English, Literature and National Identity
英语文献阅读报告
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02
Research method
Research design
Purpose
To understand the impact of digital technology on English literature reading
Target Population
English literature students and teachers
Interviews
Conducted with 20 randomly selected participants to explore their views on digital technology and English literature reading
Data analysis methods
A survey was conducted among 100 English literature students, and 75% reported that reading the novels and points assigned for class led to a deep understanding of the themes and ideas explored
02
Themes and ideas explored in the novels and points can provide valuable insights into human nature and society, making the students
60% of responses also indicated that reading the assigned work has a positive impact on their writing skills, making them more aware of language and literary devices used by the authors
英语语言文学
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60
3
课
19世纪美国文学
40
2
19世纪英国文学
40
2
专 业 20世纪美国小说
40
2
基 础 20世纪英国小说
40
2
选
修 美国多元文化文学
40
2
课
文学导论
40
2
1
考试
1
董妍娜 严慧娟
1
黄媛
1
李锦焱
2
李春絮
2
曹利亚
2
杨晓燕
1
王岚
英美文学史
40
2
1ቤተ መጻሕፍቲ ባይዱ
朱茜
学位课学分小计
20
非裔美国文学研究 40 2
2
高级英语写作
《英语语言文学》专业硕士研究生培养方案
一级学科中文名称:外国语言文学 一级学科英文名称:Foreign Languages and Literature 二级学科中文名称:英语语言文学 二级学科英文名称:English Language and Literature
(0502) (050211)
一、培养目标 “英语语言文学”专业培养的硕士学位研究生应当坚持德、智、体全面发展,达到以下
40 2
1
话语分析 洛阳古都文化
40 2
2
40 2
1
普通语言学
40 2
1
叶静 牟维静 张发祥 薛瑞泽 刘红星
开课单位
政治与社会 学院 政治与社会 学院
外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院 外国语学 院
中国各大学中英文名称
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中国各大学中英文名称(2009-08-27 23:20:57)转载分类:生活中美好的发现标签:杂谈安徽省所属大学:1、合肥工业大学HeFei University of Technology2、中国科学技术大学China Science Technology University3、安徽大学University Of Anhui4、安徽工业大学Anhui University of Technology5、安徽农业大学Agricultural University Of Anhui6、安徽医科大学Medical University Of Anhui7、安徽师范大学Anhui Normal University8、安徽理工大学Anhui University of Science and Technology9、皖西学院Western Anhui University10、安徽工程科技学院 Anhui University of Engineering Science Technology 北京市所属大学:1、北京大学Beijing University2、中国人民大学Renmin University Of China3、清华大学Tsinghua University4、北京交通大学Beijing Jiaotong University5、北京科技大学University Of Science and Technology Beijing6、中国石油大学China University Of Petroleum Beijing7、北京邮电大学Beijing University Of Posts and Telecommunications9、中国农业大学China Agricultural University10、北京林业大学 Beijing Forestry University11、北京中医药大学 Beijing University Of Chinese Medicine12、北京师范大学 Beijing Normal University13、北京外国语大学 Beijing Foreign Studies University14、北京语言大学 Beijing Language and Culture University15、对外经济贸易大学 University Of International Business and Economics16、中央财经大学 The Central University Of Finance and Economics17、中国政法大学 China University Of Political Science and Law18、中央民族大学 Central University For Nationalities19、中国协和医科大学 Chinese PekingunionMedical College20、北京体育大学 Beijing Sport University重庆市所属大学:1、重庆大学University Of Chongqing2、西南师范大学Southwestern Normal University3、重庆工商大学Industrial and Commercial University Of Chongqing4、西南农业大学Agricultural University Of Southwest5、重庆医科大学Medical University Of Chongqing6、西南政法大学Southwest Politics and Law University7、重庆文理学院Institute Of Unity and Coherence In Writing Of Chongqing8、重庆三峡学院Chongqing Sanxia Institute9、重庆交通学院Traffic Institutes Of Chongqing10、重庆邮电学院 Post and Telecommunications Institutes Of Chongqing福建省所属大学:1、福建工程学院Fujian University of Technology2、厦门大学Xiamen University3、华侨大学Huaqiao University4、福建农林大学University Of Agriculture and Forestry In Fujian5、集美大学Collects The American University6、福州大学University Of Fuzhou7、仰恩大学Yang‘en University8、福建医科大学Medical University Of Fujian9、福建师范大学Fujian Normal University10、福建中医学院 Colleges Of Traditional Chinese Medicine Of Fujian广东省所属大学:1、中山大学Zhongshan University2、华南理工大学Institutes Of Technology Of South China3、暨南大学Ji‘nan University4、汕头大学University Of Shantou5、深圳大学Shenzhen University6、五邑大学Five City University7、广东工业大学Guangdong University of Technology8、华南农业大学Agricultural University Of South China9、湛江海洋大学Marine University Of Zhanjiang10、广州中医药大学 Traditional Chinese Medicine University Of Guangzhou11、广州大学 Guangzhou Univers安徽省所属大学:1、合肥工业大学HeFei University of Technology2、中国科学技术大学China Science Technology University3、安徽大学University Of Anhui4、安徽工业大学Anhui University of Technology5、安徽农业大学Agricultural University Of Anhui6、安徽医科大学Medical University Of Anhui7、安徽师范大学Anhui Normal University8、安徽理工大学Anhui University of Science and Technology9、皖西学院Western Anhui University10、安徽工程科技学院 Anhui University of Engineering Science Technology北京市所属大学:1、北京大学Beijing University2、中国人民大学Renmin University Of China3、清华大学Tsinghua University4、北京交通大学Beijing Jiaotong University5、北京科技大学University Of Science and Technology Beijing6、中国石油大学China University Of Petroleum Beijing7、北京邮电大学Beijing University Of Posts and Telecommunications9、中国农业大学China Agricultural University10、北京林业大学 Beijing Forestry University11、北京中医药大学 Beijing University Of Chinese Medicine12、北京师范大学 Beijing Normal University13、北京外国语大学 Beijing Foreign Studies University14、北京语言大学 Beijing Language and Culture University15、对外经济贸易大学 University Of International Business and Economics16、中央财经大学 The Central University Of Finance and Economics17、中国政法大学 China University Of Political Science and Law18、中央民族大学 Central University For Nationalities19、中国协和医科大学 Chinese PekingunionMedical College20、北京体育大学 Beijing Sport University重庆市所属大学:1、重庆大学University Of Chongqing2、西南师范大学Southwestern Normal University3、重庆工商大学Industrial and Commercial University Of Chongqing4、西南农业大学Agricultural University Of Southwest5、重庆医科大学Medical University Of Chongqing6、西南政法大学Southwest Politics and Law University7、重庆文理学院Institute Of Unity and Coherence In Writing Of Chongqing8、重庆三峡学院Chongqing Sanxia Institute9、重庆交通学院Traffic Institutes Of Chongqing10、重庆邮电学院 Post and Telecommunications Institutes Of Chongqing福建省所属大学:1、福建工程学院Fujian University of Technology2、厦门大学Xiamen University3、华侨大学Huaqiao University4、福建农林大学University Of Agriculture and Forestry In Fujian5、集美大学Collects The American University6、福州大学University Of Fuzhou7、仰恩大学Yang‘en University8、福建医科大学Medical University Of Fujian9、福建师范大学Fujian Normal University10、福建中医学院 Colleges Of Traditional Chinese Medicine Of Fujian广东省所属大学:1、中山大学Zhongshan University2、华南理工大学Institutes Of Technology Of South China3、暨南大学Ji‘nan University4、汕头大学University Of Shantou5、深圳大学Shenzhen University6、五邑大学Five City University7、广东工业大学Guangdong University of Technology8、华南农业大学Agricultural University Of South China9、湛江海洋大学Marine University Of Zhanjiang10、广州中医药大学 Traditional Chinese Medicine University Of Guangzhou11、广州大学 Guangzhou University广西省所属大学:1、广西大学Guangxi University2、广西医科大学Guangxi Medical University3、广西师范大学Guangxi Normal University4、桂林电子工业学院Electronic Engineering Institutes Of Guilin5、桂林工学院Technical Colleges Of Guilin6、广西工学院Guangxi Technical College7、广西中医学院Colleges Of Traditional Chinese Medicine Of Guangxi8、桂林医学院Medical Colleges Of Guilin9、右江民族医学院National Medical College Of Right Rivers10、广西师范学院 Guangxi Teachers College海南省所属大学:1、海南大学University Of Hainan2、华南热带农业大学Tropical Agricultural University Of South China3、海南医学院Hainan Medical College4、海南师范学院Hainan Teachers College河北省所属大学:1、华北电力大学 North China Electric Power University2、河北大学 University Of Hebei3、河北工业大学 Hebei University of Technology4、燕山大学 University On The Mountain Of Swallows5、河北科技大学 University Of Science and Technology Of Hebei6、河北农业大学 Agricultural University Of Hebei7、河北医科大学 Hebei Medical University8、河北师范大学 Hebei Normal University9、河北经贸大学 University Of Business Economics In Hebei10、中国人民武装警察部队学院Chinese People ‘S Institute Of Armed Police Force11、中央司法警官学院Central Judicial Police Officer‘s Institutes12、河北理工大学Institutes Of Technology Of Hebei13、河北工程学院Hebei University of Technology14、石家庄铁道学院Railway Institutes Of Shijiazhuang15、河北建筑工程学院Hebei Institute Of Civil Engineering河南省所属大学:1、郑州大学Zhengzhou University2、河南大学He‘nan University3、河南农业大学Agricultural University Of He‘nan4、河南师范大学He‘nan Normal University5、河南理工大学Institutes Of Tec hnology Of He‘nan6、河南科技大学University Of Science and Technology Of He‘nan7、华北水利水电学院North China Institute of Water Conservancy and Hydroelectric Power8、河南工业大学He‘nan University of Technology9、郑州轻工业学院Light Engineering Institutes Of Zhengzhou10、郑州航空工业管理学院 Management Colleges Of Aircraft Industry Of Zhengzhou湖南省所属大学:1、中南大学Middle and Southern University2、湖南大学Hunan University3、湘潭大学University Of Xiangtan4、吉首大学University Of Jishou5、南华大学University Of Nanhua6、湖南农业大学Agricultural University Of Hunan7、湖南师范大学Hunan Normal University8、长沙理工大学Institutes Of Technology Of Changsha9、株洲工学院Technical Colleges Of Zhuzhou10、湖南科技大学 University Of Science and Technology Of Hunan11、长沙大学 Changsha University江苏省所属大学:1、南京大学Nanjing University2、东南大学Southeast China University3、中国矿业大学China Mining University4、河海大学River Sea University5、江南大学University Of The South6、南京农业大学Agricultural University Of Nanjing7、中国药科大学China Medicine University8、南京工大学Institutes Of Technology Of Nanjing9、南京航空航天大学Nanjing Aero-Space University10、苏州大学 University Of Suzhou江西省所属大学:1、南昌大学University Of Nanchang2、华东交通大学Traffic University Of East China3、江西农业大学Agricultural University Of Jiangxi4、江西师范大学Jiangxi Normal University5、江西财经大学Finance and Economics University Of Jiangxi6、江西理工大学Institutes Of Technology Of Jiangxi7、东华理工学院East China Institute Of Technology8、南昌航空工业学院Aviation Engineering Institutes Of Nanchang9、景德镇陶瓷学院Ceramic Institutes Of Jingdezhen10、南昌工程学院 Nanchang University of Technology辽宁省所属大学:1、大连理工大学Institute Of Technology Of Dalian2、东北大学Northeastern University3、大连海事大学Maritime Affairs University Of Dalian4、辽宁大学Liaoning University5、大连大学University Of Dalian6、沈阳大学University Of Shenyang7、辽宁工程技术大学Liaoning Project Technology University8、沈阳工业大学Shenyang University of Technology9、沈阳农业大学Agricultural University Of Shenyang10、中国医科大学 Chinese Medical Sciences University内蒙古自治区所属大学:1、内蒙古大学University Of The Inner Mongol2、内蒙古民族大学National University Of The Inner Mongol3、内蒙古工业大学Inner Mongol University of Technology4、内蒙古农业大学Agricultural University Of The Inner Mongol5、内蒙古师范大学Inner Mongol Normal University6、内蒙古科技大学University Of Science and Technology Of The Inner Mongol7、内蒙古医学院Medical Colleges Of The Inner Mongol8、内蒙古财经学院Finance and Economics Institute Of The Inner Mongol9、赤峰学院Institutes Of Chifeng10、呼伦贝尔学院 Institutes Of HulunBuir山东省所属大学:1、青岛港湾职业技术学院Technological Institute Of Qingdao Harbor2、山东大学Shandong University3、中国海洋大学Chinese Marine University4、青岛大学University Of Qingdao5、山东科技大学University Of Science and Technology Of Shandong6、烟台大学University Of Yantai7、济南大学University Of Ji‘nan8、山东农业大学Shandong Agricultural University9、山东中医药大学Shandong Traditional Chinese Medicine University10、山东师范大学 Shandong Normal University山西省所属大学:1、山西大学University Of Shanxi2、太原理工大学Institutes Of Technology Of Taiyuan3、山西农业大学Agricultural University Of Shanxi4、山西医科大学Mountain Western Medicine S University5、山西师范大学Shanxi Normal University6、山西财经大学Shanxi Finance and Economics University7、中北大学Beijing University Studies8、太原科技大学University Of Science and Technology Of Taiyuan9、长治医学院Manages The Medical College Long10、山西中医学院 Colleges Of Traditional Chinese Medicine Of Shanxi上海市所属大学:1、复旦大学Fudan University2、同济大学Tongji University3、上海交通大学Shanghai Jiao Tong University4、华东理工大学East China University Of Science5、东华大学Donghua University6、华东师范大学East China Normal University7、上海外国语大学Shanghai International Studies University8、上海财经大学Shanghai University Of Finance9、上海大学Shanghai University10、上海理工大学 Shanghai University Of Technology11、上海工程技术大学 Shanghai University Of Engineering Science12、上海师范大学 Shanghai Normal University13、上海海事大学 Shanghai Maritime University14、上海电力学院 Shanghai University Of Electric Power15、上海应用技术学院 Shanghai Institute Of Technology16、上海对外贸易学院 Shanghai Institute Of Foreign Trade17、华东政法学院 East China University Of Politics and Law18、上海体育学院 Shanghai University Of Sport19、上海音乐学院 Shanghai Conservatory Of Music20、上海戏剧学院 Shanghai Theatre Academy天津市所属大学:1、南开大学Nankai University2、天津大学University Of Tianjin3、天津工业大学Tianjin University of Technology4、天津理工大学Institutes Of Technology Of Tianjin5、天津医科大学Medical University Of Tianjin6、天津师范大学Tianjin Normal University7、天津科技大学University Of Science and Technology Of Tianjin8、天津财经大学Finance and Economics University Of Tianjin9、中国民用航空学院Civil Aeronautical Engineering Institutes Of China10、天津城市建设学院 Urban Construction Institutes Of Tianjin武汉市所属大学:1、武汉大学Wuhan University2、中南财经政法大学Zhongnan University Of Economics Law3、华中科技大学Central China University Science and Technology4、武汉理工大学Wuhan University Of Technology5、中国地质大学China University Of Geosciences6、华中农业大学Central China Agricultural University7、华中师范大学Central China Normal University8、湖北大学Hubei University9、长江大学Changjiang University10、江汉大学 Jianghan University11、武汉科技大学 Wuhan University Of Technology12、中南民族大学 South-Center University For Nationalities13、湖北工业大学 Hubei University Of Technology14、武汉化工学院 Wuhan Institute Of Technology15、武汉科技学院 Wuhan University Of Science and Engineering16、武汉工业学院 Wuhan University of Technology18、湖北中医学院 Hubei College Of Traditional Chinese Medicine19、湖北师范学院 Hubei Normal University20、武汉体育学院 Wuhan Institute Of Sport21、湖北美术学院 Hubei Institute Of Fine Acts22、武汉音乐学院 Wuhan Conservatory Of Music23、湖北民族学院 Hubei Institute For Nationalities浙江省所属大学:1、浙江大学Zhejiang University2、宁波大学University Of Ningbo3、浙江工业大学Zhejiang University of Technology4、浙江师范大学Zhejiang Normal University5、杭州电子科技大学Electronic University Of Science Technology Of Hangzhou6、浙江理工大学Institutes Of Technology Of Zhejiang7、嘉兴学院Institutes Of Jiaxing8、中国计量学院China Measures The Institute9、浙江科技学院Scientific and Technological Institutes Of Zhejiang10、浙江海洋学院 Oceanography Institute Of Zhejiang11、杭州大学 Hangzhou University旅游系tourist department或tourism department哲学Philosophy马克思主义哲学Philosophy of Marxism中国哲学Chinese Philosophy外国哲学Foreign Philosophies逻辑学Logic伦理学Ethics美学Aesthetics宗教学Science of Religion科学技术哲学Philosophy of Science and Technology经济学Economics理论经济学Theoretical Economics政治经济学Political Economy经济思想史History of Economic Thought经济史History of Economic西方经济学Western Economics世界经济World Economics人口、资源与环境经济学Population, Resources and Environmental Economics应用经济学Applied Economics国民经济学National Economics区域经济学Regional Economics财政学(含税收学)Public Finance (including Taxation)金融学(含保险学)Finance (including Insurance)产业经济学Industrial Economics国际贸易学International Trade劳动经济学Labor Economics统计学Statistics数量经济学Quantitative Economics中文学科、专业名称英文学科、专业名称国防经济学National Defense Economics法学Law法学Science of Law法学理论Jurisprudence法律史Legal History宪法学与行政法学Constitutional Law and Administrative Law刑法学Criminal Jurisprudence民商法学(含劳动法学、社会保障法学) Civil Law and Commercial Law (including Science of Labour Law and Science of Social Security Law )诉讼法学Science of Procedure Laws经济法学Science of Economic Law环境与资源保护法学Science of Environment and Natural Resources Protection Law国际法学(含国际公法学、国际私法学、国际经济法学、) International law (including International Public law, International Private Law and International Economic Law)军事法学Science of Military Law政治学Political Science政治学理论Political Theory中外政治制度Chinese and Foreign Political Institution科学社会主义与国际共产主义运动Scientific Socialism and InternationalCommunist Movement中共党史(含党的学说与党的建设) History of the Communist Party of China(including the Doctrine of China Party and Party Building)马克思主义理论与思想政治教育Education of Marxist Theory and Education in Ideology and Politics国际政治学International Politics国际关系学International Relations外交学Diplomacy社会学Sociology社会学Sociology人口学Demography人类学Anthropology民俗学(含中国民间文学) Folklore (including Chinese Folk Literature)民族学Ethnology民族学Ethnology马克思主义民族理论与政策Marxist Ethnic Theory and Policy中国少数民族经济Chinese Ethnic Economics中国少数民族史Chinese Ethnic History中国少数民族艺术Chinese Ethnic Art教育学Education教育学Education Science教育学原理Educational Principle课程与教学论Curriculum and Teaching Methodology教育史History of Education比较教育学Comparative Education学前教育学Pre-school Education高等教育学Higher Education成人教育学Adult Education职业技术教育学Vocational and Technical Education特殊教育学Special Education教育技术学Education Technology心理学Psychology基础心理学Basic Psychology发展与心理学Developmental and Educational Psychology应用心理学Applied Psychology体育学Science of Physical Culture and Sports体育人文社会学Humane and Sociological Science of Sports运动人体科学Human Movement Science体育教育训练学Theory of Sports Pedagogy and Training民族传统体育学Science of Ethnic Traditional Sports文学Literature中国语言文学Chinese Literature文艺学Theory of Literature and Art语言学及应用语言学Linguistics and Applied Linguistics汉语言文字学Chinese Philology中国古典文献学Study of Chinese Classical Text中国古代文学Ancient Chinese Literature中国现当代文学Modern and Contemporary Chinese Literature中国少数民族语言文学Chinese Ethnic Language