A Comparative Analysis of James Legge and Ku Hung-

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A Review of An Introduction to Discourse Analysis： Theory and Method by James Paul Gee

A Review of An Introduction to Discourse Analysis：Theory andMethod by James Paul GeeAbstract：Discourse Analysis is an important aspect in the linguistic study. The present paper introduces an important book An Introduction to Discourse Analysis：Theory and Method by James Paul Gee. Brief contents and comments are presented in the study.Key words：introduction；contents；comment1 IntroductionAn Introduction to Discourse Analysis：Theory and Method （2000）is one of the 54 books in A collection of Modern Linguistics and Applied Linguistics published by Foreign Language Teaching and Research Press. James Paul Gee，author of this book is a Tashia Morgridge Professor of Reading at the University of Wisconsin at Madison. He had once taught linguistics at Hampshire College in Massachusetts，Boston University and the University of California.As the title suggests，this book contributes to gain insight into the nature of discourse analysis，both from a theoretical view and in application. Ron Scollon，Professor of Georgetown University speaks highly of this book：“If you only read one book on discourse analysis，this is the one to read”. It’s an easily accessible and useful book for teachers and postgraduates of linguistics.2 Main ContentsThis book？mainly discusses two aspects：the research method and the nature of discourse. It consists of seven chapters and an appendix.Chapter One is an introduction to the whole book. The author makes clear his basic viewpoints on language，theory and methods used in his book. Gee attaches importance on the two following functions of language：to scaffold the performance of social activities and to scaffold human affiliation within cultures and social groups and institutions. The approach to discourse analysis is social and cognitive.Chapter Two discusses “Discourse”（with a big D）and social language. Gee holds that when people speak or write something，they are in fact constructing six things or six areas of“reality”：the meaning and value of aspects of the material world，activities，identities and relationships，politics，connections and semiotics. Social languages reflect people’s social identity and activity. He later offers a concrete definition of“Discourse” and shows that Discourses always involve more than language.Chapter Three introduces two primary tools of inquiry：situated meanings and cultural models，both of which involve ways of looking at how speakers and writers give specific meanings within specific situations. Gee contends that the meanings of words are not stable and general，and they integrally linked to social and cultural groups in ways that transcend in individual minds.Chapter Four adopts several examples to further explain “cultural model”，an important notion in this book. The author claims th at cultural models are our “first thought” or taken-for-granted assumptions about what is “typical’or normal；they are political and closely related to social culture and social groups. Based on how they are put to use and the effects they have，cultural models are divided into three sorts：espoused models，evaluative modes and models-in-（inter）action models. He further indicates that metaphors are a rich source of cultural models.Chapter Five，with the title of “Discourse Analysis”，is the most important part in this book. In this chapter，Gee integrates the tools of inquiry he has discussed in the earlier chapters into an overall model of discourse analysis that stresses the six building tasks introduced in chapter 2. He also discusses the role of transcripts，what might constitute an “ideal” discourse analysis and the nature of validity in discourse analysis. He argues that the validity of an analysis is not a matter of how one’s detailed transcript is but a matter of how the transcript works together with all the other elements of the analysis to create a “trustworthy” analysis.Gee thinks the validity for the discourse analysis is based on convergence，agreement，coverage and linguistic details. In this chapter，Gee also discusses an important and related property of language —“reflexivity”.Chapter Six deals with some aspects of how speech is planned and produced and what has to do with the sorts of meanings the speakers hope to carry and the hearers try to recover. Gee exhaustively presents a few details about the structure of sentences and of discourses in terms of function words & content words，information，stress& intonation，lines，stanzas，macrostructure and macro-lines. He concludes that these details are not important in and of themselves；the importance is that discourse analyst looks for patterns and links within and across utterance in order to form hypotheses about how meaning is being construed and organized.Chapter Seven is an example of discourse analysis. It deals with data in an attempt to exemplify some of the tools of inquiry discussed in this book. The data comes from extended interviews with middle-school teenagers and try to analyze how these teenagers make sense of their selves，lives and society.Following the above chapters，the last part is an appendix which gives a quick overview of the in communication. It is vital for the beginners to master grammar. To study grammar，Gee recommends M.A.K Halliday’s An Introduction to FunctionalGrammar.3 Brief CommentThis book is an introduction to the analysis of language as it is used to enact activities，perspectives and identities. Gee adopts a unique approach which is a little social and cognitive to some degree I think to discourse analysis in this book. He takes both written and spoken language as his source of analysis and his perspectives involve in a variety of disciplines，including psychology，anthropology，communication and education. The whole book clearly reflects Gee’s compatible attitude towards discourse analysis. He cont ends that “there are many approaches to discourse，none of them，including this one is uniquely right”. He also encourages readers to formulate their own views on discourse and use different tools of inquiry in their own discourse analysis.The overall structure is accessible and conforms to readers’learning procedure. This book presents the theory of language-in-use alongside tools of inquiry first （Chapter Two—Four）；then these tools of inquiry are placed in the framework of an overall approach to discourse analysis （Chapter Five）；finally an example of discourse analysis is presented the last Chapter. Besides，the author introduces theories or tools of inquiry with many concrete or everyday examples to explain them，thus make it easier for the readers to understand.The only slightest dissatisfaction I find in this book is the arrangement of some topics. For instances，the notion of “Discourse” is discussed both in the first two chapters. Some of the content of Chapter Three （situated meanings and cultural models）and Chapter Four （cultural models）are overlapping. If the content is better organized，I believe it’ll be more beneficial to readers.Reference：[1]Gee J. P. An Introduction to Discourse Analysis：Theory and Method[M].Beijing：Foreign Language Teaching and Researching Press，2000.。

专题05 阅读理解D篇(2024年新课标I卷) (专家评价+三年真题+满分策略+多维变式) 原卷版

《2024年高考英语新课标卷真题深度解析与考后提升》专题05阅读理解D篇（新课标I卷）原卷版(专家评价+全文翻译+三年真题+词汇变式+满分策略+话题变式)目录一、原题呈现P2二、答案解析P3三、专家评价P3四、全文翻译P3五、词汇变式P4(一)考纲词汇词形转换P4(二)考纲词汇识词知意P4(三)高频短语积少成多P5(四)阅读理解单句填空变式P5(五)长难句分析P6六、三年真题P7(一)2023年新课标I卷阅读理解D篇P7(二)2022年新课标I卷阅读理解D篇P8(三)2021年新课标I卷阅读理解D篇P9七、满分策略（阅读理解说明文）P10八、阅读理解变式P12 变式一：生物多样性研究、发现、进展6篇P12变式二：阅读理解D篇35题变式（科普研究建议类）6篇P20一原题呈现阅读理解D篇关键词: 说明文;人与社会;社会科学研究方法研究;生物多样性; 科学探究精神;科学素养In the race to document the species on Earth before they go extinct, researchers and citizen scientists have collected billions of records. Today, most records of biodiversity are often in the form of photos, videos, and other digital records. Though they are useful for detecting shifts in the number and variety of species in an area, a new Stanford study has found that this type of record is not perfect.“With the rise of technology it is easy for people to make observation s of different species with the aid of a mobile application,” said Barnabas Daru, who is lead author of the study and assistant professor of biology in the Stanford School of Humanities and Sciences. “These observations now outnumber the primary data that comes from physical specimens(标本), and since we are increasingly using observational data to investigate how species are responding to global change, I wanted to know: Are they usable?”Using a global dataset of 1.9 billion records of plants, insects, birds, and animals, Daru and his team tested how well these data represent actual global biodiversity patterns.“We were particularly interested in exploring the aspects of sampling that tend to bias (使有偏差) data, like the greater likelihood of a citizen scientist to take a picture of a flowering plant instead of the grass right next to it,” said Daru.Their study revealed that the large number of observation-only records did not lead to better global coverage. Moreover, these data are biased and favor certain regions, time periods, and species. This makes sense because the people who get observational biodiversity data on mobile devices are often citizen scientists recording their encounters with species in areas nearby. These data are also biased toward certain species with attractive or eye-catching features.What can we do with the imperfect datasets of biodiversity?“Quite a lot,” Daru explained. “Biodiversity apps can use our study results to inform users of oversampled areas and lead them to places – and even species – that are not w ell-sampled. To improve the quality of observational data, biodiversity apps can also encourage users to have an expert confirm the identification of their uploaded image.”32. What do we know about the records of species collected now?A. They are becoming outdated.B. They are mostly in electronic form.C. They are limited in number.D. They are used for public exhibition.33. What does Daru’s study focus on?A. Threatened species.B. Physical specimens.C. Observational data.D. Mobile applications.34. What has led to the biases according to the study?A. Mistakes in data analysis.B. Poor quality of uploaded pictures.C. Improper way of sampling.D. Unreliable data collection devices.35. What is Daru’s suggestion for biodiversity apps?A. Review data from certain areas.B. Hire experts to check the records.C. Confirm the identity of the users.D. Give guidance to citizen scientists.二答案解析三专家评价考查关键能力，促进思维品质发展2024年高考英语全国卷继续加强内容和形式创新，优化试题设问角度和方式，增强试题的开放性和灵活性，引导学生进行独立思考和判断，培养逻辑思维能力、批判思维能力和创新思维能力。

诗经英译理雅各

Annotating style
• The style of arrangement of annotationsis roughly consistent with the traditional Chinese annotating style
Interpretation of poetry theme
Three times The first translation began in 1863. It was in blank form. The second was the translation of The Book of Songs into a rhymed version in 1876. The third was a collection of selected poems in 1879, which was published in the Oriental Canon.
From 1861 to 1886, he translated all the major Chinese classics, including the Four Books and The Five Classics, in 28 volumes. When he left China, he was an accomplished writer. He, along with French scholar Louis de Gaulseffin and German scholar William Willewise, is regarded as one of the three Masters of Chinese Translation in Europe. He is also the first winner of the Ru Lian Translation Prize.

