HUE UNIVERSITY
COLLEGE OF FOREIGN LANGUAGES
DEPARTMENT OF ENGLISH
***

NGUYEN VAN TUAN

TRANSLATION 1&2


receptor/target language. Many examples of cross-language equivalence are used to illustrate
this principle.
Since the coursebook has been written for the students to learn either by themselves in
their distant learning course or in class with a teacher, there will be a coursebook and 20
assignments.
By the end of the course, the students will be able to:
1. obtain general knowledge of the principles of translation .
2. get familiar with and effectively use the English sentence patterns in their translations.
On the completion of this coursebook, I would like to express my deep gratitude to Dr. Ton
Nu Nhu Huong for her encouragement. I would also like to be grateful to Dr. Tran Van Phuoc
and other colleagues of the College of Foreign Languages and the English Department for
their kind help.
Errors are unavoidable in this coursebook. Therefore, I appreciate and welcome any criticism
on the course book.
Hue, June 24th, 2001
Nguyen Van Tuan

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CHAPTER 1: THEORY OF TRANSLATION

LESSON 1: FORM AND MEANING
1.What is translation?
1.1. Translation is the expression in another language (target language) of what has been
expressed in one language (source language), preserving semantic and stylistic equivalencies.
(By Roger T. Bell).
1.2. Translation is the replacement of a representation of a text in one language by a
representation of an equivalent text in a second language. (By Roger T. Bell).

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Where? is concerned with the place of communication, the physical location of the speech
event realized in the text.
How? refers to whether the text is written in a formal or informal way.
Who? refers to the participants involved in the communication; the sender and receiver.

1.3. Translation is rendering a written text into another language in a way that the author
intended the text. (By Bui Tien Bao- Hanoi National University)
“ Translators are concerned with written texts. They render written texts from one language
into another language. Translators are required to translate texts which arrange from simple
items including birth certificates or driving licences to more complex written materials such as
articles in journals of various kinds, business contracts and legal documents.” (Bui Tien Bao-
Hanoi National University).

1.4. Translation, by dictionary definition, consists of changing from one state or form to
another, to turn into one‟s own or another‟s language. (The Merriam-Webster Dictionary,
1974). Translation is basically a change of form. When we speak of the form of a language,
we are referring to the actual words, phrases, sentences, paragraphs, etc. The forms are
referred to as the surface structure of a language. It is the structural part of language which is
actually seen in print or heard in speech. In translation the form of the source language is
replaced by the form of the receptor/target language. But how is this change accomplished?
What determines the choices of form in the translation?

The purpose of this lesson is to show that translation consists of transferring the meaning of
the source language into the receptor language. This is done by going from the form of the
first language to the form of the second language by a way of semantic structure. It is meaning
that is being transferred and must be held constant. Only the form changes. The form from
which the translation is made will be called the source language and the form into which it is
to be changed will be called the receptor language. Translation, then, consists of studying the
lexicon, grammatical structure, communication situation, and cultural context of the source

meaning components of young (in „lamb‟, adult and male in „ ram‟ and adult and female in
„ewe‟. In Peru, „lamb‟ would need to be translated by „sheep its child‟, „ram‟ by „ sheep big‟
and „ewe‟ by „sheep its woman‟.

Third, it is further characteristic of language that one form will be used to represent several
alternative meanings. This again is obvious from looking in any good dictionary. For example,
the Reader‟s Digest Great Encyclopedic Dictionary gives 54 meanings for the English word
„run‟. Most words have more than one meaning. There will be a primary meaning-the one
which usually comes to mind when the word is said in isolation-and the secondary meaning-
the additional meanings, which a word has in context with other words. In English, we can say
„ the boy runs‟, using „run‟ in its primary meaning. We can also say „ the motor runs, the river
runs, and his nose runs‟, using runs in its secondary meanings.

