英语常见的修辞格
Figures of speech (修辞)
1) Simile：(明喻）
It is a figure of speech which makes a comparison between two unlike elements having at least one quality or characteristic (特性)in common. To make the comparison, words like as, as...as, as if and like are used to transfer the quality we associate with one to the other. For example, As cold waters to a thirsty soul, so is good news from a far country.
2) Metaphor：(暗喻）
It is like a simile, also makes a comparison between two unlike elements, but unlike a simile, this comparison is implied rather than stated. For example, the world is a stage.
3) Analogy: (类比）
It is also a form of comparison, but unlike simile or metaphor which usually uses comparison on one point of resemblance, analogy draws a parallel between two unlike things that have several common qualities or points of resemblance.
4) Personification: (拟人）
It gives human form of feelings to animals, or life and personal attributes(赋予) to inanimate(无生命的) objects, or to ideas and abstractions(抽象). For example, the wind whistled through the trees.
5) Hyperbole: (夸张）
It is the deliberate use of overstatement or exaggeration to achieve emphasis. For instance, he almost died laughing.
6) Understatement: (含蓄陈述）
It is the opposite of hyperbole, or overstatement. It achieves its effect of emphasizing a fact by deliberately(故意地) understating it, impressing the listener or the reader more by what is merely implied or left unsaid than by bare statement. For instance, It is no laughing matter.
7) Euphemism: (委婉）
It is the substitution of an agreeable or inoffensive(无冒犯) expression for one that may offend or suggest something unpleasant. For instance, we refer to "die" as " pass away".
8) Metonymy (转喻）
It is a figure of speech that has to do with the substitution of the mane of one thing for that of another. For instance, the pen (words) is mightier than the sword (forces).
9) Synecdoche (提喻）
It is involves the substitution of the part for the whole, or the whole for the part. For instance, they say there's bread and work for all. She was dressed in silks.
10) Antonomasia (换喻）
It has also to do with substitution. It is not often mentioned now, though it is still in frequent use. For example, Solomon for a wise man. Daniel for a wise and fair judge. Judas for a traitor.
11) Pun: (双关语）
It is a play on words, or rather a play on the form and meaning of words. For instance, a cannon-ball took off his legs, so he laid down his arms. (Here "arms" has two meanings: a person's body; weapons carried by a soldier.)
12) Syllepsis: (一语双叙）
It has two connotations.
In the first case, it is a figure by which a word, or a particular form or inflection of a word, refers to two or more words in the same sentence, while properly applying to or agreeing with
only on of them in grammar or syntax(句法). For example, He addressed you and me, and desired us to follow him. (Here us is used to refer to you and me.)
In the second case, it a word may refer to two or more words in the same sentence. For example, while he was fighting , and losing limb and mind, and dying, others stayed behind to pursue education and career. (Here to losing one's limbs in literal; to lose one's mind is figurative, and means to go mad.)
2006-9-8 09:57 回复
222.240.251.*
2楼
13) Zeugma: (轭式搭配）
It is a single word which is made to modify or to govern two or more words in the same sentence, wither properly applying in sense to only one of them, or applying to them in different senses. For example, The sun shall not burn you by day, nor the moon by night. (Here noon is not strong enough to burn)
14) Irony: (反语）
It is a figure of speech that achieves emphasis by saying the opposite of what is meant, the intended meaning of the words being the opposite of their usual sense. For instance, we are lucky, what you said makes me feel real good.
15) Innuendo: (暗讽）
It is a mild form of irony, hinting in a rather roundabout (曲折)way at something disparaging(不一致) or uncomplimentary(不赞美) to the person or subject mentioned. For example, the weatherman said it would be worm. He must take his readings in a bathroom.
16) Sarcasm: (讽刺）
It Sarcasm is a strong form of irony. It attacks in a taunting and bitter manner, and its aim is to disparage, ridicule and wound the feelings of the subject attacked. For example, laws are like cobwebs, which may catch small flies, but let wasps break through.
