《语言学与翻译》课程教学资源（PPT课件讲稿，Part 3）Unit 1 Cognitive Linguistics and Translation Studies：Past, present and future

Unit One Cognitive Linguistics and Translation Studies Past, present and future

Unit One Cognitive Linguistics and Translation Studies: Past, present and future

Obiectives at the end of this unit students will a. be familiar with the theories of cognitive linguistics b be able to apply the theories in translation practice and studies

Objectives •At the end of this unit, students will •a. be familiar with the theories of cognitive linguistics; •b. be able to apply the theories in translation practice and studies

Narm-up Questions 1. What is the relationship between cognitive linguistic and translation practice and studⅰes? 2. What kind of cognitive linguistic theories can be applied to translation practice and studies?

Warm-up Questions •1. What is the relationship between cognitive linguistic and translation practice and studies? •2. What kind of cognitive linguistic theories can be applied to translation practice and studies?

Main Contents 1. Introduction background information 2. Translation and linguistics 3. Cognitive linguistics and translation 4. Relevant questions answers

Main Contents 1. Introduction & background information 2. Translation and linguistics 3. Cognitive linguistics and translation 4. Relevant questions & answers

Part 1 Definition Cognitive linguistics is a newly established approach to the study of language that emerged in the 1970s as a reaction against the dominant generative paradigm which pur sues an autonomous view of language. Ruiz de Mendoza 1997 ◆认知语言学是一门坚持体验哲学观,以身体经 验和认知为出发点,以意义研究为中心,旨在通 过认知方式和知识结构等,对语言事实背后的 认知规律做岀统一解释的、新兴的、跨领域的 学科。(王寅,2004)

Cognitive Linguistics Cognitive linguistics is not a branch of linguistics but a new approach to the study of language 认知语言学成熟的重要标志是:1989年春由 R. Dirven 组织在德国的杜伊斯堡举行的第一次国际认知语言学 议;会后于1990年创立了《认知语言学》( Cognitive Linguistics)杂志,成立了国际认知语言学学会 (International Cognitive Linguistics Association)

Cognitive Linguistics Cognitive linguistics is not a branch of linguistics, but a new approach to the study of language. 认知语言学成熟的重要标志是:1989年春，由R. Dirven 组织在德国的杜伊斯堡举行的第一次国际认知语言学 会议;会后,于1990年创立了《认知语言学》(Cognitive Linguistics)杂志，成立了国际认知语言学学会 (International Cognitive Linguistics Association)

国陈学术期利0 unitive linguistic studied《认知 语言学研宪》 Cognitive 由西南大学文旭教授与世界著名认知语言学 Linguistic 家 Zoltan Kovecses教授联合主编,世界著名出版 公司 John Benjamins Publishing company出版的 Studies 国际学术期刊 Cognitive Linguistic Studies(《认 知语言学研究》),于2014年创刊。 该刊主要研究领域包括:范畴化、隐喻和转 喻、意象图式、体验认知、像似性、认知形态 学、认知音系学、认知句法学、认知语法、构 式语法、认知词义学、认知语义学、认知语用 学、认知语篇学、认知社会语言学、认知心理 语言学、认知神经语言学、认知历史语言学 对比认知语言学、认知语言类型学、应用认知 语言学(语言学习与语言教学)、认知翻译学 认知文体学、认知诗学、认知叙事学、认知人 类语言学、认知文化学、认知符号学等

国际学术期刊Cognitive Linguistic Studies《认知 语言学研究》 由西南大学文旭教授与世界著名认知语言学 家Zoltan Kövecses教授联合主编，世界著名出版 公司John Benjamins Publishing Company出版的 国际学术期刊Cognitive Linguistic Studies（《认 知语言学研究》），于2014年创刊。 该刊主要研究领域包括：范畴化、隐喻和转 喻、意象图式、体验认知、像似性、认知形态 学、认知音系学、认知句法学、认知语法、构 式语法、认知词义学、认知语义学、认知语用 学、认知语篇学、认知社会语言学、认知心理 语言学、认知神经语言学、认知历史语言学、 对比认知语言学、认知语言类型学、应用认知 语言学（语言学习与语言教学）、认知翻译学、 认知文体学、认知诗学、认知叙事学、认知人 类语言学、认知文化学、认知符号学等

2. Translation and linguistics: A love-hate relationship between translation and linguistics爱恨交织/又爱又恨 Attraction concepts and principles(linguistic translation) source of examples(translation - linguistics Dislike second-class language activity Ina ability of linguistics to account for the cultural and cognitive aspects of translation The principles of Cognitive Linguistics can provide a suitable meeting point towards a cognitive theory of language and translation

2. Translation and linguistics: A love-hate relationship between translation and linguistics 爱恨交织/又爱又恨 Attraction: concepts and principles (linguistic translation) source of examples (translation linguistics) Dislike: second-class language activity inability of linguistics to account for the cultural and cognitive aspects of translation The principles of Cognitive Linguistics can provide a suitable meeting point towards a cognitive theory of language and translation

Stage 1( 1970s early 1980s) a descriptive not prescriptive O focuses on the contrast of language system 口 bottom- up method a focuses on the equivalence at linguistic level a decontextualized sentences and lack of attention to communicative factors Eugene A. Nida emphasized the audience's role in his work Both in linguistics and translation Studies the focus of attention moved from the linguistic system to language use, from the individual sign to the text Text became the central factor in the translation process Scholars have paid attention to the context, discourse and pragmatic factors in translation process, but still undervalued them

Stage 1 (1970s & early 1980s)  descriptive not prescriptive  focuses on the contrast of language system  bottom-up method  focuses on the equivalence at linguistic level  decontextualized sentences and lack of attention to communicative factors Eugene A. Nida emphasized the audience’s role in his work. Both in linguistics and Translation Studies the focus of attention moved from the linguistic system to language use, from the individual sign to the text. Text became the central factor in the translation process. Scholars have paid attention to the context, discourse and pragmatic factors in translation process, but still undervalued them

Stage 2(1980s and early 1990s)Cultural turn Function-based model focus on the receptor and the communicative situation the translator is the one who defines the purpose or skopos of a given translation on the basis of the receptors it is aimed at and the combination of the other factors which take part in the communicative situation ≤ adequacy”not“ equivalence Sociocultural approach Translation is defined as a sociocultural, norm-governed activity

Stage 2 (1980s and early 1990s) Cultural turn Function-based model: ➢ focus on the receptor and the communicative situation ➢ the translator is the one who defines the purpose or skopos of a given translation on the basis of the receptors it is aimed at and the combination of the other factors which take part in the communicative situation. ➢ “adequacy” not “equivalence” Sociocultural approach: Translation is defined as a sociocultural, norm-governed activity