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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 : Course Code : Course Credit : Course Type : Course Prerequisites : Time Allocation : Theory : Practice :
Translation 3 4113143 3 Required Translation 1,2, Theory of Translation 45 periods 15 periods 30 periods
2. Lecturer Information -
-
Lecturer Name Lecturer Title Working Time Working Place Mobile Phone Email Co-lecturers
: : : : : : :
Le Thi Giao Chi PhD Monday - Friday Faculty of English 0905 157 325 [email protected] Tran Dinh Nguyen, Tran Thi Kim Lien, Nguyen Cung Tram
3. Course Objectives This course aims to University of Foreign Language Studies
Page 1/7
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)
Taxonomy
Upon completing the course, students will be able to …
PLOs
1
CLO 1
Applying
APPLY linguistic and cultural knowledge relating to English and Vietnamese language in handling tasks of translation
5,6,7
2
CLO 2
Analyzing
ANALYZE texts of higher level of complexity in terms of topical content and language to handle tasks of translation.
2,5,6,7
3
CLO 3
Creating
4
CLO 4
Evaluating
5
CLO 5
Applying
TRANSLATE texts of higher level of complexity in terms of topical content and language FORMULATE a repertoire of translation in terms of content knowledge, topic-based vocabulary and structures FOSTER skills of thinking critically and working individually and effectively in a team to handle tasks of translation.
6,7 6,7,10, 11 10,11
Matrix between Course Learning Outcomes and Program Learning Outcomes Program Learning Outcomes
CLOs Level
PLO1
PLO2
PLO3
PLO4
PLO5
PLO6
PLO7
PLO8
PLO9
PLO10
PLO11
-
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 University of Foreign Language Studies
Page 2/7
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 Component
Assessment Scheme
CLOs
Assessment Criteria
Mid-term assessment
Translation Presentation (Group)
1,2,3, 4, 5
Marking checklist
40%
End-of-term Written test (Individual) assessment
1,2,3
Marking Guideline
60%
Weight
7. Course Outline Week
Topic
Content
Class Activities
CLO
1
1
Course Introduction
Teacher introduces the course. Students discuss what aspects of translation they are comfortable with and what aspects/skills they need further practice. Teacher summarises student answers and checks for concensus. 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.
2,5
Environment and Global Issues
University of Foreign Language Studies
Page 3/7
Homework: Students do prepared translation for the next class.
2
1
Environment and Global Issues
Teacher encourages students to brainstorm words and phrases related to the topic of water 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.
1,2,3,4 ,5
3
1
Environment and Global Issues
Teacher encourages students to work on the English equivalents of the words and phrases 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.
1,2,3,4 ,5
4
2
Sustainable Development and Poverty Reduction
Teacher encourages students to brainstorm topic-related words and phrases. Students work on their own, then 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 are put into groups and practise jigsaw sight translation with one member of other groups. Homework: Students do prepared translation for the next class.
1,2,3,5
University of Foreign Language Studies
Page 4/7
5
2
Sustainable Development and Poverty Reduction
Teacher elicits students’ understanding of the topic of poverty and hunger. Students brainstorm words and phrases relevant 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.
1,2,3,5
6
2
Sustainable Development and Poverty Reduction
Teacher encourages students to brainstorm topic-related words and phrases. Students work on their own, then 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 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.
1,2,3,5
7
3
Work and Life Balance
Teacher encourages students to brainstorm some problems related to work and life balance. 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.
1,2,3,4 ,5
8
3
Work and Life Balance
Teacher encourages students’ brainstorming of 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
1,2,3,5
University of Foreign Language Studies
Page 5/7
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 Life Balance
10
4
Population Teacher encourages students to brainstorm some 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.
University of Foreign Language Studies
Teacher encourages students to brainstorm some problems related to work and life balance. 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.
1,2,3,4 ,5
1,2,3
Page 6/7
Homework: Students do prepared translation of the text assigned for the next class.
11
4
Population Teacher encourages students to brainstorm some 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.
