Book Report on Introduction Second Langue Acquisition
Introduction Second Langue Acquisition was written by Muriel Saville-Troike who was a famous American professor in Arizona. She contributed a lot to the research of sociolinguistics and applied linguistics. She did many researches and wrote lots of books on these fields. This book is one of her masterpieces. The book was published by Foreign Language Teaching and Research Press and Cambridge University Press in 2008.
I choose this book for several reasons. Firstly It is a book paying attention to second language acquisition (SLA) . I am interested in SLA and want to know more about this field. Secondly after its publishment, it became one of the most popular books in SLA. Many learners and teachers learn more knowledge on SLA from this book. Thirdly it analyzes SLA from linguistics, psychology and social contexts. This can let me have a whole understanding of SLA.
There are seven chapters in this book. Through those chapters it shows some basic knowledge on SLA from linguistics, psychology and social context. The whole book tries to answer three questions from three scopes. What exactly does the second language(L2) learner come to know? How does the learner acquire the knowledge? Why are some learners more successful than others. Then the book analyses these questions in the following chapters.The first chapter is an introduction of SLA. I know the exactly definition of SLA,the difference between a second language and a foreign language and have a better understanding of first language (L1).The second chapter discusses foundations of SLA. I was shocked by the prevalence of multilingualism when I learned this chapter. The logical problem of language learning promotes researchers to develop different theories to solve it in SLA. The following three chapters are the main body of the whole book. The third chapter is the research on SLA from a linguistic perspective. The fourth chapter is the psychology of second language acquisition.The fifth chapter is about social contexts of second language acquisition. The last two chapters are about the practical use of SLA. The sixth chapter is about acquiring knowledge for L2 use. The last chapter is L2 learning and Teaching. Among this book, I am more interested in some theories in the third chapter. The reason is that I am in favor of linguistics . These theories help me realize the importance of linguistic factors in SLA and have a better understanding of the
relationship between linguistics and SLA.
This third chapter is bout the linguistics of second language acquisition. I know several approaches about the study of SLA that have been heavily influenced by the field of linguistics. They can be divided into two categories: the internal focus and the external focus. The internal focus is based on Chomsky's Universal Grammar while the external focus is based on Functionalism. I pay more attention to theories of internal focus such as Contrastive Analysis, Error analysis and Interlanguage .
1 About Contrastive Analysis
Contrastive Analysis (CA) is an approach to the study of SLA which involves predicting and explaining learners problems based on a comparison between L1 and L2 to determine similarities and differences. It was a great success in that period. The way connecting two languages or more languages together gave people a new method to study and teach L2. It is very necessary for L2 learners or teachers to learn this theory and take advantage of these positive aspects of it.
1.1 The development of Contrastive Analysis
During 1940s and 1950s Structuralism and Behaviorism were extremely popular. CA appeared just under their affection. CA is a theory whose nature is pedagogical and is created for increasing efficiency in L2 teaching and testing.
CA was first stated clearly by Robert Lado in his book Linguistics Across Cultures which was published in 1957. Robert Lado who was an excellent applied linguist intended to find the problems that foreign language learners would have in the process of learning their L2.
This theory looks the study of L2 as a contrastive process. According to the notions, CA analyses the surface forms of both L1 and L2 systems. It also describes and compares the languages following a "bottom-up"sequence. We are all very familiar that linguistics contains phonetics, phonology, morphology, syntax, semantics and pragmatics. When learners begin to learn a foreign language, they will truly contrast L1 and L2. Then it must has a sequence that decides which one should be contrasted first. Linguists studying CA found the "bottom-up"priority for language. Charles Fries , who was a leading linguist to L2 teaching, makes this priority very clear: '' In learning a new language,...the chief problem is not at first that of learning
vocabulary items. It is, first, the mastery of the sound system...It is, second, the mastery of the features of arrangement that constitute the structure of the language" (Fries 1945:3)
1.2 Two assumptions of Contrastive Analysis
The first assumption is under the affection of behaviorist psychology. In CA language acquisition was first treated as a habit formation which is a process of stimulus-response-reinforcement. Under this assumption, linguists believe that practice makes perfect. People learning L2 need to pay attention to listening, imitation and repetition in order to help learners form habits. This can be useful for L2 learners to remember something . Learners can say words and sentences unconsciously. A long time repetition can give learners a lifelong impression. But we must recognize that this method has overtly disadvantages. Learners just remember but they never try to create new sentences. Many sentences they recited are meaningless. For example, "what's this?-This is my eye." We never use this sentence in a daily conversation. Nowadays none use this method alone in SLA.
The second assumption of CA is that there is transfer in language learning. Every normal people can grasp his or her L1 as young children. When we begin to learn a L2, we will transfer some knowledge acquired in L1 into L2 unconsciously. Because of the differences and similarities in these languages, there are positive transfer and negative transfer. If the same structure is appropriate in both languages, it is called positive transfer. For example when the sentence structure of Chinese and English are both"SVO", Chinese learners can easily create English sentences appropriately. Such as "I like school", "I want an apple" and "He has a sister" are much easier for Chinese students to learn. Of course, there is negative transfer when the L1 structure is used inappropriately. For example, in French every noun can be divided as feminine gender, masculine gender and neutral gender while English does not have this classification. This will be strange when English learners study French as L2. For learning L2, the easiest structures are those that exist in L1 with the same form, meaning, and distribution and can have positive transfer into L2. As for the most difficult structures are those that having partial overlap but have different form, meaning and distribution and can easily make negative transfer.
How to take advantage of the positive aspects of these two assumptions is a problem that needs lots of researches. As L2 learners we all wish that we can use L2
proficiently and appropriately. On one hand we must try to realize the positive transfer between L1 and L2. On the other hand we should try to avoid interference.
1.3 Evaluations of Contrastive Analysis
(1) CA stimulates the preparation of hundreds of comparative grammars. Its analytic procedures have been usefully applied to descriptive studies and to translation, including computer translation.
(2) There has been a more recent revival and revision of and extension of the scope of analysis to domains of cross-cultural communication and rhetoric.
(3) Contrastive Analysis cannot analyze the logical problem why learners can know more than they have heard and they have been taught.
(4) It lacks evidences to support itself. Many errors analyzing by CA do not occur in practical language use.
(5) CA does not account for many learners' errors and much predicted positive transfer does not materialize.
(6) Instructional materials produced according to this approach are language-specific and unsuitable for speakers with different native languages.
2 About Error Analysis
Error Analysis (EA) is a great success in the study of SLA. It is different from any other prior theories. EA is the first approach having an internal focus on learners' creative ability to construct language. EA is different from CA that we have discussed before. EA is based on the description and analysis of actual learner errors in L2 not just contrasts L1 and L2 from a structural level.
