Professional Documents
Culture Documents
HANOI, 2014
HANOI, 2014
DECLARATION OF AUTHORSHIP
I hereby state that the thesis entitled A translation quality assessment of the
book Harry Potter and the Philosophers stone in the series Harry Potter
using Newmarks model and the work presented in it is entirely my own for
the Degree of Master of Arts at University of Languages and International
Studies, Vietnam National University, Hanoi, and this work has not been
submitted for any degree at any other university or tertiary institution.
Student
ACKNOWLEDGEMENTS
ii
ABSTRACT
There is a fact that there have been more and more literary translations
due to the process of globalization. Therefore, it is necessary to control the
quality of the translation so that the readers can enjoy the best of the foreign
literary works. This thesis is an attempt to assess the quality of a literary
translation, specifically chapter seven The sorting hat excerpting from the
novel Harry Potter and the Philosophers stone, basing on the schema of
Translation Quality Assessment proposed by Newmark. By this way, the
writer has found out that the translation has obtained a certain success.
However, it still reveals some mismatches between the source text and the
target text especially in terms of semantics. In addition, some other mistakes
which may affect the conciseness of the translation are also pointed out. From
the basis of the findings, some implications are made along with suggestions
for further studies.
iii
LIST OF ABBREVIATIONS
iv
LIST OF TABLES
TABLE OF CONTENTS
DECLARATION OF AUTHORSHIP .............................................................................................i
ACKNOWLEDGEMENTS .............................................................................................................ii
ABSTRACT .....................................................................................................................................iii
LIST OF ABBREVIATIONS ..........................................................................................................iv
LIST OF TABLES ...........................................................................................................................v
TABLE OF CONTENTS .................................................................................................................vi
PART A. INTRODUCTION
1. Rationale for the study ..............................................................................................................1
2. Objective of the study ...............................................................................................................1
3. Research questions ....................................................................................................................2
4. Scope of the study .....................................................................................................................2
5. Method of the study ..................................................................................................................2
6. Organization of the study ..........................................................................................................3
PART B. DEVELOPMENT
CHAPTER 1. LITERATURE REVIEW
1.1. Translation Theory ..............................................................................................................4
1.1.1. Definition of Translation ...............................................................................................4
1.1.2. Translation Methods......................................................................................................4
1.1.3. Translation Equivalence ................................................................................................5
1.2. Contrastive Analysis ...........................................................................................................7
1.3. Translation Quality Assessment .........................................................................................8
1.3.1. Definition .....................................................................................................................8
1.3.2. Translation Quality Assessment models ......................................................................9
1.3.2.1. Response-based approach ......................................................................................9
1.3.2.2. Text-based approach .............................................................................................10
1.3.2.3. Julianne Houses functional pragmatic approach..................................................12
vi
vii
PART A. INTRODUCTION
1. Rationale for the study
Translation is not merely an interlinguistic process. It is more
complex than replacing source language text with target language text and
includes cultural and educational nuances that can shape the options and
attitudes of recipients. (Dingwaney and Maier, 1995). Translation performs a
crucial role in our understanding and lives as the globe seems smaller than
ever before based on information sharing and communicative advances. Thus,
not only linguists or scholars but many people who work in different fields
are concerned about translation. Translation is not an easy work, it is even
more challenging for translators with literary works. Nowadays in Vietnam,
there is a rapid growth of famous foreign literary works which have
diversified the literature. It can not be denied that there is a number of works
that have received love and positive attitude from readers. Besides, there still
exist some works of bad quality which have received criticism from both
publication and profession. Thus, there is necessary to evaluate the
translations, especially literary works.
There are criteria for translation quality assessment which have been
addressed by different linguists such as Nida, J.House, Newmark. From the
writers point of view, among the suggested models, Newmarks model is a
good one which can be used to assess translation quality. The writer has taken
the translation version of the book Harry Potter and the Philosophers
stone by Ly Lan in the series Harry Potter by J.K Rowling to measure how
good the translation is.
2. Objective of the study
This study aims to make a comparison and analyze the ST and the TT
according to Newmarks model to assess the quality of the Vietnamese
translation of chapter seven in the book Harry Potter and the Philosophers
stone, find out some problems of literary translations and draw some
suggestions for this field of translation.
