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All Journal VIVID Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching Journal of Digital Sociohumanities
Vo, Lien-Huong
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Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences

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Strategies for Translating Vietnamese Culture-specific Terms in Tourism Materials into English Tran, Khanh-Ngoc N.; Nguyen, Vu-Khanh; Vo, Lien-Huong
Vivid: Journal of Language and Literature Vol. 13 No. 2 (2024)
Publisher : English Department, Faculty of Humanities, Andalas University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/vj.13.2.159-170.2024

Abstract

Tourism plays a crucial role in economic growth, especially in countries which boast rich cultural and natural attractions like Vietnam. With the development of the tourism sector, the role of tourism materials is increasingly pivotal in building destination image and attracting more visitors. The rise of international tourism further necessitates high-quality translation of tourism materials to reach a wider audience. Culture-specific terms (CSTs), which are prevalent in the language of tourism, need to be carefully rendered into the target language to effectively convey the persuasiveness of this genre. On this basis, this study is undertaken to explore the strategies used to translate Vietnamese CSTs into English in tourism materials, particularly an online article. To fulfill this objective, the research employs a mixed method design with a corpus extracted from the online article. Qualitative analysis is applied to identify the translation strategies based on Newmark’s (1988) procedures to translate culture, while the frequency of each strategy is counted for quantitative proceedings. Results indicate that among all the individual strategies, Transference is the most prevalent, followed by Synonymy, Functional equivalent, Cultural equivalent, Adaptation and Through-translation. The most common couplets also involve Transference in combination with other strategies. Besides, detailed analysis shows that there are losses of cultural elements during the translation process, calling for increased attention to the transfer of cultural elements in general and translation of tourism materials in particular. The findings further encourage the development of both linguistic and cultural competences among translators to improve the overall quality of tourism translation.
Evaluative Language in High-Stakes Public Speaking: A Corpus Analysis of Miss Universe Q&A Sessions Le, Long Viet; Vo, Lien-Huong
Journal of Digital Sociohumanities Vol. 2 No. 1 (2025)
Publisher : Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25077/jds.2.1.29-40.2025

Abstract

This paper is part of a broader research project examining evaluative language in the high-stakes public speaking context of the Miss Universe (MU) pageant, contributing to our understanding of spontaneous speech patterns. It investigates the evaluative language patterns employed by MU candidates during the Q&A sessions, utilizing Appraisal Theory as a framework for analysis. The primary aim was to uncover the common patterns of evaluative language used by the candidates during such pivotal moments. Data were collected from MU Q&A sessions between 2000 and 2023, focusing on English-speaking candidates’ responses. Using Sketch Engine for corpus analysis, collocations and language patterns were extracted from 100 responses to analyze key linguistic elements. The results show a strong tendency toward positive evaluative language, particularly emphasizing themes of empowerment, inclusivity, and advocacy. These linguistic patterns reflect how candidates strategically employ language to project confidence, align with the ethos of the competition, and engage with global issues. Through their responses, candidates effectively use language to construct positive self-images and advocate for social change. These findings advance both theoretical and practical insights into the role of evaluative language in public speaking, offering implications for discourse analysis, corpus linguistics, and language use in media and performance contexts.
ENGLISH LITERATURE IN EFL CLASSES: THE CASE OF A UNIVERSITY IN VIETNAM Vo, Lien-Huong
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.8728

Abstract

Literature used to be a great source of material for language teaching when it was the heyday of the grammar-translation approach. However, its inherent linguistic complexity and the practicality of the emerging CLT approach to language teaching split language practitioners: while some turn their back on literature, others find it useful as an authentic source for language use and creativity. In the EFL context, the inclusion of English literature in language classes for language development purposes has resulted in teachers’ dilemma about the balance between teaching literature as a study and teaching it for language study purposes. This study examines how teachers of English literature at a university of foreign languages in Central Vietnam used literary works in their EFL-majoring classes and what benefits and challenges they encountered while teaching literature to EFL students in language classrooms. The study employs a qualitative research design, with relevant data being collected through structured interviews and teachers’ critical reflections. The findings showed that teachers’ approaches to literary works varied depending on literary text types and teachers’ preferences, but they tended to focus on students’ evaluation of literary beauty, their understanding of socio-cultural life, and their responses to the situation in the works. Activities to promote language proficiency were mainly oral discussion, integrated into analysis and discussion tasks. Considering the benefits of teaching English literature in an EFL setting, teachers found that they could raise students’ intercultural awareness, develop students’ critical thinking and literary competence through life-like situations in the literary works. However, the findings also gave rise to the challenges of focusing on the cultural model of teaching literature, thereby hindering the attainment of language knowledge and skills. The study implies the significance of assertive learning objectives and outcomes.
Co-Authors Le, Long Viet Nguyen, Vu-Khanh Tran, Khanh-Ngoc N.