2.1 The development of Error Analysis
(1) learners and researchers began to realize these problems in CA. Linguists and researchers find many problems in CA. Firstly , many errors that CA analyzed don't exist in real L2 use. Secondly, people cannot find enough evidence to analyze and support that actual errors in L2 learning are caused by transfer. These problems promoting linguists to discovery new approaches.
(2) Following the population of Noam Chomsky's Transformational-Generative Grammar, people began to realize the essence of learning a language. It is not enough
for learners to memorize surface structures but more important to grasp those underlying rules. Language is a dynamic system so that learners can understand and create millions of sentences they never heard before. If learners want to learn a language better they must try to find the underlying rules. The exclusive focus on surface-level forms and patterns by structural linguists shifted to pay attention to underlying rules.
(3) Under this influence from linguistics and related developments in psychology, more evidences can prove that inner forces drive learning. These behaviorists' assumption that habit formation accounting for language acquisition was seriously questioned by many linguists and psychologists. People finally realized that SLA was not just a process of habit formation. SLA had a significate relationship with psychology. Learning a language is a positive process instead of a passive process of stimuli-response. Later behaviorism was replaced by mentalism which emphasizes the innate capacity of language learners rather than on external influence.
(4) S.Pit Corder's article on "the significance of learners' error" was the most influential work launching Error Analysis as an approach in SLA. This article helps linguists understand that errors were not " a bad habit". On the contrary, learners can have a better understanding of their learning process through errors . Errors are windows into the language learner's mind. Errors are a part of learning. Through errors, learners can test their own strategies and take right way to learn. Learning and analyzing errors can help learners have a better understanding of these interferences during language transferring.
(5) SLA was no longer treated as a part of language teaching as CA. More and more attention had been paid to SLA. SLA came to be thought as an independent subject in linguistics. More and more researchers supported to separated issues in SLA from pedagogical concerns. SLA becomes an independent subject in their own.
2.2 The process for analyzing learners' errors
(1) Collection of samples of learners' language. There are two ways to get scientific samples. Firstly researchers can gather samples of different learners on same topic or task. Secondly researchers can gather a few learners' samples during days, weeks, months, or even years. Samples gather by these two ways can be used in later to analyze errors in them.
(2) Identification of errors. In this process, we should first distinguish errors and
mistakes. Errors are caused by lacking of L2 knowledge while mistakes are caused by other reasons for example a lapse in memory. In this theory, we pay attention to errors not mistakes. At this stage, the identification of errors is very important.
(3) Description of errors. In order to analyze, errors are usually classified according to language level (whether an error is semantical, morphological, phonological,pragmatical, etc), general linguistic category (such as auxiliary system and negative construction). They can be specific linguistic elements(preposition, verb formation).
(4) Explanation of errors. This is the essential part of the process. There are two reasons for causing errors. The first one is interlingual factor which is caused by negative transfer from L1 to L2. The second one is intralingual factor within language. Intralingual errors are developmental errors which may be caused for incomplete L2 rules or overgeneralization. As for interlingual errors, there are some interferences from L1. While as for intralingual errors, learners are not affected by L1 but have some problems within L2. Distinguishing interlingual errors and intralingual errors is truly hard in some samples.
(5) Evaluation of errors. Affected by interlingual factors and intralingual factors, learners cannot avoid all errors. When errors occur, learners should evaluate these error. Learners need to judge whether errors are serious or just have little affection. This depends on different situations. If these errors occur between friends' communication, they maybe don't affect the meaning. On the contrary, if a small error occurs in a very formal situation, it may bring a battle. This can tell the significance of EA.
2.3 Evaluations of Error Analysis
(1) EA is the first approach having an internal study of learners' ability in language study. It is a big success in changing learners' attitude toward SLA. After this theory, learners and researchers realize the important affection of psychology on SLA.
(2) EA promotes the separation of SLA from pedagogical concerns. More and more people believe that SLA is an independent science.
(3) Ambiguity in classification. It is hard to have a clear division between interlingual errors and intralingual errors. If a Chinese L1 speaker omits number and gender inflections in French . Because Chinese does not have number and gender
inflections, this maybe an interlingual error. It can also be said a universal development as a intralingual error.
(4) Lack of positive data. This theory just focus on errors in SLA. This cannot tell what the learners can acquire through this process. If learners pay more attention to these errors, they will overlook the correct use.
(5) Potential for avoidance. Without errors does not mean proficiency of L2. Learners may try to avoid using difficult structures and rules in L2. This is truly a phenomenon existing in practical language use. EA cannot reveal this problem.
3 About Interlanguage
Researchers find that it is hard or even impossible for L2 learners to reach the native language level. Learners feel very puzzled about the state of language learning. Then more and more linguists suggest that there is an intermediate state in language learning. Selinker was the first one to declare clearly the term Interlanguage to refer to the intermediate state of a learner's language as it moves toward to the target language. He treated interlanguage as a creative process. This famous linguist also emphasized that the interlanguage was a third language system and it was different from both L1 and L2.
3.1 Characteristics of an interlanguage
(1)Systematic. As the bridge between L1 and L2, the interlanguage is organized by rules that L2 learners have already grasped. These rules can be discovered through the language that learners used at that time. An interlanguage contains both correct use and errors which learners can produce and interpret.
(2)Dynamic. As an intermediate state of language learning, an interlanguage is dynamic. The system of rules in learners' mind change frequently affected by many factors. As learners receive more input and interaction, they can grasp more rules in SLA. Learners can produce and analyze more new sentences. Although the interlanguage is systematic, differences in context result different patterns of language use. More interlanguage developments will occur during the process of language learning.
(3)Reduced system. As we discussed in EA, learners always try to avoid the use of difficult structures in L2. Because learners are afraid of making errors. The
interlanguage can clearly show this phenomenon by using less complex grammatical structures. The reduce system is showed both in form and function.
3.2 Evaluations of Interlanguage
(1)The interlanguage helps learners have a clear outline of language learning. It gives learners a new way to see the language they have learned.
(2)The interlanguage as an independent system differing from L1 and L2 has been high productive in the study of SLA. More and more linguists pay attention to this theory. It helps SLA find a new way to develop. Learners and linguists all want to know how to pass the interlanguage level and reach the L2 level. It deeply affected the latter researches in SLA and many researches are based on this theory.
(3)The beginning and end of interlanguage is not clear. Especially the end of interlanguage is difficult to define. There are many complex factors in this theory making it hard to be measured. That is why many linguists are doubt about this system.