3. Research questions
At the end of this study, the study will answer the following questions:
-
PART B. DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter presents the theoretical background of the study including
some related concepts and typical models of translation quality assessment.
1.1. Translation theory
1.1.1 Definition of translation
There have been different definitions of translation so far. According to
Newmark (1981) 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. House (1977) states that translation is
the replacement of a text in the source language by a semantically and
pragmatically equivalent text in the target language. Sharing the same point of
view, Cartford (1965) defines translation as the replacement of a text in one
language (source language) by an equivalent in another language (target
language). The definitions of translation are diverse; however, they all share
the same sense that translation does not refer to language as a system but
language in use. Furthermore, the preservation of semantic, pragmatic and
textual aspects of meaning across two different languages needs emphasizing
in translation.
1.1.2. Translation methods
Basing on Newmarks classification, there are eight methods in
translating as follow
SL emphasis
Word-for-word translation
Literal translation
Faithful translation
Semantic translation
TL emphasis
Adaptation
Free translation
Idiomatic translation
Communicative translation
- Word for word translation: The SL word is translated into another language
by their most common meanings, which can be out of context at times.
- Literal translation: The SL grammatical constructions are translated to their
nearest TL but the lexical words are translated singly, out of context.
- Faithful translation: The SL text is reproduced in its precise contextual
meaning under the constraints of the TL grammatical structures.
- Semantic translation: is the process of using semantic information to aid in
translation of data in one representation to another representation. Semantic
translation refers to that type of translation which takes into account the
aesthetic value of the SL text.
- Adaption: The text is rewritten considering the SL culture which is
converted to the TL where the themes, characters and plots are preserved.
- Free translation: It reproduces the matter without the manner or the content
without the form of the original.
- Idiomatic translation: It reproduces the message of the original and prefers
colloquialisms and idioms which do not exist in the original.
- Communicative translation: The exact contextual meaning of the original is
rendered in such a way that both content and language are readily acceptable
and comprehensible to the readership.
Among the above-mentioned methods, semantic and communicative
translation are the two most common ones which are often used in literary
translation.
1.1.3. Translation equivalence
In translation theory, equivalence is regarded as a central concept.
According to Pym (1992) equivalence is supposed to define translation, and
translation, in turn, defines equivalence. Equivalence is a relationship
between two texts in two languages, rather than between the languages
themselves.
5
From Nidas point of view, there are two typical equivalences, namely
formal equivalence and dynamic equivalence. The terms "dynamic
equivalence" and "formal equivalence" were originally coined to describe
ways of translating the Bible, but the two approaches are applicable to any
translation of any text. The first one centers on the form and content of the
message of the ST whereas dynamic equivalence is the "quality of a
translation in which the message of the original text has been so transported
into the receptor language that the response of the receptor is essentially like
that of the original receptors."
Baker (1992) extends the concept of equivalence to cover similarity in
ST and TT information flow and in the cohesive roles that ST and TT devices
play in their respective texts. She explores equivalence at different levels in
relation to the translation process such as grammatical, textual and pragmatic
aspects. Equivalence can appear at word level and above word level, when
translating from one language into another. Concerning grammatical
equivalence, she notes that grammatical rules may vary across languages and
this may pose some problems in terms of finding a direct correspondence in
the TL. Among these grammatical devices which might cause problems in
translation Baker focuses on number, tense and aspects, voice, person and
gender. With regard to textual equivalence, it refers to the equivalence
between a SL text and a TL text in terms of information and cohesion.
Texture is a very important feature in translation since it provides useful
guidelines for the comprehension and analysis of the ST which can help the
translator in his or her attempt to produce a cohesive and coherent text for the
TC audience in a specific context. Finally, pragmatic equivalence refers to
implicatures and strategies of avoidance during the translation process.
10
of the original text. If the original text is transferable, we have the most
equivalent translation. If the original text is untransferable, we have no
equivalence or no translation is made. The source text should be remained the
same. The second step is to re-translate the target text into the source
language. A translation is acceptable if the target text is similar in meaning
with the source text after it is re-translated. Finally, the third step is to have
the translation proof-read by native speakers of the target language. A
translation must satisfy readers as native speakers of the target language.
