Exploring classroom techniques for teaching translation in English department at Tay Nguyen university

Nội dung text: Exploring classroom techniques for teaching translation in English department at Tay Nguyen university

1. MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES HOANG KHANH BAO EXPLORING CLASSROOM TECHNIQUES FOR TEACHING TRANSLATION IN ENGLISH DEPARTMENT AT TAY NGUYEN UNIVERSITY MA THESIS IN EDUCATION HUE, 2010 i
2. MINISTRY OF EDUCATION AND TRAINING SUBCOVER PAGE HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES EXPLORING CLASSROOM TECHNIQUES FOR TEACHING TRANSLATION IN ENGLISH DEPARTMENT AT TAY NGUYEN UNIVERSITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: PHAM HOA HIEP, D.Ed. HUE, 2010 ii
3. BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HOÀNG KHÁNH BẢO KHẢO SÁT CÁC KỸ THUẬT DẠY MÔN BIÊN DỊCH TẠI KHOA TIẾNG ANH TRƯỜNG ĐẠI HỌC TÂY NGUYÊN CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC: TIẾN SĨ PHẠM HOÀ HIỆP HUẾ, 2010 i
4. STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine. The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere. Author Hoang Khanh Bao ii
5. ACKNOWLEDGEMENTS This thesis would not have been possible without the encouragement and whole-hearted assistance of many people. Firstly, I owe my deepest gratitude to my supervisor, Dr. Pham Hoa Hiep, whose encouragement, guidance, and support from the initial to the final level has enabled me to overcome many difficulties and develop my research skills. It is an honor for me to extend my special thanks to all the staff, especially, the teaching staff at Hue College of Foreign Languages. Without their help and encouragement, I would not have accomplished my thesis. My special thanks would also go to the teachers and students who have participated in this project. Without their assistance, I would not have been able to collect valuable data for the project. I owe deeply my family, especially my parents, my wife, and my brother, whose continuous encouragement, support, and love has helped me pass through insurmountable difficulties during my project. Finally, I would like to show my gratitude to all my classmates whose encouragement and support have helped lift up my spirits during the time I conducted this study. iii
6. TABLE OF CONTENTS Contents Pages SUBCOVER PAGE ii STATEMENT OF AUTHORSHIP ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS 1 LIST OF TABLES 4 LIST OF FIGURES 5 ABSTRACT 6 CHAPTER I: INTRODUCTION 7 1.1. Background of the Study 7 1.2. Aims of the study. 10 1.3. Scope of the study 10 1.4. Significance of the study 10 1.5. Structure of the study 10 CHAPTER II: LITERATURE REVIEW 12 2.1. Introduction 12 2.2. Background: Language students and the translation market 12 2.3. Issues on translator training 16 1
7. 2.3.1. Today’s translators’ required knowledge and skills 16 2.3.2. Current teaching methods and techniques used for teaching translation.18 2.3.3. Translation teaching in Vietnam 22 2.4. Chapter summary 24 CHAPTER III: METHODOLOGY 25 3.1. Introduction 25 3.2. Research site 25 3.3. Research approach 25 3.4. Research methods 26 3.4.1. Classroom observations 26 3.4.2. Interviews 27 3.5. Participants 27 3.6. Data analysis 28 3.7. Conclusion 28 CHAPTER IV: FINDINGS AND DISCUSSION 29 4.1. Introduction 29 4.2. Findings and discussions 29 4.2.1. Classroom techniques currently used by teachers in translation class 29 4.2.1.1. Teaching materials 29 4.2.1.2. Teaching techniques and methods 34 4.2.1.2.1. Classroom arrangement 34 4.2.1.2.2. Activities students involved 36 4.2.1.2.3. Teachers and students’ roles 38 4.2.2. Teachers’ and students’ views on the current classroom techniques 40 2
8. 4.2.2.1. Teachers’ knowledge about the social requirements of today translation profession 40 4.2.2.2. Teachers’ views on the current classroom techniques 42 4.2.2.3. Students’ knowledge about the social requirements of today translation profession 43 4.2.2.4. Students’ views on the current classroom techniques 43 4.3. Chapter conclusion 46 CHAPTER V: CONCLUSION AND SUGGESTIONS 48 5.1. Introduction 48 5.2. Summary of findings 48 5.2.1. Classroom techniques currently used by translation teachers at Tay Nguyen University 48 5.2.2. Teachers’ and students views on the current classroom techniques 50 5.3. Suggestions 51 5.3.1. For teachers 51 5.3.2. For students 52 5.3.3. For administrators 53 5.3.4. For future researcher 54 5.4. Conclusion 55 REFERENCES 57 APPENDICES 3
9. LIST OF TABLES Table 4.1: Excerpt from the Curriculum for BA in English 30 Table 4.2: Excerpt from translation course outline 31 Table 4.3: Summary of key findings 45 4
10. LIST OF FIGURES Figure 2.1: Socio-constructivist Classroom 21 Figure 5.1: Cycle of Translation Progamme Design and Development (Gabr, 2000, 17) 54 5
11. ABSTRACT This project aims to investigate the classroom techniques currently used for teaching translation and the teachers and students’ views on the effectiveness of those techniques at Tay Nguyen University. Qualitative ethnographic approach was used for this study. The research methods consisted of classroom observations and follow-up interviews. Observations of six translation class sessions taught by two teachers were conducted. These observations were followed up by in-depth interview with the same teachers. Additionally, interviews were conducted with eight students representing the student population in those classes The results show that the translation teachers tend to employ traditional approach to teaching translation characterized by assigning translation tasks, then providing correction based on ready-made samples without developing students’ strategies for translation. This model of teaching was viewed by both teachers and students as ineffective because it failed to prepare students with the necessary strategies and self-learning skills. Based on the findings, it is recommended that the teachers need to explore alternative methods for teaching translation, which could prove more useful. The university leaders need to create and fund training events relating to translation teaching. 6
12. CHAPTER I: INTRODUCTION 1.1. Background of the Study It is undeniable that translation plays a significant role in human communication. It has been proved through the history that translation can be traced back to the year 3000 BC (Newmark, 1988) and the need for it increases day by day due to the social development and the demand for mutual understanding between peoples in the world. It has recently become so effervescent an activity that the twentieth century has been called the “age of translation” (Jumpelt, as cited in Newmark, 1988) or “reproduction” (Benjamin, as cited in Newmark, 1988). Furthermore, the globalization entails an increasing demand for translations thanks to the increase in international relationship, trade, and tourism. According to Allied Business Intelligence, the revenue of the world market in translation was US$11 billion in 1999 and supposed to be worth US$20 billion in 2004 (Sprung, 2000). The European Commission even values translation market at over US$30 billion annually, and estimates its growing rate at 15 – 18 percent per year (Anobile, 2000). In an attempt to depict the panorama of the world demand for translation in the research on Globalization and the Translation Industry in Saudi Arabia, Fatani (n.d) stated: In fact, the world market in translation, already thought to be worth in excess of £10 billion a year, barely satisfies a fraction of the demand created by a global economy In Vietnam, the recent open-door policy and the integration into the World Trade Organisation have undoubtedly given impetus to the economic, political, cultural, and social exchange with foreign countries all over the world, which, as a consequence, has also created favourable opportunity for the development of the translation market. It is estimated that of 600 recruiting advertisements there are about 15-20 seeking for translators and interpreters, three times higher than the 7
13. number of 4-6 in comparison with those seeking for teachers on Vietnamworks.com – the biggest website for job seekers in Vietnam (Hiep and Huong, 2007). With such demands for translation, the way how translators are currently trained is one of the issues that should be highlighted. As Pym (1998) stated, “the market demand for translations is often cited as a determinant on the way translators should be trained”, the training program and methods need to gear students to knowledge and skills essential for their future profession as translators. In many countries in Europe, North America, and Australia, there have been professional training programs appropriate with the requirements of respective translation markets (Hoang, 2007). In parallel with the program, the training methodology has also shifted with the aim of providing students with knowledge of translation theories and processes, skills (such as documentation techniques, terminology, use of tools, computer resources, etc.), and areas of specializations for translators such as law, economics, medicine, etc.(Aula.int, 2005). In Vietnam, although the translator training at undergraduate level has also been implemented in several colleges and universities as in Hue, Ho Chi Minh, and Hanoi, normally, translation is one of the subjects embedded in the undergraduate foreign language program of some other institutions and the teaching of translation still receives little attention. In most institutions, translation teaching is taking place informally without either “clearly-defined curricular” (Gabr, 2001) or “proper training methodology” (Gabr, 2001). The amount of time spent on acquiring the knowledge and skills for translation is limited as it is used for linguistic and cultural aspects of the two languages (Thang, 2007). Of all the factors affecting translation teaching in Vietnam at present such as lack in materials and unsystematic syllabus design, traditional teaching method is also a problem worth considering (Thang, 2007). The English Department at Tay Nguyen University started its training undergraduate in TESOL in 1996. However, translation teaching has recently been 8
14. launched since the training of undergraduate in English language began in 2005. Beside the deficiency in materials, methodology is seen as the most problematic issue to teachers in the Department as most of them are young and inexperienced in translation as well as in translation teaching. Currently, the translation teaching in the department based on the so-called “trial-error and arbitrary teaching methods” (Caminade and Pym, as cited in Aula.int, 2005). From the above mentioned about translation teaching in Vietnam in general and at Tay Nguyen University in particular, it could be inferred that the teachers are unable to keep track with global changes of the market demand as well as training methodology. As a result, the students will be unable to function as professional translators because they are encompassed by unauthentic and old materials and lagging teaching methods, thus are not well equipped with required knowledge and skills in accordance with the changing market demand. Despite the reality that a well-design and systematic curriculum is one of the key factors ensuring success in translator training, it is believed that appropriate teaching methods in which techniques employed for teaching the subject effectively also have no small contribution to taking shape of the required knowledge and skills for students’ future performance in translation. As a teacher of English with deep interest in translation, I believe that exploring classroom techniques currently used in translation classes can be a significant basis for the development of more effective techniques which then will contribute to the improvement of teaching and learning translation. Inspired by this, I chose to conduct my research on current classroom techniques for teaching translation in English Department at Tay Nguyen University. I hope my research will make some contribution to the improvement of teaching and learning translation at my university. 9
