báo cáo internship report at computational linguistics center

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VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
FACULTY OF ENGLISH LINGUISTICS & LITERATURE
INTERNSHIP REPORT
AT COMPUTATIONAL LINGUISTICS CENTER
Instructors: Ms. Trần Thị Vân Hoài
Mr. Nguyễn Xuân Triều
Student’s name: Nguyễn Tú Uyên
Student’s ID: 1357010278
Ho Chi Minh City, June 2017

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VIETNAM NATIONAL UNIVERSITY - HO CHI MINH CITY
UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES
INTERNSHIP REPORT
AT COMPUTATIONAL LINGUISTICS CENTER
Instructors: Ms. Trần Thị Vân Hoài
Mr. Nguyễn Xuân Triều
Student’s name: Nguyễn Tú Uyên
Student’s ID: 1357010278
Ho Chi Minh City, June 2017

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VIETNAM NATIONAL UNIVERSITY_HCMC Socialist Republic of Vietnam
University of Social Sciences & Humanities Independence – Freedom – Happiness
HCMC, ___________2017
INSTRUCTORS’ EVALUATION SHEET
Student’s name: Nguyễn Tú Uyên Student’s ID: 1357010278
Grading:
Grading Criteria Scale Score
(1) Internship process (reflected in the Practicum Evaluation
Sheet by the student’s direct supervisor in the company)
2
(2) Supervisor’s evaluation of student’s working attitude and
written internship report (i.e. quality & content of the
portfolio)
3.5
(3) Full attendance of all the training seminars on essential
skills for practicum and participation in activities for the
field trip & full compliance with all the field trip rules
1.0
(4) Oral site presentation/ on-site interpretation 3.5
Total score 10
Other comments:
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
Suggestion for improvement of the practicum portfolio:
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
....................................................................................................................................................
Instructor 1 Instructor 2
(Signature & full name) (Signature & full name)

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TABLE OF CONTENTS
Acknowledgements 5
I. Introduction 6
II. Report on the actual practicum at Computational Linguistics Center
(CLC) 6
a. The actual context in which English is used in CLC.......................................................7
b. How I acquainted myself with the real working environment .......................................8
III. Experiences from the practicum 9
a. Useful experiences from the practicum.............................................................................9
b. How my English courses at the USSH help and do not help my practicum work ......9
 How my English courses at the USSH help my practicum work......................9
 Why my courses at the USSH do not help my practicum work.........................11
c. The effects of the internship on my personality and viewpoint .....................................11
IV. Recommendations 12
a. To CLC..................................................................................................................................12
b. To Faculty of English Linguistics and Literature............................................................12
V. Conclusion 13
VI. References 14
VII. Appendices 14
a. Images of CLC office .........................................................................................................14
b. Translation product in the internship.................................................................................16

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ACKNOWLEDGEMENTS
Firstly, I wish to express my sincere gratitude to Ms. Nguyễn Thị Như Ngọc,
Head of Department of Translation & Interpreting in Faculty of English Linguistics &
Literature, HCMC - USSH and Mr. Đinh Điền, Director of Computational Linguistics
Center (CLC) for providing me with an opportunity to do my internship in CLC.
I also would like to thank all staff members at CLC, especially Mr. Huỳnh
Công Toàn, from the bottom of my heart for their careful guidance, enthusiastic
support and tolerance for my mistakes during my internship.
Last, but not least, my very special thanks go to Ms. Trần Thị Vân Hoài and
Mr. Nguyễn Xuân Triều for your valuable guidance, feedback and support on my
internship report and field trip interpretation. Without your help, I could not have
finished the report and field trip interpretation well.

