英国文学选读-安顺学院外语系
大学英语英国文学选读
Preface (The Development of British Literature)1. Early and Medieval Literature (5th century-1485)2. The Period of English Renaissance (the end of 15th century-the beginning of 17th century)3. 17th Century Literature4. The Period of Enlightenment (the end of 17th century-the middle of 18th century)5. English Romanticism (1798-1832)6. The Age of Realism (1830s-1918)7. The Age of Modernism (1918-1945)8. Contemporary British Literature (1945- )Unit 1 Geoffrey Chaucer (1343-1400)Lived in the 14th centuryThe greatest writer in this century and the 14th century is usually known as “The Age of Chaucer”Was acclaimed as “father of English poetry”◆Literary Career1. From 1360 to 1372 (French period)Translations: The Romance of the Rose2. From 1373 to 1386 (Italian period)Major works: 1380 The Parliament of Fowls《百鸟议会》1384 The House of Fame《声誉之堂》1385 Troilus and Criseyde《特洛勒斯与克丽西德》1386 The Book of the Duchess《公爵夫人之书》The Legend of Good Women3. From 1387 to 1400 (English period)Masterpiece: The Canterbury Tales1700lines—about half of Chaucer’s entire literary productionThe whole poem is a collection of tales and stories strung together according to a simple plan, which shows the influence of Boccaccio’s Decameron.◆The PrologueThe Prologue is a splendid masterpiece of realistic portrayal, the first of its kind in the history of English literature. We see the whole cavalcade, as it rides out on a fine spring morning.The pilgrims are people from various parts of England, representatives of various walks of life and social groups, with various interests, tastes and predilections. (preference)◆CommentsChaucer makes English the language of literature. The language he used, known as Middle English now, is vivid and smooth.Chaucer’s contribution to English poetry i s that he greatly enriched the rhyme schemes by introducing from France the rhymed stanzas of various types.◆TermsIambic Pentameter:五音步抑扬格It refers to a poetic line consisting of metrical foot in poetry consisting of one short or unstressed syllable followed by one long or stressed syllable.Heroic Couplet:英雄双韵体It refers to a pair of rhymed iambic pentameter lines. A stanza composed of two heroic couplets is called a heroic quatrain.Alliteration:头韵It refers to the repetition of similar sounds, usually consonants or consonant clusters, in a group of words. Sometimes, the term is limited to the repetition of initial consonant sounds.Unit 2 William Shakespeare (1564-1616)William Shakespeare is the most popular and most widely respected writer in all English literature. Comedy Tragedy Historical Play38/39 plays; 154 sonnets; 2 narrative poemsTwo tragedies:Romeo and Juliet；The Life and Death of Julius Caesar 《凯撒大帝》Great tragedies: Hamlet, Prince of DenmarkThe two long narrative poems Venus and Adonis and The Rape of Lucrece were respectively published in 1593 and 1594.His Sonnets were published in 1609. They are divided into two groups. One is about the conflicted lover for a young man of superior beauty and the other about the uncontrollable love for a mysterious “dark lady” of irresistible beauty.◆HamletHamlet is considered to be the summit of Shakespeare’s art.Hamlet i s the profoundest expression of Shakespeare’s humanism and his criticism of contemporary life. Major Characters:Hamlet, the Ghost, Claudius, Gertrude, Rosencrantz, Guildenstern, Polonius, Ophelia, Laertes◆Some of the Problems Troubling Hamlet1. His father was murdered by his uncle who has become the king of Denmark.2. His mother was married to his uncle right after his father’s death.3. The Ghost of his father urged him to seek revenge for his murder, but Hamlet was not quite sure that the ghost was h is father’s spirit, for he feared it might have been a devil sent to torment him.4. His former friends Rosencrantz & Guildenstern were dispatched by the king to spy on him (A betrayal of friendship! As a humanist he attached great importance to friendship).5. His girl friend Ophelia was sent as a tool to find out whether or not he was really mad (A betrayal of love!).◆What do you learn about Hamlet’s mental conflict and character through this soliloquy独白? Further AnalysisIn this soliloquy, Hamlet is detached, reflective, analytic and moral. His thoughts were philosophical rather than practical; his concerns were on the nature of things rather than any specific plans for actions; his feelings were of a deep sorrow over the injustice and vanity, “a sea of troubles” which brought pains into human life. His melancholy and procrastination are also revealed. Here he is pondering on the question of life and death.He is thinking of committing suicide. But he hesitates for he doubts whether death can give him rest and peace. Besides, he is not sure whether the world of death would be better than this one. He gives the reasons why he wants to commit suicide.Apart from his personal revenge (He hasn’t mentioned it in this soliloquy), he cannot bear the social injustices and grievances. He is conscious of his own weakness of thinking too much which makes him dilatory, allowing many opportunities to slip away.