英文旅游新闻蓄意隐喻的理解与汉译研究

孙毅 王龙本

外语教学理论与实践 ›› 2020, Vol. 170 ›› Issue (2) : 72.

外语教学理论与实践 ›› 2020, Vol. 170 ›› Issue (2) : 72.
翻译与跨文化交际研究

英文旅游新闻蓄意隐喻的理解与汉译研究

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Studies on the Understanding and E-C Translation of Deliberate Metaphors in English Travel News

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摘要

本文预期在词汇概念和认知模型理论(LCCM)指导下,探讨直接影响旅游新闻质量和效果的蓄意隐喻的 理解与翻译。本文采用定量与定性分析相结合的方法,一方面,在扼要介绍LCCM理论的来源并讨论其比较优势基础 上,着重考察了其对隐喻理解的创新性指导作用。另一方面,构建小型旅游新闻语料库,并利用AntConc穷尽性搜索及 全面客观地识别其中的蓄意隐喻。本文基于LCCM理论中英汉蓄意隐喻的对等关系分析,总结出了异化和归化策略指 导下的四种翻译技巧。

Abstract

The paper studies the translation and comprehension of deliberate metaphors (DMs), a factor to directly affect the quality and effect of travel news, under the guidance of Lexical Concepts and Cognitive Models (LCCM). This paper combines the quantitative analysis with qualitative analysis to exhaustively elicit DMs. On the one hand, the article, on basis of a concise introduction of the diachronic development of LCCM and its theoretical advantages over prior ones, probes into its innovative directive role towards metaphor comprehension from the perspectives of lexical concepts and cognitive models. On the other hand, this paper adopts a corpus-based approach to build a small-sized travel news corpus and utilizes AntConc to conduct a fuzzy search. Subsequently, in parallelism with the analysis of equivalent relationships between English and Chinese DMs at the lexical and cognitive levels of LCCM, this paper concludes four translation techniques guided by foreignization and domestication strategies, including retaining the metaphorical image, retaining the metaphorical image plus its implications, substituting the metaphorical image and rephrasing the metaphorical image.

关键词

旅游新闻 / 词汇概念和认知模型 / 隐喻理解 / AntConc / 蓄意隐喻 / 隐喻翻译

Key words

travel news / LCCM / metaphor comprehension / AntConc / deliberate metaphors / metaphor translation

引用本文

导出引用
孙毅 王龙本. 英文旅游新闻蓄意隐喻的理解与汉译研究[J]. 外语教学理论与实践. 2020, 170(2): 72
SUN Yi & WANG Longben. Studies on the Understanding and E-C Translation of Deliberate Metaphors in English Travel News[J]. Foreign Language Learning Theory and Practice. 2020, 170(2): 72
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