This principle is not limited to lexical items for it is also true that the same grammatical
pattern may express several quite different meanings. For instance, the English possessive
phrase „my house‟ may mean „the house I built‟, „ the house I rent‟, „the house I live in‟, or the
house for which I drew up in my plans.‟ Only the larger context determines the meaning.
Notice the following possessive phrases and the variety of meanings:
my car ownership
my brother kinship
my foot part-whole
my singing action
my book ownership or authorship
( the book I own, or, the book I wrote)
my village residence
( the village where I live)
my train use

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(the train I ride on)

black, the black cat, and, the cat, which is black, depending on how that meaning relates to
other meanings. In addition, the meanings of “ Is this place taken?” “Is there anyone sitting
here?” and “ May I sit here?” are essentially the same. Also, the meaning is essentially the
same in the following English sentences:

Others blamed John because of the difficulty.
Others blamed John for the difficulty.
Others blamed the difficulty on John.
Others said John was responsible for the difficulty.

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Others accused John of being responsible for the difficulty.

We have seen that even within a single language there are a great variety of ways in which
form expresses meaning. Only when a form being used in its primary meaning or function is
there a one-to-one correlation between form and meaning. The other meanings are secondary
meanings or figurative meanings. Words have these extended meanings and in the same way
grammatical forms have extended usages (secondary and figurative function).

This characteristic of “skewing”; that is, the diversity or the lack of one-to-one correlation
between form and meaning is the basic reason that translation is a complicated task. If there
were no skewing, then all lexical items and all grammatical forms would have only one
meaning and a literal word-for-word and grammatical structure-for- grammatical structure
translation would be possible. But the fact is that a language is a complex set of skewed
relationship between meaning (semantics) and form (lexicon and grammar). Each language
has its own distinctive forms for representing the meaning. Therefore, in translation the same
meaning may have to be expressed in another language by a very different form.

To translate the form of one language literally according to the corresponding form in another
language would often change the meaning or at least result in a form which is unnatural in the

Now compare the above with the following less literal translation of the same story:
It is said that there once was a man not from here, and I do not know his town or where he
came from, who one day was walking in a plantation (or in the coastlands). He saw a little
necklace, or rather, what he thought was a very pretty little necklace, lying on the road. He
grabbed this necklace and threw this into his mouth because there was someone coming along
behind him, and he did not want the other person to see it. He did not know that the necklace
he threw into his mouth was really a snake. The man died in short order because he did not
recognize from its appearance that it was a snake. He did not know that what he had put in
his mouth was not a necklace, but rather a snake.
In the first, each quiche word was replaced by the nearest English equivalent. The result was
nonsense. In the second translation, the natural forms of English lexicon and grammar were
used to express the meaning of the Quiche story. Below the story is again rewritten in a more
idiomatic English style.

I am told that there once was a stranger from some other town who was walking in a
plantation along the coast. As he walked along he suddenly saw a very pretty little necklace
lying on the road. He snatched up this necklace and threw this into his mouth because there
was another person walking behind him and he did not want him to see the necklace. The
stranger did not know that the necklace was really a snake. The man died immediately. He
died because he did not realize that it was a snake. He did not know he put a snake into his
mouth rather than a necklace.

Anything which can be said in one language can be said in another. It is possible to translate.
The goal of the translator is to keep the meaning constant. Wherever necessary, the receptor
language form should be changed in order that the source language meaning should not be
distorted. Since a meaning expressed by a particular form in one language may be expressed
by quite a different form in another language, it is often necessary to change the form when
translating.
3. Notes
Form-based translation: dịch dựa vào hình thức hay cấu trúc

primary sense.
4.2 Exercises
A. Identify change of meaning versus change of form. Some of the following pairs of
sentences differ in their form. Some differ in meaning. Indicate if the primary change is in the
form or in the meaning.
Example: They robbed the old man.
The old man was dropped by them.
Answer: Change of form
1. The students like to study translation.
The students like studying translation.
2. I bought a pair of horseshoes.
I bought a pair of leather shoes.
3. He saw the bird.
He heard the cat.

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4. Phillip went walking.
Phillip took a walk.
5. Go to bed.
I want you to go to bed.
6. I came; I saw; I conquered.
I came, saw, and conquered.
7. Two weeks later he came.
After two weeks he came.
8. There is a table in the book.
There is a book on the table.
9. The young man had an English grammar book stolen.
An English grammar book was stolen from the young man.
10. He was awaken by a thunderclap.
A thunderclap awakened him.

