THE UNIVERSITY OF DANANG

University of Foreign Language Studies

FACULTY OF ENGLISH
Division of Translation and Interpretation

COURSE SYLLABUS

Course Name: TRANSLATION 3

Training Program: BACHELOR OF ARTS IN THE ENGLISH LANGUAGE

Compiler: Le Thi Giao Chi

Date of issue: 07. 2015

1. Course Information
- Course Name : Translation 3
- Course Code : 4113143
- Course Credit : 3
- Course Type : Required
- Course Prerequisites : Translation 1,2, Theory of Translation
- Time Allocation : 45 periods
 Theory : 15 periods
 Practice : 30 periods

2. Lecturer Information
- Lecturer Name : Le Thi Giao Chi
- Lecturer Title : PhD
- Working Time : Monday - Friday
- Working Place : Faculty of English
- Mobile Phone : 0905 157 325
- Email : ltgchi@ufl.udn.vn
- Co-lecturers : Tran Dinh Nguyen, Tran Thi Kim Lien, Nguyen Cung Tram

3. Course Objectives

This course aims to

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 o develop students’ competence in applying linguistic and cultural knowledge relating to
English and Vietnamese language for handling translation assignments;
o provide students with opportunities to practise translation skills with texts of higher
level of complexity in terms of topical content and language;
o extend student repertoire of translation in terms of content knowledge, topic-based
vocabulary and structures;
o provide students with experience that fosters their independent and collaborative
learning through interactive activities.

4. Course Learning Outcomes (CLO)

No Code Bloom Course Learning Outcomes (CLOs) PLOs
Taxonomy Upon completing the course, students will be able to …

APPLY linguistic and cultural knowledge relating to

1 CLO 1 Applying English and Vietnamese language in handling tasks of 5,6,7
translation
ANALYZE texts of higher level of complexity in terms of
2 CLO 2 Analyzing topical content and language to handle tasks of 2,5,6,7
translation.

3 CLO 3 Creating TRANSLATE texts of higher level of complexity in terms

6,7
of topical content and language
FORMULATE a repertoire of translation in terms of
4 CLO 4 Evaluating content knowledge, topic-based vocabulary and 6,7,10,
structures 11

FOSTER skills of thinking critically and working

5 CLO 5 Applying individually and effectively in a team to handle tasks of 10,11
translation.

Matrix between Course Learning Outcomes and Program Learning Outcomes

Program Learning Outcomes

CLOs
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11
Level - L - - M H H - - M M

H: High M: Medium L: Low

5. Course Description

This course is designed for fourth-year students of the English Language Program. It extends over
a semester of 15 weeks with 03 periods per week. The course is delivered in the seventh semester
of the eight-semester program. Key aspects of the course include increased exposure to tasks of
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 translation, development of student’s ability in analyzing texts, solving translation problems so
as to handle translation assignments with confidence through extended learner repertoire of
translation in terms of content knowledge, vocabulary and structures.
The course also engages students with individual, pair and group work activities through which
they can develop themselves as independent and collaborative learners.

