乡村地区初中学生英语口语学习策略研究.doc

分类号 密 级 编 号 本科生毕业论文 题 目： 傲慢与偏见中一封信的两个中译本的对比分析 学 院： 外国语学院 专 业： 英 语 作者姓名： 张鹏娟 班 级： 2008级四班 学 号： 284010403 指导教师： 李佳瑜 提交日期： 2012.05. 21 16A Comparison and Analysis between Two Chinese Versions of A Letter from Pride and Prejudice Zhang PengjuanA thesissubmitted to the School of Foreign Languages and Literature Tianshui Normal University in partial fulfillment of the requirement for the degree ofBACHELOR OF ARTSinENGLISH LANGUAGETianshui, GansuMay, 2012目 录一论文正文.二附录1. 毕业论文成绩评定表2. 答辩小组意见3. 答辩成绩评分表4. 论文指导记录5. 开题报告原创性声明本人郑重申明:本人所呈交的论文是在指导老师的指导下独立进行研究所取得的成果。学位论文中凡是引用他人已经发表或未经发表的成果、数据、观点等均以明确注明出处。除文中已经注明引用的内容外，不包含任何其他个人或集体已经发表或撰写过的科研成果。本神明的法律责任由本人承担。文作者签名： 年 月 日论文指导老师签字：A Comparison and Analysis between Two Chinese Versions of A Letter from Pride and Prejudice Zhang PengjuanAbstract: Pride and Prejudice has both great fame and a large number of readers in China. There have been about 20 versions of Chinese translation of this novel since the 1950s when the original translated version by Wang Keyi was published by Shanghai Yiwen Publishing House. The translators translating techniques features, the flaws in their work as well as the unique characteristics can be recognized by comparing the translations, Wang Keyis version is interesting and humorous, while somewhere he does not get the proper understanding about the novel. Yi Hais translation version appears later than Wangs, the version is simple, and too simple to reproduce the original flavor of the novel. This paper, taking a letter (Collins write to Bentes) from pride and prejudice, compares and analyzes Wang Keyi and Yi Hais two Chinese versions, to point out their respective characteristics and advantages. Through comparing and analyzing some sentences of the two versions point out how is translation to convey the original content and style. Keywords: Diction, Syntax, Textual cohesion, Original reproduction傲慢与偏见中一封信的两个中译本的对比分析 张鹏娟【摘 要】傲慢与偏见在中国有着极高的知名度和众多的读者。从50年代中期上海译文出版社出版王科一先生的中译本开始,本书的中文译本现在已达到了20种之多。这些译本各具特色,通过比较,既可领略译者的翻译技巧、风格，又可进一步领略原著独特的风格韵味。王先生的译本语言生动形象、幽默风趣,但译文中个别地方脱离语境,望文生义。比王译本晚的义海译本给人以简洁有余但韵味不足的感觉。本文通过对傲慢与偏见中一封信的两个译本，王科一译本和义海译本, 通过两个译本中若干例子的对比分析, 指出两个译本各自的特点，优点,感受译者如何传达原文的内容和风格。【关键词】措辞；句式结构；语篇衔接；语言风格；原文再现CONTENTSAbstracti摘要iiI. Introduction. 2II. Literature review 32.1 Requirement of The New National Curriculum (2000)on the rural education and the the teaching of oral English 32.2 Problems in oral English in rural areas4 2.2.1 Problems of English Teachers in rural areas42.2.2 The Problems of English Speaking Environment in Rural Areas.6 2.2.3 The Problems of Students in Rural Areas.6 2.3 Learning Strategies of Middle School Students Oral English6 2.3.1 To Create English Speaking Environment.6 2.3.2 To Improve the English Teachers Ability 6 2.3.3 To Improve English Classroom Teaching.72.3.4 To Improve Oral English Assessment System.7A survey and analysis on oral English in Chenxian3.1Subjects.73.2Metheds .73.3 Material.83.4Resultanalysis.8.Discussion.94.1Problems on pronunciation.94.2Problems on school.104.3 Problems on parents.10The strategies of Improving oral English.105.1 Create a democratic, relaxed and harmonious classroom atmosphere.105.2 Doing basic skills.11 5.3 To Encourage Students Enthusiasm 115.4To Use Situation teaching 11.Conclusion.12Reference.13Appendix14Acknowledgements.15.Introduction In practice, many people often feel very difficult to master English, and a lot of people are dumb English, especially that the low oral English level of middle school students in rural areas is more worrying, as they can neither speak nor understand English, let alone to make English conversations or communications. The English Curriculum (2000) points out: the goal of the English course in basic education stage is to take the development of students language skills and knowledge as the basis to cultivate their comprehensive English application competence. Wu Hanzhen(2006 )said the purpose of English teaching is to help students master the language as soon as possible, so that students can communicate successfully in English. Zhou Zhong(2010) tells that language teaching is a communication behavior between teachers and students.Palmer(2007) noticed that the oral English level of English teachers determine that of students, as the teachers discourse has the exemplary role of using target language on one hand, and on the other hand, it is also the important way for students to input language. Kramsch(2000) thinks that foreign language learning is a highly socialized activity, in which the learners are in the negotiation process, and learners use existing knowledge to share and optimize the knowledge with others, so as to learn the contents the course requires them to master. This shows the importance of spoken English, in short, It is difficult for students to master the English oral. Literature review In recent years, many researches have been done by scholars on junior students oral English learning. Most of them focus on the following aspects: The problems of English Teachers in rural areas, the problems of English Speaking Environment in rural areas, and the problems of students in rural areas. At the same time, they also get the strategies ofimproving junior students oral English. 