comment of EMMA
新大学法语1第二版教学参考书
新大学法语1第二版教学参考书新大学法语1第二版教学参考书篇一：新大学法语1第二版课文翻译Comment allez-vous ?- Bonjour, madame.- 您好，夫人。
- Bonjour, monsieur. Comment allez-vous?- 您好，先生。
您好吗？- Très bien, merci. Et vous?- 很好，谢谢，您呢？- Moi aussi, merci.- 我也很好，谢谢。
- Salut, Fanny.- 你好，法妮。
- Salut, Yves.- 你好，伊夫。
- Comment ?a va?- 你好吗？- ?a va bien, merci. Et toi?- 很好，谢谢。
你呢？- Moi, ?a va. (…) Tiens! Qui est-ce?- 我（也）很好……呦，这是谁？- C?est ma s?ur, Emma.- 这是我妹妹，艾玛。
- Bonjour, Emma.- 你好，艾玛。
- Bonjour, Yves.- 你好，伊夫。
Qui est–ce ?- Bonjour, Jacques.- 你好，雅克。
- Bonjour, Eric.- 你好，埃里克。
- Je te présente madame Durant. Elle est ingénieur.- 给你介绍一下，（这是）杜朗夫人。
她是工程师。
- Enchanté. Je m?appelle Jacques Rivière. Je suis professeur. - 很高兴（认识你）。
我叫雅克?里维埃。
我是教师。
- Enchantée, monsieur Rivière.- 很高兴（认识你），里维埃先生。
- Alice, c?est toi? Salut!- 阿丽丝，是你啊？你好。
- Salut, Jean. Tiens! Qui est-ce?- 你好，让。
英语专业毕业论文题目
英语专业毕业论文题目•相关推荐英语专业毕业论文题目紧张又充实的大学生活即将结束，毕业生要通过最后的毕业论文，毕业论文是一种比较正规的、比较重要的检验学生学习成果的形式，毕业论文我们应该怎么写呢？以下是小编整理的英语专业毕业论文题目，欢迎大家分享。
英语专业毕业论文题目11、新闻英语的特点及其翻译2、网络英语及其翻译3、浅谈国际商务合同的翻译4、计算机英语的特点及翻译5、论中国古诗词的英文翻译6、广告英语的词汇特征与翻译7、浅谈汉诗英译的几个难点8、英文歌词翻译浅析9、文化差异与翻译10、文体学和翻译11、论商务英语翻译原则12、初涉外事口译的特点及翻译技巧13、外交会议中的口译错误现象及应对14、广播电视中的翻译艺术15、英汉称谓语的比较及翻译16、英汉成语跨文化研究与翻译策略17、指环王及欧洲奇幻文学专有名词翻译浅析18、从颜色词看英汉互译中的文化忠实与文化转化19、浅析颜色词的语义特征20、中西文化差异对商务谈判的影响21、中西思维方式差异的成因及表现形式22、从习语看中西文化差异23、中西言语禁忌对比24、中西方禁忌习俗比较25、从李阳的“疯狂英语”探讨英语教学中的情感因素26、浅谈学生口语交际能力的培养27、焦虑对大学生英语学习的影响及对策28、小学英语课堂的互动教学29、如何处理精读和泛读的关系30、如何对付英语阅读材料中的生词31、如何通过阅读扩大词汇量32、提高阅读能力和提高英语听力的关系33、英语听说读写四种技能的关系34、通过英语阅读提高英语写作能力35、英语快速阅读能力的构成成分36、中学生英语自主学习能力的培养37、英语教学中的语言焦虑及解决策略38、简笔画 -英语教学中简单高效的教学手段39、提高英语听力理解能力的策略和技巧40、电子辞典与英语教学41、文学批评方法之我见42、解读布莱克诗篇《老虎》的象征意义43、弥尔顿创作目的和结果的矛盾之我见44、华滋华斯诗歌的自然观45、简析《秋颂》的美学价值46、由《云雀颂》看雪莱的诗歌创作观47、论叶芝诗歌中的象征主义48、狄金森诗歌的现实意义49、论现代诗歌与后现代诗歌的异同50、解读《麦克白》的创作意义51、由海明威的《杀人者》理解客观叙述法52、解读福克纳的《干燥七月》53、中外文学作品比较54、不同英语文作品比较55、英文作品中的人物分析56、英文作品的社会意义57、英文作品的文体风格58、 Life with Struggle59、 A Character Analysis of the Heroine of Emma60、Thought of Marriage in Jane Austen ' s “ Pride and Prejudice ”61、An Analysis of Edgar Allan Poe ' s “ The Raven ” and “ Annabel Lee ”62、 An Analysis of the Source of Tess ' Tragedy63、 Heroism in Hemingway ' s Works64、“ Beauty is Truth, Truth Beauty ”65、 The Light of the Dark : the Greatest Works of Conan and Agatha66、 The Ambiguity in The Scarlet Letter67、 About the Symbolism in The Scarlet Letter68、 On Wuthering Heights69、 Money and Marriage70、 The Literature Characteristics in A Tale of Two Cities71、 Jane Eyre, a Symbol of Feminism72、 Desalination and Optimization73、 To Champ with the Changes74、 Hawthorne ' s Theory of Romance and The Scarlet Letter75、The Cuban Culture Contest of “ The Old Man and the Sea ”76、Comment the Themes of “ The Merchant of Venice ”77、 An Analysis of the Characters in