A Compositional Approach to Solution Adaptation in Case-Based Reasoning and its Application to Tutoring
Library
Niloofar Arshadi1 & Kambiz Badie2
1 Software Engineering Group, Department of Computer Engineering, Sharif University of
Technology, Tehran, Iran
arsahdi@ce.sharif.ac.ir
2 Iran Telecom. Research Center and School of Intelligent Systems, IPM, Tehran, Iran
k_badie@laleh.itrc.ac.ir
Abstract. This paper presents a new approach for compositional adaptation and
investigates its applicability for a tutoring library system. Compositional
adaptation has been applied in the designed tutoring library system, since many
cases at the same time can be similar to the user request, and through this way,
the possibility will exist to combine the corresponding solutions (books'
chapters in our case) in an efficient way yielding the final solution. Each case in
the library itself is represented in terms of a presuggested set of chapters from
different books in general. Such an approach to suggesting solution to the user
provides a suitable ground to take into account a variety of factors such as
current knowledge level and the desired status of knowledge which have not
been considered sufficiently in standard library systems.
1 Introduction
Case-Based Reasoning has been used to create numerous applications in a wide range of domains, including prediction, diagnosis, planning, process and quality control, monitoring, classification, configuration and design, decision support, and information retrieval [1,2]. While the theory and practice of case-based reasoning has benefited greatly from recent advances in case representation, similarity assessment, and retrieval, adaptation is still considered as the most difficult step in CBR [1]. The goal of the solution adaptation is to revise the solutions of the past cases such that they could best fit the ongoing situation. A number of approaches have been proposed for solution adaptation in case-based reasoning out of which substitution adaptation, transformational adaptation, derivational (generative) adaptation, and compositional adaptation are mentionable [1,2,3].
This paper presents a new approach for compositional adaptation and investigates its applicability for a tutoring library system. The system solves new problems as follows: first the user request (including keyword, searching area, the current
knowledge level of the user and the desired status of knowledge) is presented to the system as the input information. The system then retrieves the most similar cases from the case library, and tries to adapt the corresponding solutions such that it could best fit the ongoing situation. The tutoring library database presents the set of chapters that would satisfy the user request. Finally, if the solution was found to be acceptable/suitable for the user, it would then be added as a new case to the case library.
2 Compositional Adaptation
In our approach to designing of tutoring library, we suggest the compositional adaptation, since many cases at the same time can be similar to the user request, and through this way, the possibility will exist to combine the corresponding solutions (books' chapters in our case) in an efficient way yielding the final solution.
In compositional adaptation, solutions from multiple cases are combined to produce a new composite solution [1,2]. Compositional adaptation can be applied in two distinct situations:
a) When the solution consists of different independent parts, then each of these
components can be adapted more or less precisely. This method is effective if
there are few conflicts between these components [1]. For example, Prodigy/Analogy constructs a new solution from a set of guiding cases as
opposed to a single past case. Here, complex problems may be solved by
resolving minor interactions among simpler past cases [9].
b) The solution could not be divided into independent parts, so the solutions in
the similar cases should be combined in some way. In Airquap, which is a
CBR system for predicting the pollution levels, the solution to the target
problem is the mean value of the solutions belonging to the most similar
cases in the library [4].
In the case of a tutoring library system, the first method could not be used because the solution could not be divided into independent parts, and since the chapters (or the sections), which are the basic concepts of a book, have discrete characteristics, it is not possible to find numbered mean values for these discrete entities, so, the second method is not applicable, either. However, through combining the similar components in the solutions belonging to the similar cases, the system will be able to generate the final solution that is expected to fit best the user request.
3 Tutoring Library; Basic Concepts
According to the different search aspects defined in [5], when a library user searches for a book in a database, three principle situations might occur:
? The library user knows precisely the specifications of his/her book (book title, authors, publishing year, etc.). So, s/he could find directly what s/he
was looking for.
? The library user has forgotten the specifications of his/her book, or the book is not currently available.
? Often, situations occur in which the library user does not know precisely what s/he is looking for. Rather, s/he has some kind of need s/he wants to
fulfill and a more or less vague idea of what the solution might look like.
Standard database technology has in particular problems in dealing with the last two situations. Either the customer (or a library user in our case) is overwhelmed with hundreds of offers or s/he is left alone with no solution at all [5].
In our approach to designing the tutoring library database, we have relied on the third principle. So, we can claim that a tutoring library should follow the third principle. In standard library systems, for the user to be able to find his/her desired book, first, s/he should explain his/her request for an expert, and the expert, with respect to the current knowledge level of the user, would propose some books. Finally, to find the book in the library, the user must present the specifications of the book, more or less precisely. For example, a student describes his request as follows: "I need a book about Genetic Algorithms, I do not know anything about it and I want to acquire general knowledge about the subject". By using the tutoring library system there would be no need for the users to refer directly to the experts, and this system can automatically suggest the user an appropriate combination of the chapters (belonging to different books in general). In fact the tutoring library tries to select the chapters in such a manner that it helps the user grasp his/her desired concept in a more efficient way. Since, one single book can hardly achieve this role, and at the same time no single chapter in any selected book may necessarily be useful for the user, it would be desirable to take into account a combination of different chapters from different books. If these chapters are selected properly, their efficiency for covering the whole range of the essential concepts would be remarkable. This issue is, in practice observed by many instructors who advise their students to study certain chapters of different books, when promoting the students' knowledge in a certain area is taken into account.
The tutoring process mentioned here is not directly supported by teachers or librarians' domain knowledge. Instead, the solutions in the cases (to be provided by the teachers or librarians) include this domain knowledge in an implicit way. Let say, if promoting one's knowledge to a certain level calls for studying a number of chapters from different books, one can say that the teacher's domain knowledge is implicitly stored in the way the chapters are selected.
Finally, this fact that the final solution can be a combination of different chapters belonging to different books (in contrast with the concept of the whole book as the solution for the user) provides the facility for tutoring libraries to create something like a virtual book for the user (as a source for upgrading his/her knowledge in a certain field) which consists of a variety of chapters from different real books.
4 The CBR Cycle for the Tutoring Library System
The CBR cycle for the proposed tutoring library system, according to the CBR cycle defined in [6], has the stages as follows:
1. Retrieve the similar cases from case library. Cases that have the same
searching area and keyword are considered to be similar.
2. Reuse the information and knowledge in those cases to solve the problem
3. Revise the proposed solution
4. Retain the user request together with the system's proposed solution as a
new case to be examined and evaluated furtherly.
It is often difficult to distinguish between the reuse and revise stages, so it is considered as a single solution adaptation stage. Here, a compositional adaptation approach has been used for solution adaptation. Now, we briefly explain each stage. 4.1 Case Representation and Retrieval Similar Case(s)
In CBR terminology, a case usually denotes a problem situation. A previously experienced situation, which has been captured and learned in a way that it can be reused in the solving of future problems, is referred to as a past case [6].
Each case in this system consists of two parts:
a) Problem description: In this part, the features of the problem are described.