◆SonnetA fourteen-line lyric poem, usually written in rhymed iambic pentameter.It includes three Quatrains and a concluding Couplet, with rhyme scheme abab cdcd efef gg.Each quatrain deals with a different aspect of the subject and the couplet either summarizes the theme or makes a final comment.Unit 3 Francis Bacon (1561-1626)◆Literary CareerBacon’s works ma y be divided into three classes: the philosophical, the literary, and the professional works.1. Philosophical works:1605 The Advancement of Learning (in English)1620 Novum Organum (in Latin)2. Literary works:1597-1625 Essays(Of Truth, Of Death, Of Revenge, Of Friendship)3. Professional works:1630 Maxims of the Law1642 Reading on the Statue of Uses◆Of Studies“Of Studies” is the one of the shortest, but probably the most popular of Bacon’s 58 essays.1. It analyzes the major functions of studies and the different ways of pursuing studies by different people.2. It probes into the effects studies have upon human character.3. Forceful and persuasive, compact and precise, the essay best reveals Bacon’s mature attitude towards learning.The essay starts with the general use and benefits of studies, namely, delight, ornament and ability.Then it goes on to relate studies to experience and reveals the mutual-promoting relation between them.Bacon also points out that studies need to be treated properly and conducted in right ways.By doing it right, he reckons, our characters shall be improved in different aspects.The whole essay seems to be a manifesto of the Renaissance and a declaration of the beginning of the coming Age of Reason.◆CommentsBacon was a representative of the Renaissance in England.He was a prominent philosopher and scientist as well as an essayist.He contributed to the foundation of modern science with his scientific way of thinking and fresh observation rather than authority as a basis for knowledge.Although he wrote much in Latin, he was capable of varied and beautiful styles in English and there is a peculiar magnificence and picturesque-ness in much of his writing.Many of his sentences in Essays have assumed almost the character of proverbs.His Essays is the first example of that genre in English literature, which has become a landmark in the development of English prose.Unit 7 Jane Austen (1775-1817)◆Main works:《理智与情感》（Sense and Sensibility，1811)《傲慢与偏见》（Pride and Prejudice，1813)《曼斯菲尔德庄园》（Mansfield Park，1814)《爱玛》（Emma，1816)《诺桑觉寺》（Northanger Abby，1818)《劝导》（Persuasion，1818)◆Pride and PrejudiceThe whole story portrays life in the genteel rural society of the day, and focuses on the relationship between Elizabeth Bennet and the haughty Darcy. Their relationship begins with the initial misunderstandings and ends with their mutual enlightenment. Finally they learn that their first impressions, based on pride and prejudice, were incorrect.◆Major Characters:Mr. Bennet＋Mrs. Bennet五个女儿：Jane（Mr. Bingley）; Elizabeth（Mr. Darcy）; Mary; Kitty; Lydia（Mr. Wickham）Lady Catherine（Mr. Darcy的姨妈）Charlotte（Elizabeth最好的朋友，和Mr. Collins结婚）◆人物分析Mr. BennettHe is a queer, sarcastic man.Being the father of 5 daughters, he is destined the responsibility for the future of them. But when a prospective catch comes, he keeps reserved and calm; he even teases his wife inconsiderately when she urges him to visit the new comer.This and his other oddities can only be accounted for that Mr. Bennett is regretful for his own marriage and thus becomes hesitant about his daughters. But he is now at a loss to help it, since there is such a gossipy and garrulous（唠叨，爱管闲事的）wife in the house. That is why he rarely talks to his wife as an equal and prefers to have the privacy of his library, his country and his self-entertaining irony.After all, he is a lively character.Mrs. BennettShe fails by all relevant criteria.empty-headed, snobbish, inconsiderate, ill-mannered, vulgar, foolish…She has no feminine charm.As a parent, she is partly responsible for the superficial characters of her 3 younger daughters. Lydia is clearly in her mother’s mold.She thinks of marriage mainly as a means of social and economic advancement.JaneThe eldest of the Bennett girls has two distinguishing characteristics: she is very beautiful, and she is very unperceptive, or, she is so pure of heart and mind that she will go to any length not to believe evil of any one.On the most superficial level, the plot is the story of the romance of Jane and Bingley; but actually their story provides only the occasion for the real interest of the novel.Jane and Bingley exhibit neither pride nor prejudice. The themes of social status arise only indirectly in their case. Choice for them is never problematic. Their function rather is to show how people can suffer from the pride and prejudice.