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《钟形罩》[美国]西尔维娅·普拉斯西尔维娅·普拉斯的一生一九六三年一月，《钟形罩》由威廉·海纳曼有限公司在伦敦出版，作者伪称为维多利亚·卢卡斯。西尔维娅·普拉斯之所以采用这一笔名发表她的第一部长篇小说，是因为对其文学价值持怀疑态度，认为它不是一部“严肃作品”。由于小说歪曲了她周遭许多人的品行而并未加以太多掩饰，她也担心小说一经出版会给这些人带来痛苦。《钟形罩》的写作是以西尔维娅·普拉斯早年生活的主要经历为蓝本的。一九三二年，普拉斯出生于马萨诸塞州，童年在波士顿附近的一个名叫温斯罗普的海滨小镇上度过。西尔维娅的母亲是奥地利裔，父亲年少时从波兰移民到美国，是波士顿大学一位杰出的生物学教授，世界知名的蜜蜂专家。西尔维娅有一个弟弟，比她小两岁半。西尔维娅八岁时，生活经历了一场剧变：一九四?年十一月，父亲因长期患病不治去世，母亲带着孩子与外祖父母一同迁至内陆小镇韦尔斯利，这是波士顿郊外一个保守的上层中产阶级社区。外祖母承担起照料家居的责任，母亲每日坐车往返波士顿大学，在一个医护秘书培训班任教，外祖父在布鲁克林乡村俱乐部任侍者总管，周末才回家。西尔维娅和弟弟在当地公立学校念书。“我上的是公立学校，”日后她写道，“真正的公立学校，人人都在那里念书。”西尔维娅很早就开始写诗、画钢笔画，这两类作品一经问世即为她赢得诸多嘉奖。到十七岁时，她对于写作从单纯感兴趣发展到有意识地训练。然而作品的发表却非易事。她的第一篇短篇小说《夏日不再》发表于《十七岁》杂志一九五?年八月号，之前她已经向那家杂志社投了四十五篇稿子。同月，她的一首挖苦战争的诗《苦涩的草莓》被《基督教科学箴言报》接受并发表。她所在中学的一本年鉴《韦尔斯利人》将这位后来自我描述为“狂热的少年实用主义者”的少女刻画如下：热情的微笑……做事精力充沛……在钢琴上弹奏布基时左手节奏很强……擅用粉笔及颜料……周末总是在威廉姆斯学院度过……三明治夹着满满的填料……未来的作家……那些《十七岁》杂志的退稿单……为了驾照,没办法……一九五?年九月，西尔维娅进入马萨诸塞州北安普敦的史密斯学院学习，这是世界上规模最大的一所女子学院。她读书靠的是奖学金——一份来自史密斯学院韦尔斯利校友会，另一份是《斯特拉·达拉斯》的作者、小说家奥莉夫·希金斯·普劳蒂的馈赠，后来她与西尔维娅结成朋友，也是她的赞助人。那几年西尔维娅一丝不苟地按照日程安排写诗，在她父亲留下的红皮同义词词典中圈出她要的单词，坚持记一本内容详尽的日志，积极摘录报章美文，专心致志地学习功课。作为学生她极为成功，还入选了班委会、校学生会。她是《史密斯评论》杂志的编委会成员，总是到男子学院度周末，曾在《十七岁》杂志上发表了多篇短篇小说和诗歌。然而就在当时，她在一封信中写道：“表面上看我似已取得了几项小小成就，内心里我却忧心忡忡，对自己满怀疑虑。”关于这段时期，一个朋友后来评论道：“西尔维娅似乎不能坐等生活向她走来……她飞奔出去迎接生活，去促使事情发生。”随着西尔维娅的女性意识渐长，诗人/知识分子以及妻子/母亲这两种生活方式的冲突成了困扰她的主要问题，她写道：“……生活在好似钟形罩里那种稀薄的空气中，而我大部分时间居然都活蹦乱跳，这实在令人惊异。”一九五一年八月在《小姐》杂志的小说比赛中，她因短篇小说《明顿家的星期日》获奖。第二年，也就是她上大二那年，西尔维娅获得两项史密斯学院的诗歌奖，还入选法·贝塔·卡帕联谊会和史密斯学院的文科荣誉协会阿尔法联谊会。一九五八年夏她参加了《小姐》杂志大学部举办的比赛，获选成为《小姐》客座编辑。在她的剪贴簿中，她以《小姐》杂志特有的轻灵活泼的风格这样描述她在纽约的那个月的最初几天：那年八月我曾是《小姐》全国小说比赛的两个获奖者之一（五百美元！），之后我又入选为代表史密斯学院的客座编辑，乘火车来到纽约市，在《小姐》冷气充足的麦迪逊大街办公室开始为期一个月的受薪工作——淑女帽加高跟鞋——我觉得就像回到了自己的家……“如梦如幻”、“精彩绝伦”以及其他所有不尽其实的形容词都可用来描绘我当客座助理编辑的闹哄哄、乱糟糟的四个星期……住着豪华的巴比桑酒店，编著稿子,会面的全是社会名流，被多得叫人眼花缭乱的联合国代表、同声翻译和艺术家们这儿一个款待、那儿一个宴请……叫人难以置信的旋转木马般的一个月——这个史密斯学院的灰姑娘见到了她的偶像：万斯·布尔杰利、保罗·恩格尔、伊丽莎白·鲍恩——与五位又写诗又教书的青年才俊合作写了文章。这五位诗人是阿利斯特·理德、安东尼·赫克特、理查德·威尔伯、乔治·斯坦纳以及威廉·伯福德，对他们的生平介绍以及对其人其作的评论总是与他们的照片同时面世。在二百三十多页的广告之后，厚厚一本的一九五三年八月《小姐》大学专号刊登了客座编辑西尔维娅的介绍文字：《五三年大学专号：<小姐>编后语》。篇首是一幅寡淡无味的照片，客座编辑们手牵手围成星状，个个身着格子呢裙，头戴与之相配的伊顿公学的帽子，笑逐颜开。照片下面西尔维娅写道：这一季我们都是凝望星辰的人，陶醉在蓝色夜空营造的氛围里。最重要的是，我们在时装界的璀璨星群中发现了作为《小姐》标志的格子呢，如星云般变幻无穷的针织套衫，还有男人，男人，男人——我们险些抢了他们的饭碗！我们把天文望远镜对准环球各地的大学校园新闻，因之辩论，为之思索。聚焦的问题包括：学术自由、大学女生联谊会的争议、我们这被人贴上诸多标签（并且遭受诸多诽谤）的一代人。从我们偏爱的领域里，那些亮度最高的星星在我们职业和未来的计划上投下明亮的光辉，影响着我们的抉择。尽管根据星相推测我们终必迈上的轨道还未为人接受，我们这些客座编辑们期待着《小姐》杂志这一专号——这一校园之星——的推出为我们带来希望。毫无疑问，她更为满意的是第三百五十八页——“《小姐》杂志终于发表了《疯丫头的情歌》——我最得意的一首维拉内拉诗歌。”同年夏天，《哈泼斯杂志》发表了三首西尔维娅的诗歌并付给她稿酬一百美元，西尔维娅将其视为“第一笔职业收入”。后来她在评价这些成就时写道：“总而言之，我觉得自己被创造上、社交上及经济上的成功之浪托了起来——然而，一场历时六个月的崩溃即将开始——”西尔维娅所指的是一九五三年夏秋之季她的生活所经历的一场变故——当时卢森堡夫妇被处以电刑，参议员约瑟夫·麦卡锡正极力攫取政权，艾森豪威尔刚刚就任总统——这些事件都被西尔维娅改头换面，纳入《钟形罩》中。几年以后她这样描述她要写的小说：时装杂志的圈子越来越显出其肤浅造作，回乡则意味着回到波士顿郊区那死气沉沉的夏日世界，这两者都给她（女主角埃丝特·格林伍德）带来极大压力。在纽约，周遭压力曾将她性格内部的豁口紧塞，此时回到家里，这些豁口越裂越大,令人心悸。她对周围世界——她自个儿以及邻居们那无聊乏味的居家生活——的乖僻观点越来越成为其看待事情的惟一视角。对西尔维娅来说，接下来的是休克治疗，然后是她那广为人知的失踪，后来被人发现，最终住院接受心理治疗和次数更多的休克治疗。她写道：“这是一段黑暗、绝望、幻灭的时日——其黑暗只有人类思想的炼狱可比——象征性的死亡、令人麻木的休克治疗——然后是缓慢而痛苦的身体和心理的重生。”随后西尔维娅返回史密斯学院，重新驯服“那去年将我抛下马背、害我落下一圈的野马”。第二年夏初她写道：“一个重整旗鼓的学期结束了，取得的成就也许没有去年那样辉煌壮观，但是基础扎实得多。”到第二学年末，她有更多的诗作见于报端，获得了更多的奖项，并且完成了她为英语专业优等生课程而作的关于陀思妥耶夫斯基小说中的双重人格的鸿篇巨制。一九五五年六月她以最优异的学业成绩从史密斯学院毕业，由富布赖特基金资助赴剑桥大学纽哈姆学院进修一年英语课程。在那儿西尔维娅邂逅了英国诗人特德·休斯，一九五六年六月十六日他们在伦敦举行婚礼。西尔维娅又得到富布赖特基金的一笔资助。夫妇俩赴西班牙度过一个假期之后，在剑桥又住了一年。一九五七年春，他们迁回美国，在这里西尔维娅被同事评价为“史密斯学院英语系建系以来最出色的两三位指导教师之一”。很有可能，在西尔维娅返回美国时，行箧中已经有《钟形罩》的初稿，但她的心思还是放在写诗和教书上。一九五三年六月，她向尤金·佛·萨克斯顿纪念基金申请资助，好完成她的诗集。萨克斯顿纪念基金的设立是为了纪念哈泼兄弟出版社一位卓越的编辑，基金管理机构的匿名成员直接将捐赠颁发给作家，资助他们的生活费用。捐赠的颁发必须得到三位管理机构成员的一致同意，其中一位称西尔维娅的代表诗作“无可挑剔”，她写道：“浏览休斯太太的履历，我发现她成年以后的大部分时间一直享受着这样那样价值不菲的奖金。让她在一所不错的学院继续工作一段时间也许不会对她造成真正的伤害。我的第一反应是拒绝，尽管我认为她的作品的质量值得我们认真考虑。”一九五八年十月，西尔维娅的申请遭到拒绝，管理机构的秘书专门附上一封信，告诉她：“你的申请非常惹人注目。引起争议的不是申请人的天分——这天分十分突出——而是项目本身的性质。”在这期间休斯一家搬进毕肯山上的一座小公寓里，“在波士顿过了一年拮据的日子，一边写作,一边看看有什么出路”。之前，西尔维娅做出了一个艰难的决定，她放弃了教书职位，放弃了她从幼年起就为之做准备的学术生涯，选择了一种不太稳定的生活方式，但她希望这样她能有更多的时间投入写作。然而，这一年慢慢过去，她的诗集一次次以不同书名送交出去却一次次遭到拒绝。就此她写道： 没有什么比不能发表的作品更叫人烦恼了，我这样说大概说明我的写作动机还不纯净吧（噢，多有意思啊我就是停不下来发表不发表有没有人读我才不在乎呢）……我还是想看到它走个印成铅字的仪式。 一九五九年十二月，特德和西尔维娅迁居英国。一九六?年四月他们的第一个孩子弗丽达降生。西尔维娅的诗集《庞然大物》终于被威廉·海纳曼有限公司接受，准备秋季出版。接着西尔维娅遭受流产，动了阑尾切除手术，又怀上身孕。一九六一年五月一日，她再次向尤金·佛·萨克斯顿纪念基金提出申请；这一次是为了完成一部据她说已经写了六分之一——大约五十页吧——的小说。在申请中西尔维娅请求资助以支付“临时照看孩子的人或保姆，每日约五美元，一周六天，一年共一千五百六十美元；书房房租每周约十美元，一年共五百二十美元；合计：二千零八十美元……（眼下我和丈夫及周岁婴儿住在一套两居室公寓里，我不得不打零工以支付生活费用）”。她写信告诉一位朋友说她“正在写一部已经完成三分之一的小说，讲述一个女大学生如何一步步落得精神分裂”。她写道：有十年了吧，我一直想要做这件事，但是一想起要写小说就直犯怵。