《荀子》英译对比研究_翻译方法

《荀子》英译对比研究_翻译方法Title: A Comparative-Translation Study on Xunzi: Translation MethodAbstract:This paper presents a comparative-translation study on the translation method of Xunzi, an important Confucian scholar in ancient China. Firstly, it reviews the original Chinese text of Xunzi and its relevant contexts. Secondly, it compares the translations of Xunzi's text by two major translators, James Legge and John Knoblock. Then, it points out the strengths and weaknesses of their translation methods, followed by discussion of the implications for future translation studies. Finally, the paper concludes that both translators have successfully produced translations that capture the original meaning of Xunzi's text and highlights the importance of understanding the culture, style, and context of a text before translating it.Keywords: Xunzi, Translation Method, Comparative-Translation Study, James Legge, John Knoblock.Introduction: The Chinese philosopher Xunzi (荀子) is one of the most influential Confucian scholars in ancient China. His meticulous interpretation of the fundamentals of Confucianism has created an intellectual tradition that lasts to this day. To better understand and appreciate Xunzi's teachings, it is essential to first understand the original Chinese text, as well as its cultural and historical context. This paper compares the translations of Xunzi's text by two major translators, James Legge and John Knoblock. It will assess the strengths and weaknesses of their translation methods and discuss the implications for future translation studies.Body:Legge's Method: James Legge (1815-1897) was a British sinologist who devoted his life to the translation of important Chinese works into English. He studied Buddhist and Taoist scriptures before expanding his interest to the Confucian writings of the classic era. In his translation of Xunzi, Legge relied on his classical Chinese language knowledge to give accurate and detailed translations. For example, he carefully distinguished between the original characters and the context of the texts in order to present the most literal version of Xunzi's philosophical thoughts. Legge also adopted a range of different approaches throughout the text, such as using idiomatic expressions to bring out the poetic beauty of the prose.Knoblock's Method: John Knoblock (1947-present), is an American professor best known for his three-volume translation of Xunzi. He drew on his expertise in classical Chinese to create a more modern and accessible translation for a wider audience. Unlike Legge, Knoblock adopted a ‘contextualization’ approach in his translations. This means that he puts a greater emphasis on understanding the meanings of the passages in relation to the overall context of Xunzi's work. He also takes a ‘less literal’ approach and often paraphrases passages to make them easier to understand.Conclusion: Through their various approaches, both Legge and Knoblock successfully produced translations that capture the original meaning of Xunzi's text. The analysis of their translation methods highlights the importance of understanding the culture,style and context of a text before attempting to translate it. The paper believes that future translators can benefit from further exploring both translators’ methods to develop more accurate and elegant translations.When it comes to applying the translation methods of James Legge and John Knoblock, this paper suggests that understanding the culture, style, and context of a text are essential. Translators should first determine the original meaning of a text before attempting to translate it. For example, Legge relied on his classical Chinese language knowledge to provide a literal version of the text, while Knoblock adopted a contextualization approach to put more emphasis on understanding the meanings of the passages. Additionally, Legge used idiomatic expressions to bring out the poetic beauty of the prose, whereas Knoblock often paraphrased passages to make them easier to understand.Overall, understanding the cultural and historical context of a text can help translators to produce accurate and elegant translations, just like both Legge and Knoblock. Future translators can benefit from further exploring both translators’ methods in order to gain a deeper insight into the nuances and subtleties of Xunzi's work and create translations that capture the essence of his teachings. By following these methods, translators can ensure that their translations accurately convey the true meaning behind Xunzi's texts.In addition to understanding the context of a text, one of the most important aspects of translation is the ability to capture the tone and style of the original. This can be especially challenging when translating ancient texts. Fortunately, both Legge and Knoblock managed to successfully do so by using a combination of modern and classical language.Legge's choice of idiomatic expressions was essential to bringing out the poetic beauty of Xunzi's prose, while Knoblock's use of well-crafted metaphors created an accurate yet accessible translation. Additionally, they both paid great attention to detail when translating the characters, ensuring accuracy and consistency throughout their translations.It is important to note that translating ancient texts is a complex process that requires both linguistic and literary skills. While there is no single right or wrong way to translate a text, Legge and Knoblock have provided great insight into how translators should approach such a task. By utilizing their combined knowledge and experience, future generations can continue to produce accurate and elegant translations of classic Chinese texts.Although Legge and Knoblock both used different methods to translate Xunzi’s texts, they both respected the original intention and meaning behind the text. This shows us that translation is not simply a matter of transferring words from one language to another; rather, it involves an understanding of the cultural, historical and literary context of the text in order to ensure accuracy and clarity.Legge and Knoblock's translations of Xunzi's texts serve as a reminder that translation should strive for a balance between accuracy and elegance. Both translators' works demonstrate the importance of understanding the original intent and content of a text before beginning the translation process.By taking into account their respective approaches, future translators can continue to create translations that capture theessence of classic Chinese texts. In doing so, they will help ensure that these ancient texts remain accessible and informative to generations to come.The translations of Xunzi's texts by Legge and Knoblock provide valuable insight into the complexities of translating ancient Chinese texts. Although their approaches were different, both translators managed to successfully capture the nuances and subtleties of the original text while ensuring accuracy and clarity in their respective translations.Legge's literal approach combined with Knoblock's contextualization technique make for a comprehensive understanding of Xunzi's writings. Their combined methods highlight the need for translators to take into account the cultural, historical, and literary context of a text when attempting to translate it. This is especially important for ancient texts, as these texts often contain references to philosophies and concepts that may not be immediately recognizable to modern readers.By combining the approaches of both Legge and Knoblock, future translators can ensure that their translations are accurate, elegant, and informative. In doing so, they will help ensure that the wisdom and teachings of Xunzi remain accessible and relevant to generations to come.This paper has looked at the approaches of both James Legge and John Knoblock in translating Xunzi's texts. Although their methods differ, they both managed to capture the essence of Xunzi's teachings with their respective translations. Through their combined efforts, we can gain a better understanding of the complexities of translating ancient Chinese texts.It is clear that understanding the culture, style, and context of a textare essential when attempting to translate it. Translators should be aware of the nuances and subtleties of the text when interpreting it, as well as its relevance in the modern context. Additionally, they should strive to achieve a balance between accuracy and elegance, while taking into account the different interpretations of the text by various scholars.By using a combination of the approaches used by Legge and Knoblock, future translators can ensure that their translations accurately convey the intent and meaning behind Xunzi's texts. In doing so, they will help make ancient Chinese texts more accessible and relevant to a wider audience.Translating Xunzi's texts requires an understanding of the original context and intention of the text as well as a mastery of both classical and modern Chinese. Both Legge and Knoblock demonstrated this through their translation methods, which emphasize the importance of accuracy and elegance. Their work serves as a reminder that translation is a complex and challenging process that should not be taken lightly.In order to successfully translate ancient Chinese texts, current and future translators must not only understand the cultural and historical context of the text, but also the nuances and subtleties of the language itself. They must also ensure that their translations accurately convey the true meanings behind the text while maintaining its original poetic beauty and musicality.By combining the approaches used by both Legge and Knoblock, future generations of translators will be able to effectively convey the wisdom and teachings of Xunzi to a wider audience. Throughtheir combined efforts, Xunzi's teachings will remain accessible and relevant for years to come.。

2024届高考英语阅读理解专练(含答案)

第一部分阅读理解四选一阅读理解的高考分值是37.5分，占比较大；考试分配时间为：28分钟左右；文章体裁分为：应用文，记叙文，说明文，议论文和新闻报道等。

阅读理解题目在文章中分布均匀，且多在段首和段尾。

题型为：细节理解题，推理判断题，词义猜测题，主旨大意题等，大多数题型为细节理解题和推理判断题。

卷别年份篇目语篇类型主题考查题型主题语境主题内容细节理解推理判断主旨大意词义猜测新课标Ⅰ卷2023A应用文人与社会自行车租赁服务3B记叙文人与自然污水净化生态箱13C说明文人与自我数字极简主义生活方式31 D说明文人与社会“群体智慧”效应121新高考Ⅰ卷2022A应用文人与自我课程评分细则21B说明文人与社会减少食物浪费31C说明文人与社会养老院养鸡项目121 D说明文人与社会饮食结构影响语音211新课标Ⅱ卷2023A应用文人与自然黄石国家公园护林员项目3B记叙文人与自我Urban Sprouts菜园子项目211 C说明文人与社会书籍介绍121D说明文人与自然接触自然有益健康22新高考Ⅱ卷2022A应用文人与社会博物馆参观信息3B记叙文人与社会新媒体的影响121 C说明文人与社会司机无视手机禁令1111 D说明文人与自我运动可以促进心脏健康22(细节理解题＋推理判断题＋词义猜测题＋段落大意题)【典例印证】【破题关键点】(2023·新课标Ⅰ卷)The goal of this book is to make the case for digital minimalism,including a detailed exploration of what it asks and why itworks, and then to teach you how to adopt this philosophy if you decide it’s right for you.To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value. In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1，600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.The second part of this book takes a closer look at some ideas that will help you cultivate (培养) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (独处) and the necessity of cultivating high－quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances.1. What is the book aimed at?A. Teaching critical thinking skills.B. Advocating a simple digital lifestyle.C. Solving philosophical problems.D. Promoting the use of a digital device.2. What does the underlined word “declutter”in paragraph3 mean?A. Clear－up.B. Add－on.1. 先读第1题的题干，标出关键词________→根据关键词，从第一段开始浏览，寻找和题干关键词意思相近的________，确定此处内容是本题根据→根据本句中的“to make the case for digital minimalism(为数字极简主义辩护)”，确定第1题的答案________2. 再读第2题的题干，关键词是画线词________→根据关键词，从第1段后浏览，在第三段找到画线词→找到关键词后把此处内容和四个选项进行比对，确定第2题的答案________3. 然后读第3题的题干，标出关键词________→根据关键词，从第2题关键词后面浏览，寻找题干中的关键词→找到关键词后把此处内容和四个选项进行比对，确定第3题的答案________4. 最后读第4题的题干，标出关键词________→根据关键词，从第3题关键词后面浏览，寻找题干中的关键词→找到关键词后把此处内容和四个选项进行比对，确定第4题的答案________答案 1. aimed; goal; B2. declutter; A3. the final chapter of part one; C4. practices; AC. Check－in.D. Take－over.3. What is presented in the final chapter of part one?A. Theoretical models.B. Statistical methods.C. Practical examples.D. Historical analyses.4. What does the author suggest readers do with the practicesoffered in part two?A. Use them as needed.B. Recommend them to friends.C. Evaluate their effects.D. Identify the ideas behind them.题型微解题型微解1：细节理解题细节理解题是高考题型中考查较多的题型，也是容易得分的题型，该题型分为：直接细节题，间接细节题，数字计算题和归纳概括题。

高三英语文学批评标准应用单选题30题

高三英语文学批评标准应用单选题30题1. In "Pride and Prejudice", which of the following is not a key element of literary criticism?A. Character developmentB. Plot structureC. Author's backgroundD. Publishing date答案：D。

本题主要考查文学批评的基本概念。

选项A 人物发展是文学作品分析的重要方面；选项B 情节结构对于理解作品的整体性很关键；选项C 作者的背景会影响作品的创作和解读。

而选项D 出版日期并非文学批评的关键元素。

2. When analyzing "Romeo and Juliet", which aspect is most crucial in literary criticism?A. The number of charactersB. The language styleC. The historical backgroundD. The sales volume of the book答案：B。

文学批评中，对于《罗密欧与朱丽叶》的分析，选项A 人物数量并非最关键；选项C 历史背景有一定作用，但不是最核心的；选项D 书籍的销量与文学批评无关。

而语言风格是理解和评价这部作品的关键所在。

3. In the literary criticism of "To Kill a Mockingbird", what should begiven priority?A. The film adaptationB. The moral themesC. The book cover designD. The printing quality答案：B。

对于《《杀死一只知更鸟》的文学批评，选项A 电影改编不是首要考虑的；选项 C 书的封面设计和选项 D 印刷质量都不属于文学批评的重点。

说卦传-中英文对照（英文byjameslegge）

Treatise of Remarks on the TrigramsChapter I. 1. Anciently, when the sages made the Yî, in order to give mysterious assistance to the spiritual Intelligences, they produced (the rules for the use of) the divining plant.2. The number 3 was assigned to heaven, 2 to earth, and from these came the (other) numbers.3. They contemplated the changes in the divided and undivided lines (by the process of manipulating the stalks), and formed the trigrams; from the movements that took place in the strong and weak lines, they produced (their teaching about) the separate lines. There ensued a harmonious conformity to the course (of duty) and to virtue, with a discrimination of what was right (in each particular case). They (thus) made an exhaustive discrimination of what was right, and effected the complete development of (every) nature, till they arrived (in the Yî) at what was appointed for it (by Heaven).昔者，圣人之作易也，幽赞神明而生蓍。

A CHRG Analysis of ambiguity in Biological Texts (Extended Abstract)

