Cultural-specific lexis for intercultural communication: Case studies from two different classrooms
Cultural-specific lexis for intercultural communication: Case studies from two different classrooms
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跨文化交流的特定文化词汇：两个不同课堂的案例研究
DOI：
10.1080/15348458.2017.1418357
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Eiko Gyogi
中科院分区：
文献类型：
--
作者：
Vivian Lee;Eiko Gyogi
本文结合应用语言学领域的双语/多语转向和对翻译的重新评价，探讨了文化专有词汇的翻译及其在培养学习者跨文化讨论和反思中的作用。它考察了两种不同背景下的学生的学习日记，在英国的中级日语学习者。在韩国的一所大学里，我是一名大学生和中级英语学习者。尽管背景不同，但在两个教室的学习期刊中确定了三个反复出现的主题：（1）语言和文化的反思，（2）目标读者的考虑，以及（3）对自己翻译的批判性反思。研究结果表明，翻译任务涉及到对外汉语，可以提高学生的跨文化意识，从而有助于跨文化能力的发展。
In light of the move towards a bi/multilingual turn and recent reevaluation of translation in the field of applied linguistics, this article looks at the translation of culture-specific lexis (CSL) and its role in developing learners’ intercultural discussion and reflection. It examines learning journals kept by students in two different contexts, intermediate learners of Japanese in a U.K. university and intermediate learners of English in a South Korean university. Despite a difference in contexts, three recurrent themes were identified in the learning journals in both classrooms: (1) reflection of languages and cultures, (2) considerations of the target reader, and (3) critical reflection of one’s own translation. The results of the study show that translation tasks involving CSL can enhance students’ intercultural awareness and, consequently, contribute to the development of intercultural competence.