The Implementation Strategies of MTI Translation Teaching from the Perspective of Cognitive Linguistics
DOI:
https://doi.org/10.54097/m90xz239Keywords:
Cognitive linguistics, MTI translation teaching, translation competency.Abstract
This paper is mainly concerned with the implications of cognitive linguistics for MTI translation teaching, with an emphasis on the implementation strategies and teaching procedures. Cognitive linguistics sheds new light on translation teaching by focusing on the translation process itself and regarding translation as a cognitive activity of the translation subject. The three major steps of translation teaching include both the design of the framework structure and the handling of the details, reflecting the teaching philosophy of teachers as “guiders” and “facilitators” and students as “active constructors of knowledge meaning”, which provides practical ideas for the adjustment of translation teaching.
Downloads
References
Wang Yin. A New Perspective on the Translation Process Based on Cognitive Linguistics[J]. Chinese Translators Journal, 2017,(6), p. 5-17.
He Kekang. Approaches to the Cross-integration of Translation Studies and Cognitive Paradigm [J]. Foreign Language and Literature, 2022, (6), p. 113-121.
Zheng Jinzhou. Guidance for the Application of Teaching Methods[M]. Shanghai: East China Normal University Press, 2006, p. 88-89.
Fu Jingmin. Research on Translation Competence: Review and Prospect[J]. Foreign Language Learning Theory and Practice, 2015, ( 4), p. 80-86．
PACTE．Building a Translation Competence Model [A]. In Alves F (ed.). Triangulating Translation: Perspectives in Process Oriented Research [C]. Amsterdam: John Benjamin, 2003, p43-66．
Alves F＆Goncalves J. L．A Relevance Theory Approach to the Investigation of Inferential processes in translation[A]．In Alves F (ed.)．Triangulating Translation: Perspectives in Process Oriented Research [C]. Amsterdam: John Benjamins, 2003, p3-24．
He Gangqiang. Where Should China's Translation Graduate Education Go?[J]. Shanghai Journal of Translators, 2016, (2), p. 1-5.
Wang Yin. Cognitive Linguistics[M]. Shanghai: Shanghai Foreign Language Education Press. 2007, p. 583.
Olohan M (ed.). Intercultural Faultlines. Research Models in Translation Studies I: Textual and Cognitive Aspects [C]. Manchester, UK: St. Jerome Publishing Ltd., 2000b.
Tao Youlan and Huang Jin. On the Design of Translation Textbook Exercises from the Perspective of Cognitive Schema[J]. Shanghai Journal of Translators, 2005, (1), p. 35-39.
Wu Bo. The Translation View of Cognitive Linguistics and Its Enlightenment on the Cultivation of Translation Ability [J]. Journal of Sichuan International Studies University, 2008, (1), p,56-60.
Zhu, Lin. An Embodied Cognition Perspective on Translation Education: Philosophy and Pedagogy[J]. Perspectives. 2018, 26 (1), p. 135–151.
Termina B. Translation Teaching and Cognitive Linguistics[J]. Research in Language 2020,18(2), p. 173-203.
Wang Xiangling，Sha Lu. An Empirical Study on the Development of Translation Problem-solving Competence: Based on the Community of Inquiry Model[J]. Foreign Languages and Their Teaching, 2023, (2). p. 93-105.
Lakoff, George. Metaphors We Live By[M]. Chicago: The University of Chicago Press, 1980, p. 198-233.
Langacker, R.W. Grammar and Conceptualization[M]. New York: Mouton de Gruyter,1999.
Martin R. M. Situated Cognition Handbook of Translation Studies Volume 5 Gambier Y. & Doorslaer L. John Benjamins Publishing Company. Amsterdam/Philadelphia. 2021
Downloads
Published
Issue
Section
License
Copyright (c) 2024 International Journal of Education and Humanities
This work is licensed under a Creative Commons Attribution 4.0 International License.