Jane Eyre78、 The Real Theme of the Adventure of Huckleberry Finn79、 On the Bronte Sisters and theirs Writings80、 To Love or To Be Loved? Analysis of Major Characters in Wuthering Heights81、 Gothic Features in Wuthering Heights82、 The Beauty in Sense, in Sound and in Form83、 Return and Transcendence - Comment on the Bear and The Old Man and The Sea84、Comment on the Biblical Images in Paradise Lost, Paradise Regained, Samson Agonistes85、 Reexamination of Santiago - Hero of The Old Man and The Sea86、 Comparison of Gone with the Wind and The Collector - An Analysis of Women ' s Problem87、 Satire in Catch - 2288、 On Pair Work and Group Work and Their Use in English Language Teaching89、 Cultural Difference and English Teaching90、International Communication College Culture and Education91、 Initiation and Situation in English Learning Motivation92、 Cognitive Approach in Oral English Teaching93、 Self- access Learning s E'ffects on the Application of the Balanced Activities Approach94、International Communicative Activities into College English Language Teaching95、 The Application of Communication Approach to English Teaching96、A Comparative Study of Compliments: Cross-culture Perspectives97、 Cross-cultural Communication and English Teaching98、Increasing Cultural Awareness of English for Middle School Students99、How to Improve Listening Skills of the Secondary School Students in English Teaching100、 An Exploration of Body Language101、 The Linguistic Characteristics of Advertising English102、On the Merit and Application of Computer-assisted Instruction103、 Multiple Intelligence Theory and Language Teaching-Considering Student-Countered104、 Body Language on Nonverbal Communication105、Analysis of Language Characteristics in Advertising English106、 Proverbs and Culture107、 Body Language Functions in Cultures108、 Difference and Similarities of the Word: Black109、 Culture, Language and Communication110、 Euphemism ---Their Construction and Application111、 Culture Difference and Translation112、 Exotic Cultures Influence on English Vocabulary113、 The Future Emergence of Chinese English114、 Euphemism in English115、The Differences Between Chinese and Western Cultures and English Education116、 Differences Between American and English on Lexis117、 On Translation Methods of Numerals in Chinese and English118、 On the Du Fu ' s Poems Translation119、The Comparison and Translation of Chinese andEnglish Idioms120、 Loyalty in Translation121、 Equivalence and its Application in Translation122、 Cultural Equivalence in Translation123、 Onomatopoeia and its Translation124、On the Cross-Culture Pragmatic Failure in English Translation125、 Remarks on the Translation of Chinese Set-Phrase126、A study of English Transitional Words and