm ơn Emily.”

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 Target text (Version 3)
…Khi cô ấy về đến nhà thì đã trễ giờ ăn tối. Tất cả mọi người trong gia đình đều
trên bàn ăn. Robert đứng dậy và kéo ghế của Lynn ra. Annie thì cười nụ, và Emily
nói, “ Mẹ, con để thịt gà hầm củ mẹ trong lò viba và làm món rau sống. Con hy
vọng mẹ dùng hết món hầm này.”
“ Cảm ơn con Emily. Mẹ cưng con nhất nhà.”
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

71
 Unit 9: INTERPRETATION (1)
A- WHAT IS INTERPRETATION?
Interpretation is rendering information and ideas from one language into
another language by means of speaking. Interpreters, therefore, are concerned with
the spoken words.
An interpreter, first of all, needs to be good at listening and has to practice the
listening skills (as well as public-speaking skills) as often as possible. In addition,
an interpreter needs to develop his/her own way to take notes while listening since
this is one way that can help the interpreter remember the information. In the case
of interpretation, the second and third steps discussed in unit 7 are overlapped and
made into one.
B- TYPES OF INTERPRETATION

There are two major types of interpretation: simultaneous and consecutive.

Simultaneous interpretation is used more frequently. The interpreters sit in a

booth with a clear view of the meeting room, listen to the speaker through
headphones and interpret the speech as it unfolds, i.e. simultaneously, into the
other conference languages.

72
This requires high levels of concentration and interpreters will therefore need to
alternate every 20 to 30 minutes. Simultaneous interpretation is ideal for
multilingual meetings, events with a large number of participants and for the
broadcasting media.

Consecutive interpretation: The interpreter sits at the table with the delegates or
on the platform next to the speaker and interprets the speech into the required
language once the speaker has finished speaking. The interpreter takes notes to
give an accurate rendering of the speech which may be delivered in sections, up to
approximately 15 minutes.

Consecutive interpretation is suitable for meetings with fewer languages or for

formal occasions such as dinners, or when it is not possible to install technical
equipment.

(uk-ireland.aiic.net)

Other types of interpretation include

73
 Whole speech interpreting: The interpreter only starts his/her
interpretation after the speaker finishes his/her speech, which is usually of a small
topic, for example, an introduction of a new product line. The challenges for
interpreter for this kind of interpretation are memory and note-taking skill.

Community interpreting (dialogue/ public service interpreting): The

interpreter plays the role of a linguistic and social immediate, who helps the two
parties understand each other to solve a common problem. This is a two-way
interpretation in which the interpreter works face-to-face or via the telephone, and
normally he/she does not know what to be to translate, so he/she has no
preparation beforehand. It is important that with this kind of interpretation, the
interpreter not give priority to either party, especially in court interpreting.

Lecture interpreting: This is real consecutive interpreting, in which the

speaker delivers a part of his/her lecture then stop for the interpretation. However,
this type is different from meeting interpreting, because the interpreter is
encouraged to ask for repetation or to check the information that he/she is not sure
about so as to interprete correctly.

Escort interpreting: The interpreter works with delegates from a foreign

country coming to conduct a survey or a project. In this case, the interpreter needs
to be good at not only the languages (native and target) but also the differences
between the two cultures, especially the tradition of the local people where the
delegate is working. This is the reason why an interpreter of this type is also called
cultural interpreter.

Sight interpreting: This is the case when the interpreter holds the whole
SL text, read and interprete it into the TL immediately. This type of interpretation
requires that the interpreter has the ability to read fast, remember the information
and use the proper TL structures to transfer the SL text over a short period of time.

74
 Unit 10: INTERPRETATION (2)

A- CRITERIA FOR A GOOD INTERPRETER

If someone wishes to become a good interpreter, he/she needs to prepare

him-/herself with (1) linguistic and cultural knowledge, (2) background
knowledge, and (3) skill to use languages and interpretation skills.