17) Paradox: (似非而是的隽语）
It is a figure of speech consisting of a statement or proposition which on the face of it seems self-contradictory, absurd or contrary to established fact or practice, but which on further thinking and study may prove to be true, well-founded, and even to contain a succinct point. For example more haste, less speed.
18) Oxymoron: (矛盾修饰）
It is a compressed paradox, formed by the conjoining(结合) of two contrasting, contradictory or incongruous(不协调) terms as in bitter-sweet memories, orderly chaos(混乱) and proud humility(侮辱).
19) Antithesis: (对照）
It is the deliberate arrangement of contrasting words or ideas in balanced structural forms to achieve emphasis. For example, speech is silver; silence is golden.
20) Epigram: (警句）
It states a simple truth pithily(有利地) and pungently(强烈地). It is usually terse and arouses interest and surprise by its deep insight into certain aspects of human behavior or feeling. For instance, Few, save the poor, feel for the poor.
21) Climax: (渐进）
It is derived from the Greek word for "ladder" and implies the progression of thought at a uniform or almost uniform rate of significance or intensity, like the steps of a
ladder ascending evenly. For example, I came, I saw, I conquered.
22) Anti-climax or bathos: (突降）
It is the opposite of Climax. It involves stating one's thoughts in a descending order of significance or intensity, from strong to weak, from weighty to light or frivolous. For instance, But thousands die, without or this or that, die, and endow(赋予) a college, or a cat.
23) Apostrophe： (顿呼）
In this figure of speech, a thing, place, idea or person (dead or absent) is addressed as if present, listening and understanding what is being said. For instance, England! awake! awake! awake!
24) Transferred Epithet: (转类形容词）
It is a figure of speech where an epithet (an adjective or descriptive phrase) is transferred from the noun it should rightly modify(修饰) to another to which it does not really apply or belong. For instance, I spent sleepless nights on my project.
25) Alliteration: (头韵）
It has to do with the sound rather than the sense of words for effect. It is a device that repeats the same sound at frequent intervals(间隔) and since the sound repeated is usually the initial consonant sound, it is also called "front rhyme". For instance, the fair breeze blew, the white foam flew, the furrow followed free.
26) Onomatopoeia: (拟声）
It is a device that uses words which imitate the sounds made by an object (animate or inanimate), or which are associated with or suggestive(提示的) of some action or movement.
高级英语第一册修辞（1-9课） 来源： 刘佳宁?甜tian的日志
Figures of speech: simile, metaphor, personification, synecdoche, anticlimax, metonymy, repetition, exaggeration, euphemism, antonomasia, parody.
1) Little monkeys with harmoniously tinkling bells thread their way among the throngs of people entering and leaving the bazaar.(metaphor)-----Page1,Lesson1.
2) It grows louder and more distinct ,until you round a corner and see a fairyland of dancing flashes ,as the burnished copper catches the light of innumerable lamps and braziers.(metaphor and personification)---------- P2,L1.
3) The dye-market ,the pottery-market ,and the carpenters’ market lie elsewhere in the maze of vaulted streets which honeycomb this bazaar.(metaphor)-----P3,L1
4) Every here and there, a doorway gives a glimpse of a sunlit courtyard, perhaps before a mosque or a caravanserai, where camels lie disdainfully chewing their hay, while… (personification)------P3, L1.
5) It is a vast ,somber cavern of a room ,some thirty feet high and sixty feet square , and so thick with the dust of centuries that the mudbrick roof are only dimly visible.(metaphor)---P4,L1
6) There were fresh bows ,and the faces grew more and more serious each time the name Hiroshima was repeated .(synecdoche)------P15,L2
7) “Seldom has a city gained such world renown, and I am proud and happy to welcome you to Hiroshima, a town known throughout the
world for its-oysters”. (anticlimax)----P15, L2.
8) But later my hair began to fall out , and my belly turned to water .I felt sick ,and ever since then they have been testing and treating me .(alliteration)-----P17, L2.
