Towards designing a translation syllabus for
third-year English majors at Hanoi University
of Business and Technology

Trần Thị Phương Chi

Trường Đại học Ngoại Ngữ
Luận văn ThS. Chuyên ngành: English Linguistics; Mã số: 60 22 15
Người hướng dẫn: M.A. Đỗ Minh Hoàng
Năm bảo vệ: 2010

Abstract: This study was conducted to design a syllabus for third-year English majors at Hanoi
University of Business and Technology (HUBT). The proposed syllabus aims at enhancing the
students’ translation skills and translation-related skills. The students are exposed to theoretical
knowledge and practice of translation in both directions. The course adopts a process-based approach
which focuses on stages of the translation process and opts for a communicative, interactive
methodology that focuses on workshop-like activities, pair works, meeting experts, with translating
activities around the students’ selection of business topics. In other words, a student-centered
approach is adopted. The study is expected to offer a career-oriented training program for third-year
English majors.

Keywords: Chương trình giảng dạy; Tiếng Anh chuyên ngành; Dịch Content:
TABLE OF CONTENTS

CANDIDATE’S STATEMENT i
ACKNOWLEDGEMENTS ii
ABSTRACT iii
LIST OF ABBREVIATIONS iv

Chapter 2: Methodology 21
2.1. Data collection instruments 21
2.1.1. Structure of the questionnaire 21
2.1.2. Structure of Interviews with the teachers 22

2.2. Subjects of the study 22
2.3. Data collection procedures 22
2.3.1. Questionnaire 22
2.3.2 Interviews with the teachers 23
Chapter 3: Results and Discussion 24
3.1. Questionnaire 24
3.1.1. Learners’ background 24
3.1.2. Target needs 24
3.1.3. Learning needs 28
3.2. Interviews 31
3.2.1. The teachers’ background 31
3.2.2. The teachers’ comments 31
3.2.3. Suggestions 32
3.3. Summary 32
Chapter 4: The proposed translation syllabus 34
4.1. Introduction 34
4.2. The aims and objectives of the translation course. 34
4.3. Choosing the translation content 35
4.3.1. The integration of translation theory 35
4.3.1.1. Introduction to History of translation 35
4.3.1.2. Introduction to Translation 36
4.3.1.3. Translation Methods 36
4.3.1.4. Text analysis 36
4.3.2. Grading content 37
4.4. Tasks and activities in the year 37

syllabus should give teachers and learners a direction of what to be taught and how to be
taught. Both the teachers and students have complained about the time available for the
learning of skills in the first and second years. This is the time when acquisition of English
skills is so important to be used as the foundation for the third year when more time is spent
on translation practice.
As for the students, they are not proficient in the 4 skills after the first two years. This has led
to the fact that they meet some difficulties in learning translation and interpreting. Besides, it 2
seems that theoretical backgrounds as well as the methodology have not been paid much
attention to.
Another point is that the researcher sees that little time is spent on teaching students
translation-related skills such as the use of computers as a tool for would-be translators and
interpreters. Ulrych (2005) in her paper asserts that technological aids improve translators’
status and self image.
2. Aim of the study
The study is aimed to identify the needs, wants and lacks of the third-year English majors and
expectation of trainers or course designers so that the researcher can use them as the
foundation for putting forward an appropriate syllabus including content, method of teaching,
time. To achieve the aim, a needs analysis was done to find out the target needs and learning
needs of the students.
3. Research questions
1. What are the learning needs of the third-year English majors?
2. What are the target needs of the third-year English majors?
3. How should the proposed syllabus meet these needs?
4. Scope of the study
The study is done based on the circumstance for third-year English majors at Hanoi University
of Business and Technology (HUBT). Due to the size of the thesis, this is aimed at designing a
written translation syllabus for them (an oral translation syllabus is therefore not within the

