Transformation Of Different Thinking Modes In C-E Translation

For the production of an easily readable and understandable translation, the transformation of the differential modes of thinking that result in different ways of language expression is essential. This thesis applies Conceptual Integration Theory, which has in recent years been rapidly developing as a major force in the cognitive sciences, to the study of the cognitive processes involved in translation. It further explains how the transformation of differential thinking modes goes on in the mind of a translator in an exploratory way. Lastly, it aims at finding the preconditions for the successful transformation between different thinking modes and testing the explanatory power of the theory.According to Conceptual Integration Theory (also called Blending Theory), the cognitive process in translation is a dynamic process of interaction among four spaces: two input spaces: source text space (STS) & translator space (TRS), a generic space (GS) and a blended space, that is, the target text space (TTS). The GS is an abstract structure made up of similarities between the two inputs which maps onto both inputs throughout the whole process of translation. According to the working mechanism of the conceptual integration network (CIN), the transformation process of differential thinking modes is a process of cross-space mappings, projections, transformations, and integrations among the four spaces. Three thinking mode counterparts are studied in this thesis: synthesis thinking vs. analysis thinking, circular thinking vs. linear thinking and concrete thinking vs. abstract thinking. After analyzing the transformation process of these thinking modes counterparts through the use of text examples under the framework of CIN, this thesis draws the conclusion that the translator's awareness of cultural thinking mode differences is the pre-condition for better translation. Without this awareness the transformation fails and the translated version is less likely to be easily understood by the target language readers who are accustomed to their own culturally determined modes of thinking. The results of an investigation among a sample of students majoring in English regarding their knowledge of different thinking modes and how it influences their translations are also analyzed to further support the conclusion of this thesis.Teaching about the differential thinking modes reflected by the different ways of expression is a necessary part of any translation course. It deserves much more attention and effort from the teachers in the translation course so that the students can build the preconditions of successful transformation. In this sense, the present paper is also a good guidance to those who teach about the translation of languages. The combination of Conceptual Integration Theory and the transformation of differential thinking modes has provided a new perspective for study in this field. The author hopes that the attempt made in this thesis may to some extent be meaningful in translation studies.