2.1 Requirements of The new National curriculum (2000) on the rural education and the teaching of oral English 1)It aims to develop as the basic point of departure of Students, and strive to reflect the quality education thought, special emphasis on the attention to each students emotional, to stimulate their interest in study, and help them to build up confidence. In the process of English learning, the development of effective learning strategies, and strengthen the motherland consciousness, develop international vision, forming a comprehensive language skills. But considering the Chinese local educational development not balanced. According to the national course management rules: the education administrative departments have the right to arrange their English curriculum objectives. Classification of the set, in middle and primary schools of each grade teaching aim, teaching evaluation and textbook provides guidance, and also for the flexibility of the course and open to provide the basis and conditions. 2) Requirements of the New National Curriculum on spoken English 1. Can deliver information and is familiar with the topic of opinion expression.2. Can understand the meaning through interpretation repeated3. Can describe the personal experience and personal insight and imagination4. You can use the appropriate method to express your attitudes and intentions in certain circumstances, 5, you can use an appropriate tone of voice, intonation and rhythm to express their intent.2.2 Problems in oral English in rural areas2.2.1 Problems of English Teachers in rural areas With the rapid development of the current society,English teachers are put forward higherdemands. Li Jianping(2002) tells us: The language teaching is thecommunication between teachers and students, therefore the quality of English teachers has a direct impact on the teaching . Most English teachers in China are of native growth here, and the English they speak is neither genuine nor having the knowledge standards, thereby having no opportunities to talk with native English speakers; Beside, the knowledge structure of many English teachers in China is single currently, and they cannot give enough attention to those background knowledge and cultural factors interfering with the communication in usual teaching. Therefore, it is very difficult to try every means to improve the oral English of students in rural areas. Firstly, English teachers in rural areas depend too much on Chinese, and the majority of them are still unable to teach only in English. Secondly, English teachers in rural areas did not directly experience the foreign culture, and they ask students to read and recite the dialogues in the textbook, while students cannot use new sentence patterns beyond the textbook to communicate, Thirdly, due to the limitations of rural English teachers oral English level, they cannot guide students to express fresh ideas. Fourthly, rural English teachers are used to teaching students new words, phrases and grammars, and teachers spend more time on the lecture rather than making dialogues with students, so students oral English training time is squeezed. As time passes, students only have the ability of “examination in English” left.2.2.2The Problems of English Speaking Environment in Rural Areas Gilliam Brown(2000) thought it is important for a successful language learner to put himself in an effective communication environment. For the students in Chinese rural areas, Limited by their parents and other family members education background, middle school students in rural areas cannot make daily oral English exercises in the family; unlike those students in urban areas, middle school students in rural areas cannot meet foreign friends and speak some English, or chitchat with foreigners on the Internet, let alone to making friends with foreigners, while there are very rare chances to speak English in rural areas; in middle schools in rural areas, there is no trace of English corner, and there are no English speech contests, let alone English parties. Students have no chances to speak English in public places, and they will be nervous as long as they speak English.2.2.3 The Problems of Students in Rural AreasLi Shuqun(2011) noticed that the students in rural areas didnt learn English in their primary school, or most of set English curriculum just in name. Compared with middle schools in urban areas, those students have missed the best period for the development of oral English, as for foreign language learning: it needs 10,000 hours to learn a foreign language, and 0-3 years old is the syntax-sensitive period, 2-3 years old is the best oral language training period, and 6-13 years old is the golden period for learning foreign language. Compared with middle schools in urban areas, those students in rural areas tend to be conservative in psychology, and they generally have the “psychology of fear of speaking”, which makes their oral English training wrose.2.3 Learning Strategies of Middle School Students Oral EnglishFor the problems in junior students oral English, the scholars explore the strategies. 