Luận văn translation procedures applied in the english vietnamese translation of the conceptual metaphors in the novel the call of the wild

After that, based on the adapted analytical framework on the translation procedures of conceptual metaphors proposed by Al-Harrasi 2001, the study fourd various translation procedures,

VIKTNAM NATIORAL, UNIVKRSITY, HANOLI UNIVERSITY OF LANGUAGES & INTERNATION STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYEN TUAN MINIT

TRANSLATION PROCEDURES APPLIED

IN THE ENGLISH-VIETNAMESE TRANSLATION

OF THE CONCEPTUAL METAPHORS IN THE NOVEL

“THE CALL OF THE WILD”

(Các thủ thuật được áp dụng trong việc dịch Anh-Việt ẫn dụ ý

trong tiểu thuyết “Tiếng gọi nơi hoang đã”)

M.A MINOR PROGRAM THESIS

Field: English Linguistics

Code: 8220201.01

HANOI - 2019

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATION STUDIES

FACULTY OF POST-GRADUATE STUDIES

NGUYEN TUAN MINH

TRANSLATION PROCEDURES APPLIED

IN THE ENGLISH-VIETNAMESE TRANSLATION

OF THE CONCEPTUAL METAPHORS IN THE NOVEL

“THK CALL OF THE WILD”

(Các thủ thuật được áp dung trong việc dịch Anh-Việt ẫn dụ ý niệm

trong liễu thuyết “Tiếng pụi nơi hoang dã”)

M.A MINOR PROGRAM THESIS

Field: English Linguistics

Supervisor: Dr Huynh Anh Tuấn

HANOI —2019

DECLARATION

I hereby declare that this thesis represents my own work and has not been

previously included in a thesis or dissertation submitted to this or any other insGlabon

for a degree, diploma or other qualifications

Signature

Nguyen Tuan Minh

June, 2019

ACKNOWLEDGEMENTS

First of all, I would like to express my sincere thanks to Dr IIumh Anh Tuan,

my teacher and supervisor, whose inspiring and full-of-fun lectures on Cognitive Linguistics and conceptual metaphors had given me inspirations to choose and keep working on this research, Also, he provided me with useful advice on research direction and oncouragemtont during the work

Also, I am extremely grateful to Ms Vuong Thị Thanh Nhan, lecturer of Translation & Interpreting Division, Faculty of English Teacher Education, ULIS, VNU, whose paper on the translation procedures and equivalence on Quan ho terms had enlightened me on my research goals and who had kindly offered me invaluable

advice and materials on translation cquivalence and mclaphor translation

My deep appreciation also goes to my father, my mother and my younger brother who provided me with money, food, care and encouragement while | was totally devoted to reading materials and writing this paper

iii

ABSTRACT

The translation of conceptual metaphor am Iinglish to Vietnamese has been

largely ignored Tn the world, some stucies have dealt with the treater of conceptual

motaphors from Arabic to English and from Russion into English, cto However, no

studies on the English-Vietnamese translation of conceptual metaphors can be found

Thorelore, (his paper cxamines some conceptual mnelaphors available in the novel “The

Call of the Wild” and the translation procedures used to translate them from Hnglish to

Vietnamese Based on the conceptual theory of metaphors proposed by Lakoff and Johnson (2003), a number of conceptual metaphors have been uncovered in the English

versions such as DOGS/WOLVUS ARL NUMAN, NATURE IS A HUMAN BEING/AN ANIMAL, TIME IS A MOVING OBJECT, STATES ARE LOCATIONS,

etc together with some 230 linguistic realizations After that, based on the adapted analytical framework on the translation procedures of conceptual metaphors proposed

by Al-Harrasi (2001), the study fourd various translation procedures, including

keeping the same conceptual metaphor, using another conceptual metaphor, deleting

the conceptual metaphor, and converting the conceptual metaphors

Keywords: conceptual metaphors, translating conceptual metaphor, translation

procedures

iw

6, Structural organization of the thesis

CHAPTER II: LITERATURE REVIEW

1, Metaphors and conceptual metaphors

1.1 Traditional view of metaphors

1.2 The conceptual metaphor in the cognitive view

2, Conceptual metaphors in literature

3 Translation and translation procedures

3 Data collccfion and data nnalysis proccdures

2 The procedures applied in transiating the conceptnal mefaphors Al

2.1 Keeping the same conceptual metaphor "¬

LIST OF FIGURES

Figure 1: Percentage of translation procedures

vũ

AL

CHAPTER l: INTRODUCTION This chapter presents {he reason for choosing the research topic and highlights the purposes and the methods of the study Also, the structure and the scope of the

research are also discussed

1 Rationale

The world today has been much closer together thanks mostly to the advances of) technology that has helped bridge the great physical distance that seems at first

daunting between different places in the world Besides, it would be a great mistake to

ignore the crucial role taken by iranslation, the key player that bring people spirilually

and emotionally closer, by boosting the understanding among cultures, “aiding the

understanding of an increasingly fragmentary world” (Bassnett, 2007)

‘The cultural aspects of translation have been a constant emphasis in translation (Bassnetl, 2002) Normally, when thinking aboul the relationship between culture and translation, one may immediately think of cultural words, which are particularly associated with a particular language and cannot be translated literally (Newmark, 1988) and wonders how these cultur-rich concepts can be rendered into the target language Therefore, not surprisingly, a large body of research in translation study has een dedicated to this area It does not take one much time to search for a few studies

on translation of cullure-specitic terns To name a fow, Hapsan and Setyaningsil (2013) in their study “Cultural Words and the Translation in Twilight” worked with

100 cultural words related to food, house, artifacts, transportation, clothes, communication such as “madrone trees”, “pelicans”, “orib” and “ravioli”, ete, and various translation procedures applied to render these terms into Indonesian Nhan (2015) studied the wranslation procedures im translating (crs used m “Quan he”, a

traditional way of singing and performing songs in Bae Ninh, a northem province of Viemam In this research, she discussed a preat number of cultural words, their

translation procedures and their equivalents such as “áo the”, “khán xếp”, “liển anh”,

“liền chủ”, “hát thờ”, “hát cạnh” ete

However, another equally important part in culture but often ignored in

translation is the patlern of thoughts and ways in which people of different cullures categorize things A famous theory that summarizes the relationship between

languages, thought and culture is the Sapi-Whorf hypothesis Proposing the idea of

linguistic determinism, Sapir and Whorf argue that language determines thought and language is a reflection of culture (Yule, 2006)

