接受理论为童话翻译提供了新的理论支撑。接受理论以读者为中心,以读者接受为目标,强调译者在翻译的过程中要充分考虑儿童读者的期待视野,实现译文与儿童读者期待视野的融合。仅以The Wind in the Willow《柳林风声》中译本为例,主要从...接受理论为童话翻译提供了新的理论支撑。接受理论以读者为中心,以读者接受为目标,强调译者在翻译的过程中要充分考虑儿童读者的期待视野,实现译文与儿童读者期待视野的融合。仅以The Wind in the Willow《柳林风声》中译本为例,主要从叠音词、语气词和拟声词三种词汇的处理上探讨接受理论在儿童文学翻译中的应用。展开更多
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 clari...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.展开更多
文摘接受理论为童话翻译提供了新的理论支撑。接受理论以读者为中心,以读者接受为目标,强调译者在翻译的过程中要充分考虑儿童读者的期待视野,实现译文与儿童读者期待视野的融合。仅以The Wind in the Willow《柳林风声》中译本为例,主要从叠音词、语气词和拟声词三种词汇的处理上探讨接受理论在儿童文学翻译中的应用。
文摘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.
