《英语隐喻汉译（英文版）【论文】》

PAGE17英语隐喻的汉译方法研究报告TOC\o"1-3"\h\u23611摘要 I30069Abstract II263131Introduction 1275722LiteratureReview 3251992.1RelevantStudiesAbroad 3166482.2RelevantStudiesatHome 5317843TheInfluenceofCulturalDifferencesonTranslation 73103.1TheCulturalDifferencesBetweenChinaandBritain 7264803.1.1DifferencesinGeographicalEnvironment 7190763.1.2DifferencesinReligiousBelief 7159233.1.3DifferencesinSocialCustoms 8127563.2TheEffectofCulturalDifferencesonTranslation 8322113.2.1InfluenceofCulturalVacancyonMetaphorTranslation 879673.2.2InfluenceofCulturalConlictonMetaphorTranslation 970264StrategiesofChineseTranslationofEnglishMetaphors 1086464.1TheIntegrationMappinginMetaphoricalLanguageTranslation 1023214.1.1De-integrationOperationsinSourceLanguageText 10245204.1.2Re-integrationProcesstotheTranslatedText 129094.2TheIntegrationNetworksinMetaphoricalLanguageTranslation 13305785Conclusion 1514676References 17 1IntroductionThehistoryofmetaphorisaslongasthatofphilosophy.Metaphorsandphilosophieshaveexistedtogetherformorethantwothousandyears.Itisbelievedthatmetaphorsbeusedbyskillfulwritersorotherpeopletorealizeacertaincommunicationtargetthroughsubtlewordsandsyntaxwithoutresortingtophysicalobjects.Theearlyconceptofmetaphorwaslimitedtovocabulary,whichwasnothingmorethanakindof“cosmeticart”or“culinaryart”,withalimitedfunctionofdecorativelanguage.GeorgeLakoffandM.Johnsonteamedupin1980toproducetheclassicMetaphorsWeLiveBy,whichillustratesthemetaphoricalnatureofthought.Theconceptofcognitivemetaphorisofgreatsignificancetotranslationanditsresearch.Tenor,vehicleandgroundare3essentialelementsofmetaphorthatrepresentsthecharacteristicsofalanguageandculture.Therefore,itstranslationisboundtoinvolvethetransmissionandtransformationoftwodifferentcultures,whichattractstheinterestofmanyscholarsbothathomeandabroad.Arthor(2000)believesthatculturalconflictsrefertothecompletelycontradictoryunderstandingofacertainsubstanceorthingbetweenthetwocultures.Heproposesthatthemetaphorofculturalconflictin-vehiclemeansthatthesamevehicleinEnglishandChineseproducesametaphorwithoppositeordifferentpragmaticassociativemeanings.Forexample,inChinese,thewordsrelatedtodogsaremostlyderogatory,suchas“狗急跳墙”,“狗仗人势”and“狗腿子”.Inwesterncountries,dogsarethedefendersandloyalfriendsofhumanbeings.Therefore,idiomswithdogsasmetaphorsinEnglisharemostlypraised.Thustranslatorsshouldtakeintoaccounttheculturalhabitsoftargetlanguageremovinglanguageandculturalbarriersforreaders.Inanycase,itisthegroundofthesourcetextthatmustbereproducedintranslation.However,itdoesnotmeanthatimageisunimportant.Translatorsshouldtrytoconveytheimageofthesourcelanguageorreplaceitwithanotherimagethatismoreacceptabletothetargetlanguagereadersascompensation,ifpossible.Whenthereisaconflictbetweenthevehicleandtheground,thelattershouldberetainedevenattheexpenseofthevehicle.FengLingyu(2007)assumesthatalthoughEnglishandChinesecultureshavesomesimilarities,theselectionofvehicleshastheirnationalcharacteristicsduetotheregional,ecologicalenvironment,socialeconomy,literature,history,religion,andotheraspects.However,sometimesintranslationtherearesomegapsinmetaphorcultures,thatis,inthetargetlanguagethereisnoexistingequivalenceofthemetaphorinthesourcelanguage,themajorityofwhichcomesfromliteraryallusionsorhistoricalevents.Translatorsshouldreadsomeparallelliteratureandstudyrelevanttranslationskillsinpursuitofthemostappropriatetranslationtext.Inthepast,translatorsonlydealwithmetaphorsfromtheperspectiveofrhetoric,anditiseasytoignoretheprojectionorientationandthinkingmodeofmetaphorsindifferentlanguagesandcultures,whichmayleadtotranslationdeviation.Cognitivemetaphorprovidesascientificapproachtotranslationandisofgreatresearchvalue.However,thereisstillalotofroomforimprovementintranslationstudiesoncognitivemetaphor,especiallyfromtheperspectiveofcognitivemetaphor.Thepaper,fromculturalandcognitiveperspectives,discussesthetranslationofEnglishmetaphorsaccordingtothefourtypesofEnglishandChinesemetaphoricalmetaphors:culturaloverlaps,conflicts,vacancyandequivalence,takingintoaccountthehistoricaltradition,socialenvironment,valuethinkingmodeandsocialcharacteristicsofthenationofthesourcelanguage.ItisaimedattheimprovementintheChinesetranslationofEnglishmetaphorsandtheirrichculturalconnotations.Thepaperdevelopsintofivechapters.Thefirstchapterfocusesonageneralintroductiontometaphortheories,whichincludesresearchbackground,deficiencyofcurrentstudyonmetaphor,targetsofthepaperaswellasitsframework.Thesecondchaptercontainstheliteraturereview,whichisdividedinto2parts:cognitiveviewsofmetaphoricallanguageandrelatedstudiesofthetranslationofEnglishmetaphoricallanguage.Chapter3,asthemainpartofthereport,introducestheinfluenceofculturaldifferencesontranslation.SomeEnglishsentenceswithsimpleliteralmeaningsaredifficulttobetranslatedintoChinesebecauseeverywordorcharacterhasitsuniquehistoricalbackground.Itcontainstwoparts:theculturaldifferencesbetweenChinaandBritainandtheeffectofculturaldifferencesontranslation.ThefourthchaptergivesanintroductionofstrategiesofChinesetranslationofEnglishmetaphors.examples.Thefifthchapterconcludesthepaperbysummarizingdifferentmethodstotranslatethemetaphorandproblemsthatneedtobepaidattentiontodealwithinthefuturetranslationpractice.2LiteratureReviewInrecentyears,themetaphorhasarousedgreatinterestamongscholarswithatrendofsystematizationanddiversification.Inthemetaphorresearch,itusedtobe,atthemacrolevel,consideredasarhetoricaldevicejuxtaposedwithsimile,exaggeration,thimble,etc,whereasnowadaysitiscommonlyregardedasawayofthinkingfromamacroperspective.Therefore,metaphor,acomprehensivesystem,hasbeenstudiedinawiderfield.Inthepasttwodecades,withthevigorousdevelopmentofcognitivelinguistics,aMetaphoricRevolutionhassilentlyarisen.LakofandLangackerhavesuccessivelypublishedthreeacademicworkswithgreatinfluenceinthefieldoflinguistics:MetaphorsWeLiveBY(Lakof&Johnson,1980),Women,Fire,andDangerousThings(Lakof,1990)andFoundationsofCognitiveGrammar(Langacker,1991).Fromacognitive-functionalperspective,itisbelievedthatmetaphoristhefoundationoflanguagedevelopmentandthebasicsourceofmodernlanguagevocabulary.AccordingtothemethodofcalculatingthedevelopmentofEnglishvocabularyintroducedbytheAmericanencyclopedia,inmorethan4000,000modernEnglishvocabulary,90%comesfrommetaphor(ZhangMeigang,2001:16-18).Besides,thereareplentyofmetaphorsinthebasicEnglishsyntaxSV,SVA,SVC,SVO,SVOO,SVOCandSVOA,etc,whichconstitutethecolorfulEnglishdiscourse.2.1RelevantStudiesAbroadThestudyofmetaphordatesbacktoAristotle’stheoryproposedmorethan2,000yearsago,namely300BC.AristotledefinedmetaphorinRhetoricas“usingthenameofonethingtorefertoanother”,andputforward“comparativetheory”inmetaphorattributingmetaphortothecategoryofrhetoric.Metaphorshasthereforealwaysbeenregardedasalinguisticphenomenonattachedtolanguage.ItisbelievedthatDagutisoneoftheearliestscholarsdiscussingthetranslationofmetaphors.Heproposesthatmetaphoristhesparkofinspiration,whichusuallyirreverentlytakesthelanguagetraditionofitscountry.Withprofoundculturalcharacteristics,itcanbringreadersashockingaestheticexperience.Howeveriftheexperiencecannotberestoredtotargetreadersofthetranslationtexts,themetaphorisuntranslatable.However,Newmark(1980)andMason(1982)disagree.Newmark(1980:98)believesthatthemoretheoriginalmetaphordeviatedfromthespecificationofthesourcelanguage,themorethesemantictranslationmethodshouldbeadopted,becausethetranslationreadersarelikelytobeasconfusedastheoriginalreaders.Sincethe20thcentury,thestudyofmetaphorhasbecomeatrendinwesternacademiccircles,especiallyinAmericanacademiccircles.Withthegradualdeepeningofthestudies,afrenzyofexplorationandresearchonmetaphortheoryhasbeensetoff,andvariousnewtheoriesandviewpointsemergesuccessively.RepresentativesincludeRichards,Black,Ricoeur,Lakoff,etc,amongwhichLakoffandJohnson’s“ConceptualMetaphorTheory”andFauconnier’s“SyntheticSpaceTheory”havethegreatestinfluence,becomingthetwofactionsthatinterpretmetaphorperfectly.In1980,LakoffandJohnsonjointlypublishedthebookMetaphorsWeLiveBy,whichmarkedthebeginningofacomprehensivestudyofmetaphorincognitiveview.Comparedwiththetraditionalconceptofmetaphortheory,thecognitivetheoryofmetaphorhasitsownwayofthinking.Metaphorisnotonlyarhetoricaldeviceoflanguage,butalsoaconceptualsystemofmetaphor,whichchallengesthetraditionalwesternphilosophyandsemantictheoryoflinguistics.LakoffandJohnsonbelievethatmetaphorisinvolvedindailylife,languageandthoughts.Thecommonconceptualsystemthroughwhichwethinkandactisessentiallymetaphorical.(Lakoff&Johnson1980)Itmeansthatmetaphorisubiquitousandusedallthetimeinlife.Ontheonehand,itoccupiesacentralpositionineverydaylanguage;ontheotherhand,itaffectspeople’swayofthinking.Mason(1982)arguesthatmetaphoricaltranslationisnodifferentfromotherformsoftranslation,andthereisnometaphoricaltranslationtheory,onlytranslationtheory.Inanoverviewofthestudiesonmetaphorandtranslationbywesterntranslationscholars,Oliveraetal.(2002)arguethattherearecurrentlytwoopposingviewsonmetaphortranslationstudies.Somepeopleholdthetraditionalviewthatmetaphortranslationisnotfeasibleunlessthemetaphorsinthetwolanguagesaresimilarinmanyaspects.Forexample,VandenBroeck(1981)arguesthatthetranslatabilityofmetaphorisinverselyproportionaltotheamountofinformationcarriedbymetaphorandtheimportanceofsuchinformationinatextualstructure.Therefore,cognitivelinguistsareskepticalofthetranslatabilityofmetaphors.2.2RelevantStudiesatHomeAfterconsultingthemajorforeignlanguageandtranslationmagazinesinChina,theauthorfoundthatthereisrelativelylittleresearchontraditionalmetaphorconceptsandtranslationbasedonmetaphortheories.Besidesthetranslationfieldrarelyseestheresearchesontranslationandmetaphorbasedoncognitiveviewsofmetaphoricallanguage,muchlessininfluentialpapers.Thereexistsseveralreasons.Thesereasonsinclude:Firstly,withtraditionalconcepts,scholarscouldhardlycreatepaperswithnewideasandperspectives.Secondly,theculturaltranslationtheorieshaveattractedmostoftheattentionbyChinesetranslators,whotendtoignorethelinguisticmethodstoconducttranslationalresearch.ItisdemonstratedthatnowadaysWangBinandZhaoYanchunaretwooftherepresentativescholarsconcentratingontheresearchbasedoncognitive-linguisticmetaphortheories.WangBin(2002)accordingtothecognitivelinguisticspointofview,fromthemeaningandtranslationofthesetwoconcepts,discussesmetaphorandequivalence,theconnectionbetweenobjectiveandsubjectivemeaningaswellasmetaphorand(blending).Healsoreviewsthephilosophical,religious,andlinguisticrootsofequivalenceanduntranslatability,andpointsoutthelimitationofthetraditionalviewsofmetaphortranslation.However,ZhaoYanchun(2003)criticizessomewesterntheoriesfortheirperspectivesofemphasizingtransferandtranslatingtextaswellasignoringmetaphorandsourcetext.Hethinksmetonymycannotreplacemetaphors.Therearebothmetaphorandmetonymyintheprocessoftranslation,bothofwhichareforfaithfulequivalence.LiGuonan(2003)discussesmetaphoranditstranslationinthelanguageofscienceandtechnology.Duringthisperiod,scholarswhousedmetaphorasarhetoricaldeviceabouttranslationincludeLiQingming(2003)andXuLina(1990,1999)andLiuYuanfu(2003).Furthermore,inChina,theresearchwithintheframeworkofcognitivemetaphorisaimedatEnglishteachingandtranslationstrategies.BasedontheprinciplesoftranslatingEnglishmetaphorsintoChinese,ZhaiYanyan(2007)summarizesfivecommonlyusedmethodsoftranslatingEnglishmetaphorsintoChinese,andanalyzestheoperabilityofeachmethodwithexamples.CuiYongjie(2016)discussestheuniversalityandessenceofmetaphorinEnglishdailycommunication,andproposeddifferentstrategiesformetaphortranslationtohelpEnglishlearnersaccuratelygraspthemetaphoricalmethodsoftheoriginaltextandfaithfullyconveythethoughtandstyleoftheoriginaltextinEnglish-Chinesetranslation.HuGangliang(2019)analyzesthemetaphoricalcognitivemeaningofChineseidiomsandselectsreasonabletranslationstrategiesfromthecognitiveperspective,thusbetterachievingthepurposeofcross-culturalcommunication.XuanKejia(2020)discussestheEnglishtranslationofmetaphorswithChinesecharacteristicsinpublicitymaterialsfromtheperspectiveoffunctionaltranslationtheory,andanalyzestheEnglishtranslationstrategiesofsuchmetaphorsunderthethreeprinciplesofSkopostheoryandloyaltyprinciple.Fromtheperspectiveofcognitivelinguistics,WangKunfangdiscussesthecognitionofmetaphorandEnglishlearning.RegardingEnglishteaching,WangJianqing(2006)discussesthetheoreticalandpracticalbasisforcultivatingstudents'metaphoricalcompetenceinEnglishmajorteachingincollegesanduniversities,andputforwardsomesuggestionsforcultivatingEnglishlearners'metaphoricalcompetence.WeiYaozhang(2012)investigatestheinfluenceofcognitiveabilityandlanguagelevelofChineseEnglishmajorstudentsonmetaphorunderstanding,andputforwardtargetedsuggestionsthatclassroomteachingshouldbeimprovedandstrengthened.3TheInfluenceofCulturalDifferencesonTranslationCultureistheaccumulationofacountry’shistoryandtheinheritanceofthelocalconditionsandcustoms,livinghabits,andtraditionalcustomsofthecountryandthenation.Thecultureofacountryandanationhascreatedthewayofthinkingofitscitizens,andculturaldifferencesnaturallycreatethedifferencesinthewayofthinkingofpeopleintwodifferentregions.SomeEnglishsentenceswithsimpleliteralmeaningsaredifficulttobetranslatedintoChinese,justasitisdifficulttotranslatetheancientwritingsinclassicalstyleintoEnglish,becauseeveryancientChinesecharacterhasitsuniquehistoricalbackground,andthetranslatormustunderstanditsbackground.3.1TheCulturalDifferencesBetweenChinaandBritain3.1.1DifferencesinGeographicalEnvironmentChinaisaninlandcivilizationwhereChinesenationlivesandthriveson,passingdownfromgenerationtogeneration.However,westerncountriesboostmarinecivilization,especiallyBritain,anislandcountrywithrelativelydevelopedfishingandnavigationindustries.Therefore,intheEnglishlanguage,manyidiomsarecloselyrelatedtowater,fish,boats,andthesea;whereasinChinese,thereisnocorrespondingorequivalentidiom.Forexample,“apersonisatalosswhattodo”canbeexpressedas“beallatsea”.“Torestonone’soars”meanstotakearest.“Tokeepone’sheadabovewater”inEnglishculturemeansstrugglingtodosomething.SomeidiomsareparticularlysimilartotheminChinese.Forexample,todescribeapersonwhospendslavishly,Englishpeoplewillsaythathe“spendsmoneylikewater”,whichcouldbetranslatedas“挥金如土”inChineseor“花钱如流水”.3.1.2DifferencesinReligiousBeliefThedifferencesinreligiousbeliefshaveagreatimpactonourlife,becausethemeaningsofidiomsproducedbydifferentreligiousbeliefsareessentiallydifferent,andChinaandtheWestarenoexception.InChina’s5,000-yearhistory,Buddhism,withthedevelopmentofthousandsofyears,hasexertedadeep-rootedinfluenceonourChinesenation.TherearenumerousChineseidiomsrelatedtoBuddhism,suchas“佛光普照”,“立地成佛”and“万家成佛”.Also,Taoismhasagreatinfluenceonourculture,andaconsiderablenumberofChineseidiomsarecloselyrelatedtoTaoism,suchas“脱胎换骨”and“紫气东来”.However,fortheEnglishwiththeChristianculture,RomanancientGreekculturehasalsoinfluencedthemdeeply.Moreover,manyEnglishidiomsarealsorelatedtothesethreecultures.Forinstance,westernpeoplebelievethatAdamandEvearetheearliesthumanbeings,sothereissuchaphrase“asoldasAdam”.3.1.3DifferencesinSocialCustomsTherearegreatdifferencesinsocialcustomsbetweenourcountryandBritain.Amongthem,themostrepresentativeoneistheopinionandattitudetowardsvariousanimals.InChinese,“mouse”isoftenusedtodescribesomeonetimid,whileinEnglish,“rabbit”isasymboloftimidity.Besides,whendescribingaperson’sanxiety,theChinesepeoplewillcallhim“热锅上的蚂蚁(ant)”.ButinEnglish,suchpersoniscalled“acatonthebrick.”Inaddition,“horse”isusedtodescribeastrongpersoninEnglish,anditsChineseequivalenceis“牛(ox)”.ThereisasayinginChinese“多如牛毛(oxhair)”todescribesomethingbountiful,butaccordingtothethinkingoftheBritish,theyprefertorefertoalargenumberas“blackberries”.3.2TheEffectofCulturalDifferencesonTranslation3.2.1InfluenceofCulturalVacancyonMetaphorTranslationIntranslation,therearesomegapsinthecultureofthevehicles,thatis,thereisnoexistingequivalentvehicleofthesourcetextinthetargetlanguage.Mostofthesemetaphorscomefromliteraryallusionsorhistoricalevents.Forexample,“Shylock”,acharacterinShakespeare’sTheMerchantofVenice,isnowcommonlyusedtodescriberuthlessusurers.“Gordianknot”,whichoriginallyreferstotheknottyknotplayedbyKingGoldieofPhrygiainGreekmythologyarenowusedheretorefertodifficultthingsandcomplicatedproblems.ThereisnocorrespondingsimileinChineseinthiscase.Whentranslatingsuchmetaphors,thetranslatorshouldfullyretaintheculturalcharacteristicsofEnglishmetaphorsandadoptcorrespondingtranslationmethodsaccordingtospecificsituations.Example1ST:Everyfamilyissaidtohaveatleastoneskeletoninthecupboard.TT:据说家家户户至少也有一桩家丑。Themetaphor“askeletoninthecupboard”inthesourcetextmeansugly,horribleandfrighteningthings.ForChinesereaders,theycannotunderstandthemetaphoricalmeaningsinthismetaphor.Therefore,thetranslatorabandonedthemetaphoroftheoriginaltextandonlyrestoredthemetaphoricalmeaning.Althoughthetranslationdirectlyrevealingfigurativemeaningwillleadtolossofaestheticvalueandweakeningofappealoftheoriginaltext,itisindeedthebestofabadbunchintranslation.AsNidasaid(2001),functionalequivalencetakesprecedenceoverformalcorrespondence.Whenthetargetreaderscannotunderstandthemetaphoricalmeaning,theoriginalformcanandshouldbechanged.Abandoningthefigurativeimageaimsatensuringtheacceptabilityofthetranslationandtheconcisestyleoftheoriginaltext.3.2.2InfluenceofCulturalConflictonMetaphorTranslationSometimesintranslation,therecouldbeculturalconflictsthattheimplicationsofsomethingarecompletelycontradictoryintwocultures.MetaphorofculturalconflictofvehiclesreferstometaphorthatinEnglishandChinesethesamevehicleproducesoppositeordifferentpragmaticassociativemeanings.Forexample,dragon,theheadofChinese“fourmythicalcreatures”,ismostcomplicatedandmysterioustreasurewithmulti-levelsymbolicmeaningsinChina.ButinChristianity,dragonisregardedasanominousanimal.IntheBible,thedragonistheincarnationofSatan.Additionally,intheMiddleAges,dragonswereusuallysymbolsof“evil”or“paganism”.Modernwesternersgenerallybelievethatdragonisasymbolofevilandthatdragonisaferociousmonster.Whentranslatingsuchmetaphors,thetranslatorshould,ontheonehand,haveathoroughunderstandingoftheoriginaltextandusethethinkingmodeoftheoriginalauthor’snationalitytoreadtheoriginaltext;ontheotherhand,thetranslatorshouldorganizethetranslationaccordingtothelanguageandculturalhabitsandexpressionsofthetargetreaders’nationalityandadoptthedomesticationmethodtoparaphraseinordertoadapttotheinformationreceivingchannelsofthetargetreadersreducingthecollisionofpragmaticassociationsincross-culturalcommunication.Domestication,withthecultureofthetargetlanguageasitsdestination,advocatesthatthetranslatorshouldtryhis/herbesttoadapttoandtakecareoftheculturalhabitsofthetargetlanguage,removinglanguageandculturalobstaclesforthereaders.Example2ST:Thegirlisdressedlikeadog’sdinner.TT:这个女孩穿得十分讲究。