15. 1.2. Aims of the study This project seeks to investigate what classroom techniques are currently used in the translation classes at Tay Nguyen University and how effective these techniques are in view of the teachers and students. Based on the findings, suggestions are given for development of more effective techniques. This project particularly aims to answer the following questions: 1. What classroom techniques are currently used by teachers in translation classes at Tay Nguyen University? 2. How do the teachers view these techniques in terms of effectiveness? 3. How do the students view these techniques in terms of effectiveness? 4. What suggestions are given to develop more effective classroom techniques? 1.3. Scope of the study This study was conducted in the English Department of Tay Nguyen University. The data were thus necessarily limited in scope, and could not be generalized to other contexts. 1.4. Significance of the study The project helps gain information about what techniques were currently used for translation classes and how effective these techniques were in view of teachers and students. On the basis of the findings, suggestions were given to develop more effective techniques to enhance the teaching and learning of translation in English Department at Tay Nguyen University. 1.5. Structure of the study This study comprises five chapters: Chapter I – Introduction – has provided some background that lead to the research. The aim, scope, and significance of the study are also included in this section. Chapter II – Literature review - will present the theoretical background of the study. It focuses on the teaching of translation and its current issues. 10
16. Chapter III will describe the research methods employed in this study. Chapter IV – Findings – will present the data and discuss the results of the study. Chapter V – Conclusion and Implication – will summarize the findings and offer some implications for teaching translation and suggestions for further research. 11
17. CHAPTER II: LITERATURE REVIEW 2.1. Introduction This chapter aims to present the theoretical background of the study which tries to picture an overview of the issues on translation market and language students. It also provides a close look into the issues on translator training in terms of today’s translators required knowledge and skills, current teaching methods and techniques used for teaching translation, and translation teaching in Vietnam. 2.2. Background: Language students and the translation market Hiep and Huong (2007) note that taking into consideration the issues of the students and the market demands is of the decisive factors in translator training. Therefore, an overview of what and how language students have been trained so far and to what extent the translation market needs are significant contributions to the study. According to Pym (2002), since the mid-twentieth century the world has witnessed the coming into being of series of translator training institutions in different areas of the world, notably, in Western Europe and North America. As estimated by Caminade and Pym in 1995and Harris and Kingscott in 1997 (cited in Pym, 2002), the institutions might reach the number of approximately 300. In order to give the explanation to this phenomenon, Pym (2002) assumes that it is generally because of the economic exchange and the globalization which are animatedly taking place throughout the world. However, Pym (2002) believes that the translator training programmes are “context-specific” as they are dependent on the specific situation of a particular area. As for those in Western Europe, which are mostly at university level, place their emphases on training conference interpreters thanks to the multilingual policies and in response to the European unification. Whereas, in North America and Australia, where there is a great number of immigrants, the translator training has also developed considerably in connection with the domestic social demand for 12
18. community translators and interpreters. Thanks to the globalization, Asia, especially, the Pacific Rim has also been marked as a region of rapid development in translator training. (Pym, 1997) Despite such worldwide effervescence, translator training is still believed to include several problematic issues. Mossop (2003) argues that “translation schools are inherently limited in what they can do to prepare students for the workplace ” (Cited in Translator Training & the Real world: Concrete Suggestions for Bridging the Gap – Round table part A, retrieved from In fact, except for some famous institutions in Western Europe with their long history specialized in translation training, mostly the translator training programmes are offered in foreign language institutions – a model that can be seen in many of Asian countries and even in the Eastern Europe. Thus, most of the time in the four or five-year University level courses students are supposed to be provided with access to the consolidation of language skills, and promotion of the awareness of cultural differences. Even in the United States, where the formal translation education has relatively been well-developed, the translator training programmes are also criticized to involve the students in acquiring the second language, and courses in translation theory are considered to provide students with knowledge of what and why the translators are doing (Pym, 1997). Due to the open-door policy and the recent integration into the WTO, the political, socio-economic, and cultural exchanges between Vietnam and many foreign countries has been manifold. This, as a result, leads to a great demand for translation. The translator training, thus, has been shown much concern. Typically, the translator training programmes have recently been integrated in many Vietnamese universities and colleges of foreign languages. However, it is regrettable that most of the current translators in Vietnam are considered to lack in knowledge and skills to function as professional translators (Dong, 2007). The lack in professionalism of Vietnamese translators can be claimed to be partly rooted 13
19. from the training. Referring to the training of translators, in the opening speech at the conference on “Translation – Interpretation and Translator – Interpreter Training” held in August 2007 Doctor Tran Van Phuoc – Rector of Hue College of Foreign Languages states: Many companies wish to recruit university graduates who can offer good quality translation service. However, it seems that many students graduating from our colleges and universities lack the necessary abilities and skills to function successfully as translators. (In Huong, 2008, p. 21) Indeed, according to Hiep and Huong (2007), without mentioning translation skills, many Vietnamese foreign language students still face a lot of difficulties in language skills. As the training of translators should be targeted to the market, it is necessary that the current requirements of the translation market be taken into consideration. Apart from the knowledge of the two languages and cultures as well as that of the translation theory which are considered important for students to cope with translation jobs, whether these are sufficient for students to act as professional translators in present-day translation market is still in question. The more the translation market demand grows in terms of the number of the services, the more professional it requires the translators to be in terms of knowledge and skills. Practically, today translation market requires the translators not only to have a good command of both source and target language but also to “bring together knowledge and skills that belong to different disciplines, such as documentation, terminology, desktop publishing, as well as some knowledge of specialized texts” (Aula.int, 2005). At present, the advances in information and communication technology has great influence on the nature of many professions including translation (Aula.int, 2005). According to Hiep and Huong (2007), almost the translation jobs today involve translators in making use of computer. The fact that “most of translation companies 14
20. nowadays require the translators to master computer-aided-translation softwares such as Trados or Wordfast, which help accelerating and ensuring the consistency in the translation process” (Hiep and Huong, 2007, p. 75), is considered a life or death matter that guarantees the translators’ survival in the market. Today, as the geographical limitation is no longer a big hindrance, “most translation services are offered and supplied through internet” (Aula.int, 2005). The appliance of internet does not simply take effect in exchanging texts between translators and their clients, but also provides translators with an abundant source of terminology which then facilitates the documentation. It is believed that without such technological tools, translators may not earn any profits from today translation market (Aula.int, 2005; Pym, 2009). Knowledge and skills in information technology are not all that today market requires. Pym (1998) claims: Enormous quantities of texts and terminologies are fairly remote from anything like common everyday language, seriously questioning political ideals of "all-purpose" languages. This general phenomenon might be called "specialization" Such specialization has several effects on the demand for translations. Along with the socio-economic, cultural, and political exchange as well as the technological transfer, a wide variety of technical-specific texts that need to be translated, thus, emerge. To meet such demand of the translation market, it is clear that translators are destined to acquired “knowledge of the material concerned” (Tytler, in Snell-Hornby, 1991). It can be inferred from the above presented about the students’ background and the translation market that in order to improve the translator training situation it is utmost important to identify today translators’ required knowledge and skills. 15