9) Acre by acre ,the rain forest is being burned to create fast pasture for fast-food beef .(alliteration)-----P30,L3
10) According to our guide ,the biologist Tom Lovejoy, there are more different species of birds in each square mile of the Amazon than exist in all of North America-which means we are silently thousands of songs we have ever heard .(metonymy)----P31,L3.
11) What should we feel toward these ghosts in the sky?(metaphor)---P32,L3.
12) Have you ever seen a lame animal ,perhaps dog run over by some careless person rich enough to own a car ,sidle up to someone who is ignorant enough to be kind of him?(metaphor)
13) And she stops and tries to dig a well in the sand with her toe. (exaggeration)----P58, L4.
14) I feel my whole face warming from the heat waves it throws out .(exaggeration)
15) After I tripped over it two or three times he told me to just call him Hakim-a-barber.(metaphor)-------P60,L4.
16) “Maggie’s brain is like an elephant’s”.Wangero said ,laughing .(ironic)—P62, L4.
17) You didn’t even have to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood .(metaphor)----P62,L4.
18) “Mama,”Wangero said sweet as a bird .“can I have these old quilts?”(simile)---P63, L4.
19) She gasped like a bee had stung her .(simile)
20) Churchill ,he reverted to this theme, and I asked whether for him, the arch anti-communist ,this was not bowing down in the House of Rimmon.(metaphor)
21) If Hitler invaded Hell and would make at least a favorable reference to the Devil in the House of Commons.(exaggeration)----P79,L5.
22) But all this fades away before the spectacle which is now unfolding.(metaphor)
I see also the dull, drilled, docile, brutish masses of the Hun soldiery plodding on like a swarm of crawling locusts.(simile)
24）I see the Russian soldiers standing on the threshold of their native land ,guarding the fields which their fathers have tilled from time immemorial.(Metaphor)----P79, L5.
25）I see the German bombers and fighters in the sky ,street smarting from many a British whipping to find what they believe is an easier and a safer prey.(Metaphor)---P80, L5.
26) We will never parley; we will never negotiate with Hitler or any of his gang. We shall fight him by land, we shall fight him by sea, we shall fight him in the air. (Parallelism)
27) Just as the industrial Revolution took over an immense range of tasks from men’s muscles and enormously expanded productivity. (Metonymy)
28) The back door opens to let out the dog .The TV set blinks on with the day’s first newscast: a selective rundown… (Personification)----P115, L7.
29) The l
atter-day Aladdin, still snugly abed, then presses a button on a bedside box and issues a string of business and personal memos. (Antonomasia)
30) Following eyeball-to-eyeball consultations with the butcher and the baker and grocer on the tube, she hits a button to commandeer supplies for tonight’s dinner party. (Synecdoche)
31) The microelectronic revolution promises to ease, enhance and simplify life in ways undreamed of even by the utopians. (Synecdoche)----P116, L7.
32) In the microelectronic village, the home will again be the center of society, as it was before the industrial Revolution. (Metaphor)
33) the Device’s ubiquitous eye, sensing where people are at all times, will similarly the lights on an off as needed. (Metaphor)
34) Next to health, heart, and home, happiness for mobile Americans depends upon the automobile. (Alliteration, metonymy repetition,)-----P118, L7.
35) Computer technology may make the car, as we know it, a Smithsonian antique. (Antonomasia)
36) For the mighty army of consumers, the ultimate applications of the computer revolution are still around the bend of a silicon circuit. (Parody)----P120, L7
37) His competitors envisioned the greater potential for entertainment and art, where he saw internal memos, someone else saw Beethoven. (Synecdoche)
38) Will government regulate messages sent out on this vast data highway? (Metaphor)
39) Philips Interactive, for example, has dozens of titles, among them a tour of the Smithsonian, in which the viewer selects which corridor to enter by clicking on the screen. (Antonomasia)
40) She says consumers would be a little like information “cowboys,”rounding up data from computer based archives and information services.(Simile)
41) To prevent getting trampled by a stampede of data, viewers will rely on programmed electronic selectors that could go out into the info corral and rape in the subjects the viewer wants. (Metaphor)
42) Maes and others concede that there’s a dark side to all these bright dreams. (Metaphor)
43) And where there are agents, can counteragents be far behind: spies who might like to keep tabs on the activities of your electronic butlers? (Parody)----P137, L8.