Although presenting insightful, original and stimulating ideas, Koller does not
go beyond a very general outline with no suggestions for operationalization.
Reisss work (1970) is based on the concept of equivalence, but
considers the text, rather than the word or sentence, as the level at which
communication is achieved and at which equivalence must be sought. Reisss
functional approach aims primarily to systematize translation evaluation.
Reiss believes that the transmission of the predominant function of the
source text is the determining factor by which the target text is judged and
proposes specific translation methods according to text type. She suggested
that different types of texts can be differentiated to the basis of three functions
of language : content-oriented texts, e.g.news, scientific-technical texts, formoriented texts, such as poems and literary genres, and conative texts, e.g.
advertisements and texts of a persuasive bent. The determination of the
textual types presupposes a careful analysis of the source text, but the
suggestions are not explicit enough, she gives no clear indication as to how
one should go about establishing language functions and a source text types.
Further, at what level of delicacy this can and should be done is left
unexplained. Thus, it needs to be further developed and made more concrete
in order to form a workable model of translation quality assessment.
11
12
In her revisited model, she gives a clearer scheme for analyzing and
comparing original and translation texts. In general, the application of her
new model enables us to examine a text on four different levels: Function,
Register and Language.
According to Le. (2006), the model of House has a clear linguistically
theoretical base and concrete, detailed steps. However, this model also
requires linguistic knowledge and high occupational skills of the critics and
the criticism mainly aims at researching languages and translation. Therefore,
this model has not been applied widely and just at experimental level in
translation studies.
1.3.2.4. Newmarks comprehensive criticism approach
Newmark was an English professor of translation. In his book a text
book of translation (1995), he presents his own model for translation quality
assessment called comprehensive criticism of a translation including five
steps :
1. A brief analysis of the SL text stressing its intention and its functional
aspects
2. The translator's interpretation of the SL texts purpose, his translation
method and the translations likely readership
3. A selective but representative detailed comparison of the translation with
the original
4. The evaluation of the translation: (a) in the translators term, (b) in the
critics term
5. Where appropriate, an assessment of the likely place of the translation in
the target language culture or discipline
In the first step, the critic has to try to point out the authors purpose,
that is, the attitude he takes towards the topic; characterization of the readers
13
that the literary work aims at ; an indication of its category and type. The
critic assesses the quality of the language to determine the translators degree
of license. In this step, the critic can briefly state the topic or themes but
avoids retelling the plot. He also doesnt need to spend time discussing the
authors life, other works unless they may help to understand the text.
In the second step, the critic attempts to see the text from the point of
view of the translator, is sometimes overlooked in translation criticism. The
critic has to review whether the translator has omitted any section of the
original text and whether it affects the message that author wishes to express.
Moreover, it is important to find out if any text is over-translated and to what
extent the cultural meaning of the original text has been changed or
transferred to the target culture. In interpreting the translators intention and
procedures, the critic tries not to criticize but to find out why he has used
these procedures. Finally, in any event, the critic empathizes with the
translator and distinguish between incompetence (inadequate knowledge of
source and/or topic) and a translation method which may be too idiomatic or
too academic for his own tastes but which appears consistent.
The third step is the heart of the critique. The critic considers how the
translator has solved the particular problems of the source language text. He
has to group them under heads such as the title, the structure, including the
paragraphing and sentence connectives; shifts; metaphors; cultural words;
translationese; proper names... In this step, the critique should consist of a
discussion of translation problems and not quick recipes for a correct or a
better translation. Normally, in this section, the critic has to choose the most
selective and representative examples of the achievements and weaknesses of
the translated version in comparison with the original text.
14
Fourthly, the critic will evaluate the referential and pragmatic accuracy
of the translation at three levels: first by the translators standards, second by
the critics standards, and last as a piece of writing, independently of its
original. In the first two criteria, besides evaluating the achievements of the
translation, the critic has to find out if there is any semantic deficits in the
translation and what are the causes of this, In the last criteria, he has to assess
whether the translated version is written in a natural manner, that is, neat,
elegant and agreeable or not.
In the last step, especially in the case of literary works such as poems,
stories or novels, it is essential to assess the works potential importance
within the target languages literature by asking such questions as Was it in
fact worth translating?, Does it have any influence on the target languages
literature and culture?.