The system receives the related information from the user and produces the
corresponding solution based on this information. This part includes two
subparts:
? Information about the book: It consists of the searching area and the keyword. For example, "Artificial Intelligence" is a searching area
and "The Operators of Genetic Algorithms" is keywords. In the
implemented version of the tutoring library system, searching area
could be "Artificial Intelligence" or "Software Engineering" and the
keywords are selected from a predefined list. This list demonstrates
the keywords in a hierarchical tree that is created by consulting the
expert teachers or librarians. For the moment, we do not use any
method for retrieving the information of the keywords in the chapters,
and we just rely on expert intuition for extracting the keywords. We
however believe that inducing text processing approaches will enable
us to retrieve the keywords information in a more exact manner.
? Information about the user: It contains the current knowledge level of the user about the subject and the desired status of knowledge. The
current knowledge level of the user might be preliminary,
intermediate or advanced. The desired status of knowledge might be
research, teaching, acquiring general knowledge, or developing a new
system. It is obvious that, the library's solution for the user may
highly depend on both his/her current and the desired status of
knowledge. Let's say, if the user's goal is teaching, the desired
solution would be chapters of the textbooks which are sufficiently
capable to transfer the basic concepts to the user preferably in terms
of examples and exercises. And, if the user's goal is doing research,
the desired books should cover theoretical or historical aspects, and
may contain mathematical equations or formulas more seriously.
b) Solution: In this part, the books' chapters suitable for the user are presented to
the user together with the authors and the corresponding publishing years. In
other words, after retrieving the most similar cases and adapting the corresponding solutions, the set of suitable chapters would be offered to the
user. An important point concerning chapters' selection is that some chapters
of a book are highly dependent on some other chapters in the same book. In
this case, these groups of chapters should appear together in the final solution.
In our approach, process of retrieval is performed hierarchically. Let say, at the first level, those cases are selected which fully satisfy both the searching area and the keywords included in the user requset. At the second level, the concept of k-nearest neighbour [7] is used to select (out of the cases selected at the first level) k nearest cases whose similarity to the user request from the veiwpoints of current knowledge level and the desired status of knowledge is higher compared to the remaining cases.
To achieve this, for current knowledge level, we considered "0" as the similarity degree between "preliminary" and "advanced", "0.1" as the similarity degree between "preliminary" and "intermediate", or "intermediate" and "advanced", and "0.2" as the similarity degree between the same items. Also, for desired status of knowledge "0" was considered as the similarity degree between the differing items, while "0.1" was considered as the similarity degree between the same items.
4.2 Compositional Adaptation
A new approach to compositional adaptation has been used for proposing suitable solutions to the tutoring library user. The main idea is that if a chapter appears in several similar cases already retrieved, then the possibility that it could be a suitable choice for the user would be high. This is based on the principle that the individual solutions for similar problem situations may structurally share some beneficial components which should appear in the final solution. Although there may exist individual solutions that despite their utilities do not share any component with the other solutions, in our approach we ignore these solutions.
It should also be noted that the degree of similarity between the user request and a retrieved case will influence the structure of the final solution. Therefore, both frequency of appearance of a chapter and the similarity degree will influence the possibility of that chapter to participate in the final solution. In our approach to compositional adaptation, the goal is to determine the appropriateness of each chapter appeared in the solution of each similar case. Following steps should be traced in this respect:
1. The total distance is calculated using the similarity between the retrieved
case and the user request. Here, total distance is simply defined to be the
sum of the difference between the current knowledge level of the user and
the one stored in the similar case, on one hand, and the difference between
the user's desired status of knowledge and the stored in the similar case,
on the other hand. Table 1 shows how the distance is determined
regarding the current level of knowledge.
Table 1. Scoring the current knowledge level of the user If the desired status of knowledge in both the retrieved case and the user request, is the same, the distance would be zero, otherwise the distance would be one.
2. Let distance i be the total distance of a similar case i calculated in the previous step, and n be the number of the cases which are similar to the
user request. The normalized distance of a similar case i , which indicates the amount of utility percentage for the solution, would then be obtained
through the following expressions:
Temp =
11
/i n =∑distance i (1) And Normalized distance case i = 1 / (distance i * temp) (2)
3. Let ch ij be the ith chapter in the jth book, and z be the appropriateness degree for each chapter. Then, z would be determined as follows:
for k=1 to n do
if ch ij exists in the solution of similar case k then
add the normalized distance case k to z
Finally, those chapters which have an appropriateness degree more than a certain threshold, would be included in the final solution. These chapters would be appeared in the final solution together with the authors’ name and the publishing year of the corresponding books. In the implemented tutoring library system, there is no order among the books' chapters appearing in the final solution. However for the future versions of the system, considering the order can lead to a better selection of the final solution.
Fig. 1 illustrates the final solution to the user request with respect to the three similar cases (No. 2, No. 4, and No. 7) retrieved from the case library. Here, the threshold for appropriateness degree has been considered to be 0.5.
Preliminary
Intermediate Advanced Preliminary
012Intermediate
101Advanced 210
Fig. 1. An example of compositional adaptation in case-based library system
Table 2 and 3 demonstrate the normalized distance of similar cases and their corresponding degree.
Table 2. Normalized distance of similar cases To calculate the appropriateness degree of each chapter, the normalized distance of the similar cases that include the chapters should be added to one another.
Case No. 4
Case No. 7 Searching Area: AI
Keyword: Adaptation
Current Knowledge Level: Preliminary
Desired Status of Knowledge: Research
Searching Area: AI Keyword: Adaptation Current Knowledge Level: Advanced Desired Status of Knowledge: Acquiring General Knowledge Chapters: ch 24 , ch 71, ch 52
Authors: Kolodner, Gentner, Watson
Publishing Year: 93, 89, 97
Chapters: ch 24 , ch 32 Authors: Kolodner, Watson Publishing Year: 93, 97 “First similar case”
“Second similar case”
User Request Case No. 2
Searching Area: AI
Keyword: Adaptation
Current Knowledge Level: Advanced
Desired Status of Knowledge: Research
Searching Area: AI Keyword: Adaptation Current Knowledge Level: Intermediate Desired Status of Knowledge: Teaching Chapters: ch 27 , ch 52
Final Solution Authors: Mitchell, Watson
Chapters: ch 32 , ch 24 , ch 52 Publishing Year: 97, 97
Authors: Watson, Kolodner, Watson “Third similar case”Publishing Year: 97, 93, 97
Solution
Total distance Normalized distance 1st similar case
ch 24 , ch 3210.52nd similar case
ch 24 , ch 71 ,ch 5220.253rd similar case ch 27 , ch 5220.25
Table 3. The appropriateness degree of each chapter Here, the final solution would be:
Solution to user request = { ch 32 , ch 24 , ch 52 }
We can justify the final solution as follows: since the normalized distance of the first similar case is 0.5 and the threshold is 0.5, its solution (including ch 24, ch 32) will appear in the final solution. Also, ch 25 has appeared in two similar cases with the
normalized distance 0.25, so this chapter will also appear in the final solution.
It should be noted that, the higher the number of similar cases is, the probability for different books' chapters to participate in the final solution would be higher.
4.3 Retaining Tested Cases
Finally, if the solution was found to be acceptable/suitable for the user, it should be added as a new case to the case library, and at the same time can be stored on the disk to be protected against probable damages. Cases are stored in a case file on the disk, and every time before running the program, its content is loaded into the main memory in order to increase the speed of retrieving similar cases.