21. 2.3. Issues on translator training 2.3.1. Today’s translators’ required knowledge and skills In addressing the problem of the professional translator of tomorrow, Snell-Hornby (1991) argues that today translators should act not only as “language specialists” but “all-round experts” as well. In order to gain such status it is vitally important that translators should have knowledge, competence, and skills that go hand in hand with the harsh requirements of the market. As translation is both a science and a craft (Gabr, 2001), it certainly requires both theoretical and practical knowledge and skills relevant to both language and translation. Yet in the scope of this research, the followings are considered key knowledge and skills that a translator should have in order to meet today translation market demand. Firstly, since translation is to deal with language, it is patent that “language competence is essential prerequisite for any translator’s work” (Snell-Hornby, 1991). In order to render meaning of a text from one language to another, translators must have good command of both source and target languages. According to Razmjou (2004) language skills are of the factors that constitute a good translator. She argues that beside the ability of writing smoothly and correctly in both source and target languages (as writing is the main job of a translator), receptive skills like reading and listening help improve the translator’s “language intuition and make him or her ready for actual translating”. Translation, yet, is not simply a linguistic activity which requires language competence only. Since the work of translating takes place in a socio-cultural context, translation is undoubtedly a socio-cultural activity which calls for the translator’s a broad knowledge of the norms and conventions of both source and target cultures (Snell-Hornby, 1991, p11). Razmjou (2004) asserts that in order to better the quality of the translation to a great extent, translators must be aware of culture, customs, and social settings of the source and target language speakers. Therefore, a professional translator is not only a bilingual but also a bicultural (if 16
22. not multicultural) person (Karamanian, 2002) who has the ability to decode and encode not only languages but also cultures. Practically, today translators’ required knowledge and skills go far beyond the knowledge of languages and cultures. Laszlo and Pym (in Gabr, 2001) both agree that translators should balance their knowledge of language with the some fields of specialization so that they can cope with the problem of terminology in the texts to be translated. However, in order to solve the problem of terminology, Pym (1998) believes that it is not necessary that a translator should be highly trained specialist in the fields concerned. In this case Pym proposes that a good translator should have the “skills and contacts to find specific information when necessary” (Pym, 1998). Furthermore, the intrusion of information technology into translation has lately changed the translators’ working environment. Scheft (1991) states: Customers increasingly use communication equipment to provide their source language texts, and they expect the translation to be returned in a similar fashion with the text ready for publication and produced in the specified desktop publishing format. (Scheft, 1991, p153). In the discussion of the “challenges of being a translator on the Eve of 21st century” Houbert (1999) says that today translators have not only to nurture their language skills but also to keep abreast of the information technological advances. He metaphorically compares: These days, hanging around trade fairs and having to admit you are still without your own e-mail address will make you look like a would-be Formula 1 driver cruising around in a second-hand Lada. (Houbert, 1999) Accordingly, it is clear that computer literacy is a must for today professional translators as it not only facilitates the translators’ communication with geographically distant clients and provides them with access to various sources of information (Pym, 1998) but helps translators to make sure their products are compatible with the standards set by clients as well. Particularly, those such as word processing, internet, email, computer-aided-translation softwares would be 17
23. helpful electronic tools which ensure the translators long-term survival in today fast-track market. Last but not least, since a translator offers his/her services to clients, he/she is supposed to be businessperson, thus, should have skills to handle his or her business. To do this, the translator is forced to acquire business skills such as marketing, negotiation, time management, and fee estimation and charging (Searls- Ridge, 2000). According to Searls-Ridge (2000), the knowledge and skills that ensure a translator’s success can briefly be synthesized as follows: Fluency in two languages and cultures. Good general education in addition to the prerequisite language skills. Above-average writing skill in target language Excellent computer skills and a willingness to continue to learn new technology. Good business skills including marketing, negotiating, pricing, and time management Getting along well with others. Knowing limitations in all of the area mentioned above. (Cited in Searls-Ridge, 2000, retrieved from Although it would take time and energy for a translator to gain those knowledge and skills through actual work, it is believed that a sound training programme and appropriate teaching methods surely help initiating the accumulation of the above knowledge and skills. Therefore, taking into account the pedagogical issues on translation such as teaching methods and techniques is a good contribution to the preparation for students to function as professional translators. 2.3.2. Current teaching methods and techniques used for teaching translation Although the “veteran professionals”, who were mostly autodidactic, believes that translation can not be taught or learned (Newmark, 1991, p. 137), Azizinezhad 18
24. (2006) in responding to the inquiry of the teachability of translation confirms that translation is teachable and that the teacher in teaching translation should bear in mind the truth that he/she is teaching the two different things at the same time – language and translation. Today, the innovation of the educational philosophy is exerting considerable influence on the teaching and learning process. The traditional classroom where the teacher, like a vessel of knowledge, pouring down his/her knowledge to the passive students is considered unlikely to create a favourable environment for acquiring practical knowledge and skills. Accordingly, the translation pedagogy has also received more attention. Translation teaching, however, like translation itself, is a new profession (Newmark, 1991); the quest for the most suitable methods and techniques used for teaching it is, at present, a matter of considerable concern. With respect to translation teaching, there exist different viewpoints on the methods and teaching techniques. According to Azizinezhad (2006) in teaching translation for target language learners, it is essential for the teacher to employ the language teaching methods conforming with the methods used for teaching translation as a craft, thus, the techniques should be a sound combination between those for teaching language and those for teaching theoretical and practical aspects of translation. Specifically, in parallel with nurturing students’ target language competence, it is required that the teacher should keep his/her students abreast of the skills and techniques for translating. In attempting to introduce a model approach to translation curriculum development targeted to the market and students’ needs, Gabr (2001) confirms that “a sound approach to translation teaching and training ought to employ methods that address theoretical aspects of translation as well as the practical aspects of translating”. Seen as that way, the methods he proposed include “passive and active modes of instruction” namely lecture method, discussion, audiovisual methods, experiential methods, role-playing, and computer-based method which, according to Gabr, are considered to not only cover theoretical and practical aspects of translation but 19
25. create favourable condition for both teaching and learning processes. While such passive mode of instruction as lecture method tends to promote the teacher’s control and facilitates the conveying of “theories, concepts and procedures” (Gabr, 2001, 5. Selecting teaching method and techniques, para. 3), but the role of student and learning process, it can be used in combination with other active modes of instruction, which encourage active learning. Discussion, for instance, enhances the two-way interaction between teacher and students; audiovisual method, which provides students with more vivid and enjoyable learning environment by making use of technological tools such as overhead transparencies, films or audiotapes, etc, can be employed to present “dynamic and complex events” (Gabr, 2001, 5. Selecting teaching method and techniques, para. 5). Other methods like experiential and role-playing can offer students opportunity for “self-discovery and learning” (Gabr, 2001, 5. Selecting teaching method and techniques, para. 7), “analytical and problem-solving skills” (Gabr, 2001, 5. Selecting teaching method and techniques, para. 6). Since the teaching of “purely linguistic aspects” has been replaced by that of “translation theory and processes, and instrumental skills” (Pym, 1998), the conventional teacher-centered classroom no longer conforms to conveying “the wide range of professional and interpersonal skills, knowledge and competences” that the “translator-in-training” needs to act like a professional translator in “an ever more demanding language mediation market” (Kiraly, 2003). It can be figured out that the methods and techniques used for teaching translation must not only reflect the “translating activities” (Newmark, 1991, p134) such as text analysis, word selection, or finding solutions to the problems of “linguistic and cultural untranslatability” (Gerding –Salas, 2000, The specific approaches, para. 3); but help familiarize students with the translators’ real-life activities so that they are well- equipped and confident enough to enter the translation market. Based on the socio-constructivist theories, Kiraly (2003, p. 51) proposes that: 20
26. Essential features of social-constructivist educational experiences would include authentic practice in actual professional activities and a collaborative learning environment including not only interaction among students but also the extensive involvement of the students in every aspect of the teaching/learning process. From such a viewpoint, “authentic training” which is described as a combination of classroom instruction and practicum in professional environment where students are exposed to authentic translation materials, activities, and procedures is currently referred to as a new approach to translator education (Hiep and Huong, 2007). In accordance with this approach, the teacher, instead of playing the role of the knowledge distributor, now acts as “a guide or assistant who helps move students from the periphery of the community of the professional translators into the position of full membership of that community” (Kiraly, 2003, p. 29) by providing students with a collaborative learning environment and encouraging them to build up their own knowledge, skills and experience through participating in actual professional activities. This type of translation teaching can be illustrated as follows: Figure 2.1: Socio-constructivist Classroom Social-constructivist classroom (Kiraly, 2003) 21
