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米爾恩范文1

海米爾的“奇跡年”

在2012年這個“奇跡年”，新奧爾良出生的男高音歌唱家布萊恩?海米爾神奇地加入了科文特花園的《惡魔羅伯特》演出。該角色原定由胡安?迪亞戈?弗羅倫茲飾演，但胡安在經(jīng)過慎重考慮之后，覺得不適合羅伯特這一角色而辭演。當海米爾正在排演《惡魔羅伯特》時，科文特花園的另一場演出遇到了麻煩――海米爾又突然被叫去“救火”，頂替喬納斯t考夫曼，出演《特洛伊人》中的埃涅阿斯。在《惡魔羅伯特》巡演期間，海米爾又被大都會歌劇院請去頂替馬爾切羅?喬爾達尼（MarcelloGiordani）飾演埃涅阿斯。這一次海米爾的“賭注”更大了，他不僅要“救火”飾演兩個版本的《特洛伊人》，而且這兩個版本都將運用影院傳輸技術(shù)現(xiàn)場直播。好在，倫敦科文特花園的演出幫助海米爾贏得了奧利弗獎歌劇杰出成就獎。

當海米爾回憶起那段有趣而“動蕩”的數(shù)月時間，最讓他印象深刻的是，一個男高音只有站在公眾面前演唱那些角色時，才能真正知道他是否已做好準備。在荷蘭阿姆斯特丹，當被問及是否已做好準備飾演埃涅阿斯，海米爾回答得非常爽快：“當然沒有！”出乎意料的是，海米爾這樣一個能唱如此高音的男高音，說話、談笑時的嗓音卻那樣溫暖而深沉。

“我在阿姆斯特丹的那段時間，最重要的工作便是控制表演節(jié)奏，不僅是嗓音的控制，更重要的是如何節(jié)省體力，如何在前三幕和第四幕之間保持戲劇的流暢和連貫，這使得我仍然有足夠的體能去演好第五幕。這需要的不只是聲音保持一定緊張度，更重要的是戲劇緊張度的維系，以表現(xiàn)埃涅阿斯內(nèi)心的痛苦，他自知將傷害狄多的心，在侍奉、追隨神和宿命之間徘徊。我只是盡力演好。”

然而，阿姆斯特丹的這段經(jīng)歷讓布萊恩?海米爾感到，他很喜歡在科文特花園演出埃涅阿斯這一角色。追溯這段倫敦“救火”演出的源頭，“當時我正好在是意大利薩勒諾，與指揮丹尼爾?奧倫（Daniel Oren）一起參加《惡魔羅伯特》的音樂會版演出。這個音樂會對奧倫和我而言無疑是一塊很好的試金石，讓我與樂隊有更好的磨合，之后我倆又來到科文特花園演出歌劇《惡魔羅伯特》。科文特花園的導(dǎo)演就打電話給我，問我是否能演出《特洛伊人》。當時我就感覺這是一個難得的機會。那時是5月，他們已經(jīng)排練了十多天，喬納斯生病了，他也不確定兩周后的演出自己能否上。因此，我便回答：‘是的，我會來排練。’然后我就動身去了倫敦，便有了與托尼?帕帕諾（TonyPappano）一起演出該劇的機會。是的，我抓住了。

“接到電話的三天后，我來到倫敦，開始排練。大約兩天后，他們說，喬納斯或許比原來的預(yù)期需要更長時間恢復(fù)，他也認為自己不適合演出該劇，決定辭演。因而，他們就把演出任務(wù)正式給了我，我便接受了。之后，我有將近三周的排練，直到開幕之夜。我們有充分的排練，特別是相對大都會歌劇院的《特洛伊人》而言，真的是非常多的排練！在大都會歌劇院，我只排練了3個小時便登臺演出。大都會版的《特洛伊人》無疑是一次機關(guān)槍般的緊急情況。”

