科技信息人文社科does not describe all of the discursive practices that occur in educational sel-s0 of importance information science. Nornan Fairclough ofers a simple (pos- tings. An analyst is required to rcogpize the dfferent situations in which dis-sibly too simple) description of this farmil: "Critical approaches difer from cursive practices are enacted. The admission of the inluences of the socialnon-critical approaches in not just describing discursive practices, but also situation on identity and the ways identity is expressed is another way to re-showing how discourse is shaped by relations of power and ideologies, and thespond to the challenge of itrpretation. The will to knowledge is manifest inconstructive effects discourse has upon social identities, social relations andinstitutions, but it is not redefined in the instiutions; examination of educa-systemns of knowledge and belief, neither of which is normally apparent to dis-tional settings demonstrales variability within institutions.couse participants" (1992, p.12). These treat discourse first in the context in5. Summarywhich it occurs and, second, with regard to more specific purposes.An article by Siobhan Stevenson (2001) focuses on the social uses and familie are different in kind and in purpose. There are, 8 has been noted, .social efets of discourse that have political and idelogical elements. Steven-similarities between the two families. In each the emphasis is on discourseson says, "The three dimensions of this idelogically oriented model ineludeanalysis- - the examination of discourse a it occurs. In each there is an at-text, discourse practice. and social practice ”(2001, p. 53).Coordination, whichtempt to study the effects of the discourse-- what it means within the contextrequires a search for mechanisms that coordinate conversation exchanges andin which it occurs. The effects of the discursive practices are also a matter ofrequrfocus on the structure of discoure, cognitive nules, and resoure exchangeinterest. With the first family a purpose is to guuge the eficacy of linguisticmodels of discourse; and cooperation, which views communicators as active,goal seeking agents in understanding the production of conversation and isvant information in a reference transaction). A part of that purpose extends toconcerned with cooperative dinlogue and contexts for conversation. A compli-assessing the understand ability of exchanges (whether one person under-cating factor, acknowledged by Barbara Johnstone (2002) and indicated earli- stands what the other is saying). That objective may be achieved by examininger, is that discourse is both a product of social relations and produces socialthe discourse to see if the participants demonstrate understanding or by exam-relations, is both a produet of language and gives form to language (p. 9).Theining actions that can rllet understanding of what is said.historical development of each perspective is sketched, and within each one ofthese some theoretical approaches concerned with conversational coherenceReferencesare discussed.