Although Newmarks model is not as clear and well theoretically based
as in the case of Houses, it has many strong points in terms of application.
This is due to the fact that these steps are initiated from the practical
experiences of the translators. Moreover, it reflects the problems and the
concerns of the translators in the translation process; therefore, it is easy to be
carried out. For those reasons, in this thesis, the writer decide to apply
Newmarks model for translation quality assessment of chapter 7 of the book
Harry Potter and the Philosophers stone.
15
16
133
134
134
Harry.
iu cui cng m Harry
nhn thy trc khi chic
nn sp xung che mt i
mt ca n, l c snh
ng y nhc ngi u
ang hng mt nhn v n.
Harry ch i.
Gii lm, Ron! Xut sc!
Huynh trng Percy anh
trai Ron, go ln c thng.
Thomas
Dean!
l mt thng b da en cao
hn c Ron, c v
Gryffindor, n ngi bn
cnh Harry.
Ti lt thng nht nht
Malfoy
18
Original version
Translation
Harry Potter and the Harry Potter v hn
Philosophers stone
ph thy
The sorting hat
Chic nn phn loi
the same in Vietnamese language. It is the reason why the translator uses the
title Harry Potter v hn ph thy.
The structure
As mentioned above, the translator transfers the messages and the ideas
of the writer while rewriting the novel in her own language. Her creativity of
paragraphing can easily be found in the chapter. It can be seen that many long
sentences in the ST are cut into short ones without changing the message and
complex sentences were rewritten to simple sentences. In many cases, one
sentence with many clauses is deliberately broken down into many different
sentences:
Order
1
Original version
Translation
Page
Text
Page
Text
125
The stone walls were lit 126
Nhng vch tng c
with flaming torches like
chiu sng bng nhng b
the ones at Gringotts, the
uc to ging nh nh
ceiling was too high to
bng Gringotts. Trn lu
make
out,
and
a
i cao vi vi, v trc
magnificent
mt bn tr l mt chic
marble staircase facing
cu thang cm thch p
them led to the upper
lng ly ln cc tng trn.
floors.
128
Feeling oddly as though 129
Lng tng vng v nh th
his legs had turned to lead,
hai chn ha thnh ch,
Harry got into line behind
Harry ng v hng, sau
a boy with sandy hair,
lng mt thng b tc
with Ron behind him, and
vng. Ron ng sau lng
they walked out of the
Harry, v c bn ni ui
chamber, back across the
ra khi phng, bng ngang
hall, and through a pair of
hnh lang, xuyn qua vi
double doors into the
cnh ca i na ri mi
Great Hall.
bc vo i snh ng.
20
141
131
131
N cng qu bun ng nn
n ni khng cn ly lm
ngc nhin khi nhng bc
chn dung treo dc tng
x xo ch ch lc n i
qua. N cng ht ngc
nhin ni khi Percy dt c
bn i xuyn qua cnh ca
n sau nhng tm tranh ln
v nhng tm thm treo
tng c hai ln.
Nhng ngi ngi dy
bn bn phi hoan h v
v tay cho mng. Hannah
i n ngi dy bn ca
nh Hufflepuff.
Dy bn th hai bn tri v
tay; nhiu thnh vin nh
Ravenclaw ng dy bt
tay Terry; cu b n nhp
vo bn ca h.
Original version
Translation
Page
Text
Page
Text
126 Her eyes lingered for a 127
nh mt b chn ch trn
moment on Neville's
chic o chong ct u t
cloak,
which
was
ca Neville; cht mi nh
fastened under his left
nhem ca Ron cng c v
ear, and on Ron's
khin gio s khng hi
smudged nose.
lng.
21
127
127
128
131
136
139
127
128
129
132
khng ai dm ni nng g,
ngoi
tr
con
nh
Hermione c lm nhm c
ng thn ch hc
thuc lng v ang tnh
xem hi na nn xi cu
no.
Bng nhin c mt chuyn
khin Harry nhy bn ln
khng trung c ba tc
Gian phng mnh mng
c chiu sng bng hng
ngn hng vn ngn nn,
l lng trn khng trung
pha trn bn dy bn di
Mt c b c i m hng
hng v i bm tc vng
hoe bc ra khi hng, i
nn vo v ngi xung
gh.