This chapter summarizes what has been done and arrive at recommendations for further
research.
45
References
Bell, R. T. (1991). Translation and Translating: Theory and Practice. London: Longman.
Beeby, A. (2004). Language Learning for Translators: Designing a Syllabus. In: K. Malmkjaer
(Ed.). Translation in Undergraduate Degree Programmes (Vol. 59). Amsterdam /
Philadelphia: John Benjamins Publishing.
Bernardini, S. (2004). The Theory behind the Practice: Translator Training or Translator
Education?. In K. Malmkjaer (Ed). Translation in Undergraduate Degree Programmes
(Vol. 59). Amsterdam / Philadelphia: John Benjamins Publishing Company.
Bowker, L. (2002). Computer-Aided Translation Technology : A Practical Introduction.
Ottawa: Ottawa University Press.
Brown, D.J. (1995). The elements of Language Curriculum. Boston: Heinle and Heinle.
Catford J. C. (1965). A Linguistic Theory of Translation. London: OUP.
Davies M.G. (2005). Minding the process, improving the product: Alternatives to Traditional
Transltors Training. In: Tennent, M. (Ed.). Training for the New Millenium (Vol. 60).
Amsterdam / Philadelphia: John Benjamins Publishing Company.
Dimitrova, B. E. (2002). Training and Educating Trainers – a Key Issue in Translators’
Training. In: E. Hung (Ed.). Teaching Translation and Interpreting 4.
Amsterdam/Philadelphia: John Benjamins Publishing Company.
Do, H.M. (2007). Đào Tạo Phiên Dịch Theo Định Hướng Chuyên nghiệp. In P.V. Trần & T.V
Nguy ễn (Eds). Kỷ Yếu Hội Thảo " Công Tác Dịch Thuật và Đào tạo Cử nhân Phiên
Biên Dich" Lần Thứ Nhất. Huế: NXB Đại Học Huế.
Dollerup, C. & Appel, V. (Eds.). (1996). Teaching Translation and Interpreting 3 (Vol. 16).
Amsterdam / Philadelphia: John Benjamins.
Duff, A. (1989). Translation. Oxford: OUP.
Duffy, T.M. & Cunningham, D.J. (1996). Constructivism: Implications for the Design and
Delivery of Instruction. In D.H. Jonassen (Ed). Handbook of Research for Educational
Communications and Technology. New York: Simon and Schuster Macmillan.

47
Marsh, M. (1987). The value of L1> L2 Translation on Undergraduate Courses in odern
Languages. In: H. Keith and I. Mason (Eds). Translation in the Modern Language
Degree. London: CILT.
Mossop, B. (1992). Goals of a Revision Course. In Dollerup and Loddeggard (Eds). Teaching
Translation and Interpreting 2. Amsterdam / Philadelphia: John Benjamins.
Newmark, P. (1988). A textbook of Translation. New York: Prentice Hall Internaltional.
Nguyen, P. T. L. (2005). Developing a translation curriculum for English majors in the
teacher-training section of Vinh university. M.A. Thesis, College of Foreign
Languages, Hanoi National University, Hanoi.
Nord, C. (1991). Text Analysis in Translation Theory: Methodology and Didactic Application
of a Model for Translation-Oriented Analysis. Amsterdam and Atlanta:Rodopi.
Nunan, D. (1988). Syllabus Design. Oxford: OUP.
Nunan, D. (2001). Aspects of Task-Based Syllabus Design, from
Retrieved on 12th April
2010
Pica, Kanagy, R. & Falodun, J. (1993). Choosing and Using Coomunicative Tasks for Second
Language Instruction and Reach. In G. Crookes & S. Gass (Eds). Tasks in a
Pedagogical Context: Integrating Theory and Practice. Clevedon: Multilingual
Matters.
Read, J. A. S. (1984a). Trends in Language Syllabus Design. Singapore: Singapore University
Press.
Reiss, K. & H.J. Vermeer (1998). Grundleging einer allgemeinen Translationstheorie,
Tübingen: Niemeyer.
Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: CUP.
Robinson, P.C.(1991). ESP Today: A practitioner's guide. London: Prentice Hall.
Samuelsson-Brown, G. (2004). A Practical Guide for Translators (4th ed.). Clevedon:
Multilingual Matters.
Sewell, P. (1996). Translation in the Curriculum. In: P. Sewell & I. Higgins (Eds). Teaching
Translation in Universities: present and future perspectives. London: CILT.