摘要
认知语言学认为语义源于人与客观世界的互动。语义与框架密不可分,框架确定词语的具体意义,词汇激活框架。学生在翻译实践中往往受源文概念意义的影响而出现误译。翻译教学中,可以借鉴框架理论有针对性地指导学生如何确定词语的具体意义。
Cognitive linguistics claims that meaning originated from the interation between human beings and the world. Meaning is closely confined to frame. Misunderstandings are, however, caused by the distorted conceptual meanings of the original texts by the translator. Hence study of meaning within the frames may lend light on the teaching of translation.
出处
《河北师范大学学报（教育科学版）》
CSSCI
2008年第12期103-107,共5页
Journal of Hebei Normal University(Educational Science)
基金
上海市教委预算支出项目(2008110)
关键词
语义
框架
误译
翻译教学
semantics
frame
mistranslation
teaching of translation
