METAFORIČKA KONCEPTUALIZACIJA LEKTURE KOD STUDENATA ANGLISTIKE

Abstract

Editing, as the process of translation revision and preparation for publication, involves correction, condensation, organization, and other modifications aimed at producing an accurate and consistent piece of work. It involves creative skills, cooperation, and a precise set of methods. This study explores how the translation trainees, students taking the university course in Editing and Proofreading for Translators, understand, think and talk about the newly acquired editing skills. The respondents were asked to summarize the process of text preparation using metaphors. Their answers were analyzed through the lens of cognitive linguistics, namely the conceptual metaphor theory. The results demonstrate that the trainees predominantly base their metaphorical conceptualizations on the source domains of work or production (both industrial and manual), mapping editing onto industrial processes, service industry or manual crafts. The analyzed metaphors also comprised those based on the domains of food and plants, as well as the few exploiting the domains of art, sports, health and child’s play. The choice and nature of the metaphors used by the translation trainees reflect the students’ attitude towards technical and linguistic correction of the work: translation and revision are essentially seen as skills of making or mending, which require experience, competence and systematic work. The exegetical function of the deliberate metaphors obtained in this study remains to be further explored.