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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/2097

Title: A study on code- switching techniques used in translating English terms and Vietnamese equivalents in electronics.
Authors: Nguyen Thi Nhu quynh
Keywords: A study on code- switching techniques used in translating English terms and Vietnamese equivalents in electronics.
Issue Date: 2007
Publisher: ULIS
Abstract: Nowadays codeswitching has become a common phenomenon occurring in periodicals, advertisements, or reports on TVs and daily newspapers in multimedia, etc. For students of technology, this phenomenon has popularly applied for their conversations when they discuss a topic relevant to functions, features or the operation of an electronic device. Codeswitching refers to the alternate use of two or more than two languages in the same utterance or a conversation, (Gumper, 1982). The exchange of information with CS terms has become favourite, because it is a two- way process of thinking directly used in the utterances to express the contents quickly, and accurately. Moreover, almost all-electronic terms codeswitched into Vietnamese utterances are English terms. These characteristics have a remarkable effect on the students’ attitude towards learning English for electronics with language skills, even in the oral translation skill. Observations from my collected data in teaching materials and in lessons of English for electronics have shown that CS is explored by students in various aspects because of three main reasons as follows. Firstly, the tendency of using CS terms in the daily utterances in multimedia encourages them to insert English terms into Vietnamese. Secondly, most of the second-year students of electronics at the level of pre- inter of English want to express their knowledge of English for electronics and professional knowledge by using directly CS terms in their utterances to explain a definition or functions of an electronic device. Thirdly, most of them are bilingual students and know how to practise computing instructions in English everywhere and every time they meet. Accordingly, inserting CS terms in Vietnamese utterances becomes a habit and does not make them misunderstand the content of electronic terms in a particular context. From these reasons, students of electronics apply CS to develop their language learning activities through language skills i.e. speaking and presentation. This habit of using CS even occurs in the oral translation tasks because applying directly knowledge of English and of electronics in Vietnamese versions in a short time requires students to have an in-time reaction in thought when producing equivalents adequately. Donal (2004) shows that CS in translations takes place at a syntactic or semantic level with the use of inserting points to represent electronic concepts familiar to the participant. For many, translation is an art, which is only done by exceptionally skilled people who are professionals at it. However, in this thesis, my investigation is only seen translation as the fifth language skill in language learning activities and practiced by untrained people who are bilingual students of electronics. Thus, CS is studied to understand why electronic students, who are competent in two languages, alternate languages in particular translation tasks. Most of the early researches on translations of English terms for electronics only focus on analyzing forms of equivalents and ways of conveying semantic meanings into the target language or even looking at them as borrowed words. These studies do not describe how students apply CS to extent their communicative competence for achieving conversations goals during translation. This thesis will concentrate on this phenomenon “CS in the oral translation”. However, it must be stressed that this thesis neither is an analysis of electronic terms applying CS techniques for professional translators nor guides for ESP teachers how to teach CS techniques in translation. It is only a reference for teachers who wish to use translation as a language learning activity for the language learning practice and improvement. The major concern of this thesis is to give the answer to the question: “Why do CS techniques become useful strategies used in oral translating tasks of electronic terms in the electronic textbook “Basic English for electronics and telecommunication”? As a result, some suggestions are also given to show the availability, implications of using CS techniques in the oral translation of electronic terms. For all of these, it is hoped that this study contributes some efforts to ESP teaching when applying CS techniques in the oral translation to help students develop their fifth language skill much more effectively.
URI: http://hdl.handle.net/123456789/2097
Appears in Collections:3.2 Luận văn

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