138
140
140
C Dumbledore vy cy
a thn ca c nh th
ui con rui u cht
gy. T u gy tun ra
mt chui n vng, un
ln nh rn v kt thnh
ch pha trn cc dy bn.
2
3
Original version
Translation
Page
Text
Page
Text
125 The stone walls were lit 126
Nhng vch tng
with flaming torches like
c chiu sng bng
the ones at Gringotts
nhng b uc to ging
nh nh bng Gringotts
126 You will be sorted into 126
Cc con s c phn loi
your houses.
xp vo cc k tc x.
126 The house with the most 127
Nh no c c nhiu
points is awarded the
im nht s c thng
House Cup
Cp Nh
128 It was lit by thousands 129
Gian phng mnh mng
23
132
132
132
139
139
10
142
11
128
12
135
13
139
133
140
141
144
129
136
24
8
9
10
11
12
Original version
Translation
Page
Text
Page
Text
Harry Potter
Harry Potter, n
Hagrid
Bc Hagrid, Lo Hagrid
The Professor McGonagall
The Gio s McGonagall
whole
whole B gio s McGonagall
story Hermione
story Hermione, c b
Albus Dumbledore
C Albus Dumbledore
They, them
Chng, bn tr
127
Fred said it hurts a lot, 127
Anh Fred ni au lm
but I think he was joking
nhng chc l nh ni
chi
137
Bit of a nasty shock for 139
Mt c sc gh gm cho
him.
ng
126
While you are here
127
Khi cc con y
128
Hope to see you
128
Hy vng gp li cc em
127
What are you all doing 128
C l chng by lm g
here?
y h
137
What about you, Neville? 139
Cn b th sao h Neville?
25
4
5
6
7
8
9
10
11
12
13
Original version
Translation
Page
Text
Page
Text
129
This hat was patched 130
Ci nn te tua, v chm v
and
frayed
and
p, v d cc k.
extremely dirty
130
It bowed to each of the 131
Ci nn nghing mnh
four tables
cho bn phng tm
hng
131
a house for people who 131
nh chuyn dnh cho
feel a bit queasy
nhng ngi cm thy bn
chn n pht bun nn
132
Hermione almost ran to 133
C b chy nh bay li
the stool
ci gh
132
Ron groaned.
133
Ron nghe ti nghin
rng tro tro.
132
Neville ran off still 133
Neville nhy cng ln,
wearing it.
qun c gi nn ra.
134
He was pale green by 136
N xanh lt nh tu l
now.
chui.
134
Harry clapped loudly
136
N v tay nh in
134
The pumkin pasties 136
Ci bnh b ng m n n
seemed ages ago.
trn tu la hnh nh
tiu ha t my i.
135
It was all delicious.
137
Ngon tuyt c mo.
137
I was all Muggle for 139
Ti ch l dn Muggle
ages.
trm phn trm.
137
Gran was crying, she 139
B ti mng n pht
was so happy.
khc.
141
Peeves, show yourself
143
Peeves, xut u l din
i.
26
14
141
143
2
3
5
6
7
Original version
Page
Text
125
The Entrance Hall was
so big you could have
fitted the whole of the
Dursleys' house in it.
125
..the ceiling was too
high to make out
125
They
crowded
in,
standing rather closer
together than they would
usually have
done,
peering about nervously.
126
Her eyes lingered for a
moment on Neville's
cloak,
which
was
fastened under his left
ear, and on Ron's
smudged nose.
127
Harry's heart gave a
horrible jolt.
127
He kept his eyes fixed
on the door.
127
Professor McGonagall
would come back and
lead him to his doom.
27
Translation
Page
Text
126
Snh trc rng ln n
ni c th rinh nguyn
cn nh ca gia nh
Dursley vo cng lt.
126
Trn lu i cao vi vi
126
Chng ng tm vo nhau,
nghnh c ngng ch mt
cch hi hp lo u.
127
nh mt b chn ch trn
chic o chong ct u t
ca Neville; cht mi nh
nhem ca Ron cng c v
khin gio s khng hi
lng.