壓力不會消失殆盡

2012年的12月初，海米爾在科文特花園演出《惡魔羅伯特》。在這輪演出中，就有一些人前來謹慎地試探海米爾的檔期。“他們說：‘如果有一家歌劇院，在本輪《惡魔羅伯特》演出后，請你去演《特洛伊人》，您愿意去演嗎？您能演嗎？’最后一場《惡魔羅伯特》的演出后，我只有兩天時間休息，便要去演《特洛伊人》？而且埃涅阿斯需要大段的歌唱，這是一個音域非常高、要求非常苛刻、有大段表演的角色。所以，他們必須明確，我是否真的會跟他們一起合作演出。我便說：‘當然，絕對的。’我也知道大都會歌劇院是當時唯一一個在演出《特洛伊人》的劇院。”

海米爾進入《特洛伊人》劇組時，當時已是該劇大都會歌劇第一輪演出的中間幾場：一切都已進入正規(guī)，埃涅阿斯又是這么難的角色，而且又是海米爾的大都會歌劇院首演。就這樣，很多的不利因素和不可思議，但海米爾認為這是一個大好的成功機會，應(yīng)當牢牢把握。“幸運的是，從《惡魔羅伯特》劇組里出來的我，保持了最好的嗓音狀態(tài)。而且我知道，只要我可以稍微休息，如果我沒有神經(jīng)衰弱睡不著，我的身體也能行。而且，蘇珊?格雷厄姆（Susan Graham），早前與我在圣達菲歌劇院一起演唱過音樂會版的《特洛伊人》，我知道她在大都會歌劇院的演出中將飾演狄多。她就像是我的拉拉隊，我的好幫手。當我不知道去哪里時，只要我看著她深邃的眼睛，她就會告訴我‘讓我們?nèi)ツ沁叀颉覀円谶@里’。但我真的沒時間多思考，我的肩膀是否確實扛起這部演出，我便奔去排練。我不知道該怎么做，但我知道我必須這樣做。”

當被問及在大都會的首演開始前，他的腦中在想些什么。海米爾說：“我記得當我第一次進入后臺，我當時在想：‘我在干什么？我怎么會在這里？一切怎么會發(fā)生得這么快？’但當我一旦有機會步入舞臺，我就深吸一口氣，就像是去水上樂園的水滑梯或從飛機上跳傘的感覺――沒有時間去擔心，你不得不向前走，然后該發(fā)生的就發(fā)生了。我沒有理由演不好，我很健康，歌劇院、指揮、所有演職人員和我的同事們都支持我演好這個角色。因此，從某種程度上說，這是我能期望的最好的首演情況。”

然而，壓力并不會消失殆盡。臺上有格雷厄姆的幫襯，海米爾的第二場和第三場演出都得心應(yīng)手。但第四場演出要通過高保真劇院傳輸技術(shù)，對全球即時直播。“導(dǎo)演弗朗西斯卡?贊貝羅（Francesca Zambello）告訴我，在5個半小時的演出中，會有若干臺攝像機等從各個角度對準舞臺，進行直播。這真的是非常巨大的工程，而且這也要求我們有時不得不在臺上看著對方或視線投向某個方位，這都是為了配合攝像機去捕捉那些瞬間。如果我們不這么做，拍攝效果就大打折扣。”

HD視頻播出后，海米爾發(fā)現(xiàn)自己的人脈較之前拓展了許多。在演出埃涅阿斯之前，海米爾也想接觸一些同行，但最終他太害羞而沒主動去結(jié)識幾個。去年1月，他演出的大都會版《特洛伊人》經(jīng)高清傳輸后，羅西尼男高音格雷戈里?昆德在雅典演出威爾第的歌劇《西西里晚禱》，海米爾來到后臺，昆德很高興地認出了他。海米爾說，現(xiàn)在他比以前更愿意來到臉譜網(wǎng)等與同行發(fā)發(fā)消息，聊聊天。

救場演出很難計劃，通常只有一次機會

“在熱身開嗓的時候，我會比當晚舞臺上的演出高三個音。因為在唱這些音域很高的角色時，你的胸聲很難唱高三個音。”有種觀點認為，當下的歌者不再使用純粹的頭聲演唱頭，而是用一種不太洪亮、較輕、更讓人愉悅的嗓音來演唱那些悲傷的高音。柏遼茲、羅西尼、梅耶貝爾和多尼采蒂等都期待這種嗓音。當被問及今天的歌劇觀眾是否除了胸聲用力演唱高音之外，不會接受任何其他歌唱方式時，海米爾說，從某種程度上，確實有這樣的現(xiàn)象。“而且，樂隊的音高比實際人聲要高半音。每件樂器的音量也較以前的演出更響，所以樂團也更響亮。”

米爾恩范文2

Key Words: L1,L2 similarity difference

1 Introduction

In response to the globalization, there is now a greater need than ever to learn a second or foreign language to communicate with people from all over the world. We have no doubt about why and when to learn it, but may feel frustrated by such questions as: What are the first language (L1) and the second language (L2) or a foreign language? How can they be acquired or learned? Do they have any similarity and difference? Different answers to these questions may lead to varied teaching and learning outcomes of L2 or foreign language.

2 L1 and L2

L1 is the language which a person acquire first, which, in a monolingual setting, is often used synonymously with other terms such as “native language”,“mother tongue” or “national/vernacular”, though in multilingual context they just suggests the source from which the person acquire first. Another term L2 is in a broad sense any language subsequent to one’s first language, learned from his or her bilingual parents, formal school instruction, or a speech community of the target language.

3 How do L1 and L2 acquisition take place

Three dominant theories explain how L1 can be acquired. Behaviorists try to explain the routine aspect, while innatists are concerned about the acquisition of complex grammar. Interactionist explanations, on the other hand, deal with how children relate form and meaning in language, how they interact in conversations, and how they use language appropriately.

Among many theories on second language acquisition or learning, Krashen (1987) puts forth five hypotheses: acquisition-learning, natural order, monitor, input, and affective filter. The hypotheses can be summarized as follows: 1. Acquisition is more important than learning. 2. In order to acquire, two conditions are necessary-comprehensive input containing i+1, structures a bit beyond the acquirer’s current level, and second, a low or weak affective filter to allow the input.

4 Distinction between language acquisition and language learning

According to Krashen, language acquisition, similar to the way children acquire their L1, refers to a subconscious process in which the acquirers are not aware of the fact that they are acquiring the language, but are only aware that they are using the language for communication, and they are generally not consciously aware of rules of the language though able to notice the sound-correct expression or errors. It also means to “pick up a language”, featuring implicit, informal, and natural learning. Learning in contrast, refers to conscious knowledge of a second language, learning the rules, being aware of them, and being able to talk about them. Also known as formal knowledge of a language, or explicit learning, learning means to “know about” a language such as grammar and other rules of the target language.

5 What is meant by “native speaker” and “nativelike fluent speaker of L2” and what are the similarities and differences between them

A native speaker refers to a person who acquires a language (usually L1 or mother tongue) as a child and continues to use it fluently and appropriately as a dominant language. In some contexts, one of the goals to learn a L2 or foreign language is to approximate as closely as possible to native speakers, to have a native-like competence, though by definition the L2 learner can never become a native speaker of anything other than L1 (Vivian Cook 2002). Unlike a native speaker, a nativelike, fluent speaker of L2 is a learner or user with a high proficiency level of L2 skills (listening, speaking, reading, and writing). Proficiency of the four skills may be measured through the use of a proficiency test which measures the learner’s general level of language mastery.

There coexist similarities and differences in developing proficiency level of L2 and becoming the speaker of L1.

Similarities

1.Proficiency of both L1 and L2 involve mental processes of the same language areas in the brain of the acquirer or the learner, such as inferring, generalizing, deductive learning, monitoring and memorizing.

2.The sequence of grammatical acquisition is generally similar, from the simple to the complex. So proficiency is attained gradually and accumulatively, taking years instead of couple of months.