andLiterature比较文学与世界文学Comparative Literature and World Literature外国语言文学Foreign Languages and Literatures英语语言文学English Language and Literature俄语语言文学Russian Language and Literature法语语言文学French Language and Literature德语语言文学German Language and Literature日语语言文学Japanese Language and Literature印度语言文学Indian Language and Literature西班牙语语言文学Spanish Language and Literature阿拉伯语语言文学Arabic Language and Literature欧洲语言文学European Language and Literature亚非语言文学Asian-African Language and Literature外国语言学及应用语言学Linguistics and Applied Linguistics inForeign Languages新闻传播学Journalism and Communication新闻学Journalism传播学Communication艺术学Art艺术学Art Theory音乐学Music美术学Fine Artswangfeidown 2006-3-11 15:55:00设计艺术学Artistic Design戏剧戏曲学Theater and Chinese Traditional Opera电影学Film广播电视艺术学Radio and television Art舞蹈学Dance历史学History历史学History史学理论及史学史Historical Theories and History of Historical Science考古学及博物馆学Archaeology and Museology历史地理学Historical Geography历史文献学(含敦煌学、古文字学) Studies of Historical Literature (including Paleography and Studies of Dunhuang)专门史History of Particular Subjects中国古代史Ancient Chinese History中国近现代史Modern and Contemporary Chinese History世界史World History理学Natural Science数学Mathematics基础数学Fundamental Mathematics计算数学Computational Mathematics概率论与数理统计Probability and Mathematical Statistics应用数学Applied mathematics运筹学与控制论Operational Research and Cybernetics物理学Physics理论物理Theoretical Physics粒子物理与原子核物理Particle Physics and Nuclear Physics原子与分子物理Atomic and Molecular Physics等离子体物理Plasma Physics凝聚态物理Condensed Matter Physics声学Acoustics光学Optics无线电物理Radio Physics化学Chemistry无机化学Inorganic Chemistry分析化学Analytical Chemistry有机化学Organic Chemistry物理化学(含化学物理)Physical Chemistry (including Chemical Physics) 高分子化学与物理Chemistry and Physics of Polymers天文学Astronomy天体物理Astrophysics天体测量与天体力学Astrometry and Celestial Mechanics地理学Geography自然地理学Physical Geography人文地理学Human Geography地图学与地理信息系统Cartography and Geography Information System大气科学Atmospheric Sciences气象学Meteorology大气物理学与大气环境Atmospheric Physics and Atmospheric Environment 海洋科学Marine Sciences物理海洋学Physical Oceanography海洋化学Marine Chemistry海洋生理学Marine Biology海洋地质学Marine Geology地球物理学Geophysics固体地球物理学Solid Earth Physics空间物理学Space Physics地质学Geology矿物学、岩石学、矿床学Mineralogy, Petrology, Mineral Deposit Geology 地球化学Geochemistry古生物学与地层学(含古人类学)Paleontology and Stratigraphy (including Paleoanthropology)构造地质学Structural Geology第四纪地质学Quaternary Geology生物学Biology植物学Botany动物学Zoology生理学Physiology水生生物学Hydrobiology微生物学Microbiology神经生物学Neurobiology遗传学Genetics发育生物学Developmental Biology细胞生物学Cell Biology生物化学与分子生物学Biochemistry and Molecular Biology生物物理学Biophysics生态学Ecology系统科学Systems Science系统理论Systems Theory系统分析与集成Systems Analysis and Integration科学技术史History of Science and Technology工学Engineering力学Mechanics一般力学与力学基础General and Fundamental Mechanics固体力学Solid Mechanics流体力学Fluid Mechanics工程力学Engineering Mechanics机械工程Mechanical Engineering机械制造及其自动化Mechanical Manufacture and Automation机械电子工程Mechatronic Engineering机械设计与理论Mechanical Design and Theory车辆工程Vehicle Engineering光学工程Optical Engineering仪器科学与技术Instrument Science and Technology精密仪器及机械Precision Instrument and Machinery测试计量技术及仪器Measuring and Testing Technologies and Instruments 材料科学与工程Materials Science and Engineering材料物理与化学Materials Physics and Chemistry材料学Materialogy材料加工工程Materials Processing Engineering冶金工程Metallurgical Engineering冶金物理化学Physical Chemistry of Metallurgy钢铁冶金Ferrous Metallurgy有色金属冶金Non-ferrous Metallurgy动力工程及工程热物理Power Engineering and Engineering Thermophysics 工程热物理Engineering Thermophysics热能工程Thermal Power Engineering动力机械及工程Power Machinery and Engineering流体机械及工程Fluid Machinery and Engineering制冷及低温工程Refrigeration and Cryogenic Engineering化工过程机械Chemical Process Equipment电气工程Electrical Engineering电机与电器Electric Machines and Electric Apparatus电力系统及其自动化Power System and its Automation高电压与绝缘技术High Voltage and Insulation Technology电力电子与电力传动Power Electronics and Power Drives电工理论与新技术Theory and New Technology of Electrical Engineering电子科学与技术Electronics Science and Technology物理电子学Physical Electronics电路与系统Circuits and Systems微电子学与固体电子学Microelectronics and Solid State Electronics电磁场与微波技术Electromagnetic Field and Microwave Technology信息与通信工程Information and Communication Engineering通信与信息系统Communication and Information Systems信号与信息处理Signal and Information Processing控制科学与工程Control Science and Engineering控制理论与控制工程Control Theory and Control Engineering检测技术与自动化装置Detection Technology and Automatic Equipment系统工程Systems Engineering模式识别与智能系统Pattern Recognition and Intelligent Systems导航、制导与控制Navigation, Guidance and Control计算机科学与技术Computer Science and Technology计算机软件与理论Computer Software and Theory计算机系统结构Computer Systems Organization计算机应用技术Computer Applied Technology建筑学Architecture建筑历史与理论Architectural History and Theory建筑设计及其理论Architectural Design and Theory城市规划与设计(含风景园林规划与设计)Urban Planning and Design (including Landscape Planning and Design)建筑技术科学Building Technology Science土木工程Civil Engineering岩土工程Geotechnical Engineering结构工程Structural Engineering市政工程Municipal Engineering供热、供燃气、通风及空调工程Heating, Gas Supply, Ventilating and Air Conditioning Engineering防灾减灾工程及防护工程Disaster Prevention and Reduction Engineering and Protective Engineering桥梁与隧道工程Bridge and Tunnel Engineering水利工程Hydraulic Engineering水文学及水资源Hydrology and Water Resources水力学及河流动力学Hydraulics and River Dynamics水工结构工程Hydraulic Structure Engineering水利水电工程Hydraulic and Hydro-Power Engineering港口、海岸及近海工程Harbor, Coastal and Offshore Engineering测绘科学与技术Surveying and Mapping大地测量学与测量工程Geodesy and Survey Engineering摄影测量与遥感Photogrammetry and Remote Sensing地图制图学与地理信息工程Cartography and Geographic Information Engineering化学工程与技术Chemical Engineering and Technology化学工程Chemical Engineering化学工艺Chemical Technology生物化工Biochemical Engineering应用化学Applied Chemistry工业催化Industrial Catalysis地质资源与地质工程Geological Resources and Geological Engineering矿产普查与勘探Mineral Resource Prospecting and Exploration地球探测与信息技术Geodetection and Information Technology地质工程Geological Engineering矿业工程Mineral Engineering采矿工程Mining Engineering矿物加工工程Mineral Processing Engineering安全技术及工程Safety Technology and Engineering石油与天然气工程Oil and Natural Gas Engineering油气井工程Oil-Gas Well Engineeringwangfeidown 2006-3-11 15:57:00油气田开发工程Oil-Gas Field Development Engineering油气储运工程Oil-Gas Storage and Transportation Engineering纺织科学与工程Textile Science and Engineering纺织工程Textile Engineering纺织材料与纺织品设计Textile Material and Textiles Design纺织化学与染整工程Textile Chemistry and Dyeing and Finishing Engineering服装设计与工程Clothing Design and Engineering轻工技术与工程The Light Industry Technology and Engineering制浆造纸工程Pulp and Paper Engineering制糖工程Sugar Engineering发酵工程Fermentation Engineering皮革化学与工程Leather Chemistry and Engineering交通运输工程Communication and Transportation Engineering道路与铁道工程Highway and Railway Engineering交通信息工程及控制Traffic Information Engineering & Control交通运输规划与管理Transportation Planning and Management载运工具运用工程Vehicle Operation Engineering船舶与海洋工程Naval Architecture and Ocean Engineering船舶与海洋结构物设计制造Design and Construction of Naval Architecture and Ocean Structure轮机工程Marine Engine Engineering水声工程Underwater Acoustics Engineering航空宇航科学与技术 Aeronautical and Astronautical Science and Technology物流管理 Business Administration法学Law Study英语English日语Japanese信息与计算科学Information and Computation Science应用物理学Applied Physics冶金工程Metallurgical Engineering金属材料工程Metallic Materials Engineering无机非金属材料Inorganic Nonmetallic Materials材料成型及控制工程Material Formation and controlEngineering高分子材料与工程Multimolecular Materials and Engineering工业设计Industrial Disign建筑学Architecture城市规划City Planning艺术设计Artistical Disign包装工程Packaging Engineering机械设计制造及自动化Machine Disign,Manufacturing,and Automation热能与动力工程Thermal and Power Engineering水利水电工程WaterConservance and Electro-power Engineering测控技术与仪器Technique and Instrumentation of Measurements电气工程及其自动化Electric Engineering and its Automation自动化Automation通信工程Communication Engineering电子信息科学与技术Sience and Technology of Electronic Information计算机科学与技术Computer Sience and Technology土木工程Civil Engineering工程管理Project Management给水排水工程Water Supply and Sewage Engineering建筑环境与设备工程Constructional Environment and Equipment Engineering 过程装备与控制工程Processing Units and Control Engineering环境工程Environmental Engineering化学工程与工艺Chemacal Engineering and Technology安全工程Safty Engineering工商管理Industrial and Commercial Management市场营销Market Management and Sales会计学Accounting旅游管理Tourism Management信息管理与信息系统Information Management and System金融学Finance国际经济与贸易International Economy and Trade食品科学与工程Food Sience and Engineering生物工程Biological Engineering纺织工程Textile Engineering建筑环境与设备工程、Constructional Environment and Equipment Engineering 过程装备与控制工程、Processing Units and Control Engineering现代家政学、Modern Domestic Science运动训练科学系、Sports Train Science食品营养与检测、Food Nutrition and Detect国际新闻、International News。
林语堂的“第三空间”和他的翻译《浮生六记》
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南京师范大学硕士学位论文林语堂的“第三空间”和他的翻译《浮生六记》姓名:***申请学位级别:硕士专业:外国语言文学;英语语言文学指导教师:***20110514摘要林语堂是著名的学者,作家和翻译家,自20世纪20年代初开始在各类期刊上发表汉语和英语散文、杂文等,并逐渐形成自己“幽默’’、“闲适"、“性灵’’的写作风格。
林语堂在翻译上也有较高成就,翻译过许多作品,并撰写了“论翻译"等反映其翻译思想和观点的论文。
1936年,林语堂移居美国,开始了英文创作和汉英翻译的生涯,向西方人宣传中国文化。
他的作品深受西方读者的欢迎,并因《京华烟云》而获得诺贝尔文学奖提名。
“第三空间’’理论(tlle“tllirdspace”)是后殖民理论家霍米巴巴在他的代表作《文化的定位》中提出的概念。
巴巴认为在两种文化接触的地方存在一个“第三空间",文化间的差异在这个空间内发生作用。
这一空间的产物即为文化杂合体,它兼具两种文化的性质。
巴巴主张殖民与被殖民的情境彼此杂糅,形成“第三空间",并因而发展出存在于语言认同和心理机制之间、既矛盾又模糊的新过渡空间。
林语堂作为深受西方基督教文化和东方儒道佛文化影响的作家和翻译家,以他为个案研究其“第三空间”的建构以及“第三空间"对其翻译思想,翻译策略的影响是具有典型意义的。
本文共分五章,第一章总的介绍了林语堂的生平,前人对林语堂以及林语堂的翻译理论和翻译作品的研究,以及《浮生六记》的内容和它在中国古代文学史上的地位;第二章是理论部分,介绍了霍米巴巴的混杂理论和“第三空间”理论以及如何将“第三空间"理论应用于翻译学研究特别是对林语堂这个特别案例的研究;第三、第四章为主体部分,第三章介绍了林语堂东西文化的教育背景,分析了林语堂的“第三空间”是怎样一步一步建立起来的,以及在“第三空间"里,林语堂取得了怎样独特的成就;第四章以林语堂的《浮生六记》译本为例,分析了林语堂这位语言大师怎样熟练地驾驭英汉两种文字,运用多种翻译策略,既缩减了译文读者对原文的陌生感,同时又在一定程度上满足了译文读者对文化异质的期待;最后一章是结论,总结了本文研究的重要意义。
10天英语学习计划
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10天英语学习计划On the first day of our 10-day English learning plan, we will start by setting our goals and finding our motivation for learning English. It's important to have clear and achievable goals when embarking on a new learning journey, especially when it comes to learning a language.First, take some time to think about why you want to learn English. Is it for personal or professional reasons? Do you want to travel to an English-speaking country? Are you looking to improve your communication skills? Whatever your reasons may be, it's important to clarify them and use them as motivation throughout the learning process.Next, set some specific and measurable goals for your English learning. For example, you could aim to achieve a certain score on an English proficiency test, be able to hold a basic conversation in English, or simply improve your overall understanding of the language. Write down your goals and keep them somewhere visible to remind yourself of what you're working towards.Finally, find your motivation for learning English. This could be anything from exploring new opportunities, connecting with new people, or even challenging yourself to step out of your comfort zone. Having a strong motivation will keep you focused and determined to achieve your goals.Day 2: Building a Strong VocabularyOn the second day of our English learning plan, we will focus on building a strong vocabulary. Having a wide range of words at your disposal is essential for effective communication in any language, and English is no exception.Start by making a list of new words that you want to learn. You can choose words related to your personal or professional interests, or simply focus on common words that are frequently used in everyday conversation. Once you have your list, look up the meanings and write down the definitions and examples of how to use them in a sentence.To make the learning process more effective, try to incorporate the new words into your daily routine. For example, you could create flashcards and review them during your commute, or practice using the words in sentences while speaking with friends or colleagues.Another great way to expand your vocabulary is through reading. Choose books, articles, or blogs in English that interest you and make an effort to look up any unfamiliar words as you come across them. Reading in English not only exposes you to new words but also helps you understand how they are used in context.Day 3: Grammar and Sentence StructureOn the third day of our English learning plan, we will focus on grammar and sentence structure. Understanding the rules of English grammar is crucial for speaking and writingaccurately, and it's important to dedicate time to practicing and mastering these essential skills.Start by reviewing the basic grammar rules of English, such as verb tenses, prepositions, articles, and sentence structure. There are many online resources and grammar books available that can help you refresh your knowledge and provide clear explanations of each rule.Next, practice applying these grammar rules in context. Write out sentences using different tenses, practice forming questions and negatives, and work on using the correct prepositions and articles in your sentences. It's important to practice using the grammar rules in real-life situations so that you become comfortable and confident in your usage.If you have the opportunity, consider finding a language partner or tutor who can provide feedback on your grammar skills. Speaking with a native English speaker or someone who is fluent in the language can help you identify areas for improvement and gain valuable insight into your progress.Day 4: Listening and PronunciationOn the fourth day of our English learning plan, we will focus on improving our listening and pronunciation skills. Being able to understand spoken English and pronounce words accurately is essential for effective communication, and it's important to dedicate time to developing these skills.Start by listening to a variety of English audio materials, such as podcasts, radio programs, or English-language news reports. Focus on understanding the main ideas and key points of the spoken content, and try to identify different accents and speech patterns used by native English speakers.Next, practice your pronunciation by speaking out loud and imitating the sounds you hear. Pay attention to the stress and intonation patterns in English words and sentences, and try to replicate them as accurately as possible. You can also use online resources or apps that provide pronunciation exercises and feedback to help you improve your speaking skills.Incorporate listening and pronunciation practice into your daily routine by setting aside time to listen to English audio materials and practice speaking out loud. The more you expose yourself to spoken English and actively practice your pronunciation, the more confident and proficient you will become in this area.Day 5: Speaking and Conversation PracticeOn the fifth day of our English learning plan, we will focus on speaking and conversation practice. The ability to confidently hold a conversation in English is a key skill that many learners strive to achieve, and it's important to dedicate time to actively practicing and improving these skills.Start by finding opportunities to engage in conversations in English. This could be with friends or colleagues who are fluent in the language, or by joining language exchange groups or conversation clubs where you can practice speaking with native English speakers.If you don't have access to native English speakers, consider finding a language partner or tutor who can provide opportunities for conversation practice. There are also online platforms and apps that connect language learners and provide a space for practicing speaking skills through voice and video calls.During your conversation practice, focus on using the vocabulary and grammar skills you've been working on, and try to speak as fluently and accurately as possible. Don't be afraid to make mistakes – speaking and making mistakes is an important part of the learning process, and it's through practice that you will improve and become more confident in your speaking abilities.Day 6: Writing and CompositionOn the sixth day of our English learning plan, we will focus on writing and composition. Being able to express yourself effectively in writing is an important skill that is useful in both personal and professional contexts, and it's important to dedicate time to practicing and developing this skill.Start by practicing writing in English on a regular basis. This could be in the form of journaling, writing short stories, composing emails, or even