‘Therefore, under the light of cognitive linguistics, there is something more than just cultural terms Evan and Green (2006) maintained that pattems of thought or

concepiualivalion are rell

cultures), speaking different languages have their own ways of understanding,

din language Diflerenl groups of people (different

perceiving and construing their physical environment around them and other

cxperiences In other words, cach culture will perceive and widerstanding reality in different ways or thought is also a product of culture

“Che metaphor is probably the most fertile power possessed by man” (Jose Ortega y Gasset, 1948) Metaphors have lang been a focal interest for the academic world and widely studied from many perspectives, including traditional views, philosophers’ view and cognitive view, etc Studying metaphors from the cognitive approach and their translations will present certain benefits and new insights as the conceptual metaphor, with ils basis in basic physieal, physiological and cultural experience of human beings, serves as a powerful tool in revealing these differences in the thinking patlerns, allowing the possibility of examining and comparing different ways of construing reality of different groups of people

To some degree, conceptual metaphors have some propertics (hat arc ihe same

as cultural words, Although sometimes, two cultures share the same expressions, most

tờ

of the time, the expression in a particular language is culture-specific For example, there are numerous “cultural thoughts” in the English language such as THE SUN TS A LIUMAN (the sun-kissed valley) or SEATUS ARE LOCATIONS (they went from bad

to worse) (phrases taken from The Call of the Wild) What does a translator, as a traveler from one source lo another (Michel Cronin, cited in Bassnetl, 2002), do when they work with such metaphors/images? Do they keep the same metaphors; create a

new inelaphor or what else?

2 Aims and objectives

The overall purpose of this shuly is to investigate the treatment af conceptual metaphor, in other words, the translation procedures used to translate the conceptual metaphors in the novel “The Call of the Wild"from English to Vietnamese

To achieve this aim, the following objectives are set: (1) identifying the concepmal metaphors present in the English novel and their linguistic expressions: (2) comparing the conceptual metaphors in the English source text and the Vietnamese

target text to reveal the translation procedures used

3 Research method

This research adopts both qualitative and quantitative methods ta achieve the desired

oulcomes First, basing on the description offered by Lakoff and Johnson (2003) on

conceptual metaphor, the paper investigates the Lnglish version to identify the

conceptual metaphors available and their linguistic manifestations After that, based on the adapted framework by Al-Harrasi (2001), the Vietnamese translations of these

linguistic realizations are examined and compared to the source text to reveal what

translation procedures are adopted lo deal with these conceptual metaphors Next,

quantitative research method will be applied to reveal which translation procedures are

the most used

‘This research aims at answering two questions:

1 What are the conceptual metaphors and their linguistic manifestations in the Faglish novel “The Call of the Wild”?

2 What translation procedures are applied in wanslating the conceptual

metaphors from English to Vietnamese?

Research question | aims al identifying the conceptual metaphors in the English

novel and their linguistic realizations Based on the results in question 1, question 2 is

devoted to deal with the issue of translation procedures

4, Scope of the study

This study closely examines all the seven chapters in the English adventure

novel “The Call of the Wild” by the American writer, Jack London to list sume

conceptual together with their linguistic evidence ‘This study classifies the conceptual

inelaphors, by their mature, iu knowledge-based and image-based metaphors In

image-based metaphors, there are two sub-types, image-svhema and image metaphors

‘This paper focuses on knowledge-based and image-schema metaphors only

‘This paper deals only with the translation procedures applied to treat the conceptual metaphors in the process of translation from Tinglish †o Vietnamsse In

other words, this study decs nol aim al making systematic qualily assossments on the

translation quality but only discusses and argues on the treatment of conceptual

metaphors in translation when the translator moves between the two modes of thinking

5 Significance

Nonnally, when conducting research in congeplual melaphors, one is likely lo examine only one type in depth, for example, LOVH IS A JOURNEY However, adopting the cognitive approach to the study of metaphors, this research investigates a wide range of conceptual inctaphors that underlic the language expressions in the novel

“The Call of the Wild”, Furthermore, the paper hopes to contribute to the large reservoir of translation research by approaching translation from the view of cognitive

linguistics, which is still under-researched compared to other approaches to the study

of melaphor in general Hopefully, this paper will be beneficial to sludents, teachers

and translators who are interested in looking at metaphors from the cognitive

perspective, especially in a single work of literature Finally, this paper is an attempt ta

investigale the translalion procedures adopled lo deal with the conceptual metaphor

during the translation process from English to Vietnamese Therefore, it is extremely

useful for those who have the intention of developing their own procedures Guat are

peculiar to the English - Victnamose translation of conceptual metaphors

6 Structural organization of the thesis

‘This paper is organized into five chapters Chapter 1 is responsible for introducing the research gap and the problems the research set out to solve and the

possible contributions Chapter TT providss the theoretical foundation for the paper by

bringing many approaches to the study of metaphors into discussion, placing the

arguments against other theories of metaphors made by cognitive linguists at the

center Besides, the writer will review some relaicd studics m this chapter Chapter IIT

presents the methods for collecting, analyzing data for this research Chapter IV is reserved for the discussion of rosulls and findings by presonling Iho answers for the two research questions made at the beginning, together with its implication Finally, Chapter V, Conchwion, summarizes the main findings and arguments in this study,

Tnghlighting some of ils Hintilations and proposes some suggestions for further research,

CHAPTER I: LITERATURE REVIEW The following chapter deals with the theoretical huckground of this research It provides the conceptual grounds of metaphors, conceptual metaphors and some related issues in translation such as translation procedures used for metaphors Besides, some

previous works on concepiual metaphor translation are also discussed

1 Metaphors and conceptual metaphors

The issuc of metaphor has been a constant concem for centuries Galperine (1981) states that metaphors have been discussed since the time of ancient Greek and Roman literature, resulting in the definition of metaphor as a trans(erenve of meaning from one word to another Furthermore, Jakel (1997) also maintains that “Kor about three hundred years now, various, mostly European philosophers and linguists have

been anticipating the central tenets and findings of the cogrative theory of metaphor”

“What's a metaphor?” sometimes becomes a difficult question, even to scholars

A somewhat amusing anecdote told by Glucksberg (2001) about a professor, Ray Gibbs, going to a conference on metaphors in Israel, when questioned by a check-in

accunly guard what a metaphor is Failing fo answer the question immedialely, he got

into one-hour interrogation at the airport before rescued by an Israeli conference host

