Translational discourse requires at least three participants, therefore it is suggested to consider the universal model of the picture of the world, according to which it is much easier for a translator to combine the...Translational discourse requires at least three participants, therefore it is suggested to consider the universal model of the picture of the world, according to which it is much easier for a translator to combine the pictures of the world of an addressee and an author. An addressee is a mental image existing in the mind of an addresser during the creative process. Having defined its parameters, a translator has an opportunity to deliver the thought of an addresser to an addressee as accurately as possible and to select the means of expression that are clear to an addressee. The type of an addressee correlates with ＂the relation to the new＂.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Translational discourse requires at least three participants, therefore it is suggested to consider the universal model of the picture of the world, according to which it is much easier for a translator to combine the pictures of the world of an addressee and an author. An addressee is a mental image existing in the mind of an addresser during the creative process. Having defined its parameters, a translator has an opportunity to deliver the thought of an addresser to an addressee as accurately as possible and to select the means of expression that are clear to an addressee. The type of an addressee correlates with ＂the relation to the new＂.
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.