(b) Rain fell all night.
(a) There is a book on the table.
(b) There is a table on the book.
1. (a) John was very surprised when he heard the news.
(b) The news very much amazed John when he heard it.
2. (a) It was a hot day.
(b) The day was hot.
3. (a) Peter‟s house
(b) The house that belongs to Peter
4. (a) He remained silent.
(b) He did not say anything.
5. (a) I bought cloth to make Mary a new dress.
(b) I bought a new dress for Mary.
6. (a) I bought vegetables in the market.
(b) I bought tomatoes and onions in the market.
7. (a) My parents are well.
(b) My mother and father are well.
8. (a) John is ill: he has a bad case of malaria.
(b) John is very ill indeed.
9. (a) There are four rooms in the house.
(b) The house has four rooms and a kitchen at the back.
10. (a) In my opinion, the government is doing well and making many improvements in the
country. But there are many people who do not agree that this is so.
(b) Opinions are divided concerning the government. Some say they are doing well and
making many improvements in the country. Others do not agree.

LESSON 2: KINDS OF TRANSLATION

1. Literal versus idiomatic


wanted on the phone.

Except for interlinear translation, a truly literal translation is uncommon. Most translators who
tend to translate literally actually make a partially modified literal translation. They modify the
order and grammar enough to use acceptable sentence structure in the receptor language.
However, the lexical items are translated literally. Occasionally, these are also changed to
avoid complete nonsense or to improve the communication. However, the result still does not
sound natural. Notice the following example from a language in Papua New Guinea:

Ro abombo ngusifu pamariboyandi.
I my heart fastened-her. (literal)
I fastened her in my heart. (modified literal)

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The modified literal translation changes the order into English structure. However, the
sentence still does not communicate in clear English. An idiomatic translation would have
used the form: “ I never forgot her.” Or “ I‟ve kept her memory in my heart.”
A person who translates in a modified literal manner will change the grammatical forms when
the constructions are obligatory. However, if he has a choice, he will follow the form of the
source text even though a different form might be more natural in the receptor language.
Literal and modified literal translations consistently err in that they choose literal
equivalents for the words, i.e. lexical items being translated. Literal translations of words,
idioms result in unclear, unnatural, and sometimes nonsensical translations. In a modified
literal translation, the translator usually adjusts the translation enough to avoid the nonsense
and wrong meanings, but the unnaturalness still remains.

Idiomatic translations use the natural forms of the receptor language, both in the grammatical
constructions and in the choice of lexical items. A truly idiomatic translation does not sound
like a translation. It sounds like it was written originally in the receptor language. Therefore, a

nhiều -u tiên cho giáo dục. Similarly, a translator in Papua New Guinea was
asked to translate the Eight Point Improvement Plan for Papua New Guinea. One point reads,
Decentralization of economic activity, planning and government spending, with emphasis on
agricultural development, village industry, better internal trade, and more spending
channeled through local and area bodies. Such sentences are very difficult for translators
who want to translate into the native language of the country. Words such as Decentralization,
activity, planning, government spending, emphasis development, trade would have to be
rendered by verbs in most languages. When verbs are used, then, the appropriate subject and
object of the verb may need to be made explicit also. The form in the receptor language is
very different from the source language form and yet this kind of adjustment, using verbs
rather than using nouns, must be made in order to communicate the message. An idiomatic
translation was made which used verbs as in the following.

The government wants to decrease the work it does for businesses and what it plans and the
money it spends in the capital, and wants to increase what people and groups in local area do
to help farmers and small businesses whose owners live in the villages, and help people in this
country buy and sell things made in this country and to help local groups spend the
governments money.

Most languages have a class of words which may be called pronouns. Pronominal systems
vary greatly from language to language and the translator is obliged to use the form of the
receptor language even though they may have very different meanings than the pronouns of
the source language. For example, if one is translating into Kiowa (USA), the pronouns will
have to indicate a different between singular, dual and plural person even though the source
language does not make this three-way distinction. Or if a translator is translating into
Balinese, he must distinguish degrees of honor even though nothing in the source language
indicates these distinctions. He will need to understand the culture of the Balinese and the
cultural context of the text he is translating in order to choose correctly.