后来，我开始跟纽约一家出版公司谈判，要把我的诗歌在美国出版，突然之间，那道堤坝垮了，我整夜未眠，兴奋不已，看出应该从何入手，第二天立刻动笔，每天早晨就像上班一样到我借来的书房去,一个劲儿地写呀写呀，越写越多。夏天的时候，休斯一家迁至德文郡，住在一幢乡下的茅屋里。一九六一年十一月六日，萨克斯顿纪念基金管理机构的秘书写信告诉西尔维娅，他们已经投票同意给她颁发一笔数额为二千零八十美元的资助，“即你提议的数额”。西尔维娅回信说：“今天很高兴地收到您的来信，得知有关萨克斯顿纪念基金的好消息。我确有计划完成这部小说，这笔资助来得正是时候，使我得以从俗务脱身，专注此事。”一九六二年一月十七日，儿子尼古拉斯降生。日子划成三部分，一份用来照顾孩子，一份用来料理家务，一份用来写作。一九六二年二月十日，西尔维娅准时向萨克斯顿纪念基金管理机构递交第一份关于小说进展的季度报告。“过去三个月中小说进展非常令人满意，与我拟定的日程相符。第五至第八章几易其稿之后终于敲定，小说目前已完成一百零五页，第九至第十二章也已列出细纲。”然后她详细地报告了《钟形罩》的写作计划。尽管小说进展顺利，西尔维娅还是向朋友抱怨说简直做不了什么事：“一年写出几首我还钟意的诗歌看起来像是挺有成就，其实不过是被大片空格隔开的几个令人满意的小点点。”一九六二年五月一日，在给萨克斯顿纪念基金管理机构的第二份季度报告中，她这样写道：“小说进展十分顺利，与日程相符。已经完成第九至第十二章（一百零六页至一百六十六页），小说的下一部分也已列出细纲。”到一九六二年六月时，她可以这样对朋友说：“我有些东西了。真正的写作。我想让你看看我最新的几首诗作。”她已经开始写作后来收入《爱丽尔》的诗作，有足够的自信将其示人，让别人读，自己也大声朗读。这些诗歌非同凡响：她丈夫曾经写文章说《郁金香》“是后来那些诗歌的先声。她写这首诗时没有像以往那样研究同义词词典，而且速度惊人，仿佛写一封急信。自那以后，她的诗歌都是这样写成的”。一九六二年八月一日,西尔维娅向萨克斯顿纪念基金管理机构递交了最后一份进度报告：小说正在收尾，其架构基本与计划一致，已经完成第十三至第十六章（一百六十七页至二百二十一页），希望最后一部分的进展同样顺利。西尔维娅与特德到爱尔兰度过了一个假期，之后他们决定分居一段时间。那个夏天过得很艰难。她几度病倒，流感加上高烧。看来没法在德文郡再过一个冬天。她开始往返伦敦，在英国广播公司找了份事做，又到处找公寓。《钟形罩》的手稿已经寄给美国的萨克斯顿纪念基金管理机构，也被英国的海纳曼公司接受并排版付印。离圣诞节还差几天，西尔维娅和孩子迁至伦敦，在那儿她租下了一套公寓，签了五年的合约。……发生了一个小小的奇迹——在爱尔兰时我曾去过巴利利的叶芝塔，觉得那是世界上最美丽最安详的地方；后来，在伦敦，我正在我最钟爱的报春花山附近独个儿边走边想我不知何时才能找到一套公寓，正觉着凄凉郁闷呢，我经过了叶芝的寓所，蓝色匾额上写着“叶芝曾在此居住”；我经常经过这个地方，一直盼望能在此居住。门上挂了一块告示牌——公寓出租，我飞奔去找经纪人。只有试过在伦敦找公寓你才会明白这是一个奇迹，我是第一个提出申请的人……我签了五年的租约，这儿简直就是天堂……这是叶芝曾经居住的地方，眼下对我来说这一点意义重大。西尔维娅将找到叶芝的寓所看做一个征兆。她告诉一个朋友，那天她出门去找公寓的时候已经“知道”她会找到这所房子，于是，在那样的肯定之下，她开始信心十足地、精力充沛地制定计划。当时她正在写作另一部小说，收入《爱丽尔》的诗歌也在继续写。她告诉另一位朋友，她认为《钟形罩》“是一部自传体的学徒之作，我只有写了这部小说才能将自己从过去释放出来”。新小说是关于她的生活的，她认为自己受到灵感的催迫，小说具有强大的感染力,情节扣人心弦。一九六三年一月《钟形罩》出版，西尔维娅因为书评感到沮丧，尽管如果换一位读者，因为不是作者，也没有她那样的压力，可能会对小说受到的批评有极其不同的理解。劳伦斯·勒纳在《听众》中写道：“精神病人也能像一般人一样批评美国，也许他们更擅此道；卢卡斯小姐的批评相当漂亮。”《时报文学增刊》评论说作者“确有写作天赋”，又说“如果作者的结构能力能赶上她的想像力，也许她能写出极佳之作”。在《新政治家》中，罗伯特·陶波曼称《钟形罩》为“第一部塞林格风格的女性小说”。一九七?年，西尔维娅的母亲奥瑞丽娅·普拉斯就《钟形罩》美国版本即将发行一事写信给纽约哈泼和罗出版社西尔维娅的责任编辑：我知道，即便我就这本书在此地的发行（《钟形罩》在美国的出版发行）为何会给某些人的个人生活带来痛苦向您解释，或者以其他理由吁请您放弃，都无法阻止此事，所以我不想浪费我自己以及您的时间指出此事将会造成的不可避免的反响。……我实在是想跟您讲讲我和女儿的最后一次谈话；那是在一九六二年六月，就在她的私人世界分崩离析的前夕。在那之前西尔维娅曾经跟我谈起过她在履行她向尤金·佛·萨克斯顿纪念基金会做出的承诺的过程中面临的巨大压力。您知道，那个基金会给了她一笔资助，好让她完成一部小说。在规定的时间内，她经历了一次流产和一次阑尾切除手术，还生下了她的第二个孩子尼古拉斯。“其实，”我记得她说，“我就是把我自个儿生活中的几桩事件拼拼凑凑，再加以虚构，增添几分色彩而已——只能算是一部粗制滥造的糊口之作，但我想它会展示一个面临精神危机的人那种与世隔绝的感觉……我试着透过一只钟形罩子歪曲视像的凸形玻璃来描述我的世界以及其中的人们。”她接着又说：“我的第二本书会展示健康人眼中的同一个世界。”基本上《钟形罩》中的每一个角色都代表了某一个人——常常通过漫画手法加以刻画——某个西尔维娅所爱的人；一九五三年，西尔维娅陷入那历时六个月的痛苦不堪的精神危机时，这些人中的每一位都慷慨地奉献了时间及关爱，其中一位还提供了经济援助……照这本书自身来看，它代表的是最令人不齿的忘恩负义。这并不是西尔维娅的基本为人。这本书一经出版即被人广为传阅，显示出成功的迹象，但西尔维娅却恐慌起来；这就是其中原因。她写信告诉弟弟：“这本书永远不可在美国出版。”《钟形罩》其标题本身就暗示了西尔维娅曾经对我说过的话，聪明的读者应该据此得出推论……那是自从一九一三年与一九一四年之交以来伦敦最寒冷的一个冬天。电和暖气常常未经通知就停掉。水管冻结。她已递交了装电话的申请,她的名字也已列在待装者名册上，但是电话还未装上。每天清晨，直到八点钟孩子们醒来，西尔维娅都在撰写后来被收入《爱丽尔》的诗作。在这段时期里，西尔维娅倍感人类经验之令人惊恐、难以驾驭，倍感各种人际关系之机械如木偶、毫无意义；这些感觉在她脑中萦回不去。但她仍然不停地写作，自信此刻她所写下的文字前所未有。西尔维娅写道：“我觉得自己像个非常高效的工具或者武器，适用合格，时不时需要派上用场。”她去看过医生，医生给她开了一些镇静剂，并且安排她去做一个心理疗程。她给主持心理疗程的医生写了信，预约了就诊时间，也给她在波士顿的心理医生写了信。她染上了鼻窦炎，炎症周期性发作。她辞掉了家中帮忙的“互裨”女孩，正准备再找一个人“上午帮忙带带孩子，好让我能专心写作……晚上没办法，到那会儿我已经精疲力竭，只能听听音乐、喝点儿白兰地、喝点儿水”。尽管有朋友相助，尽管有对春天的期盼（她打算五朔节左右搬回德文郡的住所），西尔维娅仍忍受着绝望和病痛的折磨。但是她的诗作源源不断，甚至在生命中的最后一个星期还写出好几首令人叫绝的诗作。在她身边的人们看来，她没有放弃。她常常看起来心情愉快、充满希望。然而，一九六三年二月十一日的清晨，她结束了自己的生命。谁能道出个中缘由?较早时候，在《钟形罩》最后几页给人带来希望的叙述中，西尔维娅曾经这样写道:我怎么知道有一天——在学院，或者欧洲，某个地方，任何地方——那个钟形罩，还有它那种种叫人透不过气来的扭曲视像，不会再度降临呢?——那个钟形罩，她曾经在其中勇敢地挣扎,曾经成功地挣脱它的束缚，看起来她已经完全摆脱了它的阴影；然而，她的亲身经历曾使她写下这样真切的话：“对于困在钟形罩里的那个人，那个大脑空白、生长停止的人，这世界本身无疑是一场噩梦。”想到你就要毁灭“对于困在钟形罩里的人，那个大脑空白生长停止的人，这世界本身无疑是一场噩梦。“普拉斯的处境似我。二十三岁，除了文学略通以外缺乏任何基本的生存能力，任何一次退稿都造成致命的打击，缺乏交流，诸事不顺，没有勇气一次性告别虚假的生活。爱情也渐渐熄灭，电疗除了带来噩梦般的经历之外与事无补，自己像个傻子然而还将继续傻下去。埃斯特的经历并无喜感，与麦田捕手里的霍尔顿迥异，也并非所谓女权主义的呼喊，其实全书就一个主题，满纸满页地映入眼帘投射心中：过不下去了。所谓的前途完全唬不住人：嫁个教授，即便文学上琴瑟合鸣，仍要带着发卷为他准备一日三餐，哄睡哭闹的孩子，身心俱累之时还要担心明日家用入仍然不敷出。何曾想到过写诗？电和暖气在伦敦旧居中经常未经通知就被停掉，鼻窦炎周期性发作，书评并不积极，母亲一小说暴露事情太多为由与之交恶，并一再阻挠美国版的发行，心理疗程卷土重来，丈夫休斯分居后音讯皆无，她一个人在厨房里颤抖着喝下冰凉的水，鼻塞，发抖，与世隔绝，如置一钟形罩内。埃思特又高又瘦，对脂粉气倍感厌倦；身旁女友偏偏个个顾盼神飞，大放光彩。谁会因为会写诗吸引男性呢？在舞会上她总是最后被随便指派给一个丑陋而又怪异的男人的女士。她遇人不淑，将钱花在去往奇怪的地点上，她爹的坟墓，一座海岛上的监狱。离开纽约前一天她把所有衣饰扔下楼去，看它们在夜空中飞散，让一切见鬼去，如果自己可以先见鬼的话。回家以后埃斯特开始失眠烦躁，写作训练班拒绝了她，学校的课程已被他人先行选去，她想写小说，可是毫无猎奇经验，只有无穷的烦恼和21天的毫无睡眠。“我看到日日年年如同一长串白色的箱子向前排列，在箱子与箱子之间横隔着睡眠，仿佛黑色的阴影一般。只是对我来说，那将箱子与箱子分割开来的长长的阴影突然啪地一声绷断了，一个又一个白天在我面前发出刺眼的白光，就像一条白色的，宽广的，无限荒凉的大道。”她不洗衣服和头发，今天洗了明天还得再洗，重复的生活愚蠢极了，为什么没人制止？“我想什么事都只干一次，干完就拉倒。”是什么挥之不去，始终要我们做个交待才肯罢休？琼自杀了，她的病情时好时坏，最终死在医院附近的一个湖边。医生完全不可信任，治疗方法全凭心情，病人是被摆布的玩偶，电疗椅在等待他们。结局早就注定了。六月，纽约，下雪。心不从所愿。这本书的在线阅读就在百度账号“钟形罩”。
英语专业毕业论文范例
