認知語境與翻譯

1、認知語境與翻譯認知語境與翻譯認知語境與翻譯CognitiveCognitive ContextContext andand TranslationTranslation【作者】 胡穎；【導(dǎo)師】 張京生；【作者基本信息】 山東師范大學(xué)， 英語語言文學(xué)， 2005， 碩士【摘要】 Dan Sperber 和 Deirdre Wison1986 年在其論著關(guān)聯(lián)性:交際與認知中提出了關(guān)聯(lián)理論,被認為是認知語用學(xué)的理論基礎(chǔ)。在關(guān)聯(lián)理論對翻譯所做的闡釋中,認知語境起到了重要的作用。本論文即在關(guān)聯(lián)理論的理論背景下將其中重要的概念認知語境結(jié)合并運用至翻譯這一重要的語言交際認知過程的理論和實踐之中。旨在表述認知

2、語境對翻譯理論研究積極的作用和影響,及其在翻譯實踐中的形態(tài)、功能,希望在一定程度上拓寬翻譯研究的視野,強調(diào)翻譯理論研究者及翻譯實踐者樹立認知語境理念并提高認知能力的重要性和迫切性,同時指出其對翻譯教學(xué)所起到的啟發(fā)性作用。本論文共分五個部分。引言部分綜述了 Sperber 和 Wilson 的關(guān)聯(lián)理論在交際認知學(xué)領(lǐng)域的理論地位,及其對翻譯這一交際行為的理論闡釋;從而引出其中的關(guān)鍵性環(huán)節(jié)認知語境,并簡要總結(jié)該領(lǐng)域翻譯研究的成果及現(xiàn)狀, 以及本論文所采用的研究方法。第一章簡要回顧了翻譯研究的發(fā)展。英語的翻譯研究有兩千多年的歷史,其中大多為跨學(xué)科研究。符號學(xué)、闡釋學(xué)、語言學(xué)、傳播學(xué)等學(xué)科均為翻譯研究提

3、供了嶄新的研究視角和可供發(fā)展的理論空間。然而,在傳播學(xué)翻譯理論的基礎(chǔ)上,Sperber 和 Wilson的關(guān)聯(lián)理論則系統(tǒng)地將翻譯定義為語內(nèi)、語際間的明示-推理的闡釋活動,突現(xiàn)了翻譯的交際性及其涉及交際者心理推理活動認知性的特點,為前述翻譯理論所不及。為了交際成功或取得一定的交際效果,就要以關(guān)聯(lián)性為唯一的標準進行合理的推理,而在此過程中,動態(tài)的認知語境成為一個重要的依據(jù)和橋梁。同時,指出了本論文的意義體現(xiàn)及局限性。第二章通過與傳統(tǒng)語境的對比,從本質(zhì)特點、概念涉及及其在理解話語過程中的工作狀態(tài)、分類四個方面突顯出認知語境不同于傳統(tǒng)語境的重要特點。一、認知語境,究其本質(zhì),是一個心理結(jié)構(gòu)體。二、它不僅

4、包括傳統(tǒng)語境研究所涉及的具體的物理情景因素,還包括交際雙方認知環(huán)境中互相顯映的一切事實或假設(shè)。三、在理解話語的過程中,其工作狀態(tài)完全不同于靜態(tài)的傳統(tǒng)語境在交際行為進行前是確定的、已知的等特征;認知語境是動態(tài)的,具有即時性和選擇性的特點。四、認知語境的分類也不同于以往傳統(tǒng)語境繁雜的分類,根據(jù)它在交際過程中不同的作用分為宏觀和微觀認知語境兩類。第三章將認知語境結(jié)合至翻譯實踐的過程當中,通過具體譯例,分析研究其對翻譯各個環(huán)節(jié)的干預(yù)作用及其在翻譯實踐中的功能體現(xiàn)。在翻譯從源語作者到譯者再到目的語讀者的整個過程中,認知語境有三個方面的干預(yù)作用:一、源語讀者的認知語境對原作者的干預(yù)作用;二、源語文本的編碼