A CHRG Analysis of ambiguity inBiological Texts(Extended Abstract)Veronica Dahl and Baohua GuLogic and Functional Programming Group,School of Computing Science,Simon Fraser University,Burnaby,B.C.V5A1S6Canada{veronica,bgu}@cs.sfu.caAbstract.We propose a methodology for analyzing human languagesentences which can eﬃciently choose between alternative readings spring-ing from the interaction between coordination and preposition phraseattachment.We present a proof-of-concept in terms of an extremelysuccinct CHRG[3]analyzer for interpreting biological text titles.Ourmethod uses expert knowledge on semantic types and compatibilitiesamong them,as well as contextual facilities of CHRG to gain an overallview of the sentence components involved in disambiguation.1IntroductionThis work was inspired by our eﬀorts to automatically extract concepts from biological text,where one of the main challenges faced is the amount of infor-mation succinctly packed into titles.Typically,biological named entities appear as acronyms or in condensed versions,and the amount of information is max-imized by heavy use of coordination within noun phrases.As well,they have a tendency to contain several prepositional phrases with no clear indication of what antecedent they should attach to.For example,given the title sentence of a Medline abstract:“IL-2gene expression and NF-kappa B activation through CD28requires reactive oxygen production by5-lipoxygenase”,it is hard to see whether the activation through CD28refers only to NF-kappa B or to both IL-2 gene and NF-kappa B.The ambiguity involved in titles containing even one instance of coordination or preposition phrase attachment is a challenge,and when two or more coexist in the same title,the number of possible interpretations explodes,making it extremely diﬃcult for a naive automated system to cope with.However,it is not unusual toﬁnd,within the text or in related knowledge bases such as biological dictionaries and ontologies(e.g.,the GENIA Ontology [8]),short descriptions of what the entities’names refer to,or at the very least their semantic types(e.g.,protein molecule,DNA family or group).The short descriptions are often contained in simple constructs named appositions(e.g.,asin“Grf40,a novel Grb2family member””),and their semantic types can very often be found directly in available taxonomies(e.g.,the GENIA corpus[7]),or inferred from other related knowledge bases(e.g.,[8]).We have found that by extracting the semantic class to which each named entity refers,and by considering the relationships the sentence involves it in,wecan discard many of the ambiguities that originate in the coordination construc-tions where they intervene.In this paper we propose an analysis of ambiguity in compact text in general,while focusing on biological texts’titles in particularfor ease of demonstration and exempliﬁcation.2Analysis of the Ambiguities Most Commonly Present in Biological Titles2.1An ExampleThe typical features of titles and similar corpora are:a)the entities are referred to through abbreviations or acronyms;b)coordination is quite common;c)prepositional phrase attachment ambiguities are very common too;The following sentence,taken from the GENIA corpus[7],illustrates: IL-2gene expression and NF-kappa B activation through CD28requires re-active oxygen production by5-lipoxygenase.In this sentence,coordination interacts with preposition phrase attachment with highly ambiguous results:the sentence could mean either(note that each readingis the conjunction of two simpler sentences,noted with a)and b)below):–Reading(1):1a.IL-2gene expression through CD28requires reactive oxygen production by5-lipoxygenase.1b.NF-kappa B activation through CD28requires reactive oxygen produc-tion by5-lipoxygenase.–Reading(2):2a.IL-2gene expression requires reactive oxygen production by5-lipoxygenase.2b.NF-kappa B activation through CD28requires reactive oxygen produc-tion by5-lipoxygenase.Atﬁrst glance,deciding among these possible readings appears an un-surmountable task.However,if we simply retrieve the semantic types or classes to which each entity belongs,and note whether such classes can meaningfully appear as ar-guments of the relationships in which they are involved,many of the possible readings fade away.Any remaining ones will in general be those that are also ambiguous for a human expert in the biological notions involved.2.2Our methodologyTo analyze sentences such as the above,weﬁrst consult the GENIA corpus, a repository of annotations for every biological named entity in biological text in order to attach each abbreviation or acronym to a)its full name and b)its semantic type.In those cases where this information is not present,we look for an apposition either in the text that accompanies the title we are analyzing,or in related texts.In the previous section’s example,a lookup for IL-2gene in the GENIA corpus yields the name IL-2gene and the semantic type DNA domain or region. On the other hand,it could be that an entity is not annotated as a biological entity in the GENIA corpus,but weﬁnd it within the text or within some other corpus,in an apposition which can point us to the type.Even when an entity is found in the GENIA corpus,consultation of the appositions which further deﬁne it may be useful.For instance,from“Grf40,A novel Grb2family member,is involved in T cell signaling through interaction with SLP-76and LAT.”,we can infer that the protein molecule GRf40further belongs to the subfamily Grb2.Our problem now reduces to encode which semantic types make sense in each argument of each of the biological relationships we most commonly encounter in biological texts.This information has to be constructed from an expert’s knowledge.The Appendix shows a prototype implementation of our methodology as aﬁrst step in demonstrating its usefulness.3Exploiting ontological informationOne of theﬁles we consult in our system is the GENIA ontology,which expresses subtype relationships in the format exempliﬁed by:subtype("Natural_source","Source").In anotherﬁle we have the expert knowledge about compatibility between biomedical concepts,expressed in our system as constants or as types,e.g. compatible(IL-2_gene_expression’,’Protein_molecule’).Such information will be consulted from our grammar rules for disambigua-tion.For instance,the example in2.1is easily taken care of by just one CHRG rule,namelynp(A),prep(P),np(B)/-(verb(_);prep(_);eos(_))<:> subtype(A,’BioProcess’),subtype(B,’BioEntity’),compatible(A,B) |np(A+P+B).This rule will create a noun phrase from two noun phrases(represented A and B)joined by a preposition(P),provided that the second np isﬂanked by either a verb,another preposition,or and end of sentence character,and provided that A’s type and B’s type are compatible(as well as being a subtype of, respectively,’BioProcess’and’BioEntity’).The ontology is consulted,of course, when checking the desired subtype relationships.4Criticality of CHRG for our methodologyThe use of CHRG is crucial to our approach,sincea)it allows us to work bottom-up,thereby heading more directly to the right analysis.b)it allows us to put together into the same rule information coming from heterogeneous sources.For instance,we mine ontology information from the Genia Ontology[8],and can consult or eﬀect transformations of that information that suit disambiguation purposes.Left hand sides of CHRG rules do not care from whichﬁle(among the ones having been read)the information that needs to be put together comes from,so this gives a great degree of modularity and allows us to incorporate information from heterogenous sources.c)in the case of the text,or even of some titles containing appositions that deﬁne a given term.If we consider for instance the sentence:”Overexpression of DR-nm23,a protein encoded by a member of the nm23gene family,inhibits granulocyte diﬀerentiation and induces apoptosis in32Dc13myeloid cells”,we can glean some deﬁnitional information for DR-nm23.The level of granularity with which we want to take advantage of this feature will vary according to our purposes.We might be content for instance with noting only that it is a protein,in which case the rest of the sentence can be ignored(CHRG includes a facility for disregarding intermediate strings which will not be analyzed)or that it is a protein and is encoded by a member of the nm23gene family,or that it is a protein,is encoded by a member of the nm23gene family,and induces apoptosis,and so on.Likewise,the information that nm23is a gene can be gleaned from the same sentence.In other words,we can implement a specialized CHRG which only looks at appositions within a text,disregards the rest of the text,and decides how to usefully exploit the information in the apposition:will it be used to consult the type hierarchy,to expand it,or just to add a deﬁnition into the database we are working with?d)the use of CHRGs allows for a straightforward coexistence with CHR[6] rules,and even for the same symbols to be considered both as grammar symbols or as constraints.This is exempliﬁed by the coexistence of the grammar rule described in Section3with the CHR rule:np(X),np(Y),compatible(A,B)==>subtype(X,A),subtype(Y,B)|compatible(X,Y).which extends the user’s deﬁnitions of compatibility by considering that if the user has described A and B as being compatible,and the parser has discovered X and Y as noun phrases,where X is a subtype of A and Y is a subtype of B,X and Y are also compatible.This inferred compatibility information can then be used by the grammar rule in Section3,since it is now in the constraint store.We do not know of any other system which so seamlessly would allow us to combine grammar and program rules for similar interactions needed.As well,the facility of CHRG for looking at context allows us to implement the above described methodology with extreme conciseness.The full prototype program takes only one page and is included in full in the Appendix.It is to be noted that as a side eﬀect of disambiguation,our implementation completes the meaning of coordinated sentences which do not overtly contain all the conjuncts.Previous work for reconstructing elided meanings within co-ordinated phrases in natural language typically take more machinery for their implementation,puting parallelism in discourse,or further tools such as assumptions and Datalog grammars[4][5].Let us exemplify with the same sample sentence,taken from a real life title, which we showed in Section1.Semantic types are described through binary pred-icates of the form type(Entity,Class),e.g.from the program in the Appendix we can see that the semantic type of“IL-2gene-expression”is“bioprocess”.As well,our expert knowledge base includes