According to Oxford Dictionary (1996), the word “inetaphor” comes from the Greek “Metapherein”, which means “to transfer” (“pherein means “to bear”) I'rom that simple definition, metaphors have come to mean many different things for many different people Linguists, psychologists and philosophers may define metaphors in

their own ways

the Oxford Dictionary (1996) presented the definition of metaphors with two senses The first sense considers metaphor as a figure of speech in which a name or a word is transferred to an object or aetion different from, bul analogous, thal to which it

is literally applicable ‘Ihe second sense regards metaphors as a form of conceptual

representation: “A thing considered as representative of some other (usually abstract)

thing: A symbol.” Tn general, most of the contemporary metaphor definitions address

these two senses from different aspects, either as a linguistic expression and a means of

communication ar as a conceptual representation (Glucksberg 2001)

‘traditionally, metaphor is considered a figure of speech, just like simile, or in

other words, a malier of mere language Philosophers think language is Tileral Some

scholars think that the nature of metaphor is just presenting and matching similaritios in attributes of two different things It is widely believed so until George Lakoff and Mark Johnson published their book “Metaphors We Live By” in 1980, in which they proved

that metaphor is not only a linguist issue but an important apparatus of human

understanding and cognition Since then, this view has been supporied by numerous

scholars such as CrofL and Cruse (2004), Koveeses (2002), ele The following section

-will present and discuss some common approaches to the study of metaphor, including

the traditional view and the modern approach of cognitive linguistics

1.1 ‘Traditional view of metaphors

According to Glucksberg (2001), Aristotle, one of the most ancient figure who elaborated on the study of metaphor, in his work “Poetics” (Chapter 21) proposed four types of metaphor, genus for genus, genus for species, species for genus and analogy The common nature shared by the first three types of metaphors is that they involve substituting one word for another An example of the genus for genus type is “Some lawyers are sharks” Here, the word “sharks” is used instead of a word from the same

semantic dona, genus, as “lawyers”

Ma & Liu (2008), in their paper “A universal approach to melaphors”, discussed many approaches to metaphor, including several prominent scholars in this field Beardsley (1966) considered metaphor a fascinating phenomenon in language and

metaphors are not only present in poetic works According to him, metaphor has both

denotative meaning and connolalive meaning

For example, in the sentence “The animal in the pen is a pig” Here “pig” gives

a literal sense (denolalion) of an animal with four legs and a long nose However, the word “pig” in another situation, such as “the man over there is a pig” has something,

more than the literal meanmg “Pig” im the second senlence is interpreted

metaphorically (denotative meaning): The man is fat, dirty, lazy and so on

Compared to Beardsley, Richards (1967) presented a more profound analysis of metaphor In his paper called “he Command of metaphors”, he argued that the nature

of metaphor requires the comparison of more than twa objects He also put forward the two terms for understanding (he mechanism of metaphor: tenor and veltigle A tenor is the term, concept, or object that is meant while a vehicle is a thing that carries the weight of the comparison For example, in the metaphor “A city is a beehive”, “city”

is the tonor and “bechive” is the vehicle Moreover, in this paper, Richards also maintained that a word ean be both literal and metaphorical at the same time Vor example, “The mart has a wooden leg” Here, “the wooden leg” cart be understood as a real physical condition in reality that the man has to suffer from or it can be interpreted metaphorically as a failure to perform some job properly as expected, for example

Searle saw metaphor as a type of indirect communication and metaphorical

sense comes from an expression in a specific linguistic and situational context and

therefore, metaphors should be considered at the level of ulteranee: “The problem of

explaining how metaphors work is a special case of the general problem of explaining

how speaker meaning and serlence or word meamng come apart Our lask in

constructing a theory of metaphor is to try to state the principles which relate literal sentence meaning to metaphorical [speaker's] utterance meaning (Searle (1975) To

him, it depends ơn the Hstener whether to undorsiand an utterance literally or

metaphorically and metaphorical interpretation of an utterance requires the application

of conversation principles and speech act Iheary

Among the various definitions provided by the scholars who subscribe their

views (o the traditional approach, lwo summaries of this long-ostablishing strand of metaphor provided by two eminent cognitive linguists, George Lakoff and Kovecses,

have captured them all To sel a ground before criticizing the traditional approach 10

suctaphor, Lakoff (1992) pomted out that “The word metaphor was defined as a novel

or poetic linguistic expression where one or more words for a concept are used outside

of its normal conventional meaning to express a similar concept”

Kovecses (2002) also summarized the conventional attributes of metaphor First, taclaphor is simply 4 malter of language, nol of thoughl Sceond, metaphor is used for artistic and rhetorical purposes Third, metaphor is based on resemblances between two entities that are compared and identified Fourth, metaphor is a deliberate use of words and the ability requires special talents to do it well Finally, it is commouly held that metaphor is a linguistic phenomenon, a figure of speech that we can do without Melaphor is used for special effects and nol an inevitable part of” everyday

communication

1.2 The conceptual metaphor in the cognitive view

1.2.1 What counts as a conceptual metaphor?

Cognilive linguislivs, a now linguistic ficld which can be taced back in the early 1970s (Livan & Green, 2006), is an interdisciplinary enterprise because it involves boll the study of Hunan longuage and of the human mind Like other Hnguisie scholars, cognitive linguists try to describe the systematicity by providing various theories, Ilowever, the reason behind is that they seek to reveal the links between the luman mind and Ianguage, holding a belief that huuan language reflects the thinking pattems in the mind (Livan & Green, 2006)

Since Lakoff and Johnson published their influential book “The Metaphor We

Live Ry” in 1980, the study of inetaphor im the direction of cognitive approach has

attracted many followers In their book, Lakoff & Jobnson (2003) clearly presented

their view To them, metaphor is a powerful tool of human cognition: “The essence of

amelaphor is understanding and experiencing one kind of thing m lens of anothe (Lakoff & Johnson, 2003)

This position is also shared by Hurford ct.al (2007) in their book on semantics

“Metaphors are canceptual (mental) operations reflected in human language that enable speakers 10 structure and construc abstract areas of knowledge and experience in more

concrete experiential terms” (Hurford et al, 2007)