导语：英语专业本科毕业时需要提交相关的论文，而相关的论文又应该要怎么写呢?以下是我整理英语专业毕业论文的资料，欢迎阅读参考。
【摘要】
目前，将多媒体技术和现代教育技术融入到大学英语教学成为一种新型的教学模式，改变了传统教学的方式和理念。同时，如何高效运用网络多媒体教学给教师提出了更大的挑战。在教学转型过程中，如何运用现代教育技术达到教与学相辅相成更是值得探讨。本文将以广东外语外贸大学为例，浅谈现代教育技术对大学英语教学的支撑，并提出针对性的建议。
【关键词】
教育技术;网络多媒体;英语教学
前言
作为连接心理、教育、行为组织等学科的桥梁，现代教育技术一直备受社会关注。教育技术的进步和信息科学的发展息息相关，在未来的教育领域中，信息技术和人工智能将扮演越来越重要的角色。现代教育技术重点研讨如何借助现有的工具有效地促进学习和如何实现学习者的自主个性化学习。现代教育技术被定义为借助于计算机等现代工具，使信息技术与教育教学中的理论、技术相结合，通过对教学资源的设计、开发、利用、评价和管理，以实现教学优化的理论和实践，并进一步推动教育现代化的发展。从其定义可以分析得出：(1)现代教育技术以信息技术为主要手段，充分发挥网络技术和多媒体的优势;(2)现代教育技术是以优化教与学的过程和资源为目标;(3)现代教育技术的核心思想是系统方法的研究。多年以来，随着教育技术的不断发展，广东英语外贸大学也积极推动网络多媒体英语教学，创造优质的语言学习条件促进学生的英语学习，取得了一系列的成效。丰富的视听教材极大地刺激了学生的感官，引发了他们学习英语的兴趣。促使学生的学习由被动转为主动，提高了学生自主学习的能动性。我校的网络多媒体教学从多个维度进行，形成课外、课内的一个立体个性化学习平台，具体应用表现在三个方面：一、课外型教学;二、课内讲授型教学;三、课内自主型教学。
一、课外型教学
利用网络多媒体进行课外学习，主要通过英语电台广播实现教学。英语电台使用无线电波(开路)和经调频数码后导线传送(开路———基于有线网络)进行广播，广播的内容是由英语教育专家团体精心挑选的英语音频资料，课余时间实行全校性广播，学生只要拿着移动智能设备在校内任何地方都可以听到，学生可以在优美的校园里一边漫步一边收听，学生还可以从有关教师里得到相关录音的文字资料和习题。将英语教学输入到学生的生活中，充分调动了不同层次学生学习英语的热情，营造一个灵活多样和形象生动的学习氛围，有效挖掘了学生的英语学习潜能。
二、课内讲授型教学
多媒体网络教学是课内讲授型教学的一种比较普及的教学方法，利用信息技术开辟了英语教学的新方法，拓宽了英语教学的内容和范围。我校在这方面的应用主要有：1、数字语言实验室系统;2、数字在线教学系统。
1、数字语言实验室系统由许多语言实验教室和控制中心组成，除了有传统语言实验室的功能，如：语音广播、分组对讲、分组讨论、电子举手、录音等，还可以通过网络调用控制中心的教学资源，相应课件、音视频点播，以及一些相应练习题和反馈分析。数字语言实验室系统适合主要以讲授和交流为主的课程，如：口语、听力技巧、情景对话等，教师充分讲解难点、要点，学生可以课堂录音，课余自己复习，教师还可以与学生进行一对一交流，并纠正学生的错误，使学生容易突破难点。
2、数字在线教学系统是一种全新的网络多媒体教学手段，教师将教学资源设计成各种多媒体课件，根据教学需要，实时调动教学资源，实现教室演示功能。教师上课时，使用数字在线教学平台，通过在客户端进行相关操作，向中心服务器系统发出请求，系统对接受到的信息进行相应的处理后，将多媒体课件通过网络传送，传达到学生的教学设备上，进行下一步教学。课后学生也可以登录到系统进行预习和复习。数字在线教学系统不仅提供了英语教学的质量，还开拓学生的视野，增加学生的学习兴趣。教师在教育技术人员的协助下，充分利用多媒体网络技术，将听、说、写、译四项教学内容融为一体。其优点和特点：1)集中使用优质教材，确保英语学习质量。提供丰富的学习内容，实现了老师与同学之间教与学的动态结合。2)促进了教师综合能力和自身素质的提高。通过在线学习系统教师可以不断实践、不断探索。3)培养学生自己学习的能力，促进学生个性化学习发展。克服了学习的时空问题，为教师、学生带来便捷。4)营造良好的英语学习环境，提高了英语教学质量，深化大学英语教学改革。
三、课内自主型教学
广东外语外贸大学于九十年代首先创建用局域网进行VOD点播的自主学习环境，近年来，采用云计算技术，形成了基于“广外云”的在线自主学习及移动学习相结合的一种独特的教学模式。将计算机多媒体和网络技术引入英语教学的各个环节，引起教学模式、教学方法、教学手段和教学工具的重大革新。所创设的CAI英语教学环境，使师生之间、学生之间可实现双向交流，利用网络英语教学数据库学会发现、探究、解决问题。计算机网络教学在培养学生的创造性思维方面具有独特优势和实际效用，这种新型的教学模式为学生创新思维的形成提供了理想的温床。在英语教学数据库的支持下，突出了个别化教学的优势，使不同水平、不同智商、不同兴趣、不同特长、不同学习方式的学生可以面对不同层次的学习软件，教师能根据学生的不同情况使用、改进、设计适合学生特点的软件，让每个学生都得到恰如其分的辅导和教学。网络英语教学数据库不仅为学生创设一种适合于思维发展的'理想环境，还向学生提供了丰富多彩的思维表象和现实素材。CAI英语教学主要以自主学习为主，使用视频点播(VOD)系统进行英语教学，打破了课堂的沉闷、枯燥，使课程变得生动有趣，学生在学习中将更加自觉，更加主动。其优点如下：
1.时效性。我校采用最先进的卫星接受系统接收关于国内外新闻、财经、科技、综合节目并及时进行监控和编辑。将地道的英语和外国文化实时输送到我校数字在线学习系统,在整个学校内营造出良好的英语学习环境。教师和学生可以通过观看自己感兴趣的英语节目,提高自己的英语水平，真实地感受异域语言及文化。不仅如此，教师可以接触到先进的教学方法，认识到全球英语教育改革的方向，极大地丰富了英语教学的资源。
2.互动性。在软件的设计和开发中，我们始终将交流互动放在第一位,使师生可随时随地进行无障碍交流。通过对实验室位置的合理编排,更利于现代英语教育理念的实现。
3.开放性。多媒体教学语言实验室与互联网实现有效双向连接,创建了一个快速便捷的英语教学科研网络。
4.自主性。通过建立全校性的网络多媒体教学平台,为全体师生服务。教师可以利用教学平台进行备课、教学和与学生交流互动。学生在数字化语言实验室或者宿舍则可以利用网络教学平台所提供的网上服务,包括英语文学作品的阅读、英语影视片的观看、练习写作、进行网上测试,实行自主个性化学习。
四、网络多媒体教学主要特点
1.共享优质教学资源。挑选最符合学生学习的教材，选择优质教师的教学方法，通过网络共享使用。在现今大学不断扩招的情况下，要保证教学质量，这是最好的选择。
2.实现互动教学。使用网络不仅可以把教学内容广播下去，也可以监控学生的学习情况，可以把有关信息反馈给学生，学生也可以提出问题，教师实时回答。
3.丰富的教学内容。教师可以选择英语电视、英语新闻、英语音频资料，也可以是从卫星上、INTERNET网上等多渠道得到的资料中挑选。
4.全方位的英语学习环境。使用网络多媒体教学，兼顾了涉及到课室内、外的教学，学生在校园里任何地方都可以看到、听到英语，让学生完全容入英语的学习环境中。结束语网络多媒体的使用，不仅发挥了多媒体的优越性，使得学习变得生动有趣，提高学习效率，也发挥网络的优势，共享、互动。网络多媒体教学给我校的英语教学带来了巨大的进步，也是教育技术的进步。随着教育技术的发展，会越来越多地利用自然科学、工程技术学的成果，提高教学效率。
英语专业毕业论文
大学生活在不经意间即将结束，毕业生要通过最后的毕业论文，毕业论文是一种有准备、有计划、比较正规的、比较重要的检验大学学习成果的形式，那么什么样的毕业论文才是好的呢？以下是我帮大家整理的英语专业毕业论文，仅供参考，大家一起来看看吧。
浅析商务英语教学中计算机网络利弊
摘要： 本文通过分析计算机网络在商务英语中的利与弊，探讨计算机网络在商务英语教学中的作用，指出随着信息技术的发展，计算机网络的作用早已远远超出其辅助功能。培养复合型涉外商务英语人才，应打破传统的商务英语教学模式，建立新的以学生为中心的教学模式，强调商务环境下的语言训练。同时，学生不仅要掌握商务英语知识和技能，也要掌握计算机方面的知识和技能。
关键词： 商务英语教学；计算机辅助；教学模式
随着全球经济一体化和我国对外经贸的迅速发展，社会需要越来越多既懂英语，又懂商务的高素质复合型人才。在培养复合型涉外商务英语人才的过程中，商务英语起到了重要作用。通过商务英语教学，一方面，学生可以掌握国际贸易主要术语和必要的商务知识，熟悉经贸业务流程，提高听、说、读、写、译方面的基本能力；另一方面，学生还能掌握商务基本礼仪、经济、贸易等基础理论知识，提高跨文化交际能力，从而最终能够胜任用英语进行对外经贸活动的工作，成为复合型涉外商务英语人才。
一、计算机网络对商务英语教学环境的改善。
商务工作的过程实质上是一种交际过程。商务英语的教学目标是培养在国际商务环境中用英语进行沟通的能力。传统的商务英语教学环境基本上局限在教室和课本上，给学生提供的是零商务环境，导致学生在走上工作岗位时极有可能遭遇“环境休克”，难以将所学知识应用到实际工作中去。
计算机辅助语言学习在我国已经得到重视和应用，并使许多新的教育理念在英语教学中得以实现。
(一)计算机网络能够营造自主学习环境。
Henri Holec提出，学校应该设立两个教学目标：一是帮助学生获得语言和交际能力；二是帮助学生获得自主学习能力。
在商务英语教学过程中，计算机网络使学生能够利用多媒体课件和网络丰富的学习资源进行自学，而不受时间、地点的限制。学生可以根据自身需求和兴趣爱好，自主选择学习内容，调控学习进度，探索学习方法，掌握与商务英语相关的经济、贸易、金融等知识，不断在自身原有经验的基础上建构其对新知识的理解并发展其认知结构。
除了丰富的商务知识外，计算机网络还为学生提供了大量的语言资料，使学生可以不必依赖教师和教材。
各种媒体资源及专门的商务英语教学网站为学生提供了丰富的资源，学生可以自主选择阅读或通过原声电影、英文歌曲、英文广播等多种手段，提高商务英语的听、说、读、写、译基本能力。