Expressions 英语过渡词及表达法的研究127、Sex Differentiation and Sexism in English Language 英语中的性别及性别歧视128、Pragmatic Failures in Communication 交际中的语用失误探析129、Euphemistic Expressions in English Language 英语中的委婉语表达130、On the Functions of Ambiguity in English 论英语歧义的功能131、Cultural Factors and Limitations of Translation 翻译的文化因素局限性132、On Translation of Trademarks in Ads and Names of Export Commodities论广告商标、出口商品名称的翻译133、On Translation of Tourist Guide 论旅游指南的翻译134、On Translation of Computer Terms论计算机的术语翻译135、On the Writing and Translation of Foreign Trade contracts论涉外经济合同写作及翻译136、On Equivalent Translation and Its Application in E-C Translation论等效翻译及其在英汉翻译中的应用137、Lexical Gaps in Translation 英汉互译的词义差异138、Translation of Rhetoric Devices in EST科技英语修辞手法的翻译139、On “Negation”论正说反译、反说正译英语专业毕业论文题目21、航海英语教学中培养跨文化交际能力的意义2、医学检验专业双语教学的思考3、“微时代”下的军事医学英语微课教学研究4、浅析中医五行学说一些术语的英译5、传统美学视角下的散文翻译中情感美的传递6、目的论视角下的文学翻译策略研究——以《红楼梦》两个英文译本为例7、英汉句法的差异与翻译8、《长恨歌》中认知隐喻的翻译9、高罗佩《武则天四大奇案》英译之诗学探析10、诗歌翻译中的“意、音、形”之美——唐诗《江雪》四种英译的对比分析11、《红楼梦》角色姓名“归化”译法探究12、论戏剧翻译的可表演性原则13、《越人歌》的审美再现——从语内翻译到语际翻译14、早期西方汉学家英译《聊斋志异》中的跨文化操纵15、“西语哲”视域下的英汉句子形态的差异及启示16、中英文日常交际用语的差异探析17、网络环境下英语教学模式改革初探18、基于图式理论的高职商务英语专业听力作业设计研究19、翻译工作坊教学模式研究20、高校英语教学中目的语文化的渗透和本族语文化的回归研究21、新课改下高校教育硕士(英语)培养模式的探索与反思22、中小学英语衔接工作的探索与实践23、信息技术与高校英语教学整合研究24、探究基于计算机辅助模式的大学英语课堂教学情感因素25、开元数字化平台大学英语教学模式研究——基于建构主义理论26、非英语专业大学英语教师课堂话语的互动特征分析——以实习教师课堂为例27、西部农村中学英语写作在线同伴反馈和教师反馈的对比研究28、基于网络的高职英语自主学习生态化研究'))));基于网络的高职英语自主学习生态化研究29、小学英语课堂激励方法的应用策略研究30、高中英语以读促写的“读写一体化”教学模式探究31、研究生英语学术论文语体特征多维度对比分析32、MOOC下的中国职业英语教育改革探索与应对33、初中英语教学策略初探34、西北地区初中生英语自主学习浅见35、浅议小学英语教学中的词汇教学36、试析模块教学法在中职酒店英语教学中的应用37、英语词汇增长路线图理论研究38、语法及语法教学:从知识到技能的转变——D.拉森-弗里曼的语法观及语法教学刍议39、周作人的直译观及其嬗变40、新教学环境下的英语专业第二课堂建设分析41、论翻转课堂模式下英语课堂提问策略的转变42、支架式教学模式对中职英语教学的启示43、基于“输出驱动假设”的警务英语教学策略研究44、跨文化交际意识对商务英语翻译的影响45、从目的论视角浅谈英文电影片名中译46、浅析英语新闻标题的翻译47、论《论语》英译中的语用充实48、翻译目的论视角下的汉语典籍英译——以《论语》英译为例49、英美影视作品中“神翻译”的定义及方法探析50、电影片名翻译的跨文化解读51、“讨论”与“演讲”相结合的大学英语课堂教学实践52、单词配对法对双语词汇翻译的影响53、素质教育视野下农村中小学教师心理资本开发与学生英语学习的关系54、硕士研究生公共英语课程的元认知策略55、语境中语块的加工及其影响因素——以中级汉语学习者为例56、激发和培养学生英语学习兴趣之管见57、浅谈如何提高小学英语教学质量58、如何更好地利用多媒体辅助英语教学59、平行文本视域下的企业简介汉英翻译策略研究60、文化差异的导入对大学英语教学的意义英语专业毕业论文题目31、“Over”的意象图式、隐喻意义及跨语言映射规律研究2、英语学习词典中形容词源强化词的处理研究3、英语学术论文摘要中被动句的语篇功能分析4、语调对揭示英语听力材料中隐含信息的作用5、美国情景喜剧《成长的烦恼》中的言语幽默的产生及其汉译6、从功能对等理论看电影《功夫熊猫2》的字幕翻译7、评价理论态度视角下中国高校网站英文简介的态度意义研究8、基于会话原则对情景喜剧《生活大爆炸》言语幽默的修辞分析9、毕业典礼演讲语篇的系统功能分析10、系统功能语法视角下的服饰广告语篇分析11、语域理论视角下的幽默研究12、英汉基本颜色词的文化内涵对比研究13、从汉译英看汉语对中式英语产生的影响14、系统功能语言学视角下英语政治新闻语篇中的名物化现象研究15、商务英语口译中的跨文化语用失误16、 2012年**竞选视频“前进”中人际意义的多模态分析17、基于语料库的《红楼梦》说书套语英译研究18、莫言作品在英语世界的译介19、英语话语中责任型情态表达度的研究20、接受美学理论视角下情景喜剧的字幕翻译研究21、英文广告中的情态人际功能分析22、 **就职演说与上海科技馆演讲系统功能语法对比分析23、中外学者学术论文引言部分中综述性动词使用特征的对比研究24、内向型汉英词典中成语条目的译义策略25、英语介词短语功能识别及其在翻译中的应用26、 