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A PARALLEL CORPUS ANALYSIS OF TRANSLATION STRATEGIES OF PROPER NOUNS: THE CASE OF “HARRY POTTER” AND ITS VIETNAMESE TRANSLATION BY LÝ LAN : PHÂN TÍCH KHỐI NGỮ LIỆU SONG SONG VỀ CÁC CHIẾN LƯỢC DỊCH DANH TỪ RIÊNG: TRƯỜNG HỢP TÁC PHẨM “HARRY POTTER” VÀ BẢN DỊCH TIẾNG VIỆT CỦA LÝ LAN / Hồ Trần Anh Thi; Hoàng Thị Linh Giang Huế, 202585tr. ; 28cm.Trường đại học Ngoại ngữ, Đại học HuếThis study examines the translation of proper nouns in Harry Potter and the Half-Blood Prince from English into Vietnamese. Although this novel is widely read in Vietnam, few studies have systematically examined how proper nouns are rendered using corpus approaches. To address this gap, a parallel corpus of English source text and its Vietnamese translation was built and analyzed by using Sketch Engine to extract proper nouns. This research applied a mixed-method approach to collect and analyze the data. Based on Fernandes’ (2006) taxonomy of proper noun translation procedures, Skopos theory (Reiss & Vermeer, 2014), and Venuti’s (1995) Domestication vs. Foreignization strategies, the study identifies translation procedures and translation purposes, Domestication or Foreignization strategy. From this, the research proposes plausible explanations for the reasons why the translator chose one procedure over another. Findings show seven procedures employed when rendering proper nouns into Vietnamese: Rendition, Substitution, Transcription, Recreation, Addition, Copy, and Conventionality. In general, Copy was preferred for iconic proper nouns to preserve identity (e.g., character names), whereas Rendition was chosen when the name had a clear meaning, Recreation was used when the name contained cultural, descriptive elements that needed to be adapted to suit the Vietnamese young readers, and Addition appeared to clarify the function or nature of the proper noun. Substitution, Transcription, and Conventionality were rare. The results also reveal that Domestication predominates with 216 cases (59.8%), while Foreignization is less frequent with 145 cases (40.2%). This indicates that, in this corpus, translator Lý Lan tends to adapt names to Vietnamese linguistic and cultural norms. Keywords: Proper Nouns, Parallel Corpus, Sketch Engine, Translation Procedures, Skopos Theory, Domestication and Foreignization, Harry Potter and the Half-Blood Prince.
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ANXIETY EXPERIENCED BY STUDENT INTERPRETERS IN CONSECUTIVE INTERPRETING PRACTICE: A CASE STUDY OF FACULTY OF ENGLISH, UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES, HUE UNIVERSITY : NHỮNG LO LẮNG MÀ SINH VIÊN CHUYÊN NGÀNH PHIÊN DỊCH GẶP PHẢI TRONG QUÁ TRÌNH THỰC HÀNH PHIÊN DỊCH ỨNG ĐOẠN: NGHIÊN CỨU TRƯỜNG HỢP TẠI KHOA TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC HUẾ / HỒ THỊ PHƯƠNG OANH, HOÀNG THỊ LINH GIANG Huế, 202369tr. ; 28cm.Trường Đại học Ngoại ngữ - Đại học HuếThe interpreting process is complicated and the interpreters’ performance is affected by many different factors. Among various types of interpretation, consecutive interpreting (CI) is being taught most at many universities. According to Gile’s (2009) Effort Model for consecutive interpreting, the CI process is divided into two phases, the first one including efforts in note-taking, listening and analysis, and short-term memory, and the second one consisting of remembering, note-reading, and production. Hence, the current study adapts Gile’s (2009) Effort Model for CI and seeks to address the sources of anxiety in the two stages experienced by the interpreting students and their strategies for dealing with anxiety in CI practice classes. This study adopts a mixed methods research design via the use of a questionnaire and semi-structured interviews to obtain data from 43 interpreting students who are fourth-year English majors at the Faculty of English, the University of Foreign Languages and International Studies, Hue University. The results reveal that the students have experienced anxiety regarding the following elements in different stages of the interpreting process: active listening, note-taking skills, and cross-cultural awareness in the pre-interpreting stage, and short-term memory, public speaking skills, and evaluation from classmates in the delivery stage. Specifically, the respondents seemed to have most difficulty with their intercultural knowledge or their short-term memory, whereas they were less anxious about their public speaking skills or the production stage in general. In addition, the study also found some coping strategies used by the students to overcome stress and boost their confidence in the interpreting classes such as practice, keeping calm and focused, or making careful preparation, etc. Besides, the findings also indicate the lack of students’ self-consciousness about the anxiety that they have experienced and the support of interpreting trainers in assisting students to deal with stress in the interpreting process. Accordingly, the iii study also provides some pedagogical implications for interpreting students and the interpreter trainers to alleviate students’ anxiety and increase their confidence.
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