以计算机网络为媒介，学生还可以通过电子邮件( e- mail) 、聊天室( chatroom) ，或者MOO (multiuser domainobject oriented)进行一人对一人、一人对多人，或多人对多人的共时( synchronous) ，或非共时交流( asynchronous) ，解决自主学习时遇到的困难。
(二)多信息通道的配合使用有利于改善信息的识记效果。
乔姆斯基(Avram Noam Chomsky)曾指出：“我们大概应该努力为正常人本身拥有的本能的直观判断能力创造一个丰富的语言环境。”人类自然接受信息是通过人的各种感官来进行的，其中包括视觉、听觉、触觉、嗅觉和味觉等，其中视觉和听觉起着最重要的作用。
多媒体技术在商务英语教学中，可以提供丰富的画面、视频、影像和文字，使学生在学习过程中视听结合，图像和声音信息同步输入，有效刺激大脑皮层，提高记忆能力，从而比传统的、单一的以语言为主的教学方式达到更好的教学效果。
(三)大量真实的商务英语材料使语言输入有足够的“重复率”。
Van Patten在谈到语言吸收时认为：“能够被吸收的语言知识在语言输入中必须有足够的‘重复率’( frequen2cy) 和‘凸显性’( salience) ”。计算机、网络和商务英语教学的有机结合，将商务活动方方面面的情景真实地展现在学生面前。学生不仅可以通过计算机、网络找到关于接待、谈判、会议、询盘、发盘、装运、保险等各种商务活动的文字材料，也可以找到相关的听力、视频、音像资料。
就商务活动的某一主题而言，比如询盘，学生可以在网上找到多种对话资料、听力资料、阅读资料、写作资料及文化背景资料。多种资料中商务术语、商务知识的重复出现，使学生潜移默化地提高了语言运用能力，扩大了自己的知识层面。另外，通过计算机网络，教师可指导学生通过网上实时进行国际贸易业务实训，或通过教学软件进行贸易流程的训练。这种真实的商务英语材料不受课本知识的局限，能够激发学生的学习兴趣和热情，将学生的理论知识和真实的商务环境连接起来，帮助学生有效地克服“环境休克”现象。
二、商务英语教学中计算机网络应用的'误区。
与传统的商务英语教学相比，计算机网络的应用使商务英语教学朝着个性化学习和自主式学习的方向发展。
但是，在许多高校的商务英语教学课堂上，教学的本质并未发生改变，还是一种传统的以教师为中心的教学模式。
与传统的黑板+粉笔+录音机的教学形式相比，只是多了光盘、计算机和网络，商务英语课堂教学仍是教师讲、学生听的局面。以商务英语教学中的课文讲解为例，一方面，教师过度依赖课件。教师往往将课本内容完全照搬到多媒体课件中，然后借助课件进行讲解。即使学生课后上网学习和网络版的内容也基本是课本内容的重复，意义不大。在这种情况下，要激发学生的学习潜能，促进学生自主化学习和突出学生的个性化学习之中，就显得非常困难。另一方面，计算机其及网络自身客观上存在局限性，多媒体教学固然生动，但是教师往往在教学过程中给学生提供过大的信息量，而忽视了学生的个体差异。学生在短时间内获得大量的教学信息，在一定程度上抑制了学生的想象力，不利于其解决问题、分析问题能力的发展。
由此可见，在许多高校的商务英语课堂上，普遍认为计算机作为辅助工具用于教学的目的是要帮助教师提高教学手段，其特点是：第一，辅助教师的演示工具(辅助教授难点或重点) ；第二，教学内容基于课本；第三，学生是被灌输知识的对象；第四，不改变教学内容和教学结构；第五，以教师为中心的教学结构。教学上使用的计算机被认为能够增强教师所传授的信息，因为信息被放大在屏幕上。因此，计算机作为一种技术只能起到增强教学效果的辅助作用，而不能真正成为人们用以解决实际问题的工具(Morrison and Lowther， 2005) 。
当今时代，随着信息技术的发展，计算机网络的作用早已远远超出其辅助功能。尤其是在商务领域，人和计算机已经成为一个整体，不能分离。商务活动中，许多具体业务都必须通过计算机及其网络来完成。比如，在电子商务( e - business)中，询盘、发盘、谈判、签订合同等都需要通过电子邮件( e - mail) 、网络聊天等方式来完成。
如果单把计算机网络看做是辅助的工具，是远远不够的。
因为计算机辅助大大削弱了计算机网络本身的功能和作用，不能够从根本上帮助培养复合型涉外商务英语人才，因此需要打破传统的商务英语教学模式，建立新的以学生为中心的教学模式，使学生的知识来源可以扩大到教育网站、数据库、电子书、音像制品、学习课件、报刊杂志、电视广播、教科书、虚拟图书馆、学习软件、网络交流平台及其它材料，教师不再是课堂上的“知识灌输者”，学生变成知识的主动构建者。同时，学生也要在学习商务英语知识、技能的同时，掌握计算机方面的知识和技能。
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[ 3 ]肖芳菲。 多媒体网络环境下的大学英语教学刍议[ J ]. 琼州大学学报， 2007， (2) : 37.
[ 4 ] Holec H. Autonomy and Foreign Language Learning[M ]. Oxford: Pergamon， 1981.
[ 5 ]Morrison， G. R and Lowther， D. L. Integrating Comput2er Technology into the Classroom [M ]. Pearson EducationAsia L imited， 2005.
论文陈述可以很好地组织和发展论点，并为读者提供关于论点的“指南”。
论文陈述包含以下内容：
1、陈述你对这个主题的主要观点
陈述观点时一定要表达一个主要思想，并陈述你的立场或看法。关于主题，需思考：
2、给出几个支持主要观点的理由
理由要写清楚，一定要用符合逻辑的事实和证据来支持这个理由。
3、给出一个与主要观点相反的观点
一个好的论文陈述要承认论点存在另一面。所以，同学可以在论文陈述中给出一个反论点。
论文陈述写作示例：
1、首先，从一个问题开始。例如：互联网对教育有正面或负面的影响吗?
2、其次，表明你对这个问题的立场。例如：互联网对教育的正面影响大于负面影响。
3、最后，发展你的答案。例如：互联网使用的负面影响被其对教育的诸多好处所抵消：互联网有助于学生和老师更容易地获取信息、接触不同的观点，以及这是一个灵活的学习环境。
英语演讲的小短文三分钟
She looked up and asked, “Can I help you?”
She smiled and he thought it was the most beautiful smile he has ever seen before and wanted to kiss her right there.
He said, “Uh… Yeah… Umm… I would like to buy a CD.”
He picked one out and gave her money for it.
"Would you like me to wrap it for you?” she asked, smiling her cute smile again.
He nodded and she went to the back. She came back with the wrapped CD and gave it to him. He took it and walked out of the store.
He went home and from then on, he went to that store every day and bought a CD, and she wrapped it for him. He took the CD home and put it in his closet. He was still too shy to ask her out and he really wanted to but he couldn't. His mother found out about this and told him to just ask her. So the next day, he took all his courage and went to the store as usual. He bought a CD like he did every day and once again she went to the back of the store and came back with it wrapped. He took it and when she wasn't looking, he left his phone number on the desk and ran out…
Love never fails. But where there are prophecies, they will cease; where there are tongues, they will be stilled; where there is knowledge, it will pass away. For we know in part and we prophesy in part, but when perfection comes, the imperfect disappears. When I was a child, I talked like a child, I thought like a child, I reasoned like a child. When I became a man, I put childish ways behind me. Now we see but a poor reflection as in a mirror; then we shall see face to face. Now I know in part; then I shall know fully, even as I am fully known. And now these three remain: faith, hope and love. But the greatest of these is love.
