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Tài liệu Khóa luận ngành ngôn ngữ anh an investigation into the english translational versions of trinh cong son’s songs in terms of semantic and syntactic features

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BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: TIẾNG ANH Sinh viên : Nguyễn Tiến Thành Giảng viên hướng dẫn: Th.S Đào Thị Lan Hương HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- AN INVESTIGATION INTO THE ENGLISH TRANSLATIONAL VERSIONS OF TRINH CONG SON’S SONGS IN TERMS OF SEMANTIC AND SYNTACTIC FEATURES. KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: TIẾNG ANH Sinh viên : Nguyễn Tiến Thành Giảng viên hướng dẫn: Th.S Đào Thị Lan Hương HẢI PHÒNG – 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Nguyễn Tiến Thành Mã SV: 1312751036 Lớp: NA1801 Ngành: Tiếng Anh Tên đề tài: An investigation into the English translational versions of Trinh Cong Son’s songs in terms of semantic and syntactic features NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. 2. Các số liệu cần thiết để thiết kế, tính toán. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. 3. Địa điểm thực tập tốt nghiệp. …………………………………………………………………………….. …………………………………………………………………………….. …………………………………………………………………………….. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Đào Thị Lan Hương Học hàm, học vị:Thạc Sĩ Cơ quan công tác:Trường Đại Học Dân Lập Hải Phòng Nội dung hướng dẫn: An investigation into the English translational versions of Trinh Cong Son’s songs in terms of semantic and syntactic features. Người hướng dẫn thứ hai: Họ và tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Đề tài tốt nghiệp được giao ngày tháng năm Yêu cầu phải hoàn thành xong trước ngày tháng Đã nhận nhiệm vụ ĐTTN năm Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày ...... tháng........năm 2019 Hiệu trưởng GS.TS.NGƯT Trần Hữu Nghị CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên: ................................................................................................... Đơn vị công tác: ........................................................................ .......................... Họ và tên sinh viên: .......................................... Chuyên ngành: ............................... Đề tài tốt nghiệp: ................................................................................................... ........................................................... ........................................ Nội dung hướng dẫn: .......................................................... ........................................ ............................................................................................................................ ........ 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. 2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…) .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. .............................................................................................................................................. 3. Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm ...... Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên: .............................................................................................. Đơn vị công tác: ........................................................................ ..................... Họ và tên sinh viên: ...................................... Chuyên ngành: .............................. Đề tài tốt nghiệp: ......................................................................... .................... .................................................................................................................................... .................................................................................................................................... 1. Phần nhận xét của giáo viên chấm phản biện .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... 2. Những mặt còn hạn chế .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... .......................................................................................................................................... 3. Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm ...... Giảng viên chấm phản biện (Ký và ghi rõ họ tên QC20-B19 ACKNOWLEDGEMENT During the time of completing this graduation paper, I have received a lot of help, assistance, guidance, encouragement and contributed ideas from my teachers, family and friends. I wish, first of all, to express my deepest gratitude and indebtedness to my supervisor – Ms.Dao Thi Lan Huong, M.A - who has always been most willing and ready to give me valuable advice, inspiration and supervision to finish this study. My sincere thanks are also sent to the teachers in the English Department of Haiphong Private University for their useful lessons and whole-hearted advice during four years studying here. Last but not least, I would like to give my heartfelt thanks to my family and my close friends, to whom I have never got enough words to express my great gratitude for their encouragement and support. This graduation paper is my sincere thanks to all of you. Haiphong, November 1st 2018 Nguyen Tien Thanh I LIST OF ACRONYMS: SL Source language TL Target language ADJAdjective ADVAdverb NNoun NPNoun phrase ProPronoun PrepPreposition QWQuestion word SLSource language ST Source text TLTarget language TT Target text V Verb VPVerb phrase II LIST OF TABLES Table 4.1: The tokens and percentage of semantic strategies 37 Table 4.2: The tokens and percentage of syntactic strategies 47 III LIST OF CHARTS Chart 4.1: The percentage of semantic strategies ..........................................38 Chart 4.2: The percentage of syntactic strategies ..........................................48 IV TABLE OF CONTENTS ACKNOWLEDGEMENT .................................................................................... I LIST OF ACRONYMS: ..................................................................................... II LIST OF TABLES ............................................................................................ III LIST OF CHARTS ............................................................................................ IV TABLE OF CONTENTS ................................................................................... V PART ONE: INTRODUCTION ......................................................................... 1 1.Rationale of the study: ...................................................................................... 1 2.Aims of the study ............................................................................................. 2 3. Scope of the study: .......................................................................................... 3 4. Design of the study .......................................................................................... 3 PART II: DEVELOPMENT................................................................................ 4 CHAPTER 1 LITERATURE REVIEW AND THEORETICAL BACKGROUND ........ Error! Bookmark not defined. 1.1. THEORETICAL BACKGROUND.............................................................. 4 1.1.1 Translation definitions ............................................................................... 4 1.1.2 Equivalence in translation .......................................................................... 6 1.1.3 Types of equivalence .................................................................................. 8 1.1.4. Literary translation .................................................................................. 14 1.1.5. Vietnamese – English translation ............................................................ 15 1.2 TRANSLATION METHODS AND PROCEDURES ................................. 17 1.2.1. Translation procedures ............................................................................ 17 1.2.2. Translation methods ................................................................................ 22 1.2.3. Song translation ....................................................................................... 23 CHAPTER 2: METHODOLOGY ..................................................................... 25 2.1 Design of the study ...................................................................................... 25 2.2 Target .......................................................................................................... 25 2.3. Research methods ....................................................................................... 26 V 2.4. Data collection and description .................................................................. 26 CHAPTER 3: FINDINGS AND DISCUSSION ............................................... 27 3.1 SEMANTIC FEATURES OF WORDS AND PHRASES IN TRINH CONG SON 'S SONGS. ................................................................................................ 27 3.1.1.Using omission to translate....................................................................... 27 3.1.1.1 Full omission ......................................................................................... 27 3.1.1.2. Partial omission .................................................................................... 30 3.1.2. Translation by using a more neutral/less expressive word ....................... 32 3.1.3. Translation by using a more general word ............................................... 33 3.1.4. Translation by using expansion................................................................... 35 3.1.5. Translation by using meronymy ......................................................................... 36 3.2. FREQUENCY OF SEMANTIC TRANSLATION STRATEGIES ........... 37 3.3. SYNTACTIC FEATURES......................................................................... 39 3.3.1. Structural – shifts..................................................................................... 39 3.3.2. Intra-system shifts ................................................................................... 42 3.3.3. Class – shifts ............................................................................................ 43 3.4. FREQUENCY OF SYNTACTIC TRANSLATION TRATEGIES ............ 46 3.5. Summary .................................................................................................... 47 PART III: CONCLUSION ................................................................................ 48 1. Summary of findings ..................................................................................... 48 2. Translation implications ................................................................................ 50 3. The study limitations ..................................................................................... 53 REFERENCES .................................................................................................. 54 APPENDIX ....................................................................................................... 