TED文化交流类演讲的概念功能分析27、赛珍珠《水浒传》翻译研究28、海事新闻中的词汇衔接研究29、国际商务期租合同中指示语的语法化研究30、基于语料库的商务信函中谢意词的修饰语研究31、《功夫熊猫》字幕翻译中的跨文化传播因素32、新闻语篇中转述话语的批评性分析33、罗格2008和2012奥运开幕致辞的预设触发语研究34、对《基督教科学箴言报》就2012年中日**争端报道的批评性话语分析35、搭配词典中复合名词处理的改进36、从认知的角度解读英文新闻标题中的动词名化现象37、高阶英语学习词典的多模态释义研究38、英语学习词典中同词反义现象的处理策略研究39、英文产品说明书中情态动词的认知研究40、图形-背景理论下英文广告仿拟语的认知研究41、美国2012年总统竞选辩论中情态附加语的人际意义分析42、 NBA即席解说的人际意义研究43、 **总统医疗改革演讲的批评话语分析44、基于语料库的中国学者和英语母语学者英文经济管理类论文模糊限制语使用对比研究45、模糊修辞的语用功能46、英语身体词汇一词多义的概念隐喻分析47、英汉基本颜色词跨范畴现象对比研究48、英汉借词范畴化认知研究49、解构视角下翻译中的二元对立分析50、汉英广告语篇中的预设研究51、英汉植物隐喻的跨文化理解研究52、《推销员之死》中话语标记语之语用研究英语专业毕业论文题目41 从《远离尘嚣》看偶然与巧合2 从亨伯特看纳博科夫的流亡观3 透过餐具看中西方饮食文化4 从女性主义角度解读《太阳照常升起》中的女主角——勃莱特5 从文化视角探讨隐喻的翻译6 从生态批评角度看威廉·福克纳的《熊》中人与自然的关系7 从功能对等角度分析常用英语修辞格汉译8 任务型语言教学法的优势9 自我身份的探寻—评拉尔夫·埃里森《看不见的人》10 浅析英文报纸中体育新闻用语的模糊修辞11 从电影《肖申克的救赎》和《当幸福来敲门》中探究美国人的个人主义12 中美恭维言语行为跨文化比较研究13 表现主义技巧在《推销员之死》中的'运用14 中国非英语专业学生在英语学习中使用元认知策略的情况调研15 浅析英语中六种基本颜色词的英美文化内涵16 浅析广告翻译中的文化顺应处理17 从文化角度分析中美房地产广告的差异18 浅析动画《加菲猫》和《加菲猫之双猫记》中的享乐主义和利己主义19 圣经原型解读《弗洛斯河上的磨坊》20 论《卡斯特桥市长》中哈代的进化向善论思想21 顺从的女人——分析《荒凉山庄》中埃斯特的形象22 从中美传统节日对比看节日的文化内涵23 成人的童话——《爱丽丝漫游奇境记》中象征主义的体现24 简析网络时代英语全球化25 《查泰莱夫人的情人》的生态女性主义解读26 从社会文化价值方面比较中美情景喜剧差异27 论《喧哗与骚动》中昆丁的宿命28 《蝇王》的启示：理性的呼唤29 中文旅游文本英译中的歧义现象分析30 从中美婚宴差异看集体主义和个人主义31 影响非英语专业大一新生口语输出的因素32 《走出非洲》：走出迪内森的矛盾态度33 旅游宣传资料中的误译与解决方法34 从女性主义角度解读华顿《纯真年代》中的埃伦35 电子词典与英语学习36 英语习语与基督教37 《伤心咖啡馆之歌》中爱米利亚性别身份分析38 从关联理论的角度欣赏幽默翻译39 英语缩略语及其语用功能40 英专和非英专学生英语作文中错误的对比研究41 武汉方言对英语语音的影响及其对教学的启示42 中西行星命名的文化探源43 英语新闻中的新词44 中国古典诗歌英译中对“三美”理论的探索45 从电影《七宗罪》浅析原罪46 浅论体态语的社会功能47 中西思维方式差异对中英语篇的影响48 中国和西方国家婚俗的比较49 浅析合作原则的违背在广告语言中的运用50 浅析电影《推手》中中美家庭的文化冲突51 从广告语言看中美文化价值观差异52 用言语行为理论浅析英语广告中的双关语53 论新闻英语汉译中的归化与异化策略54 以Of Study(《论读书》)的两个中译本为例浅析译者主体性55 美国二十世纪六十年代反战文化研究56 中国英语热的真相——文化帝国主义57 中美恭维语对比研究58 论民族中心主义与美国媒体近年来涉华报道59 从文化的角度看中美商务谈判风格的差异60 《推销员之死》中威利与比夫的父子关系61 从拉康的镜像理论看杨克的悲剧根源62 从正负值面子理论简析中美面子差异63 中国菜名翻译中的文化翻译策略64 从旧南方到新南方——斯佳丽·奥哈拉在内战前后的成长历程65 探究家乐福公司的企业文化:基于其网站内容的文本分析66 汉语对英语写作词汇的负迁移作用67 《美国悲剧》的消费文化分析68 从二语习得角度对比分析英语习语学习中的翻译导向模式与文化导向模式69 礼貌原则在英文商务信函中的应用70 南方哥特式小说特征在《心是孤独的猎手》中的体现71 城市公示语的汉译英探索72 归化与异化理论在汉语歇后语翻译中的应用73 《婚礼的成员》中弗兰淇·亚当斯双性同体现象的研究74 论《喜福会》中的文化冲突与共存75 广告语言模糊性的语用研究76 利用美剧进行英语听力自主学习77 大学生英语口语学习动机研究78 从文化视角看中国白酒广告79 从功能翻译看《围城》英译本中文化信息的传递80 对《达罗卫夫人》中克莱丽莎和塞普提默斯形象的研究81 公示语汉译英错误及对策探析82 探究美国安利公司的企业文化：基于其网站内容的文本分析83 运用写长法促进英语写作能力的提高84 中美“面子文化”对比分析85 英汉恭维语和告别语的对比分析86 英汉爱情隐喻的对比研究87 新闻英语汉译的翻译技巧浅析88 中美家庭文化比较89 从文化的角度浅析中美企业人力资源管理的差异90 华中农业大学英语专业学生高级英语学习状况调查91 跨文化交际中中西方馈赠礼仪刍议92 解读《双城记》中的人道主义思想93 论《了不起的盖茨比》中的消费主义94 从戴姆勒克莱斯勒事件看文化因素对跨国企业合并的影响95 对中美离岸外包过程中跨文化交际案例的分析96 从"老友记"中看合作原则在英语称赞语及其回应语中的应用97 浅论美国文化与美语词汇98 英汉植物词语联想意义的跨文化对比99 一个被忽视的“准则英雄”——论《永别了，武器》中的女主人公凯瑟琳。
法语第五讲：Lecon-2-Tu-t'appelles-comment
Idla教yna室s dl里aesc有lag一sasr些çeo.男ns孩e和t d一es些fil女les孩。-t-E’--aSJt---pet---aop你我我lmiue?好叫叫tl’l!aeCp索米！sp?o菲歇你emllm尔叫。e eS什你。not么呢pthu？？ie. --Je m’appelle Michel.