It hurts to love someone and not be loved in return. But what is more painful is to love someone and never find the courage to let that person know how you feel.
A sad thing in life is when you meet someone who means a lot to you, only to find out in the end that it was never meant to be and you just have to let go.
The best kind of friend is the kind you can sit on a porch swing with, never say a word, and then walk away feeling like it was the best conversation you've ever had.
It's true that we don't know what we've got until we lose it, but it's also true that we don't know what we've been missing until it arrives.
It takes only a minute to get a crush on someone, an hour to like someone, and a day to love someone but it takes a lifetime to forget someone. Don't go for looks; they can deceive. Don't go for wealth, even that fades away. Go for someone who makes you smile because it takes only a smile to make a dark day seem bright.
Dream what you want to dream; go where you want to go; be what you want to be, because you have only one life and one chance to do all the things you want to do.
Always put yourself in the other's shoes. If you feel that it hurts you, it probably hurts the person too.
A careless word may kindle strife; a cruel word may wreck a life; a timely word may level stress; a loving word may heal and bless.
The happiest of people don't necessarily have the best of everything they just make the most of everything that comes along their way.
Love begins with a smile, grows with a kiss, ends with a tear. When you were born, you were crying and everyone around you was smiling. Live your life so that when you die, you're the one smiling and everyone around you is crying.
There was once a guy who suffered from cancer, a cancer that can?'t be cured. He was 18 years old and he could die anytime. All his life, he was stuck in his house being taken cared by his mother. He never went outside but he was sick of staying home and wanted to go out for once. So he asked his mother and she gave him permission.
He walked down his block and found a lot of stores. He passed a CD store and looked through the front door for a second as he walked. He stopped and went back to look into the store. He saw a beautiful girl about his age and he knew it was love at first sight. He opened the door and walked in, not looking at anything else but her. He walked closer and closer until he was finally at the front desk where she sat.
阅读虽然不是一种直接的交际,但在本质上也是一种语言交际活动。下面就是我给大家整理的短篇 英语阅读 文章 ，希望大家喜欢。短篇英语阅读文章：You are special A well-know speaker started on his seminar(研讨会) by holding up a $20 bill in the room of 200. He asked,who would like this $20 bill. Hands started going up. He said, "I'm going to give this $20 to one of you, but first, let me do this." He proceeded to crumple(弄皱) the $20 note up. He then asked, "who still wants it?" Still the hands were up in the air. "Well," he replied, "what if I do this?" He dropped it on the ground, and started to ground into the floor with his shoe. He picked it up, now, crumpled and dirty. "Now, who still wants it?" Still the hands went into the air. "My friends, you have all learned a very valuable lesson no matter what I did to the money, you still want it. Because it did not decrease in value. It was still worth $20." Many times in our lives, we are dropped, crumpled, and ground into the dirt by the decisions we make, and circumstances that come away. We feel as though we are worthless. But no matter what happened, or what will happen, you will never lose your value. Dirty or clean, crumpled or finally creased, you are still priceless to those who love you. The worst of your lives comes not in what we do, or who we know, but by who we are. You are special. Don't ever forget it. 短篇英语阅读文章：Love your mother Let us take a moment of the time just to pay tribute and show appreciation to the person called MOM though some may not say it openly to their mother. There's no substitute for her. Cherish every single moment. Though at times she may not be the best of friends, she may not agree to our thoughts, she is still your mother! Your mother will be there for you, to listen to your woes your brags your frustrations, etc. Ask yourself "Have you put aside enough time for her, to listen to her 'blues' of working in the kitchen, her tiredness?" Be tactful, loving and still show her due respect, though you may have a different view from hers. Once gone, only fond memories of the past and also regrets will be left. Do not take for granted the things closest to your heart. Love her more than you love yourself. Life is meaningless without her. 短篇英语阅读文章：Mum and growing days Those Teenage Years When you were 11 years old, she took you and your friends to the different movies. You thanked her by asking to sit in a row. When you were 12 years old, she warned you not to watch certain TV shows. You thanked her by waiting until she left the house. When you were 13, she suggested a haircut that was becoming. You thanked her by telling her she had no taste. When you were 14, she paid for a month away at summer camp. You thanked her by forgetting to write a single letter. When you were 15, she came home from work, looking for a hug. You thanked her by having your bedroom door locked. When you were 16, she taught you how to drive her car. You thanked her by taking it every chance you could. When you were 17, she was expecting an important call. You thanked her by being on the phone all night. When you were 18, she cried at your high school graduation. You thanked her by staying out partying until dawn. When you were 19, she paid for your college tuition, drove you to campus, carried your bags. You thanked her by saying good-bye outside the dorm so you wouldn't be embarrassed in front of your friends. When you were 20, she asked whether you were seeing anyone. You thanked her by saying, "It's none of your business."
转摘More and more scholars are now showing an interest in adopting linguistic approaches to translation studies. Between 1949 and 1989, an incomplete survey by the author revealed that there were only about 30 textbook passages discussing the relationship between linguistics and translation, including aspects of general linguistics, pragmatics, stylistics, text linguistics, rhetoric and machine translation. From 1990 to 1994, there was an incredible increase in the number of passages looking at translation from a linguistic point of view. Almost 160 articles published over these five years concerned translation and general linguistics, stylistics, comparative linguistics, semantics, pragmatics, sociolinguistics, text linguistics, rhetoric, etc. New terms such as discourse analysis, hermeneutics, dynamic equivalence, deep structure and surface structure, context, theme and rheme, cooperative principles, to mention just a few, appeared in the field of translation studies. We can definitely identify a trend of applying linguistics theories to translation studies in these years. Today, we are at the point of questioning whether linguistics is a necessary part of translation. In recent years, some scholars who are in favour of free translation, have repeatedly raised this question to the public and appealed for an end to the linguistic approach to translation. Some firmly believe that translation is an art and that therefore linguistics is neither useful nor helpful. Such a claim is wrong if we look at translation as a whole, including scientific translation where meanings are rigid and restricted and the degree of freedom is limited. Flexibility, in this case, is neither required nor appreciated. But even in literary translation, linguistics is hardly a burden. Wang Zongyan pointed out that « If one sees linguistics as a body of rules regulating language, translators most probably will yawn with boredom. If it signifies the use of words and locutions to fit an occasion, there is nothing to stop translators from embracing linguistics » (Wang 1991: 38). The controversy over « literal » versus « free » translation has a long history, with convincing supporters on each side. For example, ancient Western scholars like Erasmus, Augustine, and others were in favour of literal translation. Among early Chinese translators, Kumarajiva is considered to be of the free school, while Xuan Zuang appears as literal and inflexible. In modern China, Yan Fu advocated hermeneutic translation, while Lu Xun preferred a clumsy version to one that was free but inexact. There is nothing wrong in any of these stances. When these translators emphasized free translation they never denied the possibility of literal translation, and vice versa. Problems only arise when the discussion turns to equivalent translations. The problem of equivalence has caused much controversy. Some people believed that there could be an equivalence of language elements independent of the setting in which they of occurred. Based on this assumption, some « literal » translators tried to decompose a text into single elements in hopes of finding equivalents in the target language. This is a naive idea. Jakobson (1971: 262) notes that « Equivalence in difference is the cardinal problem of language and the pivotal concern of linguistics. » He does not refer to « equivalence » but to « equivalence in difference » as the cardinal problem. Nida was also misunderstood by many for his notion of « equivalence, » which he took to mean that « Translating consists in reproducing in the receptor language the closest natural equivalent of the source-language message, first in terms of meaning and secondly in terms of style » (1969: 12). He further concluded that « Absolute equivalence in translating is never possible » (1984: 14). De Beaugrande and Dressler believed that the success or failure of either free or literal approaches was uncertain: an unduly « literal » translation might be awkward or even unintelligible, while an unduly « free » one might make the original text disintegrate and disappear altogether. To them, equivalence between a translation and an original can only be realized in the experience of the participants (cf. de Beaugrande and Dressler 1981: 216-217). Catford (1965: 27) expressed the same concern that equivalent translation is only « an empirical phenomenon, discovered by comparing SL and TL texts. » In citing the above examples, I have absolutely no intention of insisting on untranslatability. What I mean is that a translator should incorporate his or her own experience and processing activities into the text: solving the problems, reducing polyvalence, explaining away any discrepancies or discontinuities. Linguistic knowledge can help us treat different genres in different ways, always with an awareness that there are never exact equivalences but only approximations. Therefore, amplification and simplification become acceptable. If we agree that texts can be translated, then, in what way does linguistics contribute to translation? To answer this question, we must look at the acceptance of western linguistics in China and its influence on translation. Systematic and scientific study of the Chinese language came into being only at the end of the last century, when Ma Jianzhong published a grammar book Mashi Wentong «马氏文通» in 1898, which was the first in China and took the grammar of Indo-European languages as its model. The study of language was, in turn, influenced by translation studies in China. In Mashi Wenton, the main emphasis is on the use of morphology, which takes up six-sevenths of the book. Influenced by the dominant trend of morphological studies, a word was regarded as the minimum meaningful unit, and a sentence was therefore the logical combination of words of various specific types. Translation was, then, principally based on the unit of the word. In the West, Biblical translation provided a very good example, just as the translation of Buddhist scriptures did in China. Not until the end of the 19th century did some linguists come to realize that sentences were not just the summary of the sequenced words they contained. The Prague School, founded in the 1920s, made a considerable contribution to the study of syntax. According to the analytic approach of the Functional Perspective of the Prague School, a sentence can be broken down into two parts: theme and rheme. Theme is opposed to rheme in a manner similar to the