从关联理论看理工科翻译教学的认知取向  

Cognitive Orientation for SE Students Translation Teaching in View of Relevance Theory

作　　者：郑群[1] 

机构地区：[1]中国科学院研究生院外语部,北京100039

出　　处：《上海科技翻译》2000年第1期46-49,共4页Shanghai Journal of Translators for Science and Technology

摘　　要：关联理论认为话语理解的结果是由认知主体在其具体交际过程中根据语境变项选择并确定的。进行双语转换时怎样更有效地让目的语接受者从构成认知语境的一系列假设中筛选、把握要旨呢 ?通过对关联理论中认知观的分析 ,本文强调可接受性是交流的基础 ,认知主体对指称对象所在语境的识别至关重要。由此本文提出 :以目的语接受者的认知假设为科技文献翻译的指针 ,教学中将追求语境的完整性 (即最大的语境效果 )置于首位 。The paper applies Relevance Theory to the translation course for SE(science and engineering) students.Proposed by Sperber & Wilson,the theory deals with the sender receiver relationship in cognitive terms.How fast and clearly the receiver identifies the relevant information is in proportion to contextual effects and inferential effort.To some extent CONTEXT is chosen by the receiver rather than defined by the sender.Optimal relevance being considered as the foundation of effective translation,the paper suggests that the cognitive hypotheses of the target language receiver be a basic orientation in SE translation course. [

关 键 词：翻译教学 关联理论 可接受性 语境 

分 类 号：H315.96[语言文字—英语]