翻譯過程研究是翻譯學科建設的重要組成部分。翻譯過程本身的研究任務主要有二:一是建立翻譯過程模式以指導翻譯實踐,二是借助理論或?qū)嶒灻枋龇g過程。然而,以往的研究卻存在著不足之處,主要表現(xiàn)為翻譯過程模式操作性不強和翻譯過程動態(tài)性描述不足。本文試圖借助認知語言學理論建立一個具有操作性和指導意義的翻譯過程模式。 本文的理論框架是荷蘭學者Bache提出的三序概念整合觀。三序整合觀指出了概念整合的三個層次即認知概念整合、語法概念整合和文化概念整合,澄清了意義構建的三個步驟,是對概念整合理論的進一步補充和完善。本文將這三個層次構建為一個翻譯過程模式,指出了翻譯過程的操作步驟:即尋找原文概念結構,確定譯入語的語法結構和文化因素。其中,概念結構是正確認識原文的基礎。就漢語而言,漢語最大特點是概念驅(qū)動,這與三序概念整合翻譯過程模式的第一序整合相呼應,進而形成了漢英互譯的基礎,因此也證明了該翻譯過程模式的可操作性。 本文研究發(fā)現(xiàn)第一序概念整合即尋找概念結構是翻譯過程的根本步驟,它從根本上影響了語法層次及語言表達層次上的翻譯的準確性和流暢性;完成前兩序即概念層次整合和語法層次整合即可得到合格的... 

【文章頁數(shù)】：76 頁

【學位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
Abstract
摘要
Figures
CHAPTER Ⅰ INTRODUCTION
    1.1 Context
    1.2 The Study
        1.2.1 The Objectives of the Study
        1.2.2 Rationale
        1.2.3 Methodology
        1.2.4 Expected Results
    1.3 Thesis Structure
CHAPTER Ⅱ LITERATURE REVIEW
    2.1 Conceptual Integration Theory
        2.1.1 Constitutive Elements
        2.1.2 Conceptual Integration Network
        2.1.3 Four Types of Conceptual Integration Networks
    2.2 Three-order Conceptual Integration Perspective
        2.2.1 The First Order of Conceptual Integration
        2.2.2 The Second Order of Conceptual Integration
        2.2.3 The Third Order of Conceptual Integration
    2.3 Summary
CHAPTER Ⅲ A PROPOSAL OF THREE-ORDER CONCEPTUAL INTEGRATION RANSLATION PROCESS MODEL
    3.1 Constitutive Elements of the Translation Process Model
    3.2 Three Orders of the Translation Process Model
        3.2.1 The First Order of Translation Conceptual Integration
        3.2.2 The Second Order of Translation Conceptual Integration
        3.2.3 The Third Order of Translation Conceptual Integration
    3.3 Four Types of Conceptual Integration Results
    3.4 Summary
CHAPTER Ⅳ APPLICATION OF THREE-ORDER TRANSLATION PROCESS MODEL TO CHINESE-ENGLISH SENTENCE TRANSLATION
    4.1 Source under Scrutiny
    4.2 Three Categories of Chinese Sentences
        4.2.1 Topic-comment Sentences
            4.2.1.1 Comment as Focal Point
            4.2.1.2 Topic as Focal Point
        4.2.2 The Performance Sentences
            4.2.2.1 Mono-segment Performance Sentences
            4.2.2.2 Double-segment Performance Sentences
        4.2.3 The Relative Sentences
    4.3 A Case Study of “A Letter to Ching-Kuo”
        4.3.1 Source of Case under Scrutiny
        4.3.2 Case Study with Three-order Conceptual Integration Translation Process Model
    4.4 Summary
CHAPTERⅤ CONCLUSION
    5.1 Major Findings
    5.2 Implications
    5.3 Limitations
    5.4 Suggestions for Future Research
APPENDIX
WORKS CITED



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