翻译教学的认知语言学观

发布时间：2018-01-25 22:27

本文关键词： 翻译教学认知语言学概念系统视觉化　出处：《外语界》2012年03期 　论文类型：期刊论文

【摘要】：本文指出,认知语言学的意义理论及其语义分析的基本框架给翻译教学提供了新的启示。首先,基于认知语言学的意义建构理论,应提出一种不同于传统模式的翻译教学认知建构模式,一方面注重学习主体对翻译外部环境的认识,另一方面注重引导学生在多样化的文本认知语境下利用多样化的认知手段和资源重新建构意义。其次,基于语言系统与认知系统关系的新认识,在翻译教学中应重视概念系统的教学,使得学生依托互通概念基础,以第一语言的概念系统为基础,对两种语言概念系统的差异有主体认知,从关注语言形式转向关注概念的文化负荷,尤其是关注词汇/语块的特有概念属性和文化特有概念属性。最后,视觉化或意象化作为帮助翻译学习者摆脱语言形式束缚、进行创造性翻译的一种有效方法,对其可以利用认知语言学的语义分析范畴进行更精确地定义和描写,且这些范畴可以作为启发性的手段或指导思路用于系统化地组织视觉化翻译技巧教学。
[Abstract]:This paper points out that the meaning theory of cognitive linguistics and the basic framework of semantic analysis provide new enlightenment to translation teaching. Firstly, the theory of meaning construction based on cognitive linguistics. We should put forward a cognitive construction model of translation teaching which is different from the traditional one. On the one hand, we should pay attention to the understanding of the external environment of translation by the learners. On the other hand, it focuses on guiding students to reconstruct meaning by using a variety of cognitive means and resources in a variety of text cognitive contexts. Secondly, a new understanding based on the relationship between language system and cognitive system is proposed. In translation teaching, we should pay attention to the teaching of conceptual systems, so that students can rely on the conceptual basis of interworking, based on the conceptual system of the first language, and have a subjective cognition of the differences between the conceptual systems of the two languages. From focusing on linguistic forms to paying attention to the cultural load of concepts, especially focusing on the specific conceptual attributes and culture-specific conceptual attributes of lexical / lexical chunks. Visualizing or imagining is an effective method to help translation learners get rid of the constraints of language form and carry out creative translation. It can be defined and described more precisely by using the semantic analysis category of cognitive linguistics. These categories can be used as enlightening means or guiding ideas to systematize the teaching of visual translation techniques.
【作者单位】：上海外国语大学;
【基金】：上海外国语大学青年教师创新团队项目“汉英语言认知对比的理论、方法及其应用”(编号QJTD11TYS01) 教育部2007年度人文社会科学一般项目“翻译创造的认知路径与认知制约”(编号07JC740005)的部分成果
【分类号】：H059-4
【正文快照】： 1.引言无论在西方还是在中国,认知语言学自20世纪80年代兴起以来都得以蓬勃发展。认知语言学理论在描写力,尤其是在解释力方面比客观主义语言学更有优势和心理现实性。将认知语言学理论应用于翻译研究,以具有共性的认知范畴为基础展开描述性和解释性研究,在理论、实践层面日

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