3.To develop listening and speaking, both need a considerable amount of inputof the language as well as exposure to the environment in which the language is spoken, without which the outcome of L1 or L2 proficiency will be limited.

4.With grammatical proficiency, transfer of reading and writing skills from L1 to L2 is possible.

5.L1 and L2 are both socially and culturally rooted, for which the L1 acquirers and the L2 learners are expected to relate to certain socio-cultural contexts for understanding discourses instead of just relying on their grammatical proficiency.

Differences

L1 acquisition and L2 learning are fundamentally different (Bley-Vroman 1989).

1.L1 acquirers achievement of total, complete success (also known as ultimateattainment in some other literature) in acquiring the native language is the norm, while only a few L2 learners can achieve such an outcome as native-likeness proficiency.

2.The results of L2 learning vary due to different factors including learning strategies, whereas for L1 acquirers, success (proficiency) is not a problem.

3.L2 learners set goals but L1 acquirers do not have to.

4.L2 learners have a critical period of mental retardation (cut-off developmental point or plateau), when their L2 language learning make no further progress. With L1 acquirers, they can still add new vocabulary to their memory in their fifties.

5.L2 users have uncertainties in their judgments of grammatical correctness in that language, whereas L1 acquirers develop clear intuitions about correctness.

6.L1 acquirers mainly acquire the language at home, whereas the L2 learners learn from organized formal instruction.

7.For L2 learners the teacher’s correction of their errors is helpful and necessary, whereas L1 acquirers seem not to require or to use the “negative evidence”.

8.For L2 acquirers, personality, socialization, motivation, attitude and other affective factors play a key role, whereas L1 learners are not involved.

These similarities and differences are helpful for teachers and learners to develop comparative teaching and learning approaches, making use of the similarities while paying close attention to the differences to improve their teaching and learning quality.

6 Conclusion

This essay intends to explain some commonly used concepts such as L1, L2, native speaker, and language proficiency. It also focuses on distinction between language acquisition and learning, and similarities and differences between proficiency of L1 and L2. To conclude, L2 teachers and learners awareness of the distinction and the similarity will help adjust their teaching and learning strategies and processes on the basis of the nature of the two languages, for better outcomes.

References

[1]Cook, Vivian. 2000. “Linguistics and Second Language Acquisition: One Person with Two Languages” in Aronoff & Rees-Miller Blackwell Handbook of Linguistics.

[2]Cook, Vivian. 2002. The Goals of ELT: Reproducing native speakers or promoting multi-competence among second language users. homepage.省略/vivian.c/Writings/Papers/EFLGoals.htm

米爾恩范文3

top officials from the central bank, finance ministry and economic planning agency as well as provincial officials attended the Central Economic Work Conference, held in Beijing from 12 to 14 December 2011. Their conclusions serve as a work plan for various government agencies and are announced through short statements.

The following is a translation of the report on the meeting by official Chinese news agency Xinhua.

In his important speech delivered at the conference, Hu Jintao analyzed the current international and domestic situation in an all-round way, profoundly expounded on the major economic issues that must be successfully tackled in 2012 and for some time to come, and put forward in clear-cut terms the overall requirements, policy guidelines, and main tasks of the economic work in 2012. In his speech, Wen Jiabao made a comprehensive review of the economic work 2011 and spelled out the main objectives, tasks, and major issues concerning the economic work in 2012.

Achievements made in 2011

The conference pointed out: In 2011, the starting year of the 12th Five-Year Program, the party Central Committee and the State Council united and led the people of all ethnic groups in China to firmly grasp the theme of scientific development concept and to seize the thrust of accelerating the transformation of the mode of economic development; strengthen and improve macro-management; correctly handle the relationship between maintaining steady and relatively fast economic development, readjusting the economic structure, and managing the anticipated inflation; and promote the orderly shift of the economy from one that relies on policy stimulus for growth to one that grows naturally without external stimulus. As a result of all this, the national economy has been developing in the anticipated direction of macro-management with a strong momentum toward faster growth, price stability, better economic returns, and improved livelihood for the people.