[1 ]Brown,G.,& Yule,G. (1983).Discouse analysis. Cambridge:Cam-Ron Day provides a description of the complicated itrelations of dis-bridge University Press.course and istitutions:“The lliance between pefessional discourses and of-[2]Day, R.E. 200.Tropes, history, and ethics in proesionil dis-ten conservative and dorminant ideological and cultural forces is not just a re-course and information science.sult of ... accidental class aliances. ... Critical studies of professions need to[3]De Saussure, F. (1959),Course in general lingisticsNew York:reach out to a broader social and cultural context in order to understand pro-Philosophical Library.ducts 0of social forces other than themselves" (2000, p.471[4 ]Fairclough,N.(1992) Discourse and social change Cambridge: Poli-can more readily agree that part of our identities is socially influenced that in-fuence extends to our discursive practices in different social situations. One is[5 ]Grice, P(1989).Sudies in the way of words.Cambidge, MA: Har-likely to speak diferently in, say, a comittee meeting than in a casual con-vard University PesJourmal of the Society for Information Science, 51 (5),versation with a clleague. The infuence futher extends to the language that469 - 475.is likely to he deened appropriate to certain sttings. The specife setting may[6 ]Johnstone, B.(2002),Discouse analyis.Malden, MA: Blackwell.relleet fairly clearly defined power relations. The classroom may be one such[7 ]Stubbs, M.(1983).Discourse analysis: The sociolinguistic analysis ofpower slting. The teacher may apeak from the authority of the position (whichnatural laguage. Chicago: University of Chicago Press.nd dele of sate finded comu-knowledge (which uually means that the leacher in more learned than thenity information centres: A textually oriented discourse amalysis. Canadianstudents). An examination of the discourse that occurs in a classroom would Joumal of Information & Library Science, 26(2/3), 51 - 75.have to acknowledge these reltionships). of course, the preceding example(上接第152頁)也多用地名來命名品牌。說明產(chǎn)品特點,又具優(yōu)美含義.富有聯(lián)想,那-定可以使消費者間接聯(lián)德國品牌命名一個特 點是將父子兩人的名字共同作為品牌名稱，想到商品或服務的優(yōu)點。如:瑞登梅爾父子公司Rttenmaier&Sons,愛爾福特父子公司Erfurt&(5)在中國文化中應該沒有不良,消極的含義:比如:望瑞門,在中Sohn等文中的意義也非常吉樣。大眾汽車的Vento在德國賣得- .切正常,但在四、德文品牌中譯的原則意大利它的意思是“屁”。這個名字在意大利大眾汽車的經(jīng)銷商看來是優(yōu)秀的品牌名稱既體現(xiàn)了譯者的獨具匠心，又充分展現(xiàn)了商品的不能忍受的。這就要求品牌的譯名設計要考慮各種語言的適應性。特色。"Coca -cola"在中國譯成“可口可樂" ,既利用了諧音，保持了原詞文化習俗，價值觀念和象征意義等在不同國家存在差異并且反映的音節(jié)和響亮，又把喝過這種飲料后痛快淋漓的感覺充分反映出來,使在翻譯和其它跨文化交際中。品牌名稱翻譯實際上是一-種再創(chuàng)作,盡可人一聽便知是飲料品牌，同時又接近中國文化中可樂-詞給人們的美能地挖掘其品牌表征和譯語文化上的相似特征，盡可能向譯語文化貼好聯(lián)想，可以說譯名的效果超過了原名。甚至“可樂”已經(jīng)成為現(xiàn)代社會近。使其具有自然天成的味道,這就要求翻譯要以譯語文化為基礎，商中飲料的代名詞.可見其譯名在文化中的滲透力,作為品牌的外語翻譯品及品牌形象借著優(yōu)秀的翻譯也能插上有力的翅膀翱翔在許多國家典范，“可口可樂”有力證明了優(yōu)秀的品牌名稱也可以是生產(chǎn)力。再比如中,為更多的消費者接受。這樣可以把國外更多商品介紹到中國,讓中一個純粹 音譯的例子. Bertelsmann,市場上的譯名為“貝塔斯曼”,若不國更多商品走向世界。是對品牌的熟悉,有誰會把這個名稱與它所代表的產(chǎn)品聯(lián)系在-起呢?品牌的譯名要有靈感和創(chuàng)造力,同時也需要有總的原則和標準.這參考文獻些原則和標準有著不同的出發(fā)點，品牌譯名一般不能全部滿足，因此要[1]錢敏汝.跨文化經(jīng)濟交際及其對外語教學的意義.《外語教學與根據(jù)品牌定位和要求有目的的加以選擇。研究)1997,第4期.綜合以上的研究分析,給德文品牌設計- -個優(yōu)秀的中文名稱,并不[2]錢文彩，從漢德對比看語言學問題.《外語教學與研究》,1986第4是一件簡單的事情，一般來說要滿足以下特點之一-:期.(1)簡短清晰,便于識別和記憶:比如:奔馳短小精干,朗朗上口。F外語教育出版社, 1985.這是一一個普遍存在的命名規(guī)律,有利于傳播和記憶,對品牌的識別性有中國煤化工儀語教學》北京:北京語古幫助，能加強品牌的顯著性特點。文化(2)容易拼寫 和發(fā)音:比如:大眾.容易發(fā)音的品牌名稱有利于該品MYHCN MHG&u)上海，同濟大學出版社，牌的口頭傳播。200人(3)能夠 提示產(chǎn)品的特點:比如:歐司朗、保時捷等就直接反映了整[6]丁金國 .漢英對比研究中的理論原則,《外語教學與研究>.1996個產(chǎn)品屬性。(4)能給人以有益的、美好的聯(lián)想:比如:寶馬,如果- .個譯名既能第3期.-154萬方 數(shù)據(jù)