5、方式對譯者認知語境的干預(yù)作用;三、目的語讀者的認知語境對譯者的干預(yù)作用。因此,譯者應(yīng)充分認識到這一系列的干預(yù)作用,并采取相應(yīng)的翻譯策略。而在具體翻譯實踐的過程中,對于譯者而言,認知語境起著不可忽視的重要作用,具體表現(xiàn)在以下三個方面:一、譯者通過認知語境在源語讀者和目的語讀者不同的文化形態(tài)和認知方式中間架起一座溝通的橋梁,以揭示文化內(nèi)涵;二、譯者能夠利用認知語境分析和梳理源語在翻譯過程中可能會造成邏輯關(guān)系混亂的話語,從而構(gòu)建邏輯清晰的目的語文本;三、譯者依據(jù)其認知語境,首先在源語受話人的立場上接受話語的明示行為,在此基礎(chǔ)上尋求語義關(guān)聯(lián)、進行語用推理,從而得出話語的暗含意義。為了使認知語境更好地服

6、務(wù)于翻譯實踐,譯者需要首先建立認知語境的理念,同時豐富和完善自我認知圖示和認知能力。尤其是精湛而熟練地掌握源語和目的語及它們所根植的文化。其次,由于認知語境的動態(tài)特征,譯者更應(yīng)注重以不同語言為取向的不同認知模式。而針對目前我國的翻譯教學(xué),認知語境起到了一定的啟發(fā)性作用:一、牢固的知識基礎(chǔ)、合理的知識結(jié)構(gòu)框架是學(xué)生首先具備的條件,更多還原【Abstract】 Dan Sperber and Deirdre Wilson have proposed relevancetheory in 1986, which is viewed as the theoretical foundation ofco

7、gnitive pragmatics. In its accounting for translation, thecognitive context is of great significance. This thesis applies thecognitive context to translation theory and practice against thetheoretical background of relevance theory, aiming at revealing theintervening effects and functions of the cog

8、nitive context intranslation process, and expatiating the significance of the conceptin translation theory within the framework of relevance theory. It ishoped that the present study will provide a keen insight into thetranslation research and that it can be revelatory to the translationresearchers

9、and practitioners as well as the translation teaching.There are five parts in this thesis. The first part is theintroduction to the thesis, including a review of Sperber andWilsons relevance theory and its theoretical position in cognitivepragmatics. It also covers a brief introduction of the signif

10、icanceof the cognitive context as relevance theory accounts for translation,a survey of the current studies in this field, and the methodology ofthe present study as well. Chapter one briefly reviews theinterdisciplinary development of translation studies from theperspective of semiology, hermeneuti

11、cs, linguistics and communication.The focus of this chapter is the translation study from theperspective of relevance theory. In particular, Sperber and Wilsonsrelevance theory mainly concerning communication and cognition viewstranslation as an ostensive-inferential process, which, besides thecodes

12、 transference, also contains the dynamic inference by thecognitive context. Also, the significance and limitations of thisthesis are mentioned in this chapter. Chapter two discusses thecognitive context from the comparative point of view, in order topresent a clear idea about it. By comparison, the

13、cognitive contextis different with the traditional context in four aspects. First, thecognitive context is essentially a psychological construct ratherthan the physical environment in the context in the previous studies,which is viewed as the traditional context. Second, the range of thecognitive co

14、ntext is not smaller than the traditional context. It isthe combination of traditional context with the psychologicalassumptions, which are projected and formed by the objectivesurroundings. Third, in the operating state of communication, thecognitive context is characterized with its instantaneousn

15、ess andselectiveness, instead of being a preceding, given and static concept.Fourth, the cognitive context can be classified into the macro-andmicro-cognitive context, simplifying the fussy classification in thetraditional studies. Chapter three is the part applying the cognitivecontext theory to tr