1. Linguistic and cultural knowledge: A professional interpreter needs to

have wide knowledge of both the SL and the TL, and also background knowledge
of the topics related. It is necessary that an interpreter improve his/her vocabulary
day by day, especially active/ productive vocabulary so that he/she can understand
texts of politic, economic, and social topics. Mastering the grammatical structures
of the TL is also vital to an interpreter. On the other hand, cultural knowledge,
which includes tradition and customs, gestures, and implicit cultural features, are
of special important.

2. Background knowledge: A good interpreter not only has general

knowledge of all fields, but also expertise on fields of specialization, because in
many cases an interpreter has to work at a seminar on forestation, for example, or
with a text about the stock market, or a software development.

3. Skills to use languages and interpretation skills

An interpreter has to be fluent in both the SL and the TL. As an English user, one
should have good pronunciation, stress and rhythm, intonation, and normal speed.
He/she also needs to familiarize him-/ herself with different dialects of English so
as to adapt him-/ herself to the speaker’s accent, which is an important factor for a
correct and accurate interpretation.

75
B- CODES OF ETHICS FOR INTERPRETERS

Those who want to become an interpreter need to be trained carefully and to

practice regularly. There are three steps that are important to a good interpreter:

1. Before the interpreting assignment:

Be well-prepared: prepare the knowledge of the topic related; read the SL

text carefully; list the new words and their equivalents; and sort out the files of
both the SL and TL in chronological order. (Also, pen and note-pads).

2. During the inpterpreting assignment

- Be strictly punctual
- Briefly introduce oneself
- Be impartial
- Take notes
- Listen and concentrate always
- Be accurate and faithful to the SL text
- Cooperate and support other interpreters and/or the authority (chairman, for
example)
- Ensure professional secrecy

3. After the interpreting assignment

- Not to accept gifts from either party

- Critise and evaluate onself so as to realize one’s weaknesses and make
plans to improve oneself, especially one’s linguistic competence and
background knowledge.

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C- WHAT TO DO TO BECOME A GOOD INTERRETER?

In order to become a good interpreter, one needs to

1. Improve one’s linguistic competence: One has to be fluent in both

languages, the SL and TL; being aware of the differences between the two
languages; regularly practicing by

- listening to programs on the radio or TV while taking notes for the

information (the Voice of America (VOA), BBC English)

- dictating a part of a program (the Special English by VOA)

- listening to or watching English-speaking comedies or TV movies which

are of different dialects and accents

2. Be a clear speaker: try to be good at speaking in public; practice

speaking in both the two language in order to have a clear voice, good
pronunciation, rhythm, stress, and intonation.

3. Train one’s memory: try to summarise a short paragraph after reading

it; listen to a descriptive paragraph and try to list as many details about it as
possible.

4. Practice note-taking: listen to tapes or the radio or a lecture and try to

take notes of important facts and information.

77
 PRACTICE 9
I. Read the following passages and try to give a one-sentence summary for
each.

1. It is natural to like sweets. And it is okay to

enjoy them as an occasional treat, but it is vital to
keep consumption to a minimum. Refined sugar is one of
the bad carbs mentioned above. Not only does it cause
problems with our blood sugar level, but it also uses
up stored resources within our body (such as minerals
and enzymes) in order to process the sugar. In addition
there are many negative health effects that sugar
contributes to including: hypoglycemia, suppression of
the immune system, arthritis, diabetes, osteoporosis,
headaches, and depression.

………………………………………………………………………………………………………….……………………………………
…………………………………………………………………….

2. Except in the case of professional cameras, where we can use instant

film, the use of film is characterized by a certain degree of uncertainty. This
uncertainty disappears with a digital camera. Thanks to the screen we can control
the image in a greater degree than with a film camera, before and after the shot:
not only do we set the frame and focus, we can see the contrast of the image,
detect if a zone is overexposed or underexposed, be certain that the exposure is
correct and that the color of the light is adequate. Once the exposure is made we
can immediately see the image afterwards and be sure of other factors, like the
flash exposure and even the expression on faces: with film there is always the

78
doubt if the person blinked at the moment of the shot and may appear with the
eyes closed in the image.

………………………………………………………………………………………………………….……………………………………
…………………………………………………………………….