◆CharacterizationWhich of these methods does Jane Austen employ? Cite examples to illustrate your choices.1. Physical description of a character by the author;2. A description of another character;3. The use of dialogue or conversation;4. An explanation of a character’s inner thoughts;5. The behavior or actions of a character;6. The reactions of a character to another character or to a situation◆Theme: Love and MarriageIn this novel, Austen provides 4 different marriages. They are utilitarian marriage, sex-oriented marriage, moral marriage and perfect marriage.It is analyzed that one’s character reflects his/her marriage and attitudes towards love and social mores are reflected in their marriage’s formation.The conditions for love and marriage: material wealth and social position; beauty and passion; true love with consideration of the partner’s personal virtue as well as his economic and social status.It is wrong to marry just for money, or beauty; it is also wrong to marry without it.Elizabeth thinks she is happier than Jane.◆Writing StyleIn style, Austen is a classicism advocate, upholding those traditional ideas of order, reason, and gracefulness in novel writing. She writes within a very narrow sphere. The subject matter, the character range, the social setting and plot are all restricted to the provincial life of the late 18th century England, concerning three or four landed gentry families with their daily routine life.Irony（反讽）A contrast or an incongruity between what is stated and what is really meant, or between what is expected to happen and what actually happens.“It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife.”In this statement, Austen cleverly illustrates 3 points: she declares that the main subject of the novel will be courtship and marriage; she has established the humorous tone of the novel by taking a simple subject to elaborate and to speak intelligently of; she has prepared the reader for a chase in the novel of either a husband in search of a wife, or a woman in pursuit of a husband.The first line also defines Jane’s book as a piece of literature that connects itself to the 18th century period, in which, the emphasis on man in social environment was important, and the use of satire and wit was a common form of the 18th century literature.Unit 8 Percy Bysshe Shelley (1792-1822)◆Ode (颂)1. It refers to a complex and often lengthy lyric poem, written in a dignified formal style on some lofty or serious subject.2. Odes are often written for a special occasion, to honor a person or a season or to commemorate an event.◆Ode to the West Wind1. Talking about the poem, Shelley says that it was his emotional response to a strong hailstorm in which he happened to be swallowed one autumn evening in 1819 on the Arno near Florence.2. Shelley sees, in the storm of the natural world, an apt metaphor for the storm of revolution in the human world. The poet had been feeling depressed at the triumph of the reactionary Holy Alliance over Napoleon and the French Revolution and was emphatic in his forecast that the storm of revolution would make a powerful comeback yet.◆The Form1. This ode contains five 14-lined stanzas of iambic pentameter, each containing four tercets and a closing couplet.2. The rhyme scheme in each part follows a pattern known as terza rima, the three-line rhyme scheme first used by Dante in his well-known The Divine Comedy.3.In the three-line terza rima stanza, the first and third lines rhyme, and the middle line does not; then the end sound of that middle line is employed as the rhyme for the first and third lines in the next stanza. The final couplet rhymes with the middle line of the last three-line stanza.4. Thus, each of the five stanzas follows the rhyme scheme aba, bcb, cdc, ded, ee.5. Function: This linked chain gives a feeling of onward motion and the verse has a breathless quality which is in keeping with the onward motion of the wind’s movement.Ⅰ哦，狂暴的西风，秋之生命的呼吸！你无形，但枯死的落叶被你横扫有如鬼魅碰到了巫师，纷纷逃避：黄的，黑的，灰的，红得像患肺痨，呵，重染疫疠的一群：西风呵，是你以车驾把有翼的种子催送到黑暗的冬床上，它们就躺在那里，像是墓中的死穴，冰冷，深藏，低贱，直等到春天，你碧空的姊妹吹起她的喇叭，在沉睡的大地上响遍，（唤出嫩芽，像羊群一样，觅食空中）将色和香充满了山峰和平原。
英美社会与文化入门-安顺学院外语系
《英美社会和文化入门》教学大纲课程编号：课程名称（中文）：《英美社会和文化入门》课程名称（英文）：The Society and Culture of Major English-speaking Countries 教材：朱永涛（主编），2001，《英语国家社会和文化入门》（The Society and Culture of Major English-Speaking Countries），北京：高等教育出版社。
