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EFL Teachers’ and Students’ Perceptions of Knowledge for Translating English Proverbs Into Vietnamese
Abstract
EFL teachers’ and 60 students’ perceptions of the knowledge needed to translate English proverbs into Vietnamese. The study used an online survey to collect the two groups’ responses. The survey used a five-point Likert scale ranging from 1 for strongly disagree to 5 for strongly agree. The results showed that most teachers were aware of teaching their students the necessary knowledge to help them translate English proverbs into Vietnamese. Similarly, most students were mindful of the knowledge required for translating English proverbs into Vietnamese, and they perceived that translating English proverbs was a demanding task. For an open-ended question, many valuable ideas regarding translating English proverbs to Vietnamese were collected and used as references for future proverbial translation teaching and learning. Suggestions and limitations of the study were also included.
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Proverbs are often said to be part and parcel of the cultural, social, and cognitive heritage of a given linguistic community. This very specific nature of proverbs poses a challenge for any contrastive paremiological study which looks for “equivalents” in the target language. Especially difficult cases which escape systematic analysis are novel modifications of well-established traditional proverbs. To illustrate this, consider a proverb such as The early bird gets the worm. Based on this traditional saying, we have nowadays a number of modifications such as The early bird gets the worm, but the late one gets the pizza or The early bird gets the worm, but the second mouse gets the cheese. Also, a Polish original saying such as Kto rano wstaje, temu Pan Bóg daje, lit. “God provides to those who rise early”, now has a number of variants, including Kto rano wstaje, ten idzie po bułki (lit. “Those who rise early go to a shop to buy rolls”) or Kto rano wstaje, ten jest niewyspany (lit. “Those who rise early are sleepy”). One thing is certain: any attempt to develop a viable contrastive paremiological analysis can hardly ignore the complex and intricate relations between the cognitive, linguistic, and cultural aspects of proverbs compared. What is needed is a multifaceted account of such structures. A translation model which seems to be perfectly suited for this purpose is Lewandowska-Tomaszczyk’s theory of reconceptualization (2010). Using as a point of departure Lewandowska-Tomaszczyk’s assertion that that the translation of a proverb from a source language (SL) to a target language (TL) entails “a number of cycles of reconceptualization of the original SL message, expressed eventually in the TL” (2010: 107), we will offer a re-conceptualization-based account of the shift in meaning involving traditional proverbs and their jocular transformations.
This study strives to answer one major question: Does culture translate?, employing the translation of English proverbs into Arabic by senior students majoring in English. The study involves 30 English proverbs collected from different sources, based on three criteria, namely complete Arabic equivalence, partial Arabic equivalence and zero Arabic equivalence. These 30 proverbs were distributed to 20 randomly selected senior students as participants. The participants translated the 30 proverbs in the form of a translation test in two phases. The results of the study show that teaching the cultural aspects of the proverbs has developed and improved the participants’ translations considerably, thus providing empirical evidence that culture translates .
Proverbs are very important in every language and culture. However, translators sometimes mistranslate them. Thus, this study sheds light on the translation quality assessment of proverbs. These proverbs are collected from One thousand and one English proverbs translated into Arabic by Omar Jabak. This study aims at pointing out the most frequently used strategies for translating proverbs, and investigating how far Na Pham's error analysis model is appropriate for the description and assessment of the strategies used in translating these proverbs. Na Pham's error analysis model is used to identify comprehension, linguistic and translation errors. Moreover, this study aims at detecting the most common errors under each strategy used. The findings of this study show that Na Pham's error analysis model is appropriate for the assessment. It also reveals that there are certain types of errors which are committed more often than others. In addition, it uncovers that the types of errors detected when translating proverbs using partial equivalence and paraphrasing are very similar. Comprehension errors, giving an inaccurate meaning, and distorting the meaning are the most frequently detected errors when translating proverbs using partial equivalents and paraphrasing. On the other hand, wrong lexical choice and too-literal translation are the most frequently detected errors when using literal translation. Finally, this study suggests solutions for improving the quality of Arabic translations of proverbs. In addition, some recommendations for further studies are suggested.
Proverbs as a section of language are a folklore genre that contains much knowledge, wisdom,
philosophy, behavior of nations. Research on proverbs themselves is always an interesting job attracting
many scholars. More particularly, research on proverbs as tools by language-culture relationship
perspective to deeply understand cultures is a much harder task. Using an interdisciplinary approach
and typological method in Comparative cultural studies based on the data of more than 151 proverbs
processed, the findings of this article will introduce some cultural features of Polish and Vietnamese
people as well as East and West. It is just a channel to prove that research on proverbs can help research
on culture to affirm the differences and similarities in thought and behavior. Accordingly, this will help
the communication and cultural interchange, cooperation, and education better and more effectively.
