NÂNG CAO KHẢ NĂNG PHÁT HIỆN VẤN ĐỀ DỊCH THUẬT CỦA SINH VIÊN NGÀNH CỬ NHÂN ANH

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Tác giả: Thị Thu Hướng Nguyễn

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2020

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Bộ sưu tập: Metadata

ID: 395843

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Việc dạy môn dịch ở Việt Nam và một số nước thường hay tập trung vào các vấn đề ngôn ngữ và ít lưu ý đến quá trình dịch của sinh viên. Dựa trên cách tiếp cận chức năng trong dịch thuật, bài báo này nghiên cứu khả năng xác định vấn đề dịch thuật (thể hiện một phần năng lực dịch thuật) của sinh viên tham dự một khóa học dịch thuật tại một chương trình cử nhân tiếng Anh ở Việt Nam. Bài báo trình bày sự khác biệt trong khả năng xác định vấn đề dịch thuật của sinh viên thông qua việc so sánh nhận xét của sinh viên sau khi làm bài dịch và các giải pháp dịch thuật của sinh viên trước và sau các workshop về các vấn đề cơ bản trong dịch thuật. Kết quả nghiên cứu cho thấy sau workshop, sinh viên bắt đầu chú ý đến các vấn đề phi ngôn ngữ thay vì chủ yếu quan tâm các vấn đề ngôn ngữ như trước workshop. Các vấn đề phi ngôn ngữ bao gồm các vấn đề liên quan đến yếu tố ngoại văn bản và phong cách văn bản. Theo kết quả phân tích các giải pháp dịch tựa đề, sinh viên bắt đầu tránh cách dịch từ theo từ và dịch một cách phù hợp hơn. Bài báo đề xuất cần đưa các hoạt động phân tích văn bản và xác định vấn đề dịch thuật vào các khóa giảng dạy dịch thuật tại các trường ngoại ngữ., Tóm tắt tiếng anh, Teaching translation in Vietnam and some contexts tends to overemphasise linguistic issues in translation and lack focus on students' translation process. Drawing on a functional approach to translation, this pedagogical study investigates students' identification of translation problems (part of strategic competence) in a translation course in a tertiary English language program. The differences in students' ability to identify translation problems were evaluated through a contrastive examination of a qualitative analysis of students' written reflections on the translation tasks and their translation solutions both before and after the workshops. The study found that students diverted their attention from linguistic problems to other non-linguistic ones (extralinguistic issues related to extratextual features and general style conventions) after the workshops. This change led to some students' attempts to avoid word-for-word translation and produce more idiomatic translation solutions as shown in the analysis of titles. Recommendations were made on the inclusion of text analysis and problem identification in developing students' translation skills.

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