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L’APPROCHE ONOMASIOLOGIQUE ET LE PROBLEME DE LA REFORMULATION: LE CAS DE «EDUCATION» EN FRANÇAIS ET «EDUCATION» EN ANGLAIS

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Author(s): Mahmoud Reza GASHMARDI

Journal: Studii de Gramatica Contrastiva
ISSN 1584-143X

Issue: 17;
Start page: 81;
Date: 2012;
Original page

Keywords: conceptual mapping | hierarchical taxonomy | semasiology | onomasiology | terminology.

ABSTRACT
The term ‘adult education’ creates cognitive dissonance for translators of French texts, caused by an incompatible referential information between ‘education’ (related to children) and ‘adult’. The concept map can help the translator to take a better knowledge in conformity with the notional reality and semantic network of the text, and schematically visualizing the related concepts according to the pivotal terms. In this paper, we examine the problem of multiple meanings of the word ‘education’ in the phrase ‘adult education’ and its two French versions available ‘adult education’ and ‘adult education’. Following semasiological and onomasiological approaches relied on lexical semantics, we strive to apply the semasiological approach and present different meanings of ‘education’, ‘éducation’ and ‘formation’ in English and French, then to prepare their concept map, and to show, finally, that the concept map can be a useful tool in the operation to deal with translation of terms semantically contiguous. Indeed, concept mapping allows the translator to assure reliable reformulation of specialized terms in the target language, the realization of the consistency of the translated text and accurate transmission of the message source language target language.

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