摘要
该文探讨如何在文学文本阅读课程中结合克拉申的语言监控模式假说(Monitor Model),进行隐喻翻译教学的创新性研究;依据克拉申的输入假说(Input Hypothesis)、习得—学得假说(AcquisitionLearning Hypothesis)、监控假说(Monitor Hypothesis)、自然顺序假说(Natural Order Hypothesis)以及情感过滤假说(Affective Filter Hypothesis),从认知语言学的视角,提出一系列旨在提升学生隐喻翻译能力的教学策略,这些策略不仅注重语言输入的质量,还强调学生情感状态在翻译过程中的影响,力求在传统文学文本阅读课中实现隐喻翻译教学的创新。
This study contribute to the field of translation education by proposing innovative strategies for integrating metaphor translation instruction within the context of literary text reading courses.Utilizing a cognitive linguistic approach,the analysis underscores the fundamental role of metaphor translation in literary interpretation.Building upon Krashen's monitor model,specifically the input hypothesis,acquisition-learning distinction,monitor hypothesis,natural order hypothesis,and affective filter hypothesis,the study formulates a set of academically rigorous instructional methods aimed at enhancing students'metaphor translation capabilities.These methods emphasize the importance of both the quality and quantity of linguistic input,as well as the influence of students'emotional states on the translation process,thereby advancing the traditional paradigm of literary text reading and translation instruction.
作者
董晓婵
周雯雯
DONG Xiaochan;ZHOU Wenwen(Dalian University,Dalian Liaoning,116622,China)
出处
《创新创业理论研究与实践》
2025年第4期163-165,共3页
The Theory and Practice of Innovation and Enterpreneurship
基金
2023年度教育部人文社会科学研究青年基金项目“基于主观题的大学生英语阅读诊断测试研究”(23YJC740097)
关键词
监控模式假说
认知隐喻
翻译教学
创新研究
英语阅读课程
二语习得
Monitor model
Cognitive metaphor
Translation teaching
Innovative research
English reading lessons
Second language acquisition