5 Implementation and Validation of the Tutoring Library System The proposed tutoring library system was implemented using Borland C++ under Windows 3.1. According to the method defined in [8], the tests used for validation are as follows:
a) CBR Retrieval Test
b) CBR Adaptation Test
c) Domain Coverage Test
The main concept underlying this validation method is selecting a subset of the cases from the case library and then using this subset as test cases to evaluate the correctness of the system's retrieval and adaptation functions [8]. By considering the results of the above tests, we can claim that the implemented tutoring library system works properly. However to examine and evaluate the system performance, and also to determine the user satisfaction level, a noticeable amount of time in a real library Chapter No.
Appropriateness ch 240.75
ch 32 0.5
ch 71 0.25
ch 52 0.5
ch 27 0.25
environment is unavoidable. At the moment, we are planning for a suitable library environment to achieve this goal.
6 Concluding Remarks
In this paper, a new approach to compositional adaptation was presented and applied as a methodology for tutoring library.
It was seen that the approach has the capability to make the final solution for the user on the basis of combining a variety of chapters belonging to different cases which are somehow similar to the user request. Each case in the library itself is represented in terms of a presuggested set of chapters from different books in general. Such an approach to suggesting solution to the user provides a suitable ground to take into account a variety of factors such as current knowledge level and the desired status of knowledge which have not been considered sufficiently in standard library systems. Moreover, due to the very dynamicy and complexity which exist in the trend of human knowledge development in general and technological knowledge development in particular, it would be much important for the library information systems to have emergent and dynamic solutions for their users. The tutoring library paradigm, discussed in the paper, have such characteristics.
Finally, It is worth noticing that tutoring library can be a good alternative for virtual education particularly with respect to transferring the particular technical concepts whose performance by human teachers may need intolerable amount of time, energy and systematicness.
6 References
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[3] Kolodner, J., "Case Based Reasoning, Morgan Kaufmann Publishers", 1993
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晋灵公不君（宣公二年） 原文： 晋灵公不君。厚敛以雕墙。从台上弹人，而观其辟丸也。宰夫胹熊蹯不熟，杀之，寘诸畚，使妇人载以过朝。赵盾、士季见其手，问其故而患之。将谏，士季曰：“谏而不入，则莫之继也。会请先，不入，则子继之。”三进及溜，而后视之，曰：“吾知所过矣，将改之。”稽首而对曰：“人谁无过？过而能改，善莫大焉。诗曰：‘靡不有初，鲜克有终。’夫如是，则能补过者鲜矣。君能有终，则社稷之固也，岂惟群臣赖之。又曰：‘衮职有阙，惟仲山甫补之。’能补过也。君能补过，衮不废矣。” 犹不改。宣子骤谏，公患之，使鉏麑贼之。晨往，寝门辟矣，盛服将朝。尚早，坐而假寐。麑退，叹而言曰：“不忘恭敬，民之主也。贼民之主，不忠；弃君之命，不信。有一于此，不如死也！”触槐而死。 秋九月，晋侯饮赵盾酒，伏甲将攻之。其右提弥明知之，趋登曰：“臣侍君宴，过三爵，非礼也。”遂扶以下。公嗾夫獒焉。明搏而杀之。盾曰：“弃人用犬，虽猛何为！”斗且出。提弥明死之。 初，宣子田于首山，舍于翳桑。见灵辄饿，问其病。曰：“不食三日矣！”食之，舍其半。问之，曰：“宦三年矣，未知母之存否。今近焉，请以遗之。”使尽之，而为之箪食与肉，寘诸橐以与之。既而与为公介，倒戟以御公徒，而免之。问何故，对曰：“翳桑之饿人也。”问其名居，不告而退。——遂自亡也。 乙丑，赵穿①攻灵公于桃园。宣子未出山而复。大史书曰：“赵盾弑其君。”以示于朝。宣子曰：“不然。”对曰：“子为正卿，亡不越竟，反不讨贼，非子而谁？”宣子曰：“呜呼!‘我之怀矣，自诒伊戚。’其我之谓矣。” 孔子曰：“董狐，古之良史也，书法不隐。赵宣子，古之良大夫也，为法受恶。惜也，越竞乃免。” 译文： 晋灵公不行君王之道。他向人民收取沉重的税赋以雕饰宫墙。他从高台上用弹弓弹人，然后观赏他们躲避弹丸的样子。他的厨子做熊掌，没有炖熟，晋灵公就把他杀了，把他的尸体装在草筐中，让宫女用车载着经过朝廷。赵盾和士季看到露出来的手臂，询问原由后感到很忧虑。他们准备向晋灵公进谏，士季说：“如果您去进谏而君王不听，那就没有人能够再接着进谏了。还请让我先来吧，不行的话，您再接着来。”士季往前走了三回，行了三回礼，一直到屋檐下，晋灵公才抬头看他。晋灵公说：“我知道我的过错了，我会改过的。”士季叩头回答道：“谁能没有过错呢？有过错而能改掉，这就是最大的善事了。《诗经》说：‘没有人向善没有一个开始的，但却很少有坚持到底的。’如果是这样，那么能弥补过失的人是很少的。您如能坚持向善，那么江山就稳固了，不只是大臣们有所依靠啊。