According to this approach, to conceptualize an unfamiliar entity or a field of imowledge, the speaker takes advantage of another already familiar one The former

one is known as the target domain and the latter one, source domain Normally, the

source domain is understood through the expericuce in the physical world and there exists a conceptual mapping between the source domain and the target domain to help

structure the unfarmber entily so thal (he cogmilive load will be lessoned when humans:

are trying to conceptualize something new or unknown to us before (Hurford et al, 2007) This moder view takes a wider approach that metaphors are not only present in literary or figurative texts but ubiquitous in ow daily life and metaphors do not only exist in language but also in the human mind in the way we experience, act and think

about a particular topic Our conceptual system is mainly metaphorical in nature (Lakoll & Tokmson, 2003)

Kovecses (2010), in agreement with the above-mentioned scholars, gave a

concise definition of conceptual metaphor as understanding one conceptual domain in terms of another conceptual domain The conceptual metaphor is represented as the

following formula, CONCEPTUAT DOMAIN A TS CONCEPTUAL DOMAIN B A

10

conceptual domain is viewed as any organized experience of human beings such as

life, journey, lise, money, ele The nature of a metaphor in the form of A is Bis the

mapping of part of our structure of knowledge from domain A to domain 13 (Lakoff &

Tumer, 1989)

Lakoff & Johnson (2003) gave some typical examples on metaphors are used in

the daily language and how the language shapes people’s ways of thinking

AN ARGUMENT IS WAR

- He attacked every weak point in my argument

- Tyo never won an argument, with him,

- Your claims are indefensible

-Ilis criticisms were right on the target

Nommally, “attack” and “win” usually uscd when people talk about wars, however, in these examples, they are utilized to talk about arguments The analogies Tbeiwecun Lose two areas enable the speaker to make use of the familiar aspeet of one Lo describe another ‘This relationship is called conceptual metaphors ‘this metaphor allows humans lo understand whal an argument is by waking use of another domain that has boon already available and satisfactorily understood: physical battle In the wild, wars are pervasive because animals, as well as human beings are usually involved

in fights for territory, food, sex, etc Therefore, our knowledge of fights is rich with details and this Inowledge is transferred or mapped to another domain, less clearly understood, verbal argument

in this example, AN ARGUMENT IS WAR is the conceptual metaphor (mode

of thinking) and one of its linguistic expressions is “Your claims are indefensible” It is noled that linguistic expressions are nol te only means of realizing conceptual

il

metaphors In other words, conceptual metaphors can be manifested in movies, acting, drawings, sculplure, ele (Kovecses, 2010)

Lakoff and Johnson further analyzed this example by considering a different

cullure in which arguing is nol viewed with respect lo wars but to danee Tr the argument, the participants involved do not see themselves as taking sides, defending

personal viewpoints, losing or winning bul cooperating wilh each olber in a balanced

and beautiful way Therefore, bearing the metaphor (ARGUING is DANCING} in

mind, perhaps, they would think differently, act differently and talk differently about

arguing In that way conceptual metaphors reflect and shape our pattern of thoughts

In short, the new view of metaphor is captured by the following main points as opposed to the traditional method Firsl, metaphor is a properly of concept, nol of words, Second, the major function of metaphor is to better understand a concept, not

just for artistic purposes Third, metaphor is often not based on similarity Fourth,

metaphor is used in everyday language, not just by talented people Fifth, metaphor is a crucial apparatus of human thought and reasoning (Kovecses, 2010)

1.2.2 The cognitive mechanivm af metaphors

Lakoff and Johnson (2003) hold that in conceptual metaphors, there are two

conceptual domains, source domain and the targel domain Source domain is the

domain from which metaphorical understanding is drawn from to understand another

conceptual domain The target domain is the conceptual domain that is understood via

domam To understand a conceptual metaphor requires compreheriding the set of

correspondences (mapping) between the source domain and the target domain One

inajor feature of concepLual metaphor is thal it highlights and, at the same time, hides

certain aspects of the target domain Therefore, one single concept can function as the target domain of a number of conceptual metaphors Take the concept of LIFE, for

example, Many coneeplual mclaphors in which LIFE is the targel domain have becn

listed by Lakoff & Tumer (1989), LIFE IS A JOURNEY, LIFEIS A STAGE, LIFE IS BONDAGE, LIFFIS A DAY, eic., Fach of these metaphors helps io conceptualize one

aspect of life, and therefore, constitutes a coherent system in the understanding of life

Tf human thought is metaphorical in nature (Lakoll & Johnson, 2003), is 1

possible for one to understand something non-metaphoreially? ‘This question is partly

addressed in ihe book entitled “More than Cool Reason: A Field Guide to Postic Metaphors” by John Lakoff and Mark Turner in 1989, Non-metaphorical terms are not

structured and organized in terms of another but in its own terms ‘I'o argue, the two authors took the example of how human beings understand the concept of dog, which can be understood non-metaphorically and metaphorically at the same time depending

on which aspects According to them, the non-metaphorical understanding of dogs

includes human concopuulization of the dog’s physical features such as wagging tails,

wet black nose and so on Ilowever, sometimes, it is possible to comprehend a dog’s

tail metaphorically as a flag, but this metaphor is not common and not autonomous:

Motaphorically, humans understand dogs as being “loyal”, giving a human Wail lo a dog, In other wards, we conceptualize some aspects of dogs in human terms and this is

anelaphorical

There are certain things that we do not understand metaphorically, things that human beings think as straightforwardly physical, such as rocks, trecs, arms, legs, ote, because we normally can use ow physical body to experience them directly ‘These sources often function as the source domain in a conceptual metaphor Of course, there are also cerlain sources of concept thal are mostly structured metaphorically by making use of or referring to other concepts (metaphorical understanding) such as life (LIVE 1S

A JOURNRY, LIFE IS A PLAY ), death (DEATH IS DEPARTURE, DEATH IS BREAKING FREE OF THE BONDAGE), and time (TIME IS A MOVING OBJECT, TIME IS A THEIF, ) love (LOVE IS A JOURNEY, LOVE IS SICKNESS, ) and so

on The reason is that we structure less clearly delincated and vaguer concepts (and

13

usually less concrete) in terms of more conerete canoepts and mnore olearly đelinoated

in our experience (Lakoff & Johnson, 2003)

Kovecses (2014) listed some common source and target domains that are often

involved in the creation of concoptual metaphors Some common source dorains are

the human body, health and sickness, plants, heat and cold, light and darkness, forces,

and so on Some common targel domains melude emotion, desire, thought, nation,

human relationship, life, death, religion and so on It is easily noticed from these common source and target domains that they are in line with the explanation provided above by Takoff and Johnson on why some experiences are structured and comprehended via another ‘Ihe source domain experience and concepts seem to be concrete and clearly outlined in our thought or experienced direotly by our body while

the concepts in the Largel domains appear to be vaguer ark] less clearly delineated

