Study On TCM Translation Teaching From The Perspective Of The Conceptual Blending Theory

Objective: This paper introduces the Conceptual Blending Theory to the actual teaching cases in order to provide new teaching ideas for TCM(Traditional Chinese Medicine)translation process of the cognitive concept formation of instructor and learners in translation teaching and learning.Methods: Literature research method: it reviewed the related literature on Conceptual Blending Theory and TCM English teaching,introduced the research history and drew a conclusion from the existing research results to seek vacancy points to be studied.Classroom observation method: the elective courses at school were taken as an object so that the present writer can have a chance to observe one English instructor’s TCM teaching process in class personally and systematically through appropriate records.Cases study method: Firstly,34 TCM English translation teaching cases in class were selected;Secondly,the sentences were classified with a reference to metaphor,homonym words and word conversions.All of them are noted well;Finally,the teaching process was analyzed and concluded.Analytic and synthetic method: the paper is based on the Conceptual Blending Theory to cast an analysis and the steps are as follows: 1.the process of composition which is formed by reconstructing mental space through unpacking principle and translation;2.the process of completion which aims to explain the teaching methods and translation strategies used by instructor;3.the process of elaboration which aims to analyze the impact from teaching on learners’ mental space to check whether the translation is in line with Conceptual Blending Theory principles.Results: The cases study show that: 1.Instructor had the same synesthesia as learners so as to enlighten them with simple and easily comprehended examples and illustrations teaching methods to form online meaning for the sake of comprehension;2.The instructor enlarged learners’ knowledge by comparing different meaning for expressions in different contexts with history and philosophy in TCM theories that enhanced a sense of the conceptual meaning association;3.The instructor introduced translation methods,some translation taken annotated translation and thus retained the native culture which helps the target readers involve in mind mapping and concept blending smoothly so as for the final comprehension of the translation.Conclusions: Introduction of the Concept Blending Theory helps the classroom activities of TCM English translation: 1.The Conceptual Blending Theory can bring cognitive synesthesia for instructor and learners’ comprehension of the original text,word choice and expression and style choice;2.It resorts to information presentation and pictures to guide learners to form a network connectivity in depth so that instructor can interact with learners through examples and inspire learners’ cognitive association and finally change the classroom teaching mode;3.In addition,the Conceptual Blending Theory is closely related to personal knowledge and life experience,so TCM translation requires that both instructor and learners should have a good knowledge of the basic theory of traditional Chinese medicine and basic English.