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I. Introduction
As a senior student, to fulfill graduation, I am supposed to participate in an
internship at least for one month, then write an internship report as a record of a whole
internship and submit it to the department for evaluation.
Moreover, personally, writing this report will give me the chance to look back
on whole process of internship and find out what I have learned and which parts of me
that I need to improve.
These days, in the field of translation, most translation companies and many
freelance translators have been applying Computer-Assisted Translation (CAT) tools
and Translation Memory to their translation tasks, which means that if we wishes to
become professional translators, we definitely cannot ignore the importance of
technology and computer science. We have to provide ourselves with skill of using
CAT tools. However, there is not any course about applying CAT tools to translating
in the curriculum of Translation and Interpretation major. Therefore, the department
has provided us with many intern positions at Computational Linguistics Center
(CLC) of University of Science, Vietnam National University – HCM City to help us
have opportunities to learn skill using CAT tools and have real experience as
translators for translation companies.
Computational Linguistics Center (CLC) is a center of University of Science,
Vietnam National University – HCM City (pursuant to the Decision No. 1723/QĐ-
KHTN-TCHC). This is an interdisciplinary research center between linguistics and
computer science, specializing in automatically processing Vietnamese and other
related languages via building and exploiting Vietnamese-related resources (e.g.
corpora, dictionaries, tools, etc.). [1]
II. Report on the actual practicum at Computational Linguistics Center
(CLC)
The only office of CLC is the computer laboratory located at Room C44,
Building C of HCM University of Science. The staffs of CLC include Board of

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Directors, Board of Advisors, Research Team and Supporting Team. All members of
staffs here have degrees in which master’s degree is the lowest level. Their majors are
mainly Information Technology, Linguistics and Foreign Languages. Generally, their
affiliations are HCM University of Science and HCM University of Social Sciences &
Humanities. [2]
CLC combines of training, research and application in order to create scientific
technological products that meaning and reality to serve the society’s needs
effectively. Simultaneously, it can sign contracts, cooperate, associate with other units
in the domestic and international. [3]
Through the research, training and cultivation activities, the center will help
strengthen the organized and professional qualified cadres. It’s also the source that
attracts domestic and foreign talents to solve the huge issues in computational
linguistics while promoting the formation of intensive research group in the period of
2015-2020; applying Computational Linguistics in teaching Vietnamese for
foreigners, exploiting text (rated products, the summary text, support decision-
making), the political – security (information monitoring), etc. [4]
During one-month internship at CLC, we have worked as trainees taught how
to use CAT tool SDL Trados Studio by the staff. At the end of the internship, our
assignment is translating three English documents with SDL Trados Studio and then
submitting them to the department and CLC for evaluation. In addition, the data from
our translations will be exploited by CLC for the purpose of further research, not for
commercial purpose.
a. The actual context in which English is used in CLC
Through my observation and interview of the staff, they do not communicate
with each other by English at the office because simply all staff members are
Vietnamese there. However, one of the specific tasks of CLC is building needed
resource sources to serve the Vietnamese computational Linguistics that is developed
sustainability and efficiency. [5]Therefore, staff has to know English to communicate
or discuss with foreign partners or professors, write English scientific articles that will

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be published in international prestigious journals and be able to present their scientific
works at international conference. Doing all those things not only develops
Vietnamese computational linguistics but also introduces it to the world.
Of course, the staff has to face with difficulties when they use English at work.
The main difficulty is something about English pronunciation. Sometimes, they
mispronounce English words, so the foreign professors cannot understand ideas or
thoughts staff would like to convey.
Every day, the staff has to deal with software written in English. However,
their major is Information Technology, which means they have been familiar with IT
terms. Therefore, they face no problem when using English-written software.
b. How I acquainted myself with the real working environment
Actually, I only participate in the internship for one month, particularly two
mornings each week. Every working day, I come to the office and do the exercises the
staff assigns in order to make us know how to use CAT tool SDL Trados Studio 2014.
If I do not understand anything or encounter difficulties when doing exercises, I can
feel free to ask for help and staff will help me immediately. Therefore, until now I feel
that this internship is just like training rather than working actually. In staff’s eyes, we
are eventually just students who need instructing and are not really workers or interns.
Perhaps, our contributions to CLC are our Vietnamese translations of three documents
at the end of internship. They will be used for the research purpose.
However, I still try to work with the attitude I am supposed to have in the real
working environment. I try not to be late every working day and try not to submit
translations late. Moreover, I have to deal with relatively complicated CAT tools and
process of translating using Translation Memory in the internship. I try to be active at
work by reading manuals at home first and looking at the CAT tool and exercises to
become familiar with CAT tool and understand the whole process. Thus, I am able to
understand, finish all the exercises and ask the staff for help at least at possible. I say
that because in the real working environment, sometimes we may be given difficult
tasks. However, we have to be independent and active to complete the tasks, which