Analysis:Inanycase,itisthegroundofthemetaphorthatmustbeconveyedinthetranslationtext.Obviously,thisdoesnotmeanthatimageisessential.Ifpossible,thetranslatorshouldtrytoconveytheimageofthesourcelanguageorreplaceitwithanotherimagethatismoreacceptabletothetargetlanguagereaders.Inthiscase,accordingtowesterntraditionalcultural,dogdoesn’tmeansomethingbadorwithderogatorysence.Onthecontrary,“adog’sdinner”isevenacommendatorymetaphor.However,inChineselanguageandculture,thereisnometaphorofimageofananimalthatsymbolizethenicedress.Thusthetranslatorhastoabandontheformalequivalenceofthissentencewithonlyrestoringitsmeaning.4StrategiesofChineseTranslationofEnglishMetaphors4.1TheIntegrationMappinginMetaphoricalLanguageTranslationFromtheperspectiveofconceptualintegration,thetranslationprocessisdividedintotwoindependentintegrationprocesses,namelyde-integrationandre-integration.Thesourcelanguageistheresultoftheauthor’sintegration.Itisinterpretedinthefirstintegrationspace.Afterthat,inthesecondintegrationspace,thetranslatorusesappropriatelanguagetoexpresstheconceptualformofthesourcetext.4.1.1De-integrationOperationsinSourceLanguageTextMetaphoricalexpressionstosomeextentreflectdifferentsemanticorlogicalmeaningsfromthoseoftheirlexicalcomponents.Itisdifficulttoinferthecoremeaningoftheselexicalcomponentsfromthemeaningstheyreferto.Therefore,whentranslatingthesemetaphoricalexpressions,thetranslatorshouldfirstfindoutthegroundofthemetaphorinthesourcelanguage,andthensearchforthemetaphoricalexpressionswithequivalentmeaningandsimilarfunctionsinthetargetlanguage.Formetaphorisinfluencedbysocialandculturalconceptsandspecificculturalattitudes,thetranslationofmetaphoricalexpressionsisdifficult.Thetranslatorshouldmapconceptsforthetargetlanguagereadersandfindthecognitiveequivalenceofthemetaphoricalexpressioninthetargetlanguageculture.Forexampleinthetranslationprocessofasentence,tobeginwithwhenthetranslatorreadstheoriginalsentenceitselfisalinguisticintegrationgeneratedbytheauthor.Thenthetranslatorexplainstheoriginalsentenceorbreaksitdownintomentalexpressions.Heorshemanagestoreconstructtheintegratedstructureusedbytheauthorintheoriginaltext.Thefirstintegrationprocessinvolvesnotonlylinguisticinformationbutalsocommonknowledgeandinformation.Thereisaconsensusinthetranslationfieldthatthequalityofthetranslationdependstoagreatextentonthetranslator’sunderstandingofthesourcetext,becausewhethertheconceptualintegrationintheunderstandingstagecanreachorapproachthepsychologicalschemaoftheauthoroftheoriginaltextdirectlydeterminesthegrammaticalstructureandtheoutputoftheconceptualstructureintheexpressionstage.Ifthecombination,perfection,andexpansionofinformationareinsufficientintheprocessofunderstanding,itwillleadto“undertranslation”.Besides,toomuchexpansionmayleadtoovertranslationormistranslationviolatingthecriteriaof“faithfulness”or“equivalence”intranslation(LiuXian,YueHaoping2012).Toaccuratelyreconstructthepsychologicalspaceoftheoriginalauthor,thetranslatorneedstocontinuouslyimprovehisunderstandingofthelanguageandcultureoftheoriginaltext.Onlywhenthecontenttobeactivatedisstoredintheconceptualspaceofthetransl