那 儿ห้องสมุดไป่ตู้
3、Complétez les mots.单词拼写。
ami 朋友
fi lle 女孩
beau 美丽的
garçon 男孩
c e这
l à那儿，那里
c’est 这是
mon我的
clas se班级，教室 oui 是的
copain 朋友，伙伴 qui 谁
de…的
s’a ppeler名叫
ench anté很荣幸的 t on你的
Les pronoms toniques重读人称代词 （三）练习:Associez.连线。
Moi Toi Lui Elle Nous Vous Eux Elles
ils s'appellent Shuimunianhua. elles s'appellent S·H·E. nous nous appelons Jiuyue. vous vous appelez Pascal. je m'appelle Annie. tu t'appelles Paul. il s'appelle Lucien. elle s'appelle Fanny.
Notes 注解
là,用在名词后表示远指，指离说话者较远的人或事 物。 例：le garcon-là那个男孩； la fille-là那个女孩 c’est后面可以接物，也可以接人。 法国人初次见面时，先作自我介绍。
艾玛英语阅读
艾玛英语阅读Emma's English Reading JourneyEmma was a curious and diligent young student who had always been fascinated by the English language. Growing up in a non-English speaking household, she had been exposed to the language through various media and had developed a deep appreciation for its nuances and complexities. As she entered her teenage years, Emma became determined to master the language and immerse herself in the rich culture and literature that it had to offer.One day, Emma's teacher announced that the school was organizing a trip to an English-speaking country as part of a cultural exchange program. Immediately, Emma's eyes lit up with excitement. This was her chance to put her language skills to the test and experience the real-world application of what she had been learning in the classroom. Without hesitation, she signed up for the trip, eager to embark on a journey that would forever change her perspective on the English language.The day of the trip arrived, and Emma found herself on a plane, her heart racing with anticipation. As the plane touched down in theforeign country, she stepped out into a world that was both familiar and unfamiliar. The sights, sounds, and smells were all new to her, but she was determined to embrace the challenge head-on.During the first few days of the trip, Emma struggled to navigate the language barrier. She found herself constantly searching for the right words and feeling self-conscious about her pronunciation. However, as she immersed herself in the daily activities and interactions with the locals, she began to gain confidence. She listened intently, observed the nuances of the language, and slowly but surely, her comprehension and speaking abilities started to improve.One of the highlights of the trip was the visit to a local library, where Emma discovered a treasure trove of English literature. She spent hours browsing the shelves, her eyes devouring the titles and covers of the books. Eager to delve deeper, she selected a few novels that piqued her interest and began to read them voraciously, savoring every word and trying to decipher the deeper meanings behind the text.As Emma read, she found herself captivated by the rich tapestry of stories and the diverse perspectives they offered. She marveled at the way the authors used language to paint vivid pictures, evoke emotions, and convey complex ideas. With each page she turned, her understanding of the English language grew, and she began toappreciate the power of words to shape and reflect the human experience.One day, during a visit to a local school, Emma had the opportunity to engage in a lively discussion with a group of English-speaking students. Initially, she felt nervous, but as the conversation progressed, she found herself speaking more fluidly and confidently. The students were impressed by her knowledge and her ability to articulate her thoughts, and Emma felt a sense of pride and accomplishment wash over her.As the trip drew to a close, Emma found herself reluctant to leave. She had grown so much, both linguistically and personally, during her time in the English-speaking country. The experience had not only improved her language skills but had also opened her eyes to the richness and diversity of the world beyond her own borders.Upon her return home, Emma continued to immerse herself in the study of English. She read voraciously, practiced her writing, and sought out opportunities to engage with native speakers. Her dedication and passion for the language only grew stronger, and she became determined to one day become a fluent and proficient user of English.Years passed, and Emma's journey with the English languagecontinued to evolve. She went on to study literature at university, delving deeper into the nuances of the language and the ways in which it has been used to express the human experience. She traveled to other English-speaking countries, further expanding her cultural and linguistic horizons.Today, Emma is a confident and accomplished English speaker, able to navigate complex