3. Bên cạnh những ưu điểm trẻ, chuyên cần, ham học hỏi, một trong những
điểm yếu lớn nhất của lao động Việt Nam là khả năng giao tiếp bằng tiếng Anh.
Rào cản này đã dẫn đên nhiều hạn chế cho người lao động trong quá trình phối
hợp công việc với chuyên gia nước ngoài.

………………………………………………………………………………………………………….……………………………………
…………………………………………………………………….

4. Một trong những tiếng ồn gây ra ô nhiễm âm thanh ở thành phố này
chính là tiếng còi từ các phương tiện giao thông. Không những thế, tiếng còi còn
là nguyên nhân gây ra những tai nạn giao thông chết người do người điều khiển
giao thông bị hốt hoảng và lạc tay lái. Tiếng ồn cũng gây tác hại đến đô thị do hủy
diệt môi trường sinh thái, chẳng hạn chim gọi bầy to tiếng hơn và lâu hơn và dĩ
nhiên sẽ … chết sớm hơn, cây xanh ở đô thị cũng bị tàn phá nặng nề do ảnh hưởng
của tiếng ồn.

………………………………………………………………………………………………………….……………………………………
…………………………………………………………………….

4. Số tiền mà dân di cư trên khắp thế giới gửi về cho gia đình của mình có tác
dụng rất lớn đối với việc xóa nghèo. Tuy nhiên, phần nhiều số dân di cư
(thường là từ các nước nghèo) phải đối mặt với những rào cản lớn về pháp
lý và xã hội khi làm việc ở những nước giàu hơn.

79
………………………………………………………………………………………………………….……………………………………
…………………………………………………………………….

II- Listen to a news report or a radio or television talk show, then try to
summarize the main idea in a single sentence.

III- Have someone read a magazine or newspaper article (like those in

Exercise 1) for you, then:

a. Listen to the passage without taking notes and try to repeat as much
as possible.

b. Listen to the passage and write down keywords to help you

remember the content. Then repeat as much information as possible.
Compare the results you achieved with and without notes. Which worked best
for you?

c. As you listen to the passage, try to condense it into a few meaningful

units. Organize the information into groups. For example, if a person were to
list the schools she had attended and the subjects she studied, you could group
the schools by location and the subjects studied by topic.

d. Do not allow your opinions to color your rendition of a speaker’s

words, even if you have strong opinions about the subject matter. Pay close
attention to your reaction to the text while listening and maintain the same
level of language (register) as the speaker.

(©2001 Judicial Council of California)

80
 FURTHER PRACTICE
I- Use a dictionary, if necessary, to complete the table of geographic names
below:

COUNTRY ADJECTIVE PERSON

Afghanistan ……………………. ……………………..

Africa . ……………………..
Algeria ……………………. ……………………..
America . ……………………..
Angola ……………………. ……………………..
Antarctica . ……………………..
Argentina ……………………. ……………………..
Australia . ……………………..
Austria ……………………. ……………………..
Belgium . ……………………..
Brazil ……………………. ……………………..
Bulgaria . ……………………..
Cambodia ……………………. ……………………..
Canada . ……………………..
Chile ……………………. ……………………..
China . ……………………..
Columbia ……………………. ……………………..
Cuba . ……………………..

81
(the) Czech Republic ……………………. ……………………..
Denmark . ……………………..
Egypt ……………………. ……………………..
Finland . ……………………..
France ……………………. ……………………..
Germany . ……………………..
Greece ……………………. ……………………..
Hungary . ……………………..
Iceland ……………………. ……………………..
India . ……………………..
Indonesia ……………………. ……………………..
Iran . ……………………..
Iraq ……………………. ……………………..
Israel . ……………………..
Italy ……………………. ……………………..
Japan . ……………………..
Korea ……………………. ……………………..
Laos . ……………………..
Madagascar ……………………. ……………………..
Malaysia . ……………………..
Mexico ……………………. ……………………..
Mongolia . ……………………..
Morocco ……………………. ……………………..
(the) Netherlands . ……………………..
New Zealand ……………………. ……………………..
Norway . ……………………..
(the) Philippines ……………………. ……………………..
Poland . ……………………..

