scholarly journals A Study on Common Errors in Vietnamese - English Transl tion by English majors Students at Ho Chi Minh University of Food Industry (HUFI)

2021 ◽  
Author(s):  
Nguyen Thi Bich Hoa
Keyword(s):  
Foreign Language ◽  
English Translation ◽  
Food Industry ◽  
Grammatical Structure ◽  
English Transl ◽  
Source Text ◽  
Language Faculty ◽  
Grammatical Errors ◽  
English Majors ◽  
The Difference

Along with the development of the translation industry, the translation of two different languages still faces many difficulties. The difference in the grammatical structure and symbols of the two languages makes it difficult for translators to translate Vietnamese and vice versa. This study aims to investigate common errors in Vietnamese - English translation that English majors students at Ho Chi Minh University of food industry often make within in the process of translating Vietnamese sentence structures into English, this paper helps find solutions to enhance students' translation skills. The data have been collected from 96 English majors students of the Foreign Language Faculty, Ho Chi Minh University of food industry participated. Participants were asked to translate eleven short sentences from Vietnamese into English; the data was collected from the translation texts of these students using the same source text. The results revealed that common errors made by the students included grammatical errors, translate word to word, wrong form and article. Finally, the study suggests some solutions to assist these students overcome their difficulties also as improve their translating method in practicing translating Vietnamese - English speeches.

scholarly journals Grammatical Errors in Students’ Translating Text by the Informatics Department Students in Stekom Semarang

2018 ◽  
Vol 9 (1) ◽  
pp. 45-56
Author(s):  
Novita Kusumaning Tyas
Keyword(s):  
Foreign Language ◽  
Error Analysis ◽  
Writing Skills ◽  
Qualitative And Quantitative ◽  
The Third ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Present Tense ◽  
The Difference ◽  
Omission Errors

Abstract: The errors cannot be separated from the students who learn English as their Foreign Language in writing skills. They always make error, especially in grammar term. It is because of the difference between the Indonesian and English grammatical pattern. The purposes of this study are to find out the grammatical errors based on Dulay, Burt and Krashen’s surface structure taxonomy that happen in students’ writing text in translating text from Indonesian to English especially in using simple present tense and to find the sources of errors. Mix method,qualitative and quantitative, is used as the method in this study. The data is taken from 20 students of the third-semester students in Stekom Semarang. This study found that misformation is the highest errors, 96 errors or 54,8% from the whole errors. Next, 40 errors or 22,8% for addition errors, 29 errors or 16,5% for omission errors and 10 errors or 5,71% for misordering errors from the whole errors. Intralingual factor is the most source of learner errors. There are 75% of errors that caused by intralingual factor and 25% errors are caused by interlanguage factors.     Keywords: error analysis; grammatical error; translating text; simple present tense; stekom semarang.

WAYS TO TRANSLATE DIALECTS IN A LITERARY TEXT

2019 ◽  
pp. 272-286
Author(s):  
Tatyana Zhakova
Keyword(s):  
Foreign Language ◽  
Common Knowledge ◽  
Geographic Location ◽  
Literary Text ◽  
Literary Texts ◽  
Source Text ◽  
Distinctive Features ◽  
Loss Of Information ◽  
Translation Analysis ◽  
The Difference

The article dwells on the study devoted to the translation of dialects used by the authors of literary texts as a means of giving a special colouring to some area. Being forms of the language, they are used within a certain geographic location as a means of the speech attribute of the character and as a detail disclosing its social context.The dialect is considered to be a retreat from the literary standard and is juxtaposed to it though in linguistics there is a set of various approaches to the problem. The article points out the difference between the terms «dialect» and «accent» highlighting that the latter is a narrower notion and just a constituent of the «dialect».Dialects in a literary text are aimed at rendering certain ideas and performing various functions depending on which one should carry out a strategy of their transfer to the target text in the course of the pre-translation analysis. Distinctive features of dialects point to the existence of the problem connected with their translatability. In general, there are three approaches to it: complete untranslatability, complete translatability and relative translatability. The relative translatability approach seems to be the most adequate as dialectal words refer to zero equivalent lexical units and locative peculiarities of dialects cannot be translated into a foreign language. In this respect the transformation of compensation turns out to be the most essential way of dialects translation. It can be assumed that there are several types of compensation. The article employs clippings from several literary texts to accentuate the highest efficiency and importance of vertical compensation due to resorting to units of different linguistic levels. This way of using compensation allows translating the maximum of the content and of the communicative value of the source text, though it is common knowledge that some loss of information is inevitable.

scholarly journals Grammatical Error Analysis in Essay Writing

DEIKSIS ◽  
2021 ◽  
Vol 13 (1) ◽  
pp. 73
Author(s):  
Rifa Suci Wulandari ◽  
Ratri Harida
Keyword(s):  
Foreign Language ◽  
English Education ◽  
First Language ◽  
Grammatical Structure ◽  
Education Department ◽  
Essay Writing ◽  
Grammatical Errors ◽  
Writing Students ◽  
Grammatical Error ◽  
Word Classes