information on compatibilities,from which we can know for instance that“IL-2gene-expression is compatible with CD28.The rules that analyze conjoined noun phrases consult such information and take appropriate action by conjoining only those components that are compatible in type,and likewise appropriately attaching any prepositional phrases.Thus,in the above example,the second reading is simply not accessible from the grammar rules given,since they fail to satisfy the compatibility condition.5DiscussionWe have proposed a CHRG methodology to disambiguate multiple readings of sentences in biological text,on the basis of compatibilities between semantic types,which are calculated on theﬂy by consulting the GENIA ontology and dynamically extending user deﬁned,basic relationships on compatibilities.Our parsing technique integrates semantics at the lexical level,exploiting an ontology for the application domain(biological texts).We mix grammar rules and CHR proper rules to allow productive interac-tion between domain constraints and grammatical constraints.As explained in Section4,this makes it easier to express our problem in directly executable terms.Our approach uses includes expert knowledge on semantic types of named entities and on compatibility between entities based on their semantic types. Appositions can provide further information about an entity of interest,as we also saw.Some appositions may even throw light upon relationships between two entities.We have shown that this approach allows us to very succinctly express within the grammar rules the conditions under which alternative readings originating in preposition attachment plus coordinating ambiguities should be chosen.We have exempliﬁed our methodology for the particular problem of PP-attachment in coordinate constructions,and tested it with aﬁrst running proto-type which is shown in the Appendix.Theseﬁrst results show that much simpler machinery can be arrived at within our methodology than was previously the case in related work on coordination,including our own work with Datalog gram-mars and assumptions[4]and even CHR[5].Part of this is due to the restrictionof our domain to a well-investigated domain for which online corpora and on-tologies exist,namely the biological domain,but as also pointed out,a bigger part is due to the use of CHRG rules which focus on the relevant context seen overall,checks on types and their compatibilities,and uses this information to decide how to form meaning from the meanings of the involved parts.However,we yet have to combine the advantages obtained in the present work with other long distance dependency work around CHR[6],for a uniform, more encompassing treatment,perhaps along the lines suggested in citeDahl-2004.Our present focus on titles allows us to get away with”just”allowing coordination among the possible long-distance dependency phenomena.With this work we hope to stimulate further research into the subject. Acknowledgements This work is supported by the CONTROL project,funded by Danish Natural Science Research Council,and by Veronica Dahl’s NSERC Discovery Grant.References[1]Aguilar Solis,D.and Dahl,V.:Coordination revisited:a CHR approach.In Proc.Iberamia’04,Mexico.[2]CHRG User Manual.http://akira.ruc.dk/henning/chrg/[3]Henning Christiansen:CHR grammars.Theory and Practice of Logic Programming,5(4-5):467-501(2005)[4]Dahl,V.:On Implicit Meanings.In:Computational Logic:From Logic Program-ming into the Future.F.Sadri and T.Kakas(eds).(invited contribution),volume in honour of Bob Kowalski,Springer-Verlag,2002.[5]Dahl,V.:Treating Long-Distance Dependencies through Constraint Reasoning.InProc.of the3rd International Workshop on Multiparadigm Constraint Programming Languages,2004.[6]Frhwirth,T.:Theory and Practice of Constraint Handling Rules,Special Issue onConstraint Logic Programming(P.Stuckey and K.Marriot,Eds.),Journal of Logic Programming,Vol37(1-3),pp95-138,October1998.[7]GENIA Corpus:http://www-tsujii.is.s.u-tokyo.ac.jp/genia/topics/Corpus/[8]GENIA Ontology:http://www-tsujii.is.s.u-tokyo.ac.jp/genia/topics/Corpus/genia-ontology.htmlAppendix A:the prototype CHRG implementation fortitle disambiguation%the CHR rules and CHR grammar rules used for disambiguation:-compile(’chrg.txt’).handler simple_coordination_solver.constraints np/1,compatible/2,subtype/2.grammar_symbols sentence/1,subj/1,verb/1,obj/1,np/1,conj/1,prep/1,eos/1,compatible/2,subtype/2.%to induce new subtype relationsnp(A),subtype(A,B),subtype(B,C)==>subtype(A,C).%to induce new compatible relationsnp(X),np(Y),compatible(A,B)==>subtype(X,A),subtype(Y,B)|compatible(X,Y).np(X),compatible(A,B)==>subtype(X,A)|compatible(X,B).np(Y),compatible(A,B)==>subtype(Y,B)|compatible(A,Y).%%grammar rules to group a np with a following preposition phrasenp(A),prep(P),np(B),conj(K),np(C)<:>np(A+P+B),conj(K),np(A+P+C).np(A),prep(P),np(B)/-(verb(_);prep(_);eos(_))<:>subtype(A,’BioProcess’),subtype(B,’BioEntity’),compatible(A,B) |np(A+P+B).np(A),conj(K),np(B+P+C)<:>subtype(A,’BioProcess’),subtype(C,’BioEntity’),compatible(A,C) |np(A+P+C),conj(K),np(B+P+C).%%rules to classify noun phrases as subjects or objects of verbsnp(A)/-verb(_)::>subj(A).verb(_)-\np(A)::>obj(A).%%rules to handle coordinationsnp(A),conj(_),subj(B)::>subj(A),subj(B).obj(A),conj(_),np(B)::>obj(A),obj(B).%%to identify a complete sentencesubj(A),verb(V),obj(B)::>sentence(s(A,V,B)).sentence(A),conj(_),sentence(B)<:>sentence(A+B).%%to solve incomplete sentencessubj(A),verb(V)/-conj(_),sentence(s(_,_,B))::>sentence(s(A,V,B)).sentence(s(A,_,_))-\conj(_),verb(V),obj(B)::>sentence(s(A,V,B)).subj(A)-\conj(_),sentence(s(_,V,B))::>sentence(s(A,V,B)).sentence(s(A,V,_))-\conj(_),obj(B)::>sentence(s(A,V,B)).subj(A),verb(V1),conj(_),verb(V2),obj(B)::>sentence(s(A,V1,B)),sentence(s(A,V2,B)).%include example sentence,ontology,concepts,and domain knowledge:-include(’test_example.txt’).%sentences for testing:-include(’genia_ontology.txt’).%the GENIA Ontology:-include(’genia_concepts.txt’).%annotations from GENIA corpus:-include(’compatibility.txt’).%compatibility between concepts end_of_CHRG_source.(N.B.for the referees:you can download the example1.txt and other title phrases or title sentences of the GENIA corpus we are considering here from www.cs.sfu.ca/bgu/personal/CSLP2007)Appendix B:the Auxiliary Files%the content of file"genia_ontology.txt"subtype(’BioEntity’,’BioConcept’).subtype(’BioProcess’,’BioConcept’).subtype(’Source’,’BioEntity’).subtype(’Substance’,’BioEntity’).subtype(’Natural_source’,’Source’).subtype(’Artificial_source’,’Source’).subtype(’Organism’,’Natural_source’).subtype(’Body_part’,’Natural_source’).subtype(’Tissue’,’Natural_source’).subtype(’Cell_type’,’Natural_source’).subtype(’Cell_component’,’Natural_source’).subtype(’Other_artificial_source’,’Artificial_source’). subtype(’Cell_line’,’Artificial_source’).subtype(’Multi_cell’,’Organism’).subtype(’Mono_cell’,’Organism’).subtype(’Virus’,’Organism’).subtype(’Compound’,’Substance’).subtype(’Atom’,’Substance’).subtype(’Organic’,’Compound’).subtype(’Inorganic’,’Compound’).subtype(’Amino_acid’,’Organic’).subtype(’Nucleic_acid’,’Organic’).subtype(’Lipid’,’Organic’).subtype(’Carbohydrate’,’Organic’).subtype(’Other_organic_compound’,’Organic’).subtype(’Protein’,’Amino_acid’).subtype(’Peptide’,’Amino_acid’).subtype(’Amino_acid_monomer’,’Amino_acid’).subtype(’DNA’,’Nucleic_acid’).subtype(’RNA’,’Nucleic_acid’).subtype(’Nucleotide’,’Nucleic_acid’).subtype(’Polynucleotide’,’Nucleic_acid’).subtype(’Protein_family_or_group’,’Protein’).subtype(’Protein_complex’,’Protein’).subtype(’Protein_molecule’,’Protein’).subtype(’Protein_subunit’,’Protein’).subtype(’Protein_substructure’,’Protein’).subtype(’Protein_domain_or_region’,’Protein’).subtype(’Protein_ETC’,’Protein’).subtype(’DNA_family_or_group’,’DNA’).subtype(’DNA_molecule’,’DNA’).subtype(’DNA_domain_or_region’,’DNA’).subtype(’DNA_substructure’,’DNA’).subtype(’DNA_ETC’,’DNA’).subtype(’RNA_family_or_group’,’RNA’).subtype(’RNA_molecule’,’RNA’).subtype(’RNA_domain_or_region’,’RNA’).subtype(’RNA_substructure’,’RNA’).subtype(’RNA_ETC’,’RNA’).%the content of file"genia_concepts.txt"%sample domain knowledge about the types of bioconceptssubtype(’IL-2_gene_expression’,’BioProcess’).subtype(’NF-kappa-B_activation’,’BioProcess’).subtype(’reactive_oxygen_production’,’BioProcess’).subtype(’CD28’,’Protein_molecule’).subtype(’5-lipoxygenase’,’Protein_molecule’).%the content of file"compatibility.txt"%sample domain knowledge about compatibility between bioconceptscompatible(’IL-2_gene_expression’,’Protein_molecule’). compatible(’NF-kappa-B_activation’,’Protein’).compatible(’reactive_oxygen_production’,’Protein_molecule’).%the content of file"test_example.txt"%a sample sentence to disambiguate%we assume that base NPs have been identified beforehands1:-X=[’IL-2_gene_expression’,and,’NF-kappa-B_activation’,\ through,’CD28’,requires,’reactive_oxygen_production’,\by,’5-lipoxygenase’,’.’],parse(X).[’IL-2_gene_expression’]<:>np(’IL-2_gene_expression’).[and]<:>conj(and).[’NF-kappa-B_activation’]<:>np(’NF-kappa-B_activation’). [through]<:>prep(through).[’CD28’]<:>np(’CD28’).[requires]<:>verb(require).[’reactive_oxygen_production’]<:>np(’reactive_oxygen_production’). [by]<:>prep(by).[’5-lipoxygenase’]<:>np(’5-lipoxygenase’).[’.’]<:>eos(’.’).Appendix C:the Execution of Testing Sentences%the execution results of the testing sentence on SICSTUS 3.8.4|?-s1.<0>IL-2_gene_expression<1>and<2>NF-kappa-B_activation\<3>through<4>CD28<5>requires<6>reactive_oxygen_production\ <7>by<8>5-lipoxygenase<9>.<10>all(0,10),begin(-1,0),end(10,11),subtype(’NF-kappa-B_activation’,’BioProcess’),subtype(’CD28’,’BioEntity’),compatible(’NF-kappa-B_activation’,’CD28’),subtype(’IL-2_gene_expression’,’BioProcess’),subtype(’CD28’,’BioEntity’),compatible(’IL-2_gene_expression’,’CD28’),subtype(reactive_oxygen_production,’BioProcess’),subtype(’5-lipoxygenase’,’BioEntity’),compatible(reactive_oxygen_production,’5-lipoxygenase’),verb(5,6,require),np(0,5,’IL-2_gene_expression’+through+’CD28’),subj(0,5,’IL-2_gene_expression’+through+’CD28’),conj(0,5,and),np(0,5,’NF-kappa-B_activation’+through+’CD28’),subj(0,5,’NF-kappa-B_activation’+through+’CD28’),obj(6,7,reactive_oxygen_production),sentence(0,7,s(’NF-kappa-B_activation’+through+’CD28’,require,\reactive_oxygen_production)),sentence(0,7,s(’IL-2_gene_expression’+through+’CD28’,require,\reactive_oxygen_production)),eos(9,10,’.’),np(6,9,reactive_oxygen_production+by+’5-lipoxygenase’),obj(6,9,reactive_oxygen_production+by+’5-lipoxygenase’),sentence(0,9,s(’NF-kappa-B_activation’+through+’CD28’,require,\reactive_oxygen_production+by+’5-lipoxygenase’)), sentence(0,9,s(’IL-2_gene_expression’+through+’CD28’,require,\reactive_oxygen_production+by+’5-lipoxygenase’))?yes|?-。