6. Course Assessment

Assessment
Component Assessment Scheme CLOs Weight
Criteria

Mid-term Translation Presentation 1,2,3, Marking

40%
assessment (Group) 4, 5 checklist

End-of-term Marking
Written test (Individual) 1,2,3 60%
assessment Guideline

7. Course Outline

Week Topic Content Class Activities CLO

1 1 Course Teacher introduces the course. 2,5
Introduction Students discuss what aspects of translation they
are comfortable with and what aspects/skills they
need further practice.
Environment Teacher summarises student answers and checks
and Global for concensus.
Issues Teacher asks students to brainstorm words and
phrases related to the topic.
Students compare their list with their partner’s.
Students work on their own, noting the type of
language, the style and purpose of the text.
Students works in pairs and discuss with their
partner.
Students work together in groups to practise
translating the text into Vietnamese.
Group spokeperson in turn renders a piece of text
into Vietnamese. Other students provide
feedback or make suggestions. Teacher provides
feedback.
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 Homework: Students do prepared translation for
the next class.
2 1 Environment Teacher encourages students to brainstorm 1,2,3,4
and Global words and phrases related to the topic of water ,5
Issues scarcity in both English and Vietnamese.
Students work on their own, noting the type of
language, the style and purpose of the text.
Students work in pairs and work out the relevant
method of translation.
Students are divided into groups, each being
assigned with a sub-section of the text to
translate into Vietnamese.
Groups take turn to do the translation and get
feedback from both teacher and peers.
Homework: Students do prepared translation for
the next class.
3 1 Environment Teacher encourages students to work on the 1,2,3,4
and Global English equivalents of the words and phrases ,5
Issues highlighted in the Vietnamese texts on the topic.
Students work on their own, analysing the type
of language, the style and purpose of the text.
Students do the translation in pairs and present
their translation.
Teacher and other students provide feedback.
Groups are randomly chosen to present their
work. Handouts are given to teacher and peers
for direct feedback.
Other groups compare with their own work and
make changes if necessary.
Homework:
Students prepare the translation of the text
assigned for the next class.
4 2 Sustainable Teacher encourages students to brainstorm 1,2,3,5
Development topic-related words and phrases.
and Poverty Students work on their own, then work in pairs
Reduction and discuss the contextual meaning and choose
the relevant method of translation.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students are put into groups and practise jigsaw
sight translation with one member of other
groups.
Homework: Students do prepared translation for
the next class.

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 5 2 Sustainable Teacher elicits students’ understanding of the 1,2,3,5
Development topic of poverty and hunger.
and Poverty Students brainstorm words and phrases relevant
Reduction to the topic in both English and Vietnamese.
Students work in pairs and discuss the contextual
meaning and choose the relevant method of
translation.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students work in groups to translate the text into
Vietnamese (sight translation). Other groups and
teacher give constructive feedback.
Home tasks:
Students prepare for their group presentation on
the text assigned.
6 2 Sustainable Teacher encourages students to brainstorm 1,2,3,5
Development topic-related words and phrases.
and Poverty Students work on their own, then work in pairs
Reduction and discuss the contextual meaning and choose
the relevant method of translation.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students are put into groups and practise jigsaw
sight translation of the assigned texts with one
member of other groups.
Homework: Students do prepared translation of
the text assigned for the next class.
7 3 Work and Teacher encourages students to brainstorm some 1,2,3,4
Life Balance problems related to work and life balance. ,5
Students write down the problems in list / mind
map and compare with their partner’s work.
Students work on their own, then work in pairs to
discuss the contextual meaning and identify the
relevant method(s) to translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise English-Vietnamese
and Vietnamese-English translation of the texts
printed in the course book.
Homework: Students do prepared translation of
the text assigned for the next class.
8 3 Work and Teacher encourages students’ brainstorming of 1,2,3,5
Life Balance the problems related to work-life balance.
Students work on their own, and then work in
pairs to discuss the meaning conveyed in the text
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 and then to select the most relevant method or
mix of methods for translation.
Students are put into group and practise jigsaw
translating with members of other groups.
Students nominate their group spokeperson to
do sight translation of text into Vietnamese and
receives feedback from teacher and other
students.
Home tasks:
Students prepare for their group presentation on
text assigned.
9 3 Work and Teacher encourages students to brainstorm some 1,2,3,4
Life Balance problems related to work and life balance. ,5
Students write down the problems in list / mind
map and compare with their partner’s work.
Students work on their own, then work in pairs to
discuss the contextual meaning and identify the
relevant method(s) to translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise English-Vietnamese
and Vietnamese-English translation of the texts
printed in the course book.
Students nominate their group spokeperson to
do sight translation of text into Vietnamese and
receives feedback from teacher and other
students.
Homework: Students do prepared translation of
the text assigned for the next class.
10 4 Population Teacher encourages students to brainstorm some 1,2,3
and Urban problems related to the topic.
Development Students write down the problems in a list and
compare with their partner’s.
Students work in pairs to discuss the contextual
meaning and identify the relevant method(s) to
translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise translation of the
texts into English.
Students nominate their group spokeperson to
do sight translation of text into Vietnamese and
receives feedback from teacher and other
students.