(4)There is a more complex problem in this theory. Learners all realize the difficulty to pass the interlanguage level to L2 level. There is fossilization in the process of L2 learning. This fossilization becomes the interference in the learning process. It seems difficult to move forward. This problem was not solved in this theory. Learners cannot find answers and useful ways to make progress.
Conclusions
In this report I pay my attention to the linguistics of SLA. CA is about the surface compaction between L1 and L2. EA pays more attention to the internal factors of learners. Interlanguage stresses the third language system of language learning. They both have advantages and disadvantages. Of course these theories are not enough in SLA. So later there are many other theories trying to solve different problems occurring in L2 teaching and learning.
This book gives readers a whole outline of SLA. I realize that SLA is an extremely complex subject. There are many problems and knowledge waiting for us to find and solve. It is a disciplinary subject that is related to many subjects. Learning SLA well can help us use more appropriate strategies in L2 teaching which will surly contributes a lot to Chinese students' language learning.
If you are interested in SLA, this is a suitable book for you to have a better understanding of the basic knowledge in this subject. Each chapter of this book has some questions for readers. These questions can let readers know the remaining problems in this subject and give readers the opportunity to offer their own answers.
读书报告 ——读《百年孤独》 寒假期间我读了两本书，一本是关于企业家马云的，一本是加西亚马尔克斯的《百年孤独》，下面我来谈一下我对《百年孤独》的理解。 《百年孤独》是曾获得过诺贝尔奖的一部作品，加西亚马尔克斯为我们描述了一个孤独的家族，这个家族从开始的兴盛到末期的没落，为我们构造了一个十分现实和真实的世界。从开始的一无所有，只有两个人的布恩迪亚家族发展到儿孙满堂，家族兴盛，达到家族的兴盛时期，再由兴盛走向灭亡。 小说的情节离奇令人迷惘。在小镇马贡多，布恩地亚家族上演着百年的兴衰史。这个家族由衰转盛，又由盛转衰，一百年的历程，转来转去，又回到原来的样子，一切都逃不出一个诅咒。霍·阿·布恩地亚与表妹乌苏拉近-亲结婚，阿苏拉担心会像姨妈和姨父近-亲结婚那样生出长猪尾巴的孩子而拒绝与霍·阿·布恩地亚同房。布恩地亚于邻居发生口角的时候，布恩地亚因为邻居嘲笑他被乌苏拉拒绝同房而杀了邻居。结果死者的鬼魂搅得布恩地亚一家日夜不宁，布恩地亚家族被-迫迁移到小镇马贡多。起初布恩地亚家族人丁兴旺，但是随着内战的爆发和外敌的入侵，布恩地亚氏的命运急转直下，一代不如一代，甚至奥雷良诺·布恩地亚上校领导的32次土著居民起义都以失败而告终。到了第六代奥雷良诺·布恩地亚的时候，因为与姑妈乌 苏拉通婚，结果生下一个带尾巴的女婴，正好应验了一百年前吉普赛人用梵语在羊皮纸上写下的密码，而这个密码的破译者就是第六代奥雷良诺·布恩地亚上校自己。这个无疑充满了讽刺的意味。而这个带尾的女婴，被蚂蚁咬烂以后拖入了蚁穴。随后，小镇马贡多消失在一阵飓风中。 作为拉美魔幻现实主义文学的代表，《百年孤独》以复杂的背景和离奇的情节鹤立于拉美文学史之林，作品充满了理想的光辉。遥远的马贡多小镇上发生着离奇的事情：奥雷良诺领导了32次起义结果都失败;第六代奥雷良诺布恩地亚在晚年不断地织裹尸布;奥雷良诺第二则是不断地修理门窗;俏姑娘雷梅苔丝每天要洗好几次澡;小镇马贡多一场骤然而至的雨持续下了四年十一个月又两天，此后十年，马贡多滴雨未下;布恩地亚家族的人对美尔加德斯的磁铁痴迷不已并且反复上当;第七代奥雷良诺是一个出生就有尾巴女婴，却被蚂蚁咬烂后拖进蚁穴;随后一场飓风吹走了马贡多小镇，吹走了一切，比那场持续四年十一个月有两天的暴雨带走的更多??读起来总是给人很虚幻很缥缈如此不真切的感觉。 小说的结局布恩地亚家族连同小镇马贡多消失在一阵飓风中。作者对于落后和愚昧的态度是彻底否定的，于是安排了一场飓风队旧事物来了一次彻底的清理。“百年孤独”，既是说拉美落后的时间之长，又从一个侧面反映出作者的心态：对进步和先进的漫长等待。百年孤独，百年的等待。篇二：读书报告《百年孤独》 . 孤独之味 ——读《百年孤独》读罢《百年孤独》，我的心情久久不能平静，思绪也随之飘到了很远很远的那个属于他们的时代。 全书主要描述了布恩地亚家族7代人充满神秘色彩的坎坷经历，主人公何塞·阿尔蒂奥·布恩迪亚是西班牙人的后裔，布恩迪亚家族在马贡多的历史由此开始。何塞·阿尔蒂奥·布恩迪亚是个极富创造性的人，他从吉卜赛人那里看到磁铁，便想用它来开采金子。看到放大镜可以聚焦太阳光，便试图研制出一种威力无比的武器。他从吉卜赛人那里得到航海用的观像仪和六分仪，通过实验认识到“地球是圆的，像橙子”。布恩迪亚家族的第二代有两男一女。老大何塞·阿卡迪奥老二奥雷里亚诺，老三是女儿阿马兰妲，各自有这自己悲惨又讽刺的故事。第三代人只有何塞·阿尔卡蒂奥的儿子阿尔卡蒂奥和奥雷里亚诺的儿子奥雷里亚诺·何