participating in online forums or discussion boards where you can write and interact with others in English.When practicing writing, pay attention to your grammar, vocabulary, and sentence structure, and make an effort to write as clearly and coherently as possible. You can also seek feedback from language partners or tutors to help you identify areas for improvement and gain valuable insight into your writing skills.Another important aspect of writing in English is understanding different types of writing, such as formal and informal styles, and being able to adapt your writing to different contexts and audiences. Practice writing in different styles and formats to become comfortable and proficient in these areas.Day 7: Review and ConsolidationOn the seventh day of our English learning plan, we will take a day to review and consolidate the skills and knowledge we've been working on over the past week. It's important to regularly review and reinforce what you've learned in order to solidify your understanding and make progress in your language learning journey.Start by revisiting the vocabulary words, grammar rules, and pronunciation exercisesyou've been working on. Review any notes or materials you have collected throughout the week and make an effort to practice and reinforce the skills you've been developing.Next, take some time to reflect on your progress and identify areas for improvement. Are there any specific skills or knowledge areas that you feel less confident in? Are there any challenges or obstacles you've encountered in your learning journey? Take note of these and make a plan to address them moving forward.Finally, use this day to rest and recharge for the next week of learning. Language learning can be a demanding and intense process, so it's important to take breaks and give yourself time to relax and rejuvenate in order to continue making progress.Day 8: Cultural Immersion and Authentic MaterialsOn the eighth day of our English learning plan, we will focus on cultural immersion and using authentic materials to enhance our language skills. Exposure to authentic English materials, such as movies, TV shows, music, and literature, provides valuable opportunities to learn about the language in context and develop a deeper understanding of its cultural significance.Start by seeking out authentic English materials that interest you. This could be a movie or TV show, a book or article, or a piece of music or podcast. Choose materials that align with your personal interests and preferences in order to make the learning process more enjoyable and engaging.Pay attention to the language used in the materials and try to identify new vocabulary words, grammar structures, and cultural references. Actively engage with the materials by watching, reading, or listening closely, and make an effort to understand and absorb the language in its natural context.Additionally, take some time to explore the cultural aspects of the English-speaking world. This could involve learning about traditions, customs, and cultural practices, as well as gaining insight into the history and society of English-speaking countries. Understanding the cultural context of the language can provide valuable context and depth to your learning.Day 9: Test Preparation and FeedbackOn the ninth day of our English learning plan, we will focus on test preparation and seeking feedback to help identify areas for improvement and track our progress. If you have specific goals related to English proficiency tests, such as the TOEFL or IELTS, it's important to dedicate time to preparing for these assessments in order to achieve the best possible results.Start by familiarizing yourself with the format and requirements of the test you will be taking. There are many resources available online, such as practice tests, study guides, and sample questions, that can help you become familiar with the test structure and content. Next, practice taking sample tests or timed exercises to simulate the testing environment. This will help you build confidence and develop effective test-taking strategies, such as time management and prioritizing questions.Seek feedback from language partners, tutors, or online platforms that provide evaluation and assessment of your language skills. By receiving feedback from others, you can gain valuable insight into your strengths and weaknesses and make adjustments to improve your overall language proficiency.Day 10: Reflection and Planning for Continued LearningOn the tenth and final day of our English learning plan, we will take a moment to reflect on our progress and plan for continued learning moving forward. As with any learning journey, it's important to take stock of what you've accomplished and set new goals for the future.Reflect on the progress you've made over the past 10 days. What skills have you developed? What areas have you improved in? Celebrate your achievements and acknowledge the effort and dedication you've put into learning and improving your English skills.Next, consider your ongoing goals and aspirations for learning English. Are there specific areas or skills you want to continue working on? What steps can you take to maintain and build upon the progress you've made so far? Set new goals and make a plan for continued learning and improvement.Finally, take some time to express gratitude for the learning experience and the opportunities it has provided. Learning a new language is a rewarding and transformative journey, and it's important to appreciate the process and the growth it brings about.In conclusion, our 10-day English learning plan has provided a comprehensive and structured approach to developing and improving your English skills. By dedicating time and effort to each area of language learning – such as vocabulary, grammar, listening, speaking, writing, and cultural immersion – you have taken important steps toward achieving your language learning goals. As you continue on your language learning journey, remember to stay motivated, be consistent with your efforts, and believe in the progress you are capable of making. Good luck and happy learning!。
在英语中
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在英语中,有些单词的拼法很相似,容易混淆,下面就是一些这类的词。
1) quite 相当 quiet 安静地2) affect v 影响,假装effect n 结果,影响3) adapt 适应adopt 采用 adept 内行4) angel 天使 angle 角度5) dairy 牛奶厂diary 日记6) contend 奋斗,斗争content 内容,满足的contex t 上下文contest 竞争,比赛7) principal 校长,主要的principle 原则8) implicit 含蓄的explicit 明白的9) dessert 甜食 desert 沙漠v 放弃 dissert&nbs p;写论文10) pat 轻拍tap 轻打 slap 掌击rap 敲,打11) decent 正经的descent n 向下,血统descend& nbsp;v 向下12) sweet 甜的 sweat 汗水13) later 后来latter 后者latest 最近的lately adv 最近14) costume 服装custom 习惯15) extensive 广泛的intensive 深刻的16) aural 耳的 oral 口头的17) abroad 国外 aboard 上(船,飞机)18) altar 祭坛alter 改变19) assent 同意 ascent 上升accent 口音20) champion 冠军champagne 香槟酒campaign 战役21) baron 男爵 barren 不毛之地的barn 古仓22) beam 梁,光束bean 豆 been have 过去式23) precede 领先 proceed 进行,继续24) pray 祈祷prey 猎物25) chicken 鸡kitchen 厨房26) monkey 猴子 donkey 驴27) chore 家务活chord 和弦cord 细绳28) cite 引用site 场所 sight 视觉29) clash (金属)幢击声crash 碰幢,坠落crush 压坏30) compliment 赞美complem ent 附加物在英语中,有些单词的拼法很相似,容易混淆,下面就是一些这类的词。
文学术语对照表(英法德部分)
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文学术语对照表(英法德部分)A《A map of misreading》《误读的地图》Ableben der kunst 艺术的终结Abrams,Meyer Howard 阿勃拉姆斯Abstractism 抽象论Absurd 荒诞Act 行为Actant 行为体Acte de discours 话语行为Action 动作Adaptation 改编Adaquate konkretisation 恰当的具体化Adorno, Theodot Weisengrund 阿多尔诺Affective fallacy 感受谬见Affinity 类同Alexandrin 亚历山大体Alienation 异化Allegory 寓言Allegorical symbol 寓言式象征Alliteration 头韵Allusion 引喻Althusser, Louis 阿尔杜塞Ambiguity 含混American school 美国学派Analogy 类比Analyse de contenu 内容分析Analyse de texte 文本分析Analyse litteraire 文学分析Analyse semantique 语义分析Analyse structurale 结构分析Analytical/non-analytical 分解性符号链/非分解性signchain 符号链Anaphora 首语重复法Anapest 抑抑扬格《Anatomy of Criticism》《批评的剖析》Anchoring 锚定Animus und anima 男性潜倾和女性潜倾Anthology 选集Anthroponym 人素Anti-climax 反高潮Antiheros 反英雄Anti-intellectualism 反智性Anti-kunst 反艺术Antinarratve 反叙述Antinaturalism 反自然主义Antiquarianism 复古主义Anxiety of influence 影响焦虑Apllonian spirit 日神精神Apocalyptic 启示性Apocrypha 集外拾遗Appellstruktur 召唤结构Applikation 运用Appropriation 据为己有Arcadianism 阿卡迪亚情调Archaism 仿古Archetyp 原型Aristoteles 亚里士多德Arnold, Matthew 阿诺德,马修《Art poetica》《诗艺》Art as device 作为技巧的艺术Artistic beauty 艺术美《Art poetique》《诗的艺术》Art pour art 为艺术而艺术Aside 旁白Association 联想Assonance 半谐韵Assonance 不完全韵《Asthetik》《美学》Asthetische bildung 审美陶冶Asthetische distanz 美感距离Asthetische erfahrung 审美经验《Asthetische Erfahrung uadLiterarische Hermeneutik》《审美经验与文学阐释学》《Asthetische Theorie》《美学理论》Augustinus, Aurelius 奥古斯丁Ausdruck 表达Authentity 本真性Autobiography 自传Autobiographical novel 自传体小说Automoner komplex 自主情结Autonomie der kunst 艺术的自律性Avant-garde 先锋派Avant-texte 前文本BBacon, Francis 培根,费兰西斯Ballad 歌谣Barthes, Roland 巴尔特,罗朗Baudelaire, Charles 波德莱尔Beauty 美Begining rhyme 起韵Behavourist begining 行为主义式开场法Belles-lettres 美文学Benjamin, Walter 本雅明Biographical criticism 传记批评Black humour 黑色幽默《Black Qrpheus》《黑肤的奥尔甫斯》Blank verse 素体诗《Blindness and Insight》《盲目与悟解》Bloch, Ernst 布洛赫Bloom, Harold 布鲁姆Boileau, Nicolas 布瓦洛Booth, Wayne 布思Borrowing 借用Bound motif 束缚母题Brecht, Bertolt 布莱希特Brooks,Cleanth 布鲁克斯Brunetiere, Ferdinand 布吕纳介Bucolic 田园风味Burke,Kenneth 勃克Burlesque 谐谑模仿CCaesure 停顿Cartesianism 笛卡尔主义Cassirer, Ernst 卡西尔Catalog 排列Catalyser 催化单元Catastrophe 结局Catharsis 宣泄Causal sequence 因果序Chain verse 连环诗Channel 渠道Chanson de geste 武功歌Chapelain, Jean 夏泼兰Chiasmus 交叉排比《Chinese character as medium for poetry》《作为诗歌手段的中国文字》Chinoiserie 中国风Chronical play 编年史剧Chrononym 时素Climax 高潮Cloak and dagger 阴谋小说Cloak and sword 剑侠传奇Closet drama 书案剧Co-textual context 共存文本语境Code 信码Coincidence 巧合Coleridge, Samuel Taylor 柯勒律治,萨缪尔·泰勒Collage 拼贴Collective foculization 集体视角式Comedy of manners 风俗喜剧Comic relief 喜剧穿插Commentary 评论Comparative literature 比较文学Comparative poetics 比较诗学Compound narrator 复合叙述者Computational stylistics 数理风格学Conative 意动性Conceit 曲喻Context 语境Contextualism 语境论Contrapuntal 对位式Contrast 对比Convention 常规Conventionality 规约性Cousin,Victor 库赞Crane, R.S. 克莱恩,R.S.Crenologie 渊源学Critical distance 批评距离《Criticism and Ideology》《批评与意识形态》Croce, Benedetto 克罗齐Crown of sonnets 皇冠十四行诗Cubic poetry 立体诗Cult value 崇拜价值DDactyl 扬抑抑格Dante, Alighieri 但丁Das asthetische objekt 审美对象Das asthetische erlebnis 审美体验Dasein 此在《Das Literarische Kunst-werk》《文学艺术作品》《Das Prinzip der Hoffnung》《希望的原则》Das selbst 自性De Man, Paul 德曼Dead space 空档Decentering of subjectivity 主体分化Decoding 解码Decorum 合体Deep-structure 深层结构Demystification 非神话化Denudation 剥离Der funkionale realismus 功能现实主义Der hermeneutische zirkel 阐释的循环Der implizite leser 隐在的读者《Der Implizite Leser》《隐在的读者》Derrida, Jacques 德里达Description 描写Desemantization 消义化Diachronic 历时性Diachronische analyse 历时性分析Diary fiction 日记体小说Dichotomy 对立式《Dichter und Phantasie》《诗人与幻想》“Dictionary” interpretation“词典”式释义Diderot, Denis 狄德罗《Die Beziehung Zwischen Dichter undTagtraum》《诗人与白昼梦的关系》《Die Eigenart des Asthetischen》《审美特性》Die frankfurter schule 法兰克福学派《Die Geburt der Tragodie》《悲剧的诞生》《Die welt als wille und vorstellung》《作为意志和表象的世界》Differentia of literature 文学特异性Dilthey, wilhelm 狄尔泰Dime novel 一角钱小说Dimeter 双音步诗行Dionysian spirit 酒神精神Direct free form 直接自由式Direct quoted form 直接引语式Directory 指点Disclosure 去蔽Discourse 讲述《Discours surl'art Paetique》《关于诗歌艺术的演讲》《Discours surle style》《论风格》Disengagement 脱身Dissociation of sensibility 感觉解体Distortion of duration 时长变形Doggerel 打油诗Doxologie 流传学Dramatism 戏剧化《Du Sublime》《论崇高》Dynamic motif 动力性母题EEagleton,Terry 伊格尔顿《Eckermann:Gesprach mit Goethe》《和爱克曼的谈话录》Ecole de geneve 日内瓦学派《Economic and philosophic Manuscripts of 1844》《1844年经济学哲学手稿》Ecriture automatique 自动写作Ego 自我Einfuhlung;Empathy 移情Elegy 挽诗Eliot,T.S. 艾略特Ellipsis 省略Emotive 情绪性Empson,William 燕卜荪Encoding 编码Encomium 赞诗“Encyclopedia”interpretation“百科式”释义Endogene bilder 内生图象End-rhyme 尾韵Engels, Fridrich 恩格斯Enjambement 跨行Erlebnis 体验Enonce 表述Enonciation 表述行为英Enonciation/utterance法表述/被表述Enonciation/enonce Entkunstung 非艺术化Envelope structure 封套结构Epigram 警句Epiphany 灵悟Epistolary fiction 书信体小说Epithalamium,epithalamion 婚后诗Epoch 时代Erwartungshorizont 期待视野Euphuism 游浮体Evaluative commentary 评价性评论Exhibition Value 展览价值Expectation 期待Expectation of meaning 意义期待Expectation of non-reference 非指称化期待Expectation of rhythm 节律化期待Expectation of totality 整体化期待Explanation/understanding 说明/理解Explanatory commentary 解释性评论Explication de texte 文本解释Explicit ellipsis 明省略Explicit narrator 现身叙述者Extra-textual elements 超文本成分Eye-rhyme 目韵Eye-rhyme 视韵FFable 寓言Fallacy of communication 传达谬见Fairy-tale 童话Fait social 社会事实Farce 笑剧Feminine rhyme 阴韵Feminist criticism 女权主义批评Fest 节日Fields of semiotics 符号学领域分科Fish, Stanley Eugene 费什Flashback 倒述Flashforward 预述Flat character 扁平人物“Fly-on-the-wall” technique“墙上苍蝇”式叙述法Focalization 叙述角度Focus character 视角人物Folklore 民间传说Folktale 民间故事Followability 可追踪性Foregrounding 前推Foreshadowing 伏笔Form 形式Formalism 形式主义Fortune 际遇Foucault,Michel 福柯,米歇尔Fourteener 七音步十四音节Frame story 框架故事Framework-story 连环故事France,Anatole 法朗士Free motif 自由母题Free verse 自由诗French school 法国学派French poststructuralist 法国后结构主义符号学派Freud,Sigmund 弗洛伊德Freytag pyramid 弗雷塔格金字塔Function 功能Function 功能体GGadamer,Hans Georg 迦达默尔General literature 总体文学Generation 代Genetic fallacy 发生谬见Genette,Gerard 惹奈特,杰Genre 文类Genology 文类学Gesellschaftlichkeit der Kunst 艺术的社会性Gesellschaftliche rezeption 社会接受Gesellschaftliche vermittelung 社会中介Gestalt 格式塔Gestaltgesetze 格式塔规律Gestaltqualitat 格式塔质Gide,Andre 纪德Gnomic verse 格言诗Goldmann,Lucien 戈德曼Gongorism 贡古拉文风Gothic novel 哥特小说Grotesque 怪诞Greimas,Algidas Julien 格雷马斯HHabermas,Jurgen 哈贝马斯Half-rhyme 半韵Half-rhyme 腰韵Heiddeger,Martin 海德格尔Heresy of paraphrase 意释误说Hermeneutik 阐释学Heroic couplet 英雄双韵诗Hexameter 六音步诗行High comedy 高雅喜剧Higher narrative level 高叙述层次Hirsch,Eric Donald Jr 赫什Histoire litteraire 文学史Historical narration 历史叙述/文学叙述Holland,Norman N. 霍兰德Horizont 视界Horizont verschmelzung 视界融合Hulme,T.E. 休姆Humanism 人文主义Humanistic criticism 人文主义批评Humor 幽默Hymn 赞美诗IIamb 抑扬格Iconicity 象似性Id 本我Identif ikationsmuster 认同类型Ideologie kritik 意识形态批评Image 意象Imagination 想象Imitation 模仿Impersonality 非个性化Implicit ellipsis 暗省略Implicit lower narrative level 隐式低叙述层次Implicit narrator 隐身叙述者Implied author 隐指作者Implied metaphor 潜喻Implied reader 隐指读者Impure poetry 不纯诗Impressionistic criticism 印象式批评Index 指示体Indexical context 标示语境Indexicality 标示性Indice 标记体Indirect free form 间接自由式Indirect quoted form 间接引语式Individuation 个性化Influence 影响Influence study 影响研究Informant 信息体Ingarden, Roman 英加登Institution litteraire 文学建制Intertextuality 互文性Intentional context 意图语境Intentional fallacy 意图谬见Intentionaler gegenstand 意向对象Intentionalitat 意向性Interdisciplinary study 跨学科研究Interior monologue 内心独白Internal rhyme 内韵Interpretation 阐释《Intuition creatrice en art et enpoesie》《艺术和诗的创造性直觉》Irony 反讽Ironic commentary 反讽性评论Ironic narrative 反讽叙述《Is there a text in this class?》