conversations, analyze literature, and express her thoughts and ideas with clarity and eloquence. She credits her transformative experience during that fateful trip as the catalyst that ignited her passion for the language, and she continues to use her skills to bridge cultural divides and connect with people from all walks of life.Emma's story is a testament to the power of immersion and the transformative potential of language learning. Through her unwavering dedication and her willingness to step outside her comfort zone, she has not only mastered the English language but has also gained a deeper understanding of the world around her. Her journey serves as an inspiration to all those who aspire to unlock the wonders of a new language and the opportunities it can bring.。
emma读后感
emma读后感《Emma》是简·奥斯汀的代表作之一，也是世界文学史上的经典之一。
这部小说以女主人公爱玛·伍德豪斯为中心，描写了她在英国小镇上的生活和爱情经历。
小说通过对社会风气、人性弱点和爱情观念的揭示，展现了作者对人性的深刻洞察和对社会现实的批判。
在读完《Emma》后，我深受触动，对小说中的情节和人物塑造有了更深刻的理解和感悟。
首先，小说中的主人公爱玛给我留下了深刻的印象。
她聪明、美丽、自信，但同时也有些自以为是和自负。
她总是以自己的意志和想法来左右他人的命运，却忽略了别人的感受和需要。
在小说中，她一直试图为别人安排婚姻，却忽略了自己的感情。
直到最后，她才意识到了自己的错误，并且学会了谦逊和体谅他人。
爱玛的成长过程让我深受触动，也让我对自己的行为和态度有了更深刻的反思。
其次，小说中的人际关系和爱情观念也给我留下了深刻的印象。
在《Emma》中，作者通过爱玛和其他人物之间的交往，展现了当时英国上层社会的人际关系和爱情观念。
不同的人物之间存在着复杂的利益关系和情感纠葛，他们的婚姻往往是出于家族利益和社会地位的考量，而非真正的爱情。
小说中的爱情观念和婚姻观念让我深感悲哀，也让我对当代社会的婚姻观念有了更深刻的思考和反思。
最后，小说中的情节和描写也给我留下了深刻的印象。
作者通过细腻的描写和丰富的情节，展现了当时英国小镇上的生活和社会风气。
小说中的人物形象栩栩如生，他们的言行举止和思想感情都展现得淋漓尽致。
作者对细节的把握和对人物内心世界的描写让我深受感动，也让我对小说中的情节和人物有了更深刻的理解和感悟。
总的来说，《Emma》是一部充满智慧和温情的小说，它不仅展现了作者对人性的深刻洞察，也让我对当代社会的人际关系和爱情观念有了更深刻的思考和反思。
通过对小说的阅读，我不仅获得了知识和情感上的满足，也让我对自己的行为和态度有了更深刻的反思和认识。
愿我们都能像爱玛一样，学会谦逊和体谅他人，成为更好的自己。
马克思主义女性主义视角下的《爱玛》
马克思主义女性主义视角下的《爱玛》王丽;朱传莲【摘要】《爱玛》是英国著名小说家简·奥斯丁的著作。
她一生完成了六部小说，其中《爱玛》是她的巅峰之作，被很多评论家认为是她最成功、最成熟的作品。
这不仅是指她的写作技巧，而且是指她思想认识上的成熟。
随着西方女性主义文学批评理论的蓬勃发展，简·奥斯丁作为表现女性意识的女作家的先驱，她对英国女性文学的产生、发展及18世纪以后的文学产生了重要影响。
该文用马克思主义女性主义批判中的男性统治中的父权制、资本主义经济制度、资本主义伦理道德来解读《爱玛》。
%Emma is famous English novelist Jane Austen’s work. She completed six novels during her lifetime, including Pride and Prejudice,Sense and Sensibility,Persuasion and so on. Among her works, Emma is her most successful work. It is considered as her most successful and mature work by many reviewers. This comment not only refers to her writing skills, but also refers to the mature in thinking and understanding. With the flourishing development of the Western feminist literary criticism theory, Jane Austen, as the pioneer of women writers, has exerted important inlfuence on the start and development of British feminist literature and the later literature in the 18th century. The paper analyzes Emma with the theory of male-domination patriarchy, economic institutions of capitalism and the ethics of capitalism in the Marxist feminism criticism.【期刊名称】《文山学院学报》【年(卷),期】2016(029)004【总页数】4页(P113-116)【关键词】马克思主义女性主义;女性主义;《爱玛》;简·奥斯丁【作者】王丽;朱传莲【作者单位】文山学院外国语学院，云南文山 663099;文山学院外国语学院，云南文山 663099【正文语种】中文【中图分类】I561.074《爱玛》是英国著名小说家简·奥斯丁的著作。
“SPEAKING”模型下《安妮日记》中称谓语选择的研究
“SPEAKING”模型下《安妮日记》中称谓语选择的研究《安妮日记》是一部由犹太裔德国女孩安妮·弗兰克在二战期间写成的日记，记录了她在阿姆斯特丹的藏身处生活的经历。
这部日记不仅是一部文学作品，更是一部承载着历史和回忆的珍贵遗产。
在这部日记中，我们可以看到作者对称谓语的选择非常敏感和细致，这些选择不仅展现了作者对人物的情感和认识，也展现了作者丰富的语言表现力。
在本研究中，我们将使用SPEAKING模型来分析《安妮日记》中的称谓语选择，探讨这些选择背后的含义和表达方式。
SPEAKING模型是由Ronald Wardhaugh提出的，它包括六个方面：场景（Setting and Scene）、对手（Participants）、行动（Ends）、言语（Act sequence）、工具（Key）、影响（Instrumentalities）、形式（Norms）。
通过对这六个方面的分析，我们可以更好地理解《安妮日记》中的称谓语选择所承载的信息。
我们来看场景（Setting and Scene）。
《安妮日记》的场景是在二战期间的阿姆斯特丹，作者和她的家人躲避纳粹的迫害，在一个被称为“阁楼”的密闭空间里度过了将近两年的生活。
这个特殊的场景决定了称谓语选择的特殊性，作者对这个场景的适应和感受将会通过称谓语的选择在文字中得到体现。
接下来是对手（Participants）。
在《安妮日记》中，我们可以看到作者与不同的人物互动：家人、朋友、护士、以及与他们一起躲避迫害的藏身处的其他人。
在称谓语的选择中，作者对不同的对手使用不同的称谓，例如对家人可能会有亲昵的称谓，对朋友可能会有尊重的称谓，对护士可能会有感激的称谓。
这种对不同对手使用不同称谓的现象反映了作者对人物关系的细腻观察和人际交往的深刻理解。
第三是行动（Ends）。
在《安妮日记》中，作者的行动目的主要是记录和表达自己的情感和思想，以及记录自己在特殊场景中的生活和成长。
Comment of Invisible Man
CommentRalph Ellison——Invisible Man①Author IntroductionRalph Ellison was a highly influential and respected American author. He was awarded both the Sarah Josepha Hale and John Llewellyn Rhys Prizes. During his writing career, he wrote only two novels but had a profound impact on African American literature.Like many writers, Ellison's parents had set expectations for him - his father expected him to become a minister, while his mother supported his passion for literature. His writing journey was far from easy, however, with his father being critical of his writing and his work being edited by female editors. Despite these challenges, Ellison wrote many pieces, including short stories, poems, and plays.His most notable work is his novel Invisible Man. This novel tells the story of a black man navigating life and the complexities of American