44) Indeed, intelligent agents could be a gold mine of information. (Metaphor)-----P137, L8.
23) A pleasant surprise, of course: What would they do if parent and child came on the show only to curse out and insult each other?
24) Who ever knew Johnson with a quick tongue?
25) Who can ever imagine me looking a strange white man in the eye?
26) Why don’t you do a dance around the ashes
27) “Why don’t you take one or two of the others?” I asked. (24-28) rhetorical question)
29. Metaphor:
Mark Twain --- Mirror of America
saw clearly ahead a black wall of night...
main artery of transportation in the young nation's heart
the vast basin drained three-quarters of the settled United States
All would re
surface in his books...that he soaked up...
Steamboat decks teemed...main current of...but its flotsam
When railroads began drying up the demand...
...the epidemic of gold and silver fever...
Twain began digging his way to regional fame...
Mark Twain honed and experimented with his new writing muscles...
...took unholy verbal shots...
Simile:
Most American remember M. T. as the father of...
...a memory that seemed phonographic
Hyperbole:
...cruise through eternal boyhood and ...endless summer of freedom...
The cast of characters... - a cosmos.
Parallelism:
Most Americans remember ... the father of Huck Finn's idyllic cruise through eternal boyhood and Tom Sawyer's endless summer of freedom and adventure.
Personification:
life dealt him profound personal tragedies...
the river had acquainted him with ...
...to literature's enduring gratitude...
...an entry that will determine his course forever...
the grave world smiles as usual...
Bitterness fed on the man...
America laughed with him.
Personal tragedy haunted his entire life.
Antithesis:
...between what people claim to be and what they really are..
...took unholy verbal shots at the Holy Land...
...a world which will lament them a day and forget them forever
Euphemism:
...men's final release from earthly struggle
Alliteration:
...the slow, sleepy, sluggish-brained sloths stayed at home
...with a dash and daring...
...a recklessness of cost or consequences...