1.23 Kinds of conceptual metaphors

Kovecses (2010) presented certain ways in which conceptual metaphors can be classified: according to the conventionality, function, nature, and level of generality

a) By conventionality

According to comventiouality, couccptual metaphors togethsr with their

linguistic manifestations can be categorized into conventional and non-conventional

metaphors Conventionality refers to the degree of haw well-established or how deeply

ontrenched the metaphors are in every day thouglit and expressions If a conceptual metaphor is said to be highly conventional, people use it to think and talk

unconsciously and wilhoul effort, Koveeses (2010) gave the followin, examples

ARGUMENT IS WAR: I defended my argument

LOVE IS A JOURNEY: We'll just have to go our separate ways

THEORIES ARE BUN.DINGS: We have lo construct a uew theory:

14

IDEAS ARE FOOD: I can't digest all these facts

SOCIAL ORGANIZATIONS ARE PLAXTS: The company is growing fast

Some examples ol non-conventional conceptual metaphor mentioned in Koverses’s discussion are LOVE 1S A COLLABORATIVE WORK OF ART and LIFE IS A MIRROR

b) By the cognitive function of mctaphors

According to the cognitive function, conceptual metaphors have three categories: Structural metaphors, ontological metaphors and orientational metaphors

Those three types often overlap and coincide in certain cases

First, structural metaphors are defined as ihe metaphors that structure one

concept in terms of another, for example, AN ARGUMENT IS WAR By employing

the concepts of WAR, the human mind can structure and conceptualize ARGUMENT

to same certain extents

Second, orientational metaphors “organize the whole system of concepts with respect to another” (Lakol! & Johnson, 2003) This type of metaphor is called orientation because they deal with special orientation: up-down, in-out, front-back, on- off, deep-shallow, and central-narginal Orientation metaphors give the mind some hints on how to conceptualize abstract ideas with respect to special directions For example, the metaphor “ILAPPY 1S UP” is the basis for the expression “I’m feeling up today” or in contrasl, “UNHAPPY TS DOWN” gives rise to the senlenee “Em [eeling down today.”

Tiard, ontological metaphors imply that human mind takes advantage of the

tangible and already in existence and visible to visualize and conceptualize the

intangible and abstract entities, moving the source domain (physical world) to the target domain (usually the non-physical world).In olher wards, this lype of metaphors

i5

allows us to experience a wide range of invisible things as visible substances and

entities so hat the tasks of calegorizing, grouping aud quantifyimg can be made

cognitively casy and convenient

Takolf and Jolmson (2003) give mumerous examples on how ontological metaphors are employed in our daily life to facilitate our cognitive tasks in referring, quantifying or identifying, entities that are not visible or touchable to us

INFLATION IS AN ENTITY

Inflation is lowering our standard of living

TE there's much more inflation, we'li never survive

©) By nature of metaphors

Metaphors can be based on knowledge or image By the nature of metaphors, there are three categories: knowledge-based metaphors and image-based metaphors In the latter type, there are two subtypes: image-schema metaphors and image metaphors

Knowledge-based metaphors are based on the knowledge mapping from the

source domain to the target domain and the knowledy

example, consider the conceptual metaphor LOVE IS A JOURNEY People experience and knowledge tell them a lot about what it means by a joumey, a starting points, a

is very rich in details For

path to travel, a destination, a means of transportation, a companion and obstacles on

the way, ele,

Tn ease of the image-schema metaphor, consider the image schema of in-oul

suggested by the word “out” in “out of order”, “ out of money”, “pass out”, and so on

Very little is mapped from the source to the target domain This type of metaphor is

16

based on our direct cantact with the physical world Some mare examples of image- schema metaphors are given by Kavecses (2010):

front-back ‘He's an up-front kind of guy

Unlike structural ard image-schema melaphors, image metaphors (Image-based metaphor) maps onc image to another image Here is an cxample cited in More than Cool Reason by Lakoff & Tumer (1989), in which the image of a slowly walking warnan Lo mapped onto the Mow of a nver, “Now womar-river, Belied with silver fish”

(the Peacock’s Hea)

‘The scope of this thesis does not cover image metaphors (as stated in the scope

of the study)

d) By level of generality

According to the level of generalily, metaphors can be either at a spevilic level

or generic level Specific level metaphors are comprised of specific concepts, which are rich in details, such as life, death, joumey, ete, while generic metaphors are made

of general concepts with a small number of propertics, Here are some cxamples of these two types of conceptual metaphors given by Kovecses (2010):

Specific level: LIFE IS A JOURNEY, AN ARGUMENT IS WAR, TIME IS A MOVTNG ORIECT, etc

Generic level: EVENTS ARE ACTIONS, GENERIC IS SPECIFIC, ete

2 Conceptual metaphors in literature

Takoff & Tuner (1989) demonstrated the relationship between ordinary conceptual metaphors in everyday language with those used in novels and poetries They found that most metaphors uncovered in poetries are based on conventional, ordinary metaphors However paets have manipulated these ordinary metaphors in different ways to generate effects for their works or they rework the metaphors, such as extending (to include an uncommon element in the source domain), elaborating (to elaborale # usual clement in ihe source domain in an unusual way), questioning (to question the appropriateness of conventional metaphors) and combining (to combine

numerous conceptual metaphors at a time)

esides the creative use of ordinary conceptual metaphors, personification is also widely employed in liloralure Personification allows for the comprehension of a diversity of experiences with non-human entities in terms of human activities, characteristics This example is given by Koveoses (2010, p.56)

TIME IS A PURSUER

But at my back J always hear

Time's winged chariot hurrying near

(Marvell, “To iis Coy Mistress”)

Another characteristic of conceptual metaphors in literature is that the image

metaphor, which brings two images together, is quite common This type has been

discussed in the section of kinds of conceptual metaphors

18

Tinally, literary works usually involve what is called the “mega-metaphor” or

extended metaphor, which means thal some melaphors thal run through the whole text

and makes every micro-metaphor that surfaces coherent (Kovecses, 2010) ‘The micro-

metaphor can be tald from linguistic expressions

3 Translation and translation procedures

3.1 Translation

There is a wide range of attempts to capture the nature of translation, resulting

in hundreds of definitions However, there are two popular approaches: Linguistic approach put [forward by Catford (1965) and lunctionalist perspective by Nord (1991)

Adapting the linguistic point of view, Catford (1965) considered translation an operation performed on languages: translation is the replacement of textual material in one language (Source language/ST.) by equivalent materiat in another language (Target language/TL} This view is also supported by Newmark (1988) when he defined translation as “rendering the meaning of a text into another language in the way that the author mtended the text.”

The other view is proposed by Nord (1991), who connected the theory of

translating wilh the theory of action From thal point of departures, Nord discussed

various aspects of translating, such as translation as a translational interaction,

translation as an intentional interaction, translation as an interpersonal interaction,

translation as a commumicalive action, translation as an intcreullural mitcraction and

translation as a text processing action,

Kor example, stating that translation is a communicative action, Nord (1991) argued that communication involves the use of signs and meaning, and the producers of the message need not use the same signs when communicating, Therefore, the job of the translator is to create sings that are comprehensible by the target reader

19

Another facet of translation is that it is an intercultural interaction Translation lakes place in a particular selling and involves members from different cullures Moreover, because language is an inherent part of a culture, translators need to be aware of the rich points, which are differences in behavior causing culture conflicts and

iscommunication

3.2 Translation procedures

According to Nowmark (1988), while translation methods apply to the whole text, translation procedures are used for sentences and smaller unit of language Lle proposed sixteen translation procedures, including literal translation, (ransference, naturalization, modulation, ete ‘hese procedures are the generat ones However, to translate metaphors Newmark (1985) offered another set of translation procedures, in order of preference

Tn Newmark’s framework, Olyect refers to the concept or things described in the

metaphor (tenor, target domain), while Zmage refers to the item in terms of which the

object is described (vehicle, source domain) Besides, Sense refers to the literal

noaring of[ the melaphor er aspects of similarities between the object and the image

(point of similarity, mappings)

© Reproducing the same image in the target language: This procedure is used fo translate a source language metaphor into a target language

metaphor with the same image, which is only possible when the source language metaphor is universal Tor example, “Silence is golden” can ben translated in to “lrn lặng là vàng”

© Replacing the image in source language ‘with a standard target

language image which does not clash with the target language culture’: For example, “As poor as a church mouse” is translated into

“Nghéo rới mộng loi”

« Translating the metaphor by a simile, ‘retaining the image’: For

example, “He is a lion” Nd, như một con hồ, or "im a flash, he struck” is Irarslated into “Nhanh như chớp, nó lần công”

© “Translation of metaphor (or simile} by simile plus sense: It helps to

explain to both Jaymen and experis For example: “He is a Hon” is

translated into “Nö có sức mạnh như một con hỗ”

* Conversion of the metaphor to sense: For example, “He is a lion” is

translated into “Nó có sức mạnh vô địch”

© Modification of the metaphor: This procedure 1s applied when the metaphor is too bizarre tn the target language and the translalor uses 4

synonym to it This is an cxample by Newmark (1985) In the Italian language, “bruciare all’ altare “, which means to bum at the altar, is

translated ilo “to sacnfice” m Enghsh

© Deletion: In this procedure, the metaphor together with its sense is omited from the Iranslation If the metaphor is redundant (lhe

metaphor’s role has been taken by other expressions in the text), the

translalor can opt Cor leaving the molaphor out of the translation together

with its sense

» Using the same metaphor combined with the sense: ‘This procedure is

emplayed when the translator wishes to sure the power of the metaphor

on the targel language reader and makes sure the readers understand the

motaphor The following example is provided by Newmark “The tongue

is a fire” and the translator adds that “4 fire ruins things and what we say also ruins things.”

Another point to note in the translation of metaphor is simile Simile and

anelaphor have a very close relationship in thal a metaphor is considered an implicit

simile, according to the traditional views However, simile is supposed to be more

logical than metaphor because simile shows the similarities between the two domains (Al-Harrasi, 2001) Tn translation, according to some scholars, simile plays an

important role in translating metaphors in such a way that it is the most effective way

(Nida 1964), and closest, most preferred ways (Al-Harrasi, 2001) in dealing with

anelaphor translation

Ta addition, Al-Harrasi (2001) offered another treatment of conceptual

sctaphors im translation In this framework, “rich image” means a particular image example/instantiation evoked to a person’s mind when encountering an image schema

For example, when one thinks of the MOVEMENT schema, which involves a starting

point, a path and a destination, etc., it is possible that one might think of a specific example that instantiates that image schema, for example, a child crawling, a bike

inoving and so on The MOVEMENT thal involves a slarting pom, and a path, etc is

called the image schema The image of a child crawling 1s called the Rich Image that

manifests or instantiates the image schema of MOVEMENT

© Tnstantiating the same conceptual metaphor

= Same image Schematic Representation: In this procedure, the translator

keeps the same image schematic metaphor in the source language and

realizes il-in a sitnilar way in the targol language

= Coneretising an image schematic metaphor: Al-Iarrasi gave an example

thal the Arabic version is: “Traq was hit in the center of ils entily” anc the

English translation word for “center” is the heart, which is an image-rich domain However, heart and center evoke to the mind the same image

schema,

= Instantiating in the target language only a functional aspect of the image

schema: According to this procedure, the source text employs a metaphor

whose source domain is an image schema However, atter the translation,

only @ functional aspect of that schema is preserved For example, the

Arabic souroe text uses the image sohema of core-peripheral, the Tinglish

translalion made i inlo “essence” and “essential”, which is sone aspects

of function that are assumed to be played by the CORL However, these

functional aspects still bring the image schema of CORE to the readers of the target text

Same image schema and rich image domains: In this procedure, the

source fexl uses an image-schema melaphor and the metaphor is realized

by an image-rich domain The target text docs the same For example, the

source text creates a conceptual metaphor, OMAN IS A SOIL with

political activilies arc viewed as planting seeds In the English version, the image of soil and plants are reproduced

Same rich image metaphor but alerting the reader to the mapping: This

procedure is similar to the last one but the translator adds more words to

signal to the reader that it is a metaphor, eg “so to speak”

Using a different vich image that realises the same tmage schema

realised by the rich image in the source texi: Tn (his procedure, the source and target texts agree on the image schema but are different in the rich-

image linguistic realizalions For example, 1o deserile the power slruggle

between superpowers, the Arabic text uses the image of “tug-of-war”, but

the target text uses “the upper hand” However, both of them suggests the

image schema of pulling

trom the rich image metaphor to image schematic representation: ‘The source text uses an image schema and realizes it with a rich image

linguistic realization, However, the target text uses only the image

schema but not the rich image For example, to describe an

underdeveloped city, the source text uses the image of sand dunes

preventing movement liowever, the target text only mentions the

situation by the word “stagnation”

y b)

