udents. They can choose literal translation but leave the translation making no sense, or they have to activate or supplement their extra-linguistic cognition level to get the real understanding. Students often are not aware that bicultural competence is as important as bilingual competence. Nida even claimed that bicultural competence is even more important than bilingual competence (Nida). Most probably they simply relegate those unfaithful translations (but successful) as bad translations. Or in the opposite they are impressed that translation has no limitation or rules to abide by., Immediate level, that is, linguistic level is the basic and most direct way to perceive translation phenomena, and influence of all the levels in cognition domain will ultimately realized and manifested at the linguistic level, because no one can deny that translation is a matter of language. Students should be guided to strike the balance among different levels of their cognition domain in order to improve their translation competence as well as make proper assessment of translated versions.linguistics refers to the school of linguistics that understands language creation, learning and usage as the best explained by reference to human cognition in general. is characterized by adherence to three central positions:
st , it denies that there is an autonomous linguistic faculty in the mind ie they deny that the mind has any module for language acquisition that is unique and autonomous. Although cognitive linguists do not necessarily deny that part of the human linguistic ability is innate, they deny that it is separate from the rest of cognition. Thus, they argue that knowledge of linguistic phenomena ie phonemes, morphemes and syntax ... is essentially conceptual in nature.
nd , cognitive linguists view meaning in terms of conceptualization. Instead of viewing meaning in terms of models of the world, they view it in terms of mental spaces.
rd , it claims that knowledge of language arises out of language use ie language and cognition mutually influence one another, and are both embodied in the experiences and environments of its users. This means that the language affects our thinking but when we produce it, it affects the environment as well.Cognitives believed that we have an innate capacity (stimulus within us) and it needs to be triggered as the external stimulus which is the linguistic input. They also talked about the states of consciousness ie we first learn the language as a whole, then it becomes more conscious by us because we start to categorize.is found in the cognitive approach ie we rationalize in our brain to relate the word to the meaning. They believe that there s something intuitive which says yes or no to a sentence when it is heard.als...