《这门课有无文本?》Isomorphie 异质同构JJames,Henry 詹姆斯,亨利Jameson,Fredric 詹姆逊Johnson,Samuel 约翰逊,萨缪尔Journal intime 内心日记Jung,Carl Gustav 荣格Juxtaposition 意象并置Juxtaposition 并置KKeats,John 济慈,约翰Kermode,J.Frank 科默德Kollektives unbewaβtes集体无意识Komplex 情结Konkrete Poesie 具象诗Konkretisation 具体化Krieger,Murray 克里格Kristeva,Julia 克里斯特娃,朱《Kritik der Urteilskraft》《判断力批判》Kulturindustrie 文化工业LLa nouvelle critique 法国新批评La psychocritique 精神批评《La phylosophie de l'art》《艺术哲学》Lacan,Jacques 拉康Lament 哀诗Language as gesture 姿势语论Langue/parole 语言/言语Lanson,Gustave 朗松,G.Leavis,F.R 李维斯Lebenstrieb/eros 生本能/性本能Leitmotiv 主导母题Leser 读者Libido 力必多Lichtung 澄明Life expression 生命表达Link sonnet 连韵十四行诗Lisibilite 可阅读性Lipps,Theodor 李普斯Literalism 字面论Local colour 地方色彩Low comedy 低俗喜剧Lower narrative level 低叙述层次Lukacs,Georg 卢卡契Lyric 抒情诗MMacherey,Pierre 马舍雷,彼Macro-semiotic system 宏观符号系统Macro-sign 宏观符号Macro-text 宏观文本Main plot 主情节Manipulative narrative 操纵式叙述Mannerism 矫饰主义Manuscript 手写本Marcuse,Hebert 马尔库塞Marx, Karl 马克思Masculin rhyme 阳韵Medium 中介Medievalism 中世纪精神Melodrama 情节剧Memoires fiction 回忆录小说Mesologie 媒介学Message 信息Meta- 元Metacriticism 元批评《Metahistory》《元历史》Metalanguage 元语言Metalingual 元语言性Metaphysische qualitat 形而上质量Metaphor 隐喻Meter 音步Metonymy 转喻Miller,J. Hillis 米勒Mime 哑剧Miracle play 奇迹剧Mise en scene 导演Misreading 误读Mock-heroic 戏仿英雄体Monodrama 独角戏Montage 蒙太奇Montivation 促动因素Moral criticism 道德批评Motif 母题Motivation 根据性Movement 运动Mukarovsky,Jan 慕卡洛夫斯基Multiple plot 复合情节Musical comedy 音乐喜剧Myth 神话NNaive dichtang 素朴诗Narratee 叙述接收者Narrative 叙述Narratorial intrusion 叙述干预Narrative poem 叙事诗Narrative perspective 叙述方位Narrative setup 叙述格局Narrative stratification 叙述分层Narrativity 叙述性Narratology 叙述学Narrator 叙述者Narrativity 叙述性Narratorial mediation 叙述加工National literature 民族文学Naturalization 自然化Natural beauty 自然美Negative influence 负影响Negativitat der kunst 艺术的否定性Neologism 新词风格New criticism 新批评派Nietzsche, Friedrich Wilhelm 尼采Nokan,Charles 诺康Non-referential pseudostatement非指称性伪陈述Non-significant system 无意义组合Northrop Frye 诺思洛普·弗莱Novel 长篇小说Novella 中篇小说Nucleus 核心单元OObjective criticism 客观批评Octave rima 八行诗Ode 颂诗Odipuscomplex 俄底浦斯情结Omniscient narrative 全知式叙述《On Modern Novel》《现代小说》《On Dramatic Art》《论戏剧艺术》Onomatopoeia 拟声Ontological criticism 本体式批评Open-ended 开放结尾式Opera 歌剧Organism 有机论Ostranenie 陌生化Overcoding 附加解码Overstatement 夸大陈述PPalindrome 回文Panegyric 颂文Pantheism 泛神论Paradigm 纵聚合系Paradox 悖论Paralipses 假省笔法Parallel study 平行研究Paraphrasability 可意释性Paratextual elements 类文本成分Parole 言语Parody 戏仿Passion play 耶稣受难剧Pastiche 仿作Pastoral 牧歌Pater,Walter 佩特,沃尔特Pathetic fallacy 感情误置Pathos 哀婉感受Pause 停顿Periphrasis 迂回Period 时期Persona 人格面具Personliches unbewates 个人无意识Perspective of incongruity 不相容透视Phatic 交际性《Phenomenologie de l'experienceesthetique》《审美经验现象学》Phrase rhythm 词组节奏Picaresque novel 流浪汉小说Pirated edition 盗版Platon 柏拉图Platonism 柏拉图主义Plot 情节Plotinus 普洛丁Plot typology 情节类型学Poetic licence 诗歌特权Poetic drama 诗剧Poetic truth 诗歌真理《Poetics》《诗学》Poetique de lespace 空间诗学Poetry 诗Poetry of inclusion 包容诗Poetry of exclusion 排它诗Point of view 视点Poulet, Georges 布莱Polyphone harmonie 复调和谐Pope,Alexander 蒲柏,亚历山大Pornography 色情文学Possible worlds 可能世界Post-structuralism 后结构主义Pound, Ezra 庞德Pragmatics 符用学Prague school 布拉格学派Preciosite 高雅Pre-text 前文本Prinzip der aquivalerz 等值原则Prinzip der entropie 均衡原则Private symbol 私设象征Problem novel 问题小说Problem play 问题剧Production of art 艺术生产Projektion 投射propagandism 宣传Prosody 诗律Prothalamion 婚前诗Proverb 格言Proverb 谚语Provincialism 外省风格Proust, Marcel 普鲁斯特Psychische energie 心理能Psychische funktion 心理功能Psychische valenz 心理值Psychische zustand 心态Psychological context 心理语境Psychological fiction 心理小说Psychological realism 心理现实主义Psychologische und 心理型和幻想型illusionarer typPsychologische rezeptionsforschung 接受心理分析Psychologische typen 心理类型Psychologism 心理主义Public symbol 公共象征Pulp magazine fiction 廉价杂志小说Pun 双关语Pure poetry 纯诗QQualisign/sinsign/legisign 形符/单符/义符Qualitative knowledge 质的知识Qualitative progression 质性进展Querelle des anciens ermodernes古今之争RRationalism 理性主义Rational and perceptual 理性与感性Raymond Williams 维廉斯·雷蒙德Ransom, John Crowe 兰色姆Reader-response criticism 读者反应批评Realismo magico 魔幻现实主义Referential 指称性Reflection/nachdenken 反思Reification 物化Repetition 重复Repetition 复述Replica 复制Reported speech 转述语Reproduction 复制Resemantization 再义化Revenge tragedy 复仇悲剧Rezeptionsasthetik 接受美学Rezeptionsvorgabe 接受前提Rhapsody 狂诗Rhyme 韵Rhythm 节奏Richards.I.A. 瑞恰慈Riviere,Jacques 里维埃,J.Rohstoff 素材Romanaclef 影射小说Roman noir/Gothic novel 黑色小说/哥特小说Romantic irony 浪漫式反讽Round character 圆形人物Rousseau,Jean-Jacques 卢梭,让-雅Ruskin John 拉斯金·约翰SSage 英雄传奇Said,Edward W. 赛义德Saint Thomas Aquinas 托马斯·阿奎那Sainte-Beuve,Charles Augustin 圣伯夫Sapphics 萨福体Sartre,Jean-Paul 萨特Saussure,Ferdinand de 索绪尔,费德Scene 场景Schatten 阴影Schematisierte ansichten 轮廓化图象Schichtenaufbau 层次构造Schleiermacher, Friedrich Ernst Daniel施莱尔马赫Schoppenhauer,Arthur 叔本华Science fiction 科幻小说Scientific criticism 科学化批评Scriptible/lisibe 可写式/可读式Secondary system 二度体系Semanalysis 符号分析学Semantics 符义学Semantique poetique 诗歌语义学Semantique structurale 结构语义学Semiosis 符指过程Semiotics 符号学Sensibility 感性Sentimentalische dichtung 感伤诗Sentimentalism 感伤主义Sequence deformation 时序变形《Seven Types of Ambiguity》《含混的七种类型》Shelley,Percy Bysshe 雪莱Shock 震惊Short story 短篇小说Sign 符号Signifier/signified 能指/所指Simile 明喻Situational context 场合语境Skaldic verse 行吟宫廷诗Sociology of literature 文学社会学Soliloquy 独白Sonnet 十四行诗Sontag, Susan 桑塔格,苏珊Source 渊源Source study 渊源研究Southern critics 南方学派Soviet semiotics 苏联符号学派Spatial form 空间形式Spatial sequence 空间序Spiel 游戏Stadialism 阶段平行论Stael, Madame de 斯塔尔夫人Stanzaic form 诗节形式Stanzaic form 段式Starobinski, Jean 斯塔罗宾斯基Static motif 静力性母题Stereotype 模式Stoffgeschichte 主题学Stream of consciousness 意识流Stretch 延长Structural realism 结构现实主义Structuralism 结构主义Structuralist/post-structuralist semiotics 结构主义与后结构主义符号学《Structuralist Poeties》《结构主义诗学》Structure 结构Structure/texture 构架/肌质论Stylistics 风格学Stylization 风格模仿Sub-narrative 次叙述Sub-plot 次情结Sublimation 升华Sublime 崇高《Summa Theologiae》《神学大全》Summary 缩写Superego 超我Super-narrative 超叙述Superposition 意象迭加Super-sign 超符号Supplementary commentary 补充性批评Surface structure 表层结构Suspense 悬疑Symbol 象征Symbolic action 象征行动Symptomatic reading 症候式阅读Synaesthesia 通感Synaesthesis 综感Synchronic/diachronic 共时性/历时性Synchronische anayse 共时性分析Synecdoche 提喻Syntactics 符形学Syntagm 横组合段Syntagmatic/paradigmatic 横组合/纵聚合TTaboo 塔布Tagtraum 白日梦Taine, Hippolyte 泰纳Tate, Allen 退特Tecriture 文体Temporal deformation 时间变形Temporal sequence 时间序Tendenz 倾向性Tenioha 天尔运波Tenor/vihicle 喻指/喻体Tension 张力Tercet 三行体诗节Terza rima 三行连环韵诗Tetralogy 四部曲Tetrameter 四音步诗行Text/discourse 文本/讲述Textual criticism 文本批评Texture 肌质Theatre of cruelty 残酷剧The epic theatre 叙事剧The new criticism 新批评The new humanism 新人文主义《Theory of Literature》《文学理论》The past/the present 叙述现在/被叙述现在《The Political Unconsciousn》《政治无意识》《The Sacred Wood》《圣林》The Second self 第二自我《The Well-Wrought Urn》《精致的瓮》The Verbal Icon 《语象》The yale critics 耶鲁学派Thibaudet, Albert 蒂博代Three unities 三一律Todestrieb /thanatos-trieb 死本能Todorov, Tzvetan 托多罗夫Toponym 地素Totality 总体性Totem 图腾Tradition 传统Tragicomedy 悲喜剧Translation 翻译Transpassing of stratification 跨层Trilogy 三部曲Trilling, Lionel 特里林Trimeter 三音步诗行Type 类型Typicality 典型性Typical character 典型人物Typology 类型学UUgliness 丑Unbestimmtheit 不确定性《Uber die Beziehungen der AnalytischenPsychologie zur Dichtung》《分析心理学与诗的关系》Undercoding 不足解码Understatement 克制陈述Unite narrative 叙述单元Unite significative 意义单元Unites romanesques 小说单元Unreliable narrative 不可靠叙述Urtumliche bilder 原始意象Utilitarianism 功利主义Utopian literature 乌托邦文学V《Validity in interpretation》《解释的正确性》Valery, Paul 瓦雷里,P. Variorum edition 集注本Verbal icon 语象Verfremdung 陌生化Verfremdungseffekt 陌生化效果Verstehen 理解Verisimilitude 逼真性Vico, Giovanni Battista 维柯V orurteil 成见W《Wahreit und Methode》《真理与方法》Wellek, Rene 韦莱克Well-made play 巧构剧Werkimmanente kritik 文本批评Wilde, Osear 王尔德Wilson, Edmund 威尔逊,艾德蒙Wimsatt, William K.Jr 维姆萨特Wirkungsgeschichte 作用史Wittgenstein,Rudwig 维特根斯坦World/earth 世界/大地World literature 世界文学ZZero-sign 零符号Zola,Emile 左拉Zwei-pole-theorie 两极理论。
大学课程中英文对照
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会计学accountancy美国研究American studies解剖与生物结构学anatomy &structural biology古代史ancient history动物行为学animal behaviour动物认知学animal cognition动物科学与心理animal science & physiology南极研究Antarctic studies人类学anthropology应用行为分析applied behaviour analysis应用经济/金融学applied economics/ finance应用科学applied science建筑研究/技术architecture studies/ technology艺术策展art curatorship艺术史与理论art history & theory艺术与语言教育arts & languages education艺术(应用型)arts(applied)亚洲语言Asian languages亚洲研究Asian studies天文学与天体物理学astronomy & astrophysics听觉学audiology行为分析behaviour analysis生化工程biochemical engineering生物化学biochemistry生物工程/生物加工工程bioengineering/ bioprocess engineering 生物信息学bioinformatics生物科学biological sciences生物数学biomathematics生物医学科学/工程biomedical science/ engineering生物安全biosecurity/ bioprotection生物技术biotechnology广播broadcasting建筑科学/技术building science/ technology工商管理business administration商业电脑business computing商业管理business management商务business/ commerce细胞与分子生物科学/生物科技cell & molecular化学工程/技术chemical engineering/ technology化学物理chemical physics化学chemistry儿童与家庭心理学child & family psychology儿童权益child advocacy中文Chinese基督教思想与历史Christian thought & history电影研究cinema studies土木工程civil engineering古典学classics临床心理学clinical psychology临床教学clinical teaching服装与纺织学clothing & textile science认知科学cognitive science商业法commercial law通讯障碍communication disorders通讯研究/管理communication studies/ management社区牙科community dentistry社区营养community nutrition比较文学comparative literature比较生理学comparative physiology计算机应用数学computational & applied mathematics计算机建模computational modelling计算机平面设计computer graphic design计算机科学computer science计算机安全与验证computer security & forensics计算机系统/系统工程/网络computer systems/ systems engineering/ networks 计算机技术/工程computing technology/ engineering计算机/计算机应用computing/ applied computing保育生物学conservation biology施工管理construction management咨询counseling创意写作creative writing刑事学criminology文化研究cultural studies舞蹈dance人口统计demography牙科卫生/手术/技术/治疗dental hygiene/ surgery/ technology/ therapy设计design发展研究/经济学development studies/ economics电子设计digital design电子音乐/声音艺术digital music/ sonic art外交与国际关系diplomacy & international relations争议解决dispute resolution戏剧drama土地与土壤科学earth & soil science生态及健康ecology & health生态学/生物多样性/生态系统ecology/ biodiversity/ ecosystems电子商务/电子商务技术e-commerce/ e-commerce technology经济学/经济计量学economics/ econometrics教育education教育与教学(幼儿教育)education & teaching (early childhood)教育与教学(小学)education & teaching (primary)教育与教学(中学)education & teaching (secondary)教育管理(领导)educational administration(leadership)电子/电气与电子工程electronics/ electrical & electronics engineering应急管理emergency management雇佣关系employment relations能源研究与管理energy studies & management工程engineering工程与工业管理engineering & industrial management工程地质学engineering geology工程管理engineering management工程数学engineering mathematics英语语言能力English language proficiency英语教学/第二语言教学English language teaching/ TESOL/ second language teaching 英语/英国问文学English/ English literature企业发展enterprise development创业/创新entrepreneurship/ innovation环境健康environmental health环境管理/规划environmental management/ planning环境科学/工程environmental science/ engineering伦理学ethics民族音乐学ethnomusicology欧洲研究European studies欧盟研究European Union studies活动管理events management生物进化学evolutionary biology高层管理培训executive education时尚fashion电影/电视/屏幕与媒体film/ television/ screen & media金融finance美术fine art消防工程fire engineering鱼类生理学fish physiology食品科学/工程/技术food science/ engineering/ technology法医学forensic science林业/林业工程/农林业forestry/ forestry engineering/ agro forestry预科foundation studies法语French淡水管理freshwater management人体机能生物学functional human biology性别与妇女研究gender & women’s studies遗传学genetics地理信息系统geographic information system地理geography地质geology地球物理学geophysics德语German平面设计graphic design古典希腊学Greek(classic)风险评估与管理hazard assessment & management保健发展与政策health development & policy健康科学health sciences历史history历史与科学哲学history & philosophy of science人类发展human development计算机人机界面技术human interface technology人力资源管理/发展human resource management/ development人性化服务human services水文学/水科学与技术hydrology/ water science & technology免疫学immunology原住民研究indigenous studies工业与组织心理学industrial & organizational psychology工业生物科学industrial bioscience工业设计industrial design劳资关系与人力资源管理industrial relations & human resource management 感染与免疫infection & immunity信息与通讯工程information & communication engineering信息科学information science信息系统/管理/技术information system/management/ technology创新科技innovation & technology室内设计interior design国际商务/经济学international business/ economics国际法律与政治international law & politics国际管理international management国际关系/外交/安全研究international relations/ diplomacy/ security studies 口译interpreting毛利解读与翻译interpreting & translating Maori意大利语Italian日语Japan新闻学journalism韩语Korean劳工研究labor studies土地与空间信息研究land & spatial information management土地规划与发展land planning& development拉丁文Latin(classic)拉丁美洲研究Latin American studies法律law图书馆与信息管理library &information management语言学/应用语言学linguistics/ applied linguistics物流与供应链管理logistics & supply chain management管理与可持续发展management & sustainability管理科学management science管理沟通/管理/系统management communication/ management/ systems 制造系统工程manufacturing systems engineering毛利与本土文化Maori & indigenous knowledge毛利与太平洋发展Maori & pacific development毛利商务/毛利资源开发Maori business/ Maori resource development 毛利研究/语言Maori studies/ language毛利视觉艺术Maori visual arts海洋科学marine science市场营销marketing市场营销与传媒marketing& communication大众传媒mass communication材料与工艺工程materials & process engineering材料科学/技术materials science/ technology数学物理mathematical physics数学与哲学mathematics & philosophy数学教育mathematics education数学/应用数学mathematics/ applied mathematics机电一体化/机械工程mechatronics / mechanical engineering媒体研究media studies医疗检验学medical laboratory science医疗物理学medical physics医疗物理学medical physics(clinical)医疗科学medical science医药学medicine中世纪与近代欧洲研究medieval & early modern European studies心理健康mental health微生物microbiology现代语言modern languages分子生物科学/生物科技molecular biosciences / biotechnology分子医学molecular medicine货币与金融money & finance多媒体multimedia博物馆研究/文物研究museum studies/ heritage studies音乐music音乐(古典表演)music(classical performance)音乐(合成)music(composition)音乐(爵士乐)music(jazz)音乐教育/历史/教学music education/history/ teaching音乐表演(器乐与声乐)/音乐才能music performance(instrumental & vocal)/ musicianship 自然资源经济学/管理natural resource economics/ management自然资源工程学natural resource engineering神经学neuroscience新西兰法律研究New Zealand legal studies新西兰研究New Zealand studies护理学nursing护理与助产nursing & midwifery营养学nutrition职业健康occupational health职业理疗师occupational therapy运营管理operations management运筹学operations research验光optometry组织领导与发展organizational leadership & development组织领导与心理organizational leadership & psychology户外教育outdoor education太平洋研究pacific studies绘画painting公园与康乐管理parks & recreation management病理pathology和平研究peace studies表演艺术performing arts个人理财规划personal finance planning药理学/药学pharmacology/ pharmaceutical science药房pharmacy哲学philosophy摄影/摄影传媒与设计photography/ photographic media & design物理教育physical education物理学physics生理学physiology理疗physiotherapy植物生物学/植物学plant biology/ botany植物生物技术plant biotechnology波兰语(语言与文化)Polish(language & culture)政治学political science人口研究population studies版画制作print making产品开发product development专业进修研究professional studies资产研究properly studies精神病学psychiatry心理学/应用心理学psychology/ applied psychology心理治疗psychotherapy公共卫生public health公共政策public policy公共关系/管理public relations/ management康乐研究recreation management宗教研究religious studies/theology资源及环境规划/区域规划resource & environmental planning/ regional planning 资源管理resource management俄语Russian萨摩亚研究Samoan studies科学science科学与技术science & technology科学与技术教育science & technology education科学与创业science and entrepreneurship科学传媒science communication科学教育science education科技创新与创业science innovation & entrepreneurship科技、毛利与本土文化science、Maori and indigenous knowledge雕塑sculpture社会政策与分析social policy/ analysis社会科学social science社会科学研究social science research社会工作social work社会学sociology软件开发software development软件工程software engineering土壤学soil science南亚研究south Asia studies西班牙语Spanish空间设计spatial design特殊教育special education言语与语言治疗speech & language therapy体育商业管理sport business management体育教练sport coach体育与运动sports & exercise运动医学sports medicine统计statistics战略管理strategic management供应链管理supply chain management系统开发systems development系统工程systems engineering税务与会计taxation & accounting技术technology技术教育technology education电讯telecommunication电视制作television production纺织品设计textile design戏剧研究drama studies时基媒体time-based media汤加Tongan旅游资源、影响与规划tourism resources、impacts & planning 旅游/旅游与酒店管理tourism/ tourism & hospitality management 毒理学toxicology翻译研究translation studies运输工程/研究transportation engineering/ studies怀唐伊条约研究treaty of Waitangi studies城市设计urban design估价与物业管理valuation & property management视觉艺术/人文/通信设计visual arts/ culture/ communication design 葡萄栽培/酿酒viticulture/ oenology网络与数据密集型系统web & data-intensive system动物学zoology。
新编英国文学选读复习资料