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means we are not supposed to not to self-study anything and only ask others for
anything we do not know how to do.
III. Experiences from the practicum
a. Useful experiences from the practicum
The practicum at CLC gives me the chance to learn to use and get familiar with
the most popular CAT tool SDL Trados Studio – a tool that you will have to use every
day if you are a translator for a translation company. Therefore, I can gain not only
skills using CAT tool but also real experience as a translator for a translation company
after taking part in practicum at CLC. Through the experience as a translator for a
translation company, I can find out what a job at a translation company will be like
and whether or not I am interested in or suitable for that kind of job. In general, I will
have one more career path choice and be able to decide whether I should go for that
career or not.
The staff at CLC is also friendly and enthusiastic. They will come immediately
whenever we need help. They also provide us with careful instructions in using SDL. I
also learn from their high self-discipline. Without supervisors or directors around,
they still quietly concentrate on their work and just chat with other co-workers
sometimes.
It sounds like a personal matter but thanks to working at CLC, I can talk to
more classmates whose names and faces I may know but I had never had a chance to
talk to them or had talked to them very little. We also helped each other when doing
exercises and ate lunch together.
b. How my English courses at the USSH help and do not help my practicum work
 How my English courses at the USSH help my practicum work
A Translation Memory contains bilingual pairs that you have translated before
and it can be updated to contain more and more pairs. When you translate a document
with Translation Memory in CAT tool platform like SDL Trados Studio 2014, firstly
CAT tool will find any source language sentences in the Translation Memory that

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match those in your document in highest level. Then CAT tool will show you
translation results which are target language sentences of those source language
sentences that you have translated, saved in Translation Memory before and got the
highest match with your source language sentences in your document. Or else, the
translation results can be chosen from previous translations of other people in the
same system and from Automated Translation Machine like SDL BeGlobal
Community and My Memory Plugin. Finally, you only edit translation results by
translating those words, phrases or sentences that are not in the Translation Memory –
those you have never translated before. In general, translating with Translation
Memory will save you a lot of time and effort. However, sometimes the translation
results from Translation Memory, especially those from others’ previous translations
or from Automated Translation Machine, are like word for word translation, not
natural in the target language or even not accurate. Here are some examples I get from
exercises I did at CLC:
1. A ballet tells a story without any words to help.
 Một vở ba – lê thường kể lại một câu chuyện mà không một lời nói nào.
 Một vở ba – lê kể lại một câu chuyện mà không cần sự giúp sức của bất cứ
ngôn từ nào. (My correction)
2. The film is very true to life.
 Cuốn phim này rất giống như ngoài đời.
 Cuốn phim này rất giống với đời thực. (My correction)
3. Old memories stirred as she looked at the photographs.
 Những kỷ niệm cũ đã khơi dậy khi cô ấy nhìn vào các bức ảnh.
 Khi cô nhìn những bức ảnh, chúng khơi dậy những kỉ niệm cũ trong cô. (My
correction)

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The purpose of translation methods and procedures - and of translating itself -
is to achieve equivalent effect. The term “equivalent effect” refers to the target text
having the same effect on the target text reader as the source text has on the source
text reader. A total equivalent effect is impossible to achieve. [6] However, we can try
to translate somehow to make the translation version be able to possess a high level of
naturalness. Thanks to this knowledge of translation theories I learned in the Theory
of Translation and Literary Translation Practice courses, I know that a good
translation version should be both accurate and natural. Therefore, during internship, I
can base on the level of accuracy and naturalness of the translation version to evaluate
a sentence to have been well translated or not. Whenever I find out sentences that
were not accurately and naturally translated, I try to re-translate them as accurately
and naturally as possible to make them better.
 Why my courses at the USSH do not help my practicum work
In the USSH’s Faculty of English Linguistics and Literature curriculum, we are
only required to achieve Basic Computational skills like using Microsoft Office Word,
Excel and Power Point. On the contrary, my practicum work at CLC mainly deals
with CAT tool SDL Trados Studio, which is quite complicated for those students
whose majors are not Information Technology. Therefore, at first, it was quite hard for
me to finish exercises using SDL and understand process of translating using
Translation Memory.
c. The effects of the internship on my personality and viewpoint
In terms of personality, I am an over-careful person. I often take too much time
unnecessarily to check my tasks over and over again to make sure that there is no
mistake left. In this internship, the exercises are relatively complicated and we need to
do many steps to finish them. Because of the fear that if I do them too fast, I may
make mistakes, I keep checking and checking my exercises. It is that action that
slowed my working pace down. Particularly, there were some days when I could not
finish my exercises at CLC because of my over-carefulness and I had to bring them to
home to finish. Then I think that if I always have to bring tasks home to finish when I