英语读书报告怎么写格式范文 英语读书报告在提高大学生英语学习效果、提升教师大学英语科 研水平方面有着其他形式的写作所不具有的优势,英语读书报告有哪 些呢?下面是的英语读书报告资料,欢迎阅读. 英语读书报告篇1 thelousydriftageofstrandofrecord》 iliketoreadtheadventurenovelspecially,amongthemleavingformeimpre ssivewouldbe《thelousydriftageofstrandofrecord》. abodyofstrandofisatamiddleclafamilyinengland.theagesoftheyouth,hel eavesthehousethenandpersonally,goingtooverseastogotorisky.anonthewat erdieinanaccident,hedriftsanisletofsmokewithunmanned荒 alone.starttobeverypessimism,afterwardsforthesakeofexistence,hemovedt ocometheclothes,freshwater,foodbreakontheboat,tooletc.,startedthenewlif e.heplantsthecorn,raisingandtrainthegoat,obtainingtheenoughthing.afterso meyears,itisaflockoftoarrivethisundertakingpedestrianmeat 宴,hesavedasavagecountrypeople,goingtoa"friday"forhim.henceforth,50% ofweekthefriendandtheservantthatheisfaithful.afterislanduplivefor28years, theytakeoneroadtowasreturntobythebritishshipofthewasteislandengland. atthebeginningwhenireadthisbookthrough,wereislousybythestrandofh epresumestheadventure,thediligententerprisingspiritshocked.hedriftsthew asteisland,notonlyhavenopessimismdisappointment,butalsoma-ki-nguseoftheconditionontheisland,plant,raiseandtrain,theparadisethatma-ki-ngwasteislandbecomecanexistfreely.wecanalsoseeheisamindandbodyhealt h,diligententerprisinghe- man.onthedesolateisolatedisland,hewanttobeapersonalonewiththerainsand windsthunderandlightningphysicalfightwiththemosquitowildbeastphysical
For the things that have been done in a certain period, the general inspection of the system is also a specific general analysis to find out the shortcomings and deficiencies 百年孤独读书报告正式版
百年孤独读书报告正式版 下载提示：此报告资料适用于某一时期已经做过的事情，进行一次全面系统的总检查、总评价，同时也是一次具体的总分析、总研究,找出成绩、缺点和不足，并找出可提升点和教训记录成文，为以后遇到同类事项提供借鉴的经验。文档可以直接使用，也可根据实际需要修订后使用。 被誉为“再现拉丁美洲历史社会图景的鸿篇巨著”的《百年孤独》，是加西亚·马尔克斯的代表作，也是拉丁美洲魔幻现实主义文学作品的代表作。 全书近30万字，内容庞杂，人物众多，情节曲折离奇，再加上神话故事、宗教典故、民间传说以及作家独创的从未来的角度来回忆过去的新颖倒叙手法等等，令人眼花缭乱。但阅毕全书，读者可以领悟，作家是要通过布恩地亚家族7代人充满神秘色彩的坎坷经历来反映哥伦比亚乃至拉丁美洲的历史演变和社会现实，要求
读者思考造成马贡多百年孤独的原因，从而去寻找摆脱命运括弄的正确途径。 从1830年至上世纪末的70年间，哥伦比亚爆发过几十次内战，使数十万人丧生。本书以很大的篇幅描述了这方面的史实，并且通过书中主人公带有传奇色彩的生涯集中表现出来。政客们的虚伪，统治者们的残忍，民众的盲从和愚昧等等都写得淋漓尽致。作家以生动的笔触，刻画了性格鲜明的众多人物，描绘了这个家族的孤独精神。在这个家族中，夫妻之间、父子之间、母女之间、兄弟姐妹之间，没有感情沟通，缺乏信任和了解。尽管很多人为打破孤独进行过种种艰苦的探索，但由于无法找到一种有效的办法把分散的力量
篇一：英文读书报告撰写格式 英文读书报告撰写格式 1．字体均为times new roman 报告题目为3号黑体居中 学生姓名、专业班级、学号、正文及参考文献均为小4号 双倍行距 3．报告第一页第一行应为：报告题目 第二行靠右应为：学生姓名、专业班级、学号 附： 英文读书报告写作知识 the book report 1. three main parts of a book report generally speaking, a book report consists of the following three main parts: ? information about the author and his times ? a summary of the book a description of the author’s times should be given together with a brief account of his life. it should include the circumstances that led to the writing of the book under discussion and the historical and social background related to the content of the book. to make these things clear, the writer perhaps needs to read some reference material, such as biographies of the author and histories of the period described in the book. 2. writing of the book report 1) the summary of the book should be self-contained, clear, and easy to understand. above all, it should be objective. 3) the summary of a novel or a play is usually written in the present tense, while that of nonfiction, in the tense of the original work: for example, the past tense should be used for a history, and the present for a scientific work. 