Translation is a creativity job in which the translator aims to recreate the source text taking into account, faithfulness, regularity, and equivalency when conveying the message of the author. This paper examined the difficulties that encountered (25) translation students at Jadara University, Jordan when they translate English proverbs into Arabic. Moreover, this study attempted to unfold the reasons behind these difficulties. To achieve these objectives, the researcher designed a translation test composed of (25) English proverbs with an open-ended question. The students' translations were quantitatively analysed to find relevant frequencies and percentages. The results revealed that the major difficulties in translating English proverbs into Arabic are the difficulties in mastering the standard Arabic language, the unawareness of the lexical and semantic difference, the spread of modern colloquial Arabic language, and the students' unawareness of cultural differences of the English proverbs.
This study aims to reveal the situation about proverb instruction in EFL classrooms by seeking future
English teachers’ opinions. It is based on the argument that proverbs are an important part of cultural
references, figurative, functional and formulaic language; thereby, they lend themselves well to
enhancing communicative competence. This study investigates what EFL student-teachers think and feel
about English proverb instruction, how they conceptualize proverbs, how they define their knowledge
and use of English proverbs, and what they think about the extent to which their English teachers and
coursebooks at high school taught English proverbs. In doing so, a questionnaire was designed and
administered to freshman EFL student-teachers and semi-structured interviews were conducted with
volunteers. The findings revealed that despite those student-teachers’ positive attitudes towards proverb
instruction, they did not view their knowledge of English proverbs as well as the teaching of proverbs by
their English teachers and coursebooks at high school sufficient enough. Furthermore, traditional
definitions were reflected in the participants’ conceptualization of proverbs. The study has important
implications for curriculum and syllabus design in which knowledge of phraseology in general and
proverbs, in particular, should be incorporated as an important component of learners’ language
competence.
The present study was an attempt to investigate the strategies emerging in the
translation classes instructed through different approaches, namely behaviourist,
cognitive and constructivist. One hundred twenty homogeneous senior students at
upper-intermediate level of proficiency studying English Translation in the Iranian
context took part in the study. The selected participants were randomly divided
into four groups. Oxford Placement Test, pre- and post-tests of translation
performance, and portfolios were used as instruments for collecting the data. The
participants went through the processes of pretesting, intervention, and post testing.
Analysis and categorization of the strategies learners employed to translate more
creatively and appropriately revealed that a) focusing on the diction of the words,
b) concentrating on the complex structures used by different writers, and c) making
use of the equivalents they became interested in or found suitable, were the most
frequently referred to strategies used by the learners. The findings of the
descriptive analysis revealed that Iranian EFL students majoring in English
translation enjoy high potential to initiate specific strategies to solve their problems
in developing their translation ability. The findings of the study could be employed
by translation community members and EFL instructors in Iranian schools,
universities, and language institutes.
The growing number of research studies on the application of translation in language learning has shown that this topic is getting popular among education research groups. It is a challenging task for a non-native speaker to learn a foreign language, especially if the grammar of the student’s dominant language is different from the grammar of the foreign language. Among the many methods employed in foreign language learning, the translation method continues to remain a controversial issue. This study is primarily designed to understand the role of translation for non-native speakers in the learning of German as a foreign language, specifically in ascertaining students’ beliefs about using translation in their studies of the foreign language, and to find out the learning strategies, which involve translation. A total of 60 Malaysian undergraduates studying German as a foreign language in a public university participated in this study. Data collection was carried out using a questionnaire on the use of translation in learning German language and semi-structured interview. It can be concluded from the findings of the study that the majority of the participants believed that the use of translation is a helping strategy for learning the German language. Although a small number of the participants preferred to learn the German language without using translation, they agreed that translation really helped to develop their learning strategy, especially in a situation where they did not understand the German language spoken by their lecturer in class. It is hoped that the findings of this study will shed light on the use of translation in teaching and learning the German language. © 2018, Universiti Kebangsaan Malaysia Press. All rights reserved.
This study aimed to explore the obstacles that Jordanian novice translators encountered when translating proverbs. To achieve this goal, a purposive sample of 20 Jordanian novice translators (males and females) was selected. A translation test, consisting of 10 Arabic proverbs based on Speake's (2008) categorization of proverbs, was used in addition to carrying out informal interviews with four university translation Professors. The study revealed that the obstacles which Jordanian novice translators faced when translating proverbs from source language (SL) i.e. Arabic into target language (TL) i.e. English were: inability to translate culturally-bound words/expressions properly; using literal translation and misuse of the appropriate lexical words; committing linguistic, stylistic, and grammatical mistakes; and unfamiliarity with translation strategies and techniques.