82
 Portugal ……………………. ……………………..
Russia . ……………………..
Singapore ……………………. ……………………..
Spain . ……………………..
Sweden ……………………. ……………………..
Switzerland . ……………………..
Taiwan ……………………. ……………………..
Thailand . ……………………..
Tibet ……………………. ……………………..
Turkey . ……………………..
(the) United States of …………………….
America . ……………………..
Vietnam ……………………. ……………………..
Wales . ……………………..
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.

83
 …………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.

84
 …………………….
.
…………………….
.
…………………….
.
…………………….
.
…………………….
.

…………………….
.
…………………….
.
…………………….
.
Questions:
1. When is the definite article ‘the’ used?
..……………………..……………………..……………………..…………
How can we make a noun for a person, if it is not given, for example, “a person
from Australia’?
………..……………………..……………………..……………………..…
2. How can we make the plural of a word for a person from a particular
country?
……………………..……………………..……………………..…………
..……………………..……………………..……………………..…………
3. Translate the following passages:

85
 Ngöôøi chaâu AÂu ñaàu tieân phaùt hieän ra nöôùc UÙc laø moät nhaø haøng haûi ngöôøi Haø
Lan teân laø Willem Janszoom naêm 1605. Naêm sau, ñeán löôït nhaø haøng haûi ngöôøi
Taây Ban Nha Lois Vaez de Tores gheù taøu ñeán ñaûo naøy… Thaät ra ñeá quoác Anh thôøi
gian ñaàu chöa chuù yù laém ñeán vuøng ñaát xa xoâi naøy. Hoï coøn baän chuù muïc ñeán AÁn
Ñoä, Trung Hoa…
Tuoåi thoï ngöôøi daân nöôùc naøy ngang baèng Phaùp, cao hôn Ñöùc, Anh, AÙo, Bæ…

……………………..……………………..……………………..…………………
..……………………..……………………..……………………..………………
……………………..……………………..……………………..…………………
..……………………..……………………..……………………..………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………

Taïi chôï Taây Taïng ôû Chong – Saikang, caùch cung ñieän Potala khoaûng
2km veà höôùng ñoâng, baïn coù theå gaëp raát nhieàu saéc daân, töø nhöõng oâng Taây
muõi loõ ñeán anh Moâng Coå cao lôùn ñaàu buùi toùc; töø baø giaø Taây Taïng ‘goác’ maëc
boä ñoà truyeàn thoáng nhieàu maøu, ñeán anh thanh nieân Ma Roác ñaõ thaønh thò hoùa
trong boä veston…

……………………..……………………..……………………..…………………
..……………………..……………………..……………………..………………
……………………..……………………..……………………..…………………
..……………………..……………………..……………………..………………

86
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………
……………………..……………………..……………………..…………………

II- Match each pair on the word list with the correct definition below.
Word list:
overbid underbid
overcharge undercharge
overdone underdone
overrate underrate
overpass underpass
Words Definitions
1 not completely cooked
2 cooked too long

3 bid or offer more than something is worth

4 bid less or offer to do something for less

5 lower level of two highways that cross

6 upper level of two highways that cross

7 charge too much for something

8 charge too little for something

9 rate or estimate the value of something too low

87
 10 rate or estimate the value of something too high

III. Write the word that best matches each definition

Definitions Words
1 plentiful a responsive
2 allowing a choice b sturdy
3 effective c lavish
4 dependable d opulent
5 strong e efficient
6 quick to answer f optional
7 rich g reliable
8 roomy h flexible
9 adaptable i unique
10 one of a kind j capacious

IV - Write the word that best matches each definition

Definitions Words
a person who takes the name
1 of someone else a assault
2 person who commits a crime b default
3 give evidence in court c extradite
4 a violent attack d imposer
5 give up e jurisdiction
territory over which a person
6 has authority f larceny
person who takes by trickery
7 money belonging to someone g perpetrator

88
 else

failure to do something
8 required h swindler
9 theft i testify
to turn over to authorities of
the state where the crime was
10 committed j usury
11 illegally high interest k waive.