society in the 1940s and 1950s. It is a masterpiece of black literature and is widely regarded as one of the most important works of the 20th century.Ellison's writing style is characterized by his use of a unique kind of "black language." He presented representations of African-American life and culture, shedding light on the black experience and bringing to light the struggles of African-Americans during that time period.Ralph Ellison's influence on American literature is immense, especially in the field of African-American literature. He has a legacy of being a literary trailblazer who advocated the representation of African-American experiences and cultures. His contributions to literature have made him a legend in the literary world, and he will forever be remembered as a significant figure in American literature.②Novel IntroductionInvisible Man, written by Ralph Ellison, is a vivid portrayal of a black man's struggles in American society from a personal and critical point of view. The novel embodies the idea of discrimination and degradation in society, through the eyes of a black man who has experienced the racism and prejudice that dominates the United States.Set in the 1950s, Invisible Man follows the journey of a nameless protagonist, an intelligent and passionate black man who wishes to make a name for himself in society despite his invisibility. Throughout the novel, he struggles with his various identities, becoming aware of his marginalization and exclusion within society. Taking of multiple monikers, the protagonist struggles with his identity and his desire to be recognized in a society defined by whitesupremacy. This journey further illustrates the black man's lack of authority and control in society and his attempts to subvert it.Ralph Ellison explores life in the United States for black citizens. By telling the story of an individual who does not fit into society, he reveals the silent narratives of countless black lives. The protagonist's experiences are not unique, but rather representative of the struggles faced by many black Americans.The novel is a powerful critique of American society, exposing the racism and discrimination that still exist today. The protagonist's invisibility is a metaphor for the invisibility of black people in society, highlighting the lack of recognition and respect they receive. The novel also highlights power dynamics in society, with white people being seen as the norm and black people being seen as the exception.Invisible Man is a timeless work that continues to resonate with readers today. It is a powerful reminder of the struggles faced by black Americans and the need for change in society. Ralph Ellison's novel is a testament to the power of literature to challenge societal norms and promote social justice.③Questions＆AnswersQuestion 1:What is the central theme introduced in Chapter 1 of "Invisible Man" and how does the narrator express it?Answer:The central theme introduced in Chapter 1 of Ralph Ellison's "Invisible Man" is the idea of invisibility. The narrator, an unnamed protagonist, expresses this theme through his personal reflections and experiences. He says, "I am invisible because people refuse to see me…When they approach me, they only see my surroundings, themselves, or figments of their imagination—indeed, everything and everything except me." This quote encapsulates the protagonist's sense of being ignored and invisible by society, especially those in positions of power. The narrator's invisibility is not physical but metaphorical, representing his lack of recognition and social status in a predominantly white society.Question 2:How does the narrator's early life experiences contribute to his sense of invisibility and his quest for self-identity?Answer:The narrator's early life experiences contribute significantly to his sense of invisibility and his quest for self-identity. From an early age, he sought validation and recognition from those around him, often accepting conflicting opinions in the process. He realizes that "I am nobody but myself" after a long and painful process of self-discovery. His participation in humiliating events, such as boxing matches and crawling over electrified wires to retrieve money, shows the lengths to which he went to gain acceptance from whites. However, these experiences only served to reinforce his sense of invisibility. The narrator's journey through college and beyond further highlights the challenges he faces in finding his place in society and defining his own identity amid racial discrimination and oppression. His quest for self-identity becomes a central driving