distinction between topic and comment, and is defined as the part of a sentence which contributes least to advancing the process of communication. Rheme, on the other hand, is the part of a sentence which adds most to advancing the process of communication and has the highest degree of communicative dynamism. These two terms help enlighten the process of translating Chinese into English. In the mid-1950s, the study of syntax peaked with the Chomsky's establishment of transformational-generative grammar. This theory of the deep structure and surface structure of language influenced translation tremendously. Nida relied heavily on this theory in developing his « analyzing-transfering-reconstructing » pattern for translation. Some Chinese linguists, in the meantime, tried to raise language studies to a higher plane. Li Jinxi (1982) enlarged the role of sentence studies in his book A New Chinese Grammar, two thirds of which was devoted to discussing sentence formation or syntax. He writes that « No words can be identified except in the context of a sentence. » The study was then improved by other grammarians, including Lu Shuxiang, Wang Li. With the development of linguistic studies, translation based on the unit of the sentence was put forward by some scholars. It was Lin Yu-Tang who first applied the theory to translation in his article « On Translation. » He claimed that « translation should be done on the basis of the sentence [...] What a translator should be faithful to is not the individual words but the meaning conveyed by them » (Lin 1984: r 3). The importance of context in the understanding of a sentence was therefore emphasized. Chao Yuanren, a Chinese scholar and professor at Harvard University, criticized scholars and translators who tended to forget this point and take language for something independent and self-sufficient. In fact, it is obvious that when we translate a sentence, we depend on its context; when we interpret an utterance we rely on the context of the speech (cf. Chao 1967). When a sentence is removed from the text, it usually becomes ambiguous due to the lack of context. Therefore, translation becomes difficult. In the 1960s, people began to realize that the study of language based on sentences was not even sufficient. A complete study should be made of the whole text. A simple sentence like « George passed » may have different interpretations in different contexts. If the context is that of an examination, it means George did well on a test; in a card game it would indicate that George declined his chance to bid; in sports it would mean the ball reached another player. Without a context, how could we decide on a translation? Linguists therefore shifted their attention to the study of texts and to discourse analysis. Text linguistics have become increasingly popular since that time. Van Dijk was a pioneer in this field, and his four-volume edition of the Handbook of Discourse Analysis is of great value. Halliday's Cohesion in English and Introduction to Functional Grammar help us to better understand the English language on a textual level. It is worth noting that de Beaugrande and Dressler (1981) provided an overall and systematic study of text, which is useful to translation studies. De Beaugrande actually wrote a book called Factors in a Theory of Poetic Translating in 1978. The book did not become very popular as it confined the discussion to translating poetry. At the same time, books on a linguistic approach to translation were introduced into China, such as the works of Eugene Nida, Peter Newmarks, J.C. Catford, Georges Mounin, and others. These books gave a great push to the application of linguistic theories to translation studies in China. Textual or discoursive approaches to the study of translation could not keep pace with the development of text linguistics. Some studies remained on the syntactic or semantic level, though even there textual devices were employed. In talking about the translation units of word and text, Nida wrote: ... average person naively thinks that language is words, the common tacit assumption results that translation involves replacing a word in language A with a word in language B. And the more « conscientious » this sort of translation is, the more acute. In other words, the traditional focus of attention in translation was on the word. It was recognized that that was not a sufficiently large unit, and therefore the focus shifted to the sentence. But again, expert translators and linguists have been able to demonstrate that individual sentences, in turn, are not enough. The focus should be on the paragraph, and to some extent on the total discourse. (Nida and Tabber 1969: 152) From that statement we can see that Nida regards a discourse as something larger than a paragraph, as an article with a beginning and an ending. Nida himself never applied text linguistics to translation, and there might be some confusion if we use his term in our interpretation of discourse, because discourse analysis is not merely a study based on a larger language structure. Some Chinese scholars did make the effort to apply text linguistics to the theory and practice of translation. Wang Bingqin's article (1987) was the first academic paper of this sort. He stated his aim to study and discover the rules governing the internal structure of a text in light of text linguistics. He analyzed numerous examples using textual analysis, but unfortunately, all the samples he collected were descriptions of scenery or quotations from the books of great scholars--no dialogue, no illocutionary or perlocutionary forces in the language. He failed to provide a variety of examples. For this reason, his research findings are largely restricted to rhetorical texts in ancient China (cf. Wang 1981; Luo 1994). Scholars like He Ziran applied pragamatics to translation. He's article (1992) put forth two new terms, « pragmalinguistics » and « socio-pragmatics » which, in translation, refer respectively to « the study of pragmatic force or language use from the viewpoint of linguistic sources » and to « the pragmatic studies which examine the conditions on language use that derive from the social and cultural situation. » He discusses the possibility of applying the pragmatic approach to translation in order to achieve a pragmatic equivalent effect between source and target texts; that is, to reproduce the message carried by the source language itself, as well as the meaning carried by the source language within its context and culture. In this article he tries to distinguish « pragma-linguistics » from « socio-pragmatics » but finally admits that « Actually, a clear line between pragma-linguistics and socio-pragmatics may sometimes be difficult to draw. » Still he insists that the application of the pragmatic approach to translation is helpful and even necessary. Ke Wenli (1992) argued that semantics, which in a broad sense combines semantics and pragmatics, should be studied to help understand, explain and solve some of the problems encountered in translation. In this article, he examines four semantic terms--« sense and reference, » « hyponomy, » « changes of meaning » and « context »--giving many examples to illusrate the importance of having some general knowledge of semantics and of understanding the relationship between semantics and translation. This article is clearly written and readers can easily draw inspiration from it. These linguistics approaches shed new lights on the criteria of « faithfulness, expressiveness and elegance » defined by Yan Fu. Chinese scholars began to criticize the vagueness of these three criteria and endeavored to give them concrete significance through the theories of western linguistics. The result is that the content of these three traditional criteria has been greatly enriched, especially by the effect equivalence theory, which in a broad sense means that the target language should be equivalent to the source language from a semantic, pragmatic, and stylistic point of view. But we are still unable to evaluate translations in a very scientific way. Therefore, Chinese scholars like Fan Shouyi, Xu Shenghuan and Mu Lei embarked on quantitative analyses of translations and used the fuzzy set theory of mathematics in accomplishing their analysis. Fan published several articles on this field of study. His 1987 and 1990 articles evaluate translations according to a numerical quantity of faithfulness. Xu's article « A Mathematical Model for Evaluating a Translation's Quality » presents a normal mathematical model. He states that it is difficult to produce an absolutely accurate evaluation of translations with this model because of the uncertainty and randomness of man's thought process. Making such analysis more accurate and objective would require further research. The unit in translation is a hard nut to crack. Without solving this problem, no research in translation studies will ever be sufficient. To date, very few people have focused their research on this area. Nida holds that the unit should be the sentence, and in a certain sense, the discourse. Barkhudarov (1993: 40), Soviet linguist and translation theorist, suggests that: translation is the process of transforming a speech product (or text) produced in one language into a speech product (or text) in another language. [...] It follows that the most important task of the translator who carries out the process of transformation, and of the theorist who describes or creates a model for that process, is to establish the minimal unit of translation, as it is generally called, the unit of translation in the source text. Though he notes the importance of the unit of translation in a text and considers that this unit can be a unit on any level of language, he fails to point out what a text is and how it might be measured in translation. Halliday's notion of the clause might be significant in this case. To him, a clause is a basic unit. He distinguishes three functions of a clause: textual, interpersonal and ideational. According to Halliday, these functions are not possessed by word or phrase. But he is not quite successful in analyzing the relationship between clause and text (cf. Halliday 1985). In China, some people have tried to solve this problem. Wang Dechun (1987: 10) more or less shares Bakhudarov's view that the translation unit cannot be confined just to sentences. In some ways, the phoneme, word, phrase, sentence, paragraph, or even text can all serve as a unit. At this point, we cannot find anything special in treating text translation except for having text as the highest level among translation units. This is not the aim of text linguistics or discourse analysis. If we want to apply these to the theory and practice of translation, we will require a textual approach.
语言学可以写的内容很多。基本上不外乎以下一些：一，语音类如语音的属性、音韵与语音的关系、强弱、轻浊、音节等二，词汇类如词汇形态学，语义学，构词，词化，语义场等等三，语法类如语法结构，层次，修辞等四，句子类如分析句子的各种成分，语序，基本句型等五，语篇类如连贯性，思维逻辑性，结构修辞，主体与客体意识等这方面的教材很多，就看你的要求了。现在英语与汉语的对比语言学和对比文学比较热，从这方面下手也不错。
