Cognitive Construction Grammar in Translation Studies

Authors

  • Zhang Caifeng School of Foreign Studies, Yangtze University, China Author

DOI:

https://doi.org/10.22161/jhed.7.5.6

Abstract

The construction grammar (CG), as a major ramification of cognitive linguistics, has attracted more and more attention in recent years. The study of grammar under cognitive construction grammar takes "construction" as the basic unit of translation, uses the concept of construction to elaborate and explain various phenomena and thinking representations in the field of translation, and reveals the law and essence of translation behavior from the cognitive level. This paper briefly discusses the integration of the constructional grammar and translation studies, reviews and evaluates the principles and strategies of the constructional grammar in promoting translation, the development of translation process and translation transformation, and finally discusses the contribution of translation studies in promoting the constructional grammar.

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References

The construction grammar (CG), as a major ramification of cognitive linguistics, has attracted more and more attention in recent years. The study of grammar under cognitive construction grammar takes "construction" as the basic unit of translation, uses the concept of construction to elaborate and explain various phenomena and thinking representations in the field of translation, and reveals the law and essence of translation behavior from the cognitive level. This paper briefly discusses the integration of the constructional grammar and translation studies, reviews and evaluates the principles and strategies of the constructional grammar in promoting translation, the development of translation process and translation transformation, and finally discusses the contribution of translation studies in promoting the constructional grammar.

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Published

2025-10-14

How to Cite

Caifeng, Z. (2025). Cognitive Construction Grammar in Translation Studies. International Journal of Humanities and Education Development (IJHED), 7(5), 37-42. https://doi.org/10.22161/jhed.7.5.6