V . Write the word that best matches each definition

Definitions Words
1 confusion; disorder a demonstrators
2 burst forth; exploded b restraint
3 scatter; disband c erupted
4 worried; uneasy d restrictions
5 self-control e resume
6 pleaded with; requested f disperse
7 high-spirited; excited g concerned
8 protesters h urged
9 take up again i chaos
10 regulations j exuberant

VI. Write the CAPITALIZED word that correctly answers each of the

following questions.

1 Your friend has no money. Is that person in

89
 FINANCIAL or INITIAL trouble?

A man owns real estate which totals ten million

2 dollars. Are his CERTIFICATES or ASSETS high?

You need advice. Would you go to an INVESTMENT

3 or to a CONSULTANT?

Things cost more each time you go shopping. Is this

4 rise in prices ACCELERATING or AGGRESSIVE?

You want to be one of the first to buy a new stock. Do

you want to be an INITIAL or an ACCELERATING

5 contributor?

You sell some land for twice what it cost you. Would

you consider this a good CERTIFICATE or a good

6 INVESTMENT?

You have been praised for being forceful in business.

Are you considered ACCELERATING or

7 AGGRESSIVE?

5. Study the source texts in Vietnamese below, give comments to the

target English translations, then suggest a translation of your own.

90
 NHÀNH LÚA MỚI
Tôi tới một miền quê, kề bên một trận địa vào một buổi chiều hoe nắng. Ở
đây cánh đồng lóang nước nằm dài vắng bóng người nông phu cần mẫn. Nhìn vào
thôn xóm không một bóng người, khóm tre xơ xác, mái im lìm!
Qua một đêm ngủ đỡ, sáng hôm sau trở dậy lên đường. Trong ánh nắng
sớm mai, đố ai biết có gì đổi khác. Nhìn vào thôn xóm vẫn không một bóng người,
vẫn khóm tre sơ xác, mái tranh im lìm. Nhưng giải đồng lóang nước chiều qua đã
xanh rì ngọn mạ.

THE YOUNG PLANT OF RICE

On a reddish sunlighted evening, I arrived at a countryside lying next to a
battle-field. There stretched out the water sparkling plain where none of the hard-
working peasant could be seen. Looking into neighboring hamlets, I saw no soul.
There were only bushes of bamboo denuded of leaves, forsaken cottages!
Passing a night of putting up, next morning I got up and then set off Guess
what happened differently in the early morning sun? Looking into the hamlets, I
still saw no single soul, there were still bushes of bamboo denuded, cottages
forsaken. But the water sparkling plain of previous evening was now green with
rice-seedlings.
(Nguyễn Thuần Hậu, 2002)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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………………………………………………………………………………………
………………………………………………………………………………………

91
 MÙA ĐÔNG Ở HUẾ
Mùa đông ở Huế thật là khó chịu. Ở Bắc Việt trời lạnh nhưng ráo, một cái
lạnh làm cho người tráng kiệm và thôi thúc ta họat động. Còn ở đây, trái lại, trời
mưa tầm tả, hết tuần này sang tuần khác, liên miên, tưởng như không bao giờ dứt.
Mọt vật đều ẩm ướt, không khí nặng nèe bao trùm lên mọt vật và tưởng như sống
trong một cảnh lao tù, thiếu ánh nắng, thiếu tiếng chim hót, phải sống trong khung
cảnh chật hẹp, mọi họat động đều tê liệt.

THE WINTER AT HUẾ

The winter at Hue is very unpleasant. In North-Vietnam, it’s cold but dry, a
cold makes everybody vigorous and exciting to work. Whereas, here, it rains cats
and dogs, week after week, continuously and seems never to stop. Everything
becomes moist, the sultry air covers the whole scenery and everybody feels as if
they were in a prison which is short of sunlight, birdsong, (as if they) lives in a
confined space and all activities were immobile.
(Nguyễn Thuần Hậu, 2002)
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
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………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………

92
 CÔ GÁI QUÊ
Cũng như mọi buổi sớm, Lê dậy khi bà mẹ còn ngủ kỹ. Lê nhấc tấm phên
che cửa bước ra sân: một vẻ bỡ ngỡ thóang qua trên gương mặt thơ ngây mơn
mởn. Lê hít mạnh; làn gió thơm đưa từ xa lại những tiếng chim rừng; cặp mắt
hung hung trong suốt mở to như thâu lấy cảnh sắc rực rỡ.