经典英文诗歌赏析(全) 一 nothing gold can stay 1简介：《美景易逝(Nothing Gold Can Stay)》罗伯特弗罗斯特 的代表作之一。此诗于1923年写就，即于当年十月在《耶鲁杂志(The Yale Review)》上刊印出版，随后就被收录到弗罗斯特的一本名为 《新罕布什尔州(New Hampshire)》的诗集中。 2诗歌翻译： Nothing gold can stay 岁月留金 Nature's first green is gold, 大自然的第一抹新绿是金， Her hardest hue to hold. 也是她最无力保留的颜色.。 Her early leaf's a flower; 她初发的叶子如同一朵花,; But only so an hour. 不过只能持续若此一刹那。 Then leaf subsides leaf, 随之如花新叶沦落为旧叶。 So Eden sank to grief. 由是伊甸园陷入忧伤悲切， So down gose down to day, 破晓黎明延续至晃晃白昼。 Nothing gold can stay. 宝贵如金之物岁月难保留。 3诗歌赏析：这首诗揭示了一切真切而美好的事物最终定会逐渐消失的哲理。它同时也使用了独特的技巧来表现了季节的变化。想到了 小时了了，大未必佳。一切都是转瞬即逝的，浮世有的仅仅转丸般的 繁华。 二 the road not taken 1诗歌简介：这首名诗《The Road NotTaken》形式是传统的抑扬 格四音步，但音步可变(含有很多抑抑扬的成分);每节的韵式为abaab 。
如何翻译古文 学习古代汉语，需要经常把古文译成现代汉语。因为古文今译的过程是加深理解和全面运用古汉语知识解决实际问题的过程，也是综合考察古代汉语水平的过程。学习古代汉语，应该重视古文翻译的训练。 古文翻译的要求一般归纳为信、达、雅三项。“信”是指译文要准确地反映原作的含义，避免曲解原文内容。“达”是指译文应该通顺、晓畅，符合现代汉语语法规范。“信”和“达”是紧密相关的。脱离了“信”而求“达”，不能称为翻译；只求“信”而不顾“达”，也不是好的译文。因此“信”和“达”是文言文翻译的基本要求。“雅”是指译文不仅准确、通顺，而且生动、优美，能再现原作的风格神韵。这是很高的要求，在目前学习阶段，我们只要能做到“信”和“达”就可以了。 做好古文翻译，重要的问题是准确地理解古文，这是翻译的基础。但翻译方法也很重要。这里主要谈谈翻译方法方面的问题。 一、直译和意译 直译和意译是古文今译的两大类型，也是两种不同的今译方法。 1．关于直译。所谓直译，是指紧扣原文，按原文的字词和句子进行对等翻译的今译方法。它要求忠实于原文，一丝不苟，确切表达原意，保持原文的本来面貌。例如： 原文：樊迟请学稼，子曰：“吾不如老农。”请学为圃。子曰：“吾不如老圃。”（《论语?子路》） 译文：樊迟请求学种庄稼。孔子道：“我不如老农民。”又请求学种菜蔬。孔子道：“我不如老菜农。”（杨伯峻《论语译注》） 原文：齐宣王问曰：“汤放桀，武王伐纣，有诸？”（《孟子?梁惠王下》） 译文：齐宣王问道：“商汤流放夏桀，武王讨伐殷纣，真有这回事吗？（杨伯峻《孟子译注》） 上面两段译文紧扣原文，字词落实，句法结构基本上与原文对等，属于直译。 但对直译又不能作简单化理解。由于古今汉语在文字、词汇、语法等方面的差异，今译时对原文作一些适当的调整，是必要的，并不破坏直译。例如： 原文：逐之，三周华不注。（《齐晋鞌之战》） 译文：〔晋军〕追赶齐军，围着华不注山绕了三圈。
《英语诗歌欣赏》课程教学诗选 Types of Poetry Unit one Nature The Pasture Robert Frost (1874–1963) I’M going out to clean the pasture spring; I’ll only stop to rake the leaves away (And wait to watch the water clear, I may): I shan’t be gone long.—You come too. I’m going out to fetch the little calf That’s standing by the mother. It’s so young, It totters when she licks it with her tongue. I shan’t be gone long.—You come too. 牧场 罗伯特·弗罗斯特 (1874–1963) 我去清一清牧场的泉水， 我只停下来把落叶全耙去 （还瞧着泉水变得明净—也许）； 我不会去得太久。—你也来吧。 我去把那幼小的牛犊抱来， 它站在母牛身边，小得可怜，一摇一晃，当母牛给她舔舔；我不会去得太久。—你也来吧。 （方平译） Daffodils William Wordsworth (1770-1850) I wondered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils;
鞌之战选自《左传》又名《鞍之战》原文：楚癸酉，师陈于鞌(1)。邴夏御侯，逢丑父为右②。晋解张御克，郑丘缓为右(3)。侯日：“余姑翦灭此而朝食(4)”。不介马而驰之⑤。克伤于矢，流血及屦2 未尽∧6)，曰：“余病矣(7)！”张侯曰：“自始合(8)，而矢贯余手及肘(9)，余折以御，左轮朱殷(10)，岂敢言病吾子忍之！”缓曰：“自始合，苟有险，余必下推车，子岂＿识之(11)然子病矣！”张侯曰：“师之耳目，在吾旗鼓，进退从之。此车一人殿之(12)，可以集事(13)，若之何其以病败君之大事也擐甲执兵(14)，固即死也(15)；病未及死，吾子勉之(16)！”左并辔(17) ，右援拐鼓(18)。马逸不能止(19)，师从之，师败绩。逐之，三周华不注(20) 韩厥梦子舆谓己曰：“旦辟左右！”故中御而从齐侯。邴夏曰：“射其御者，君子也。”公曰：“谓之君子而射之，非礼也。”射其左，越于车下；射其右，毙于车中。綦毋张丧车，从韩厥，曰：“请寓乘。”从左右，皆肘之，使立于后。韩厥俛，定其右。逢丑父与公易位。将及华泉，骖絓于木而止。丑父寝于轏中，蛇出于其下，以肱击之，伤而匿之，故不能推车而及。韩厥执絷马前，再拜稽首，奉觞加璧以进，曰：“寡君使群臣为鲁、卫请，曰：‘无令舆师陷入君地。’下臣不幸，属当戎行，无所逃隐。且惧奔辟而忝两君，臣辱戎士，敢告不敏，摄官承乏。” 丑父使公下，如华泉取饮。郑周父御佐车，宛茷为右，载齐侯以免。韩厥献丑父，郤献子将戮之。呼曰：“自今无有代其君任患者，有一于此，将为戮乎”郤子曰：“人不难以死免其君，我戮之不祥。赦之，以劝事君者。”乃免之。译文1：在癸酉这天，双方的军队在鞌这个地方摆开了阵势。齐国一方是邴夏为齐侯赶车，逢丑父当车右。晋军一方是解张为主帅郤克赶车，郑丘缓当车右。齐侯说:“我姑且消灭了这些人再吃早饭。”不给马披甲就冲向了晋军。郤克被箭射伤，血流到了鞋上，但是仍不停止擂鼓继续指挥战斗。他说:“我受重伤了。”解张说:“从一开始接战，一只箭就射穿了我的手和肘，左边的车轮都被我的血染成了黑红色，我哪敢说受伤您忍着点吧！”郑丘缓说:“从一开始接战，如果遇到道路不平的地方，我必定（冒着生命危险）下去推车，您难道了解这些吗不过，您真是受重伤了。”daier 解张说:“军队的耳朵和眼睛，都集中在我们的战旗和鼓声，前进后退都要听从它。这辆车上还有一个人镇守住它，战事就可以成功。为什么为了伤痛而败坏国君的大事呢身披盔甲，手执武器，本来就是去走向死亡，伤痛还没到死的地步，您还是尽力而为吧。”一边说，一边用左手把右手的缰绳攥在一起，用空出的右手抓过郤克手中的鼓棰就擂起鼓来。（由于一手控马，）马飞快奔跑而不能停止，晋军队伍跟着指挥车冲上去，把齐军打得打败。晋军随即追赶齐军，三次围绕着华不注山奔跑。韩厥梦见他去世的父亲对他说:“明天早晨作战时要避开战车左边和右边的位置。”因此韩厥就站在中间担任赶车的来追赶齐侯的战车。邴夏说:“射那个赶车的，他是个君子。”齐侯说: “称他为君子却又去射他，这不合于礼。”daier 于是射车左，车左中箭掉下了车。又射右边的，车右也中箭倒在了车里。（晋军的）将军綦毋张损坏了自己的战车，跟在韩厥的车后说: “请允许我搭乗你的战车。”他上车后，无论是站在车的左边，还是站在车的右边，韩厥都用肘推他，让他站在自己身后——战车的中间。韩厥又低下头安定了一下受伤倒在车中的那位自己的车右。于是逢丑父和齐侯（乘韩厥低头之机）互相调换了位置。将要到达华泉时，齐侯战车的骖马被树木绊住而不能继续逃跑而停了下来。（头天晚上）逢丑父睡在栈车里，有一条蛇从他身子底下爬出来，他用小臂去打蛇，小臂受伤，但他（为了能当车右）隐瞒了这件事。由于这样，他不能用臂推车前进，因而被韩厥追上了。韩厥拿着拴马绳走到齐侯的马前，两次下拜并行稽首礼，捧着一杯酒并加上一块玉璧给齐侯送上去，
