The Dynamic Intervention Model for the Development of Metonymic Competence in Translation Teaching - An Empirical Construction Based on the “Recognition-Transformation-Evaluation” Three-Dimensional Framework
Abstract
around the “Recognition-Transformation-Evaluation” framework. Through an empirical investigation involving 150 English majors, the research examines how systematic training in metonymic identification, transformation, and evaluation influences translation performance. The
findings demonstrate that the model significantly enhances students’ metonymic skills and translation quality, with substantial effect sizes.
The study contributes a pedagogical model that integrates cognitive linguistics theories with translation practice, highlighting its practical
value in fostering holistic translation competence.
Keywords
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DOI: http://dx.doi.org/10.18686/hef.v4i2.14237
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