Tim Harry bt u nhy
lon x.
Gi y, mt Harry c dn
cht xung sn nh.
Gio s McGonagall s tr
li v s n ti y chc
l tn.
127
128
128
128
128
10
127
11
127
12
128
13
128
14
128
15
129
16
129
17
131
18
131
Then
something
happened that made him
jump about a foot in the
air
several people behind
him screamed.
About twenty ghosts had
just streamed through
the back wall.
They seemed to be
arguing.
A ghost wearing a ruff
and tights had suddenly
noticed the first years.
One by one, the ghosts
floated away through
the opposite wall
At the top of the hall
was another long table
where the teachers
were sitting.
He heard Hermione
whisper, "Its bewitched
to look like the sky
outside.
Aunt Petunia wouldnt
have let it in the house.
127
127
128
128
128
129
129
129
130
19
131
20
131
21
131
22
133
23
133
24
25
26
27
133
133
134
134
28
135
29
135
132
134
134
134
135
135
136
136
Ravenclaw ng dy bt
tay Terry; cu b n nhp
vo bn ca h.
Dy bn cui bn tri
bng n ting reo h v v
tay
Harry thy hai ngi anh
sinh i ca Ron hut so
mng.
C th la do Harry tng
tng, hoc gi do n
nghe ni v Slytherin
nhiu qu,
Ci nn cha kp chm v
u n tuyn b lin
c snh ng y nhc
ngi u ang hng mt
nhn v pha n.
ng v Slytherin!
Khng chu Slytherin h?
N nhe rng ci li
Harry ng my ci a
bng vng trng khng.
C..c..c y c mt
khng vy?
N cha tng thy nhiu
n n a thch i cht
y trn bn gh n th:
tht ct lt, i tru, xc
xch, tht ba ch v bt tt,
khoai ty luc, khoai ty
nng, khoai ty chin,
bnh m Yorkshire, u, c
rt, nc chm, st c
30
136
31
136
32
33
137
138
34
140
35
140
36
140
37
142
38
142
139
139
141
141
142
Thng b tc bm vng
Seamus Finnigan ngt li.
C ci u tut ra khi c,
ngoo xung vai nh th
mng v mt ci mc.
M Algie
Lo Hagrid ang say sa
nc ru
Chng ta cng ht mt bi
ca ca trng.
V c trng go ln
Bi ht chm dt, ngi
dt trc, ngi xong
sau.
Bc chn dung t lch
mnh qua mt bn
Qua ci mng, Ron th
thm vi Harry.
30
are
translated
concisely
and
naturally
(see
example
32
In brief, it can not be denied that the translation on the whole has
achieved some success. However, there are inevitable mistakes in the TT
when comparing with the ST which need to be improved in order to make the
translation better.
The weaknesses of the translation:
With regard to syntactic, some sentences are not translated correctly;
the message in the TT even has no relationship with the message in the ST.
Following are some examples:
Order
1
2
Original version
Translation
Page
Text
Page
Text
126
I shall return when we 127
Ta s tr li khi no cc
are ready for you.
con chun b xong.
129
Maybe they had to try 130
Chc h s phi bt mnh
and get a rabbit out of it.
li ra c t trong ci nn
mt con th.
136
I would prefer you to 137
Ta yu cu cc chu gi ta
call me Sir Nicholas de
l ngi Nicholas de
Mimsy.
Mimsy.
140
The other teachers 141
Harry cht nhn thy n
smiles had become
ci ca cc gio s khc
rather fixed.
cht tt lm.
smile. Hence, this message is totally not the same as the message in the TT
n cicht tt lm.
Besides, the most serious problem with the translation is about
vocabulary and expressions.
The first problem in the choice of words and expressions is that some
idioms are not used correctly in particular contexts. It can be denied that the
translator has been successful in using idioms; however, in some context, it is
not suitable (see example 1,2,5,6,8 in table 7). In example 1, the translator
transfers frayed in the ST into v chm v p in the TT which are not
equivalent. In example 2, the hat bowed to each of the four tables which
means that the hat bowed to the students of four houses sitting in the four
tables on the floor, not all the directions - bn phng tm hng - as
mentioned in the translated version.