Metonymy:
...his pen would prove mightier than his pickaxe
Synecdoche
1. Keelboats,...carried the first major commerce
2005 年2 月皖西学院学报Feb. ,2005
第21 卷第1 期Journal of West Anhui University Vol. 21 NO. 1
高级英语教学与修辞学
吴红芳
(芜湖师范专科学校外语系,安徽芜湖241008)
摘 要:高级英语是为英语专业高年级学生开设的一门重要课程。本文认为,为达到较好的教学效果,教师应变传统的“释
义型”教学模式为“鉴赏型”教学模式,从修辞学的角度去讲授这门课,引导学生去发现去领略名家作品之美,在欣赏中学习知识,
在欣赏中提高水平。
关键词:高级英语;修辞学;教学
中图分类号:H319 文献标识码:A 文章编号:1009 - 9735(2005) 01 - 0110 - 03
X 高级英语是为英语专业高年级学生开设的一门重
要的必修课程。笔者多年从事高级英语教学,深感学
生对这门课的畏难情绪和惶惑心理。较多的生词、较
难的结构和较长的篇幅往往让他们无所适从,严重影
响学习情绪。有些怠惰的学生干脆什么都不做,就等
着老师给他逐词逐句地讲解。大部分学生则会挑选
一本参考书,其目的要么是为了应付老师就课文和练
习等方面提出的问题,要么是真心实意想方便自己学
习生词,读懂课文。结果,一方面是学生对参考书
过
于依赖,离了它不行;另一方面是老师面对人手一册
的参考书犯难:如何才不至于让学生感到是“照本宣
科”呢? 的确,在各类参考书如此泛滥的今天,教师不
拿出点“杀手锏”来,是无法让学生因为感到新颖有趣
而真正产生听课的热情的。就高级英语这门课来说,
笔者认为教师可以用的“杀手锏”就是:改传统的“释
义型”教学模式为“鉴赏型”教学模式,从修辞学的角
度去讲授这门课,引导学生去发现去领略名家作品之
美,在欣赏中学习知识,在欣赏中提高能力。当然,取
鉴赏型教学模式,从修辞学的角度教高级英语,不仅
仅是为了不雷同于参考书,更重要的是这种教学模式
能更好地实现该课程的教学目的和要求。
一、高级英语课程的教学目标
高级英语教学与基础阶段精读课教学目标相差
甚远。基础阶段英语精读课的主要目标是帮助学生
在语言能力和交际能力两个方面打下坚实的基础,使
学生能够正确、自然而流畅地运用本阶段所学的英语
语言本身并具备在某些场合能够恰当地并机动灵活
地使用英语语言的能力。学生通过听读对话、短文等
材料和大量实际操练,扩大英语词汇量,巩固英语语
法知识,培养获取正确信息的能力以及在口头上和书
面上用英语正确表达自己思想的技能。而高级英语
课程根据《高等学校英语专业教学大纲》的规定,高级
英语教学的主要任务不再是词句结构等语言本身的
学习,而是要对英语语言做高一层次的研究和学习,
重在引导学生分析和学习英语话语篇章中诸如布局
谋篇、层次脉络、遣词造句、衔接照应等运用语言的技
巧,使学生对英语话语篇章的理解力和文学鉴赏力有
质的提高,进而也使学生的英语写作能力出现质的飞
跃。
修辞学以存在于各种语体之中的修辞现象为研
究对象。从修辞学的角度进行高级英语教学的理论
基础正是修辞现象的普遍存在:一切语言的运用总是
为表达特定的思想内容服务的,必定要适应具体的题
旨情境。用18 世纪苏格兰修辞学家坎贝尔的话说,
修辞学就是“使话语适合其目的的艺术和才能”。英
语专业高年级学生正是应该在已打下的英语语言基
本功和高级英语教材所提供的名家作品这两个物质
基础上学习如何浅言之、深言之、详言之、略言之、正
言之、旁言之、俚言之、雅言之,以求“道人意中事最
彻”。
110
X
收稿日期:2004 - 10 - 29
作者简介:吴红芳(1969 - ) ,女,讲师,硕士,研究方向:翻译理
论与实践教学。
二、修辞教学内容
张汉熙主编的《高级英语》教材所选取的名家作
品有描写、叙述、议论、说明、演讲、小说节选等,差不
多涵盖了英语中的各种
体裁,语体有不同,风格各相
异,在布局谋篇、层次脉络、遣词造句、衔接照应等方
面均堪称典范。下面仅以修改版第一册第1 课《中东
集市》(“The Middle Eastern Bazaar”) 为例,具体探讨
如何从修辞学的角度进行高级英语的教学。
(一) 布局谋篇
教师应首先帮助学生认识文章所属体裁,并让他
们了解该体裁的一般特征及要求。《中东集市》(以下
简称《中》文) 是一篇优美的描写文。不论是英语还
是汉语,描写的关键都在于通过使用具体、形象的词
汇和提供有助于传送感官和情感作用的具体细节,向
读者传递一种鲜明的印象,为读者勾勒出一幅生动的
画面,使读者通过自己的想象来对某事物有所体验有
所感受。
《中》文篇首第一句即点明了作者所要传递的印
象:“The Middle Eastern Bazaar takes you back hun2
dreds2even thousands2of years. ”(“中东集市使你恍若