16、anslation practice. The intervening effects andfunctions of the cognitive context are discussed and demonstrated bygroups of examples. The cognitive context has three interveningeffects to translation in the entireprocess. First, the SL textreaderscognitive context intervenes the SL text writer. Sec

17、ond, theSL text writersencoding way intervenes the translatorscognitivecontext. Third, the TL text readerscognitive context intervenes thetranslator. As for these effects intervening the translation process,the translator should attach enough importance to them and employcorresponding strategies. Fu

18、rthermore, the cognitive context, fromthe angle of the translator, has three functions. First, thetranslator can reveal the cultural connotations by means of enrichingthe cognitive context. Second, the translator can analyze the logicalrelations among sentences and reconstruct the logical text in ta

19、rgetlanguage by means of the cognitive context. Third, the translator canfirst receive the ostensive act of communication and seek therelevance, and then make the pragmatic eduction to attain theimplicated meaning by means of the cognitive context. Thus, for atranslator, to construct the cognitive c

20、ontext is necessary. Thisrequires the translator firstly to enrich his/her knowledge schematain the cognitive context, especially to exquisitely master the sourcelanguage and the target language, as well as the cultures. Due to thedynamic features of the cognitive context, the translator shouldsecon

21、dly make more efforts to research on the differences of thecognitive models subordinated to the languages. Furthermore, somerevelatory suggestions are concluded for translation teaching. (1)Students should ground solid foundation and construct the rationalframework of knowledge, which are primarily

22、required for translation.In other words, a translation student should first of all be 更多還原【關(guān)鍵詞】 關(guān)聯(lián)理論； 認知語境； 明示-推理； 傳統(tǒng)語境； 干預(yù)作用；【Key words】 relevance theory； cognitive context； ostensive-inferential； traditional context； intervening effect；參考文獻：歷史文化語境與翻譯以近代以來中國文學(xué)翻譯選材和翻譯策略為例翻譯受到譯者所處歷史文化語境的影響;譯者所處的歷史文化語

23、境對翻譯的影響貫穿翻譯的全過程。首先,翻譯選材同樣受譯者所處歷史文化語境的制約。其次,譯者對翻譯策略的取舍同樣受譯者所處歷史文化.收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫 來源：吉首大學(xué)學(xué)報：社會科學(xué)版2011 年 第 5 期 作者：彭勁松 李海軍 機構(gòu)：廣西師范大學(xué)外國語學(xué)院 廣西桂林 541004 湖南文理學(xué)院外國語學(xué)院 湖南常德 415000文化語境與翻譯語言是文化的組成部分,也是文化的載體。中、日兩國的語言,翻譯時必須把握文化差異。跨文化意識的強弱,文化語境理解的程度將直接影響翻譯的質(zhì)量。收錄數(shù)據(jù)庫：中文科技期刊數(shù)據(jù)庫 來源：天津職業(yè)院校聯(lián)合學(xué)報2011 年 第 7 期 作者：顧紅 宋昭 機構(gòu)：

24、天津中德職業(yè)技術(shù)學(xué)院 天津市300350 天津電子信息職業(yè)技術(shù)學(xué)院 天津市 300350認知語境與翻譯認知語境與翻譯CognitiveCognitive ContextContext andand TranslationTranslation【作者】 胡穎；【導(dǎo)師】 張京生；【作者基本信息】 山東師范大學(xué)， 英語語言文學(xué)， 2005， 碩士【摘要】 Dan Sperber 和 Deirdre Wison1986 年在其論著關(guān)聯(lián)性:交際與認知中提出了關(guān)聯(lián)理論,被認為是認知語用學(xué)的理論基礎(chǔ)。在關(guān)聯(lián)理論對翻譯所做的闡釋中,認知語境起到了重要的作用。本論文即在關(guān)聯(lián)理論的理論背景下將其中重要的概念認知語