Second Language Vocabulary Acquisition Strategies 二语词汇习得策略 [摘 要] 词汇是构成语言的基本单位，词汇习得在语言学习中占有重要地位。英国著名语言学家D.A. Wilkins (1972) 说过：“没有语法，人们不能表达很多东西；而没有词汇，人们则无法表达任何东西。”这就说明了词汇在学习中的重要性。本文旨在分析二语词汇习得策略并应用于不同水平的学习者。学习者根据自己的水平选择正确的习得方法和策略学习词汇，从而提高学习效率和习得效果。 关键字： 二语词汇习得 词汇习得策略 元认知策略 认知策略 Abstract Vocabulary is the basic unit of a language. Language acquisition plays an important role in language learning. Famous linguistics D. A. Wilkins said, “Without grammar, very little can be conveyed, without vocabulary, nothing can be conveyed (Lewis, 1993:16).” It speaks volumes for the importance of vocabulary in language learning. This paper aims to analysis the second language acquisition strategies and applies to different levels of learners. According to the different levels, the learners should choose the proper methods and strategies to promote learning efficiency and acquisition effect. Key words: Second Language Vocabulary Acquisition； Vocabulary Acquisition Strategies； Metacognitive strategy； Cognitive strategy Introduction With economic globalization and multi-polarization of the world, especially the population of the internet, English becomes more and more important, because it is considered as the tool for absorbing and communicating information. As we all known, vocabulary acquisition is one of the most noticed-question of the second language learners. “Vocabulary” appears in the area of linguists’ study. Nowadays, researchers still can not give a complete and reasonable definition of vocabulary. Since 1970s, the second language vocabulary acquisition research has gradually become the hot point and important subject in the second language vocabulary acquisition research area. These researches aim to discuss the efficiency vocabulary memory strategies to promote the memory skills and vocabulary levels. Then how to acquire vocabulary become popular among the researchers. Wenden &Rubin (1987), O’Malley& Chamot (1990) refer to the content of vocabulary acquisition strategies; Rubin (1987) and Oxford (1990) classify the memory strategy to the direct cognitive strategies. Especially, CohenAphek (1981), Porte (1988), O’Malley (1990), Vann (90), Cohen (1990), etc made a basic searching of vocabulary acquisition. In a word, there are various opinions in how to acquire vocabulary. Firstly, it talks about the importance of vocabulary. Secondly, what does it mean to “acquire” a word? This paper mainly aims to the detail analysis of the vocabulary acquisition from three aspects：Meta-cognitive Strategy; Cognitive Strategy and Social or Affective Strategy. Especially, it highlights the effect of the context and rending to vocabulary acquisition. This paper talks about the applications of the vocabulary acquisition strategies. And it puts forward some problems and difficulties of vocabulary acquisition. This paper also discusses the influencing factors to the acquisition. It includes the mother tongue, age, language contact, logical thinking ability, identity degree, and academic motivation . The purpose of this paper is to rise the awareness of English learners that the importance of vocabulary in language learning and the vocabulary acquisition strategies can not be neglected, and each strategies is deeply rooted in its language. Through the analysis of the theory of study, the paper tries to draw the learner’s attention to the strategies of the second language vocabulary acquisition and using the vocabulary in communication. In order to improve the acquisition efficiency, some strategies put into practice are introduced. The first presents the importance of vocabulary, some basic concepts of vocabulary and vocabulary learning, the second part tells what does it mean to know a word, the third part deals with the theory of vocabulary acquisition and presents the factors and differences influencing the vocabulary acquisition. The fourth part is detailed discussion of vocabulary acquisition strategies in different levels of learners. The last part is conclusion. Literature review 1. The importance of vocabulary As the first time, when we go to school and our English teacher will tell us that vocabulary is of great importance in learning English. After several years, we understand words gradually, especially when we study in high school. If we know a little about vocabulary, we may have poor English. That is because the listening, speaking, reading and writing show the necessary of learning vocabulary. Many researchers agree that lexis is at least as important as structure, because it is using wrong words and not wrong grammar that usually breaks down communication. Mistakes in lexis much more often lead to misunderstanding and may be less generously tolerated outside classroom than mistakes in syntax. (Carter, 1987). As Stephen Krashen remarked, “When students travel, they don’t carry grammar books, they carry dictionaries. A significant role of vocabulary in both teaching and learning processes was first stated by Stephen Krashen in The Natural Approach (1985): “Vocabulary is basic for communication. If acquirers do not recognize the meaning of the key words used by those who address them they will be unable to participate in the conversation.” Words are basic tools in human communication; therefore they determine the main part of people’s life-relationships between people and associations with the surrounding world that people live in. The larger one’s vocabulary, the easier it is to express one’s thoughts and feelings. In real communication, correctly and idiomatically used vocabulary can even decrease some structural inaccuracy and grammar errors. (Zhang Jiying, 2002). So learners should enrich and expand their knowledge of words as much as possible in order to communicate effectively in a foreign language. 2. What does it mean to “know” a word? Knowing a word is not a simple phenomenon. In fact, it is quite complex and goes far beyond the word’s meaning and pronunciation. (Zhang Jiying, 2002). Richards (1976) think knowing a word means also knowing the frequency of words and their likely collocates; being aware of the functional and situation limitations that apply; knowledge of the “syntactic behavior”; derivational forms and word class; associative and connotative knowledge; semantic value-breaking down words into minimal units as with componential analysis (see Katz&Fodor1963or Leech1974); knowing the other (possible) meaning associated. Nagy and Scott (2000) identify several dimensions that describe the complexity of what it means to know a word. First, word knowledge is incremental, which means that readers need to have many exposures to a word in different contexts before they “know” it. Second, word knowledge is multidimensional. This is because many words have multiple meanings and serve different functions in different function in different sentences, texts, and even conversations. Third, word knowledge is interrelated in that knowledge of one word connects knowledge of other words. What all of this means is that “knowing” a word is a matter of degree rather than an all-or-nothing proposition (Beck&Mckeown, 1991; Nagy&Scott, 2000). The degree of knowing a word are reflected in the precision with which we use a word, how quickly we understand a word, and how well we understand and use words in different modes and different purpose. The memory strategy, cognitive strategy, social strategy and metacognitve strategy are used more frequently than the affective strategy and compensative strategy. Conclusion This paper has attempted to provide some theories of second language vocabulary acquisition and some strategies. Such as metacognitive strategy, cognitive strategy, and social strategy. However, this paper also put forward some microcosmic strategy. As a matter of fact, vocabulary acquisition should combine the context. In addition, this paper hasn’t mentioned that culture is also an important factor in vocabulary acquisition. In the study of second language vocabulary acquisition, we should pay attention to the process and the acquiring results. This paper focuses on the study of the second language vocabulary acquisition strategies. Bibliography [1] A.U. Chamot. The Learning Strategies of ESL Students. In A. L. Wenden & J. Rubin, (eds), Learner Strategies in Language Learning, 1987. [2] Cater. R. and M. McCarthy. Vocabulary and Language Teaching. New York: Longman, 1987. [3] Nation, L. S. P. Teaching and Learning Vocabulary. New Newbury House Publishers, 1990. [4] O’Malley, J. & Chamot, A. U.. Learning Strategies in Second Language Acquisition [J]. Cambridge University Press, 1990:12-15. [5] 陈桦，张益芳.中国儿童英语词汇记忆策略探究[J].外语学刊,2001(4). [11] 戴曼纯. 论第二语言词汇习得研究[J]. 外语教学与研究，2002(2). [12] 徐德凯.大学英语词汇教学理论与实践[M].长春：吉林出版集团有限责任公司，2009. [6] 王文宇.观念、策略与英语词汇记忆[J].外语教学与研究，1998(1). [13] 文秋芳. 英语学习策略论.上海：上海外语教育出版社，1996. [7] 吴霞，王蔷.非英语专业本科生词汇水平研究. 外语教学与研究，1998(1). [15] 张纪英.英语词汇学教学与研究[M]. 武汉：华中科技大学出版社,2007. [16] 朱厚敏. 英语词汇学习策略研究[M] 长春：吉林大学出版社，2009.
语言学教案 - Chapter 1 Invitations to Linguistics (2)What is linguistics?1.6 What is linguistics?Linguistics is the branch of learning which studies the languages of any and all human societies. It can be defined as the scientific study of language. In a word, linguistics studies the general principles upon which all languages are constructed and operate as systems of communication in the societies in which they are used.The guiding principles for linguistic studies:Exhaustiveness---the aim is to specify totally the linguistic contrasts in a set of data, and ultimately in the language as a whole.Consistency---total statements should be logically self-consistent.Economy---a criterion requires that, other things being equal, an analysis should aim to be as short and use as few terms as possible. It is a measure which permits one to quantify the number of formal constructs used in arriving at a solution to problem, and has been used, explicitly or implicitly, in most areas of linguistic investigation.Objectivity---linguistic analyses should be as objective as possible. Truth should come from facts1.7 Some basic distinctions in linguistics1.7.1 speech and writingthe primacy of speech:1) Speech is prior to writing historically2) genetically, children always learn to speak before they learn to write.The importance of writing:1) space displacement2) time displacement3) a visual recording of a speech
英语专业毕业论文答辩自述稿范文
转眼间充实的大学生活即将结束，大学生们毕业前都要通过最后的毕业论文，毕业论文是一种有准备、有计划、比较正规的、比较重要的检验大学学习成果的形式，毕业论文应该怎么写才好呢？下面是我精心整理的英语专业毕业论文答辩自述稿范文，欢迎大家借鉴与参考，希望对大家有所帮助。
英语本科的论文答辩主要分为两部分：自我陈述和回答答辩老师问题。
一、自述(用英语完成)：
1、先问好，再开始自述，自述时间为5-1分钟，要简明扼要。
2、接下来，一般要做一个大概十分钟的presentation在答辩前可从以下角度去考虑准备答辩：
1、自己为什么选择这个课题?
2、研究这个课题的意义和目的是什么?
3、全文的.基本框架、基本结构是如何安排的?
4、全文的各部分之间逻辑关系如何?
5、在研究本课题的过程中，发现了那些不同见解?对这些不同的意见，自己是怎样逐步认识的?又是如何处理的?
6、论文虽未论及，但与其较密切相关的问题还有哪些?
7、还有哪些问题自己还没有搞清楚，在论文中论述得不够透彻?
8、写作论文时立论的主要依据是什么?对以上问题应仔细想一想，必要时要用笔记整理出来，写成发言提纲，在答辩时用。
二、答辩(用英语完成)：
一般来说，老师会提问与你论文相关的问题。
可以是大的方面的：论文的背景知识、写作思路、论文的结构、论文所解决问题的意义等。
附：论文答辩技巧及常见问题
论文答辩是学生学习结束时必不可少的一个环节。其目的是考查学生：
1、能否听懂并正确理解老师提问的主旨；
2、答辩是否深刻、有力和流畅；
3、对论文观点阐述得是否透彻；
4、是否了解与论文有关的知识。
学生通过积极准备论文答辩不仅可以增长知识，温故知新，而且可以拓宽和加深专业知识，提高自己的能力。
论文答辩的形式是分组进行，设多个考场，每个考场有两名以上答辩老师。学生进入考场独立面对答辩老师，对老师的提问当场作答。论文答辩以答为主，以辩为辅。因此，学生在平时的学习过程中必须注意提高自己的听说能力。听力不太好的学生，一旦由于紧张没听懂老师问的问题，可以请老师把问题重复一遍，而不是不懂装懂、答非所问地乱讲一通。如果老师重复一遍刚提的问题，你还是弄不明白，老师只好转入下一个问题了。答辩前应做好充分的准备，最重要的是熟悉论文的内容及自己的观点。
学生参加答辩，要携带论文的底稿和主要参考资料，以便入场前再熟悉一下自己的论文。答辩时虽然不能依赖这些资料，但遇到一时记不起来时，可以稍微翻阅一下有关资料。答辩时可以把老师所提出的问题和有价值的意见、见解记录下来。通过记录，不仅可以减缓紧张心理，而且还可以更好地吃透老师所提问的要害和实质，同时还可以边记边思考，使思考的过程变得很自然。
在做了充分准备的基础上，大可不必紧张，要有自信心。树立信心，消除紧张慌乱心理很重要，因为过度的紧张会使本来可以回答出来的向题也答不上来。只有充满自信，沉着冷静，才会在答辩时有良好的表现。
【拓展内容】
英语专业毕业论文答辩稿
Good morning, distinguished professors and teachers, thank you for attending the oral defense. I’m xxx and come from class x. My supervisor is professor Li. I would like to express my deepest gratitude to Prof. Li.With his consistent guidance and valuable suggestions, I have finished my paper. Now I will present my efforts to you and gratefully welcome any suggestion.
The title of my paper is xxxxxxxxxxxxx. I choose this as my topic due to the following reasons.
Firstly, I am very interested in the study of ambiguity. Ambiguity is a common phenomenon in all natural languages. As is known to all, in our daily conversations, ambiguity is often employed to achieve the effect of humor, thus creating a relaxing atmosphere and letting people feel at ease. Some jokes caused by ambiguity is very interesting.
Secondly, I have read several articles about ambiguity written by linguistics and scholars. I found my knowledge of ambiguity is very limited, superficial and nonsystematic. What I knew is just the tip of the iceberg. So I plan to learn more about ambiguity by this research.
Thirdly, I found many scholars have carried out numerous studies of ambiguity, but a majority of these studies are focused on single language separately. Articles about comparison between English ambiguity and Chinese ambiguity are not sufficient. So it is necessary to make further study.
For the above facts, I select this title.
Next, I will present the outline of my thesis. It consists of 7 parts.
The first part gives a brief introduction to the ambiguity and structure of the thesis.
The second part is literature review, briefly introducing the development of study of ambiguity and some scholars’s main views.
The third to fifth parts focus on three types of ambiguity in English and Chinese: phonological ambiguity, lexical ambiguity, syntactic ambiguity. In every broad type, I respectively list some detailed branches and cite some vivid English and Chinese examples to explain these ambiguity phenomena. But I put more focus on the third part and point out two differences of ambiguity between English ambiguity and Chinese ambiguity.