2.3.1To Create English Speaking EnvironmentTang Chengming(2005)had a word of English: Peoples behavior is the reflection of environmental stimulation, whether students love or dont love speaking English is due to some environmental impact, so teaching students to speak English is not so much for us to create an atmosphere to let students speak English by themselves. First, they should make full use of the school radio station and the cultivation of English announcer in broadcasting the students English exercises, interesting English stories and English songs day by day, so influenced by those, students will develop a way of thinking in English. Secondly, students should be guided to watch English TV programs. For example, the Outlook English Magazine of the Science and Education Channel, the Childrens English of the Childrens Channel, as well as other programs can provide students English learning which classroom cannot offer. We can watch, hear and imitate, students can form the ability of spoken English, and perhaps, they can learn more authentic oral English.2.3.2 To Improve the English Teachers Ability Due to limitations of rural middle school English learning environment and the lack of resources for English learning, English teachers become the core elements of English learning environment, and they are also the learning resources rural middle school students depend on, they are the living teaching material for students to practice spoken English. In a sense, English teachers spoken English level determine that of students. Palmer( 2007) Considered that The key to improve rural middle school students oral English level is to improve the oral English level of their teachers2.3. 3 To Improve English Classroom Teaching In the condition of having relatively poor English circumstances in rural middle schools. The English class is the main position of oral English training, and the different teaching methods directly affect the intensity and strength of oral English training. So how to effectively cultivate students oral English ability, improve the quality of English teaching is particularly important.2.3.4 To Improve Oral English Assessment SystemThe Basic Education Curriculum Reform Outline(2008) put forward to reform and evaluation as a union of the goals of curriculum reform. The most prominent features of the curriculum standard is a combination of formative evaluation and summative evaluation, while it is centered by formative assessment, , focus on the assessment of the degree, students master the knowledge and skills, and evaluation of their attitudes and values of the forming process. Scholar in and outside China did a lot of arguments on the oral English, but for the problems and strategies are not enough, especially involving junior school oral English is less. This paper is going to dig out the problems of the oral English teaching in the rural middle school and find out the related reasons, then proposes corresponding solving strategies to these problems.A survey and analysis on oral English in Chenxian3.1Subjects54 students from Class Two, Grade Five in Junior School in Chenxian were chosen to do the survey.3.2Metheds 11 questions were handed out and 54 students were asked to finish them carefully with unanimous. The survey data was calculated and analysed in order to offer the practical basis to the paper.3.3 MaterialA questionnaire consists of 11 questions were adopted. (Detail can be seen in appendix)3.4 Result analysisMost student think oral English is important and had a little difficult. It also reflect the English level. So oral English learning is necessary.1Listening SpeakingReadingWritingWhich is the most important 10%62%22%6Which is the most difficult4626424Which can manifest the English lever12282238. From this data, we can know that 62% students think oral English is the most important, because language is a communication tool. They also consider listening and speaking are equally difficult. “Listening, speaking, reading, writing” is a whole, and the training of speaking takes the training of listening as the basis. Listening is the input, and speaking is the output of language, so there is a connection between them. At the same time, they realized the speaking of English also can manifest the English level. 2. Are you interested in speaking English.A. Great 12%B. General 30% D. No 58%3. Do you often speak English A. often 10%B. sometime 20%C. few 70%We are surprised of the students answers. Many students have no interests about English and dont speak English in their daily life.5. Can you understand the teacher when he organized the classroom teaching in English.A. Understand. 10%B. Most 20%C. A part 50%D. Hardly 20%6. Is your English teacher teaching in English.A. In English. 10%B. Most in English. 15%C. Half in Chinese and half in English. 50% D. Almost in Chinese. 25%7. Whether the school often hold English corner, or the English speech contest activities.A. often 5%B. few 25%C. never 70%8. Do your parents know English? Will they help you with your English? A. know 15% B. a little 25%C. No 60%English is a communication tool, and the oral English training is the primary task of English teaching. From this part, we can understand that in rural areas, the majority of English teachers are still unable to teach only in English, they mostly communicate with students in Chinese in the class. Most parents have never learned English and dont give help to their kids. Therefour students have no chances to practice their oral English.9. Wh