27. It can be seen clearly that this translation classroom is not simply a simulation of the real world of professional translators, but move students into the authentic translation environment where students are exposed to the interaction with people from both inside and outside the classroom, learning by acting as real translators and “drawing on the expertise of the teacher” (Kiraly, 2003, p. 30) and collecting necessary information from other “human resources” (Kiraly, 2003, p. 30) such as clients, author, and experts relevant to the translation assignments. It would be too early to jump to conclusions about the current teaching methods and techniques used for teaching translation basing on the above mentioned. However, it has revealed a reality that for the sake of shaping the would-be-translators’ knowledge and skills, translation teaching necessitates the employment of methods that help simulating professional translators’ activities. Embedded in such methods, techniques used for teaching translation are also diversified in favor of classroom activities such as teamwork, group work, collaboration rather than those used in one-way teacher-students interaction classroom. 2.3.3. Translation teaching in Vietnam Together with the international integration and the socio-economic development, the demands for translation in Vietnam sharply increase. Nonetheless, translation training in Vietnam still finds no position on the Asian map of translator training (Huong, 2007). Such situation of translation training in Vietnam is claimed to have its root from the key problematic issues as follows: Although, translation training has been recently carried out in several big universities and colleges of foreign language, what can commonly be seen in many foreign language schools or departments in the country is that translation is taught as one of the subject of the whole curriculum for students majored actually in foreign language. Graduates from these colleges are often supposed to have the ability to translate while in fact they are not trained to be translators, but stuffed with knowledge of foreign language and culture, and linguistic theories. This seems 22
28. to run counter to the social need for professional translators who are supposed to master not only languages and cultures but also instrumental skills for translation. As mentioned above that translation teaching has undergone dramatic changes in accordance with the modern educational philosophy, translation teaching in Vietnam seems to be lagging behind with the traditional teaching methods. In Vietnam it is normal to find a traditional translation classroom in which the teacher is a “knowledge transmitter” (Colina, 2003, p52) trying to correct every mistake made by his/her passive students. The techniques used in the classroom seems to be monotonous and in conformity with grammar-translation teaching method. Colina (2003) claimed that this teacher-centeredness classroom develops neither students’ self-confidence nor translation competence. It appears to be a challenge for translation teaching in Vietnam when Thang (2007) claims that there is shortage of competent staff for teaching translation. Mayoral (in Pym, 2003) proposes that “translation teachers are likely to be those who have a degree in translation and those who have some professional experience as translators”. However, it is regrettable that most of the current translation teachers are foreign language teachers and have neither received training in teaching translation nor had professional experience in translating. Therefore, it would be difficult for them to employ teaching methods suited to providing students with practical knowledge and skills for translation. Last but not least, teaching materials and syllabus design are considered problematic in translation teaching in Vietnam. Thang (2007) asserts that the outdated translation teaching materials do not match the requirements of current translation teaching and the syllabus design does not go hand in hand with the social requirements. In short, it is obvious that the problems confronting translation teaching in Vietnam are enormous. In order to improve the situation, it is necessary to find solution to the problem of teaching methods, which then helps providing approach to syllabus 23
29. design, directing teaching materials’ updating, and more importantly offering teachers of translation consistent pedagogical principles in teaching translation. 2.4. Chapter summary So far, in this chapter I have presented the issues on translator training. It has revealed, in general that the requirements of today’s harsh translation market have great impact on the knowledge and skills that would-be-translators need to act as professionals, thus, on translation teaching. It has also shown that Vietnamese colleges and universities fail to bridge the gap between the social needs and translation teaching. In view of improving the situation of translation teaching, particularly at Tay Nguyen University, this study aims to investigate the techniques currently used in translation classes at Tay Nguyen University and identify the teachers and students’ viewpoints on the effectiveness of those techniques. The information gained will be a crucial base for development of more effective classroom techniques. 24
30. CHAPTER III: METHODOLOGY 3.1. Introduction This research project, as stated in chapter one, seeks to investigate the classroom techniques currently used for teaching translation at Tay Nguyen University and documents the viewpoints of teachers and students’ viewpoints about the effective of those techniques. It also aims to provide suggestions for development of more effective techniques. The purpose of this chapter is to present how this study was conducted. It includes the description of the research approach employed, the methods used for collecting data, the selected research site and participants, and the data analysis. 3.2. Research site As the purpose of the study was to investigate the translation teaching techniques used by the teachers of the translation section of English Department at Tay Nguyen University, and the teachers’ and students viewpoints on the effectiveness of those techniques, the K2007 class of BA in English was chosen to conduct the research. Although, it was relatively easy for the researcher to gain access to the site as the teachers of the translation section were willing to help their colleague. The researcher found that it was necessary to explain clearly the purpose of the research to both the head of the translation section and the two teachers responsible for teaching translation to this class 3.3. Research approach In addressing the research questions, qualitative ethnographic approach was employed as the main research approach for this study. According to McMillan and Schumacher (1993) ethnography is “discovery-oriented” research in which the researcher “seeks to understand people’s constructions – their thoughts, meanings, feelings, beliefs, and actions as they occur in their natural context” (p. 407). 25
31. Goetz and LeCompte (1984) defined: “ethnography is an analytical description of social sciences and groups that recreate for the reader the shared beliefs, practices, artifacts, folk knowledge and behaviors of those people in an educational activity” (cited in McMillan and Schumacher, 1993, p. 405). Through the analysis of the findings, the ethnographer can develop new concept and/or “derive policy decisions or instructional innovation” (Genzuk, 2003) With all of the above-mentioned features, by employing this research approach, the researcher conducted an investigation into the current teaching techniques used for teaching translation at Tay Nguyen University, and the teachers’ and students’ views on the effectiveness of the techniques. Through a natural description of the translation teaching and learning from the perspectives of the teachers and students, the researcher hoped to develop more effective techniques for translation teaching at Tay Nguyen University. 3.4. Research methods According to McMillan and Schumacher (1993) ethnographic research is interactive research, thus, it is necessary for the researcher to spend relatively extensive time in the site observing, interviewing and recording the processes as they occur naturally at the selected location. In this research, classroom observations and follow-up interviews were employed to collect data. 3.4.1. Classroom observations Classroom observation is often referred to as a “way of gathering information about teaching” (Richards&Lockhart, 1994, p12). In other words, one of the purposes of classroom observation is to describe the instructional practice. Therefore, data on the teachers’ practice and the students’ activities were collected via observations (see Appendix 1). The observations of six translation class sessions taught by two teachers were conducted. Before embarking on the first class observation, the researcher was introduced to the students by the teacher in charge of that translation class session. 26
32. During the observations, the researcher was an observer and did not take part in any classroom activity. At first, the presence of the observer made the atmosphere in the class unnatural, but when the teachers and the students were familiar with it, the researcher found that the atmosphere became more natural during each observation. Field notes were written at the end of each observation and shared with the teacher to check on the accuracy of the researcher’s interpretation about the classroom activities. 3.4.2. Interviews In addition to classroom observations, in-depth interviews with teachers and students were used to collect more data on the participants’ experience and their viewpoints on the classroom techniques. The researcher contacted participants, and set up time and place at their convenience for conducting the interviews. The interviews involved a total of 10 participants – 2 participants for teacher interviews and 8 participants for student interviews. The questions used in the interview were both open-ended and semi-structured (See appendix 2&3). All the interviews were conducted in Vietnamese to express full meaning and tape- recorded. 3.5. Participants The participants of this study consisted of two groups. The first group included two teachers (female, aged 29 to 35) from the translation section of the English Department. They have less than five-year experience in teaching translation. The second group included 8 third-year students (6 female and 2 male, aged 19 to 21), who were selected as representatives for the total 54 students from the K2007 class of BA in English, ranging from the most active to the least active students in the class. 27
33. 3.6. Data analysis According to McMillan and Schumacher (1993), the data analysis in qualitative research involves the researcher in an inductive process of organizing data in categories and identifying patterns. For this study, the data were analyzed as follows: First, the researcher read through all the observation field notes and the interview transcripts. The data were then organized and categorized into different types. Finally, the categories were compared to identify the main patterns that emerged. For the sake of the reliability and the trustworthiness of the data collected, the researcher tried to keep the observations as objective and unbiased as possible. 3.7. Conclusion This chapter mainly discussed the methodological aspects of the research. It described the research approach and the methods used to collect data. The selection of research site and participants were also presented in the chapter. It also described the procedure in data analysis. 28