【论文】英语翻译翻译方向论文题目

【关键字】论文English Novel Title Translation: A Skopostheorie Perspective英语小说标题的翻译:一个Skopostheorie透视图The Translation of Fuzziness in the Dialogue of Fortress Besieged from the Perspective of Relevance Theory翻译的模糊性的对话《围城》从关联理论的角度On Domestication Strategy in Advertisement Slogan Translation在归化策略在广告口号的翻译Reproduction of “Three Beauties” in the Translation of the Poems in The Journey to the West繁殖的“三美”翻译的诗歌在西游记A Comparative Study of Interjection Translation in Teahouse from the Perspective of Functional Equivalence一个比较研究,在茶馆的感叹词翻译功能对等的角度Public Signs Translation from the Perspective of Functionalist Theory -- as an Example公共标志的翻译的角度,从实用主义的理论——以邵阳城市作为一个例子The Application of Skopostheory in the Business Advertisement TranslationSkopostheory的应用在商业广告翻译Relevance Theory Applied in the Translation of Neologism关联理论应用于翻译的新词Domestication and Foreignization in the Translation of Tourist Texts归化和异化在翻译旅游文本A Comparative Study of the Two English Versions of Lun Y u by James Legge and Ku Hongming from Translator's Subjectivity一个比较研究的两个英文版本的Lun Yu詹姆斯Legge和Ku Hongming从译者的主体性On the Translation and Functions of Metaphor in Advertisements在翻译和函数中隐喻的广告C-E Translation of Film Titles from the Perspective of Adaptation Theory汉英翻译的电影片名的角度,从适应理论Pun Advertisements Translation From the Perspective of Adaptation Theory广告双关语翻译的角度,从适应理论Analysis of the Translation Strategies of the Culture-loading Words in the English Version of Journey to the West分析的翻译策略在英语文化加载字版的西游记On Business Letter Translation under the Guidance of Conversational Implicature Theory在商务信函翻译的指导下,会话含义理论On the Translation of Puns in English Advertising在翻译双关语在英语广告Advertising Translation in the View of Skopos Theory广告翻译目的论的观点A study on Trademark Translation from the Perspective of Reception Aesthetics商标翻译的研究从接受美学的角度On the Audio-visual Subtitle Translation of Kung Fu Panda 2 from Skopostheorie Perspective在视听影视字幕翻译的《功夫熊猫2》从Skopostheorie透视图Cooperative Principle and Negative-information Business Letters合作原则和负面信息商务信函On Influence of Chinese Culture on Imagism of America—A Case Study of Pound’s Poems在中国文化的影响在美国意象派——案例研究庞德的诗歌The Translation of English Animal Idioms in the Perspective of Pragmatic Equivalence英语动物习语的翻译的语用等效的角度On the Improvement of English-Chinese Interpretation from the Perspective of Comprehension and MemoryOn Creative Treason and Its Relationship with Fidelity in Literary Translation在创造性叛逆和它的关系,文学翻译中忠实A Brief Look into Conceptual Metaphor—A Case Study of the Poems Selected from A Dream of Red Mansions一个简短的调查概念隐喻一个案例研究的诗歌选自《红楼梦》The Translation of Subtitles in "Desperate Housewives" from the Perspective of Functional Equivalence字幕的翻译在“绝望的主妇”从功能对等的角度An Analysis of Shi Xiaojing’s Translation of Camel Xiangzi Based on Reception Theory施小菁的分析翻译的骆驼祥子》基于接受理论A Study on Zhang Peiji's Translation of Modern Chinese Prosefrom the Perspective of Translator's Subjectivity研究张Peiji现代汉语Prosefrom翻译的译者主体性的视角The Translation of Wang Wei's Works From the Perspective of"Three Beauties" Principle王伟的翻译作品的角度,从“三美”原则English Passive Voice and Its Application to Translation英语主动语态和它的应用程序来翻译Metaphor Translation from the Perspective of Aesthetics--A Case Study of the English Version of Li Bai’s Poems隐喻的翻译从美学角度出发,一个案例研究的英语版本的李白的诗Domestication and Foreignization in Allusion Translation in Hongloumeng归化和异化的翻译在Hongloumeng典故English Translation of Hunan Tour Commentary from the Perspective of Intercultural Communication英语翻译的湖南旅游解说的角度,从跨文化交流The Application of Functional Equivalence Theory in Chinese-English Lyric Translation应用程序的功能对等理论对汉英翻译歌词On the Cultural Discrepancies of Color Terms Between English and Chinese and Their Corresponding Translating Strategies在文化差异的英语和汉语之间的颜色词及其相应的翻译策略On the Style of Zhang Peiji's Prose Translation在张的风格的散文翻译PeijiA Functionalist Approach to Advertising Translation一个实用主义的方法对广告翻译C-E Business Contract Translation under the Guidance of Skopos TheoryOn Allusion Translation under the Guidance of Relevance Theory---A Case from Lin Yutang's Six Chapters of a Floating Life 在典故翻译的指导下,关联理论———案例从林语堂的六章的一个浮动的生活A Study on C-E Trademark Translation from the Perspective of Cultural DifferencesOn Violation of Cooperative Principle in Subtitle Translation of Ice AgeOn the English Translation of Hunan Cuisine from cultural AspectsOn the Feasibility of "Three Beauties" Principle in Tang Poetry TranslationOn the Translation of Subjects in Chinese-English TranslationOn the Translation Strategies of Lang Tuteng from the Perspective of Domestication andForeignizationMetaphor Translation from the Perspective of Relevance TheoryBeauty of Chinese in Translated Lyrics of the English Pop SongsThe Different Styles of Translation in Rush: From the Choice of WordsTranslation of Scenery Description in Tourist Text in Hunan in Cross-culture CommunicationOn E-C Translation of Puns in Advertising from the Perspective of SkopostheorieE-C Translation of Cartoon Subtitle from the Perspective of Skopostheorie——A Case Study of Ic e AgeOn C-E Translation of Scenery Spots Introduction in Hunan Province from Cultural PerspectiveDomestication and Foreignization in C-E Translation of Four-Character Idioms On C-E Translation of Hotel Introduction in Hunan Province from the Perspective of SkopostheorieE-C Translation of Business Letters—From the Perspective of Nida’s Functional Equivalence TheoryA Skopos Study on the Translation of Report on the Work of the Government 2011On English-Chinese Translation of Business Correspondence from the Perspective of Skopos TheoryUniversals of Translation and Zhang Peiji's Selected Modern Chinese ProseOn Xu Yanchong’s Translation of 300 Tang Poems from the Perspective of Aesthetics Reception TheoryOn Subtitles Translation of Humorous Dialogues in Friends from the Perspective of Functional EquivalenceAn Elementary Study on Chinese to English Soft News Translation: from the Perspective of Nida's Functional-Equivalence Translation TheoryAn Elementary Study on Brand Name Translation--from the Perspective of Peter Newmark's Communicative Translation TheoryA Study on Gu Zhengkun's Translation of Shakespeare's Sonnets-- from the Perspective of SkopostheorieApplication of the Functionalist Translation Theory in Film Title TranslationA Study on the Translation of Idioms Between English and Chinese from the Perspective of Functional EquivalenceA Study of Chinese Menu Translation from the Perspective of Foreignization and Domestication On Translation of Brand Names from the Perspective of AdaptationOn English Translation of Li Bai’s peotry in the Light of Functional Equivalence Theory The “Equivalence” and “Aestheticism” in Trademark TranslationOn Culturally Loaded English Idioms and Their Translation此文档是由网络收集并进行重新排版整理.word可编辑版本！。

《论语》英译本比较研究以理雅各、威利、刘殿爵三种英译本为例

山东大学硕士学位论文河北大学２０１１届硕士研究生富苏苏的学位论文《论辜鸿铭＜论语＞英译本中译者创造性叛逆的表现》由范志慧教授指导。

该文在翻译研究中文化转向的视野下，借助创造性叛逆中译者创造性叛逆理论分析辜鸿铭《论语》英译本，结合当时社会背景、辜鸿铭个人的性格特点及翻译动机和策略运用列举法和分析阐释法对译本从语言层面和文化层面分别进行表述。

浙江师范大学２０１０届硕士毕业生章莉的学位论文《后殖民视域下辜鸿铭的儒经英译》由顾建新教授指导。

该文以后殖民翻译理论为基础，梳理了辜鸿铭翻译儒经的前因后果及其采用的翻译策略，拟在探讨辜鸿铭的儒经英译特点。

广西大学２００９届硕士毕业生毛莽的学位论文《目的论视角下的辜鸿铭＜论语＞英译研究》由吴小罄教授指导。

该文旨在结合具体的翻译实践，对目的论进行深入、客观的论证，对辜鸿铭在翻译《论语》时的目的，以及在该目的指引下如何处理孔子思想的传达，如何通过采用省略、类比、加注、一般化等翻译策略来处理目的法则、语内连接、语际连接以及与原文作者的忠减等方面进行了描述性的分析。

合肥工业大学２００９届硕士毕业生王萍的学位论文｛：从意识形态角度看辜鸿铭的＜论语＞译本》由韩江洪教授指导。

该文认为辜的翻译行为主要是受其意识形态（文化保守主义）的影响，因此对其文化保守主义形态进行了研究。

湖南师范大学２００９届硕士毕业生梁维纳的学位论文《从译者主体性角度看辜鸿铭英译＜论语＞》由黄振定教授指导。

该文以译者主体性为理论基础对辜鸿铭英译《论语》进行了一定程度的研究，从宏观和微观两个方面详细分析了译者主体性在辜译本中的体现，同时说明了译者主体性的发挥所受的主客观限制。

首都师范大学２００８届硕士毕业生胡欣欣的学位论文《辜鸿铭文化保守主义思想下对＜论语＞的译介与诠释》由李冰梅教授指导。

该文以辜鸿铭的英译本为研究对象，在比较文学方向的指导下所作的翻译批评方面的研究。

中南大学２００８届硕士毕业生王海燕的学位论文《从图里的翻译规范论看辜鸿铭＜论语＞的英译》由张映先教授指导。

英语专业学生必备练习题

英语专业学生必备练习题### English Major Essential Practice Questions1. Comprehensive ReadingQuestion: Analyze the narrative structure of "Pride and Prejudice" by Jane Austen. How does the novel's structure contribute to its themes of marriage and class?2. Vocabulary in ContextQuestion: Choose five words from the following list and use them in sentences that reflect their meanings:- Ambivalent- Conundrum- Ephemeral- Ineffable- Propensity3. Grammar ApplicationQuestion: Rewrite the following sentences to correct any grammatical errors. Explain the rule you applied for each correction.- She don't know what to do.- I have went to the store yesterday.4. Critical ThinkingQuestion: Discuss the role of language in shaping identity in "To Kill a Mockingbird" by Harper Lee. How does the use of dialect and language reflect the social dynamics of Maycomb?5. Literary AnalysisQuestion: How does Shakespeare's use of iambic pentameter in "Hamlet" influence the play's dramatic effect? Provide specific examples from the text.6. Translation SkillsQuestion: Translate the following sentence from English to Chinese and vice versa, ensuring the translation captures the original meaning and tone:- "The early bird catches the worm, but the second mouse gets the cheese."- "早起的鸟儿有虫吃，但第二个老鼠得到奶酪。