The second problem, which is the most notable problem, is that the
denotative and connotative meanings of many words have been totally
changed between the ST and the TT. It can be seen in table 8 (example
2,4,5,6,8,9,10,11,12,14,16,17,18,20,21,22,27,29,30,32,34,35,37,38).
Many
simple words in the TT and the ST are not equivalent such as the door sn
nh, behind xung quanh, streamed trn, teachers gio s, several
nhiu, catcalling hut so mng, plate my ci a, sandy-hair tc bm
vng, swung forward t mnh lch qua, great auntie m, peppermint
humbugs nhng con b the . Many expressions in the TT do not reflect
correctly the meaning in the ST such as: a ruff and tights b st, the
school song mt bi ca ca trng, roast beef, roast chicken, pork chops
and lamb chops - tht ct lt, i tru, bacon tht ba ch
34
concise and familiar to Vietnamese readers. Moreover, the writing style in the
book is very natural which sometimes makes the book seem to be a
Vietnamese novel. It is believed that for those reasons the Vietnamese version
of Harry Potter and the philosophers stone is a successful literature work,
independently of its original.
2.5. Step 5. An assessment of the likely place of the translation in the
target language culture or discipline
J. K. Rowling is best known as the author of the Harry Potter fantasy
series. The books have gained worldwide attention, won multiple awards, and
sold millions of copies. They have become the best-selling book series in
history and have been the basis for a series of films which became
the highest-grossing film series in history. Rowling had overall approval on
the scripts and maintained creative control by serving as a producer on the
final installment. Therefore, the Vietnamese version of the story has made
great contribution to the variety of national literature. In brief, in spite of
some inevitable mistakes, it can be said that the Vietnamese version of
Harry Potter and the Philosophers stone will be a great literature work for
many Vietnamese generations.
36
PART C. CONCLUSION
The study has demonstrated the writers analysis attempt towards the
quality of the Vietnamese translation version of Chapter 7 The sorting hat
in the book Harry Potter and the Philosophers stone by J.K. Rowling.
1. Concluding remarks
Basing on Newmarks model, the analysis of the both ST and TT has
led the writer to some important findings.
Firstly, in terms of the first question, the Vietnamese translation of
Chapter 7 of the book Harry Potter and the Philosophers stone is of high
quality.
In general, the translation follows closely the original version. The
translator has been successful in conveying the intention and the message of
the author through the way she arranges structures and the diverse vocabulary
in the story. Moreover, the language in general is clear, easy to understand
and of great interest to the readers.
However, the translation still has some shortcomings in terms of
syntactics and semantics. Furthermore, the omission and addition in the
translation when comparing with the origin is another problem that the
translator should be careful.
From the findings above, some implications for translation of English
literature works into Vietnamese can be concluded.
Firstly, it can be said that Newmarks model has many strong points in
terms of application. It is the model that is easy to follow because of five clear
steps and it helps the critic have a deep insight into the achievements and the
weaknesses of the translation as well. It especially works with literature works
such as novels or short stories
37
38
REFERENCES
English
1. Baker, M. (1992). In other Words. A course book on Translation. London:
Routledge.
2. Cartford, J. (1965). A Linguistic Theory of Translation. London: Oxford
University Press.
3. Dingwaney, A. and Maier, C. (1995). Between Languages and Cultures:
Translation and Cross-Cultural Texts . University of Pittsburgh Press.
4. Gast, Volker (2011). Contrastive analysis: Theories and methods. In:
Kortmann, B. and J. Kabatek (ed.): Dictionaries of Linguistics and
Communication Science: Linguistic theory and methodology
5 Hewson, L.
39
14. Nida, E.A. and C. Taber (1969). The Theory and Practice of Translation.
Leiden.
15. Pym, A. (1992). Translation and Text Transfer. Frankfurt/Main: Lang
16. Reiss, K. (1989). "Text types, translation types and translation
assessment." A. Chesterman (trans.). In A. Chesterman (ed.). Readings in
Translation Theory.
Vietnamese
L Hng Tin (2006), L thuyt v thc tin dch thut Anh Vit :Mt s
vn v l lun v phng php c bn, ti nghin cu cp i hc
Quc Gia. Trng i hc Ngoi ng - HQG H Ni.
40