置身几百年甚至几千年前”) 。接着作者按照空间顺
序从哥特式拱形门洞开始,带领读者穿过入口处的喧
闹步入清静的布匹市场看顾客讨价还价,又移步换
景,来到火光飘舞的铜器市场,再蜻蜓点水一般掠过
地毯市场、调味品市场、食品市场、染料市场、瓷器市
场和木器市场以及随处可见的洒满阳光的庭院和旁
若无人地嚼着草料的骆驼,最后驻足于宽大的光线幽
暗如洞穴的亚麻籽油作坊。
但是,作者并不是平均使用力量,而是有详有略,
使得读者眼前的画面或浓墨或淡彩,或疏或密,错落
有致,而一切的安排都是为了突出作者所要传递的那
个印象,突出中东集市古老又略带点儿神秘和沉重的
氛围:古旧的建筑、来往穿梭的小毛驴、当街叫卖的小
贩、罩着面纱闲庭信步般说价购物的妇人们、用脚趾
拉动巨大皮风箱的幼小的学徒、绕着巨大的石磙不停
转动的被蒙住眼睛的壮健庄严的骆驼,以及在摇摇欲
坠吱嘎作响的装置上单人操作的男子等等。《中》文
还通过历史现在时(the historical present) 的使用来加
强读者“身临其境”之感。
(二) 遣词造句
形象性( visualness) ) 是描写文的特殊性要求。
《中》文通过大量准确生动的名词、动词、形容词、副词
和动词非谓语形式的使用,诉诸于读者的听觉、视觉、
嗅觉、味觉和触觉,达到了“形象性”这个特殊要求。
文中诉诸于听觉的首先是丰富的拟声词(ono2
matopoetic words) 的使用。如描写小毛驴的:“little
monkey with harmoniously tinkling ( 叮当叮当的)
bells”; 描写铜器市场的:“As you approach it ,a tin2
kling(丁丁丁) and banging (当当当) and clashing (咣啷
咣啷) begins to impinge on you”;描写亚麻籽油作坊
的:“Ancient girders creak (嘎吱嘎吱) and groan (哼唷
哼唷) ”,“then a t ric
kle (滴沥滴沥的细流) of oil oozes
down a stone runnel into a used pet rol pan”“it s creaks
(嘎吱声) blending with the squeaking ( 吱吱声) and
rumbling (辘辘声) of the grinding - wheels and the oc2
casional grunt s (哼哧哼哧) and sighs of the camels”。
这些拟声词的使用大大加强了语言的直观性、形象性
和生动性,使读者如临其境如闻其声,取得了声情并
茂的修辞效果。尤其是以- ing 结尾的拟声词压尾韵
迭用,更加造成特殊的音响效果,增强了对声势和动
态的描绘。其它与听觉有关的词汇,如“The din of
the stall2holders crying their wares ,of donkey2boys and
porters clearing their way by shouting vigorously ,and
of would2be purchasers arguing and bargaining”,“the
noise of the ent rance fades away ,and you come to the
muted cloth2market”等,也无不准确传神。
诉诸于视觉的描写性词汇也是不胜枚举,尤为突
出的是大量具有相对或相反意义的词汇的运用,或强
烈对比,如集市外之“炎炎”与内之“幽暗”,铜器市场
学徒身形之小与火光之大、风箱之巨;或传递节奏,如
火光的明灭;或描摹物丰,如写餐炊具最精美的与最
简易的并存“fine , beautiful pot s and bowls engraved
with delicate and int ricate t raditional designs or simple ,
everyday kitchenware ?undecorated and st rictly func2
tional”,写地毯的图案是或简单而醒目或复杂而协调
“some bold and simple ,others unbelievably detailed and
yet harmonious”等。它们和文中其它与视觉印象相
符的词一起使集市的人、物、情景、气氛跃然于纸上。
同样的手法还见之于对触觉印象的描写和对嗅觉味
觉的调动,如集市外的热浪与集市内的凉爽,食品市
场为最奢侈的晚餐而备的材料和粗陋的面包,调味品
市场呛鼻的和奇异的气味等等。
111
其实,文中处处都体现出作者用词的精当。比
如,用“throngs”而不用“crowds”来形容入口处熙来攘
往的人群;说“penet rate deeper into the bazaar”而不说
“go deeper into the bazaar”以符合入口处“拥挤”的印
