映现理论视域下本科生读后续译的教学研究——以阅读知识融入翻译知识的教学机制为例  

A Study on Continuation Task of Translation for Undergraduates Under Mapping Theory:Illustrated With Teaching Mechanism of Integrating Knowledge of Reading Into Translating

作　　者：陈吉荣[1] CHEN Jirong(School of Foreign Languages,Liaoning Normal University,Dalian 116029,China)

机构地区：[1]辽宁师范大学外国语学院,辽宁大连116029

出　　处：《忻州师范学院学报》2024年第5期119-124,134,共7页Journal of Xinzhou Teachers University

基　　金：辽宁省教育科学“十四五”规划课题(JG21DB311)。

摘　　要：读后续译的教学效果已经得到相关研究验证,但是其中续译环节的问题仍是难点。如何让阅读知识融入翻译知识,是做好读后续译的关键。文章从映现理论出发,基于阅读图示支架,阐述阅读与翻译的关联生成,结合案例细化并验证提出的理论机制。研究表明:首先,映现理论具有像似性质,能够激发学生整合阅读知识与翻译知识,有利于学生在读后续译环节发现问题并解决问题。其次,读后续译中四种图示(处所图示、范畴图示、结构图示、文化图示)的映现都有利于阅读知识融入翻译知识。第三,某些映现方式的难度和学生个体的差异在一定程度上会影响阅读与翻译关联的效果。映现理论视域下读后续译的教学研究值得进一步关注。The effect of continuation task in translation has been verified by relevant research,but the issue of continuation is still a dif-ficult point in teaching.How to integrate reading knowledge into translation knowledge is crucial for continuation task in translation.Based on mapping theory,this article elaborates on the correlation between reading and translation with a scaffolding of reading schema,refining and verifying the proposed mechanism by case studies.The results indicate that firstly mapping theory takes on the features of iconicity,which can inspire students to integrate reading and translation knowledge and is beneficial for students to discover and solve problems in continuation task in translation.Secondly,mappings of four types of schemas(locative,categorical,structural,and cultural)are significant for transferring reading knowledge into translation knowledge.Thirdly,difficulty of mapping and individual differences of students will affect the effect of reading and translation association to a certain extent.Research of continuation task of translation under mapping theory is worth further attention.

关 键 词：映现 阅读 翻译 读后续译 

分 类 号：H059[语言文字—语言学]