force throughout the novel.Question3:What can a college student learn from Ralph Ellison's "Invisible Man"?Answer:From Chapter 1 of Ralph Ellison's Invisible Man, a college student can gain insight into the societal issues of invisibility and marginalization, as well as a warning about the dangers of compromising one's identity and principles to gain social acceptance.The central theme of invisibility in this chapter serves as a powerful metaphor for the experiences of many individuals, especially those from marginalized groups, who feel invisible and unrecognized within society. The narrator's struggle to assert his presence and identity in a world that seems to ignore him offers a crucial lesson for college students: the importance of recognizing and addressing systemic issues of inequality and discrimination.A key knowledge point that college students can draw from this chapter is the understanding that invisibility is not just a personal feeling but a societal construct. The narrator's experiences illustrate how societal structures and attitudes can render certain individuals invisible, leading to a lack of opportunity, respect, and even basic human recognition. This awareness is crucial for college students as it encourages them to critically analyze the social systems to which they belong and to actively work towards creating more inclusive and equitable environments.Moreover, the chapter serves as a warning against compromising one's identity and principles in order to gain acceptance from others. The narrator's grandfather's deathbed counsel, urging him to "overcome 'em with yeses, undermine 'em with grins," highlights the temptation to conform and appease in order to survive within a hostile system. However, the narrator's internal struggle and eventual realization that he is "nobody but myself" suggest that such compromises can lead to a loss of self and a deepening sense of invisibility. College students can learn from this warning to stay true to their values and identities, even when under pressure to conform or assimilate.。
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last week , I decided to read EMMA by Jane Austen . when I had my Foreign Female Literature class . The teacher spoke highly of Jane Austen . My teacher also said many people believed that EMMA would be loved by those who could truly appreciate Jane Austen . I did not understand what it meant . Is EMMA as bad as that and people have to endure it because of their loved Jane Austen or it is too good to be ignored ? Trying to solve these problems , I went in to the world of EMMA.
When I finished reading the preceding chapters , I was disappointed at Emma . She is kind of conceited and hypocrite . Emma overlook Robert Martin as a farmer and showed no respect to him . She persuaded Harriet Smith to marry him because she thought Martin was not a good match for Harriet Smith . Besides , Emma plans to make Mr Elton a husband for Harriet. She was smart to play some tricks but not smartenough to notice that Mr Elton indeed love her , which hurted Harriet deeply . While I was keeping on reading , I found it more difficult to dislike Emma . She was jealous that Jane Fairfax was beautiful and play the piano better than her . What is more , she blamed the Harriet ‘Harriet , when you speak so happily of Mr. Elton’s marriage , you remind me of the guilt I feel . this is painful for me to remember . Do you want me to
feel pain ?’ On the party ‘ she now knew Jane’s awful secret that Emma and Mr. Churchill often at the party , and was delighted that everyone present must know Mr.Churchill was interested in her .
When I finally came to understand the complex emotions among them , I was rather surprised . Miss W oodhouse and Mr. knightley ! Indeed ,they are perfectly matched .
Since I trust Mr. Knightley and Mr.Knightley was kind and made right judgements on others . To persuade myself and satisfy Mr. Knightley , I tried to dig out Emma’s good quality . And finally I made it . First , she was a good daughter and always cared about her father. She also respected nanny Miss Taylor . She was friendly to Harriet . Emma thought Martain was a good match for Harriet , because in that society , she was wealthy and in high society , she could not understand Mr Martain . On the adventure to Box Hill , Emma interpted Miss Bates and made her embrassed . when she realised she had thoughtlessly treated Miss Bates terribly , she went to the Bates’home for a visit next morning . Also , she felt regretful for Jane and forgave Frank Churchill . she was happy to congratulate on the couple .
So , anyway , things changed .。