篇二：英语读书报告要求及范文(1) 英语读书报告格式要求范文 there is no standard form for a book report. however, every book report should contain the following four parts: 1. identification. give the title and author’s name. if the book is one with which your readers may not be familiar, identify it further. give the name of the publisher, the place and year of publication, the price, and the number of pages. writing book reports can be a valuable exercise in clear thinking and precise writing. it also gives you the opportunity to improve your writing and to develop a style of your own. 注意： 题目统一为: a book report on 英文书名（斜体），标题居中，正文两端对齐； 内容的几个部分可以成若干个段落写，但不能出现1，2，3，4序号字样； 英文中没有书名号, 书名斜体；注意其他英文标点符号使用及字母大小写的规范；字体
读书报告 书名：《百年孤独》 作者：加西亚.马尔克斯 报告人：牛山青 班级：经法学院11级法学二班 学号：111110046 参考资料：马克思主义基本原理概论（历史唯物主义部分）
拉丁美洲，这片广袤的土地，蕴含着无穷的神秘，创造过辉煌的古代文明，自十九世纪中期到二十世纪七十年代的一个多世纪，这片神秘的土地经历了百年的风云变幻…… 从1830年至上世纪末的70年间，哥伦比亚爆发过几十次内战，使数十万人丧生。本书以很大的篇幅描述了这方面的史实，并且通过书中主人公带有传奇色彩的生涯集中表现出来。政客们的虚伪，统治者们的残忍，民众的盲从和愚昧等等都写得淋漓尽致。作家以生动的笔触，刻画了性格鲜明的众多人物，描绘了这个家族的孤独精神。在这个家族中，夫妻之间、父子之间、母女之间、兄弟姐妹之间，没有感情沟通，缺乏信任和了解。尽管很多人为打破孤独进行过种种艰苦的探索，但由于无法找到一种有效的办法把分散的力量统一起来，最后均以失败告终。这种孤独不仅弥漫在布恩地亚家族和马贡多镇，而且渗入了狭隘思想，成为阻碍民族向上、国家进步的一大包袱。作家写出这一点，是希望拉美洲民众团结起来，共同努力摆脱孤独。所以，《百年孤独》中浸淫着的孤独感，其主要内涵应该是对整个苦难的拉丁美洲被排斥现代文明世界的进程之外的愤懑和抗议，是作家在对拉丁美洲近百年的历史、以及这块大陆上人民独特的生命力、生存状态、想象力进行独特的研究之后形成的倔强的自信。 一、主人公与其身处的社会 关键词：人生发展历史事件社会存在重大影响 （一）主人公介绍 ●人生发展：何塞·阿尔卡蒂奥·布恩迪亚是西班牙的后裔，住在远离海滨的一个印第安人的村庄。他与乌尔苏拉新婚时，由于害怕像姨母与叔父结婚那样生出长尾巴的孩子，乌尔苏拉每夜都穿上特制的紧身衣，拒绝与丈夫同房。因此遭到邻居普鲁邓希奥·阿基拉尔的耻笑，于是一次比赛中何塞·阿尔卡蒂奥·布恩迪亚杀死了普鲁邓希奥·阿基拉尔。从此，死者的鬼魂经常出现在他眼前，鬼魂那痛苦而凄凉的眼神，使他日夜不得安宁。他们只好离开村子，外出寻找安身之所。经过了两年多的奔波，来到一片滩地上，由于受到梦的启示决定定居下来。后来又有许多人迁移至此，建立村镇，这就是马孔多。布恩迪亚家族在马孔多的历史由此开始。 何塞·阿尔卡蒂奥·布恩迪亚是个极富创造性的人，他从吉卜赛人那里看到磁铁，便想用它来开采金子。看到放大镜可以聚焦太阳光，便试图研制出一种威力无比的武器。他从吉卜赛人那里得到航海用的观像仪和六分仪，通过实验认识到“地球是圆的，像橙子”。他不满于自己所过的落后的生活，他向妻子抱怨说：“世界上正在发生不可思议的事情，咱们旁边，就在河流对岸，已有许多各式各样神奇的机器，可咱们仍在这儿像蠢驴一样过日子。”因为马孔多隐没在宽广的沼泽地中，与世隔绝。他决心要开辟出一条道路，把马孔多与外界的伟大发明连接起来。他带一帮人披荆斩棘干了两个多星期，却以失败告终。后来他又沉迷炼金术，整天把自己关在实验室里。由于他的精神世界与马孔多狭隘、落后、保守的现实格格不入，他陷入孤独之中不能自拔，以至于精神失常，被家人绑在一棵大树上，几十年后才在那棵树上死去。 ●历史事件：《百年孤独》反映和评价了哥伦比亚和拉丁美洲被西班牙征服以来的社会历史事件。19世纪自由党人与保守党人之间的战争和20世纪不断重演的暴力事件得到了生动的描绘；它还详细地记述了外国香蕉公司的发展与剥削导致的破坏与骚乱（有1928年果品联合公司的罢工为依据）。
百年孤独读书报告3篇 A century of lonely Reading Report 编订：JinTai College
百年孤独读书报告3篇 小泰温馨提示：辞职报告是个人离开原来的工作岗位时向单位领导或上级组织提请批准的一种申请书，是解除劳动合同关系的实用文体。本文档根据辞职报告内容要求展开说明，具有实践指导意义，便于学习和使用，本文下载后内容可随意修改调整及打印。 本文简要目录如下：【下载该文档后使用Word打开，按住键盘Ctrl键且鼠标单击目录内容即可跳转到对应篇章】 1、篇章1：百年孤独读书报告范文 2、篇章2：百年孤独读书报告范文 3、篇章3：百年孤独读书报告范文 被誉为“再现拉丁美洲历史社会图景的鸿篇巨著”的《百年孤独》，是加西亚·马尔克斯的代表作，也是拉丁美洲魔幻现实主义文学作品的代表作。下面小泰给大家带来百年孤独读书报告范文，供大家参考! 篇章1:百年孤独读书报告范文 “若干年以后，面对行刑队，奥雷良诺·布恩地亚上校将会想起，他父亲带他去见识冰块的那个遥远的下午。”加西亚·马尔克斯在魔幻现实主义代表作《百年孤独》的开篇这样
写道。布恩地亚上校的记忆犹如一滴墨水坠落在宣纸上，无法停止地渲染开来。 恰如《百年孤独》这个题目给人的感觉一样，开篇这段话，马尔克斯将时间和空间拉长延展，给读者以脱离现实时间的魔幻般的感受。 1965年马尔克斯开始创作《百年孤独》，1967年6月29日小说发表。1982年诺贝尔文学奖授予马尔克斯。马尔克斯 曾言：“活着为了讲述生活，生活并非一个人的经历，而是他的记忆。”《百年孤独》里描述的那样一个几乎神话般的世界，那里有马尔克斯童年眼中整个拉美国家真实历史的影射，有近代拉美社会百年变迁的缩影和拉美人民的精神意识，同时也融入了人类百年生存的斗争历史和凝聚的经验和精神，同时还提出了对现代人和社会命运发展前途的思索和探讨。所有这一切的内涵意义使《百年孤独》成为一部具有史诗意义的作品。 小说的情节离奇令人迷惘。在小镇马贡多，布恩地亚家 族上演着百年的兴衰史。这个家族由衰转盛，又由盛转衰，一百年的历程，转来转去，又回到原来的样子，一切都逃不出一个诅咒。霍·阿·布恩地亚与表妹乌苏拉近亲结婚，阿苏拉担心会像姨妈和姨父近亲结婚那样生出长猪尾巴的孩子而拒绝与霍·阿·布恩地亚同房。布恩地亚与邻居发生口角的时候，布
报告编号：YT-FS-4952-45 1. 简爱英语读书报告格 式范本(完整版) After Completing The T ask According To The Original Plan, A Report Will Be Formed T o Reflect The Basic Situation Encountered, Reveal The Existing Problems And Put Forward Future Ideas. 互惠互利共同繁荣 Mutual Benefit And Common Prosperity
