On Culture-Bound Words in the Brothers＇ Grimm Fairy Tales and Their Equivalents in English Translations

The aim of the article is to connect the model of cognitive metonymy with the model of types of denotative equivalence highlighting the explanatory potential of the model of cognitive metonymy for describing and clarifying the use and occurrence of word equivalents in the English translations of the Brothers＇ Grimm fairy tales by Margaret Taylor （1914） and Jack Zipes （1987）. The Fairy Tales of the Brothers Grimm （GFT） can be seen in a wide sense as a source of the history of culture and social life in the German speaking countries of the nineteenth century. Culture-bound words refer to a special cultural knowledge, which is in a historical sense not or not completely compatible with the structure of knowledge in our present days, and refer to a common cultural knowledge of the community of German speaking countries as well. This article describes the ways of using English equivalents in the translations of the GFT including lexical and cognitive procedures, which stand behind the use of certain equivalents. This leads to the theoretical question： Is it possible to extend the model of denotative equivalence using features of conceptual metonymy in rendering culture-bound words in the target texts？ Investigating this, there can be established modifications in the theory of conceptual metonymy in the framework of cognitive linguistics.

Appraisal of the Production-Oriented Approach： An Introduction

The production-oriented approach （POA） has been developed over a decade. It is driven by the need to improve English classroom instruction for university students in China （Wen, 2016）. It is also motivated by the aspiration to enhance the quality of foreign language education in other similar pedagogical contexts outside China. A volume of research has been done by Wen Qiufang and her research team, to formulate the theory of POA and to test its effectiveness in classroom pedagogy （e.g. Wen, 2016, 2015; Yang, 2015; Zhang, 2015）. At the moment, the POA is still at an early stage of theory building and almost all empirical research is done in the Chinese context. In order to improve the quality of this theory and to make it intelligible to the international academic community, a one-day symposium was held in Beijing Foreign Studies University on May 15, 2017. The symposium was entitled ＇The first international forum on innovative foreign language education in China： Appraisal of the POA＇. In the forum, leading experts in applied linguistics were invited to discuss the strengths and weaknesses of the POA and the directions for its future development. The symposium was the first attempt for the POA research team to discuss its latest work with international scholars. This Viewpoint section collects the responses of four experts who participated in the symposium, listed in alphabetical order. The collection of articles covers three topics related to the POA： its pedagogical application, its use for teacher training, and its research. Alister Cumming is Professor Emeritus and the former Head of the Centre for Educational Research on Languages and Literacies, University of Toronto, Canada. His article focuses primarily on POA research as an exemplary case of design-based research. Rod Ellis is Research Professor in the School of Education at Curtin University, Australia. He discusses POA in terms of pedagogy, teacher training and research, with both critiques and constructive suggestions. Paul Kei Matsuda is Professor of English and Director of Second Language Writing at Arizona State University, the writed states. He responds to POA from the perspective of an expert researcher and teacher of L2 writing. Charlene Polio is Professor and Associate Chair in the Department of Linguistics ＆ Germanic, Slavic, Asian ＆ African Languages atMichigan State University, the writed states. She conceptualises POA as a useful method to address some issues in pre-service teacher development. Overall, the articles in this section are insightful and reader-friendly. They are not only useful for the development of POA in particular, but may also be valuable to a broad range of researchers as they touch upon pertaining issues, as well as emerging topics, in the field of applied linguistics. We therefore find it necessary to make them accessible to a wide readership.