34. CHAPTER IV: FINDINGS AND DISCUSSION 4.1. Introduction This chapter aims to present the findings concerning the classroom techniques used for teaching translation by teachers at Tay Nguyen University. It also presents the teachers’ and students viewpoints regarding the effectiveness of those techniques. The chapter concludes by providing a summary of the key findings. 4.2. Findings and discussions 4.2.1. Classroom techniques currently used by teachers in translation class This section addresses the research question “What classroom techniques are currently used by teachers in translation classes at Tay Nguyen University?” It bases mainly on the data of classroom observations. The emerged themes include teaching materials, and teaching methods and techniques 4.2.1.1. Teaching materials One of the factors contributing to the success of a training course is the design of the teaching material. In fact, teaching material can put “flesh” to the “bone” of a training programme. In other word, it is the specification of the goals and objectives set in the syllabus and curriculum. In discussing the challenge for today translator training, Hiep and Huong (2007) confirm that even a sound training programme would not be feasible without updated teaching materials and methods. However, like most of English departments and foreign language colleges in Vietnam, translation teaching at Tay Nguyen University is only an integrated course in the undergraduate curriculum. A glimpse at the training programme for BA students majored in English at Tay Nguyen University (Table 4.1) shows that although the set goal is to train students to function as translators and interpreters, the programme offers students an extremely general and hasty volume of knowledge and skills. 29
35. Table 4. 1: Excerpt from the Curriculum for BA in English STT Mã môn học Tên môn học Đơn vị Number Subject code Name of Subjects học trình Number of Credits 7.3.Khối kiến thức chuyên nghiệp 33 Professional knowledge block 33 4360 Lý thuyết dịch 3 (Theory of translation) 34 4361 Dịch 1(dịch nói&dịch viết) 6 Translation 1 (Translating and Interpreting) 35 4363 Dịch 2(dịch nói&dịch viết) 6 Translation 2 (Translating and Interpreting) 36 4365 Dịch 3(dịch nói&dịch viết) 6 Translation 3 (Translating and Interpreting) 37 4367 Dịch 4 (dịch nói&dịch viết) 6 Translation 4 (Translating and Interpreting) 38 4369 Dịch 5 (dịch nói&dịch viết) 6 Translation 5 (Translating and Interpreting) This programme, which was designed in a too short time and lack details, has accidentally blurred the training objectives, and in the end, hindered the design of a suitable syllabus and effective teaching materials. Recently, in light of the new training procedure in accordance with the regulations of tertiary education on credit training system (issued with the Decision number 30
36. 43/2007/QD-BGDDT), the Translation section of English Department at Tay Nguyen University has re-outlined the translation course. Accordingly, students have two credits for each subject, which includes 33 in-class periods and the same amount of time for self-study. Table 4.2 shows the knowledge and skills that BA students majored in English at Tay Nguyen University are being exposed to. Table 4.2: Excerpt from translation course outline Translation 1 Translation 2 Translation 3 Translation 4 Logical and Logical but more Discourse of daily Specialized clear discourse, complicated life activities, discourse which easy for discourse which require requires students translating students to to have rearrange the background Discourse ideas before knowledge translating so that relevant to the the translation has topic. appropriate linguistic features of the target language. 31
37. Simple Letters of Advertisements, Contracts, descriptions, business, texts of brochures, news, specialized types instructions, company or speeches, articles of speeches which letters, organization of common require students’ Types of texts of Types curriculum introduction topics, extracts of precision and vitae, news in reports, narrative short responsibility. brief descriptive stories and/or extracts of short arguments. stories, more complicated instructions and news in brief Context Complex Skill in making Translation and analysis, sentence analysis, use of correct edition skill meaning main clause collocation, skill identification of identification, and in making use of Skills words, skills in translation skill styles of writing translating basic relevant to the sentences in beneficiary of the both Vietnamese translation and English Knowledge Types of letters, Extracts of Terminollogy and Translation texts of interesting short knowledge of psychology trading/transacti stories. subject matter on, news For example a teacher named Hong (2005) metaphorically puts it: 32
38. If translation is compared to an iceberg, the translated work is merely a very small part of the iceberg floating above the water; the majority of the iceberg deep under the water. From that point of view, it can be inferred that the above presented training programme seems to place much of its emphasis on the aspects of language failing to provide students with the majority of professional and more specific knowledge and skills essential for students to function as translators. If the curriculum or the outline of a training progamme is said to lay the basis for the design of the teaching material, there will be drawbacks for designing materials thanks to such a programme outline. Colina (2003) suggests a framework for designing the course and teaching materials for teaching communicative translation. She proposes that the materials and course design should respond to the goal/objectives of translation teaching. It is recommended through her illustrative samples of lessons that the materials for teaching translation should reflect the actual process that a professional translator involves, covering both the theoretical and practical aspects of translation. According to Gouadec (in Gabr, 2001), textbooks should be used in translation class. Moreover, Gabr (2001) confirms that it is required to take into account both theoretical and practical aspects in preparation of teaching materials because “practice without theory is blind and theory without practice is empty” Gentile (in Gabr, 2001). Specifically, Gabr (2001) argues that the course content should include equal portion of literary and technical translation, writing, and reading assignments. Firstly, while literary translation improves students’ use of words rhetorically, technical translation enriches “their terminology and widening the spheres of their subject-area competence” and “prepares them to meet market needs”. Secondly, since writing is the prerequisite in translation, reading, on the other hand promotes students cultural awareness, widen their knowledge of different styles and register. 33
39. The observations of the two teachers’ class revealed that, there exists no official teaching material for translation teaching at Tay Nguyen University. The materials currently used for teaching are often texts selected intuitively by the teachers from different sources such as newspapers, magazines, and internet, covering a wide range of topics from literary to political, social, and economic topics as proposed in the programme outline. Most of the texts already had available translated version. In short, the design of teaching materials for teaching translation at Tay Nguyen University receives insufficient concern. The teachers merely select the texts, assign to the students, and then ask them to translate without taking into account whether the materials match the requirements of presenting students with the theoretical and practical aspects of translation, thus failing to integrate tasks and activities closely related to the process of translating into their teaching practice. 4.2.1.2. Teaching techniques and methods Of all the factors affecting the success of a training programme, the teaching methods and techniques are considered as the core components. In order to identify the teaching method and techniques employed, it is necessary to look at how the teachers arrange and organize the classroom, what classroom activities the students involve in, and what teachers’ and students roles are. 4.2.1.2.1. Classroom arrangement It is almost an axiom that establishing an effective learning environment where all students can achieve learning outcomes relies considerably on how the classroom is organized and arranged. Most experienced language teachers agreed that the arrangement of the classroom is one of the key parts of how well the students interact with their classmates and their teachers, thus enhance students’ learning cognitively and socially through developing thinking and communication skills, discussions, exploration, sharing of ideas, and cooperation. Within the socio-constructivist approach to translator education, Kirary (2003) believes that in order to create a learning-centred environment where students are 34
40. best exposed to translation activities. Such activities as teamwork, group work, and/or collaborative learning cannot be absent from a translation classroom. In supporting the idea, Gouadec (in Kiraly et al., 2003) states: Group work is the very basis of teaching [ ]: it is highly efficient and it is the only way for teachers not to be overwhelmed with revisions. We reckon that what our students learn comes, to the tune of 50% at least, from peer learning in group- work. Therefore, the way the classroom can be organized and arranged, which can allow these activities to take effect plays an important role in translation teaching and learning. The K2007 class of BA in English consists of 54 students. Observations of the classroom arrangements revealed that the teachers typically arranged their classroom in traditional rows facing the front of the classroom as opposed to the arrangements that promote students-to-students interactions and teacher facilitation. In explaining for the situation, Lan1, one of the two translation teachers confessed: I am assigned to teach the first three-credit course of translation practice for this class. This is my first time to teach this subject so I feel quite embarrassed. Normally, I just let the students sit in rows and help them translate the text sentence by sentence, just the same way as I was taught at the university. I feel a bit more secured and confident with this way of classroom organization. (Post-observation interview with Teacher Lan, class session 1) Hoa, a teacher who had taught translation for two years explained: I find that rearranging the class so that the students can sit in groups is quite inconvenient and time consuming because of the large class size and the limited space of the classroom which is always stuffed with tables and benches. Instead, I often divide the class into groups of 5 to 6 students and assign translation tasks for them to prepare at home. In the next class session, I conduct a whole-class discussion to find out the best solution to the translation of the text. As the main objective is to help the students to find out the best solution to the translation of the 35
41. text, I assume that how the students sit in the class does not matter much because they have already had chance to work together at home. (Post-observation interview with teacher Hoa, class session 2)1 The finding shows that with such way of classroom arrangement, the teachers were neither able to diversify the interaction in the classroom nor to create a collaborative learning environment for the students to construct their own knowledge through cooperating and sharing constructive criticisms. This seemed to run counter to the constructive instructional approach for translation teaching as proposed by the socio-constructivists who see “learning as an interactive socio-personal process” (Kirary, 2003). Moreover, the teachers failed to foster the so-called “team spirit” in the class as opposed to the job of a professional translator who “does not work in a vacuum, but always contacts with colleagues, clients, and professionals to search for information, solutions, and guidance” (Gabr, 2001). 4.2.1.2.2. Activities students are involved According to Colina (2003), teaching translation is not merely “presenting students with the traditional instruction ‘translate X’” ( p. 71), but “guiding them through the translation process” (p. 71). Therefore, it is the teacher’s responsibility to teach students the procedural aspect of translation. In order to do this, it is required that the teacher design activities for students to acquire the “translational competence” (p. 71) systematically. In other words, the students need to be exposed to the translation activities that resemble those in actual translating. In view of that, Colina (2003) recommends a sequence of classroom activities that depicts chronologically the steps that every professional translator needs to take during the process of translating. Those activities consist of pre-translation, focus on language, translation, and post-translation which respectively lay the emphasis on discourse analysis, reading comprehension, terminology research and translating, and professional awareness raising. 1 All names of the teachers and students were changed for the sake of ethical issues 36