= Same mapping but a different perspective: In this procedure, the source

and targel text, both realize the same metaphor but from a different

perspective lor example, talking about the benefits of university

education, the Arabic source texts mention the “fruit of science” received

by the students However, the targel lexl makes i whal the university

provides

« Adding a new instantiation in the target text: In this procedure, the

source text does not realize the conceptual metaphor but the target text

chooses Lo realize i For example, to talk about the political concept of

people, the linglish target text uses the “family”, which is familiar to the

Arabic community, but the Arabic source text does not realize it

© Using a different conceptual metaphor: In this procedure, the source

and the target tox make use of different conceptual metaphors, though they are equivalent of each other in two different languages 1'or

example, the source text uses the conceptual metaphor AMERICA IS

THE CORE OF DISBELIEF, but the translation uses the umage schema

of POSITION

» Deletion of the expression of the metaphor in this procedure, the

whole metaphor is deleted because the ideclogical ideas provaked by the source text might be considered negative by the targct audicnce

‘These two frameworks share some similarities first, they both mention,

perhaps, the most preferred procedure, which is keeping the same metaphor in the

source text Also, the procedure of deleting the metaphor is also discussed, However, there are some differences between the procedures proposed by Newmark and the ane

by ALHamasi First, while Newmark’s procedures is more likely to be applied to

traditional metaphors with the mention of “sense” and “simile”, which gives more focus to words rather than the conceptual or understanding mechanism, the framework

offered by Al-Harrasi is exclusively used for concoplual inelaphors, Another major

24

difference is that Al-Harrasi’s framework does not mention the case when the

conceptual metaphor im the source text is translated but ils equivalent largel text

expression gives rise to no conceptual metaphor at all, whereas Newmark mentioned

this case with the procedure of converting metaphor into sense Besides, Al-Harrasi

framewark is proposed aller he sindied only the translation of political discourse from

Arabic into English

3.3 Translation of metaphors and conceptual metaphor

Metaphor translation has been a concem of research by many scholars Mor example, Kloepter (1967) argued that the bolder and more creative the melaphor is, the easier it is to tansfer the metaphor into another language However, Dagut (1976) defined metaphor as a one-off image and a violation and the translatability of aeelaphors does not depend on boldness and originality but the degree of shared cultural experience between the source and target cultures Since the arrival of new findings on the nature of metaphors offered by cognitive linguistics, more scholars have been drawn to dhis new aspect of Gunslation of metaphor and as a result, more research and books though under-researched, are produced Mandelblit (1995) argued that the difficullies in translating, conceptual metaphors lic in the different mappings between source and target language If the two languages make use of different mappings, the translation problems are not just linguistic but mainly cognitive ones Kovecses (2005) discussed the influences of contexts and different conceptual mappings that lead to translation problems when dealing with conceptual metaphors

3.4, Previous studies

Ab-Tlarrasi (2001) investigated the conceptual metaphors in Arabic and their translations into Frglish in the politic discourse and proposed several procedures: or dealing with translating conceptual metaphors such as Keeping the same conceptual

metaphors, Adding a new instantiation in the target text, and Using a different

conceptual metaphor, cle Another study conduvied on the Inrslation of conceptual

bạ a

metaphor is by Burmakova and Marugina (2014) The framework used is the Cognitive

Translation Hypothesis proposed by Maldelblit (1995) This theory suggests two

schemes for translating conceptual metaphors, which are similar mapping condition

and different mapping conditions The two researchers explored the rendering of

ounceptual metaphors, espevially the mappings between MAN and NATURE, [rom Russian into English with the data being a collection of short stories by a famous

Russian writer Vasily Shukshin, They found thal there were three procedures used

switching source domains (16%), saving key formula NATURE IS MAN but with

more specified source domain (30%), and saving the perspective and the source domain (54%) Tn addition, Megantara (201 7) investigated the procedures employed in translating the conceptual metaphors from Indonesian into English in the novel “arian Bumi” The paper is basing, on the analytical framework presented by Larson (1998) that thore are three procedures used to translate a metaphor, metaphor into metaphor, metaphor into simile, and metaphor into figurative language ‘Ihe result is that around

70% of the conceptual metaphors were translated using the procedures of metaphor

into metaphor The procedures of metaphor into non-figurative language and metaphor

into simile account for about 25% and 4%, respectively

Despite the popularity of studies of conceptual metaphor in translation in the world, almost none of translation studies have dealt with this issue regarding the Victnamese and English languages Therefore, this study hopes to sct the stage for further studies into the translation of conceptual metaphors from Linglish to Vietnamese and vice versa and to contribute to the general literature of the translation of conceptual

metaphors, especially those found in a literary work

CHAPTER HE: METHODOLOGY

This chapler is concerned with the methodology of this research First, the

research questions are raised and explained Next, the procedures for data collection,

data analysis and the methods applied to conducting this study are presented Finally,

the analytical framework used for analysing conceptual metaphor translation is

discussed

1 Research questions

This research aims at answering two questions

LL What are the conceptual metaphors and their linguistic manifestations in the English

novel?

2 What procedures are applied in translating the conceptual metaphors from English

to Vietnamese?

‘The first research question sets the basis for the whole study as the answer to

this question presents the conceptual metaphors available in the source text and their

linguistic manifestations Krom that point of departure, more work such as examining the translations and comparing conceptual metaphors in the source and target texts is

conducted to reveal the answer to the sceond research question The second question

separately deals with translation procedures to reacla the research aim

2 Description of data

“Phe Call of the Wild” is an adventure novel by Jack London, a famous

(hitps://en wikipedia org/wiki/The_Call_of_the Wild) ‘The novel features a dog called Buek with his adventure and adaptation to survive in the harsh, violent nature After Deing stolen, he became a sled dog and passed many hands until he completely left the

human civilization to be the leader of a wild wolf pack

tạ 3

The electronic English version of the novel is achieved from: Tlps.2www.tdnbho.org/ebooks/T,ondon/Call%20of9420W11d pdf

The Vietnamese version is translated by Hoang Ha Vũ unđer the title “Tiếng gọi noi hoang da”, published by the Literature Publishing House in 2016