This study aimed at investigating how people conceptualize time as an essential capacity of human cognitive processes and how such conceptualizations are reflected in a given language. Accordingly, English and Persian cross-culturally equivalent proverbs which reflect deeply rooted perspectives of the two languages were analyzed. After the classification of proverbs in four functions, Evan's (2007) model of temporal conception was utilized to analyze them. To understand the process of verb(s) and the role given to the word 'time' in those proverbs, Halliday's (1994) System of Transitivity was applied. Also, the frequency of senses and roles given to the word 'time' were calculated and compared to find out the dominant sense and roles, respectively and the probable cause(s) underlying their similarities and/or differences. Our findings indicated that English proverbs made use of more influential words and concepts about the significance of time. The overall results are discussed and implications are mentioned.
Although application of technology in the classroom has been introduced for the last two decades, some teachers are still resistance to use technology in the classroom. This study is designed to investigate Malaysian teachers’ perceptions of using technology in the classroom. In this study perception is regarded as interpretation of events among Malaysian teachers due to past experiences, current understanding, present situation and information. Qualitative research is used as the mode of inquiry for this research study. The main mode of data collection is the questionnaire that elicits information on the respondents’ views of the use of technology on the classroom. Participants for this study were seven local English teachers in Malaysia. The findings indicate that although Malaysian English teachers were using technology and have positive perceptions towards using technology in the classroom, they feel it is crucial for them to undergo training in this aspect. They view time constraint and access to equipment as the main obstacles to implementing technology in the classroom. This research concludes that although Malaysian teachers are faced with some difficulties in implementing technology in the classroom, they see a value in technology and want to use technology in the classroom.
Undoubtedly passing the world of translation opens new windows toward getting familiar with literature, language and culture of those who think, behave and look at the world in a similar and/or different manners. Although going through many linguistic features seems much less problematic, catching what is going to be transferred through non-linguistic ones is the most problematic to deal with. Among those non- linguistic features, including figurative devices, proverbs are going to be examined in this paper. First some definitions are represented, then proverbs' characteristics and classifications are given and at the end we examine strategies suggested for translation of proverbs by different theorists. Examples of English and Persian proverbs are presented and compared in order to clarify language differences and/or similarities and translating strategies.
The ability to understand proverbial sayings, such as a rolling stone gathers no moss, has been of great interest to researchers in many areas of psychology. Most psychologists assume that understanding the figurative meanings of proverbs requires various kinds of higher order cognitive abilities. The authors review the findings on proverb interpretation to examine the question of what proverb use and understanding reveals about the ways normal and dysfunctional individuals think. The widely held idea that failure to provide a figurative interpretation of a proverb necessarily reflects a deficit in specialized abstract thinking is rejected. Moreover, the ability to correctly explain what a proverb means does not necessarily imply that an individual can think abstractly. Various empirical evidence, nonetheless, suggests that the ability to understand many proverbs reveals the presence of metaphorical schemes that are ubiquitous in everyday thought.
As verbal folklore genres, proverbs are an essential part of cultural, social, and linguistic patterns in a given language, yet with universal tendencies present in all languages. As cultural mirrors of a given culture, proverbs may pose a resemblance in meaning and structure across cultures. There are growing appeals for translation studies that revolve around contrasting and investigating equivalent proverbs in the source language and the target language. This is the focus of the current study that aims to examine the performance of Turkish learners of English in translating selected English proverbs in terms of their interlingual equivalents in Turkish based on the theory of re-conceptualization on a comparative basis. Through the study, as an initial step 15 English proverbs were selected and examined under the scope of their re-conceptualization degrees to indicate their level of equivalency in three distinct levels as highly equivalent, roughly equivalent, and non-equivalent proverbs. As a second step, 80 learners of EFL at A2 levels participated in translating 3 groups of proverbs, and later their performance in translating these proverbs was examined and analyzed. The study is a quantitative study and the data was collected through papers uploaded by the learners on an online education program that enables remote learning called AYDEP (Ahi Qualification-Based Education Program), administered by Kırşehir Ahi Evran University. The results indicated that learners performed better in translating maximally equivalent interlingual English proverbs than roughly equivalent proverbs, and they translated and interpreted non-equivalent proverbs differently. Given these points, intertwining an intercultural affinity between the source language and the target language, interlingual equivalent proverbs prove to have facilitating roles in associating English proverbs with Turkish equivalents.
This article highlights the importance of proverbs in our utterance to express or summarize humanity’s opinions in a clear way. The efficacy of using them in argumentative discourse serves to strengthen sensitivity has been taken into consideration.
