社会表征视阙下的释意理论解读  

Interpretive Theory in the Perspective of Social Representation

作　　者：邹德艳[1] 

机构地区：[1]大连外国语大学英语学院,辽宁大连116044

出　　处：《云南民族大学学报（哲学社会科学版）》2013年第6期113-116,共4页Journal of Yunnan Minzu University(Philosophy and Social Sciences Edition)

基　　金：教育部人文社会科学研究项目"认知语用文体学的理论构建与实践"(项目编号:11YJCZH101);教育部人文社会科学研究项目"交替传译的工作记忆认知研究"(项目编号:13YJC740153);辽宁省教育科学"十二五"规划2012年度课题"高校应用型口译人才培养模式创新研究"(项目编号:JG12DB203);辽宁省社会科学基金项目"基于第二课堂的英语专业人才培养模式研究"(项目编号:L12CYY009)阶段成果

摘　　要：释意理论突破了传统翻译理论"理解+表达"的二步阐释,其"脱离原语语言外壳"阶段的提出为口译研究和教学实践提供了强有力的支撑和解释。然而这个"中间阶段"的提出也为释意理论引来了诸多争议。从社会表征的角度对释意理论进行阐释,可以支持释意理论的认知知识及认知补充等重要主张,可以有效建构语篇生成者与语篇接受者之间通过认知补充达成语篇意义的口译互动过程。译者在理解原语和译出译语的过程中,需要考虑意义的社会表征及其在不同社会维度上的识解和转换。The Interpretive Theory has made a breakthrough in the two - step interpretation of ＂understanding ＋ expressing＂ of tradition- al translation theories. The ＂ deverbalization＂ phase has provided some powerful support and explanation to the interpreting research and pedagogical practice. However, this ＂interim phase＂ has also evoked considerable controversies. The paper holds that interpreting the Interpretive Theory from the perspective of Social Representation can help clarify the important views of cognitive knowledge and cognitive complement. It can also effectively build up the interactive interpreting process of concluding the discourse meaning through cognitive complement between the discourse generator and the discourse receiver. In the process of understanding the source language and producing the target language, the interpreter needs to consider the social representation of the meaning and its construal and trans- formation in different social dimensions.

关 键 词：社会表征 释意理论 认知知识 认知补充 

分 类 号：H059[语言文字—语言学]