话说宝玉在林黛玉房中说"耗子精"，宝钗撞来，讽刺宝玉元宵不知"绿蜡"之典，三人正在房中互相讥刺取笑。 杨宪益：Pao-yu，as we saw, was in Tai-yu?s room telling her the story about the rat spirits when Pao-chai burst in and teased him for forgetting the “green wax” allusion on the night of the Feast of Lanterns. 霍克斯: We have shown how Bao-yu was in Dai-yu?s room telling her the story of the magic mice; how Bao-Chai burst in on them and twitted Bao-yu with his failure to remember the …green wax? allusion on the night of the Lantern Festival; and how the three of them sat teasing each other with good-humored banter. 对比分析：杨宪益和霍克斯在翻译“耗子精”采用来了不同的处理方法，前者使用了异化”rat spirits”，后者用的是归化法”magic mice”,使用归化法更受英美读者的亲乃。但是二者同时采用了增译法，增添了the story，原文并没有。在翻译“宝玉不知绿烛之典”的“不知”，英文1用的是“forgetting”，而译文2用的是“with failure to ”，显然译文2更符合英美的表达习惯。 那宝玉正恐黛玉饭后贪眠，一时存了食，或夜间走了困，皆非保养身体之法。幸而宝钗走来，大家谈笑，那林黛玉方不欲睡，自己才放了心。 杨宪益：Pao-yu felt relieved as they laughed and made fun of each other, for he had feared that sleeping after lunch might give Tai-yu indigestion or insomnia that night, and so injure her health. Luckily Pao-chai?s arrival and the lively conversation that followed it had woken Tai-yu up. 霍克斯: Bao-yu had been afraid that by sleeping after her meal Dai-yu would give herself indigestion or suffer from insomnia through being insufficiently tired when she went to bed at night, but Bao-chai?s arrival and the lively conversation that followed it banished all Dai-yu?s desire to sleep and enabled him to lay aside his anxiety on her behalf. 对比分析：译文一对原文语序进行了调整，先说了“放心”，再说“担心”，但并不如不调整顺序的逻辑强。译文二只是用了一个“but”就把原文意思分层了两层，逻辑更加清晰，符合西方人注重逻辑的习惯。原文中的“谈笑”是动词，而两个译文版本都是译的“the lively conversation”，是名词，体现了汉语重动态，英文重静态的特点。 忽听他房中嚷起来，大家侧耳听了一听，林黛玉先笑道："这是你妈妈和袭人叫嚷呢。那袭人也罢了，你妈妈再要认真排场她，可见老背晦了。" 杨宪益：Just then, a commotion broke out in Pao-yu?s apartments and three of th em pricked up their ears. “It?s your nanny scolding Hai-jen,” announced Tai-yu. “There?s nothing wrong with Hai-jen, yet your nanny is for ever nagging at her. Old age has befuddled her.”
《鞌之战》阅读答案（附翻译）原文及翻 译 鞌之战[1] 选自《左传成公二年（即公元前589年）》 【原文】 癸酉，师陈于鞌[2]。邴夏御齐侯[3]，逢丑父为右[4]。晋解张御郤克，郑丘缓为右[5]。齐侯曰：余姑翦灭此而朝食[6]。不介马而驰之[7]。郤克伤于矢，流血及屦，未绝鼓音[8]，曰：余病[9]矣！张侯[10]曰：自始合，而矢贯余手及肘[11]，余折以御，左轮朱殷[12]，岂敢言病。吾子[13]忍之！缓曰：自始合，苟有险[14]，余必下推车，子岂识之[15]？然子病矣！张侯曰：师之耳目，在吾旗鼓，进退从之[16]。此车一人殿之[17]，可以集事[18]，若之何其以病败君之大事也[19]？擐甲执兵，固即死也[20]。病未及死，吾子勉之[21]！左并辔[22]，右援枹而鼓[23]，马逸不能止[24]，师从之。齐师败绩[25]。逐之，三周华不注[26]。 【注释】 [1]鞌之战：春秋时期的著名战役之一。战争的实质是齐、晋争霸。由于齐侯骄傲轻敌，而晋军同仇敌忾、士气旺盛，战役以齐败晋胜而告终。鞌：通鞍，齐国地名，在今山东济南西北。 [2]癸酉：成公二年的六月十七日。师，指齐晋两国军队。陈，
列阵，摆开阵势。 [3]邴夏：齐国大夫。御，动词，驾车。御齐侯，给齐侯驾车。齐侯，齐国国君，指齐顷公。 [4]逢丑父：齐国大夫。右：车右。 [5]解张、郑丘缓：都是晋臣，郑丘是复姓。郤（x ）克，晋国大夫，是这次战争中晋军的主帅。又称郤献子、郤子等。 [6]姑：副词，姑且。翦灭：消灭，灭掉。朝食：早饭。这里是吃早饭的意思。这句话是成语灭此朝食的出处。 [7]不介马：不给马披甲。介：甲。这里用作动词，披甲。驰之：驱马追击敌人。之：代词，指晋军。 [8] 未绝鼓音：鼓声不断。古代车战，主帅居中，亲掌旗鼓，指挥军队。兵以鼓进，击鼓是进军的号令。 [9] 病：负伤。 [10]张侯，即解张。张是字，侯是名，人名、字连用，先字后名。 [11]合：交战。贯：穿。肘：胳膊。 [12]朱：大红色。殷：深红色、黑红色。 [13]吾子：您，尊敬。比说子更亲切。 [14]苟：连词，表示假设。险：险阻，指难走的路。 [15]识：知道。之，代词，代苟有险，余必下推车这件事，可不译。 [16]师之耳目：军队的耳、目（指注意力）。在吾旗鼓：在我们
初中英文诗歌带翻译赏析 【篇一】初中英文诗歌带翻译赏析 A Coat by William Butler Yeats I made my song a coat Covered with embroideries Out of old mythologies From heel to throat; But the fools caught it, Wore it in the world’s eyes As though they’d wrought it. Song, let them take it, For there’s more enterprise In walking naked. 外套 威廉?巴特勒?叶芝(着) 我用古老的神话作为衣料， 为我的歌缝制一件外套， 上面铺满刺绣， 层层秘密，从头到脚; 可是愚蠢的人们把它夺去， 穿起来在世人面前炫耀， 似乎是他们亲手织造。
让他们拿走吧，歌啊，没有衣服更好， 因为裸体行走， 需要胆识更加高超。 【篇二】初中英文诗歌带翻译赏析 初恋的感觉 I never was struck before that hour With love so sudden and so sweet Her face it bloomed like a sweet flower And stole my heart way complete My face turned pale as dealy pale My legs refused to walk away And when she looked” what could I ail?”. My life and all seemed turned to clay. 我在这之前从未如此之震惊 这份爱情是如此的突然如此的甜蜜 她的脸庞像一朵盛开的鲜花 将我的心儿全部个的偷走了 我的脸颊变得像死者似地苍白 我的腿再也迈步不出任何步伐 但当她看我的时候我怎能感到丝毫的痛苦 我的生命以及一切都变的犹如黄土 And took my eyesight qyite away.