42. However, observations of the two teachers’ classroom practice revealed that both of them did not offer students the activities suitable for the acquisition of the process of translation. Mostly, the students were involved in product-oriented activities. In particular, students were usually asked to deal with translation tasks closely related to linguistic aspects such as trying to guess meaning of a word from the context, or analyzing the syntactic features of complex sentences before translating. Sometimes, the teachers offered students a source text along with its target text which included some gaps, then asked the students to translate the words or phrases to fill in those gaps. More peculiarly in a class session in charge of by teacher Lan, the students individually or in groups, were assigned to translate a group of related simple sentences, then pass the translated sentences to other students or groups to put those sentences together using certain connectors or grammatical structure. As a result, the class looked more like a grammar or writing class rather than a translation one. It appeared in the observations that the teachers also provided students with assignments to prepare at home. However, later class activities dealing with those assignments still detached from professional activities. For example, the in-class activities that the students often got involved appeared to be as follows were noted in my observation log: Some students were individually asked to present his/her translation on the board (usually sentence by sentence). Next, the teacher gave her comments on different versions of the translated sentence focusing much on the use of words and grammatical structures trying to find out the mistakes. She, then, corrected the mistakes and suggested her own translated version of the sentence. The students, finally took notes in their notebooks the most suitable and satisfactory version recommended by the teacher. The procedure kept going until the last sentence of the text was translated. Teacher Hoa seemed to provide students with more diversified activities when she divided the class into groups. Each group was assigned to translate a part of the 37
43. selected source text at home. In the following class session, the students were asked to share some difficulties they had related to lexicon, grammatical structures, and sometimes cultural aspects during their translation with the whole class. After that, they were asked to share their translated version with other groups. The students’ final activity was to copy down the other groups’ translated work after being commented by some students and edited by the teacher. In the interviews with the students when asked “What classroom activities do you often get involved in?”, all the interviewed students shared the same idea that they were often involved in activities that helped develop a good store of vocabulary relevant to a wide range of topics, the way how to use words/collocations and grammatical structures appropriately and correctly in translation. For example Tung and Tuan said: The teachers sometimes did give us lectures on cultural aspects and some social background knowledge in accordance with the topics we were translating. However, we normally spend most of the time on commenting and correcting our own translation work under the teacher’s control. (Students’ interview) In general, the data showed that the current classroom activities of the translation class at Tay Nguyen University failed to present the students with the process of translating, led students to the false idea that translation is a product, and detached them from the professional activities providing students with minimum knowledge and skills for translating. 4.2.1.2.3. Teachers and students’ roles It is said that the effectiveness of the instruction depends much on the establishment of the roles of the teacher and students, which is often determined through the mode of interaction of the students and teachers in the classroom. According to Colina (2003) and Kiraly (2003), the roles of the students and the teacher in today professional-oriented translation classroom have changed considerably in comparison with those in the traditional one. Instead of “carrying 38
44. over his/her shoulders the full responsibility” (Colina, 2003, p. 52) for transmitting his/her knowledge to the students, the teacher now plays the role as not only an instructor but also a facilitator who guides students through the learning process, help them intervene in the actual professional activities. The students are no longer passive learners, but active ones who become “members of supportive learning team”. The learning and teaching process, thus, takes place on the basis of discussion and multi-sided interaction among students and teacher. Nevertheless, it revealed from the observations that the roles of the teachers and students in the K2007 class of BA in English still appeared to be the same as those in the conventional translation classroom. As a consequence, the teachers still took the full control over the teaching and learning process, and the students were still passive, playing the role as receivers of knowledge poured out by the teachers. In the students’ interviews, all the interviewed students claimed that they rarely had chance to work in pairs or in groups. Loan, for instance, said: I find that the interaction in the class is usually one-sided. Most of us just sit quietly working on our own translation, listening to some individual translation suggestions and the teacher’s comments, and jotting down the teacher’s correction of the mistakes into our notebooks. (Students’ Interview) Hung, one of an active and competent student, added: Although the teacher sometimes divides our class into groups and assign translation task to prepare beforehand, in the next class, she still lets us sit in rows. This way of seating arrangement makes us feel difficult to communicate with each other. In conclusion, it seemed logical enough to infer from the evidence of the classroom interaction that the current translation teaching at Tay Nguyen University was teacher-centred. The teachers and students’ roles shared the same features as those in traditional translation class, failing to develop “students’ self-confidence, and the ability to defend and argue for particular translation solutions” ( Colina, 2003, p53). 39
45. 4.2.2. Teachers’ and students’ views on the current classroom techniques This section addresses the two research questions “How do the teachers view the current classroom techniques in terms of effectiveness?” and “How do the students view these techniques in terms of effectiveness?”. Data on teachers’ and students’ knowledge about the social requirements of today translation profession will also be presented with the aim of offering a more insightful understanding of the teachers’ and students’ awareness of the requirements of the profession and its impacts on the current translation teaching and learning at Tay Nguyen University. 4.2.2.1. Teachers’ knowledge about the social requirements of today translation profession It cannot be denied that the social requirements of today translation profession have a great impact on translation education and training. Therefore, it would be a backward step in translator training without taking into account the social demand of the profession. Due to the harsh requirements of today translation market, professional translators today are deemed to be “all-round experts” (Snell-Hornby, 1992, p. 11) working within a variety of areas which requires to possess an all-round competence. This includes not only knowledge of language, linguistics, comprehension of cultural features, research skills but also business skills to ensure frequent job and income, and correct use of technological tools for terminology management and computer- assisted translation to guarantee the quality of the final product and last but not least, the skill to work in team. Viewed that way, Huong (2008) in his MA thesis on translation training in Hue University states that a translation teacher must not only be a competent educator but also integrate him/herself into the profession. That means that in addition to the role as a teacher, he/she needs to function as a translator or, say, at least know something about the social requirements so as to provide students with a balanced knowledge of academic issues and profession-oriented ones. 40
46. However, just like most of the English departments nationwide, translation-teaching staff at Tay Nguyen University neither was trained to teach the subject nor get involved in translation profession. Both teachers participating in this project frankly admitted that they were trained to be foreign language teachers and that they have never been involved in any real-life translation job at all. When asked to share their knowledge about the social requirements of today translation, the teachers seemed to have vague or little knowledge about the subject matter. For example, Lan assumed: I think that a translator today or at any time is fated to have a good command of both source and target languages. In addition, as language and culture always have a very close relationship, a sensible knowledge of culture is also very important for a translator. Besides, a good store of technical terms is useful for the translator to work with specialized text. (Teacher Interview) Hoa, who had attended a translation conference in Hue, added: I am quite sure that knowledge of language and culture is just a part of what a translator needs. Aside from the knowledge of language and culture, I think that today professional translators need to have a good deal of social background knowledge which will helps them much in dealing with different kinds of texts, especially specialized ones. Recently, I’ve heard about machine translation and computer assisted translation in a conference so I suppose that some knowledge and skills in making use of computer and information technology would be an efficient tool for today translator. (Teacher Interview) Generally speaking, it revealed from the interviews that the teachers’ knowledge about the social requirements of the translation profession was almost limited to what they had experienced. This consequently made a bad impact on the determination of the teaching and training objectives, leading to the inappropriateness of the teachers’ instructional performance. 41