A COUNTRY GIRL
On that early morning, Le got up as usual, while her mother was still
sleeping soundly. She raised the bamboo-wattle used as a door and walked out on
the courtyard: a hesitating air appeared glimsingly on her innocent and tender face.
She deeply inhaled; a fragrant breath of wind, coming from the distance, was
bringing along the singing of wild birds; she opened her pale hazel and limpid
eyes as though embracing the splendid natural scenery.
(Nguyễn Thuần Hậu, 2002)
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 TÔI ĐI HỌC
Hàng năm cứ vào cuối thu, lá ngòai đường rụng nhiều và trên không có
những đám mây bàng bạc, lòng tôi lại nao nức kỷ niệm hoang mang của buổi tựu
trường.
Buổi mai hôm ấy, một buổi mai đầy sương thu và gió lạnh, mẹ tôi âu yêm
nắm lấy tay tôi dẫn đi trên con đường dài và hẹp. Con đường tôi đã quen đi lại
mấy lần, nhưng lần này, tôi tự nhiên thấy lạ. Cảnh vật chung quanh tôi đều thay
đổi vì chính lòng tôi đang có sự thay đổi lớn: hôm nay tôi đi học.

I WAS GOING TO SCHOOL

Every year, towards the end of Autumn, when the yellow leaves fall down
too much to the roads and up above there gather whitish clouds in the sky, my
heart is excited with the confused memories of the first day at school.
On that morning, a morning full of Autumn mist and chilly winds, my
mother tenderly took my hand and led me on the long and narrow village road, on
which, I used to walk so many times but this time I suddenly felt quite strange. It
so happened that the scene around me was being all changed since my heart itself
underwent a complete change, too: I was going to school on that day.
(Nguyễn Thuần Hậu, 2002)
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 LÀNG TÔI
Làng tôi ở gần tỉnh. Xung quanh làng có lũy tre, đứng ngoài không nom
thấy nhà cửa. Đầu làng cuối làng có cổng xây bằng gạch. Trong làng có nhà cửa
phần nhiều là nhà lá. Nhà nào cũng có sân, có vườn, hoặc có ao cá nữa, xung
quanh có hàng rào tre. Ngòai vườn thì trồng rau, khoai cùng các thứ cây có quả.

MY VILLAGE
My village is near to the town. There is bamboo belt around the village.
Standing from outside and looking into the village, nobody can see the houses. At
two ends of the village, there have erected porches built of brick. In the village,
most houses thatched with leaves. Every house has a yard, a garden and a pond as
well, surrounded by a bamboo hedge. In the garden, vegetables, potatoes and fruit
trees are grown.
(Nguyễn Thuần Hậu, 2002)
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 FURTHER PRACTICE OF TRANSLATION (E-V OR V-E)

1) Traveling is one of the most popular forms of recreation in the USA. Most American employees
receive an annual vacation with pay, and it is a good time off for traveling. Traveling within the
country is popular because foreign travel generally takes more time and money. However,
Americans who wish to vacation outside the USA are free to go almost anywhere. Obtaining a
passport is a routine matter. Every year about 13 million Americans travel abroad. The most popular
vacation periods are during the summer and during the two-week school break on the Christmas
and New Year’s holidays. These periods are also the most crowded and generally the most
expensive time to travel, so people who can adjust their schedules sometimes choose vacation in
the autumn. American vacationers often travel by car. Most families have a car, and those who do
not have a car can rent one. Cars are usually the economical way to travel, especially for the
families. It is also fairly fast and convenient. Excellent highways connect the major cities. They
enable vacationers to travel at an almost steady speed of 55 to 65 miles an hour. Tourists that want
to travel faster often fly to their destination and then rent a car to go around when they get there.