从电影《美国队长》浅析个人英雄主义

关于苔丝和海丝特的悲剧对比分析文化差异对中美商务谈判的影响和应对策略诠释《儿子与情人》中儿子、母亲、情人之间的关系An Analysis of the Leading Character in …The Old Man and the Sea‟小说《白鲸》中亚哈布船长的人物悲剧解读游戏在初中英语教学中的作用商务合同英语的语言特征初中英语词汇教学中对策研究海明威的生态意识在《老人与海》中的体现尤多拉•威尔蒂摄影叙事技巧分析Comparing the Reasons for Hester Prynne‟s and Tess D‟Urbervilles‟s Tragedies《呼啸山庄》叙事视角多元性研究约瑟夫•康拉德《进步前哨》的象征主义分析从女性主义角度分析简爱的女性意识凯瑟琳•曼斯菲尔德《苍蝇》反映的人性创伤分析从《老人与海》看海明威小说中的英雄式人物的刻画浅析商务谈判中的恭维语应用维多利亚时期简爱与苔丝的不同命运浅析新闻英语中模糊语言的运用浅析《弗兰肯斯坦》中怪物“善”与“恶”的转变A Lonely but Strong-willed Soul A Character Analysis of Ellen Weatherall in The Jilting of Granny Weatherall对《灿烂千阳》中姐妹情谊的分析背诵在中学英语学习中的作用英语习语的翻译方法论中美日常交际的文化差异A Comparison of the English Color TermsA Comparison of the English Color TermsThe Impact of High and Low Context on Intercultural CommunicationA Critical Analysis of the War in A Farewell to Arms哥特式风格特征在《远大前程》中的诠释中西方文学中镜子意象的对比研究《老人与海》中的系列意象探究Error Analysis in C-E Translation of Public Signs从成长教育理论视角解读奥利弗退斯特的生活经历从跨文化视角看文化定势及偏见在非言语交际中的影响初中英语教学中课堂气氛与教学效果浅谈《德伯家的苔丝》中苔丝悲剧的分析误解与沟通——商务英语中一词多义问题研究新闻新词的文化内涵与翻译从男权主义角度分析《苔丝》中的人物A Study on the Motivations of Korean Students in China: Impacts of Internationalization on Korean Higher Education英语谚语的修辞分析An Analysis on the Tree Image on Sethe‟s Back in BelovedA Brief Discussion on Creative Treason in Poetry Translation—Based on the Chinese V ersions of The Isles of Greece分析内战对《飘》中斯佳丽的影响从文化视角看英语习语的翻译试论霍桑小说《胎记》中的象征主义浅析《了不起的盖茨比》的主要人物性格文本特征与高中英语阅读通过象征主义、梭罗的自然思想和梭罗的个人主义析《瓦尔登湖》威廉·布莱克《天真之歌》中的朦胧《名利场》和《嘉莉妹妹》女主角形象对比从生态女性主义角度解读《苔丝》国内旅游景点介绍英译的策略与技巧弥尔顿《失乐园》中撒旦形象的双重性A Survey on Self-regulated Learning of English Major广告翻译中的语用失误研究浅析海明威《战地钟声》中的女性形象浅析简•爱的反抗性格及其形成过程《蝇王》中象征意义浅析浅谈英文原版电影与高中英语教学跨文化视野下的中国形象——以好莱坞电影为例世纪以来英汉委婉语的语义变迁A Comparison of the English Color Terms浅析简•奥斯汀《理智与情感》中的婚姻观超越性别的美——以《道林格雷的画像》为例从信息层面探析语言翻译中的动态对等原则论田纳西•威廉斯戏剧中的象征主义手法—以《玻璃动物园》为例基于关联理论的名动转换词语义认知研究TPR教学法在幼儿英语教学中的应用电影《海上钢琴师》的浪漫主义解读英语广告的语言特点商务英语交流中委婉语的语用功能研究中外大学校训翻译分析《善良的乡下人》的喜剧性分析论托尼莫里森《宠儿》的哥特式元素《麦琪的礼物》看语境在中英翻译中的影响论《傲慢与偏见》中的妇女地位问题英语专业新生英语阅读习惯调查从服饰看中西方文化差异与融合试比较中美中学历史教育中历史思维的培养美国情景喜剧《成长的烦恼》中言语幽默解析幸福婚姻中爱情与金钱并重——论《傲慢与偏见》中的婚姻观浅析《呼啸山庄》希斯克利夫人物形象及其悲剧意义从到《到灯塔去》的主要角色浅析弗吉尼亚.伍尔夫的女性主义思想英汉翻译中的增词技巧Comparaison entre l‟Histoire d‟A Q et l‟Etranger浅析《藻海无边》中安托瓦内特的悲剧高中英语听力课中的文化教学《小镇畸人》中的空间形式分析英汉颜色词“红”的喻意和文化内涵研究On Classification of Chinese Dish Names and Their Translation Strategies浅析英式英语与美式英语之词汇差异“中式英语”和“中国英语”两个概念的区别研究：以公示语为例论广告英语的用词特点从违反合作原则看电影语言的会话含义——以《最后的武士》为例从中英文动物词汇看中西方文化差异Cultural Differences Between English and Chinese by Analyzing Brand Names A Comparison of Chinese and Western Taboos of Social Communication自然与自由之子－－新女性戴茜米勒索尔贝娄《挂起来的人》的存在主义解读Pragmatic Study on the Humor Effect in The Big Bang Theory跨文化交际中的社交语用失误及其对英语教学的启示沙博理《水浒传》译本中文化词的翻译论《红字》中的象征A Comparative Analysis of Jane Ey re‟s Chinese Renditions in Different Periods 从目的论的角度论英文电影片名的翻译策略A Comparative Study of Dragon Images in Chinese & Western Literary Classics 《周六夜现场》的幽默剖析从问候语看中西文化差异奈达等值理论于商务英语翻译中的理解和应用论英语自然地理术语的汉译A Comparison of Chinese and Western Taboos of Social Communication 简•奥斯汀《诺桑觉寺》中人物对爱情和婚姻的不同态度浅析王尔德《莎乐美》的唯美主义和成因弗吉尼亚•伍尔夫的女性主义观点广告翻译《红楼梦》两英译本文化不可译性之管窥从用词的角度分析商务英语信函的翻译浅谈文化差异对英语明喻汉译的影响简•奥斯汀《曼斯菲尔德庄园》中女性角色的地位分析颜色词的英汉翻译研究《尤利西斯》的象征艺术英语定语从句的理解与翻译英语使用中展示的性别语言差异从保罗的恋母情结角度分析劳伦斯的《儿子与情人》A Research on the Symbo lic Meanings of“Ghost”in Anil‟s Ghost英语词汇的语境意义分析莎士比亚电影和爱情阻力：以《罗密欧与朱丽叶》为例网上英语聊天的会话结构特征接受美学指导下的电影字幕翻译——以《冰河世纪II》为例问题类型对TEM阅读成绩影响的实证研究On Chinese-English Translation of Public Signs: Problems and Suggested Solutions《威尼斯商人》的新历史主义解读经济学视野下的《鲁滨逊漂流记》生存与对话—浅析《非笑之事》A Comparison of the English Color TermsThe Problems in English and Chinese Trademark Translation and Relevant Countermeasures 中美企业招聘广告文化对比分析浅谈数字翻译中的文化因素视觉文化在英语词汇学习中的应用Resonant Effect of Dialogues in Lolita on ReadersAn Analysis of Symbolism i n Tess of the D‟Urbervilles三星公司营销策略研究从礼貌原则分析发盘的语言技巧广告中反语现象的关联分析从《远大前程》看狄更斯的家庭理想论商标名称汉英翻译中的合作原则从语域角度分析《瓶中信》中书信的语言特色On the Female Initiation Theme in Little Women中英花卉隐喻下的情感叙事对比研究浅析英美电影片名的翻译原则和技巧英语导游词翻译的原则与技巧从引进好莱坞大片看中国意识形态转型: 从集体主义到个人主义论《黄墙纸》中女主人公女性主义思想的局限性中西方婚礼礼服颜色的对比研究从女性主义视角看珍妮特•温特森《给樱桃以性别》中的英雄主义从跨文化角度浅析化妆品商标翻译浅析《小王子》的象征与哲学英汉社交称呼语礼貌规范和语用失误研究The Interpretation of A Rose for Emily from the Perspective of Feminism Domestication and Foreignization in Idioms TranslationThe Differences of Beauty Standards Between China and America伊恩•麦克尤恩《时间中的孩子》中斯蒂芬的心理创伤和恢复分析跨文化交际中的移情及其能力的培养对《老人与海》中突显的生态意识的探讨中西广告语言中的文化差异论《拉合尔茶馆的陌生人》中昌盖茨“美国梦”的转变论简奥斯汀小说中的反讽艺术英语电影对白汉译《鲁宾逊漂流记》与《桃花源记》中乌托邦思想之比较从英汉习语的翻译看中西方文化差异跨文化商务谈判中的语用原则分析浅析模糊语在商务谈判中的应用广告英语中委婉语的语言特征研究有关小学双语教学现状及实施问题分析浅析《呼啸山庄》女主人公凯瑟琳的悲剧命运英文电影片名的汉译研究论翻译的艺术跨文化交际视角下沉默行为的解析《雾都孤儿》中南希的人物性格分析解析《爱玛》中女主人公的形象简析商务沟通中的非语言沟通在冲突与迷茫中凋零－－浅析苔丝悲惨命运的必然性析乔治艾略特在《织工马南》中的语言特色伍尔夫的《达罗卫夫人》中的意识流和象征主义手法分析Pragmatic Empathy and Chinese-English Translation关联理论在中餐菜单英译中的应用An Analysis of the D Film Alice in Wonderland from the Perspective of Gothicism 多元智能理论在小学英语教学中的应用论莱辛作品《又来了，爱情》中妇女失爱的原因论《奥兰多》中双性同体观浅析Grice的会话合作原则在求职面试中的应用解读《弗洛斯河上的磨坊》中麦琪的悲剧命运黑人社区的替罪羊－－论托尼•莫里森《最蓝的眼睛》中的黑人小女孩佩科拉论格列佛人物形象在《格列佛游记》中所起的讽刺效果影视英文在初中口语教学中的运用性研究。

james legge英文版道德经

james legge英文版道德经The Dao De Jing, also known as Tao Te Ching, is a classic Chinese text attributed to the sage Laozi. It is one of the foundational texts of Daoism, a philosophical and spiritual tradition that emphasizes living in accordance with the Dao, or the Way.James Legge was a British sinologist who translated the Dao De Jing into English in 1891. His translation is considered one of the most influential and widely read versions in theEnglish-speaking world. In this document, we will explore key themes and teachings from Legge's translation of the Dao De Jing.One of the central themes of the Dao De Jing is the concept of the Dao, or the Way. The Dao is described as the underlying principle of the universe, the source of all things. It is a mysterious and ineffable force that cannot be fully understood or described in words. The Dao is often illustrated through paradoxical and enigmatic statements, such as "The Dao that can be told is not the eternal Dao."In the Dao De Jing, Laozi emphasizes the importance of living in harmony with the Dao. This involves cultivating a stateof Wu Wei, or effortless action, in which one acts in accordance with the natural flow of the universe. By letting go of desires and attachments, one can attain a state of inner peace and tranquility. This is captured in one of the most famous passages from the Dao De Jing: "The sage acts without acting, teaches without speaking."Another key teaching in the Dao De Jing is the concept of Te, or virtue. Virtue is seen as the natural expression of living in harmony with the Dao. It is not something that can be cultivated through external efforts, but arises spontaneously when one aligns with the Dao. The sage, or wise person, embodies this virtue and serves as a model for others to follow.In his translation of the Dao De Jing, James Legge captures the beauty and depth of Laozi's teachings. His elegant and poetic language brings out the timeless wisdom of the text, making it accessible to readers of all backgrounds. Legge's translation has been praised for its clarity and precision, and continues to be a valuable resource for those seeking to understand the Daoist tradition.Overall, the Dao De Jing offers a profound and insightful perspective on the nature of reality and the human experience. Through its teachings on the Dao, virtue, and spiritual cultivation,it provides a roadmap for living a meaningful and fulfilling life. James Legge's translation of the Dao De Jing helps to bring these teachings to a wider audience, allowing readers to uncover the wisdom and beauty of this ancient text.。

运用对比手法总分结构的作文

运用对比手法总分结构的作文英文回答：The concept of duality permeates all aspects of human existence, from the contrasting forces within our own psyche to the interplay between different cultures and civilizations. In the realm of literature, the use of juxtaposition and comparison allows authors to explore the nuances and complexities of this duality, shedding light on the nature of truth, identity, and the human condition.One of the most striking examples of contrastive storytelling can be found in the works of Shakespeare, whose characters often embody opposing traits and perspectives. In "Hamlet," the titular protagonist represents the thoughtful, introspective intellectual, while his nemesis, Claudius, embodies the ruthless, pragmatic man of action. Through their contrasting actions and motivations, Shakespeare explores the tension between reason and emotion, duty and desire.Another notable example is the novel "The Great Gatsby" by F. Scott Fitzgerald. The novel juxtaposes the extravagant lifestyle of Jay Gatsby with the moral corruption and social inequality of the Jazz Age. Through this contrast, Fitzgerald exposes the hollowness of the American Dream and the corrosive effects of materialism on the human soul.In non-fiction writing, comparative analysis is often used to highlight similarities and differences between different cultures, societies, or historical periods. For example, in his book "The Clash of Civilizations," Samuel Huntington argues that global politics is characterized by a clash between distinct cultural identities, such as the "West" and "Islam." By comparing and contrasting these civilizations, Huntington attempts to understand the sources of conflict and the potential for future cooperation.The juxtaposition of contrasting elements can also be used to create dramatic tension and suspense instorytelling. In the horror genre, for example, authors often rely on the contrast between the familiar and the unknown to generate fear and unease. In Stephen King's novel "It," the ordinary town of Derry, Maine, becomes a nightmare realm haunted by an ancient evil. The contrast between the mundane and the horrific creates a palpable sense of dread that keeps readers on the edge of their seats.中文回答：对比手法是一种通过对比不同事物或观点来揭示事物本质的写作技巧。