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do my real job in the future, it will not be good at all. I will never have time for myself
anymore. Therefore, process of doing exercises at CLC made me aware of
disadvantages from my over-carefulness and then I need to stop being over-careful if I
ever wish to finish tasks right at the office in the future.
In terms of viewpoint on which kind of the job I will choose in the future, I am
not interested in Computational Linguistics and after one month of working at CLC, I
do not intend to work in this field in the future. However, I admire the staffs here for
their contribution to Vietnamese Computational Linguistics and the society. More
commendably, they created products for the blind people like applications Happy Sun
– Typing tutor software for the Blind and Happy Sun – Math equations editor for the
Blind; dictionary English-Vietnamese Braille Dictionary for the Blind; research
projects Happy Sun – Spelling practice Software for the Blind and Let’s Learn –
English learning Software for the Blind; International Cooperation Project Vietnamese
Braille printing software with Nippon TeleSoft. [7] Their contribution to the society,
especially to the blind people, has inspired me that no matter which kind of job I will
choose in the future, it should be somehow useful for the society.
IV. Recommendations
a. To CLC
As I mentioned before in the section II. a, the main difficulty that the staff faces
when using English at work is about English pronunciation. Sometimes, they
mispronounce English words, so the foreign professors cannot understand ideas or
thoughts staff would like to convey. My suggestion is that CLC should hold more
seminars with the lecturer who is an English native speaker or any foreign lecturer
who can speak English well. Thus, staff can not only gain valuable computational
linguistics knowledge from foreign lecturers but also get familiar with authentic
English to find out which words they mispronounce and correct them. They also have
more chances to communicate with English native lecturers through discussions on
certain topic to improve their English communication skills.
b. To Faculty of English Linguistics and Literature

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In the 2017 field trip, there are two things I would like to comment on and
recommend some solutions for improvement: the quality of ENVIET tour guides and
the places where the presentation and interpretation of students took place.
Firstly, I suggest that in the next field trips, our department should be more
careful in choosing tour guides who should have appropriate qualifications and
behaviors. In the last field trip, when we were on coach, the tour guide actually did not
give us so much valuable and useful information about Cu Chi and Can Gio. On the
contrary, I felt like he only wanted to point out that how bad we were and how little
information we knew and show off his knowledge and skills. Moreover, he sometimes
had impolite words and behaviors. In fact, in the end, we could not gain anything
useful and we only felt annoyed. Therefore, I hope that in the future, our department
can choose tour guides who will be able to show students more valuable and rarer
information about the places they will go to instead of doing impolite things.
Secondly, I propose that our department should choose tourist attractions that
are in urban Ho Chi Minh City instead of suburb areas like Cu Chi and Can Gio. Thus,
students can feel easier to go to check out the places first to prepare well for their
presentation and interpretation. Then, they can present or interpret beside artifacts and
cultural and historical objects, which will make the field trip more authentic and
lively, like in the real situation. Of course, I know that because of some objective
reasons, our department chose presenting and interpreting places where there were not
artifacts that we were assigned to present and interpret. However, if that is the case,
the field trip will not be real anymore and be a mere formality. For example, our group
was assigned to interpret about Tomb of Whale God in Can Gio, but we actually
interpreted in Information Room at Monkey Island! We even could have done the
same thing at the school and we should not have needed to go there to interpret
without any Whale God skeleton!
V. Conclusion
Writing this report gave me the chance to reflect on what I have learned and
experienced and what I need to improve from internship at CLC. I also had a chance

