Abstract :
[en] Metaphors are an essential part of LSP that shape, among other aspects, terminology and phraseology. Indeed, metaphors in science can be constitutive of a theory (Boyd, 1993 [1979]) or even form coherent webs ('réseaux cohérents') (Prandi, 2012), revealing the conceptual essence of a particular domain.
Until recently, metaphors were only seen as popularization tools to help novices understand a specialized domain. But studies tend to show that experts use metaphors in specialized contexts (Resche, 2012; Vandaele, 2002; Oliveira, 2009). Even so, metaphors are not often taken into account, especially in teaching specialized translation. We argue that awareness of metaphors should be emphasized in translation classes as they can help draw conceptual links between language as it is used by experts and field-specific knowledge, both aspects being essential to translators.
Taking as a primary hypothesis that metaphors can help translators understand the logical structure of a text as well as the characteristics of the concepts they define, we intend to show, through the analysis of examples from trainee translators, that metaphors can give a powerful and quick insight into knowledge in a sight-translation context with preparation time being limited to 10 minutes.
References
Boyd, R. 1993 [1979]. 'Metaphor and theory change: What is 'metaphor' a metaphor for ?' in A. Ortony (dir.), Metaphor and Thought. 481-532. Cambridge: CUP.
Oliveira, Isabelle. 2009. Nature et fonctions de la métaphore en science : l'exemple de la cardiologie. Paris: L'Harmattan.
Prandi, M., & Rossi, M. 2012. « Les métaphores dans la création de terminologie ». Terminologie: textes. Discours et accès aux savoirs spécialisés. 7-19. Brest: Glat.