文化词语的翻译——比较《孟子》的两个英译本

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理雅各《孟子》译本副文本分析

An Analysis of Paratexts in James Legge 蒺s The Works of MenciusTANG Wen ⁃lu（Furong College of Hunan University of Arts and Science ，Changde ，Hunan 415000）Abstract ：One of the reasons that James Legge ’s The Works of Mencius has been considered as the standard version is that itcontains or concerns abundant paratexts ，which is characteristic of Legge ’s translation of Chinese classics.During the revisions and republications ，the paratexts have also been changing and developing.By providing plentiful background information of the text ，constructing the writer ’s identity ，reflecting the translating thoughts of the translator and benefiting scholars ’researches ，theseparatexts enrich the text ，guide the readers and promote the exchanges of different cultures.Key words ：James Legge ；The Works of Mencius ；translation ；paratext理雅各《孟子》译本副文本分析唐文璐（湖南文理学院芙蓉学院，湖南常德415000）摘要：理雅各的《孟子》英译本被奉为标准版本的一个重要原因，在于其包含或涉及了相当丰富的副文本内容，这也是理雅各翻译中国经典的一大特色。

了不起的盖茨比分析-英文论文

James (Yang Zhen)ENGL1601-B02Professor: HargraveOct 10th 2009Pursuing the Forbidden loveIn the novel The Great Gatsby and the film The English Patient, both those two protagonists were pursuing their ideal love, pursuing the forbidden fruit. Gatsby thought that Daisy loved him so much and she didn’t love her husband Tom at all and if he could get a great deal of money, he could join the upper class’s life and then Daisy would leave her husband for him. Meanwhile, another protagonist Almasy thought he could build a love that transcended nationality, ethnicity and even everything. He could give up everything to pursue his ideal love, that forbidden fruit. But both of their thoughts were too idealistic, simple and naive. The cruel reality and concrete specific historic period and social environment would not make their dream come true. In my points of view, the huge gap between their ideal love and the cruel reality would make it a certainty that their pursuing for the forbidden love would become a tragedy and their tragedy could be a warning for us.Jay Gatsby was a son of shiftless and unsuccessful farm people in the middle west of USA. When he joined the army, he met Daisy, a beautiful woman from the upper class, and fell in love with her. Then, he took apart in the war and five years later when he came back from the Europe, Daisy had got married with a rich boy Tom. Later, Gatsby began his pursuing for forbidden fruit: a love to woman who had a husband. And Almasy, a Hungarian-born historian, follow the explorer Madox to do some research in the Sahara desert and metGeoffrey Clifton and his wife Katharine Clifton. Katharine’s charm and flair deeply attracted Almasy. He fell in love with her and began to pursuing his forbidden fruit. Both Gatsby and Almasy believe that they could get the forbidden love they wanted and pursued. But actually, we can find that their pursuing loses contact with the harsh reality was doomed to fail.During the period of pursuing the forbidden love, Gatsby’s ideal about the society and Daisy went far beyond the real ones. From the novel, we can find that he looked Daisy as the embodiment of beauty, purity and nobility and he thought that being together with her is like the being at wonderland which represented all the beautiful things which actually went far beyond Daisy herself. “The colossal vitality of his illusion had gone beyond her, beyond everything. He had thrown himself into it with a creative passion, adding to it all the time, decking it out with every bright feather that drifted his way” (Fitzgerald, P95). More seriously, he also believed that money could help him eliminate the diversity between the upper class and him and buy the past and the love of Daisy. But actually, he was wrong. Like anyone else in that period, as a reality mortal, Daisy wanted not only the life of spirit and love, but also the stability of material life and superiority and immobility of social status. Under the influence of harsh realities, Daisy became more pragmatic. She had refused to leave Tom for five years probably because she had realized some kind of truth from life: the lack of emotion could be patient; paying little attention to emotion could at least provoke less hurt feelings and compared to it, the material enjoyment should play a very crucial role as she was born in a wealthy family. So when she found Gatsby‘s money came from illegal way, she wavered because she thought that although Gatsby had a great deal of money, he was only a upstart;being together with him may hurt her social status and when she had to choose one between Gatsby, a man who loved her so much and would devote his whole emotion and energy to her, and Tom, a man who betrayed her but had a stable social status, she choose the latter. Because she was a typical bourgeois woman who love money and value power with which only Tom could provide and she need more about the material comforts and superiority of social status. Even after the accident happened when Gatsby would like to be responsible to Daisy’s mistake, Daisy frankly sat face to face with Tom and would sacrifice him anytime and then escape.Meanwhile, what I would like to talk is that the process of Gatsby’s pursuing the forbidden love to Daisy was also the process of his pursuing for his American dream, because in his mind, Daisy was like a flower: beauty and purity and she could also be the symbol of all the virtue of the upper class. Gatsby did also have an active but naive American dream; he thought the life of the upper class was full of beauty and glory of love and he could join them through personal struggle. Seen from Gatsby’s “SCHUDULE”and “GENERAL RESOLVES” (Fitzgerald, P173), we can find that Gatsby was a man who was bright and had great ability and strong enterprise; he believe that he could get fortune through personal struggle and then change his social status. But that the American society was not the pure American dream any more: since 1820s, as the rapid development of capitalism, monopoly-capitalist group had gradually controlled the national economic arteries and every parts of the social life, a normal people could hardly get the chance to earn a great deal of money and join the upper class; meanwhile, as the writer said: that period called “Jazz Age”, is the most voluptuous and gorgeous period in American history; the youth in that timeblindly pursued the enjoyment, aspired after money and were infatuated with wine and sex, so Gatsby’s ideal would be inconsistent with the society, even after he got a great deal of money, he still could not eliminate the diversity between the upper class and him and still could not join them. In my points of view, Gatsby was a representation of idealism which loses the contact with the harsh reality and Tom was representation of the extremely selfish realism. The process of pursuing the love to Daisy could also be the competition between the idealism who respected spirit and realism who respected the benefits. Although Tom show up the humanity of blackness and obduracy, but he was accepted by the American mainstream society because that society did not advocate personal struggle any more and began to cult the hedonism and extravagance and waste. Meanwhile, Daisy was also the product of that kind of society: pompous, self-serving and shallow. The fundamental diversity of value made Gatsby’s tragedy. Gatsby, a man who confounded with the dream and the reality, spent his whole life and whole energy to build a mirage, a beautiful world of dream. He realized that “Daisy’s voice was full of money”(Fitzgerald, P120) but he never understood that they belonged to the different world, standed for different value. So his devotion of his whole life energy and pure emotion to pursue the forbidden love to Daisy was doomed to fail. It is the huge gap between Gatsby’s ideal life and cruel reality made it a certainty that Gatsby’s pursuing would be a tragedy.Meanwhile, the English patient’s protagonist also had the same problem with Gatsby. He was a Hungarian but rejected all the national identity, choosing to sh ed “the clothes of country. He pursued the freedom: the freedom of love and freedom of everything. After he fell in love with Katharine, passion and obsession overwhelmed him, causing him block outthe outside world and its rules of right and wrong. He sometimes admitted that he and Katharine are "sinners in a holy city."(The English Patient), but he also believed that love could transcend everything: including nationality, morality and responsibility so he did not ever show his remorse over their deception or betrayal of Geoffrey. Meanwhile, Katharine also showed the lack of regret for hurting her husband. However, I think they were also selfish and unrealistic. Firstly, there was a serious conflict between their pursuing for the forbidden love and Katharine’s husband, a man, who was hurt seriously due to that forbidden love. Almasy considered only about possessing Katharine, and did not consider Geoffrey’s feeling: he did not consider what Geoffrey would do after the forbidden love happened. But latter, Geoffrey drove a plane to hit him and wanted to die with him and Katharine. Although Almasy was OK, Katharine was hurt seriously. Another serious conflict happened during his pursuing of the forbidden love was between his ideal, love is the most important thing, it could transcend everything, there is no need to have any national identity in the desert, and concrete specific situation-the cruel world war. In wartime, however, national identity is of great importance. With a casual attitude towards national allegiances, he went to ask the British for help because he thought they would help him undoubtedly. But actually, they didn’t help him and even arrested him as a war criminal. Because as we can know, in the war, people especially the army would not help the people from the adversary state and even wanted to kill them as soon as possible. Although later, he found Katharine through providing the map of Northern Africa to German army to exchange the oil, she had already died. In sum, we can get a conclusion that Almasy’s belief of pursuing the love for Katharine also went far away from the harshrealities, his thought was so simple, naïve and idealistic that there was a huge gap between his belief and that concrete specific historic period and cruel war environment which would make a certainty that his dream of pursuing the love for Katharine would never come true.Someone may still argue that some parts of their dreams are still not bad and even we can learn from them. Such as Gatsby, he is man who had great ability and strong enterprise and who would to achieve his dream through personal struggle. If we have the same enterprise with him in the studying of our course, we may get much more improvement. And also for Almasy, his beliefs do not consider anything about the national identity which related to freedom and equality which means that different people from different place could be together only if they love each other. But we should mention that both of their pursuing happened in the specific period and situation. Although some parts of what they thought about was good, but it did not confirm to that special environment and the harsh realities. So their pursuing would become a tragedy.In conclusion, both Gatsby and Almasy’s ideal and dream were too simple, naive and idealistic because they lose the contact with the harsh realities. The huge gap between their ideal love and the cruel reality would make it a certainty that their pursuing for the forbidden love would never come true. And I think it could also be a warning for us. Pursuing such forbidden love or anything else likes that which loses contact with the harsh realities is meaningless and it could never come true.BibliographyFitzgerald, F. S[cott]. The Great Gatsby. 1925. New York: Scribner, 2004.Han Shujie.“论盖茨比的悲剧”“The discussion of Gatsby’s tragedy”Diss. Guangdong: Guangdong Institution of Education, 1995.Zhang Fuyong, Wang Xiaoni. “关于黛西-布坎农的评价”“The evaluation of Daisy Buchanan” Diss. Shandong: Shandong Foreign Language Education, 1994.Wang Ping, Wang Weiping. “美国梦的解释”“The explanation of the American dream”Wuhan: Wuhan University of Technology, V ol 14 No.2, April 2001.。