56 V PART ONE: INTRODUCTION 1. Rationale of the study: Trinh Cong Son (28 February 1939 - 1 April 2001) is a Vietnamese musician. He is considered one of the great musicians of pop music, New Vietnamese music with many popular works. There is currently no accurate record of his work (estimated at no less than 600 songs) . However, his songs are widely known for 236 songs (both lyrics and music). Trinh Cong Son's music is performed by many singers, but most successful are Khanh Ly and Hong Nhung. In addition, he is considered a poet, painter, singer and amateur actor. Son’s songs will be immortal in people’s hearts not only in Vietnam but also in many countries like: France, Japan and America, etc. People love to sing his songs. Many of those songs have been translated into many languages, most of them are in English, French and Japanese with different versions. For examples: + Biết Đâu Nguồn Cội (Unknown origin) + Lặng Lẽ Nơi Này (The quiet world of mine / So silent here) + Một Cõi Đi Về (My own lonely world / A realm of return / A place for leaving and returning) + Cát bụi (Dusty sand / Sand and Dust) + Đời gọi em biết bao lần (Life has called you many times) + Em đến từ nghìn xưa (You’ve come a long time) + Gần như niềm tuyệt vọng (Something like despair) + Lời buồn thánh (Sad Sunday eve) + Tuổi đời mênh mông (In too large life) As a fan of Trinh Cong Son’s music, I find it very interesting to study the English translations of Son’s songs. However, up to now, just a few researches on the lyrics of the English translational versions have been found. 1 It is clear that there are many difficulties for translators to translate Trinh Cong Son’s songs into English. Practically, clarifying the syntactic and semantic features helps us have a clear view about Son’s songs and their English equivalences and find out another better way to translate Trinh Cong Son’s songs with full ideas of writer obtained. Theoretically, more than 70 of his songs were translated into English, and many studies in the lyrics and melodies of Trinh Cong Son’s songs have done so far. However, researches on the syntactic and semantic features of English versus Vietnamese versions of Trinh have not been carried out. Therefore, it is necessary to do a research on this matter to have a total view about translating Trinh Cong Son’s songs into English. “A STUDY OF THE ENGLISH TRANSLATIONAL VERSIONS OF TRINH CONG SON’S SONGS IN TERMS OF SEMANTIC AND SYNTACTIC FEATURES” has been carried out for the reasons listed above. In theory, more than 70 of his songs have been translated into English, and many studies on the lyrics and melody of Trinh Cong Son's songs have been performed so far. However, studies on the syntactic and semantic features of English compared to the Vietnamese version of Trinh have not been performed. Therefore, we need to study this issue to get an overview of the translation of Trinh Cong Son's songs into English. 2.Aims of the study Starting from the framework based on the semantic features of lexicon and syntactic features of phrases and sentences between English and Vietnamese, this research will take Trinh Cong Son’s English translated versions versus their originals in Vietnamese to investigate the similarities and differences when those songs are translated from Vietnamese into English in order to come to the generalizations of how the translating methods are rendered. 2 3. Scope of the study: This study deals with investigating the procedures used in translating the semantic features of lexicon and the syntactic features of phrases and sentences in Trinh Cong Son’s songs taken from Trịnh Công Sơn – The collection of everlasting songs. Music press 1997. (Trịnh Công Sơn – Tuyển tập những bài ca không năm tháng. Nxb Âm Nhạc 1997) and website http://www.tcs-home.org/songs-en/songs. 4. Design of the study My graduation paper is divided into three parts : The first part is the Introduction, including: the rationale, aims, scope, method and design of the study. The second part is the Development with 3 chapters:  Chapter I: Theoretical background: It focuses on the concepts of translation, terms relating to songs, including the popular construction of terms and some strategies applied in translation  Chapter II: Methodology: This chapter was aimed to clarify the methodology of the research which includes two interrelated phrases. In this chapter, the design of the study, the sample description, the methods and procedures of data collection and analysis would be fully explained .  Chapter III: Finding and discuss: this chapter is divided into 2 parts: + Section 1: The semantic features of lexicon in Trinh Cong son’s songs when being translated from Vietnamese into English. + Section 2: The syntactic features of phrases and sentences in Trinh Cong Son’s songs when being translated from Vietnamese into English. The last part is the Conclusion in which the author summary what have been discussed in chapter 4 with some comments on the limitations of this study and make suggestions for future studies. 3 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW AND THEORETICAL BACKGROUND 1.1 THEORETICAL BACKGROUND 1.1.1 Translation definitions Translation has many different definitions. We can find the simplest way is to transfer text from language A into B language. Over time, this understanding has started to become wider and deeper depending on the position of the researchers, though. Usually, although not by any means, it is expressing the meaning of the text into another language in the way that the author intended the text. General psychology tells us that this should be simple, because one must be able to say something in this language as well as another language. The translation is primarily discussed in terms of conflict between free and literal translation, and the contradiction between its inherent impossibility and its absolute necessity. A translator must be an interpreter or an orator. A good translation is one in which the merit of the original works is completely translated into another language to be understood and strongly felt by a native speaker of the language in which the language belongs. . of original work. Proposed literal translation of the syntax as well as the words, it is said that this sentence is a wall to prevent the language of origin, while the word to translate words is arcade. Before, people thought that translation is the replacement of a textual material in one language (source language – SL) by equivalent textual material in another language (target language – TL). The equivalent here is the grammatical factors between