《鞌之战》阅读答案（附翻译） 《鞌之战》阅读答案（附翻译） 鞌之战[1] 选自《左传·成公二年（即公元前589年）》 【原文】 癸酉，师陈于鞌[2]。邴夏御齐侯[3]，逢丑父为右[4]。晋解张御郤克，郑丘缓为右[5]。齐侯曰：“余姑 翦灭此而朝食[6]。”不介马而驰之[7]。郤克伤于矢， 流血及屦，未绝鼓音[8]，曰：“余病[9]矣！”张侯[10]曰：“自始合，而矢贯余手及肘[11]，余折以御，左轮 朱殷[12]，岂敢言病。吾子[13]忍之！”缓曰：“自始合，苟有险[14]，余必下推车，子岂识之[15]？——然 子病矣！”张侯曰：“师之耳目，在吾旗鼓，进退从之[16]。此车一人殿之[17]，可以集事[18]，若之何其以 病败君之大事也[19]？擐甲执兵，固即死也[20]。病未 及死，吾子勉之[21]！”左并辔[22]，右援枹而鼓[23]，马逸不能止[24]，师从之。齐师败绩[25]。逐之，三周 华不注[26]。 【注释】 [1]鞌之战：春秋时期的著名战役之一。战争的实质是齐、晋争霸。由于齐侯骄傲轻敌，而晋军同仇敌忾、 士气旺盛，战役以齐败晋胜而告终。鞌：通“鞍”，齐
国地名，在今山东济南西北。 [2]癸酉：成公二年的六月十七日。师，指齐晋两国军队。陈，列阵，摆开阵势。 [3]邴夏：齐国大夫。御，动词，驾车。御齐侯，给齐侯驾车。齐侯，齐国国君，指齐顷公。 [4]逢丑父：齐国大夫。右：车右。 [5]解张、郑丘缓：都是晋臣，“郑丘”是复姓。郤（xì）克，晋国大夫，是这次战争中晋军的主帅。又称郤献子、郤子等。 [6]姑：副词，姑且。翦灭：消灭，灭掉。朝食：早饭。这里是“吃早饭”的意思。这句话是成语“灭此朝食”的出处。 [7]不介马：不给马披甲。介：甲。这里用作动词，披甲。驰之：驱马追击敌人。之：代词，指晋军。 [8]未绝鼓音：鼓声不断。古代车战，主帅居中，亲掌旗鼓，指挥军队。“兵以鼓进”，击鼓是进军的号令。 [9]病：负伤。 [10]张侯，即解张。“张”是字，“侯”是名，人名、字连用，先字后名。 [11]合：交战。贯：穿。肘：胳膊。 [12]朱：大红色。殷：深红色、黑红色。 [13]吾子：您，尊敬。比说“子”更亲切。
一nothing gold can stay 1简介:《美景易逝（Nothing Gold Can Stay）》罗伯特?弗罗斯特的代表作之一。此诗于1923年写就，即于当年十月在《耶鲁杂志（The Yale Review）》上刊印出版，随后就被收录到弗罗斯特的一本名为《新罕布什尔州（New Hampshire）》的诗集中。 2诗歌翻译: Nothing gold can stay 岁月留金 Nature's first green is gold, 大自然的第一抹新绿是金， Her hardest hue to hold. 也是她最无力保留的颜色.。 Her early leaf's a flower; 她初发的叶子如同一朵花,； But only so an hour. 然而只能持续若此一刹那。 Then leaf subsides leaf, 随之如花新叶沦落为旧叶。 So Eden sank to grief. 由是伊甸园陷入忧伤悲切， So down gose down to day, 破晓黎明延续至晃晃白昼。 Nothing gold can stay. 宝贵如金之物岁月难保留。 3诗歌赏析:这首诗揭示了一切真切而美好的事物最终定会逐渐消失的哲理。它同时也使用了独特的技巧来表现了季节的变化。想到了小时了了，大未必佳。一切都是转瞬即逝的，浮世有的只是转丸般的繁华。 二the road not taken 1诗歌简介:这首名诗《The Road NotTaken》形式是传统的抑扬格四音步，但音步可变（含有不少抑抑扬的成分）；每节的韵式为abaab 。弗罗斯特写诗最大的特色就是善于运用眼前看似平淡无奇的事物，去表达一个深刻的哲理。这正如他在一首诗中写的：“黄色的树林里有两条岔开的路／可惜我不能在同一时间走两条路／我选择了少人行走的那条／这就造成了一切的差异。”诗人选择了诗歌，放下了在一所师范学校教书的职业以及那可能平坦，安稳的生活。他对自己说：写诗吧，穷就穷吧，于是他们就来了英国，在离伦敦不远的一个村子里找到了一座木板茅屋作为新家。 罗伯特弗罗斯特堪称美国20世纪90年代最受欢迎的诗人之一，是美国非官方的桂冠诗人，他一生致力于诗歌的创作，主要写作并出版了10部诗集，这一首是其第三部诗集《山的间隔》中的名篇。 2诗歌翻译: The Road Not Taken Robert Frost 未选择的路罗伯特?弗罗斯特 Two roads diverged in a yellow wood, 黄色的树林里分出两条路 And sorry I could not travel both 可惜我不能同时去涉足 And be one traveler, long I stood 我在那路口久久伫立 And looked down one as far as I could 我向着一条路极目望去 To where it bent in the undergrowth; 直到它消失在丛林深处 Then took the other, as just as fair, 但我却选择了另外一条路 And having perhaps the better claim, 它荒草萋萋，十分幽寂 Because it was grassy and wanted wear; 显得更诱人，更美丽 Though as for that the passing there 虽然在这两条小路上 Had worn them really about the same, 都很少留下旅人的足迹 And both that morning equally lay 虽然那天清晨落叶满地 In leaves no step had trodden black. 两条路都未经脚印污染 Oh, I kept the first for another day! 呵，留下一条路等改日再见 Yet knowing how way leads on to way, 但我知道路径延绵无尽头
汉语诗与英语诗翻译欣赏之比较 诗歌是语言的结晶，诗歌往往以其精炼的形式、和谐的音韵和节奏给人们带来巨大的精神享受。汉语诗、英语诗的欣赏也不是一件易事。英语诗歌在其一千多年的演化过程中发展出了丰富的诗体。这些诗体都有各自的规律、音韵、主题和表现方式，它们是一道道难以逾越的障碍。尽管诗歌能满足人们内心的渴望，但还是有许多人对它敬而远之，觉得诗歌晦涩、奇怪，难以理解。欣赏诗歌就要欣赏语言的节奏及形式特点，欣赏诗歌格律的韵律、音节及句式。不管英语还是汉语诗歌，都是按照一定的规律在句子中的排列，其目的是为了声韵和谐。同类的乐音在同一位置上的重复，能产生声音回环的美，同样，作为语言艺术的诗歌，汉语诗歌行中韵母相同或相近的字在一定位置上重复，也能产生音乐美的听觉效应。英语诗歌与汉语诗歌作为不同民族的诗歌种类，在诗歌的语言形式上有着自己的独有的习惯和风格。 1）汉语诗歌的格式韵律、音节、押韵很规范。而英语诗歌的韵律、音节格式变化很大。如： 朝辞白帝彩云间，千里江陵一日还。 两岸猿声啼不住，轻舟已过万重山。 ——（李白《下江陵》） 又比如： 白日依山尽，黄河入海流。 欲穷千里目，更上一层楼。 ——（王之涣《登黄鹤楼》） 如：波西·比希·雪莱的《Music，When Soft V oices Die》（《轻柔的声音寂灭后》）： Rose leaves，when the rose is dead， Are heaped for the beloved’s bed； And so thy thoughts，when thou art gone， Love itself shall slumber on. 根据英语诗歌的优美韵律，按汉语诗歌的韵律翻译如下：
