Impact of Application of Cognitive Linguistic Theory in Teaching Translation atLibyan Universities

Many studies and research reveal that teaching translation at universities in most developingcountries is based mainly on traditional translation theory, in which students use a bilingualdictionary to translate every single word from one language into another. Translation doesnot mean associating words in one language to similar words in another language. Rathertranslation means conveying meaning and culture from one language into almost similarmeaning and culture in another language. This study was conducted as an endeavor toexamine cognitive linguistic theory in teaching translation through merging linguisticknowledge with translation experience and knowledge. This study was directed to shed lightson teaching translation from the perspective of cognitive linguistics. Qualitative researchmethod was used in this study. The researcher interviewed nine instructors of translation atLibyan universities (Benghazi, Tripoli, and Sebha) as a primary resource and reviewedbooks, journals, and websites relevant to the topic of the study as a secondary resource. Theresearcher has reached findings, amongst of which is that using traditional method oftranslation does not guarantee accurate translation. Based on the findings obtained, theresearcher presented some recommendations regarding the significance of applyingcognitive linguistic theory in teaching translation at university level.

Impact of Application of Cognitive Linguistic Theory in Teaching Translation atLibyan Universities Keywords:

cognitive linguistics , translation theory , translation , language , meaning