1. 简爱英语读书报告格式范本(完 整版) 备注：该报告书文本主要按照原定计划完成任务后形成报告，并反映遇到的基本情况、实际取得的成功和过程中取得的经验教训、揭露存在的问题以及提出今后设想。文档可根据实际情况进行修改和使用。 Oliver Twist, one of the most famous works of Charles Dickens’, is a novel reflecting the tragic fact of the life in Britain in 18th century. The author who himself was born in a poor family wrote this novel in his twenties with a view to reveal the ugly masks of those cruel criminals and to expose the horror and violence hidden underneath the narrow and dirty streets in London. The hero of this novel was Oliver Twist, an orphan, who was thrown into a world full of
《百年孤独》读书心得（10篇） 《百年孤独》读书心得第一篇： 偶然得知，我手上的这本书，中中国第一次获得正式授权出版的。以前多少名人，包括深受马尔克斯影响的莫言，翻阅过的《百年孤独》，都中盗版。突然觉得它分外珍贵。 说的中孤独，看见别人写的读后感都中围绕着这两个字而写。不不不，你们都搞错了，不中文艺青年自己喝着咖啡所发出孤独的感叹，不中非主流们黑白人生的孤独，更不中每天宅在房间里没朋友的那种孤独。 这种孤独，中一个根深蒂固，天生性格的，非一般外物所能改变。中一种追求理想过后，发现这种追求根本没有意义，多年来的精神支柱突然消亡所带来的那种孤独与彷徨，正如奥雷里亚诺布恩迪亚上校，被迫发动三十二场战争，打破与死亡之间的所有协定，并像猪一样在荣誉的猪圈里打滚，最后耽搁了将近四十年才发现纯真的可贵。也正如何塞阿尔卡蒂奥布恩迪亚，家族的第一人，追求科学而最终精神失常，被捆在树上至死。 最奇特的莫过于整个马孔多都陷入了失眠症的泥潭里，一直不睡觉，但却一直遗忘东西，不得不在每样东西上贴上标签，杯子、碗、凳子之类的。这中一个民族的孤独，他们盲目地追求，只知道不停地往前走，却不知道自己在追逐什么，而身后的事物历史，却被他们渐渐遗忘。而生活在这里的何塞家族，一共经历了六代，但每一代却只中第一代的轮回，改不了那种流淌在血液里的盲目，向往虚无的东西。 但马孔多的女人们却中坚强独立。她们务实勤奋，乌尔苏拉照顾全家，开糖果店赚钱不断修建家；阿玛兰坦热衷于刺绣；蕾梅黛丝则心地善良。而她们都带有传奇色彩：乌尔苏拉活到一百四十岁，阿玛兰坦和死神对话，而蕾梅黛丝则飘上天去了。 马尔克斯的这番回答，正中对马孔多的孤独的最佳解释。 《百年孤独》读书心得第二篇： 一天，闲来无事，翻开了百年孤独，自此，被深深吸引住了。 故事讲述了一个叫马孔多的地方，从荒凉落后到辉煌一时，再到衰败萧条。而在那里，有一个家族一直在那里，守护着那里。一代又一代，他们都用着先人的名字，与先人相似的故事在他们身上发生，不断重复，仿佛一个摆脱不了的诅咒，直到那个终结家族命运的人出生。马孔多的故事，在羊皮卷被全部译出之时，随飓风而去，从世人的记忆中，渐渐远去。因为这个注定经受百年孤独的家族，不会再次在大地上出现了。 虽然，这个家族不会再次出现，但至少，他辉煌过，也创造了许多。他们创造了马孔多，迁移到那里，创建那里。开始他们很艰难，却在一个吉普赛老者的帮助下，发现了冰块，还有许多。他们有着无穷的创造力，他们中也有人在战场上拼命杀敌。丽贝卡和阿玛兰旦也曾因爱情互相嫉妒。 当后人，因马孔多的衰败而离去，蚂蚁侵蚀的灾难，他们也从未离去。最终马孔多在圣经所记载的那股飓风中消失，他仿佛也预见了自己永远走不出那个房间，羊皮卷早已预言他会在译出羊皮卷时离去。 《百年孤独》读书心得第三篇： 以很快的速度看完了《百年孤独》，印象最大的不中所谓的魔幻现实主义手法，而中近一百年来布恩迪亚家族里那一种流传已久的孤独感。这种孤独感虽然在最后的那场飓风中消散了，可中，这种孤独感不中因也不会因为墨尔基阿德斯的预言或许中诅咒而消散，这种孤独感中发自内心的。 家族里的每个人在成熟之前都像乌苏拉说的那样很乖，可在胡子长出来之后就像变了一个
英文读书报告撰写格式 1．字体均为times new roman 报告题目为3号黑体居中 学生姓名、专业班级、学号、正文及参考文献均为小4号 双倍行距 2．打印纸张规格：用a4纸单面打印。 3．报告第一页第一行应为：报告题目 第二行靠右应为：学生姓名、专业班级、学号 接下来是正文；参考文献在正文之后。 4. 报告字数为1000---1500字。 附： 英文读书报告写作知识 the book report 1. three main parts of a book report generally speaking, a book report consists of the following three main parts: ? information about the author and his times ? a summary of the book a description of the author’s times should be given together with a brief account of his life. it should include the circumstances that led to the writing of the book under discussion and the historical and social background related to the content of the book. to make these things clear, the writer perhaps needs to read some reference material, such as biographies of the author and histories of the period described in the book. 2. writing of the book report 1) the summary of the book should be self-contained, clear, and easy to understand. above all, it should be objective. 3) the summary of a novel or a play is usually written in the present tense, while that of nonfiction, in the tense of the original work: for example, the past tense should be used for a history, and the present for a scientific work. reading report for extensive reading course （times new roman一号加粗居中） （分两行，reading report单独一行，中间空一行） （上端空三行，中间空四行） number： term： name： date: times new roman, 四号，居中，两端对齐，段前0.5) title (times new roman, 四号，居中，加粗) (title 与body之间空一行) body（1000字以上） (正文每段缩进四个字符，小四，行距1.5，times new roman) 2011—2012—2英语阅读（4）期中作业 班级英语1103班姓名田小星学号 1101901307 成绩篇三：英语读书报告要