In English, the first plural pronoun we is often used when the real meaning is second person

sold?
(passive)
B: The usual thing, false friends, fast-living style and bad investment.
Vietnamese:
A: Chuyện gì đã xảy ra với toàn bộ số tiền mà bạn có đ-ợc sau
khi giải quyết xong
chuyện chúc th- và bán đi cả sản nghiệp. (active)
B: Cũng lẽ th-ờng tình thôi, bạn bè giả dối, ăn chơi hoang đàn
và đầu t- sai chỗ.
The above translated sentences are only examples to show some types of grammatical
adjustments which will result if a translator translates idiomatically in the source language.
Certainly, there will be times by coincidence they match, but a translator should translate the
meaning not concern himself with whether the forms turn out the same or not.
3. Translating lexical features
Each language has its own idiomatic way of expressing meaning lexical items. Languages
abound in idioms, secondary meanings, metaphors, and other figurative meanings. For
example, notice the following ways in which a fever is referred to ( literal translations are
given to show the source language form):
Greek: The fever left him.
Aguaruna: He cooled.

Vietnamese: He cooled.
Or: The fever was no more in him.

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Ilocano: The fever was no more in him.
The English translations of all six would be : His fever went down, or His temperature
returned to normal.


he stretches back his head and looks with his throat. Figures of speech are often based on
stories or historical incidents.
Names of animals are used metaphorically in most languages. But the comparison is often
different and so the figure will be misunderstood unless some adjustment is made. For
example, when someone is called a pig in English, it usually means he is dirty or a greedy
eater. In Vietnamese, it has different meanings. It could means that the person is stupid or that
the person is a greedy. Care would need to be taken if pig were used metaphorically or a
wrong meaning might result in the receptor language.

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Some lexical combinations of the source language may be ambiguous. The meaning is not
clear. For example, It is too hot to eat, could mean any of the following: The food is too hot
to eat; the weather is too hot for us to feel like eating; the horse is too hot after running a race
and does not want to eat. In the process of making an idiomatic translation, such ambiguities
must often be resolved and only the intended meaning communicated.
4. Conclusion
It is obvious that translation is a complicated process. However, a translator who is concerned
with transferring the meaning will find that the receptor language has a way in which the
desired meaning can be expressed even though it may be very different from the source
language form.

Considering the complexity of language structures, how can a translator ever hope to produce
an adequate translation? Literal translation can only be avoided by careful analysis of the
source language: by, first of all, understanding clearly the message to be communicated. A
translator who takes the time to study carefully the source language text, to write analysis of it,
and then to look for the equivalent way in which the same message is expressed naturally in
the receptor language, will be able to provide an adequate, and some times brilliant
translation. His goal must be to avoid literalisms and to strive for a truly idiomatic receptor
language text. He will know he is successful if the receptor language readers do not recognize
his work as a translation at all, but simply as a text written in the receptor language for their

(b) The storekeeper promised to refund our money.

2.(a) A certain boy told me this little story at a party.
(b) He is one boy. He told the one little story. This is a game he said.
3.(a) An International Alphabet would inevitably bring about a spelling reform as well. How
many children have shed hot tears about spelling?
(b) An International Alphabet would inevitably bring about a spelling reform ,too. And how
many hot children‟s tears have not been shed on spelling?
4.(a) He then reported his misfortune to the police, who are searching diligently for the thief.
(b) He then his mishap reported to the police, who are the thief searching intensively
B. Look for literalisms in the following translations into English and underline the words or
phrases that do not sound natural in English. Suggest a more idiomatic way of saying it. All
of these examples are from published translated material.
1. The third-year students often visit the schools in the city for the attendance of the class.
2. Foreign tourists usually at Kinh Do Hotel for their friends have introduced to them very
much about this hotel.
3. Since the USA abolished the embargo against Vietnam, many foreign countries have been
investing in Vietnam.
4. After saying lies many times, he lost our belief in him.
5. Hue is famous about its delicious dishes and beautiful landscapes.
6. The participants discussed about the causes of pollution environment.
7. Every time my mother goes to work , I feel my house absent anybody.
8. One thing makes me proud of my village is a large green field that provides one part of life
for people.
9. A robbery took place of a motorcycle rider at Kampung early yesterday morning.
10. I left my village for three years, a time not long but like a century.
C. Each of the following are sentences written by some Vietnamese who are not yet fluent
English speakers. The forms used shows examples of how their mother-tongue language