开课单位：外语系学分：4 学时：72考核方式：考查前言《英美社会和文化入门》运用社会语言学、文化语言学、语用学、语义学、翻译学等相关领域的理论原则和方法，在引入当代讲英语的几个国家人文、地理、历史、政治、经济、教育等内容的基础上，探索研究以上诸多因素对英语语言学习和运用的影响，揭示文化和语言交际深层次关系。
通过中外文化各方面的比较，培养学生对文化的敏感性，增强跨文化交际的能力。
英美文化是外语学院学生的基础课程之一，是一门基础理论、专业方向和实践并重的课程。
本课程最大特色在于其专业性、针对性、指导性和使用性，是培养学生成为英语专业水平高，同时又懂得如何恰当运用英语的复合型专业人才的必备课程。
【开设目的】《英美社会和文化入门》是介绍英语国家社会和文化入门的一门课程，是英语专业的基础课程。
开设本课的目的在于使学生通过学习，能够比较全面地了解英美等国的各种情况，培养学生正确分析认识有关英美等国问题的能力，并能以正确的眼光看待世界上所发生的问题，把学生培养成为高素质的人才，同时又能爱祖国、热爱社会主义，致力为祖国的繁荣、发达而努力的人才，这是培养英语专业学生如何树立正确世界观的一个重要手段；通过比较学习不同文化中具有特殊文化涵义的词语和表达式，可以促使学生掌握一些特殊词语的深层次意义，是对词汇的学习以及翻译水平的提高有益的补充；通过开展中外文化的比较，让学生切身感受到成功的交际仅有语言是远远不够的，文化方面的因素有时所起的作用远远大于语言本身，必将为英语学习者成功地参和国际商务活动，更有效地进行国际合作和交流打下坚实的文化基础。
英国文学选读
U1 Geoffrey Chaucer(1343-1400)生于富商之家，与王室关系密切，年轻时随军出征，在法国被俘《公爵夫人之书》（The Book of the Duchess）、《百鸟议会》（The Parliament of Fowls）、《声誉之堂》（The House of Fame）、《特洛勒斯和克丽西德》（Troilus and Criseyde）、《坎特伯雷故事》The Canterbury Tales.U2 William Shakespeare(1564-1616）《罗密欧和朱丽叶》（Romeo and Juliet 1595）、《威尼斯商人》（The Merchant of Venice 1596）、《亨利四世》（上篇）（Henry IV，Part I 1597）、《第十二夜》（Twelfth Night 1600）、《哈姆雷特》（Hamlet 1601）、《奥赛罗》（Othello 1604）、《李尔王》（King Lear 1605）、《麦克白》（Macbeth 1606）、《冬天的故事》（Winter’s Tale 1610）、《暴风雨》（The Tempest 1612）U3 Francis Bacon（1561-1626）《学术的推进》（Advancement of Learning 1605）《新工具》（New Instrument 1620）《新大西岛》（New Atlantics1626）、《论文集》（Essays1579）《论婚姻与单身》（of Marriage and Single Life）《论读书》(of Studies)U4 17th-Century British Poets John Donne (1572-1631) Songs and Sonnets中的《早安》（The Good-Morrow）、《破晓》（Break of Day）、《挽歌集》中的第16首（“On His Mistress”）、19首（“To His Mistress Going To Bed”），《圣十四行诗》（“Holy Sonnets”）中的第7首（“At the Round Earth’s Imagined Corner, Below”）和第10首（“Death Be Not Proud”）玄学派诗人的重要代表Metaphysical Poets The Flee跳蚤Holy Sonnet10John Milton（1608-1674）《利西达斯》（Lycidas, 1637）、《论出版自由》（“Areopagitica”,1644)、《失乐园》（Paradise Lost，1667）、《复乐园》（Paradise Regained，1671）、《力士参孙》。
英国文学选读课文翻译
Hamlet生存或毁灭, 这是个必答之问题:是否应默默的忍受坎苛命运之无情打击,还是应与深如大海之无涯苦难奋然为敌,并将其克服。
此二抉择, 就竟是哪个较崇高?死即睡眠, 它不过如此!倘若一眠能了结心灵之苦楚与肉体之百患,那么, 此结局是可盼的!死去, 睡去...但在睡眠中可能有梦, 啊, 这就是个阻碍:当我们摆脱了此垂死之皮囊,在死之长眠中会有何梦来临?它令我们踌躇,使我们心甘情愿的承受长年之灾,否则谁肯容忍人间之百般折磨,如暴君之政、骄者之傲、失恋之痛、法章之慢、贪官之侮、或庸民之辱,假如他能简单的一刃了之?还有谁会肯去做牛做马, 终生疲於操劳,默默的忍受其苦其难, 而不远走高飞, 飘於渺茫之境,倘若他不是因恐惧身後之事而使他犹豫不前?此境乃无人知晓之邦, 自古无返者。
所以,「理智」能使我们成为懦夫,而「顾虑」能使我们本来辉煌之心志变得黯然无光, 像个病夫。
再之, 这些更能坏大事, 乱大谋, 使它们失去魄力。
Romeo and Juliet罗密欧没有受过伤的才会讥笑别人身上的创痕。
（朱丽叶自上方窗户中出现）轻声！那边窗子里亮起来的是什么光？那就是东方，朱丽叶就是太阳！起来吧，美丽的太阳！赶走那妒忌的月亮，她因为她的女弟子比她美得多，已经气得面色惨白了。
既然她这样妒忌着你，你不要忠于她吧；脱下她给你的这一身惨绿色的贞女的道服，它是只配给愚人穿的。
那是我的意中人；啊！那是我的爱；唉，但愿她知道我在爱着她！她欲言又止，可是她的眼睛已经道出了她的心事。
待我去回答她吧；不，我不要太卤莽，她不是对我说话。
天上两颗最灿烂的星，因为有事他去，请求她的眼睛替代它们在空中闪耀。
要是她的眼睛变成了天上的星，天上的星变成了她的眼睛，那便怎样呢？她脸上的光辉会掩盖了星星的明亮，正像灯光在朝阳下黯然失色一样；在天上的她的眼睛，会在太空中大放光明，使鸟儿误认为黑夜已经过去而唱出它们的歌声。
瞧！她用纤手托住了脸，那姿态是多么美妙！啊，但愿我是那一只手上的手套，好让我亲一亲她脸上的香泽！朱丽叶唉！罗密欧她说话了。
英国文学现实主义风格的形成
第13卷第1期2011年2月安顺学院学报JOURNAL OF ANSH UN UNIVERS ITYVol 13 No 1Feb 2011文学 语言 写作收稿日期:2010-11-20作者简介:刘迎春(1976~),辽宁大连人,大连职业教育学院讲师。
研究方向:英美文学。
英国文学现实主义风格的形成刘迎春(大连职业技术学院,辽宁 大连116035)摘 要: 愤怒的青年!的文学创作是对19世纪英国传统现实主义文学的继承和发展,是来自英国社会底层的人们对其生存意义的严肃思考,是对英国资本主义社会种种尖锐矛盾的揭露。
愤怒的青年!的现实主义风格的形成是第二次世界大战后英国社会发展的必然结果,有着极其重要的社会意义和文学地位。
关键词:愤怒的青年;现实主义;第二次世界大战中图分类号:I561 09 文献标识码:A 文章编号:1673-9507(2011)01-0005-03 愤怒的青年!(T he Angry Yo ung M en)是指20世纪50年代出现在英国文坛上的一批现实主义风格的青年作家,在英国战后文学史上有着重要的地位。
他们没有固定的团体组织,也没有统一的宗旨,他们来自于社会的中、下层,愤世嫉俗,发泄着20世纪50年代战后欧洲人们心中的空虚、迷茫、压抑、孤独和悲观的心情。
愤怒的青年!的出现,填补了英国文坛上继叶芝、詹姆斯 乔伊斯、弗吉尼亚 伍尔夫和劳伦斯等文学大家之后曾一度出现的空白,使英国文坛在现实主义传统的复苏中又勃发出一片生机。
一、英国现实主义文学的表现形式现实主义作为一种文学思潮和创作原则,首先出现在法国,19世纪初出现在英国,以笛福和菲尔丁为代表的现实主义作家,他们的作品着重反映了社会问题和道德问题,所以,也有评论家把这一时期刚刚出现的现实主义作品称之为社会和道德现实主义。
19世纪中期,现实主义已经成为英国文学的主流,在英国的社会条件和各种思想的影响下,形成了自己的特点。
英国现实主义作家通常以劳资矛盾为创作题材,较多地表现劳资矛盾以及 小人物!的悲惨命运和苦难生活,人道主义和改良主义色彩特别浓厚,出现了马克思所称赞的 一派出色的小说家!,他们是狄更斯、萨克雷、夏绿蒂 勃朗特、盖斯凯尔夫人等,此时英国文学的现实主义又被称作批判现实主义,其主要代表作家是查尔斯 狄更斯和萨克雷。
英国文学选读unit5
Jonathan Swift (1667-1745)
• JONATHAN SWIFT(1667-1745) was born of English parents in Dublin, where he was educated at Trinity College, and in 1713became Dean of St Patrick's Cathedral. While previously living in London, he had made friends with Pope, Gay, and Arbuthnot, formed with them the Scriblerus Club, and written propaganda for the Tory administration of another club member, Robert Harley. He had first made his fame as a satirist with A Tale of a Tub and The Battle of the Books (1704), and after his return to Dublin(1714)he used his genius for polemical satire to defend Ireland(i.e. Anglo Irish Protestants) against exploitation by the English Whigs, most sensationally in S Modest Proposal(1729). Politics figured in Gulliver's Travels also, but only as a single element in a story of universal appeal, full of humor and excitement. Written when Swift was nearly 60, and first published in 1726,it at once became literally one of the world's classics.