英文读书报告(BOOK REPORT)的格式 1. Introductory Paragraph The first sentence should state for which instructor and class the book-report is being written. The second sentence should state the title of the book and the author's name. The third sentence should tell how many pages the book has and the name of the publisher. The fourth sentence can state basic bibliographic information about the book. Bibliographic information means not only the author and title but also what company published the book, what year it was published in and any other relevant information such as the edition and if the book has been translated, simplified or abridged. (see copyright page and the back of the title page.) The next sentence should state the reason(s) you decided to read this book. Why did you choose this particular book? Typical reasons might be: o You like the author. o You like this type of book (i.e. mystery, western, adventure or romance, etc.). o Someone recommended the book to you. o It was on a required reading list. o You liked the cover. These reasons do not have to be complex. Most people choose the books they read because they like the author or somebody recommended it to them. If you chose the book because you like the author, then state why you like that author. An optional sentence can be used if the cover (back cover) of the book gives you any additional information then add a sentence with that information. o Was the book a best seller? o Are there X million copies in print? o Did it win any major awards? 2. Main Character(s) Paragraph
The Short-Term Results Report By Individuals Or Institutions At Regular Or Irregular Times, Including Analysis, Synthesis, Innovation, Etc., Will Eventually Achieve Good Planning For The Future. 编订：XXXXXXXX 20XX年XX月XX日 百年孤独读书报告简易版
百年孤独读书报告简易版 温馨提示：本报告文件应用在个人或机构组织在定时或不定时情况下进行的近期成果汇报，表达方式以叙述、说明为主，内容包含分析，综合，新意，重点等，最终实现对未来的良好规划。文档下载完成后可以直接编辑，请根据自己的需求进行套用。 在拉美文学百余年的发展过程中，出现过 许多不同的流派：智利诗人聂鲁达对人性的思 考，委内瑞拉文学家卡斯帕斯对自然和谐美德 赞叹，都曾深深地感染过人们。而哥伦比亚著 名作家加西亚。马尔克斯，则以其对现实世界 魔幻般的思索和诉说，开创了魔幻现实主义这 一文学流派，而作者也因之获得了诺贝尔文学 奖。 在刚刚开始阅读《百年孤独》时，我们会 发现作品中有两处奇怪的地方，其一是书中诉 说的故事大都荒诞不经;其二是作品中人名的反 复出现和相同怪事的重复发生。在现实生活中
不可能会有持续了四年多的雨，一个老年神父不可能只喝了一口可可茶就能浮在空中，死者更不会因为耐不住寂寞就重返人间——但这一切都发生在了这个家族的身边。更令人奇怪的是，书中这个绵亘了百余年的世家中，男子不是叫做阿卡迪奥就是叫做奥雷良诺，而家族中各种奇怪的事情，在家族的第一代创始人阿卡迪奥直到家族的最后一个守护者奥雷良诺的身上反复的发生着。联系到作者的创作年代和生活环境，我们不难发现这象征了什么。 拉丁美洲，这片广袤的土地，蕴含着无穷的神秘，创造过辉煌的古代文明，但拉美的近代史却充满了耻辱与压迫，血腥和悲剧。自十九世纪中期到二十世纪七十年代的一个多世纪，这片神秘的土地经历了百年的风云变幻。
篇一：百年孤独读后感-- 《百年孤独》读后感 我觉得这是一部很奇特的书，如果不看人物介绍便不会知道它讲了什么，因为一个庞大的家族竟只有两个名字，阿卡迪奥，奥雷连诺。 全文讲述了布恩蒂亚一家七代的故事，运用倒叙的说法，从未来的角度回忆过去，例如小说一开头，作家就这样写道：“许多年之后，面对行刑队，奥雷连诺·布恩迪亚上校将会回想起，他父亲带他去见识冰块的那个遥远的下午。”句子里从第三代道出了第一代的事，容纳了未来、过去和现在三个时间层面，并且结局又用第六代的手揭示出吉卜赛人梅尔加德斯的手稿竟然是布恩地亚加的历史。整本书的内容错综混乱，总让人有种读错页的感觉，但是混乱之间又隐隐透露着一股哀伤的感觉，比如二代的阿玛兰塔和意大利人皮埃特罗，克列斯比之间。皮埃特罗受不了两次打击而自杀，阿玛兰塔为了惩罚自己烧伤了手一生未嫁，终日封着丧服，缝了又拆，拆了又逢。。。 其实最让我印象深刻的便是第一代霍·阿·布恩蒂亚。他因为受不了被自己杀死的好友的灵魂紧紧地盯着而带领一些人出去寻找安身之处，最终来到马孔多，他是如此有能力的人，他带领马孔多人们创造安居乐业的生活以至于这里还没有死过人；他又是如此富有创造力的人，看到磁铁便想到采矿，只用观象仪和六分仪边研究出“地球是圆的，像橙子”。他不满足与现在的生活想要出去闯荡，却以失败告终，他渴望科学沉醉于科学，却不被认同，他的精神世界与马孔多狭隘、落后、保守的现实格格不入，所以他陷入孤独之中不能自拔，以至于精神失常，最后在一颗大树下孤独的死去。他那敢于突破的精神让我为他赞叹，却无奈无法被认同。 最成功的应该是第二代的奥雷链诺上校了，她在娘胎便会哭，他会预见事物，他与父亲一样沉醉于炼金术，他有一个美丽活泼的妻子雷麦黛丝，旦自从妻子死后，一切都变了，他绝望了。于是参加了自由党成了上校。他一生遭遇过14次暗杀，73次埋伏和一次枪决，均幸免于难，唯一的伤竟是因为发现战争是无意义的而开枪自杀造成的。 