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xung quanh toàn là núi đồi hùng vĩ.
- chiếm cứ : take up/ to be situated/ to occupy
- cao nguyên : plateau
- xung quanh: to be surrounded by/ with
4. Sự phát triển kinh tế của Việt Nam phải đ-ợc xét trong hoàn
cảnh chiến tranh kéo dài. Hoàn cảnh chiến tranh ấy đã gây ra

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nhiều thiệt hại về sinh mạng và tài sản cũng nh- các công trình
công cộng và tài nguyên.
- sự phát triển kinh tế : the economic development
- đ-ợc xét : to be viewed/ to be considered/ to be taken into account
- hoàn cảnh chiến tranh kéo dài : in the context of the long period of war
- gây ra thiệt hại : to cause damage to
- tài sản : property
- công trình công cộng : public facilities
- tài nguyên : resources
5. Mặc dù địa vị của phụ nữ đã có những b-ớc tiến kỳ diệu,
nh-ng ng-ời ta phải thực hiện nhiều chuyện khác để cải thiện
tình trạng sức khoẻ, dinh d-ỡng và giáo dục cho phụ nữ.
- địa vị : status
- có những b-ớc tiến kỳ diệu: to be dramatically improved
- dinh d-ỡng : nutrition

6. Mạng l-ới truyền hình đang xây dựng rộng khắp cả n-ớc.
Ngoài những đài truyền hình t-ơng đối hiện đại, có từ lâu đời
nh- đài truyền hình Hà Nội và Thành Phố Hồ Chí Minh, còn có 25
đài thuộc các tỉnh đ-ợc thành lập vào năm 1988. Những đài
truyền hình này sẽ truyền những ch-ơng trình quan trọng của đài
truyền hình trung -ơng và phát ch-ơng trình của đài mình.

- đánh giá cao : to value/ highly appreciate
- sự phê phán : criticism
- tội ác : evil
- sự t-ơng phản : contrast
- giàu và nghèo : wealth and poverty
- xã hội t- sản Anh : the English boutgeois society
- giai cấp trung l-u và hạ l-u : the middle and lower classes
9. Hội Liên Hiệp Phụ Nữ Việt Nam đ-ợc cử đại diện ở Quốc Hội
và chủ tịch hội đ-ợc quyền tham dự các cuộc họp th-ờng kỳ của
Hội Đồng Bộ Tr-ởng để bày tỏ quan điểm của Hội và đề nghị những
điều lệ liên quan đến phụ nữ.
- Hội Liên Hiệp Phụ Nữ Việt Nam : The Vietnams Women Union
- cử đại diện : to be represented
- Quốc Hội : the National Assembly
- đ-ợc quyền làm gì : to have the right to do something
- cuộc họp th-ờng kỳ : regular meeting
- Hội Đồng Bộ Tr-ởng : the Council of Ministers
- bày tỏ quan điểm : express ones points of view
- điều lệ : regulations
10. Gia đình Việt Nam chịu ảnh h-ỏng rõ rệt của nền văn minh
nông nghiệp. Do chính sách mở cửa, nền văn minh công nghiệp
đang tác động từng ngày, từng giờ vào cuộc sống gia đình Việt
Nam.
- chịu ảnh h-ỏng : to be affected by

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- nÒn v¨n minh n«ng nghiÖp : agricultural civilization
- chÝnh s¸ch më cöa : the open-door policy
- t¸c ®éng tõng ngµy tõng giê : to have daily and hourly impact /influence on


where one is a specialist in the source language and the other a specialist in the receptor
language, or 2. a translator with capability to handle both source language and receptor
language matters and an advisor or consultant, or 3. a committee working together with
specific responsibilities delegated to each one. Which kind of program is developed will
depend on who is available and qualified to determine the meaning of the source language,
who is most skilled at drafting in the receptor language, and who has an understanding of
translation principles. The team may include the translators, a consultant, testers, and
reviewers.