47. 4.2.2.2. Teachers’ views on the current classroom techniques When asked to share their views on the effectiveness of their own teaching methods and techniques, at first, both teachers felt quite embarrassed and said that it would be subjective to let them evaluate themselves. However, after some informal talks with the researcher, they finally agreed to share their views with a little hesitation: We don’t know which criteria we should base on to evaluate our own performance. In fact, our translation section has just been founded thanks to the demand for opening new discipline of the English Department, so everything is still new to us. (Teacher Interview) Lan went on: I have to confess that our teaching is like walking in the dark. What we are performing is through trial and error. We are reading books about translation in parallel with teaching the subject. That is the reason why I always feel nervous every time I have translation class. (Teacher Interview) Hoa added: Actually, up till now, I don’t know how to prepare a lesson plan appropriate for teaching translation. To some extent, I think that my teaching has helped students improve on knowledge of languages and cultures, but I am not sure whether I have provided them sufficient skills relevant to the professional aspects because I’ve received no proper training in teaching translation. Maybe my current teaching methods and techniques need more adjustment. (Teacher Interview) Both Lan and Hoa expressed that they were facing difficulties in deciding on the criteria to assess the students. They both shared the same idea that they were in need of a well-designed syllabus with a clearer objective instead of the present general programme outline. What can be drawn from the teacher interview data is that the teachers did not feel quite satisfied with their current teaching methods and techniques. 42
48. 4.2.2.3. Students’ knowledge about the social requirements of today translation profession In the interviews with the students, it revealed that the students were almost blind to the requirements of today translation profession. When asked “What knowledge and skills does a professional translator need to have?”, most of their answers were just limited to the followings: good store of vocabulary, technical terms, and social background knowledge, knowledge of source and target languages and cultures. Only two of them did mention about the searching skills. For instance, Quynh said: I think that the knowledge of languages and cultures is a must for professional translators. In addition to that, they are required to have searching skill to search for technical terms from different sources such as dictionary or internet. (Students Interview) Hung and Van, who seemed to be experts in information technology, added: We believe that today translators must know how to use computer to search for terms. Besides off-line dictionary, on-line dictionary, Google Translate website offers a good source and tool for respectively searching and translating. (Students Interview) The student interview showed that the students’ knowledge about the social requirements of today translation profession was influenced and limited by what the teachers had conveyed through their teaching. In the long run, instead of being equipped with sufficient knowledge and skills complying with the social demand, the students would need to spend more time on self-study of what they should be taught at college. 4.2.2.4. Students’ views on the current classroom techniques It revealed from the student interview that the students had different views on the effectiveness of the current classroom techniques. Six out of eight students interviewed did not completely agree with the current teachers’ practice. For example, Tung, Tuan and Loan said frankly: 43
49. We feel frustrated with translation class. Everything is just the same in every class. All we can learn is new words and grammatical structure. If the translation was all about the vocabulary and grammatical structures, then we would prefer to do Toefl at home because it still can improve our vocabulary and grammar. (Student Interview) Loan, one of the active students in the class also added: I feel as if we were guinea pigs for the teachers to do their experiment on translation teaching. (Student Interview) Hung and Van commented: We prefer Miss Hoa’ class than Miss Lan’s because she offers us chance to share information with each other in doing our homework. We think that it would be more interesting if she could rearrange the class so that all the members in the class can have more opportunities to discuss the translation solutions, as some of our classmates are too timid and shy. (Student Interview) Trang and Quynh did not find the current classroom techniques are effective enough. They recommended: It is better for us to work individually at home and do group work in class. In group, we can exchange what we have done at home and compare our individual work with each other’s more easily. (Student Interview) Binh claimed: I find that translation class boring. All I can do in the class is to take notes whatever the teachers suggest. (Student Interview) In short, the data from the interview showed that the students were not content with the current classroom techniques. Most of them felt bored with the subject because they assumed that they were stuffed with knowledge of language only, due to the monotonous traditional translation teaching. This, as a result, might bring about misconception about translation. 44
50. For a clearer look into the current translation teaching and learning at Tay Nguyen University, the following table serves as a brief summary of the key findings. It focuses on answering briefly the research questions in chapter one. Relating to research question one, it emerged from the data two main themes, namely teaching materials and teaching techniques and methods. For the research questions two and three, the themes emerged respectively includes teachers’ knowledge about the social requirements of today translation profession, teachers’ views on the effectiveness of the current classroom techniques, and students’ knowledge about the social requirements of today translation profession, students’ views on the effectiveness of the current classroom techniques. Table 4.3: Summary of key findings RESEARCH THEMES FINDINGS QUESTIONS EMERGED There was a lack of official teaching material for translation 1. What Teaching materials teaching due to the vague and classroom general goals and objectives of techniques the training programme. are currently The traditional translation used by teaching still prevailed, which teachers in was resulted from (1) the translation inappropriateness of classroom classes at Tay Teaching techniques organization and arrangement Nguyen and methods failing to create learning-centred University? environment, (2) the teacher’s dominant role in the classroom, and (3) the lack of professional- oriented activities 45
51. The teacher possessed little knowledge about the social Teachers’ knowledge requirements of today translation about the social profession, making a bad impact requirements of today on the determination of the translation profession teaching and training objectives. 2. How do the The teachers was not satisfied teachers view with their current instructional these performances techniques in Teachers’ views on the terms of current classroom effectiveness? techniques The students’ knowledge about Students’ knowledge the social requirements of today 3. How do the about the social translation profession was students view requirements of today limited and influenced by what these translation profession the teacher conveyed. techniques in The students were frustrated terms of Students’ views on the with the current classroom effectiveness? current classroom techniques, which failed to techniques prepare them for future career. 4.3. Chapter conclusion In this chapter, I have presented the classroom techniques currently used by teachers in translation class at Tay Nguyen University. Through the analysis of the findings, it emerges that the current approach to teaching translation at Tay Nguyen 46
52. University is product-oriented. This is, firstly due to the lack of consistent and suitable teaching materials, which has its root in the general and hasty programme. Secondly, classroom arrangement or organization has failed to promote the learning-centred environment which is supposed to create favourable condition for translation students to acquire both theoretical, practical and professional aspects of translation. Therefore, teachers and students still play the same roles as those in traditional translation class, that is, the teacher is still the knowledge transmitter, and the students are still passive knowledge receivers. The data also reveal that the teachers and students have insufficient knowledge about the social requirements of today translation profession. This has much impact on the teachers’ instructional practice. Both the teachers and the students accepted that the current classroom techniques were limited in preparing for the students to function as professional translators. 47
53. CHAPTER V: CONCLUSION AND SUGGESTIONS 5.1. Introduction As stated earlier in chapter one that this project seeks to investigate what classroom techniques are currently used in the translation classes at Tay Nguyen University and how effective these techniques are in view of the teachers and students. This chapter presents the summary of the findings. Based on that, suggestions will be given for development of more effective techniques. 5.2. Summary of findings 5.2.1. Classroom techniques currently used by translation teachers at Tay Nguyen University The data from classroom observations reveal that the classroom techniques currently used by the translation teachers at Tay Nguyen University are problematic. This results from the lack of an official teaching material and the inappropriate teaching techniques and methods. Referring to the problem of teaching material, the results showed that there exists no official teaching material. In fact, the materials used for teaching translation at Tay Nguyen University were selected intuitively by the teachers, without taking into account whether the materials matched the requirements of presenting students with the theoretical and practical aspects of translation, thus failing to integrate tasks and activities closely related to the process of translating into their teaching practice. In other words, the teaching materials for teaching translation at Tay Nguyen University receive insufficient attention due to the lack of support from a purposeful design of the training program. On the other hand, data from the classroom observations reveal that the teachers still employed the traditional approach to translation teaching characterized by assigning translation tasks, then providing correction based on ready-made samples without developing students’ strategies for translation. This is considered to detach 48