象,用“one man”而不用“a man”来强调“单枪匹马”这
个概念等,不一而足。教师要指导学生从作者大量的
或纯客观或带评价性的描写中去感受作者对人(如幼
小的学徒) 、对事(如卖同样货品的店家集中在一处)
和对物(如骆驼) 的态度和情感。
(三) 修辞手段
上文提到的拟声和对比,是《中》文中最为突出的
两个修辞手段。此外,比喻和拟人等修辞手段的运
用,也大大增加了描摹的生动性和形象性,使中东集
市更加具体可感。
作者非常擅用隐喻,在他的笔下,进入集市就是
进入一个凉爽、幽暗的“洞穴”;小毛驴“线”一般穿梭
于熙来攘往的人群;铜器市场是火光飘舞的“仙境”;
纵横交错的街道
是“迷宫”使整个集市成了“蜂巢”;
“塔”一般高的压浆榨油装置使高大的骆驼和巨大的
石轮成了“侏儒”;所榨出的油则很快由涓涓“细流”变
成巨大“洪流”。
英语中的拟人格与汉语中的拟人一样,都是把
“物”当作人来写,赋予它们以人的言行或思想感情,
借以表现作者的思想感情,是表现对象的特征更加突
出感人。《中》文中拟人手法的运用主要有四处:铜器
市场的光焰在“舞蹈”,卧在自己穿过沙漠运来的大捆
大捆的货物旁嚼着草料的骆驼“藐视”一切,古老的屋
梁在“呻吟”,负重的横梁绳索在“抗议”。它们有力地
渲染了气氛,增强了情致。
值得一提的还有文章当中以连贯性为目的的衔
接手段。除了使用表示空间的词(如“then”,“here”,
“elsewhere”) 和以“主题句+ 辅助句”这种典型的英语
语段的结构模式来组织大部分段落外,作者还在多处
采用倒装句式,令读者对集市的空间顺序有更为自然
的感受, 如“In each shop sit the apprentices ?”;“In
the background , a tiny apprentice blows a big charcoal
fire ?”等。
综上所述,笔者认为,高级英语教学应该从修辞
学的角度来进行。教师的任务不仅是解释词句之
“意”,更在于关注词句之“用”。教师要熟谙英语修辞
艺术,针对不同选材的特点,确定教学的侧重点。比
如,上例第1 课《中东集市》教学侧重点是作者如何潜
心用词并运用拟声、对比、隐喻、拟人等手法来绘声绘
形绘色,而第2 课《广岛———最快活的城市》的教学侧
重点,则应放在作者反衬(cont rast) (如:以自己及其
他西方记者等沉重的“如鲠在喉”的负罪心理去反衬
广岛人民在巨大的原子弹灾难之后所表现出的乐观
和顽强) 、修辞性设问( rhetorical question ) 、借喻
(metonymy) 、用词的多样性(variety of the choice of
words) 及其它叙事手法上。教师要掌握“提问”的艺
术,启发诱导学生去发掘不同文章的美之所在,巧妙
之所在,指出英汉修辞的不同之处,并适当进行相同
体裁的英语习作,指导学生写出自然、优美的英语文
章。
参考文献:
[1 ]张汉熙,王立礼. 高级英语(修订本) [M] . 北京:外语教学与
研究出版社,1995.
[2 ]胡曙中. 英汉修辞比较研究[M] . 上海:上海外语教育出版
社,1993.
[3 ]黄 任. 英语修辞学概论[M] . 上海:上海外语教育出版
社,1999.
[4 ] Yang Xiahua. Composition and Rhetoric [M] . Anhui Educa2
tional Publishing House ,1984.
The Teaching of Advanced English and the Art of Rhetoric
Wu Hongfang
( Wuhu Teachers’College , Wuhu , A nhui 241008)
Abstract :Advanced English is an important required course for juniors and seniors of English majors. This paper states that the teacher ,
in order to achieve the desired
teaching effect ,should approach the selected masterpieces from the angle of the art of rhetoric ,guiding the
students to the beauty in them so that they can learn and improve through their appreciation of the texts. The paper also takes The Mid2
dle Eastern Bazaar as an example to illustrate the point .
Key words :advanced English ;the art of rhetoric ;teaching
112