25、境結(jié)合并運用至翻譯這一重要的語言交際認知過程的理論和實踐之中。旨在表述認知語境對翻譯理論研究積極的作用和影響,及其在翻譯實踐中的形態(tài)、功能,希望在一定程度上拓寬翻譯研究的視野,強調(diào)翻譯理論研究者及翻譯實踐者樹立認知語境理念并提高認知能力的重要性和迫切性,同時指出其對翻譯教學(xué)所起到的啟發(fā)性作用。本論文共分五個部分。引言部分綜述了 Sperber 和 Wilson 的關(guān)聯(lián)理論在交際認知學(xué)領(lǐng)域的理論地位,及其對翻譯這一交際行為的理論闡釋;從而引出其中的關(guān)鍵性環(huán)節(jié)認知語境,并簡要總結(jié)該領(lǐng)域翻譯研究的成果及現(xiàn)狀, 以及本論文所采用的研究方法。第一章簡要回顧了翻譯研究的發(fā)展。英語的翻譯研究有兩千多年的歷史

26、,其中大多為跨學(xué)科研究。符號學(xué)、闡釋學(xué)、語言學(xué)、傳播學(xué)等學(xué)科均為翻譯研究提供了嶄新的研究視角和可供發(fā)展的理論空間。然而,在傳播學(xué)翻譯理論的基礎(chǔ)上,Sperber 和 Wilson的關(guān)聯(lián)理論則系統(tǒng)地將翻譯定義為語內(nèi)、語際間的明示-推理的闡釋活動,突現(xiàn)了翻譯的交際性及其涉及交際者心理推理活動認知性的特點,為前述翻譯理論所不及。為了交際成功或取得一定的交際效果,就要以關(guān)聯(lián)性為唯一的標準進行合理的推理,而在此過程中,動態(tài)的認知語境成為一個重要的依據(jù)和橋梁。同時,指出了本論文的意義體現(xiàn)及局限性。第二章通過與傳統(tǒng)語境的對比,從本質(zhì)特點、概念涉及及其在理解話語過程中的工作狀態(tài)、分類四個方面突顯出認知語境不同

27、于傳統(tǒng)語境的重要特點。一、認知語境,究其本質(zhì),是一個心理結(jié)構(gòu)體。二、它不僅包括傳統(tǒng)語境研究所涉及的具體的物理情景因素,還包括交際雙方認知環(huán)境中互相顯映的一切事實或假設(shè)。三、在理解話語的過程中,其工作狀態(tài)完全不同于靜態(tài)的傳統(tǒng)語境在交際行為進行前是確定的、已知的等特征;認知語境是動態(tài)的,具有即時性和選擇性的特點。四、認知語境的分類也不同于以往傳統(tǒng)語境繁雜的分類,根據(jù)它在交際過程中不同的作用分為宏觀和微觀認知語境兩類。第三章將認知語境結(jié)合至翻譯實踐的過程當中,通過具體譯例,分析研究其對翻譯各個環(huán)節(jié)的干預(yù)作用及其在翻譯實踐中的功能體現(xiàn)。在翻譯從源語作者到譯者再到目的語讀者的整個過程中,認知語境有三個方

28、面的干預(yù)作用:一、源語讀者的認知語境對原作者的干預(yù)作用;二、源語文本的編碼方式對譯者認知語境的干預(yù)作用;三、目的語讀者的認知語境對譯者的干預(yù)作用。因此,譯者應(yīng)充分認識到這一系列的干預(yù)作用,并采取相應(yīng)的翻譯策略。而在具體翻譯實踐的過程中,對于譯者而言,認知語境起著不可忽視的重要作用,具體表現(xiàn)在以下三個方面:一、譯者通過認知語境在源語讀者和目的語讀者不同的文化形態(tài)和認知方式中間架起一座溝通的橋梁,以揭示文化內(nèi)涵;二、譯者能夠利用認知語境分析和梳理源語在翻譯過程中可能會造成邏輯關(guān)系混亂的話語,從而構(gòu)建邏輯清晰的目的語文本;三、譯者依據(jù)其認知語境,首先在源語受話人的立場上接受話語的明示行為,在此基礎(chǔ)上

