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학술논문

学术文献中概念隐喻翻译的范畴转换研究

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영문명
A Study on the Category Transformation of Conceptual Metaphor Translation in Academic Literature
발행기관
YIXIN 출판사
저자명
卞露白(Lubai Bian) 郭紫茜(Ziqian Guo)
간행물 정보
『Education Reform and Teaching Research』제1권 제1호, 13~22쪽, 전체 10쪽
주제분류
사회과학 > 교육학
파일형태
PDF
발행일자
2024.05.30
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논문 표지

국문 초록

概念隐喻理论是通过语言反映思维问题的认知手段,即从一个具体概念域(源域)向一个抽象的概念域(目标域)的系统映射,自二十世纪八十年代提出以来,便在语言学、心理学、哲学等领域中得到了广泛应用,对翻译研究产生了深远影响。不同语言文化背景下,概念隐喻的表达方式可能存在显著差异。本文以Memes of Translation:The Spread of ideas in Translation Theory 及其傅译版《翻译模因论:翻译理论中的思想传播》为语料,聚焦于学术文献中概念隐喻现象及其翻译,分别从范畴转换理论所包含的结构、类别、单位、内部体系四个方面分析探讨翻译过程中如何保持源语言的概念映射和目标语言的文化适应,以期为日后类似实践及研究提供参考。

영문 초록

Conceptual metaphor theory is a cognitive means of reflecting thinking problems through language, that is, a systematic mapping from a specific conceptual domain (source domain) to an abstract conceptual domain (target domain). Since its proposal in the 1980s, it has been widely applied in fields such as linguistics, psychology, and philosophy, and has had a profound impact on translation research. There may be significant differences in the expression of conceptual metaphors in different language and cultural backgrounds. This article takes Memes of Translation: The Spread of Ideas in Translation Theory and its translated version “Memes of Translation: The Spread of Ideas in Translation Theory” as the corpus, focusing on the phenomenon of conceptual metaphors in academic literature and their translation. It analyzes and explores how to maintain the conceptual mapping of the source language and the cultural adaptation of the target language in the translation process from the four aspects of structure, category, unit, and internal system included in the category shift theory, in order to provide reference for similar practices and research in the future.

목차

Ⅰ.研究背景
Ⅱ.概念隐喻
Ⅲ.范畴转换
Ⅳ.《翻译模因论》中隐喻翻译的范畴转化应用研究
Ⅴ.结语

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APA

卞露白(Lubai Bian),郭紫茜(Ziqian Guo). (2024).学术文献中概念隐喻翻译的范畴转换研究. Education Reform and Teaching Research, 1 (1), 13-22

MLA

卞露白(Lubai Bian),郭紫茜(Ziqian Guo). "学术文献中概念隐喻翻译的范畴转换研究." Education Reform and Teaching Research, 1.1(2024): 13-22

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