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新编英国⽂学选读复习资料En glish Lite ra ture a nd the Se le cte d Re adingsDevelopmentof EnglishLiterature1.EarlyandMedievalEnglishliterature(-1485)2.TheEnglishRenaissance(1550-1642?)3.The17thCentury–ThePeriodofRevolutionandRestoration 4 . The 1 8thCentury–T h e AgeofEnlightenm ent5.TheRomanticPeriod(1798-1832)6.TheVictorianAge(1832-1901)7.Th e20t hCen t uryLit erat ure–Mod ern is man dPo st-Mod ern ismChapter1EarlyandMedievalEnglishliterature⼀.Epic (史诗)Apoemthatcelebrateintheformofacontinuousnarrativetheachievementsofone ormoreheroicpersonagesof historyortradition. AmongthegreatepicsoftheworldmaybementionedtheIliad,OdysseyandAeneidof classical.Be owulf1.HistoricalBackground1)) Thre e Invasions:A.The Rom a n Conq u e st ( 5 5B. C - 4 10 A.D)B.The English Conqu e s t ( The Anglo-Sa xon Period)C.TheNormanConquest(TheAnglo-NormanPeriod)2)) Tw o Wars:A.TheHundredYearsWar(1337-1453)B.TheWarof theRose(1455-1485)a.Anglo-SaxonPoetry: Pagan(异教的)&ChristianBeowulf /worksofCaedmonandCynewulf.b.Anglo-NormanPoetry:Romancec.Poe try in Age of Cha u cer:d..PopularBallads:BalladsofRobinHood2.评价1)Beowulfisanationalepic(史诗)ofEnglishpeople.2)ItistherepresentativeworkoftheearlyEnglishliteraturewith3000lines.3)Itswriterisunknown.4)BeowulfisafolklegendbroughttoEnglandbytheAngloSaxonfromtheirprimitiveNorthernEurope.5)Beowulfwaspasseddownfrommouthtomouth. 6)Beowulfwaswrittendowninthe10th century.3.Charactersinthestory:Beowulf:anephewofkingofGents,apeopleinDenmark.Hrothgar:kinGre nde l: a m onster.She-monster(⼥妖怪):Grende l’s mother.Dra go n:a fire dra gon, a m onster.4.OutlineofTheSongofBeowulfTe u tonic(⽇⽿曼的) h e ro Be ow u lf, the ne phe w of the king of the Ge a t la nd, he lpe d Hrothga r kill them onste r ha lf-hu m a n ,Gre nd e l a s w e ll a s his viciou s m oth e r. W ith his he roic de e ds, he w a s m a de the kingofScyldings(Sweden)for50years. Theninordertogainmoretreasurefor hispeople,he foughthardwitha fieryfiredrakeandwasdeadlywounded,eventuallydied.Hislastwillwastoaskhispeopletobuildhistombintoabeaconfortheseafarerswhosailedalongt hecoast. 5.ThewritingfeaturesofBeowulf?1)Themostimportantisinalliterative(头韵的)verseandinartisticform.Eg:Thus made their mourning the men ofGeatland,Fo rtheirh ero’sp assin g,h ish earth-comp an io n s2)Anotheristhefrequentuseofmetaphorsandunderstatements(低调陈述)forironicalhumor.ring-giver:kinghearth-companions:attendantwarriors whale’s r oad:sea-wood:nottroublesome:verywell⼆Romance(传奇)1.介绍1)Theliteraturefortheupper class2)Alongcompositioninverseorprose,about knights—adventures3)Subjectmatters:about thematterofBritain,thematerofFrance,thematterofRome4)content:lovechivalryandreligion5)骑⼠精神:loyalty,bravely.honesty2 .代表作1 ) King Arthur a nd His Knights of the Round Ta ble :the most importa nt roma nce of the pe riod2)Sir GawainandtheGreenKnight:Thebest Arthurian romance,anonymous,inalliterativeverseItscharacters:KingArthur, SirGawain,theGreenKnight三Ballad(民谣)1.Aballadisastorytoldinsong,usuallyin4-linestanzas,withthe2ndand4thrhymed.2.TheSubjectsofEnglishBallads1)struggleofyounglovers2)theconflictbetweenloveandwealth3)thecrueltyofjealousy4 ) the criticism of th e civil war5)themattersofclassstruggle3.代表作Robinhoodballads四.Ge offre y Cha ucer1.评价1)ThefirstgreatEnglishpoet2)ThefatherofEnglishpoetry2.Chauce r’s threeliterary periods:1 )Th e first or th e Fre nch period:TheRomauntoftheRose《玫瑰传奇》atranslation,popularinMiddleagesTheBookoftheDuchess《悼公爵夫⼈》 , thebest w orkofthe t im e Chauce r’s literarycare er 2)ThesecondortheItalianperiod: TroilusandCriseyde《特罗伊拉斯和克莱西德》apoemofalovestory3)ThethirdortheEnglishperiod,hisbestperiod:TheCanterburyTales《坎特伯雷故事集》,ismasterpieceandarepresentativeworksof theMiddleAges.The Ca nte rbury Ta les1.OutlineIt op e ns w ith a ge ne ra l prologu e w he re w e a re told of a com pa ny of pilgrim s , 3 2 one s th a t ga the re d atTa b a rd Inn in Sou th w a rk, a su bu rb of Londo n. The y a re on the ir w a y to the shrine of St. Thom a s Be cke tatCanterbury.Theysetouttogetherwiththejollyinnkeeper,HarryBaily,whoproposedthateachpilgrimshouldtelltwotalesonthewayto Canterburyandtwomoreonthewayback.But,totallyonly24talesarefinished.The pilgrim s a re from va riou s pa rts of Engla nd, re pre se n ta t ive s of a ll w a lks of life a nd socia l grou ps,knights,monks,widowsandpriestetc.Hisworkshowedastrikinglybrilliantandpicturesquepanoramaofhistimeandhiscountry.2.Ch aucer’slan g uag e:1)Hislanguageisfullofhumorandsatire.2)Hislanguageisvivid,exactandsmooth,amasterofword-pictures.3) He is the first to u se h e roic co uple t w hich he introduce d from Fra nce.4)He is the first gre a t poe t w ho w rote in the English la ngu a g e , m a king the dia le ct of London the sta n d a rdforthemodernEnglishspeech.Ps:1.Wh atist h e?heroicco uplet??Th e h e roic cou ple t is a ve rse form in e pic poe try, w ith lin e s of te n sylla ble s a nd five stre sse s , in rhymingpairs.(英雄诗体:⽤于史诗或叙事诗,每⾏⼗个⾳节,五个⾳部,每两⾏押韵。
外国语言文学类主干课程中英文对译
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外国语言文学类Foreign language and literature category综合英语Comprehensive English报刊选读Selected Readings of Newspaper & Magazine高级视听Advanced Videos英国文学史History of British Literature英美文学作品选读Selected Readings of British & American Literature英汉翻译English-Chinese Translation英美报刊选读Selected British & American Newspaper Readings英美概况British & American Culture and Society英美外台选听Selected Listenings of British & American Broadcast英美文学史History of British & American Literature英语词汇学English Lexicology英语泛读Extensive Reading英语精读Intensive Reading英语口语Oral English Practice英语视听English Videos英语听力English Listening Comprehension英语写作English Writing英语语法English Grammar英语语法流派Schools of English Grammar英语语言学导论Introduction to General Linguistics英语语言专题讲座Current Issues in Language Research and Education英语语音English Phonetics英语阅读English Reading英语阅读与技巧English Reading & Skills语言学概论Introduction to Linguistics语义学Semantics英汉口译English-Chinese Oral Interpretation口译Oral Intepretation口语实践Oral Practice快速阅读Fast Reading。
读者参照与汉英习语翻译
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广西师范大学硕士研究生学位论文 A Reader Reference Insight Into Idioms TranslationFrom Chinese to English读者参照与汉英习语翻译 院 系2000级 专 业翻译理论与实践 导 师任 蓉 完成时间1 2ContentsAcknowledgments ........................................................................................................................................................................................................................33.2.1 Idioms reflect psychology, convention and custom of a nation (21)3.2.2 Idioms reflect people’s wisdom and laboring experience (22)3.2.3 Idioms derived from religious scriptures (22)3.2.4 Idioms derived from history and literary works (22)3.2.5 Idioms derived from fables, legends and myths (23)3.3 Characteristics of Idioms in Form (24)3.4 Difficulties of Idioms Translation (26)Chapter Four Reader Reference Insight into the Strategies in Idioms Translation4.1 Literal Translation (29)4.1.1 Literal translation to retain images (31)4.1.2 Literal translation plus gloss to retain images (31)4.1.3 Literal plus free translation to compensate images (32)4.2 Substitution (32)4.3 Free translation (33)Conclusion (35)Bibliography (36)4AcknowledgementsI am greatly indebted to all those people who, directly and indirectly, have contributed to the genesis of this thesis.First of all, thanks are due to my supervisor, Prof. Zhou Liangren, for his careful reading and faithful comments on the paper. Without his keen insights and constant affirmation, this paper would not have been finished.I am particularly grateful to the superb advice and constant encouragement from Prof. Wang Dongfeng, who continues to inspire me to explore my expository ideas in my writing. His academic insight and thoughtful guidance are of great benefit for me.Last but not least, I also express my appreciation to all the teachers who have lectures for me during my postgraduate study.5读者参照与汉英习语翻译 2000级英语语言文学专业研究生周良仁 教授 内容提要 奈达的动态对等原则或称读者反应论把翻译理论研究的视点从原文本引到接受者一方主张用归化的翻译策略这些引起了很多争论甚至否定读者因素如何影响翻译策略的选择呢认为接受者因素应从读者群的能动作用和接受文化语境的制约作用来考虑读者因素在译者翻译策略的选择中起到参照和制约作用选择归化或异化的翻译策略是译者为读者考虑的表现文章从英汉习语的翻译来加以论证处理的方法有直译从读者接受和文化交流的角度考察首先姚斯认为读者在阅读过程中具有积极的能动作用文本的意义只有在读者的积极参与下才能实现对于译者来说他必须考虑到实际读者的期待视野和接受能力原文和译文的对等的翻译标准只能是相对的其次免不了受译语文化这一客观的接受环境制约兼容性考虑到译文读者的接受能力及文化情境6从中国历史上的翻译理论和实践中可以看到读者参照影响着翻译策略的选择严复和林纾从目标文化出发采取归化策略并分出翻译的读者层妥协性和进取性表现为适应读者的固有语言和文化习惯另一方面具有向译语文化积极进取的特点以便达到给译语读者群原有的文化结构带来异质因素达到文化交流的目的这两对翻译策略和方法引起了持续的争论受到很多学者的批驳读者参照并不能单一的强调归化策略两种策略或方法是辨证统一的本文以汉英习语的翻译为例进行了进一步论证在翻译时传达习语形象非常重要无对应习语形式相似而意义不同从读者参照角度来处理汉英习语的翻译大致有三个方法即借用其中一般在不引起文化冲突的情况下使用直译加注补充形象能保存形象和促进理解直译加意译在文内解释补充形象能保证可理解性但常受文内解释的空间限制易于读者理解以免造成读者的文化误解有利于处理文化障碍总的来说译者应充分考虑读者的接受由于读者在阅读过程中的积极能动作用采取异化策略和直译的方法常常是可行的7读者是一个变量社会的发展不是一成不变的需要进行系统和辨证的研究读者参照翻译策略习语翻译8A Reader Reference Insight Into Idioms TranslationFrom Chinese to EnglishAbstractNida’s Reader-response theory is considered to shift the focus from the comparison of a pair of texts, the source-language texts and the target-language texts, to a comparison of receptors’ perception of the message carried by the text. It emphasizes a naturalness of translation, and judges a translation by whether it makes a similar response between source readers and target readers. This advocating draws heavy criticism and even denunciation. Then, why and how does this factor impact the selection of translating strategy?As to receptor, this paper affirms its subjective role in reception. In translation, the reception factor should be viewed from two aspects: the subjective but active readership and the objective receiving culture. A translator has to consider the reader whom he or she is translating for, so the factor of target readership and receiving culture does as not only reference but constraint for translator’s selection of strategy. It is viewed as reader reference, or consideration for readers. In some sense, taking strategy, either domestication or foreignization, is the reveal of a certain translator’s consideration for his intended readers and his attitude towards culture. For further argument, the paper analyzes the strategies employed in idiom translation, including literal translation, substitution, and free translation, from reader reference insights, and concludes that foreignization and literal translation are often feasible.The theory of Reception Aesthetics expounds that the reader plays an active role in the interpretation of a text. Jauss says that readers from any historical period establish different horizons of expectation. And Iser differentiates them to the actual reader and the implied9reader. For a certain translator, he should bear in mind his actual reader’s horizon of expectation and reception, since he serves those who pick up his works to read. Translation activity experiences two processes of reception, first between the translator and the source text, then between the translator and the final target reader. Accordingly, the translation criterion of equivalence is just appropriately achieved. The operation of translating can not be escaped from the influence of receiving culture, which has features of infiltration, compatibility, nationality and interference. To fuse the text with target reader’s horizon of expectation, the translator has to take readers into consideration, such as their acceptability, aesthetic interest and cultural context. Hence, translating strategies often have to be altered.A survey shows that consideration for the receptors in translating operations is a phenomenon common to all historical periods in China. There were debates over literal and free translation in Buddhist scripture translation, domestication strategy that Yan Fu and Lin Shu inclined to adapt, and Lu Xun’s advocating of foreignization and his division of intended readers. Consideration for readers shows dual characteristics of taking translation strategies, namely, compromise and aggression. On one hand, compromising to the influence of target culture for making the target text easily accepted by the readers, the translator usually inclines to make the target text language perform conventionally in the target language system and pays attention to the comprehensibility and acceptability of the translated text. On the other hand, aggressing to influence the target culture by introducing the foreignness into target text for bringing foreign elements to target language and culture in spite of non-fluent and new expressions. Hence, it results in dichotomy of domestication and foreignization, and that of literal and free translation. Never-stopped disputes over them give strong criticism to Nida’s strategy of naturalization, which is considered as a representative of domestication. This paper analyzes that Nida’s receptor-oriented translation strategy neglects receptor’s cultural expectation though laying stress on the operation on linguistic structure. Taking receptor’s into consideration doesn’t merely mean a strategy of domestication. In view of10culture exchange, foreignization is getting prevailing. But from the perspective of reader reference, we find that these two strategies or approaches are dialectical. Applying either one reveals a translator’s consideration for readers and his attitude towards culture.Idioms translation provides a stage for further discussion. Chinese and English idioms both posses with distinctive features on linguistic and cultural level. It is essential to convey the images and connotations. The difficulties of idioms translation lie in four: no equivalent idioms; having similar expressions in form but with different connotations; embedding with both literal and idiomatic sense at the same time but different in form; different application in stylistic context. Generally, there are three solutions: literal translation, substitution, and free translation. First, literal translation retaining idiomatic images conveys linguistic and cultural features, which can be applied unless there are no cultural conflicts. Literal plus gloss translation helps the reader to learn culture but sometimes interrupt the coherence in context and reading. Literal plus explanation within context could retain images and ensure intelligibility, however, it takes up rooms within context and has to make some implied meaning transparent. Second, substitution can be applied when there are equivalent idioms. It ensures intelligibility, but over-domestication shall be avoided. Thirdly, free translation is also a common way to overcome cultural hindrance that would not cause misunderstanding by the sacrifice of images’ metaphorical and cultural meaning.In short, these solutions are all applicable and flexible in use with strong points or weak ones. Receptors, with cultural expectation to the exotic, demand for the exotic. Foreignization and literal translation are often feasible ways in idioms translation.The process of translation is just the interaction of the translator’s initiative and factors constraining it. Reader reference is one of the dynamic parameters in the selection of translation strategies that need further study in dialectical perspective. The recognition of the influence of receptor provides a way for translation criticism to evaluate the strategy of a translator.11Key words: reader reference; translating strategy; idioms translation12IntroductionNida’s concepts of formal and dynamic equivalence are considered as crucial in introducing a receptor-based orientation to contemporary translation studies.Formal equivalence refers to a faithful reproduction of source-text (ST) form elements. It ‘focuses attention on the message itself, in both form and content…One is concerned that the message in the receptor language should match as closely as possible the different elements in the source language (SL).’ (Nida, 1964:159)This concept is thus keenly oriented towards the ST structure, which exerts strong influence in determining accuracy and correctness.Dynamic equivalence denotes equivalence of extralinguistic communicative effect. It ‘aims at complete naturalness of expression, and tries to relate the receptor to modes of behavior relevant within the context of his own culture; it does not insist that he understand the cultural patterns of the source-language context in order to comprehend the message’. (Nida, 1964:159)Dynamic equivalence, as a receptor-oriented approach, considers adaptations of grammar, of lexicon and of cultural reference to be essential in order to achieve naturalness. Interference from the source language should not be showed in the target text (TT) language, and the foreignness of the ST is minimized. Nida holds that the success of the translation depends above all on achieving equivalent response. According to him, it is one of the ‘four basic requirements of a translation’. The four basic requirements are:1. making sense2. conveying the spirit and manner of the original3. having a natural and easy form of expression.4. producing a similar responseObviously, Nida’s receptor-based approach emphasis a translation strategy of1‘naturalization’.However, both the principles of formal and dynamic equivalence have been heavily criticized. A fundamental charge made against dynamic equivalence is its essential implausibility. How is the ‘effect’ to be measured and on whom? How can a text possibly have the same effect and elicit the same response in two different cultures and different times? Indeed, these questions can not be convincingly answered and judged. Chinese scholar Qian Hu writes against the implausibility of achieving equivalent effect when meaning is bound up in form, especially in literary works (Munday, 2001:43). Also, as to the cultural reference, the closest natural equivalence may stand in a contradictory relation with dynamic equivalence. The most notorious example is Nida’s brief mention of the rendering of give one another a hearty handshake all around are considered to ‘quite naturally translate’ Biblical greet one another with a holy kiss.Nida’s work in the area of Bible translation may be a source of controversy that scholars doubt on the feasibility of them. Edwin Genztler, in his Contemporary Translation Theories (1993), is against the concept of dynamic equivalence since it serves the purpose of converting the receptors, no matter what their culture, to the dominant discourse and ideas of Protestant Christianity.Another charge against Nida’s naturalness strategy is from those culturally oriented translation theorists. They argue that it will mean suppressing the foreignness and is a form of colonialism or ‘ethnocentric reduction of the foreign text to target-language cultural values’, as Venuti comments (Munday, 2001:43).These disputes lead to the necessary discussion of the role that the receptor plays in translation activity. Undoubtedly, the receptor in translation studies does not simply refer to any individual target reader but a target readership that is involved in a culture system. A translator has to consider the reader whom he is translating for, which implies the basic consideration for the readers. He Wenzhao (2002) first looks2into the consideration for the readers of the target language in the study of Chinese translation history. He mainly reviews this phenomenon from the history of translation in Buddhism and the history of western political thoughts and western literature. It is discovered that consideration for readers has alternative characteristics of being either compromise or aggression to the influence of the culture of target language in the translation. Consideration means to meet certain need of the readers, to adapt to the traditional culture of the target language or to consider the future of the readers. His research is of significance to look into the characteristics that the reader factor impacts the selection of translating strategy.Why and how does this factor influence the selection of translating strategies3Finally, in chapter four, the discussion is about the translation strategies in idiom translation from the reception insights.4Chapter5the text. For him, the central task of reception theory should unite the textual reception history with text reader’s present aesthetics experience. Although the text itself remains important in the interpretive process, the reader, he declares, plays an essential role. Expounding Hermenutics theory, Jauss puts forward concepts of reception theory such as ‘horizon of expectation’, ‘history of effect’, ect.Using the term horizon of expectation to include all of a historical period’s critical vocabulary and assessment of a text, Jauss points how any text is evaluated from one historical period to another, necessarily changes.Accordingly, Jauss argues that because each historical period establishes its own horizon of expectation, the overall value and meaning of any text can never become fixed or universal, for readers from any historical period establish for themselves what they value in a text. A text, then, does not have one and only one correct interpretation, for its supposed meaning changes from one historical period to another.Wolfgang Iser maintains that ‘any description of the interaction between the two (text or the reader), must therefore incorporate both the structure of effects (the text) and that of response (the reader). Thus, there are two ‘texts’ now— one is the author’s and another, the reader’s. ‘Text’ is not what the author thought it to be b ut what the reader sees in it.’ (Pattanaik, 1997:9)Iser borrows and amends Jauss’ s ideas. Iser believes that any object—a stone, a house, or a poem differentiates between two kinds of readers. He makes a division of the implied reader and the actual readers (Bressler, 1999:72-73):The implied readers ‘embodies all those predisposition necessary for a literary work to exercise its effect—predisposition laid down, not by an empirical outside reality, but by the text itself. Consequently, the implied reader has his or her roots firmly planted in the structure of the text’.The actual readers refer to the person who physically picks up the text and reads6it. It is this reader who comes to the text shaped by cultural and personal norms and prejudices. For Iser, the reader automatically views the text from his or her personal worldview. However, because texts do not tell the reader everything that needs to be known about a character, a situation, a relationship, and other such elements, readers must auto matically fill in these gaps, using their knowledge grounded in their worldview. In addition, each reader creates his or her horizon of expectation—that is, a reader’s expectation about what will or may happen next. These horizons of expectation change frequently often results in sudden loss, pain, unexpected joy or fear, and at times great fulfillment. Such changes cause a reader to modify his or her horizon of expectation to fit a text’s particular situation.Lun Xun, a famous Chinese writer and translator in 1930’s, coincidentally differentiated a division of three kinds of readers for translation similar with that of Iser’s. Lun Xun’s concept will be further discussed in chapter two.Reception aesthetics stresses on the text’s openness and the importance of the role of the reader’s participation in reading, directing the attention from the author and the text to the relationship between the text and the reader. Jauss and Iser both affirm the active and creative status the readers take in reading. They even regard the reader as an innate driving force to promote the text meaning.Hence, the reader is the co-author and criticism is not an interpretation of the text but an extension of it. In such a case, what is the role of translator and what will happen to translation?Their theories have great influence in the field of literary criticism. It is worth pointing out that many scholars, narrowly speaking, in China, have been applying this approach to translation for its plausible interpretation to translation studies.1.1.2 Features of Reception Aesthetics as Aids in Translation Studies7In view of communication, translation is a process in which information is transmitted from the SL text to the TL reader by the translator. The translator, as a medium of the information transmission, does two things through translation process: first receiving information from SL text, and then releasing his interpreted text to the TL reader.Most scholars ( He Wei, 1999; Ma Xiao, 2000) define this process of reception first as a dialogue between SL text and the translator, in which the translator actively produces his own interpretation of the text according to his own horizon of expectation; and then another dialogue between the translator and the final receiver who also possesses the horizon of expectation to decode the translated text. Text translator Version reader What the translator transfers to the reader in the process is ‘text1 of the original’ that comes from his first interpretation of the original text. He must take his target reader into consideration when he translates, otherwise this activity will not be finished. The reader’s interpretation to the version will be the effect of this version. The translator has to make adjustment in translating operation to meet or to orient their horizon of expectation. Therefore, the active involvement of the translator and the TL reader shakes the deep-rooted principle to make exact equivalence between the SL text and the translated version. I uphold this viewpoint and point out that, more importantly, translation is an interlingual communication which involves the understanding of two languages. The reader translates, or decodes the text according to a different set of language and culture system. Ma Xiao (2000) claims that one-sided emphasis on the creation of text originated from traditional theories leads a dream of exact equivalence by neglecting the participation of translators and target readers. Liu Zheng (1991) also points out that the criterion of translation should be8multidimensional rather than simply to be loyal to the ST.The translator first reads and translates in SL, and therefore needs to be bilingual and bicultural. The interlingual translation is bound to reflect the translator’s own creative interpretation of the SL text. For him, the SL text is being approached through more than one set of language and cultural system. Moreover, the degree to which the translator reproduces the form, rhythm, tone, register, ect. of the SL text will be as much determined by the TL system as by the SL system and will also depend on the function of the translation.The reader, the final receiver of information, belongs to target language and culture system, from which he cannot be insulated in understanding the translated text. As Iser’s statement mentioned above that those implied readers ‘embodies all those predisposition necessary for a literary work to exercise its effect’ (Bressler, 1999:72). The translated text reader, thus, decodes the transmitted information from his angle of language and cultural system. Only after completing this procedure of fusing the reader’s horizon of expectation and the translated text does an activity of translation end. Therefore, the translator, consciously or not, has to take his intended readers into account. Dialogue between the translator and his intended reader begins with his selection of translation strategies.It is worthy of mentioned that the comparison between the effect of the TL reader’s interpretation and reception of TL text and that of the SL reader’s interpretation and reception of SL text, in some degree accordingly, is beyond controlled. Because a reader and his expectation is a hypothetical construct of norms, and the expectations of both groups of readers will not overlapped sufficiently. Hence, Nida’s Dynamic Equivalence principle, or termed as Reader-response theory, postulating to judge a translation according to reader’s response between SL reader and TL reader, has been evoked criticized. This problem will be further discussed9later.Lv Jun (1998) criticizes that Nida’s Equivalence Effect theory lays too much emphasis on reader’s function and devaluates the ontological position of the original text. Chen Zhijie (2001) discusses some misleading about the theory of reader-response, and accordingly rethinks over the statues of the translator, the text, and the proportion of domestication and foreignization.Based on Reception Aesthetics, Dong Hongchuan (2001) analyzes the phenomenon of cultural misinterpretation in literary translation. With the purpose of meeting the assumed horizon of expectation of intended reader, the translator often has to change strategies to formulate TT, but sometimes, because of cultural constraints, the translator misinterprets the cultural elements in the ST causes deviation in the TT.To sum up, these researches based on Reception Aesthetics expound the following features aiding translation studies.1) The equivalence criterion in translation is just an ideal and can only beappropriately achieved, since translation activity experiences two processes of reception. The fact that the translator is the first receptor of the ST, coupled with final reader’s reception of the TT, makes it impractical to reach the same effect between ST reader and TT reader. The criterion of translation should be multidimensional.2) Focus on the translation should be part from the text to the reader. A certaintranslator always has his or her implied readers and actual readers in mind that would have an impact on his selection of translating strategies. The affirmation to the readers is their active and creative status in translation process. Accordingly, domestication is not a single solution to help readers to comprehend the TT. Because of their active and creative status and their10cognitive abilities, foreignization is also feasible.3) The role of translator accordingly is a subjective and creative one intranslating process.4) Concepts of ‘horizon of expectation’ and ‘history effect’ both can be legitimatethat demand something new in reader’s reading. The reader’s horizon of expectation varies in different periods of time. Hence, different translating strategies function in history to meet the reader’s changing horizon of expectation.1.2 Culture System Constraints as an Objective Reception FactorReader’s reception can not be insulated from the receiving culture. Language is part of culture and plays a very important role in it. It is influenced and shaped by culture; it reflects culture. Culture has been developing over history. It is ubiquitous, multidimensional, complex, and all-pervasive. Many definitions have been suggested for culture. As early as 1952, Kroeber and Kluckhohn listed 164 definitions of culture that they found in the anthropology literature. What has been termed the classic and mostly referred-by was provided by Edward. B. Tylor, a famous British anthropologist, in his book Primitive Culture (Tylor, 1871):‘Culture is that complex whole which includes knowledge, belief, morals, law, customs and any other capabilities and habits acquired by man as a member of society’. (Liu Miqing, 1999:27)Also, we will see the role of communication in this definition proposed by Bates and Plog (Samovar, 2000:36):‘Culture is a system of shared beliefs, values, customs, behaviors, and artifacts that the members of a society use to cope with their world and with one another, and that are transmitted from generation through learning.’11In a broad sense, culture refers to the whole material and spiritual wealth human beings have created and accumulated in the course of social development. In a narrow sense, culture refers to social ideology, and its correspondent institute and organizing structures.In view of the relationship of culture and language, culture, according to Liu Miqing has four basic general features(1999:72-74):1) Infiltration. The media of cultural infiltration are various, one of which is by theway of language. Saussure believed that language is a system of sign. Each linguistic unit塑料你好拷贝功夫Usually, literal translation is also a way to enrich language. For example, with respect to computer science terminology, Chinese people are getting more familiar with ‘menu’ (菜单), ‘Net Ants’ (网络蚂蚁) and ‘firewall’ (防火墙) ect. The conciseness and figurativeness of the original English expressions are literally translated into Chinese with roughly the same syllables with English one. They are memorable and favorably accepted by Chinese computer users.2) Compatibility. An important characteristic of culture is that it is shared andmutually developing, which makes interlingual transfer possible. People with the same culture share ideas, ways of behaving, and a way of life. Diffusion of culture is borrowing one culture from another. Historically, diffusion has been12part of cultural contact for as long as cultures have existed. Chinese society was forced to deal with the spread of Buddhism at the first. Taoist concepts were used in translations to acculturate Buddhist concepts. Later on, different religions developed in China. Buddhism has been exerting great impact on Chinese society and culture, which is reflected in many Chinese words and phrases such asÔ©¼Ò天诛地灭洞房花烛双喜临门’a shrug’, ‘play knife and fork’ are respectively national culture-loaded social symbols in Chinese and English society. Thirdly is bestowed with geographical symbols, and are distinctive with Chinese geographical features; whereas ‘when Dover and Calais meet’with English geographical features, which implies that something absolutely impossible because Dover is a harbor in UK while Calais locates oppositely over the sea in France. And finally it is bestowed with material symbols,and are unique in Chinese culture, whereas ‘hot dog’ and ‘motel’ are with cultural flavor of English-speaking countries.4) Interference. Conflicts between cultures are sources of trouble in translation.A very typical contrast, for instance, of animal metaphor preference between13。
英语学科核心素养著作