29、尋求語義關(guān)聯(lián)、進行語用推理,從而得出話語的暗含意義。為了使認知語境更好地服務(wù)于翻譯實踐,譯者需要首先建立認知語境的理念,同時豐富和完善自我認知圖示和認知能力。尤其是精湛而熟練地掌握源語和目的語及它們所根植的文化。其次,由于認知語境的動態(tài)特征,譯者更應(yīng)注重以不同語言為取向的不同認知模式。而針對目前我國的翻譯教學(xué),認知語境起到了一定的啟發(fā)性作用:一、牢固的知識基礎(chǔ)、合理的知識結(jié)構(gòu)框架是學(xué)生首先具備的條件,更多還原【Abstract】 Dan Sperber and Deirdre Wilson have proposed relevancetheory in 1986, which is view

30、ed as the theoretical foundation ofcognitive pragmatics. In its accounting for translation, thecognitive context is of great significance. This thesis applies thecognitive context to translation theory and practice against thetheoretical background of relevance theory, aiming at revealing theinterve

31、ning effects and functions of the cognitive context intranslation process, and expatiating the significance of the conceptin translation theory within the framework of relevance theory. It ishoped that the present study will provide a keen insight into thetranslation research and that it can be reve

32、latory to the translationresearchers and practitioners as well as the translation teaching.There are five parts in this thesis. The first part is theintroduction to the thesis, including a review of Sperber andWilsons relevance theory and its theoretical position in cognitivepragmatics. It also cove

33、rs a brief introduction of the significanceof the cognitive context as relevance theory accounts for translation,a survey of the current studies in this field, and the methodology ofthe present study as well. Chapter one briefly reviews theinterdisciplinary development of translation studies from th

34、eperspective of semiology, hermeneutics, linguistics and communication.The focus of this chapter is the translation study from theperspective of relevance theory. In particular, Sperber and Wilsonsrelevance theory mainly concerning communication and cognition viewstranslation as an ostensive-inferen

35、tial process, which, besides thecodes transference, also contains the dynamic inference by thecognitive context. Also, the significance and limitations of thisthesis are mentioned in this chapter. Chapter two discusses thecognitive context from the comparative point of view, in order topresent a cle

36、ar idea about it. By comparison, the cognitive contextis different with the traditional context in four aspects. First, thecognitive context is essentially a psychological construct ratherthan the physical environment in the context in the previous studies,which is viewed as the traditional context.

37、 Second, the range of thecognitive context is not smaller than the traditional context. It isthe combination of traditional context with the psychologicalassumptions, which are projected and formed by the objectivesurroundings. Third, in the operating state of communication, thecognitive context is

38、characterized with its instantaneousness andselectiveness, instead of being a preceding, given and static concept.Fourth, the cognitive context can be classified into the macro-andmicro-cognitive context, simplifying the fussy classification in thetraditional studies. Chapter three is the part apply

39、ing the cognitivecontext theory to translation practice. The intervening effects andfunctions of the cognitive context are discussed and demonstrated bygroups of examples. The cognitive context has three interveningeffects to translation in the entireprocess. First, the SL textreaderscognitive conte

40、xt intervenes the SL text writer. Second, theSL text writersencoding way intervenes the translatorscognitivecontext. Third, the TL text readerscognitive context intervenes thetranslator. As for these effects intervening the translation process,the translator should attach enough importance to them a

41、nd employcorresponding strategies. Furthermore, the cognitive context, fromthe angle of the translator, has three functions. First, thetranslator can reveal the cultural connotations by means of enrichingthe cognitive context. Second, the translator can analyze the logicalrelations among sentences and reconstruct the logical text in targetlanguage by means of the cognitive context. Third, the translator canfirst receive the ostensive act of communication and seek therelevance, and then ma