罗经国新编英国文学选读
罗经国新编英国文学选读（最新版5篇）目录（篇1）一、罗经国与《新编英国文学选读》二、书籍内容概述1.选文时期范围2.选文作者及作品三、书籍特点1.系统性2.代表性3.权威性四、书籍价值1.考研考证参考价值2.文学研究价值3.教育教学价值五、总结正文（篇1）罗经国是一位在英国文学研究领域具有很高声誉的学者，他所编撰的《新编英国文学选读》是一本系统性、代表性、权威性的英国文学选读教材。
该书共分为上下两册，所选内容均为英国文学史上脍炙人口的经典作品，选文包括盎格鲁 - 撒克逊时期、诺曼时期、乔叟时期、15 世纪、文艺复兴、17 世纪、18 世纪等时期的英国文学作品。
如《贝奥武甫》《坎特伯雷故事集》、莎士比亚的《十四行诗》《威尼斯商人》《哈姆雷特》、弥尔顿的《失乐园》、笛福的《摩尔·弗兰德斯》、菲尔丁的《弃儿汤姆·琼斯的故事》等有关作品。
这本书具有很高的系统性，按照时间顺序排列，让读者能够清晰地了解英国文学的发展脉络。
同时，它还具有很强的代表性，所选作品均为各时期的典型代表作，让读者能够领略到英国文学的精髓。
在权威性方面，罗经国在编撰过程中引用了大量的文献资料，对文学作品进行了深入的剖析，使得这本书具有很高的学术价值。
《新编英国文学选读》不仅具有考研考证的参考价值，还对文学研究具有一定的价值。
此外，它还可以作为英国文学课程的教材，帮助学生更好地理解和掌握英国文学知识。
目录（篇2）1.罗经国与《新编英国文学选读》2.书籍内容概述3.罗经国的文学研究背景4.《新编英国文学选读》各版本的特点5.读者对《新编英国文学选读》的评价正文（篇2）罗经国是一位在英国文学研究领域具有深厚学术造诣的学者，他编写的《新编英国文学选读》旨在为读者呈现英国文学史上脍炙人口的经典作品，并引导读者深入了解英国文学的发展脉络。
《新编英国文学选读》共分为上下两册，所选内容涵盖了英国文学史上各个重要时期，如盎格鲁 - 撒克逊时期、诺曼时期、乔叟时期、15 世纪、文艺复兴、17 世纪、18 世纪等。
英国文学选读-安顺学院外语系
》教 大纲一、课程说明1. 课程中文名称：英国文学史及作品选读2 课程英文名称：t ed3. 课程总学时数：324. 课程学分数： 25. 授课对象：英语专业本科学生6. 本课程的性质、地位和作用本课程为面向英语专业高年级（三年级）学生开设的一门专业选修课，在学科体系中居重要地位。
要求学生以先修英语阅读、综合英语、英美文化和英美概况等课程为基础。
通过教学，使学生对英国文学 一个概观了解，同时初步培养学生对英国文学作品的鉴赏能力，增强学生对西方文学及文化的了解。
该课程 助于增强学生的语言基本功，丰富学生的人文知识、充实学生的文化修养，提高学生的精神素质。
二、教学基本要求1. 本课程的目的、任务英国文学史及文学作品包含着历史的记忆和哲学的睿智，是英语语言艺术的结晶。
本课程旨在介绍英国文学各个时期的主要文化思潮，文学流派，主要作家及其代表作，使学生对英国文学的发展脉络 一个大概的了解和认识，提高他们对文学作品的阅读鉴赏能力，并能掌握文学批评的基本知识和方法。
要求学生在阅读和分析英国文学作品的基础上了解英国的历史、社会、政治等方面的情况及传统，促进学生对西方文学及文化的了解，提高学生对文化差异的敏感性、宽容性，培养学生对作品的洞察批判能力，从而丰富提升学生人文素养。
2. 本课程的教学要求了解英国文学的发展概况，熟悉发展过程中出现的历史事件，文学思潮，文学流派；熟悉具体作家的文学生涯，创作思想，艺术特色和所属流派；能读懂代表作家的经典作品，并能分析评介作品的主题思想，人物形象，篇章结构、语言特点、修辞手法、文体风格；能掌握文学批评的基本知识和方法，对重要的文学术语 相当的了解并能在文学批评中加以运用。
重点放在代表作家的经典作品的主题思想、人物形象、文体风格、语言特点及其在文学史上的地位与影响，其中作品的主题思想、人物形象、文体风格及语言特点为难点。
本课程使用的教材为上海外语教育出版社出版的，张定铨和吴刚编著的《新编简明英国文学史》及高等教育出版社出版的，王守仁主编的《英国文学选读》（第二版），两本教材互为补充。
《翻译研究批评导论》评析
《翻译研究批评导论》评析张敏【摘要】A Critical Introduction to Translation Studies ,written by Jean Boase-Beier ,is a new book on the relationship be-tween Poetics ,Cognitive Stylistics and translation studies .The thesis introduces the detailed content of Part I the book ,and sum-marizes the main points of Part II .Also ,the writer gives different thoughts to some ideas and the superiority or inferiority of the book .%《翻译研究批评导论》是英国文学大师、翻译家琼·博厄斯-贝耶尔2011年出版的有关于诗学、认知文体学与翻译研究关联的新作。
作者详细介绍了该书的具体内容，并对认知文体学和翻译诗学等要点概括总结，同时还就该书的一些观点和优缺点进行批判思考。
【期刊名称】《安顺学院学报》【年(卷),期】2014(000)005【总页数】3页(P21-23)【关键词】《翻译研究批评导论》;贝耶尔;认知文体学;诗学效果;批判【作者】张敏【作者单位】贵州师范大学大学外语教学部，贵州贵阳550001【正文语种】中文【中图分类】H059《翻译研究批评导论》是琼·博厄斯－贝耶尔教授2011年的新书，由英国Continuum学术出版集团出版，是一本有关于语言学、翻译学的批评导论。
作者贝耶尔出生于英国约克郡，曾在德国生活、工作，时间长达20年，后回到英国东英吉利大学任教，并在该校创办了文学翻译硕士点。
贝耶尔长期从事英德文学之间的互译，在相关领域著作颇多，2006年出版的《翻译文体学研究》由上海外语教育出版社引进，作为国外翻译研究丛书之一。
口语-安顺学院外语系
《英语口语》课程教学大纲一、总纲扎实的语言基本功是师范院校外语专业学生的首要业务素质。