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英语学科核心素养著作The acquisition and development of core competencies in English language learning is a critical aspect of modern education. In an increasingly globalized world, the ability to effectively communicate in English has become a fundamental skill for success in academic, professional, and personal spheres. Core competencies in English language learning encompass a broad range of linguistic, cognitive, and intercultural abilities that enable individuals to engage in meaningful and effective communication across diverse contexts.At the heart of these core competencies is the mastery of the English language itself. This includes a comprehensive understanding of English grammar, syntax, and vocabulary, as well as the ability to apply these linguistic elements in both written and oral communication. Proficiency in reading, writing, listening, and speaking forms the foundation upon which all other English language competencies are built.Beyond the foundational linguistic skills, core competencies in English language learning also involve the development of criticalthinking and problem-solving abilities. Effective communication in English requires the ability to analyze information, formulate coherent arguments, and engage in constructive dialogue. Students must learn to think critically, evaluate sources, and synthesize knowledge to effectively express their ideas and perspectives in English.Intercultural competence is another crucial component of core competencies in English language learning. In a globalized world, the ability to understand and navigate different cultural contexts is essential. Students must develop an appreciation for cultural diversity, an awareness of cultural norms and customs, and the skills to communicate effectively across cultural boundaries. This includes the ability to adapt one's communication style, recognize and respect cultural differences, and engage in cross-cultural collaboration and problem-solving.The development of these core competencies in English language learning is not a linear process, but rather a dynamic and ongoing journey. It requires a comprehensive and integrated approach that encompasses a range of pedagogical strategies and learning experiences. This may include immersive language learning environments, project-based learning, authentic communication tasks, and the integration of technology-based tools and resources.One key aspect of this approach is the emphasis on learner-centered instruction. Rather than a one-size-fits-all model, effective English language learning programs must be tailored to the unique needs, learning styles, and proficiency levels of individual students. This may involve the use of differentiated instruction, personalized learning plans, and the incorporation of formative assessment strategies to continuously monitor and adapt the learning process.Another critical component of developing core competencies in English language learning is the fostering of a supportive and collaborative learning environment. Students must feel empowered to take risks, experiment with the language, and engage in meaningful dialogue with their peers and instructors. This can be facilitated through the creation of inclusive classrooms, the promotion of peer-to-peer learning, and the provision of constructive feedback and guidance.The importance of ongoing professional development for English language educators cannot be overstated. As the field of language learning continues to evolve, teachers must remain committed to staying current with best practices, incorporating new technologies and pedagogical approaches, and continuously refining their instructional strategies to meet the changing needs of their students.In conclusion, the development of core competencies in Englishlanguage learning is a multifaceted and dynamic process that requires a comprehensive and integrated approach. By focusing on the mastery of linguistic skills, the cultivation of critical thinking and problem-solving abilities, the development of intercultural competence, and the creation of learner-centered and collaborative learning environments, educators can empower students to become effective and confident communicators in English, ready to navigate the challenges and opportunities of the 21st century.。
Curriculum_Design_of_Literature_Postgraduates_in_A
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US-China Foreign Language, August 2023, Vol. 21, No. 8, 302-306doi:10.17265/1539-8080/2023.08.002 Curriculum Design of Literature Postgraduates inAgri-UniversitiesYI Li, LI HaoyueChina Agricultural University, Beijing, ChinaThere has been a significant increase in the number of postgraduates in China in the late 20 years. However, in recentyears, we have witnessed the shrinkage of vocational market, which particularly affects art graduates, especially inthe polytechnic-oriented colleges. This article presents a tracking investigation conducted on curriculum design ofliterature postgraduates in a highly representative agri-university in Beijing. The aim is to shed light on the issue andto propose targeted recommendations.Keywords: literature postgraduates, agri-university, employment, curriculum designIntroductionGraduate education represents an advanced level, aiming at nurturing individuals with strong research and creative abilities in different specialties. In recent years, due to significant shifts in the job market, humanities-oriented postgraduate programs in agricultural and forestry institutions have faced the contradiction between expanding student enrollment and contracting market demand. Before the expansion of postgraduate admissions in 2002, only 624,000 individuals registered for the National Entrance Examination for Master ’s Degrees, whereas by 2022, this number had risen to 4.57 million (Zhao, 2007). This is particularly prominent for foreign-language major in agri-universities. Before the expansion, many humanistic disciplines used to be established in comprehensive universities with a long history, and the scope of institutions offering literature majors was even smaller. In agri-universities, the establishment of literature majors occurred predominantly within the late 10 years from 2001 to 2010. For example, the specific university studied in this article established English literature major in 2005. The settlement of the new majors at first just imitates the curriculum design of those in comprehensive universities, where there have been well-qualified faculties and extensive practical experience because of the deep tradition. They could continuously receive feedback and make revisions to their curriculum, thereby meeting the development needs.We have investigated three comprehensive universities, including Sun Yat-sen University, Wuhan University, and Sichuan University. Students in the universities are flexible in choosing elective courses within their major, aligning them with their supervisors ’ research directions. In the universities, compulsory courses and major electives cover various fields, including literature, linguistics, translation, and teaching, with compulsory Acknowledgements: We would like to show our appreciation to the support from the Graduate School of China Agricultural University.YI Li, Ph.D., associate professor, College of Humanities and Development Studies, China Agricultural University, Beijing, China. LI Haoyue, undergraduate student, College of Humanities and Development Studies, China Agricultural University, Beijing, China.DA VID PUBLISHINGDCURRICULUM DESIGN OF LITERATURE POSTGRADUATES IN AGRI-UNIVERSITIES 303courses emphasizing a certain direction. However, the shortage of qualified faculties at the first stage may lead to a situation where students are required to take a mixture of courses, including linguistics, English and American literature, culture, and translation. When it comes to writing their graduation theses, they are expected to separate the topics into literature, culture, translation, and linguistics. This approach does not seem to differ significantly from programs focused solely on literature, translation, or linguistics, but the depth of education differs significantly. Prior to the expansion of postgraduate admissions, foreign language master programs in traditional institutions mainly aimed to prepare students for higher education institutions, research institutes, or advanced translation careers. However, with the increase in admissions, a swarm of foreign language postgraduates have entered the job market, and simultaneously, the corresponding positions have been saturated. As a result, both the postgraduates and job market have lowered their expectations, especially for those newly established foreign language master programs.This article comprehensively investigated the postgraduates in an agri-university in Beijing. In-depth interviews were conducted at different stages, when they were studying in the university, and when they have worked six months after employment, with the interview focusing on the aspects of curriculum design, professional positioning, and job requirements. Additionally, the interviews were also conducted with people working in internet companies, government departments, and educational institutions for the purpose of understanding the market needs. This research aims to provide a suggestion to improve the curriculum design for foreign language postgraduate programs in agricultural and forestry universities.Literature ReviewYao (2013) pointed out that job preparation and academic pursuits are irreconcilable, which is commonly acknowledged by graduate students and the colleges. Some scholars argue that art and humanity postgraduates bear the responsibility for the difficulty in finding a job (Zhang, 2006). Yin (2007) believed that many art and humanity postgraduates are unwilling to engage in specific experimental research, but preferring to the soft sciences and theoretical research in which the results are got more easily. He also highlights that although there are hardware facilities, the investment in the professional software is insufficient. Sun and Zhao (2007) stated that rational employers, aiming to minimize their costs, will decrease their demand for postgraduates, which has been testified under our observations: at a talent recruitment fair on a campus in Beijing, where employment prospects for undergraduate foreign language students far exceeded those of their postgraduate counterparts. Qu, Hu, and Liu (2014) discovered that many postgraduates aspire to work in stable institutions, or to pursue further education overseas to enhance their academic backgrounds. However, the limitation in their curricula usually results in a significant discrepancy between the actual employment and their ideal career aspirations. Students with master degree, positioned between undergraduates and doctoral candidates, often find themselves in a state of “neither”, which means they not only lack working experiences, but proper academic status. The situation definitely becomes their obstacle in job finding (Wang & Gao, 2018). Wang, Li, and Shao (2017) conducted a study in Yunnan Agricultural University, focusing on the students’learning and living conditions, scientific research practices, teaching environment, personal qualities, and student-teacher communication. Their conclusion includes, inadequate classroom teaching management, limited student-teacher communication, and a disparity between education and market requirement. Luo, Meng, and Li (2012) also found the disparity between education and market requirement, stating that knowledge transmission relies on classroom lectures while market places greater emphasis on practicality. Wu, Wen, and Liu (2018) believe that professional programs should haveCURRICULUM DESIGN OF LITERATURE POSTGRADUATES IN AGRI-UNIVERSITIES304focused more on practical training, aligning with marketing demands, instead of solely on academic research programs of the supervisors. Zhao (2007) also suggested that universities should adjust their enrollment scale promptly based on market demand.Data AnalysisWe conducted a tracking investigation on eight postgraduate students from an agri-university in Beijing. Three in-depth interviews were conducted at different stages: (a) during their stay on campus studies; (b) right prior to their graduation; and (c) six months after graduation. The topics focused on curriculum design, job-seeking, and professional requirements. Among the eight students, four have entered the civil service system (LYD, LHR, WKQ, and ZXY), two have joined the primary and secondary education system (ZMJ and MLY), one is preparing for a doctoral program (ZYW), and one is currently in the job-seeking process (JZT). Curriculum Design and Job-FindingRegarding curriculum design, all interviewees mentioned that their curricula were not reasonable. ZMJ believed that the curricula lacked specialization. In her courses of 41 credits, only six credits were directly related to her major (literary theory). LHR also mentioned that the class schedule was not well arranged. Additionally, she felt that the content of major courses did not align well with the undergraduate curricula. The courses either repeated undergraduate content or focused solely on theoretical lectures. ZMJ mentioned that the curricula design should be logical and coherent. All the participants pointed out that the curricula failed to reflect the specialty of their university. Surprisingly, all interviewees were deeply impressed by the “Agricultural and Rural Education”courses offered by the university and mentioned in the interviews that this course had greatly helped them in their job search. Therefore, on the one side, they were biased as postgraduates from agri-university in job market, and on the other side, they lacked the specialty training align to the agri-university.Regarding the relevance of employment and major, the interviewees believed that the relevance is very low and they expressed that the courses and academic training during their graduate studies were only beneficial for personal development, but did not directly help them in job finding or in practical work later on. Besides, during the job-seeking phase, the background of their agri-university did not do them any favor but elicited negative stereotypes. One story needs to mention that one student who scored top one in the teacher certification examination organized by the local education bureau faced disappointment when two prestigious local high schools chose graduates from a normal university over her only because of her educational background.Two interviewees working as teachers contended that their ability working as a teacher primarily derived from their undergraduate studies, while the academic training in their postgraduate programs held minimal relevance to their current stage of work. The interviewees who became civil servants or held administrative roles in educational institutions noted that their day-to-day responsibilities scarcely necessitated the use of English. Their tasks mainly revolved around data integration and official report writing.Professional RequirementsWe also conducted interviews with people working in different companies, including Kwai, NetEase, Alibaba, Ericsson, LONGi, and Xiaomi, to gain insights into professional requirements. They reached a consensus that candidates being recruited should possess a certain level of proficiency in a foreign language. However, apart from language skills, other abilities are also necessary. For instance, the interviewee from LONGi Solar, who is responsible for human resources, mentioned that many domestic companies are expandingCURRICULUM DESIGN OF LITERATURE POSTGRADUATES IN AGRI-UNIVERSITIES 305internationally due to the globalized trend. As a result, top companies in China have certain requirements regarding foreign language skills, which are considered a foundational competency. Nevertheless, they also emphasize the need for candidates to possess other skill sets to better meet the company’s demands. She further mentioned that these companies also require highly skilled individuals, such as Ph.D. graduates in foreign languages, but the demand for such talents is relatively low and mostly concentrated in the field of artificial intelligence-related technological research and development. On the other hand, for master-degree graduates, there is a greater preference for candidates with a combination of skills.ConclusionsXie, Yan, and Wang (2017) conducted research on the employment of master-degree graduates from agricultural and forestry universities. In the Northwest Agricultural and Forestry University, he found 47.14% of employment in enterprises, and government