the SL and the TL. Therefore, at the time with this 4 view the grammatical equivalent became one of the criteria for assessing the quality of a translation. Later, according to Newmark (1980) [17, p7], “translation is a craft consisting in the attempt to replace a written message and/or statement in one language by the same message and/or statement in another language”. So, the textual material now changes into the message – more communicative. Based on the generalized grammatical translation theory, translators need to go beyond clear text structures and should see the text as a mere comparison of the respective structures. This leads to another important awareness, language is really a general device, helping translators form in their minds the technique of text analysis. This is not only a technique used to decode source text but also a procedure to select the appropriate structures that are appropriate in the target language. In addition, translation is a term covers on three distinguishable meanings. That is “translating”, the process (to translate), the activity rather than the tangible object. “A translation” is the product of the process of translating (e.g. the translated text), and the “translation”, the abstract concept which encompasses both the process of translating and the product of that process. [1, p13] Furthermore, translation is also a communication bridge of two languages. Obviously, language is various and different from country to country as the sameness cannot exist between two languages. Danica Seleskovitch (2009) [7], a brilliant interpreter and writer, has said: “Everything said in one language can be expressed in another one - on condition that the two languages belong to cultures that have reached a comparable degree of development”. The condition she makes is false and misleading. Translation is an instrument of education as well as of truth precisely because it has to reach readers whose cultural and educational level is 5 different from, and often “lower” or earlier, than, that of the readers of the origin. Beside that, translation has been instrumental in transmitting culture, sometimes under unequal conditions responsible for distorted and biased translations, ever since countries and languages have been in contact with each other. As a means of communication, translation is used for multilingual notices, which have at least appeared increasingly conspicuously in public places; for instructions issued by exporting companies; for tourist publicity, where it is too often produced from the native into the “foreign” language by natives as a matter of national pride; for official documents, such as treaties and contracts; for reports, papers, articles, correspondence, textbook to convey information, advice and recommendations for every branch of knowledge. As a technique for learning foreign languages, translation is a two-edged instrument: it has the special purpose for demonstrating the learner’s knowledge of the foreign language, either as a form of control or to exercise his intelligence in order to develop his competence. 1.1.2 Equivalence in translation Vinay and Darbelnet (1995) view equivalence-oriented translation as a procedure which replicates the same situation as in the original, whilst using completely different wording. With regard to equivalent expressions between language pairs, Vinay and Darbelnet claim that they are acceptable as long as they are listed in a bilingual dictionary as full equivalents. However, later they note that glossaries and collections of idiomatic expressions can never be exhaustive. They conclude by saying that the need for creating equivalences arises from the situation, and it is in the situation of the SL text that translators have to look for a solution. Indeed, they argue that even if the semantic equivalent of an expression in the SL text is 6 quoted in a dictionary or a glossary, it is not enough, and it does not guarantee a successful translation. Roman Jakobson's (1959) [12] study of equivalence gave new impetus to the theoretical analysis of translation since he introduced the notion of 'equivalence in difference'. On the basis of his semiotic approach to language and his aphorism 'there is no signatum without signum' [12, p232], he suggests three kinds of translation: Intralingual (within one language, i.e. rewording or paraphrase) Interlingual (between two languages) Intersemiotic (between sign systems) Jakobson claims that, in the case of interlingual translation, the translator makes use of synonyms in order to get the ST message across. This means that in interlingual translations there is no full equivalence between code units. According to his theory, translation involves two equivalent messages in two different codes. Jakobson goes on to say that from a grammatical point of view languages may differ from one another to a greater or lesser degree, but this does not mean that a translation cannot be possible, in other words, that the translator may face the problem of not finding a translation equivalent. He acknowledges that whenever there is deficiency, terminology may be qualified and amplified by loanwords or loan-translations, neologisms or semantic shifts, and finally, by circumlocutions. Jakobson provides a number of examples by comparing English and Russian language structures and explains that in such cases where there is no a literal equivalent for a particular ST word or sentence, then it is up to the translator to choose the most suitable way to render it in the TT. There seems to be some similarity between Vinay and Darbelnet's theory of translation procedures and Jakobson's theory of translation. Both theories stress the fact that, whenever a linguistic approach is no longer suitable to carry out a translation, the translator can rely on other procedures such as loan7
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