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Tools refer to the written source materials which will be used by the translators as helps.
These include, in addition to the document to be translated, any dictionaries, lexicons,
grammars, cultural descriptions. etc of both the source language and receptor language
which are available. The team will want as much in formation available as possible while
translating. All of these tools should be brought to the translation site in preparation for the
project. For some projects, there will be a wealth of materials that can be used to help in
interpreting the source language text and in finding equivalents in the receptor language. For
other projects, there may be a scarcity of such material, but whatever is available should be
there to make the work easier.
2. Exegesis
Exegesis is used to refer to the process of discovering the meaning of the source language text
which is to be translated. It is the step which includes the preparation and analysis which must
be done before anything at all can be written in the receptor language. The text must be
understood completely. This is the process which takes place in moving from the source
language form to the meaning of the text.

The translator should begin by reading the text several times, then by reading other materials
that may help in understanding the culture or language of the source text. As he reads the text,
he will be looking for the author‟s purpose and the theme of the text. He will look for the
larger groupings or sections. He may want to outline the text. The purpose is to understand the

the adjustments needed have been made, that no information is wrong or omitted, that the text
communicates clearly in the receptor language, and that the form chosen will communicate to
the desired audience. While making and reworking this draft, the audience must always be
kept in mind. Once the translation team has sufficiently reworked the initial draft, they arrange
for copies to be made so that adequate evaluation.
4. Evaluation
The purpose of evaluation is threefold: accuracy, clearness, and naturalness. The questions to
be answer are: 1. Does the translation communicate the same meaning as the source language?
2. Does the audience for whom the translation is intended understand it clearly? 3. Is the form
of the translation easy to read and natural receptor language grammar and style? Those
helping with the evaluation should be mother-tongue speakers of the receptor language. There
are a number of kinds of evaluations which need to be done.
The translator will want to compare the translation with the source text at several points
during the translation process to be sure no additions, deletions or change of in formation have
crept in . Others may help with this work. It is especially advantageous to have a consultant
check over the material. The translator will want to have receptor language speakers read the
text and then tell back what the text communicated to them. As they read, there will be parts
that are hard to read or hard to understand. Any time there is an indication of a problem in
reading , this should be noted for further checking . Another way to check is by asking
questions of those who read the text , or to whom it is read. Questions need to be carefully
formed so that they bring out the theme, the author‟s purpose , and the relevant facts of the
text. Any wrong understanding should be noted and then checked with others as well. It is best
to have someone who has not worked on the translation, but know both the source language
and receptor language, translate back from the receptor language into the source language
without the reference to the original source language text. Does the back translation carry the
same information as the original source language text? Any difference will need to be checked
further.
It is very important that sufficient time and effort be given to evaluation. If many of the people
who will eventually be using the receptor language text can be involved in the evaluation
process, this will also create interest in the translated material when it is finally published.

Some matters may need special testing before the final draft is prepared. If the publication is
to include pictures, these will need evaluation. If a special size of print is being recommended,
it will need to be tested. A final editing for spelling and punctuation will need to be made.
When all matters are cared for, a number of copies should be prepared and distributed for
proofreading by various people before the actual printing takes place. Every translator wants
his final copy to be as accurate as possible. The time spent in careful checking and preparation
of the final draft will improve quality and will make the translation more acceptable to the
audience for whom it is being prepared.
8. Notes
Target: đọc giả
Target language audience: ng-ời đọc bản dịch
Dialect: ph-ơng ngữ
Educational level: trình độ học vấn
Bilingualism: song ngữ
To come into focus: chú ý/ tập trung
Co-translator: ng-ời cùng dịch
Specialist: chuyên gia
Tools: tài liệu tham khảo khi dịch
Lexicon: tự điển từ vựng
Exegesis: hiểu nghĩa văn bản tr-ớc khi dịch
Initial draft: bản thảo đầu tiên
Revised draft: bản thảo đã d-ợc hiệu đính