左传《齐晋鞌之战》原文+翻译+注释 楚癸酉，师陈于鞌(1)。邴夏御侯，逢丑父为右②。晋解张御克，郑丘缓 为右(3)。侯日：“余姑翦灭此而朝食(4)”。不介马而驰之⑤。克伤于矢， 流血及屦2未尽∧?6)，曰：“余病矣(7)！”张侯曰：“自始合(8)，而矢贯余手 及肘(9)，余折以御，左轮朱殷(10)，岂敢言病？吾子忍之！”缓曰：“自始合，苟有险，余必下推车，子岂＿识之(11)？然子病矣！”张侯曰：“师之耳目，在 吾旗鼓，进退从之。此车一人殿之(12)，可以集事(13)，若之何其以病败君之大事也？擐甲执兵(14)，固即死也(15)；病未及死，吾子勉之(16)！”左并辔(17) ，右援拐?鼓(18)。马逸不能止(19)，师从之，师败绩。逐之，三周华不注(20) 韩厥梦子舆谓己曰：“旦辟左右！”故中御而从齐侯。邴夏曰：“射其御者，君子也。”公曰：“谓之君子而射之，非礼也。”射其左，越于车下；射其右，毙于车中。綦毋张丧车，从韩厥，曰：“请寓乘。”从左右，皆肘之，使立于后。韩厥俛，定其右。逢丑父与公易位。将及华泉，骖絓于木而止。丑父寝于轏中，蛇出于其下，以肱击之，伤而匿之，故不能推车而及。韩厥执絷马前，再拜稽首，奉觞加璧以进，曰：“寡君使群臣为鲁、卫请，曰：‘无令舆师陷入君地。’下臣不幸，属当戎行，无所逃隐。且惧奔辟而忝两君，臣辱戎士，敢告不敏，摄官承乏。”丑父使公下，如华泉取饮。郑周父御佐车，宛茷为右，载齐侯以免。韩厥献丑父，郤献子将戮之。呼曰：“自今无有代其君任患者，有一于此，将为戮乎？”郤子曰：“人不难以死免其君，我戮之不祥。赦之，以劝事君者。”乃免之。 在癸酉这天，双方的军队在鞌这个地方摆开了阵势。齐国一方是邴夏为齐侯赶车，逢丑父当车右。晋军一方是解张为主帅郤克赶车，郑丘缓当车右。齐侯说:“我姑且消灭了这些人再吃早饭。”不给马披甲就冲向了晋军。郤克被箭射伤，血流到了鞋上，但是仍不停止擂鼓继续指挥战斗。他说:“我受重伤了。”解张说:“从一开始接战，一只箭就射穿了我的手和肘，左边的车轮都被我的血染成了黑红色，我哪敢说受伤？您忍着点吧！”郑丘缓说:“从一开始接战，如果遇到道路不平的地方，我必定（冒着生命危险）下去推车，您难道了解这些吗？不过，您真是受重伤了。”daier解张说:“军队的耳朵和眼睛，都集中在我们的战旗和鼓声，前进后退都要听从它。这辆车上还有一个人镇守住它，战事就可以成功。为什么为了伤痛而败坏国君的大事呢？身披盔甲，手执武器，本来就是去走向死亡，伤痛还没到死的地步，您还是尽力而为吧。”一边说，一边用左手把右手的缰绳攥在一起，用空出的右手抓过郤克手中的鼓棰就擂起鼓来。（由于一手控马，）马飞快奔跑而不能停止，晋军队伍跟着指挥车冲上去，把齐军打得打败。晋军随即追赶齐军，三次围绕着华不注山奔跑。
The road not taken 1诗歌简介:这首名诗《The Road Not Taken》形式是传统的抑扬格四音步，但音步可变(含有不少抑抑扬的成分);每节的韵式为abaab 。弗罗斯特写诗最大的特色就是善于运用眼前看似平淡无奇的事物，去表达一个深刻的哲理。这正如他在一首诗中写的：“黄色的树林里有两条岔开的路/可惜我不能在同一时间走两条路/我选择了少人行走的那条/这就造成了一切的差异。”诗人选择了诗歌，放下了在一所师范学校教书的职业以及那可能平坦，安稳的生活。他对自己说：写诗吧，穷就穷吧，于是他们就来了英国，在离伦敦不远的一个村子里找到了一座木板茅屋作为新家。 罗伯特弗罗斯特堪称美国20世纪90年代最受欢迎的诗人之一，是美国非官方的桂冠诗人，他一生致力于诗歌的创作，主要写作并出版了10部诗集，这一首是其第三部诗集《山的间隔》中的名篇。 2诗歌翻译: The Road Not Taken ——Robert Frost 未选择的路罗伯特?弗罗斯特 Two roads diverged in a yellow wood, 黄色的树林里分出两条路 And sorry I could not travel both 可惜我不能同时去涉足 And be one traveler, long I stood 我在那路口久久伫立 And looked down one as far as I could 我向着一条路极目望去
To where it bent in the undergrowth; 直到它消失在丛林深处Then took the other, as just as fair, 但我却选择了另外一条路And having perhaps the better claim, 它荒草萋萋，十分幽寂Because it was grassy and wanted wear; 显得更诱人，更美丽Though as for that the passing there 虽然在这两条小路上 Had worn them really about the same, 都很少留下旅人的足迹And both that morning equally lay 虽然那天清晨落叶满地 In leaves no step had trodden black. 两条路都未经脚印污染Oh, I kept the first for another day! 呵，留下一条路等改日再见Yet knowing how way leads on to way, 但我知道路径延绵无尽头I doubted if I should ever come back. 恐怕我难以再回返 I shall be telling this with a sigh 也许多少年后在某一个地方Somewhere ages and ages hence: 我将轻声叹息把往事回顾Two roads diverged in a wood,and I, 一片森林里分出两条路
从英汉对比的角度赏析诗歌翻译 诗歌堪称中国文化的一朵奇葩，唐代诗人李白以豪放不羁的文笔蜚声中外，其很多作品都是家喻户晓的经典之作，其中《望庐山瀑布》更是被称作七言绝句之首。有不少学者将这首诗翻译成英文介绍给西方读者。本文从诗歌的可译性出发，着重从内容、形式和风格三个方面对《望庐山瀑布》的几个英译本进行比较分析，进而探讨汉英两种语言的差异和中西文化的差异。 标签：《望庐山瀑布》诗歌可译性汉英语言差异 中国古典诗歌文字隽永，意境深远，与其它文学作品如小说、散文等相比文字简练，内容含蓄，有人称赞其为“空中之音，相中之色，水中之月，镜中之象”。李白的诗歌更是如此，在中国甚至世界文学上都享有很高的声誉。基于此，各种语言版本的李白诗歌便一一呈现在读者面前，尤其是英译本引起了学者广泛关注。但是，要从内容、形式和风格等方面把李白诗歌豪放不羁的意境英译出来，难度不容小觑。笔者认为，在翻译诗歌时译者的任务就是进行“移植”，即用另一种语言把诗歌的神韵翻译出来，让其在不同文化背景下生根发芽。 本文以著名学者许渊冲、王守义&John Knoepfle（以下简称为王诺合译）的两个英译本为例，从英汉对比的角度进行研究，并从原诗和译诗的内容、形式和风格三个方面来分析英汉两种语言的差异及其对翻译的影响。 一、内容差异 翻译就是一种语言忠实地再现另一种语言所表达的内容、思想和感情。