The part six will point out positive results by using ambiguity deliberately in daily conversations, advertisements and literary works.
The last part is the conclusion.
I hope by this contrastive research, we will have a better understanding of ambiguity in English and Chinese and apply it to our life and study.
When reading the final draft, I still find my argument is not so comprehensive and improvements are needed. So welcome your precious suggestion.
That’s all. Thank you.
毕业论文答辩自述稿英文版（通用6篇）
转眼间充满意义的大学生活就即将结束，我们都知道毕业生要通过最后的毕业论文，毕业论文是一种、有准备的检验大学学习成果的'形式，那么什么样的毕业论文才是好的呢？下面是我整理的毕业论文答辩自述稿英文版，仅供参考，欢迎大家阅读。
Good morning, all appraiser committee members. I am **** and my supervisor is ***. With her constant encouragement and guidance, I have finished my paper. Now, it is the show time. I will present my efforts to you and welcome any correction. The title of my paper is On Transformation of Parts of Speech in Translation.
I choose this as my topic due to the following reasons. Different languages have different standards to distinguish parts of speech. Each language has its own special structure. And there are no equivalent parts of speech between different languages. In order to make the target version more idiomatic and standard, the transformation of parts of speech is always used by translators.
So the transformation of parts of speech is playing a more important role in English to Chinese based on different characteristics of English and Chinese. For the above facts, I select the subject of“On Transformation of parts of speech”as the title of my paper.
I hope by studying this topic we can know the importance of the transformation of parts of speech in English to Chinese translation. Through transformation, we can get the better version and improve the translation skills.
The way of thinking and expressing is quite different between Chinese and English. English is a kind of static languages which tends to use more nouns. While Chinese is a dynamic one in which verbs are often used.
So when we make translation in English to Chinese, we should know this point and shift the parts of speech.
Next, it is an outline of my paper. In the main part of this paper, I divide it into five parts.
Part one presents an introduction to the basic concepts of parts of speech and transformation.
Part two discusses the definition of translation and emphasizes the importance of transformation of parts of speech in the course of translation.
Part three gives four basic ways of transformation of parts of speech through illustrative examples. There are transformed English words into Chinese verbs, nouns, adjectives and adverbs.
Part four presents some problems about transformation and gives some advise to solve the problems.
Part five draws some conclusions that transformation between parts of speech is necessary for us to achieve good translation. It is demonstrated that we can have a good master of transformation and improve the translation. In addition, we must continuously study and explore in all kinds of translation practices. OK! That is all. Thank you! Please ask questions。
Good morning,
Distinguished professors and teachers, ladies and gentlemen, thank you for attending the oral defense. (或Welcome to attend the oral defense.) ： I am XX. First and foremost, I would like to express my sincere grat-itude to my supervisor, professorXX, for his intellectual guidance, invaluable instructions and comments on my thesis. It is with his valuable assistance that I have finally accomplished this thesis.
My topic is On the tragedy figures at historical turning points(Comparison of KongYiji and Rip Van )The whole thesis consists of 6 parts.
The first part will give a brief introduction of the negative, evasive and conservative attitudes of Kong and Rip as well as the topic’s significance in the real society. And the second part is going to analyze the figures’ background to show the historical necessity of the tragedies.
In the third part, the tragic heroes’ failing in the character according to their living environment will be further discussed and the fourth part is to talk about their different tendency of dispositions and behaviors in the society.
Then the author will dig into the root causes of the tragedies in the fifth part, and sum up the whole paper to reveal the ideological weak points of the two countries separately in the last part.
Thank you!
good evening, all the appraiser committee members. i come from hust, majoring in foreign linguistics and applied linguistics. i am and my supervisor is prof.***. with her sincere and intellectual guidance, for nearly one whole year"s hard work, i have finished my paper. finally, it is the show time. this evening i will present my efforts to you all and i gratefully welcome any correction.
the title of my paper is a study of the causes of the gothic style in a rose for emily from a feminist perspective. i choose this as my topic due to the following reasons. firstly, i am fond of literature works , especially gothic literature works. secondly, i am quite familiar with this short story as this is one of the texts in our intensive teaching course and i have taught this text for more than 3 times . last but not the least ,as a female , i am keen on the study of feminism. for the above facts, i select the subject of a study of the causes of the gothic style in a rose for emily from a feminist perspective as the title of my paper.
i hope by studying this short story we can know more about american southern women in certain history and culture and more importantly help women in modern society get a deeper understanding about ourselves ,help us raise our independence and confidence and show more concern for our mental health.
next , i will present it to you. here is an outline of my presentation. they are literature review, gothic tradition , the gothic style in the story and the causes of the gothic style .
this paper consists of six parts. part one presents an introduction to the author william faulkner and a rose for emily by pointing out the purpose and significance of this study. part two is literature review which introduces the relevant research about this novel at home and abroad and then points out the theoretical basis and methods. part three gives a timeline of the gothic tradition in literature and explains the main characteristics of gothic works. part four explains the three aspects of the gothic style in the novel,that is, the death theme, grotesque characters and mystic atmosphere. part five then explains in detail the causes of the gothic style in this novel: patriarchal oppression, the myth of southern ladyhood and emily s attitude towards love. finally, in the conclusion, the author summarizes the previous parts and emphasizes the significance of the argument of the thesis again.
ok, that"s all. now you may raise your questions ! i am ready! thank you !
today, the title of my paper is on the network novels. in recent years, the network literature is developing rapidly. network novel is one of the fast of them. in the middle schools, high schools and even universities, there is no lack of network novels" addicts. for the above facts, i select the subject of on the network novels as the title of my paper.
the last part, the forecast. looking from the internal strength pattern, the outstanding writers in our country mainly hold one kind of critique and the pessimistic manner to the network novels at present. if each big literature website enlarges their own supervision, the vulgar works, the pornography and bad works like those things, meanwhile hanker for new person s new article as well as depth ones, the network novels can be accepted by more people.
not a low-level novel but a kind of enjoyment.
good morning, all appraiser committee members. i am **** and my supervisor is ***. with her constant encouragement and guidance, i have finished my paper. now, it is the show time. i will present my efforts to you and welcome any correction.
the title of my paper is on transformation of parts of speech in translation. i choose this as my topic due to the following reasons. different languages have different standards to distinguish parts of speech. each language has its own special structure. and there are no equivalent parts of speech between different languages. in order to make the target version more idiomatic and standard, the transformation of parts of speech is always used by translators. so the transformation of parts of speech is playing a more important role in english to chinese based on different characteristics of english and chinese. for the above facts, i select the subject of on transformation of parts of speech as the title of my paper.
i hope by studying this topic we can know the importance of the transformation of parts of speech in english to chinese translation. through transformation, we can get the better version and improve the translation skills.the way of thinking and expressing is quite different between chinese and english. english is a kind of static languages which tends to use more nouns. while chinese is a dynamic one in which verbs are often used.so when we make translation in english to chinese, we should know this point and shift the parts of speech.
part one presents an introduction to the basic concepts of parts of speech and transformation.
part two discusses the definition of translation and emphasizes the importance of transformation of parts of speech in the course of translation.
stant encouragement and guidance, I have finished my paper. Now, it's show time. You and I will work hard to welcome any correction.
The topic of my thesis is 《Angela carter to mythology research - the female archetype in “new eve passion”, for example》. I choose this as my topic due to the following reasons.
Angela Carter (1940-1992) is an outstanding feminist writer whose influence on Britishwomen's writing was “pivotal in this opening and transformation” [“23]. The year 2014 represents the 22”^ anniversary of Angela Carter's death. In those twenty-two years, her works have been widely taught internationally and brought about much critical debate. In a survey conducted by Cristina Bacchilega and Danielle M. Roemer [2],Carter is one of the most commonly taught women writers on North American programs. She has endowed us with an amazingly large number of legacies in her comparatively limited life, setting foot in various fields such as novels,short stories,children stories, dramas, non-fictions and so on. The acute observations with great insights,as well as the devastating wit and poignant mockery in Carter's works have made her stand out as an iconic figure in English literature. Many scholars and critics have devoted themselves to the research on Angela Carter from many perspectives,including gothic, magic realism, feminism,post-modernism and so on. As a prolific writer who is always ready to blur the boundaries between different genres, Carter has left us a wonderful world to delve into.
With the emergence of western women's movement as well as the development of feminist criticism in the 1960s,the feminist approach has become a potent weapon for those who are concerned with the emancipation and legal rights of women. Though women's social status has considerably improved due to the contribution made by countless predecessors,the fundamental problem still lingers on. Carter, with her versatile and avant-garde reputation, is best known as a feminist writer. Concerning the dilemmas and predicaments faced by women nowadays,it is very necessary for us to probe into her insightful and penetrating reflections on femininity as well as the relationship between two genders. The Passion of New Eve, as one of Carter's most representative works, is of great value in the research of her feminist thoughts and propositions.
Next, is my paper outline. In the main part of this article, I put it into five parts.
Chapter one is an introduction to the thesis, covering the research background, theobjective and significance as well as the organization of the thesis.
Chapter two presents a broad picture of Angela Carter's life and her works, as well as the background information about The Passion of New Eve. It also reviews previous studies on Angela Carter and her works at home and abroad, summarizing achievements in the past and pointing out new directions in the future.
Chapter three conducts a retrospective study on feminism and archetypal criticism. The author attempts to work out the origin and development of feminism, demonstrating the important role feminism plays in Carter's life. Then is the history of archetypal criticism,as well as those classic female archetypes in mythology. Regarding those fossilized and monotonous images as impediments to women's freedom and liberation,Carter endeavors to shatter them in her demythologizing strategy and appeals for a rational attitude toward heterosexual relationship.
Chapter four is the main body of the thesis. Through an in-depth analysis on The Passion of New Eve,it demonstrates Carter's demythologizing of “The Temptress,,,”Mother Goddess“and ”Eve“ respectively in the text. Leilah,the embodiment of Delilah,the famous temptress in the Bible,cannot escape the fate of being objectified by men and herself. By exposing”temptresses“ as mere victims rather than symbols of viciousness. Carter condemns the oppression and exploitation of women in a patriarchal society. ”Mother“ in Beulah serves as a severe satire on those mother goddesses in mythology. Carter smashes the legend by revealing the surgically-made essence of mother and the patriarchal values lurking behind her alleged matriarchal kingdom, warning against the peril and impracticality of extremist matriarchy.And her most convincing example goes to Eve, the most important female character in the Bible, Her transformative journey from a chauvinist to a real woman in the story illustrates that gender, rather than a hereditary feature, is the result of social influence and unremitting imitations. Carter concludes the story with proposing ”androgyny“ as a solution to the current problems,implying that mutual respect and understanding is the only way to achieve the harmony between the two genders.
Chapter five comes to a general conclusion, summarizing the limitations of the theses as well as some suggestions for further study.
OK! That is all. Thank you! Please ask questions.