agencies and public institutions accounted for 36.48%. In Nanjing Agricultural University, 54.71% of employment was found in enterprises, and government agencies and public institutions accounted for 35.02%. In Beijing Forestry University, 60.20% of employment was found in state-owned enterprises, with government agencies, higher education institutions, and other public institutions accounting for 26.63%. In the South China Agricultural University, only 26.23% of graduates were employed in government agencies and public institutions, while the employment in private enterprises reached 64.58%.In a survey conducted by Wang et al. (2017) on the primary abilities required for graduate students, a total of 484 employers were surveyed. The results revealed that 17.8% of employers emphasized the importance of professional knowledge, while 15.6% emphasized language expression, 14.5% emphasized professional ethics, 12.22% emphasized work attitude, 11.1% emphasized learning ability, and 10% emphasized innovation. Furthermore, 47.8% of the employers considered comprehensive qualities as their top priority, while only 23.3% believed that professional knowledge was the most important factor. Overall, comprehensive qualities and professional knowledge are the two most valued factors for the majority of employers.Based on the above findings, it can be concluded that the current training for postgraduates majored in literature in agri-university is not comprehensive training. Instead, the curriculum design is inclined more to the narrow discipline in terms of academic training. Ironically, the postgraduates majored in literature from agri-university are in a disadvantaged position and sometimes facing discrimination, while they have not taken advantages of comprehensive training concerning the agricultural at all. Faced with such challenges, we suggest the improvement approach is “dynamic adjustment” in terms of timing. In the face of the crucial trend of “the rural revitalization”, the characteristics of agri-universities should become an advantage. In terms of curriculum settings, more agricultural-related classes and activities should be incorporated to empower students for their future work, rather than acting as obstacles. Therefore, the curriculum design should focus on “comprehensiveness” and take full advantage of the strengths of the respective institutions. During an interview with the School of Humanities in Zhejiang Agricultural and Forestry University, the author discovered that the Department of Foreign Languages collaborated with the Tea Science and Culture Department when they set up their “translation” master program. They appropriately collaborated on the core courses of foreign languages and courses and internships related to tea science and culture. Since Zhejiang is renowned for its tea production, this integration allows their literature postgraduates to confidently emphasize the special advantages gained from their university.CURRICULUM DESIGN OF LITERATURE POSTGRADUATES IN AGRI-UNIVERSITIES306ReferencesLuo, J. L., Meng, Q. Y., & Li, M. (2012). Analysis of the reform of university curriculum system in response to employment market demand. Journal of National Academy of Education Administration, 14(5), 52-55.Qu, B. H., Hu, S. Y., & Liu, Y. H. (2014). Analysis and research of agriculture and forestry university graduate employment situation—With Northeast Forestry University as an example. Journal of Anhui Ag. Sci., 42(35), 12752-12754.Sun, B. C., & Zhao, H. B. (2007). The quality of graduate education and graduate employment: A diploma screening perspective.Higher Education Exploration, 23(3), 23-25.Wang, H., & Gao, F. (2018). Exploring the path of cultivating employment skills for humanities master’s graduates. China Adult Education, 27(19), 70-72.Wang, Y. R., Li, X. K., & Shao, R. R. (2017). Investigation and cultivation of learning characteristics of social science graduate students: A case of Yunnan Agricultural University. Journal of Yunnan Agricultural University (Social Science), 11(6), 117-121.Wu, C. S., Wen, X. L., & Liu, H. Y. (2018). A study of graduate employment psychological in agriculture and forestry university: Taking Northwest A&F University for example. China University Students Career Guide, 20(3), 55-59.Xie, Y. Z., Yan, J. H., & Wang, Q. L. (2017). Current situation and countermeasures of graduate employment in agricultural and forestry colleges: An analysis based on the employment quality report of 9 agricultural and forestry universities’ 2015 graduates.Higher Agricultural Education, 34(3), 94-98.Yao, J. H. (2013). Academic orientation versus employment orientation: Reflections on postgraduate education. Journal of National Academy of Education Administration, 15(10), 35-38.Yin, F. Y. (2007). The analysis of literae humaniores graduate student use of laboratory. Modern Educational Technology, 17(10), 103-105.Zhang, Z. S. (2006). On the role of the supervisor in helping the postgraduate’s empl oyment. Journal of Yunnan Minzu University (Philosophy and Social Sciences Edition), 24(4), 158-159.Zhao, H. N. (2007). Analysis and countermeasures of the “Difficult Employment”problem for humanities master’s graduates.Journal of Inner Mongolia Normal University (Educational Science Edition), 20(9), 85-87.。
基础英语口语课演讲-literatu
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Classification
• Fiction and Non Fiction: Fiction includes novels, short stories, and plays, which are works of imagination and creativity Non fiction includes biographies, memories, essays, and other works based on facts or real life experiences
ONE
3
The Application of Literature in Spoken Language
Reading comprehension
Improving reading comprehension
By reading literature, students can improve their ability to understand and analyze written materials, which is essential for effective communication in English
• Generes: Literature can be classified into different genres such as poetry, Prose fiction, drama, and non fiction Each gene has its own unique style, form, and purpose
中医专业英语教学设计
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目录
• Medical English terminology and expression skills
• Cultural exchange and crosscultural communication
• Course evaluation and feedback mechanism
Course Introduction and 01 Teaching Objectives
Cultivate cross-cultural communication skills: Improve students' ability to use English for professional communication in traditional Chinese medicine, enabling them to effectively communicate and cooperate in the international medical field.
Common Chinese medicines and their effects: List common Chinese medicines and their effects, such as ginseng, astragalus, angelica, etc., and explain their applications in prescriptions.
Teaching objectives and requirements
Knowledge objective
Students are required to master the basic theories of traditional Chinese medicine, diagnosis and treatment methods, as well as relevant English terminology and expressions of traditional Chinese medicine.
Literature and English literature(文学和英国文学介绍)
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(1) Non-literary language is usually
“denotative”(直指式的), it aims at a
one-to-one correspondence between
sign(符号)and referent(指称对象) or
Venice
Tragedies: Hamlet, Othello, King Lear,
Macbeth, Romeo and Juliet
History Plays: Henry IV
IV. The 17th Century
Writers and works:
John Milton: Paradise Lost 失乐园
noted for the extensive influence of French
literature on native English forms and
themes.
Achievements
Literary Trends:
Arthurian Legends and Tales nd English
literature(文学和英国文
学介绍)
Literature refers to the practice and
profession of writing. It comes from human
interest in telling a story, in arranging words
Robinson Crusoe 鲁宾逊漂流记
Samuel Richardson: Pamela 帕米拉
Henry Fielding: Tom Jones 汤姆·琼斯
大学课程学科词汇英文表达方式汇总
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大学课程学科词汇英文表达方式汇总哲学Philosophy马克思主义哲学Philosophy of Marxism中国哲学Chinese Philosophy外国哲学Foreign Philosophies逻辑学Logic伦理学Ethics美学Aesthetics宗教学Science of Religion科学技术哲学Philosophy of Science and Technology经济学Economics理论经济学Theoretical Economics政治经济学Political Economy经济思想史History of Economic Thought经济史History of Economic西方经济学Western Economics世界经济World Economics人口、资源与环境经济学Population, Resources and Environmental Economics应用经济学Applied Economics国民经济学National Economics区域经济学Regional Economics财政学(含税收学)Public Finance (including Taxation)金融学(含保险学)Finance(including Insurance)产业经济学Industrial Economics国际贸易学International Trade劳动经济学Labor Economics统计学Statistics数量经济学Quantitative Economics中文学科、专业名称英文学科、专业名称国防经济学National Defense Economics法学Law法学Science of Law法学理论Jurisprudence法律史Legal History宪法学与行政法学Constitutional Law and Administrative Law刑法学Criminal Jurisprudence民商法学(含劳动法学、社会保障法学)Civil Law and Commercial Law (including Science of Labor Law and Science of Social Security Law) 诉讼法学Science of Procedure Laws经济法学Science of Economic Law环境与资源保护法学Science of Environment and Natural Resources Protection Law国际法学(含国际公法学、国际私法学、国际经济法学、)Internationallaw(including International Public law, International Private Law and International Economic Law)军事法学Science of Military Law政治学Political Science政治学理论Political Theory中外政治制度Chinese and Foreign Political Institution科学社会主义与国际共产主义运动Scientific Socialism and International Communist Movement中共党史(含党的学说与党的建设)History of the Communist Party of China (including the Doctrine of China Party and Party Building)马克思主义理论与思想政治教育Education of Marxist Theory and Education in Ideology and Politics国际政治学International Politics国际关系学International Relations外交学Diplomacy社会学Sociology社会学Sociology人口学Demography人类学Anthropology民俗学(含中国民间文学)Folklore(including Chinese Folk Literature)民族学Ethnology民族学Ethnology马克思主义民族理论与政策Marxist Ethnic Theory and Policy 中国少数民族经济Chinese Ethnic Economics中国少数民族史Chinese Ethnic History中国少数民族艺术Chinese Ethnic Art教育学Education教育学Education Science教育学原理Educational Principle课程与教学论Curriculum and Teaching Methodology教育史History of Education比较教育学Comparative Education学前教育学Pre-school Education高等教育学Higher Education成人教育学Adult Education职业技术教育学Vocational and Technical Education特殊教育学Special Education教育技术学Education Technology心理学Psychology基础心理学Basic Psychology发展与心理学Developmental and Educational Psychology 应用心理学Applied Psychology体育学Science of Physical Culture and Sports体育人文社会学Humane and Sociological Science of Sports运动人体科学Human Movement Science体育教育训练学Theory of Sports Pedagogy and Training民族传统体育学Science of Ethnic Traditional Sports文学Literature中国语言文学Chinese Literature文艺学Theory of Literature and Art语言学及应用语言学Linguistics and Applied Linguistics汉语言文字学Chinese Philology中国古典文献学Study of Chinese Classical Text中国古代文学Ancient Chinese Literature中国现当代文学Modern and Contemporary Chinese Literature 中国少数民族语言文学Chinese Ethnic Language and Literature比较文学与世界文学Comparative Literature and World Literature 外国语言文学Foreign Languages and Literatures英语语言文学English Language and 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范畴理论的发展及其对认知语言学的贡献
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2004年第4期 外 国 语 总第152期 No.4, July 2004 Journal of Foreign Languages General Serial No.15234 文章编号:1004-5139(2004)04-0034-07 中图分类号:H030 文献标识码:A范畴理论的发展及其对认知语言学的贡献吴世雄1,陈维振2 (1. 福建师范大学 外国语言文学研究中心,香港岭南大学英文系,香港;2. 福建师范大学 外国语言文学研究中心,福州 350007) 摘 要:本文叙述范畴理论从亚里士多德的经典范畴理论到当代认知语言学的原型范畴理论的历史发展,揭示它们在哲学意义和语言学意义上的异同,以阐明人类范畴观的本原及其发展规律,从而把握范畴理论的真正内涵。
并在此基础上阐述范畴理论对于认知语言学在当代的发展的重要促进作用以及它在语义学领域的应用。
关键词:范畴;亚里士多德;认知语言学Development of Category Theory and Its Contributions to Cognitive LinguisticsWU Shi-xiong 1, CHEN Wei-zhen 2(1. English department, Lingnan University, Hong Kong;2.Foreign Language and Literature Studies Centre of Fujian Teachers University, Fuzhou 350007, China)Abstract: This paper reviews the developments of category theories in China and in Western countries. On this basis, it reviews the contributions these developments have brought about to the birth and the developments of contemporary cognitive linguistics, and the application of cognitive category theory in semantic analysis. Key words: category; Aristotle; cognitive linguistics 一、西方古代哲学史上范畴理论的发展亚里士多德是西方哲学史上第一个对哲学范畴进行系统阐述的学者。
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Answer: Onion
Middle English The most famous poem in Middle rbury Tales. Here is a section from the beginning, describing the reason for the pilgrimage to Canterbury Cathedral.
Humpty Dumpty Sat on A Wall
Humpty Dumpty sat on a wall Humpty Dumpty had a great fall All the king‟s horses and All the king‟s men Cannot put Humpty Dumpty together again
The spread of empire from 1600 to 1900 saw the
spread of the English language to North America, Australasia, India and west and south Africa. To run an empire you need a literate commercial and administrative class. Education becomes important. But in the education received by the aristocratic, ruling class in the 1600s and the 1700s it was Classical Literature and the languages of Latin and Greek that constituted the literature and languages that marked out an „educated man‟.
Early Modern English
Shakespeare‟s plays come from this early modern
period. But at the time a more well known book across the country was Foxe‟s Book of Martyrs [1563] This was a widely circulated account of the persecution of Protestants and combined a plain account in modern English with woodcut illustrations showing martyrs being put to death. It helped shape a modern non-conformist British identity. Men and women would die for their beliefs.
Modern English [1500s to present]
Foxe‟s Book of Martyrs [1563]
BRITISH EMPIRE MAP 1897
Empire and the spread of English
Part two English in Schools and Universities: English Literature and National Identity
Alice Through the Looking-Glass [1872]
Or , as Shakespeare has Juliet say in Romeo and Juliet
Juliet What's in a name? that which we call a rose By any other name would smell as sweet; So Romeo would, were he not Romeo call'd, Retain that dear perfection which he owes Without that title Romeo and Juliet [1597] Act II Scene II
gathers pace in the early 19th century and triggers debates about literacy and the need for an educated working class. 2.State education begins in 1870 precisely because Britain‟s great rival, Germany, has state education and is successful economically. 3.The birth of subject English in English universities in the late nineteenth century
And specially from every shires ende Of engelond to caunterbury they wende, The hooly blisful martir for to seke, That hem hath holpen whan that they were seeke Modern English version And specially from every shire‟s end of England, to Canterbury they go [wende], the holy blissful martyr to find, who has helped them when they were sick.
English, Literature and National Identity
DR ROBIN PEEL PLYMOUTH UNIVERSITY UNITED KINGDOM
Part one What is „English‟ and „English Literature‟?
We might say that „English‟ is the language and
Homer and the literature of Ancient Greece
The nineteenth century and the emergence of state education
1.The industrial revolution begins in England. It
Shakespeare and Henry V
And you, good yeoman, Whose limbs were made in England, show us here The mettle of your pasture; let us swear That you are worth your breeding; which I doubt not; For there is none of you so mean and base, That hath not noble lustre in your eyes. I see you stand like greyhounds in the slips, Straining upon the start. The game's afoot: Follow your spirit, and upon this charge Cry 'God for Harry, England, and Saint George!' | Henry V Act 3, Scene 1]
Old English , also known as Anglo Saxon
Exeter Cathedral contains an Anglo Saxon volume
known as the Exeter Book.
Old English or Anglo- Saxon
Riddle 25 Old English Ic eom wunderlicu wiht wifum on hyhteneahbuendum nyt; næ gum sceþ þ eburgsittendra nymthe bonan anum.Staþ ol min is steapheah stonde ic on beddeneoð an ruh nathwæ r. Neþ eð hwilumful cyrtenu ceorles dohtormodwlonc meowle þ æ t heo on mec griperæ seð mec on reodne reafath min heafodfegeð mec on fæ sten. Feleþ sonamines gemotes seo þ e mec nearwað wif wundenlocc. Wæ t bið þ æ t eage. Modern English I am a wondrous creature for women in expectation, a service for neighbours. I harm none of the citizens except my slayer alone. My stem is erect, I stand up in bed, hairy somewhere down below. A very comely peasant's daughter, dares sometimes, proud maiden, that she grips at me, attacks me in my redness, plunders my head, confines me in a stronghold, feels my encounter directly, woman with braided hair. Wet be that eye.