而内容即指作品所叙述的事实、说明的事理、描写的景物以及文字的叙述，在说明和描写之中反映作者思想、观点、立场、所流露的感情等。 译诗应首先忠于原作，译出作品的内容应与原作的思想内容保持一致。在翻译诗歌作品时，刘重德认为我们应做到：“信于内容，达如其分，切合风格（信达切）。”[1]刘认为在这三者中，“信于内容”应排在第一位。著名学者许渊冲也认为：“翻译唐诗要尽可能传达原诗的‘意美’‘音美’和‘形美’。……最重要的是‘意美’，其次是‘音美’，再次是‘形美’”[2]分别由许渊冲与王诺合译的《望庐山瀑布》的两个英译本都较好地展现了原诗的内容。 原诗的第一句主要描写了瀑布的背景——日照香炉生紫烟。笔者调查发现，很多人误以为“香炉”是寺庙中焚香的器皿，事实上，此句中的香炉峰为庐山西北部的一座山峰，因形似香炉且在山上经常笼罩着云烟而得名。因此，如果译者对此不了解，就很容易把“香炉峰”误译为“香炉”。此外，一个“生”字把处于静态的香炉峰活生生地展现在了我们面前。在许先生的译文中，他用了英文动词“exhales”（意为“呼气、散发”）将香炉峰拟人化，使读者感觉到此景好似就在眼前。而王诺合译的译文则用了动词“rise”，同样表达了烟雾氤氲环绕庐山的景象，但是不如许先生的“exhale”贴切恰当。笔者分析发现，在许先生的译文中，原诗
我是生物工程专业学生###,虽然我是理科生,但是我也同样喜欢文学,喜欢语言,喜欢诗歌,因此选了学习这门课,我经常用这句话来激励自己:沧海横流,方显英雄本色;说真心话,做真心人;只要是合理的,就没有做不到的事. 二. the road not taken 1诗歌简介:这首名诗《The Road NotTaken》形式是传统的抑扬格四音步，但音步可变（含有不少抑抑扬的成分）；每节的韵式为abaab 。弗罗斯特写诗最大的特色就是善于运用眼前看似平淡无奇的事物，去表达一个深刻的哲理。这正如他在一首诗中写的：“黄色的树林里有两条岔开的路／可惜我不能在同一时间走两条路／我选择了少人行走的那条／这就造成了一切的差异。”诗人选择了诗歌，放下了在一所师范学校教书的职业以及那可能平坦，安稳的生活。他对自己说：写诗吧，穷就穷吧，于是他们就来了英国，在离伦敦不远的一个村子里找到了一座木板茅屋作为新家。 罗伯特弗罗斯特堪称美国20世纪90年代最受欢迎的诗人之一，是美国非官方的桂冠诗人，他一生致力于诗歌的创作，主要写作并出版了10部诗集，这一首是其第三部诗集《山的间隔》中的名篇。
2诗歌翻译: The Road Not Taken Robert Frost 未选择的路罗伯特?弗罗斯特 Two roads diverged in a yellow wood, 黄色的树林里分出两条路 And sorry I could not travel both 可惜我不能同时去涉足 And be one traveler, long I stood 我在那路口久久伫立 And looked down one as far as I could 我向着一条路极目望去 To where it bent in the undergrowth; 直到它消失在丛林深处 Then took the other, as just as fair, 但我却选择了另外一条路 And having perhaps the better claim, 它荒草萋萋，十分幽寂 Because it was grassy and wanted wear; 显得更诱人，更美丽 Though as for that the passing there
原文：It is an ill wind that blows nobody good. 译文：世事皆利弊并存。 赏析：原句结构比较特殊（"It is ... that ...")，理解起来有点困难。“对谁都没有好处的风才是坏风”，也就是说大多数情况下风对人都是有好处、有坏处，在引申一步就是成了上面的译句。林佩耵在《中英对译技巧》一书中（第68页）还给了几个相同结构的英文句子。翻译的前提是理解。有人指出。市面上见到的翻译作品，有好多都带有因理解不正确而产生的低级错误，“信”都谈不上还妄谈什么“达”和“雅”！初学翻译的朋友，在理解原文上当不遗余力。 2.原文：Their language was almost unrestrained by any motive of prudence. 译文：他们几乎爱讲什么就讲什么，全然不考虑什么谨慎不谨慎。 赏析：如果硬译，译文势必成了“他们的言论几乎不受任何深思熟虑的动机的约束”。译者本其译，化其滞，将原句一拆为二，充分运用相关翻译技巧，译文忠实、通顺。 3.原文：Get a livelihood,and then practise virtue. 译文：先谋生而后修身。（钱钟书译） 赏析：原句是祈使句，译句也传达出了训导的意味。用“谋生”来译“Get a livelihood"，用“修身”来译“practise virtue",可谓精当。巧的是，原句七个词，译句也是七个汉字。 4.原文：I enjoy the clean voluptuousness of the warm breeze on my skin and the cool support ofwater. 译文:我喜爱那洁净的暖风吹拂在我的皮肤上使我陶然欲醉，也喜爱那清亮的流水把我的身
【篇一】英文诗歌及翻译赏析 My love is like the grasses Hidden in the deep mountains. Though its abundance increase, There is none that knows. 我的爱情 犹如青草，藏在深山。 它郁郁葱葱，却无人知晓。 I have been sleeping all alone, You have been staring in my dreams. I want to kiss you，my baby, I want to kiss you tonight. 我一直孤独入眠， 睡梦中你出现在我的眼前， 我要亲吻你， 我的爱人， 今夜我就要亲吻你。 My love, You are like a flower, So sweet and pure and fair. 我的爱人， 你就像一朵鲜花，
那么甜蜜、纯洁而秀雅。 I just can’t believe the loveliness of loving you. I just can’t believe the one to love this feeling，too. I now know how sweet a kiss could be. Like the summer sunshine, Your sweetness over me. 我简直不敢相信， 爱你是如此地美好。 我不敢相信你也有如此感觉。 我现在才明白吻原是那么甜蜜， 就像夏日的阳光，包含着你对我的柔情蜜意。 I shall do one thing in this life, One thing certain，that is: Love you，Long for you, And keep wanting you till I die. 我这一生要做的一件事情， 绝对要做的一件事情，那就是： 爱你，想你，追求你，直到死。 Oh，my love，my darling, I have hungered for you touch a long time.