1,2,3,5
12
4
Population Teacher encourages students to brainstorm some 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 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.
1,2,3,4 ,5
13
5
Gender Differences and Gender Equality
1,2,3,5
University of Foreign Language Studies
Teacher encourages students to brainstorm some problems related to the topic of gender. 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 Vietnamse. Students nominate their group spokeperson to do sight translation of text into Vietnamese and
Page 7/7
receives feedback from teacher and other students. Homework: Students do prepared translation of the text assigned for the next class.
14
5
Gender Differences and Gender Equality
Teacher encourages students to brainstorm some problems related to the topic. 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. 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.
1,2,3,4 ,5
15
5
Gender Differences and Gender Equality
Teacher encourages students to brainstorm some problems related to the topic. 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 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.
1,2,3,5
8. Time allocation for 3 credits (1 credit = 15 periods) Topic 1 2 3 4
Content Introduction to the course Environment and Global Issues Sustainable Development and Poverty Reduction Work and Life Balance Population and Urban Development
University of Foreign Language Studies
No of credits Theory Practice Sum 3
6
9
3 3 3
6 6 6
9 9 9 Page 8/7
5
Gender Differences and Gender Equality Revision Sum
3
6
9
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 o o o o o o o o o
http://learningenglish.voanews.com https://www.youtube.com/ https://eeas.europa.eu/delegations/vietnam https://baocongthuong.com.vn http://kinhtevn.com.vn https://enternews.vn https://tuoitre.vn https://vnexpress.net/ https://suckhoedoisong.vn https://vietnamnet.vn.suckhoe
University of Foreign Language Studies
Page 9/7
12. Assessment Scale: With reference to the credit-based training system as specified in UFLS-UD study guide.
Approved by (Faculty/University)
Approved by (Head of Division)
Prepared by (Lecturer)
Ngu Thien Hung, PhD
Nguyen Cung Tram, M.A.
Le Thi Giao Chi, PhD
University of Foreign Language Studies
Page 10/7
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 : Course Code : Course Credit : Course Type : Course Prerequisites : Time Allocation : Theory : Practice :
Translation 3 4113143 3 Required Translation 1,2, Theory of Translation 45 periods 15 periods 30 periods
2. Lecturer Information -
-
Lecturer Name Lecturer Title Working Time Working Place Mobile Phone Email Co-lecturers
: : : : : : :
Le Thi Giao Chi PhD Monday - Friday Faculty of English 0905 157 325 [email protected] Tran Dinh Nguyen, Tran Thi Kim Lien, Nguyen Cung Tram
3. Course Objectives This course aims to University of Foreign Language Studies
Page 1/7
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)
Taxonomy
Upon completing the course, students will be able to …
PLOs
1
CLO 1
Applying
APPLY linguistic and cultural knowledge relating to English and Vietnamese language in handling tasks of translation
5,6,7
2
CLO 2
Analyzing
ANALYZE texts of higher level of complexity in terms of topical content and language to handle tasks of translation.
2,5,6,7
3
CLO 3
Creating
4
CLO 4
Evaluating
5
CLO 5
Applying
TRANSLATE texts of higher level of complexity in terms of topical content and language FORMULATE a repertoire of translation in terms of content knowledge, topic-based vocabulary and structures FOSTER skills of thinking critically and working individually and effectively in a team to handle tasks of translation.
6,7 6,7,10, 11 10,11
Matrix between Course Learning Outcomes and Program Learning Outcomes Program Learning Outcomes
CLOs Level
PLO1
PLO2
PLO3
PLO4
PLO5
PLO6
PLO7
PLO8
PLO9
PLO10
PLO11
-
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 University of Foreign Language Studies
Page 2/7
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 Component
Assessment Scheme
CLOs
Assessment Criteria
Mid-term assessment
Translation Presentation (Group)
1,2,3, 4, 5
Marking checklist
40%
End-of-term Written test (Individual) assessment
1,2,3
Marking Guideline
60%
Weight
7. Course Outline Week
Topic
Content
Class Activities
CLO
1
1
Course Introduction
Teacher introduces the course. Students discuss what aspects of translation they are comfortable with and what aspects/skills they need further practice. Teacher summarises student answers and checks for concensus. 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.