口语是语言基本功：听、说、读、写、译诸项技能之一，在外语教学中占有非常重要的地位。
口语课旨在传授英语口语基础知识、对学生进行全面严格的基本技能训练，培养学生实际运用语言的能力，主要是口头交际能力，逐步达到在英语口头表达方面准确与流利相结合；扩大社会文化知识面，为升入高年级打好扎实的基础。
英语口语课力图把学生置于英语国家文化背景之中，充分发挥学生的听说能力，引导学生积极主动地进行口语学习。
把听说领先的教学原则置于一种真实、宽松、主动和持久的文化背景和语言环境中去贯彻和落实，摆脱学生“张口难”的障碍，培养学生掌握准确、流利的教学原则，提高英语口头表达和交际能力。
英语口语教程内容覆盖面广，语言环境真实，情景意念生动有趣，语言范例标准地道，注意到不同场合的语言交际过程，强调学生全面的口语能力培养。
教学目标：本课程的教学目的是通过系统的会话训练，培养学生比较自如地运用英语进行口头表达和会话的能力，使之做到语言清晰，表达较为得体与合乎习惯，语音语调基本正确，能较为顺利地进行日常及事务性的交际与会话。
为学生将来自己的中学英语教学打下扎实的英语口语基础。
学时分配：．本课程在第一、二学年四个学期开设。
每周2学时，每学期各36学时，共计144学时。
使用教材:《英语口语教程》（1,2册）（姚保慧主编，高等教育出版社出版）及配套录音带。
第一学期教授第一册第1 – 9课，第二学期教授第10 – 18课;第三学期教授第二册第1 –9课，第四学期教授第10 – 18课。
第一册第二册主要参考书目：1.《英语初级口语》北京外国语大学，吴祯福主编，外研社。
2.《英语初级听力》北京外国语大学，何其莘等编，外研社。
3.《新编英语口语教程》（1），译作者：王守仁/何宁，上海外语教育出版社，1998年版。
4.Family Album, U.S.A. 学习版，新版，湖北教育出版社，阶梯股份有限公司。
构建英美文学第二课堂的角色定位
Role Definition in the Construction of the Second Classroom for British and American Literature 作者： 王黎韬
作者机构： 安徽科技学院外国语学院,安徽凤阳233100
出版物刊名： 安顺学院学报
页码： 87-88页
年卷期： 2014年 第3期
主题词： 英美文学 第二课堂 角色定位
摘要：英美文学第二课堂建设对于新形势下英美文学课程的存在与发展具有十分重要的意义。
构建英美文学第二课堂应具备相应的的理论和实践基础,同时在构建英美文学第二课堂过程中,各人力要素应有明确的角色划分,即教学管理者、指导教师和参加第二课堂的学生在课堂建设中所应明确的角色定位。
英国文学的灰姑娘：伊丽莎白·班纳特
Elizabeth Bennet：Who is Cinderella in the Britsh
Literature
作者： 李英
作者机构： 洛阳理工学院外语系,河南洛阳471000
出版物刊名： 安顺学院学报
页码： 16-17页
年卷期： 2012年 第1期
主题词：�傲慢与偏见》 灰姑娘 经济 精神
摘要：简.奥斯丁是文学史上一位著名的女作家,《傲慢与偏见》是她最具代表性的一篇作品。
文章通过对主人公伊丽莎白的分析,认为小说的主人公与童话故事的灰姑娘在本质上是相同的,都具有很强的依赖性。
伊丽莎白的依赖性主要表现在经济和精神上对男主人公达西的依赖。
最后,作者还分析了小说产生局限性的原因。
HOW TO TEACH EXTENSIVE READING
HOW TO TEACH EXTENSIVE READING蒋燕【期刊名称】《安顺学院学报》【年(卷),期】1996(000)001【摘要】Part A a. Teacher’s role As a language teacher, first, we must have a wide range of knowledge and keep on improving our teaching skills; second, we should be able to set our students on the road, help them to develop learning skills and confidence in their language power. Another point is that we should make every effort to ensure that our language—learning is an enjoyable and educational experience. Besides, so we must find out what our students can【总页数】6页(P84-89)【作者】蒋燕【作者单位】安顺师专英语系 561000【正文语种】中文【中图分类】H319.3【相关文献】1.Fundamental Considerations of Extensive Reading in English Language Teaching [J], SHI Hong-mei;Katherine Barnhouse Purgason;DING Zhi-bin2.Training Teachers for Extensive Reading Programmes [J], 马超3.Analysis on Development of Basic English Extensive Reading System and the Applications on the Reading Teaching of Sports News [J], Weiying; Zhang4.Fundamental Considerations of Extensive Reading in English Language Teaching [J], SHI;Hong-mei;Katherine;Barnhouse;Purgason;DING;Zhi-bin5.Training Teachers for Extensive Reading Programmes [J], 马超因版权原因，仅展示原文概要，查看原文内容请购买。