3 Data collection and data analy is procedures

First, the English novel is thoroughly read to identify the conceptual metaphors and their linguistic manifestations by applying the model of conceptual metaphor by Lakoff and Johnson (2003) Second, the Vietnamese equivalents of these metaphors and linguistic expressions are extracted from the Vietnamese version Next, the Viemamese linguistic expressions obtained in step 2 are examined to identify the concepiual meiaphors Uuat underlie the Vielwaese linguistic

making use of the model by Lakoff and Johnson, again Finally, the English source text

and the Vietnamese target text are paired to investigate which procedures have been

pressions, if any by

applicd to treat the conceptual metaphors in the source text

Tn this paper, the conceplual melaphor is wrillen in capilal letters while their

linguistic realizations are noted down in normal characters

Coneeptual metaphor: TIME 1S A MOVING OBJECT

The linguistic manifestations: Summer arrived

4, Methods of the study

This study combines both qualitative and quantitative methods

The qualitative method is employed to examine the Enghsh source text and the

Vietnamese translation to identify the conceplual metaphor available Afler that, the

data collected is brought into comparison to identify the treatment of the conceptual

metaphor in the source text or in other words, how they are dealt with by the translator

to identify he relevant procedures

The quantitative method is deployed to make statistios on the most common

procedures used by the translator in working wilh conceptual metaphor translalion in

this single literature work

5 Analytical framework

Kirst, regarding the identification of conceptual metaphor, this paper adopts the imelaphor model offered by LakofT and Johnson (2003) In the novel, the conceptual metaphors manifest themselves via linguistic means, which include nouns (c.g bite, pride), verbs (e.g hate, fell), adjectives (e.g ashamed, hot) or a combination of words (ey went from bad fo worse) Therelore, all the words and expressions in the seven chapters of the novel are closely read and investigated to see whether there is any conceptual metaphor underlying them For example, from the linguistic expression “the

roaring fre” and especially with the adjective “roaring”, il is possible to conclude that

on image-schema metaphors and the data are majorly taken from political discourses Thorefore, to suit its purpose, this rescarch reconsiders the specific procedures to deal with image-schema metaphors and opts for the general framework with four major procedures to expand it to another type of conceptual metaphors under the scope of this study: knowledge-based ietuphors The procedures inelude 1) Keeping the same conceptual metaphor, 2) Adding a new instantiation in the target text, 3) Using a

different conceptual metaphor, 4) Deleting the expression of the metaphor

After having analyzed the data, the writer noticed that these procedures do not

totally suit, the English-Vieinamese translation For example, consider the concoptual

metaphor A FIRE IS AN ANIMAL and its linguistic expression, “the rearing fire” In the translation, “ngow hia rimg rec”, mme of the aforementioned procedures are

present in this translation Simply, the conceptual metaphor in the source text is

converted into simple, non-figurative language Therefore, this paper offers another procedure for analysis, which can be called Converting the conceptual metaphor (fram

metaphor into no metaphor (the term is borrowed from Newmark’s procedures) In this

procedure, no conceplual metaphors are found in the target text bul the meaning of the

souree text metaphor is converted, not deleted Some other modifications are presented

in detail below

‘Therefore, the analysis of data will be based on the following procedures:

1) Keeping the same conceptual metaphor

Ta this procedwe, (he conceptual metaphor in the source lex is kept inlact wil

little modification Some sub-types of this procedure arc prosented below

Ll Keeping exacily the same conceptual metaphor

In this procedure, the conceptual metaphors found in the source text are kept intact withont any modification For example, “Ile felt ashamed” (Ile refers to the deg Buck)

14 Izansiated into “Nó phát ngượng” Bolh the English expression and ita Victramesc translation suggest the same conceptual metaphor DOGS ARE IUMAN and no

modification is added to the metaphor in the Vietnamese translation

1.2 Keeping the same conceptual metaphor but adding more details

Tn this procedure, the metaphor in the Vielnamesc Wanslation is decorated with more details Kor example, “Buck smiled” and “Buck nhe rang cuéi” both give rise to the conceptual micro-metaphor of “DOGS ARE ITUMANS” Iowever, the Vietnamese

translation adds more delails to the nnage of “smiling” with another detail, “nhe rng”,

1.3 Keeping the same conceptual metaphor but using a different image

According to this procedure, the Vietnamese translation uses a different image

compared wilh the source text, despite the fact that both the source and largel

expressions share the conceptual metaphor l'or example, “It (the Yukon river) ate

away from the beneath” is translated into “Né chuyén tim dita khaét bang bén dudi” Here, “ale away” became “dao khoét”, bul both of them var suggest the same conceptual metaphor RIVERS ARE HUMAN

14 Keeping the same conceptual metaphor but switching perspectives

‘This procedure keeps the source text metaphor but changes the perspective Vor

example, “He was become wise” and “Buck chang thiéu kink nghiém” are both based

on the same conceptual metaphor of DOGS ARH HUMAN and both refer to the attribute of being sensible However, the perspective changes from “being positive” to

“being mol negalive

1.5 Keeping the same conceptual metaphor bur adding another conceptual

metaphor his procedure maintains the original metaphor but adds another conceptual anelaphor in the translation For example, “Bul in spite of this great love be bore lor John Thornton” is translated into “Du mang nặng một tình yêu lớn lao nhường ấy đốt với John Thomton” Both of these linguistic expressions suggest the conceptual smetaphor DOGS ARE HUMAN because the dog is able to show his “love” However, the target piece in Vietnamese creates another metaphor, which is LOVE IS A BURDEN with the phrase “mang nang”

2) Using a different conceptual metaphor

In this procedure, the idea or meaning of the conceptual metaphor in the source text is conveyed through a different metaphor in the target text For example, “The swr- kissed Sauta Clara Valley”, manifesting THE SUN IS A HUMAN, became “Thung

ling Santa Clara ngập nắng”, which gives rise to a different metaphor, LIGIIT IS WATER (day)

3) Converting the conceptual metaphors

According to this procedure, the metaphor is translated but the translation

conlams no conceplual metaphors For example, the expression “The lwo mat in bad

fempers” with the metaphor STATES ARE LOCATIONS became “Còn hai ông chủ

dang nhăn nh”, which presents no metaphor

4) Deleting the expression of the metaphor

Tn this procedure, the bamslator chooses nol 1o translate the metaphor and leave out the metaphor For example, “When the long winter nights come on” is translated info “Nhiny dém déng dai binh 1éo” Here, the phrase “come on”, which evokes the

conceptual metaphor TIME IS A MOVING OBJECTS is omitted from the translation.