For ESL students, acquiring English proverbs have always been a struggle due to a wide range of aspects related to L2 that are mostly dissimilar with their L1. However, many studies conducted have accentuated the significance of comprehending L2 proverbs in encouraging students’ communicative competence in real-life context. Due to limited L2 exposure or knowledge related to proverbial texts, ESL students have the tendency to use word-for-word translation when they attempt to use them in writing and speaking. To encourage students to use suitable English proverbs, a 52-piece proverbs card game that consists of English proverbs with equivalent Malay proverbs pairs was introduced to 20 heterogeneous level of ESL diploma students. A case study with a predominant quantitative method was employed where the preliminary pre- and post-test were conducted to investigate the significance of introducing the proverbs card game to reduce students’ direct translation. Subsequently, the result was later validated with qualitative data where semi-structured interviews were conducted in order to identify the affective variables as proposed by Krashen (1982) in Affective Filter Hypothesis. From the findings, it can be presumed that there is a significant difference between pre- and post-test scores with the post-test scores being higher16than the pre-test scores. Moreover, based on the hypothesis, data analysed from the semi-structured interviews revealed respondents’ affective variables such as motivation, self-confidence, attitude were high and anxiety are high, thus, it allows more comprehensible input when they were playing with the proverbs card game. Therefore, it can be concluded that teaching L2 proverbs using card game can help students’ reduce dependency on direct translation and lower their affective filter hypothesis which enriches their usage of L2 proverbs.
Language is formed in the context of culture; on the other hand, the culture of a society is reflected in the language's mirror. Language has a cultural backbone as a communication tool. This cultural backing is in fact the basis for the emergence of vocabulary and its conceptual boundaries, as well as the decisive factor in the image and image reflected in the ords and proverbs. Because different ethnic groups have different cultures, there are problems on the path to the relationship between nations and the mutual understanding of languages. The methods of translating proverbs and synopsis as part of language and culture play a significant role in communicating, despite the fact that some cultural reflections sometimes apply in the above interpretations because of the inappropriateness of the methods of translating neglected. Since one of the goals of translation is to create and promote communication between cultures, ignoring the cultural aspects of texts in translation can reduce the scientific and cultural values of translated works. The present paper seeks to explain this problem and provide some solutions.
Translation and Practice Theory is a timely and theoretically innovative study linking professional practice and translation theory, showing the usefulness of a practice-theoretical approach in addressing some of the challenges that the professional world of translation is currently facing, including, for example, the increasing deployment of machine translation.
Focusing on the key aspects of translation practices, Olohan provides the reader with an in-depth understanding of how those practices are performed, as translators interact with people, technologies and other material resources in the translation workplace. The practice-theoretical perspective helps to describe and explain the socio-material complexities of present-day commercial translation practice but also offers a productive approach for studies of translation and interpreting practices in other settings and periods.
Written by a linguist and anthropologist with 40 years' experience in the field of language and religion, this work describes the major components of translating, setting the translating into the context of historical changes in principles and procedures over the last two centuries. With an emphasis on texts being understood within their cultural contexts, one of the reasons for continuing relevance of this book is the broad number of illustrative examples taken from field experience of translators in America, Africa, Europe and Asia.
There are many theories of translation study, among which, Skopos theory is a new branch and can explain and instruct many translation activities. This paper puts forth some basic concepts of Skopos theory, introduces some basic rules of it, and concludes the merits and limitations of Skopos theory.
Proverbs provide insight into the nature of socio‐logic as a body of principles to guide practical reasoning. English language proverbs reflect many of the rational principles found in argumentation textbooks, including: (1) a typology of arguments, (2) rules for correct inference, and (3) cautions about potential fallacies.
Although the use of translation in learning a foreign language is much maligned by language teachers, translation is widely used in learners' foreign lan-guage learning process. It appears that learners often use translation as a learning strategy to comprehend, remember, and produce a foreign language. However, rela-tively little research attention so far seems to have been devoted to a consideration of the use of translation in language learning. Thus, this study aims to explore the role of translation in Taiwanese college students' English learning, particularly in terms of their learning beliefs and learning strategies about using translation to learn English. The data from survey questionnaires and qualitative interviews will address the following research questions: (1) What are students' beliefs about using transla-tion to learn English? (2) What learning strategies employing translation do students report using? (3) What are the relationships among learners' beliefs about and use of translation? (4) To what extent do learners' background variables relate to their beliefs about and use of translation? Pedagogical implications are also discussed. The results of the study hope to sensitize EFL teachers to various learning strategies involving translation and to the possible benefits of using translation for English learning reported by the students.
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