2) A new study shows that women can reduce their chances of developing heart disease by jogging
for about three hours every week. The researchers at Harvard University Medical in Boston have
just reported the results of the study on the New England Journal of Medicine. The study is the first
to show the effectiveness of jogging in the developing of heart disease in women. Only a few earlier
studies have examined the effects of jogging on the heart, but nearly all have been done on men.
The new study involves more than 72,000 women between the ages of forty and sixty-five during
a period of eight years. The researchers have found that women who jog at least three hours a week
have a thirty to forty percent lower chance of suffering a heart attack than those who do not.

3) The size and location of the world's deserts are always changing.
Over millions of years, as climates change and mountains rise, new dry and wet areas develop. But
within the last 100 years, deserts have been growing at a frightening speed. This is partly because
of natural changes, but the greatest desert makers are humans.
In developing countries, 90 percent of the people use wood for cooking and heating. They cut down
trees for firewood. But trees are important. They cool the land under them and keep the sun off the
smaller plants. When leaves fall from a tree, they make the land richer. When the trees are gone,
the smaller plants die, and there is nothing but sand. Yet people must use firewood, raise animals,
and grow crops in order to live.
Humans can make deserts, but humans can also prevent their growth.
Algeria planted a green wall of trees across the edge of the Sahara to stop the desert sand from
spreading. Mauritania planted a similar wall around Nouakchott, the capital. Iran puts a thin
covering of petroleum on sandy areas and plants trees. The oil keeps the water and small in the land,
and men on motorcycles keep the sheep and goats away. Other countries build long canals to bring
water to desert areas.
Yet land that will probably become desert in the future equals the size of Australia, the United
States, and the former Soviet Union together. Can people stop the growth of the world's deserts and
save the land that is so essential to life?

96
 1) Không phải chỉ có các nước nghèo mới đau đầu bởi hiện tượng “chảy máu chất xám (brain
drain). Các nước giàu như Úc và Canada cũng phải chịu cảnh nhân tài của họ chạy sang Mỹ.

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2) 75 năm sau ngày chào đời, robot vẫn phục vụ đắc lực cho con người. Những robot đầu tiên đã
trình diễn ngoạn mục trên sân khấu New York vào năm 1923 và trên màn bạc vào năm 1926. Kể từ
đó, robot xuất hiện trong nhiều lĩnh vực hoạt động của con người.

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3) Ngân hàng Thế giới mới đây nói rằng có thể giảm sự tăng trưởng dân số ngay cả ở những nước
nghèo nhất nếu các chương trình kế hoạch hóa gia đình ở các nước đó đáp ứng được các nhu cầu
của dân tộc họ.

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4) “Cách đây 20 năm, ít có người nghĩ rằng Bangladesh và Kenya có thể hạ thấp tỷ lệ sinh sản của
họ:. Tom Merick, cố vấn cấp cao về vấn đề dân số của Ngân Hàng Thế Giới đã nói vậy.

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5) Trường Cao đẳng Sư Phạm Đà Lạt và nhà ga xe lửa Đà Lạt thuộc thành phố Đà Lạt, tỉnh Lâm
Đồng vừa được nhà nước công nhận di tích cấp quốc gia.

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6) Trường Cao đẳng Sư Phạm Đà Lạt, trước đây là trường Grand Lyceé (sau đổi tên là trường
Grand Yersin) do kiến trúc sư Moncet thiết kế và điều hành thi công từ năm 1929 đến năm 1932.
Công trình kiến trúc này là hình ảnh cách điệu một cuốn sách mở, với một tháp chuông như một
ngòi bút để viết nên những khát vọng, ước mơ của con người.

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7) 70 năm qua, tháp bút này được xem là một biểu tượng của thành phố cao nguyên Đà Lạt.

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8) Nhà ga xe lửa Đà Lạt do kiến trúc sư Reveron và Moncet thiết kế, được xây dựng từ năm 1932-
1938, nằm trong dự án xây dựng tuyến đường sắt nối vùng duyên hải với cao nguyên. Đến nay, cả
hai công trình kể trên vẫn còn nguyên vẹn.
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References
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