最具有神秘色彩的人应属于梅尔加德斯了，他似乎是一个神一样的人物，他为马孔多带来了科技，她在马孔多人患上失眠症时回来治好了全村人，没人知道一个已经死去的人是怎么回来的，他是马孔多第一个死的人，她留下的羊皮卷预言了布恩蒂亚家族。他就像一个神明，为马孔多带来了希望也带来了死亡，可最终也没有说明他是谁，为了什么，只留一个羊皮卷卷走了马孔多的一切。 镇就永远地消失了。如此荒唐的结局，让我有一种“你被骗了“的感觉。但回头回味，这荒诞的故事竟有一种神奇的魔力，那一幅幅真真假假、虚实交错的画面就在你眼前。 篇二：《百年孤独》读书笔记 《百年孤独》读后感 “若干年以后，面对行刑队，奥雷里亚诺·布恩迪亚上校将会想起，他父亲带他去见识冰块的那个遥远的下午。”加西亚·马尔克斯在魔幻现实主义代表作《百年孤独》的开篇这样写道。 恰如《百年孤独》这个题目给人的感觉一样，开篇这段话，马尔克斯将时间和空间拉长延展，给读者以脱离现实时间的魔幻般的感受。 1965年马尔克斯开始创作《百年孤独》，1967年6月29日小说发表。1982年诺贝尔文学奖授予马尔克斯。马尔克斯曾言：“活着为了讲述生活，生活并非一个人的经历，而是他的记忆。
百年孤独读书心得简短 百年孤独读书心得简短【一】如果不是结尾奥雷里亚诺和阿玛兰妲乌尔苏拉生出了那个有着猪尾巴的兼具阿尔卡蒂奥和奥雷里亚诺的终结者，这百年孤独还会继续延续地滚动下去，直到下一个世纪的孤独如潮水般不可抗拒地奔赴而来。 孤独的结尾正如孤独的开始一般巧妙，从近亲结婚生出猪尾巴的恐惧开始，从尽情欢愉的不伦之恋生出的猪尾巴结束，尾巴头尾巴尾连成了一个孤独的世纪。从何塞阿尔卡蒂奥布恩迪亚扎根马孔多的孤独，到奥雷里亚诺不胜神话的孤独小金鱼，到阿玛兰坛守望着自己处女之身的孤独缝纫机，继而乌尔苏拉持家有道百年飘摇的孤独，还有老仆人一言不发地收拾到一言不发离开的孤独，还有梅尔基亚德斯的鬼魂守望自己写下的还未被揭示的预言的孤独，还有那些各个角落欢愉或沮丧的孤独身影。孤独千奇百怪，理由万千不同，没有谁的孤独谁更优谁稍劣，只有存在形式的无奈和本质孤独本性的膨胀发展。 感觉读完脑中倍感混乱，理不清任何一条线索能够充当这本书的主线。刚以为这是主要人物的时候他就不合时宜地死了，刚以为这是无关紧要的立刻就要消失的任务却又苟活了百年看尽了无奈享透的孤独，刚以为读懂了这部分的孤独却又有更巧妙形式的孤独人物带着更巧妙的孤独故事窜出。最后，真的走到了百年，孤独也带着诙谐带着奇妙带着荒诞带着沉重的孤独感走向了飓风的终结。
孤独是最难以诠释的感受，也是最笼统、最复杂的体验。唯一与之近似的或许是感情，而排除荷尔蒙因素和基因携带的本能，感情也注定是由孤独所催生。 孤独教会人们生存所需的一切，指引人们阅读、思考、龃龉独行，教会人们适应时间的漫长和短暂，把握着每个人的命运走向。但或许更多的，孤独会为我们带来一种不易察觉的、微妙的快感，正是这种快感使孤独具有了莫大的魔力。 在那些成长的岁月里，孤独是每个人精神的毒品，是一种想要摆脱却无法摆脱的愉悦。孤独会让人痛苦，痛苦催生敏感，对世界与自我存在的敏感。如同用伤口感受冷风的流向，孤独的痛苦能让人在虚幻的一生中感受锋锐如刀的真切。当这种敏感成为习惯，孤独也将不再是痛苦的来源，它是人存在的证明，是存在的形式，是一片澄澈的真实感，妙不可言。 在我看来，人最大的快感不来源于感官，甚至也不来源于精神，它源于“活着”，纯粹而清醒地活着。 活着，是最大的快感，也是孤独的真身。 百年孤独读书心得简短【二】《百年孤独》是加西亚·马尔克斯的一部作品。作者在小说中建立了一个自己的世界，一个浓缩的宇宙，其中喧嚣纷乱而又生动可信的现实，映射了一片大陆及其人民的富足与贫困。 这本书以马孔多这样一个以前安静而又单纯的小村落为端点，讲述了生活于其中的布恩迪亚家族的百年历史。奥雷里亚诺·布恩迪亚
百年孤独英文读书报告记录
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读书报告 《百年孤独》 寒假期间我读了两本书，一本是关于企业家马云的，一本是加西亚马尔克斯的《百年孤独》，下面我来谈一下我对《百年孤独》的理解。 《百年孤独》是曾获得过诺贝尔奖的一部作品，加西亚马尔克斯为我们描述了一个孤独的家族，这个家族从开始的兴盛到末期的没落，为我们构造了一个十分现实和真实的世界。从开始的一无所有，只有两个人的布恩迪亚家族发展到儿孙满堂，家族兴盛，达到家族的兴盛时期，再由兴盛走向灭亡。 小说的情节离奇令人迷惘。在小镇马贡多，布恩地亚家族上演着百年的兴衰史。这个家族由衰转盛，又由盛转衰，一百年的历程，转来转去，又回到原来的样子，一切都逃不出一个诅咒。霍?阿?布恩地亚与表妹乌苏拉近-亲结婚，阿苏拉担心会像姨妈和姨父近-亲结婚那样生出 长猪尾巴的孩子而拒绝与霍?阿?布恩地亚同房。布恩地亚于邻居发生口角的时候，布恩地亚因为邻居嘲笑他被乌苏拉拒绝同房而杀了邻居。结果死者的鬼魂搅得布恩地亚一家日夜不宁，布恩地亚家族被-迫迁移到小镇马贡多。起初布恩地亚家族人丁兴旺，但是随着内战的爆发和外敌 的入侵，布恩地亚氏的命运急转直下，一代不如一代，甚至奥雷良诺?布恩地亚上校领导的32 次土著居民起义都以失败而告终。到了第六代奥雷良诺?布恩地亚的时候，因为与姑妈乌苏拉通婚，结果生下一个带尾巴的女婴，正好应验了一百年前吉普赛人用梵语在羊皮纸上写下的密码，而这个密码的破译者就是第六代奥雷良诺?布恩地亚上校自己。这个无疑充满了讽 刺的意味。而这个带尾的女婴，被蚂蚁咬烂以后拖入了蚁穴。随后，小镇马贡多消失在一阵飓风中。 作为拉美魔幻现实主义文学的代表，《百年孤独》以复杂的背景和离奇的情节鹤立于拉美 文学史之林，作品充满了理想的光辉。遥远的马贡多小镇上发生着离奇的事情：奥雷良诺领导了32次起义结果都失败；第六代奥雷良诺布恩地亚在晚年不断地织裹尸布；奥雷良诺第二则是 不断地修理门窗；俏姑娘雷梅苔丝每天要洗好几次澡；小镇马贡多一场骤然而至的雨持续下了四年^一个月又两天，此后十年，马贡多滴雨未下；布恩地亚家族的人对美尔加德斯的磁铁痴迷不已并且反复上当；第七代奥雷良诺是一个出生就有尾巴女婴，却被蚂蚁咬烂后拖进蚁穴；随后一场飓风吹走了马贡多小镇，吹走了一切，比那场持续四年十一个月有两天的暴雨带走的更多 ？? 读起来总是给人很虚幻很缥缈如此不真切的感觉。 小说的结局布恩地亚家族连同小镇马贡多消失在一阵飓风中。作者对于落后和愚昧的态度 是彻底否定的，于是安排了一场飓风队旧事物来了一次彻底的清理。百年孤独”，既是说拉美 落后的时间之长，又从一个侧面反映出作者的心态：对进步和先进的漫长等待。百年孤独，百年的等待。篇二：《百年孤独》读书报告 《百年孤独》 作者加西亚〃马尔克斯描写的虚构小镇马贡多的历史与作者家乡现实生活的历史有着许多的类似之处。虚构小镇马贡多的毁灭不仅是简单的故事的结束，同时也映射了现实生活中阿拉卡塔卡小镇的衰败。 《百年孤独》在一定程度上也反映了整个拉丁美洲的政治思想。在现实生活中，加西亚〃马尔克斯在政治上的态度明显倾向于革命主义，但是他在小说中对残酷政权的刻画说明他虽然对革命主义抱有同情，但并没有怜悯革命主义专制的统治。小说通过描写内战历史、种植园以及劳工骚乱讲述了一部哥伦比亚史，甚至从更广泛的层次上说，是讲述一部有关拉丁美洲与殖民主义之间的斗争史以及拉丁美洲向现代化发展的历史。 《百年孤独》所表达的主题之一就是历史在轮回中循环往复。在小说中，每一代人都注定要重复上一代的错误，当然也有快乐。作者给小说的主人公们布恩地亚家族的男性都被命名为同一姓名，这样也就突出了历史在轮回在重复的主题。角色的性格特征和事件也反复出现，这说明小说没有把过去、现在和未来明确地分割出来。在某些情况下，预见未来跟回忆过去一样的简单。梅尔加德斯的语言证明了事件在时间中是持续发展的：在小说的开头，这个老吉普赛