2,5
Environment and Global Issues
University of Foreign Language Studies
Page 3/7
Homework: Students do prepared translation for the next class.
2
1
Environment and Global Issues
Teacher encourages students to brainstorm words and phrases related to the topic of water 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.
1,2,3,4 ,5
3
1
Environment and Global Issues
Teacher encourages students to work on the English equivalents of the words and phrases 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.
1,2,3,4 ,5
4
2
Sustainable Development and Poverty Reduction
Teacher encourages students to brainstorm topic-related words and phrases. Students work on their own, then 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 are put into groups and practise jigsaw sight translation with one member of other groups. Homework: Students do prepared translation for the next class.
1,2,3,5
University of Foreign Language Studies
Page 4/7
5
2
Sustainable Development and Poverty Reduction
Teacher elicits students’ understanding of the topic of poverty and hunger. Students brainstorm words and phrases relevant 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.
1,2,3,5
6
2
Sustainable Development and Poverty Reduction
Teacher encourages students to brainstorm topic-related words and phrases. Students work on their own, then 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 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.
1,2,3,5
7
3
Work and Life Balance
Teacher encourages students to brainstorm some problems related to work and life balance. 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.
1,2,3,4 ,5
8
3
Work and Life Balance
Teacher encourages students’ brainstorming of 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
1,2,3,5
University of Foreign Language Studies
Page 5/7
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 Life Balance
10
4
Population Teacher encourages students to brainstorm some 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.
University of Foreign Language Studies
Teacher encourages students to brainstorm some problems related to work and life balance. 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.
1,2,3,4 ,5
1,2,3
Page 6/7
Homework: Students do prepared translation of the text assigned for the next class.
11
4
Population Teacher encourages students to brainstorm some 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.
1,2,3,5
12
4
Population Teacher encourages students to brainstorm some 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 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.
1,2,3,4 ,5
13
5
Gender Differences and Gender Equality
1,2,3,5
University of Foreign Language Studies
Teacher encourages students to brainstorm some problems related to the topic of gender. 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 Vietnamse. Students nominate their group spokeperson to do sight translation of text into Vietnamese and
Page 7/7
receives feedback from teacher and other students. Homework: Students do prepared translation of the text assigned for the next class.
14
5
Gender Differences and Gender Equality
Teacher encourages students to brainstorm some problems related to the topic. 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. 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.
1,2,3,4 ,5
15
5
Gender Differences and Gender Equality
Teacher encourages students to brainstorm some problems related to the topic. 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 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.
1,2,3,5
8. Time allocation for 3 credits (1 credit = 15 periods) Topic 1 2 3 4
Content Introduction to the course Environment and Global Issues Sustainable Development and Poverty Reduction Work and Life Balance Population and Urban Development
University of Foreign Language Studies
No of credits Theory Practice Sum 3
6
9
3 3 3
6 6 6
9 9 9 Page 8/7
5
Gender Differences and Gender Equality Revision Sum
3
6
9
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 o o o o o o o o o
http://learningenglish.voanews.com https://www.youtube.com/ https://eeas.europa.eu/delegations/vietnam https://baocongthuong.com.vn http://kinhtevn.com.vn https://enternews.vn https://tuoitre.vn https://vnexpress.net/ https://suckhoedoisong.vn https://vietnamnet.vn.suckhoe
University of Foreign Language Studies
Page 9/7
12. Assessment Scale: With reference to the credit-based training system as specified in UFLS-UD study guide.
Approved by (Faculty/University)
Approved by (Head of Division)
Prepared by (Lecturer)
Ngu Thien Hung, PhD
Nguyen Cung Tram, M.A.
Le Thi Giao Chi, PhD
University of Foreign Language Studies
Page 10/7
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