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《英国文学史及作品选读》教学大纲一、课程说明1. 课程中文名称：英国文学史及作品选读2 课程英文名称：History and Selected Readings of English Literature3. 课程总学时数：324. 课程学分数： 25. 授课对象：英语专业本科学生6. 本课程的性质、地位和作用本课程为面向英语专业高年级（三年级）学生开设的一门专业选修课，在学科体系中居重要地位。
要求学生以先修英语阅读、综合英语、英美文化和英美概况等课程为基础。
通过教学，使学生对英国文学有一个概观了解，同时初步培养学生对英国文学作品的鉴赏能力，增强学生对西方文学及文化的了解。
该课程有助于增强学生的语言基本功，丰富学生的人文知识、充实学生的文化修养，提高学生的精神素质。
二、教学基本要求1. 本课程的目的、任务英国文学史及文学作品包含着历史的记忆和哲学的睿智，是英语语言艺术的结晶。
本课程旨在介绍英国文学各个时期的主要文化思潮，文学流派，主要作家及其代表作，使学生对英国文学的发展脉络有一个大概的了解和认识，提高他们对文学作品的阅读鉴赏能力，并能掌握文学批评的基本知识和方法。
要求学生在阅读和分析英国文学作品的基础上了解英国的历史、社会、政治等方面的情况及传统，促进学生对西方文学及文化的了解，提高学生对文化差异的敏感性、宽容性，培养学生对作品的洞察批判能力，从而丰富提升学生人文素养。
2. 本课程的教学要求了解英国文学的发展概况，熟悉发展过程中出现的历史事件，文学思潮，文学流派；熟悉具体作家的文学生涯，创作思想，艺术特色和所属流派；能读懂代表作家的经典作品，并能分析评介作品的主题思想，人物形象，篇章结构、语言特点、修辞手法、文体风格；能掌握文学批评的基本知识和方法，对重要的文学术语有相当的了解并能在文学批评中加以运用。
重点放在代表作家的经典作品的主题思想、人物形象、文体风格、语言特点及其在文学史上的地位与影响，其中作品的主题思想、人物形象、文体风格及语言特点为难点。
本课程使用的教材为上海外语教育出版社出版的，张定铨和吴刚编著的《新编简明英国文学史》及高等教育出版社出版的，王守仁主编的《英国文学选读》（第二版），两本教材互为补充。
由于教材内容较多，以《新编简明英国文学史》为纲要，结合《英国文学选读》，选取英国文学史上不同时期很有代表性的作家为重点教学内容，根据主题编为11个部分，教材其余内容为学生课外自学。
3. 教学方法本课程教学以启发式方法为主，讲授、问答，讨论相结合，重点讲授英国文学的发展脉络，主要流派，文学思潮及作家的创造思想，讨论作品的主题思想，人物，语言特色等，鼓励学生自主问答，培养学生对作品的感悟领受能力及批判能力。
同时辅以口头报告，课后作业，及课后原版电影欣赏。
口头报告要求学生课前预习、查寻与所选作家相关的资料文献及阅读所选作品的篇章，并整理成文在课堂上陈述，课后作业要求分析讨论所给问题及赏析评论指定书目，赏析评论以小论文形式完成，逐步培养学生综合、概括、分析、思辨的能力。
三、学时分配（字体：宋体小四加粗）四、课程内容Part I The Beginning Period of English Literature 【本章教学目的、要求】：1. 帮助学生了解古英语诗歌的源泉及其韵律特点；2. 帮助学生了解诺曼时期英国骑士文学和法国文学对英国文学的影响；3. 帮助学生了解The Canterbury Tales的整体结构，及其作为中古英语文学高峰的意义；4. 帮助学生了解乔叟的文学地位和历史影响。
【本章教学重点、难点】：Beowulf; Geoffrey Chaucer; The Canterbury Tales【本章节主要教学要点】：1. Historical background2. Anglo-Saxon Poetry : Beowulf3. History of the Middle English Period4. Middle English literature5. Geoffrey Chaucer6. The Canterbury Tales【本章节阅读书目】：张定铨. 《新编简明英国文学史》. 上海：上海外语教育出版社，2002.王守仁. 《英国文学选读》. 北京：高等教育出版社，2005.吴伟仁.《英国文学史及选读》. 北京：外语教学与研究出版社，1988.常耀信.《漫话英美文学》.天津：南开大学出版社，2004.陈嘉. 《英国文学史》.北京：商务印书馆，1986.【本章节思考题】：1. Why does Beowulf tower above Old English Literature?2. What are the theme and the major formal features of Beowulf?3. What are the qualities in Beowulf’s personality that you think are trulyheroic?4. How does the Middle English hero differ from the Anglo-Saxon hero,taking Gawain and Beowulf as examples to illustrate your ideas?5. Summarize the contributions of Jeffrey Chaucer to English literature andEnglish language.Part II The Golden Age of English Drama【本章教学目的、要求】：1. 帮助学生了解英国文艺复兴时期的时代精神；2. 帮助学生了解英国戏剧的渊源；3. 帮助学生了解莎士比亚的生平及创作；4. 使学生对Hamlet有较为清楚的理解。
