扎根与融通:认知翻译框架里的跨文化教育  

Rootedness and Integration:Cross-Cultural Education in Cognitive Translation Framework

作　　者：黄淑萍[1] HUANG Shuping(Chengyi College,Jimei University,Xiamen 361001,Fujian,China)

机构地区：[1]集美大学诚毅学院,福建厦门361001

出　　处：《安徽工业大学学报（社会科学版）》2023年第3期44-49,57,共7页Journal of Anhui University of Technology：Social Sciences

基　　金：福建省教育科学十三五规划重点课题:基于理想化认知模型的大学生跨文化能力发展研究(FJJKCGZ19-345)。

摘　　要：外语教学的本质是跨文化教育,文化外译是当代大学生跨文化外语教育的重要部分。认知翻译学理论认为,译者面临文化差异时,需要在概念层次上进行认知操作;文化外译教学实验引导学习者进行基于母语文化的框架思维转换操作;通过框架内部操作、层次调整、视角更换、框架移植等路径,将发现体验文化、对比分析文化、批判反思文化的跨文化教育融入主题文化语篇翻译实践中,使母语文化扎根于本土学习者心中,并融通于多元文化。通过定量和定性方法验证了学习者知识、认知、态度、技能等维度的跨文化能力发展。Foreign language teaching is essentially intercultural education,of which the teaching of Chinese cultural translation is a major part for contemporary college students.According to cognitive translatology,translators need to carry out cognitive operations at the conceptual level while facing cultural differences.In the teaching experiment of cultural translation,learners are guided to operate the frame initiated by native culture.Through frame correspondence,level adjustment,angle change,framework transplantation,we integrate the experiential,analytical,reflective intercultural education into the cultural discourse translation practice from Chinese into English to make the national culture rooted in China and integrated with multi-culture.Quantitative and qualitative methods verify that learners’intercultural ability has been developed,including knowledge,cognition,attitudes and skills.

关 键 词：跨文化教育 认知翻译学 框架操作 文化外译 跨文化能力 

分 类 号：H08[语言文字—语言学]