54. students from translators’ real-life activities, in other words, the real process of translation, and place much of the emphasis on grammatical aspect of language (Kiraly, 2003). In other words, the current teaching techniques and methods employed by the teachers are, by all means, leading translation teaching at Tay Nguyen University to the dead-end. This reflected clearly in the way the teachers organized and arranged their class, the activities that they get students involved, and the role they played in the class. Firstly, the classroom observation data reveal that the teacher failed to create a collaborative learning environment for the students to construct their own knowledge through cooperating and sharing constructive criticisms. Consequently, they failed to foster the so-called “team spirit” in the class as opposed to the job of a professional translator who “does not work in a vacuum, but always contacts with colleagues, clients, and professionals to search for information, solutions, and guidance” (Gabr, 2001). This seemed to run counter to the constructive instructional approach for translation teaching. Secondly, the result from classroom observations disclosed that the teachers did not offer students the activities suitable for the acquisition of the process of translation. Finally, the students were involved mostly in product-oriented activities. In general, the current classroom activities of the translation class at Tay Nguyen accidentally led students to the false idea that translation is a product, and detached them from the professional activities providing students with minimum knowledge and skills for translating. Last but not least, it can easily be inferred from the above-mentioned about the teaching techniques and methods that the teachers played the role of knowledge transmitters, whereas, the students undoubtedly became passive learners receiving knowledge poured out by the teachers. Playing such a dominant role in the class, the teachers to develop “students’ self-confidence, and the ability to defend and argue for particular translation solutions” ( Colina, 2003, p53). 49
55. 5.2.2. Teachers’ and students views on the current classroom techniques The interview data show that on one hand, the teachers were not satisfied with their current instructional performances; and on the other hand, the students were frustrated with the current classroom techniques. In short, the model of current translation teaching at Tay Nguyen University were viewed by both teachers and students as ineffective because it failed to offer students knowledge and skills sufficient for their future career. In fact, how the students and the teachers view the current classroom techniques was partially affected by their awareness of the social requirements of today translation profession. Therefore, it emerged from the data two important themes, that is, the teachers’ and students knowledge about the social requirements of today translation profession. Relevant to the teachers’ knowledge about the social requirements of today translation profession, it appeared in the interviews with the teachers that the teachers received no formal training in translation teaching nor had they ever experienced a real-life translation job. As a result, they possessed little or vague knowledge about the subject matter. This also explained why they had to confess that their performance in the class was “like walking in the dark”. In fact, their confined knowledge about the social requirements made a bad impact on the determination of the teaching and training objectives, leading to the inappropriateness of the teachers’ instructional performance. Referring to the students’ knowledge about the social requirements of today translation profession, it seemed that what they knew was limited by what they had been taught by the teachers. As a result, they certainly felt frustrated with what they had to do and listen repeatedly in translation class. In the long run, this might lead to misconception about translation. 50
56. 5.3. Suggestions An exact conclusion can now be drawn from the findings is that the classroom techniques currently used by translation teachers at Tay Nguyen University is leading the translation teaching and learning to the dead-end. Based on the findings, the following suggestions are given for development of more effective techniques, contributing to the renovation of translation teaching and learning at Tay Nguyen University. 5.3.1. For teachers As one of the factors in the educational process, teachers can positively make contribution to the initiation of the educational innovation. Seen that way, the most important step to be taken is to the raise the teachers’ self-awareness of the translation, the pedagogical issues of translation teaching, and the social aspects of translation profession. Once the awareness has been raised, the improvements will soon occur. Referring to the awareness of translation, it is required that translation teachers perceive translation as a process, not a product. As a consequence, the teachers will surely gear students to classroom activities closely relating to the process of translating. These activities consist of text analysis or discourse analysis, reading comprehension, terminology research and translating. The awareness of translation alone cannot ensure the effectiveness of their instructional practice. Translation teachers themselves are to take into consideration many pedagogical issues, of which classroom organization or arrangement, their roles in contrast with the students’, and teaching material design are considered utmost important. Most experienced teachers believe that the frontal classroom arrangement, which is supposed to be teacher-centred, no longer matches the modern methodology, thus translation teaching methodology. Therefore, it is the teacher who takes the responsibility to create a favourable condition that promotes the so-called learning- 51
57. centeredness, which in this case, may provide students with a variety of virtual activities that reflect the professional real world. In addition, today teacher no longer carries on his/her shoulders the whole responsibility to distribute his/her possessed knowledge to students, but play the role of a guide or facilitator who facilitates the learning process among students. The students, on the other hand, are no longer passive receivers of knowledge distributed by the teacher, but actively involve themselves in the cooperative and/or collaborative learning activities. Therefore, according to Colina (2003), it is essential that the teacher and students’ roles in translation classroom share the same features presented above. One more issue that translation teacher should take into account is the design of teaching material. It is necessary that translation teacher should bear in mind both the theoretical and practical aspects in designing teaching material so that it can provide students with balanced knowledge of both translation theory and practice. Last but not least, a translation training programme must gear students to the professional real world, it is of great significance for the teacher to gain knowledge about the social requirements of the translation profession. The reason is that if he/she does not possess such knowledge, he/she will fail to offer students up-dated professional-oriented activities. Consequently, the students will not be well- prepared enough for their future career as translators. 5.3.2. For students Students are often mentioned as the main object in teaching and learning process. Thus, they are supposed to take the active and positive role in changing the situation. Firstly, they need to determine the purpose of their learning, that is, learn to do “what”. Secondly, they are required to be aware of the knowledge and skills they need to acquire in order to function as translators, which may include a good command of both source and target languages, knowledge of source and target 52
58. cultures, that of specialization and social background knowledge, skill to work in team, business management skill and computer skills. Once having perceived those things, they need to keep improving their own knowledge and skills through frequent practice as “practice makes progress”. 5.3.3. For administrators A well-designed programme is undoubtedly the basis for determining the training goals and objectives, setting criteria for the design of purposeful syllabus and teaching material for adjusting teaching methods and techniques, thus providing linear learning outcomes. Therefore, it is of great significance for the administrators to take into consideration careful steps in designing translation training programme. Gabr (2000, p17, in Gabr, 2000) proposes a framework for translation programme’s design as illustrated through the following diagram. This may serve as a reference for translation programme designers at Tay Nguyen University. 53
59. Figure 5.1: Cycle of Translation Progamme Design and Development (Gabr, 2000, 17) In addition to the design of a proper training programme, it is also of great significant that the university leaders create and fund training events relating to translation teaching. 5.3.4. For future researchers The study was conducted in a limited scope. It focused on exploring the classroom techniques for teaching translation in K2007class of BA in English in English 54
60. department at Tay Nguyen University. Therefore, I would like to give some suggestions for future researchers. Firstly, the participants were teachers and students from English Department at Tay Nguyen University, the data were thus confined to the setting of Tay Nguyen University. Therefore, future researchers should expand their research on exploring the same issue in other university settings so as to have an overview on the classroom techniques used for teaching translation at a variety of universities in Vietnam. Secondly, the research only focused on the classroom techniques for teaching translation. Future research may place its emphasis on designing syllabus or developing teaching materials for translation teaching. Thirdly, the research merely explored the teaching methods and techniques for teaching translation in general. It is suggested that the future researchers should do research on methods and techniques for teaching specific types of text. Last but not least, although the research did mention about the effect of information technology on translation, it did not focused on the integration of technology into translation teaching. Future study should focus its aim on the technological aspects of translation. 5.4. Conclusion In conclusion, this project aims to explore the classroom techniques used for teaching translation at Tay Nguyen University. Qualitative ethnographic approach was employed as the main research approach for this study. Classroom observation and teacher and student interview were used to collect data. It revealed from the findings that the current classroom techniques used for teaching translation at Tay Nguyen University based much on the traditional approach to teaching translation mostly characterized by assigning translation tasks, then providing correction based on ready-made samples without developing students’ 55
61. strategies for translation. This model of translation teaching failed to offer students appropriate knowledge and skills to function as translators. Both the teachers and the students viewed the current classroom techniques as ineffective because they assumed that the current teaching techniques and methods failed to prepare students with the necessary strategies and self-learning skills. This was deeply rooted from the lack of knowledge about the social requirements of the translation profession. Based on the findings, it is recommended that the teachers firstly need to explore alternative methods for teaching translation, which could prove more useful. The university leaders need to create and fund training events relating to translation teaching. Hopefully, this research can make some contribution to the improvement of the current translation teaching at Tay Nguyen University and else. 56
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