翻译教学的认知语言学观

Translation teaching from the perspective of cognitive linguistics

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。

The meaning theory of cognitive linguistics and its basic framework for semantic analysis shed new light on the study of translation teaching. First, based upon the cognitive linguistic model of meaning construction, a cognitive constructivist model of translation teaching distinguishing itself from the traditional ones should be established, which focuses on learning subjects＇ understanding of diverse scenarios of the translation act and on their reconstruction of meaning by means of cognitive resources in various translation contexts. Second, with a new understanding of the relation between language and cognition, courses should be offered to increase translation learners＇ awareness of the differences in the conceptual load and of the word/formula-specific and culture-specific conceptual properties. Last, visualization, as a fairly common procedure in the mental organization for producing creative translation strategies, can be taught in a systematic way with the aid of cognitive semantic categories, which can be used to define visualiza- tion skills, and can thus serve as heuristic means or guidelines in organizing translation teaching.