【本章教学重点、难点】：Renaissance; Shakespeare; Hamlet (Act 3, Scene 1, Lines 55-86)【本章节主要教学要点】：1. Renaissance2. Origins of English drama3. Shakespeare4. Hamlet (Act 3, Scene 1, Lines 55-86)【本章节阅读书目】：Abrams, M. H. The Norton Anthology of English Literature. New York: W. W. Norton & Company, Inc., 1993.张定铨. 《新编简明英国文学史》. 上海：上海外语教育出版社，2002.王守仁. 《英国文学选读》. 北京：高等教育出版社，2005.吴伟仁. 《英国文学史及选读》. 北京：外语教学与研究出版社，1988. 常耀信. 《漫话英美文学》. 天津：南开大学出版社，2004.陈嘉. 《英国文学史》. 北京：商务印书馆，1986.张伯香.《英国文学教程》. 武汉：武汉大学出版社，2005.【本章节思考题】：1. What are the main aspects of humanism?2. What is the central importance of Hamlet’s most famous soliloquy: “To be,or not to be”?3.Do you think Hamlet is a coward or a hero? Back yourself upPart III The Glory of Poetry: From Sidney to Pope; The Beauty of Prose: From Malory to Pepys【本章教学目的、要求】：1. 帮助学生了解菲利普·锡德铌(Sir Philip Sidney) 和埃德蒙·斯宾塞(Edmund Spenser)；2. 帮助学生了解约翰·邓恩(John Donne)；3. 帮助学生较好地理解约翰·弥尔顿(John Milton) 及其代表作ParadiseLost；4. 帮助学生了解有关英国散文的信息；5. 帮助学生较好地了解弗朗西斯·培根(Francis Bacon) 及其Of Studies 【本章教学重点、难点】：John Milton: Paradise Lost; Bacon: Of Studies【本章节主要教学要点】：1. John Donne2. John Milton3. Paradise Lost4. Francis Bacon5. Of Studies【本章节阅读书目】：Abrams, M. H. The Norton Anthology of English Literature. New York: W. W. Norton & Company, Inc., 1993.张定铨. 《新编简明英国文学史》. 上海：上海外语教育出版社，2002.王守仁. 《英国文学选读》. 北京：高等教育出版社，2005.吴伟仁.《英国文学史及选读》. 北京：外语教学与研究出版社，1988.常耀信.《漫话英美文学》.天津：南开大学出版社，2004.陈嘉. 《英国文学史》.北京：商务印书馆，1986.张伯香.《英国文学教程》. 武汉：武汉大学出版社，2005.王佐良. 《英国文学名篇选注》. 北京：商务印书馆，1983.【本章节思考题】：1. Comment on Satan.2. Milton seems to have written his own life story into his major works likeParadise Lost and Samson Agonists. Discuss with emphasis on the analysis of Satan and Samson.3. What aspects of “studies” have been discussed in Bacon’s masterpiece? Part IV The Rise of the Novel【本章教学目的、要求】：1. 帮助学生了解启蒙运动产生的历史背景和时代精神；2. 帮助学生了解18世纪英国文学的特点；3. 帮助学生了解现代英国小说的崛起【本章教学重点、难点】：Daniel Defoe: Robinson Crusoe; Jonathan Swift: Gulliver’s Travels; Henry Fielding: Tome Jones【本章节主要教学要点】：1. John Bunyan2. Enlightenment3. Sentimentalism4. Daniel Defoe: Robinson Crusoe5. Jonathan Swift: Gulliver’s Travels6. Henry Fielding: Tome Jones【本章节阅读书目】：Abrams, M. H. The Norton Anthology of English Literature. New York: W. W. Norton & Company, Inc., 1993.张定铨. 《新编简明英国文学史》. 上海：上海外语教育出版社，2002.王守仁. 《英国文学选读》. 北京：高等教育出版社，2005.吴伟仁. 《英国文学史及选读》. 北京：外语教学与研究出版社，1988.常耀信. 《漫话英美文学》. 天津：南开大学出版社，2004.陈嘉. 《英国文学史》. 北京：商务印书馆，1986.张伯香. 《英国文学教程》. 武汉：武汉大学出版社，2005.王佐良. 《英国文学名篇选注》. 北京：商务印书馆，1983.【本章节实验、实习或作业、练习、思考题】：1. What social and ethnic values does Robinson Crusoe, the protagonist ofRobinson Crusoe, embody?2. Make a brief comment on the features of “comic epic in prose.” Citeexamples from the selected reading of Tom Jones to illustrate your ideas.3. Discuss the art of irony in Jonathan Swift’s A Modest Proposal.Part V Emotion and Nature in Romantic Poetry【本章教学目的、要求】：1. 帮助学生了解前浪漫主义诗歌的主要特点；2. 帮助学生了解英国浪漫主义诗歌的伟大成就，主要诗人及其作品在文学史上的影响。