<p class="5AbstrakIsi">Students cannot avoid making errors which might enrich learners’ knowledge in using a foreign language. Error as such a systematic deviation which occurs when the student has not learned something of the language and gets it wrong constantly, because he has not learned the correct form. However, there are some factors that cause the errors such as carelessness, first language interference, and translation. When using English in their essays writing, students might make errors in various aspects of grammar, such as tenses, aspects, word classes, word order, inflections, and punctuation. Therefore, the accuracy of using them in the writing of English sentences must be considered, especially by students who are developing writing skills in English as a foreign language. By writing English sentences according to the grammatical structure, the meaning of it will be accurate, easily understood and acceptable. This article aims to identify types of grammatical errors made by the students of English education department at STKIP PGRI Ponorogo in writing essay and find out the factors causing the students’ grammatical errors in writing essay.</p>

Working on Grammatical Errors in Russian Senior School Lessons

2019 ◽  
Vol 80 (2) ◽  
pp. 26-30
Author(s):  
E. S. Bogdanova
Keyword(s):  
Secondary School ◽  
The State ◽  
Russian Language ◽  
Grammatical Structure ◽  
Final Exam ◽  
Senior Secondary School ◽  
Grammatical Errors ◽  
Senior Secondary ◽  
The Russian Language

The article establishes the need for special work to improve the grammatical structure of the speech of senior schoolchildren and the correction of grammatical errors in their assignments. Based on the analysis of the results of the State Final Exam of graduates, the errors identified in their essays and the works of leading methodologists, the author develops approaches to working on morphological and syntactic norms in the Russian language lessons in senior secondary school.

THE SOURCE OF ERRORS IN INDONESIAN-ENGLISH TRANSLATION

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 192 ◽  
Author(s):  
Silvia Utami
Keyword(s):  
Error Analysis ◽  
English Translation ◽  
Target Language ◽  
Incomplete Knowledge ◽  
Descriptive Research ◽  
Grammatical Errors ◽  
Translation Errors

<p>This research aimed to identify types of translation errors and to find out the sources of errors (interlingual and intralingual errors) in Indonesian-English translation written by the students. The type of this research was descriptive research which used Error Analysis procedures to identify and analyze the students’ error. The findings showed that the types of grammatical errors made by the students in their translation were three types, namely global errors, local errors, and other errors. The most frequent error made by the students was local errors and the fewest error made by the students was other errors.  Then, this research revealed that mostly errors occurred in students’ translation were caused by intralingual error. Meanwhile, only few errors were caused by interlingual error. The errors occured due students’ incomplete knowledge of the target language.</p>

Translating space from Chinese to English: A Case Study of Cao Wenxuan’s Bronze and Sunflower

2020 ◽  
Author(s):  
Zhao Meijuan ◽  
◽  
Ang Lay Hoon ◽  
Florence Toh Haw Ching ◽  
Sabariah Md Rashid ◽  
...  
Keyword(s):  
Spatial Structure ◽  
English Translation ◽  
English Language ◽  
Textual Analysis ◽  
Qualitative Approach ◽  
Source Text ◽  
Narrative Space ◽  
Young Readers ◽  
Similarities And Differences

Translated children’s works from English to Chinese have flooded China unprecedentedly since the end of the 19PthP century. However, there is a discrepancy in the translation of Chinese children’s works into the English language. This is maybe because western scholars are still largely ignoring Asian texts for young readers. Therefore, the research aims to fill the gap in the scholarship by studying the translated Bronze and Sunflower, which is a renowned work written by the Chinese first Hans Christian Anderson winner Cao Wenxuan, from the aspect of narrative space. A qualitative approach is adopted to compare the similarities and differences of narrative space between the source text and the target text. The samples will be taken from Cao Wenxuan’s Bronze and Sunflower and its English translation. The textual analysis is illuminated through the narratological framework, which is based on three-layered space: The topographic level, the chronotopic level and the textual level. The study explores how narrative space is constructed in the process of translating Bronze and Sunflower. It is hoped that the findings of the study will show how space is created in a different languagea, and that the translator prefers to change the narrative space rather than keeping the same spatial structure in the target text.

scholarly journals What kind of training is required to help language students use metaphor-based strategies to work out the meaning of new vocabulary?

2004 ◽  
Vol 20 (2) ◽  
pp. 265-279 ◽  
Author(s):  
Jeannette Littlemore
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Group Training ◽  
Foreign Language Learners ◽  
Language Students ◽  
The Difference

A study is described, which compared the benefits of two different training approaches in the use of metaphor-based vocabulary guessing strategies for foreign language learners. A group-based, step-by-step approach was compared with a more autonomous approach. The findings suggest that the type of training received affects the students' ability to use these strategies, but not their tendency to use them. The students who participated in the autonomous approach were significantly more successful at using metaphor-based vocabulary guessing strategies than the students who had received the group training. The difference was particularly marked in terms of their successful use of interactive images.

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