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to apply translation theories I learned at the department to my practicum work and
interact with more interesting people.
As I mentioned earlier, this internship was much more like a training course
than a real working experience. Therefore, I only felt a little bit stressful. However,
this internship was still effective for me because thanks to it, I could learn an
important skill in translation major that is using CAT tool.
VI. References
[1] CLC Homepage – Introduction
http://www.clc.hcmus.edu.vn/?page_id=423&lang=en
[2] CLC Homepage – Staffs
[3], [4], [5] CLC Homepage – Function
[6] The material ‘Translation - Basic Terms & Concepts’ provided by Mr. Lê Huy
Lộc at the Literary Translation Practice course (9/2016)
[7] CLC Homepage – Research and Resources
VII. Appendices
a. Images of CLC office

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b. Translation product in the internship
Source text Target text
Romantic news concerns Mrs. Joan
Monroe Armour and F. Lee H. Wendell,
who are to be married at 4:30 p.m.
tomorrow in the Lake Forest home of her
brother, J. Hampton Monroe, and Mrs.
Monroe.
Only the families and a dozen close
friends will be present.
The bride's brother, Walter D. Monroe Jr.,
will give her in marriage.
In the small group will be the junior and
senior Mrs. Walter Monroe;; the
bridegroom's parents, the Barrett
Wendells, who are returning from a
winter holiday in Sarasota, Fla., for the
occasion;; and his brother, Mr. Wendell
Jr., and his wife, who will arrive from
Boston .
Mr. Wendell Jr. will be best man.
Also present will be the bride's children,
Joan, 13, and Kirkland, 11.
Their father is Charles B. Armour.
The bridegroom's children were here for
the Christmas holidays and can't return.
Young Peter Wendell, a student at the
Tin tức tình yêu tình báo nói về việc cô
Joan Monroe Armour sẽ kết hôn cùng anh
F. Lee H. Wendell vào lúc 4:30 chiều mai
tại nhà của anh trai và chị dâu cô, anh J.
Hampton Monroe và cô Monroe ở thành
phố Lake Forest.
Chỉ có sự hiện diện của thành viên hai gia
đình và cỡ một tá người bạn thân.
Anh trai của cô dâu, anh Walter D.
Monroe Jr., sẽ là người dắt tay cô bước
vào lễ đường.
Trong số khách sẽ dự lễ cưới còn có bà
Monroe Lớn và Nhỏ, tức mẹ và vợ anh
Walter D. Monroe Jr.;; cha mẹ của chú rể,
ông bà Barrett Wendell, hiện đang trên
đường trở về từ kỳ nghỉ đông tại thành
phố Sarasota, bang Florida , để dự lễ cưới
con trai;; và anh trai chú rể, anh Wendell
Jr., cùng vợ anh, cũng sẽ đi từ Boston đến
dự.
Anh Wendell Jr. sẽ là phù rể.
Con riêng của cô dâu, Joan, 13 tuổi, và
Kirkland, 11 tuổi cũng sẽ có mặt.
Cha chúng là anh Charles B. Armour.
Mấy đứa con riêng của chú rể đã ở đây
vào mỗi mùa Giáng Sinh rồi và giờ không
thể về để dự lễ cưới được.
Cậu Peter Wendell còn trẻ, hiện là học

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Westminster school, has measles, and his
sister, Mrs. Andrew Thomas, and her
husband, who live in Missoula, Mont.,
have a new baby.
Their mother is Mrs. Camilla Alsop
Wendell.
Mr. Wendell and his bride will live in his
Lake Forest house.
They will take a wedding trip later.
'back with the Met
sinh trường Westminster, thì đang mắc
bệnh sởi, còn chị cậu, vợ anh Andrew
Thomas, hiện đang sống ở thành phố
Missoula, bang Montana, thì vừa mới
sinh em bé.
Mẹ họ là cô Camilla Alsop Wendell.
Anh Wendell cùng vợ mới cưới sẽ sống ở
nhà của anh tại thành phố Lake Forest.
Họ sẽ đi hưởng tuần trăng mật sau
Mã tài liệu : 600420
Tải đầy đủ luận văn theo 2 cách :
- Link tải dưới bình luận .
- Nhắn tin zalo 0932091562

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