学记_英文版

BOOK XVI. HSIO KÎORRECORD ON THE SUBJECT OF EDUCATION[1].From B OOK OF R ITESby James Legge [1885]1. When a ruler is concerned that his measures should be in accordance with law, and seeks for the (assistance of the) good and upright, this is sufficient to secure him a considerable reputation, but not to move the multitudes.When he cultivates the society of the worthy, and tries to embody the views of those who are remote (from the court), this is sufficient to move the multitudes, but not to transform the people.If he wishes to transform the people and to perfect their manners and customs, must he not start from the lessons of the school?2. The jade uncut will not form a vessel for use; and if men do not learn, they do not know the way (in which they should go). On this account the ancient kings, when establishing states and governing the people, made instruction and schools a primary object;--as it is said in the Charge to Yüeh, 'The thoughts from first to last should be fixed on learning[2].'3. However fine the viands be, if one do not eat, he does not know their taste; however perfect the course may be, if one do not learn it, he does not know its goodness. Therefore when he learns, one[1. See the introductory notice, vol. xxvii, page 32.2. Vol. iii, page 117.]knows his own deficiencies; when he teaches, he knows the difficulties of learning. After he knows his deficiencies, one is able to turn round and examine himself; after he knows the difficulties, he is able to stimulate himself to effort. Hence it is said,'Teaching and learning help each other;' as it is said in the Charge to Yüeh, 'Teaching is the half of learning[1].'4. According to the system of ancient teaching, for the families of (a hamlet)[2] there was the village school; for a neighbourhood[2] there was the hsiang; for the larger districts there was the hsü; and in the capitals there was the college.5. Every year some entered the college, and every second year there was a comparative examination. In the first year it was seen whether they could read the texts intelligently, and what was the meaning of each; in the third year, whether they were reverently attentive to their work, and what companionship was most pleasant to them; in the fifth year, how they extended their studies and sought the company of their teachers; in the seventh year, how they could discuss the subjects of their studies and select their friends. They were now said to have made some small attainments. In the ninth year, when they knew the different classes of subjects and had gained a general intelligence, were firmly established and would not fall back, they[1. Vol. iii, page 117.2 The hamlet was supposed to contain twenty-five families; the neighbourhood 500; and the district 2,500. For the four institutions, P. Callery adopts the names of. school, college, academy, and university. It would be tedious to give the various explanations of the names Hsiang and-Hsü.]were said to have made grand attainments. After this the training was sufficient to transform the people, and to change (anything bad in) manners and customs. Those who lived near at hand submitted with delight, and those who were far off thought (of the teaching) with longing desire. Such was the method of the Great learning; as is said in the Record, 'The little ant continually exercises the art (of amassing)[1].'6. At the commencement of the teaching in the Great college, (the masters) in their skin caps presented the offerings of vegetables (to the ancient sages), to show their pupils the principle of reverence for them; and made them sing (at the same time) the (first) three pieces of the Minor Odes of the Kingdom, as their first lesson in the duties of officers[2]. When they entered the college, the drum was beaten and the satchels were produced, that they might begin their work reverently. The cane and the thorns[3] were there to secure in them a proper awe. It was not till the time for the summer sacrifice[4] was divined for, that the testing examination was held;--to give composure to their minds. They were continually under inspection, but not spoken to,--to keep their minds undisturbed. They listened, but they did not ask questions; and[1. See the note of Callery in loc. The quotation is from some old Record; it is not known what.2. The three pieces were the Lû Ming, the Dze Mâu, and the Hwang-hwang Kê hwâ, the first three pieces in the first decade of the Shih, Part II; showing the harmony and earnestness of officers.3. Callery calls these 'la latte et la baguette.'4. Khung Ying-tâ thought this was the quinquennial sacrifice. See the Khien-lung editors on the point.]they could not transgress the order of study (imposed on them). These seven things were the chief regulations in the teaching. As it is expressed in the Record, 'In alllearning, for him who would in be an officer the first thing is (the knowledge of) business; for scholars the first thing is the directing of the mind.'7. In the system of teaching at the Great college, every season had its appropriate subject; and when the pupils withdrew, and gave up their lessons (for the day), they were required to continue their study at home.8. If a student do not learn (at college) to play in tune, he cannot quietly enjoy his lutes; if he do not learn extensively the figures of poetry, he cannot quietly enjoy the odes; if he do not learn the varieties of dress, he cannot quietly take part in the different ceremonies; if he do not acquire the various accomplishments, he cannot take delight in learning.9. Therefore a student of talents and virtue pursues his studies, withdrawn in college from all besides, and devoted to their cultivation, or occupied with them when retired from it, and enjoying himself. Having attained to this, he rests quietly in his studies and seeks the company of his teachers; he finds pleasure in his friends, and has all confidence in their course. Although he should be separated from his teachers and helpers, he will not act contrary to the course;--as it is said in the Charge to Yüeh,'Maintain a reverent humility, and strive to be constantly earnest. In such a case the cultivation will surely come[1. Vol. iii, P. Il 7. But the quotation is a little different from the text of the Shû.]10. According to the system of teaching now-a-days, (the masters) hum over the tablets which they see before them, multiplying their questions. They speak of the learners' making rapid advances, and pay no regard to their reposing (in what they have acquired). In what they lay on their learners they are not sincere, nor do they put forth all their ability in teaching them. What they inculcate is contrary to what is right, and the learners are disappointed in what they seek for. In such a case, the latter are distressed by their studies and hate their masters; they are embittered by the difficulties, and do not find any advantage from their (labour). They may seem to finish their work, but they quickly give up its lessons. That no results are seen from their instructions:-is it not owing to these defects?11. The rules aimed at in the Great college were the prevention of evil before it was manifested; the timeliness of instruction just when it was required; the suitability of the lessons in adaptation to circumstances; and the good influence of example to parties observing one another. It was from these four things that the teaching was so effectual and flourishing.12. Prohibition of evil after it has been manifested meets with opposition, and is not successful. Instruction given after the time for it is past is done with toil, and carried out with difficulty. The communication of lessons in an undiscriminating manner and without suitability produces injury and disorder, and fails in its object. Learning aloneand without friends makes one feel solitary and uncultivated, with but little information. Friendships of festivity lead to opposition to one's master. Friendships with the dissolute lead to the neglect of one's learning. These six things all tend to make teaching vain.13. When a superior man knows the causes which make instruction successful, and those which make it of no effect, he can become a teacher of others. Thus in his teaching, he leads and does not drag; he strengthens and does not discourage; he opens the way but does not conduct to the end (without the learner's own efforts). Leading and not dragging produces harmony. Strengthening and not discouraging makes attainment easy. Opening the way and not conducting to the end makes (the learner) thoughtful. He who produces such harmony, easy attainment, and thoughtfulness may be pronounced a skilful teacher.14. Among learners there are four defects with which the teacher must make himself acquainted. Some err in the multitude of their studies; some, in their fewness; some, in the feeling of ease (with which they proceed); and some, in the readiness with which they stop. These four defects arise from the difference of their minds. When a teacher knows the character of his mind, he can save the learner from the defect to which hp is liable. Teaching should be directed to develop that in which the pupil excels, and correct the defects to which he is prone.15. The good singer makes men (able) to continue his notes, and (so) the good teacher make. them able to carry out his ideas. His words are brief, but far-reaching; unpretentious, but deep; with few illustrations, but instructive. In this way he may be said to perpetuate his ideas.16. When a man of talents and virtue knows the difficulty (on the one hand) and the facility (on the other) in the attainment of learning, and knows (also) the good and the bad qualities (of his pupils), he can vary his methods of teaching. When he can vary his methods of teaching, he can be a master indeed. When he can be a teacher indeed, he can be the Head (of an official department). When he can be such a Head, he can be the Ruler (of a state). Hence it is from the teacher indeed, that one learns to be a ruler, and the choice of a teacher demands the greatest care; as it is said in the Record, 'The three kings and the four dynasties were what they were by their teachers[1].' 17. In pursuing the course of learning, the difficulty is in securing the proper reverence for the master. When that is done, the course (which he inculcates) is regarded with honour. When that is done, the people know how to respect learning. Thus it is that there are two among his subjects whom the ruler does not treat as subjects. When one is personating (his ancestor), he does not treat him as such, nor does he treat his master as such. According to the rules of the Great college, the master, though communicating anything to the son of Heaven, did not stand with his face to the north. This was the way in which honour was done to him.[1. 'The three kings' are of course the Great Yü, founder of the Hsiâ dynasty; Thang the Successful, founder of the Shang; and Wan and Wû, Considered as one, founders of Kâu. The four dynasties is an unusual expression, though we shall meet with it again, as we have met with it already. They are said to be those of Yü (the dynasty of Shun), Hsiâ, Shang, and Kâu. But how then have we only I the three kings?' I should rather take them to be Hsiâ, Shang (considered as two, Shang and Yin), and Kâu.]18. The skilful learner, while the master seems indifferent, yet makes double the attainments of another, and in the sequel ascribes the merit (to the master). The unskilful learner, while the master is diligent with him, yet makes (only) half the attainments (of the former), and in the sequel is dissatisfied with the master. The skilful questioner is like a workman addressing himself to deal with a hard tree. First he attacks the easy parts, and then the knotty. After a long time, the pupil and master talk together, and the subject is explained. The unskilful questioner takes the opposite course. The master who skilfully waits to be questioned, may be compared to a bell when it is struck. Struck with a small hammer, it gives a small sound. Struck with a great one, it gives a great sound. But let it be struck leisurely and properly, and it gives out all the sound of which it is capable[1]. He who is not skilful in replying to questions is the opposite of this. This all describes the method of making progress in learning.19. He who gives (only) the learning supplied by[1. P. Callery makes this sentence refer to the master, and not to the bell, and translates it:--'(Mais quelle que soit la nature des questions qu'on lui adresse, le maître) attend que l'élève ait fait à loisir toutes ses demandes, pour y faire ensuite une réponse complète.' He appends a note on the difficul ty of the passage, saying in conclusion that the translation which he has adopted was suggested by a citation of the passage in the Pei-wan Yun-fû (###) where there is a different reading of (###), 'instruction,' for (###), 'sound.' I have not been able to find the Citation in the great Thesaurus, to which he refers. Yen Yüan does not mention any different reading in his examination of the text (###, Chapter 917); and I do not see any reason for altering the translation which I first made.]his memory in conversations is not fit to be a master. Is it not necessary that he should hear the questions (of his pupils)? Yes, but if they are not able to put questions, he should put subjects before them. If he do so, and then they do not show any knowledge of the subjects, he may let them alone.20. The son of a good founder is sure to learn how to make a fur-robe. The son of a good maker of bows is sure to learn how to make a sieve. Those who first yoke a (young) horse place it behind, with the carriage going on in front of it. The superior man who examines these cases can by them instruct himself in (the method of) learning[1].21. The ancients in prosecuting their learning compared different' things and traced the analogies between them. The drum has no special relation to any of the musical notes; but without it they cannot be harmonised. Water has no particular relation toany of the five colours; but without it they cannot be displayed[2]. Learning has no particular relation to any of the five senses; but without it they cannot be regulated. A teacher has no[1. The Khien-lung editors say that this paragraph is intended to show that the course of learning must proceed gradually. So far is clear; but the illustrations employed and their application to the subject i n hand are not readily understood. In his fifth Book (towards the end), Lieh-dze gives the first two illustrations as from an old poem, but rather differently from the text:--'The son of a good maker of bows must first learn to make a sieve; and the son of a good potter must first learn to make a fur-robe.' In this form they would more suitably have their place in paragraph 18.2. That is, in painting. The Chinese only paint in water colours. 'Water itself' says Khung Ying-tâ, 'has no colour, but the paint requires to be laid on with water, in order to its display.' I cannot follow the text so easily in what it says on the other illustrations.]special relation to the five degrees of mourning; but without his help they cannot be worn as they ought to be.22. A wise man has said, 'The Great virtue need not be confined to one office; Great power of method need not be restricted to the production of one article; Great truth need not be limited to the confirmation of oaths; Great seasonableness accomplishes all things, and each in its proper time.' By examining these four cases, we are taught to direct our aims to what is fundamental.。

全身反应法述评_安文风

大众文艺大182摘要:作为外语教学法流派中重要的一支，全身反应法近年来引起了我国国内教育研究者和英语教师越来越多地关注，并被广泛应用于儿童英语教学方面。

本文简述了全身反应法的理论背景、主要教学原则、特点以及其局限性，总结了最近一段时期中国教育研究者和广大英语教师对全身反应法的评价及研究, 并结合这些研究得出了在教学实践中，必须将全身反应法和其它教学方法有机结合，才能更好地发挥其优势，提高学生的英语水平的结论。

关键词:全身反应法；理论背景；局限性；结合Abstract: As an important one of foreign language teaching methods and approaches, Total Physical Response, which has aroused great interest of education researchers and foreign language teachers in China, has been widely applied in English teaching for children recently. After reviewing the theoretical foundations, teaching principles, main characteristics and limitations of TPR, this paper focuses on the researches and evaluation towards TPR by education researchers and foreign language teachers in China. It is concluded that a combination of TPR with other methods and approaches is of great importance to improve Chinese students’ English efficiently.Key words: Total Physical Response, theoretical foundations, limitations, combination全身反应法（Total Physical Response）是美国加州圣约瑟大学心理学教授詹姆士•阿歇尔(James Asher)于20世纪60年代提出的，是外语教学法流派中重要的一支。