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 Homework: Students do prepared translation of
the text assigned for the next class.
11 4 Population Teacher encourages students to brainstorm some 1,2,3,5
and Urban problems related to the topic.
Development Students write down the problems in a list and
compare with their partner’s.
Students work in pairs to discuss the contextual
meaning and identify the relevant method(s) to
translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise translation of the
texts printed in the course book into Vietnamese.
Homework: Students do prepared translation of
the text assigned for the next class.
12 4 Population Teacher encourages students to brainstorm some 1,2,3,4
and Urban problems related to the topic. ,5
Development Students write down the problems in a list and
compare with their partner’s.
Students work in pairs to discuss the contextual
meaning and identify the relevant method(s) to
translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise translation of the
texts printed in the course book into English.
Students present their translation on board /
powerpoint and get feedback from peers and
teacher.
Homework: Students do prepared translation of
the text assigned for the next class.
13 5 Gender Teacher encourages students to brainstorm some 1,2,3,5
Differences problems related to the topic of gender.
and Gender Students write down the problems in a list and
Equality compare with their partner’s.
Students work in pairs to discuss the contextual
meaning and identify the relevant method(s) to
translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise translation of the
texts into Vietnamse.
Students nominate their group spokeperson to
do sight translation of text into Vietnamese and

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 receives feedback from teacher and other
students.
Homework: Students do prepared translation of
the text assigned for the next class.
14 5 Gender Teacher encourages students to brainstorm some 1,2,3,4
Differences problems related to the topic. ,5
and Gender Students write down the problems in a list and
Equality compare with their partner’s.
Students work in pairs to discuss the contextual
meaning and identify the relevant method(s) to
translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise translation of the
texts printed in the course book into Vietnamese.
Students nominate their group spokeperson to
do sight translation of text into Vietnamese and
receives feedback from teacher and other
students.
Homework: Students do prepared translation of
the text assigned for the next class.
15 5 Gender Teacher encourages students to brainstorm some 1,2,3,5
Differences problems related to the topic.
and Gender Students write down the problems in a list and
Equality compare with their partner’s.
Students work in pairs to discuss the contextual
meaning and identify the relevant method(s) to
translate the text.
Students suggest the best equivalents possible
for the words or phrases highlighted in the texts.
Students team up to practise translation of the
texts printed in the course book into English.
Students write / present their translation on
board / powerpoint and get feedback from peers
and teacher.
Homework: Students do prepared translation of
the text assigned for the next class.
8. Time allocation for 3 credits (1 credit = 15 periods)
No of credits
Topic Content
Theory Practice Sum
1 Introduction to the course 3 6 9
Environment and Global Issues
2 Sustainable Development and Poverty Reduction 3 6 9
3 Work and Life Balance 3 6 9
4 Population and Urban Development 3 6 9
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 5 Gender Differences and Gender Equality 3 6 9
Revision
Sum 30 15 45

9. Teaching Strategies
- Interactive lectures
- Brainstorming
- Discussion
- Role-play
- Peer correction and feedback

10. Students Responsibilities

For this course, students are required to
- attend classes regularly and actively participate in class activities (No more than 03
absences allowed or 20% of course hours skipped);
- work in groups to complete group assignments;
- actively manage self-study workload and home tasks;
- complete all individual and group assignments;
- take the final exam.

11. Course Readings

10.1. Required text books
- Le Thi Giao Chi (2017). Translation 3. University of Foreign Languages: Faculty of English.
10.2. References
- Nguyen Quoc Hung (2007). Hướng dẫn kỹ thuật dịch Anh-Việt, Việt-Anh (Guide to
interpreting techniques: English-Vietnamese and Vietnamese-English). Ho Chi Minh City
Publishing House.

10.3. Websites
o http://learningenglish.voanews.com
o https://www.youtube.com/
o https://eeas.europa.eu/delegations/vietnam
o https://baocongthuong.com.vn
o http://kinhtevn.com.vn
o https://enternews.vn
o https://tuoitre.vn
o https://vnexpress.net/
o https://suckhoedoisong.vn
o https://vietnamnet.vn.suckhoe

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12. Assessment Scale:

With reference to the credit-based training system as specified in UFLS-UD study guide.

Approved by Approved by Prepared by

(Faculty/University) (Head of Division) (Lecturer)

Ngu Thien Hung, PhD Nguyen Cung Tram, M.A. Le Thi Giao Chi, PhD

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