Interpreting requires a nuanced understanding of language, and Wilcox and Shaffer (2005) propose that interpreting is enhanced by adopting a cognitive model of communication rather than the conduit model implicit in many interpreting pedagogy models. The present study used a cognitive linguistic approach to investigate affective constructions in American Sign Language (ASL). Relative cognitive linguistic principles are reviewed in the context of English affective constructions and applied in reporting the ASL findings. Then the article explores how these theoretical concepts can support meaning-transfer work. Specifically, Langacker’s Stage Model ( 2008 ) is expanded as a framework for comparing source and target text construals of events and for presenting a message with equivalent impact through different language-specific strategies.

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内容建设

口译需要对语言有细微的了解，Wilcox and Shaffer（2005）提出，通过采用交流的认知模型而不是许多解释教育学模型中隐含的导管模型，可以增强解释。本研究使用认知语言学方法来研究美国手语（ASL）中的情感结构。相对认知语言原则在英语情感结构的语境中进行了审查，并应用于报告ASL的发现。然后，本文探讨了这些理论概念如何支持意义转移工作。具体地说，Langacker的舞台模型（2008）被扩展为一个框架，用于比较事件的源文本和目标文本构造，并通过不同的语言特定策略呈现具有同等影响的消息。