From a general perspective, in 2011 China scored new achievement in socialist economic construction, political construction, cultural construction, and social construction as well as in building ecological civilization and in party building and realized a good beginning for the 12th Five-Year Program.

Challenges facing the Chinese economy

The conference stressed: While fully affirming achievement, we must also soberly realize that the contradictions and problems of imbalance, incoordination, and unsustainability in China’s economic development are still quite prominent, there is downward pressure on economic growth and there is pressure of rising commodity prices; some enterprises are experiencing difficulties in production and operation; the situation in energy saving and carbon emission reduction is grim; and there are hidden risks in the economic and financial spheres that cannot be ignored. We must remain sober-minded, and we must step up risk assessment, prepare contingence plans as early as possible, and adopt prompt measures to effectively defuse the risks.

Analysis of the global economic situation

The conference held: Since the beginning of 2011, worldwide economic growth has slowed down, the rise of the international trade has dropped, the international financial market has been experiencing violent turbulences, and risks of all kinds have clearly multiplied. In 2012, as we look at it, the overall global economic situation will remain extremely grim and complicated, with rising instability and uncertainty in worldwide economic recovery.

Countermeasures against the current economic environment

The conference pointed out: In the face of the complicated, volatile international political and economic environment and the new developments and new changes in the operation of the domestic economy, we must continue grasping the theme of the scientific development concept and the thrust of the accelerated transformation of economic development mode, firmly focus on expanding the strategic base of domestic demands, put the emphasis of the expansion of domestic demands more on safeguarding and improving the people’s livelihood, accelerating the development of service industries, and increasing the living standards of the middle- income group. We must firmly grasp the development of real economy, which constitutes the strong foundation of the economy, and strive to create a social climate characterized by working in a down-to-earth manner, starting an undertaking through diligent work, and getting rich by running real businesses. We must firmly grasp the powerful motive force of accelerating reform and innovation, seize the opportunities to achieve breakthroughs in some key areas and links as soon as possible, strive to increase the ability to make original innovation, make constant efforts to enhance integrated innovation, and absorb and re-innovate imported technologies; firmly grasp the fundamental purpose of safeguarding and improving the people’s livelihood; increase financial input; earnestly carry out important and major tasks related to the people’s livelihood; and pay attention to raising the level of tolerance in the process of development.

Requirement for economic work in 2012

The conference stressed: 2012 is an important year for implementing the 12th Five-Year Program as it connects what has been done in the preceding period with what needs to be done in subsequent years, and our party will hold its 87th national party congress.

The conference proposed that the general requirement for the economic work in 2012 is as follows: continue to implement a proactive fiscal policy and a prudent monetary policy; maintain continuity and stability of the macroeco-

nomic policy; make macro-management more target-specific, flexible, and forward-looking; continue to handle well the relationship between maintaining stable and faster economic development, readjusting economic structure, and managing anticipation of inflation; push forward the transformation of economic development mode and economic structural adjustment at an accelerated pace; strive to expand domestic demands; strive to enhance independent innovation and energy saving and carbon emission reduction; strive to deepen reform and opening up; and strive to safeguard and improve the people’s livelihood; maintain economic stability and faster development as well as the basic stability of the general price level; maintain social harmony and stability.

The conference held: To push forward the economic and social development in 2012, we must lay stress on grasping the general work guideline of seeking progress amid stability. “Stability” refers to maintaining the basic stability of macroeconomic policies, maintaining steady and fairly rapid economic development, maintaining the basic stability of the general price level, and maintaining overall social stability. “Progress” refers to continuing to seize and make good use of the period of strategic opportunities, making new progress in changing the development mode, scoring new breakthroughs in deepening reform and opening up, and achieving new results in improving people’s livelihoods.

Major tasks for economic work in 2012

1. Strengthen and improve mac- roeconomic regulations and maintain stable and healthy economic development

- Adopt proactive fiscal policies and prudent monetary policies to prevent economic risks;

- Continue with structural tax reduction, step up investments to improve people’s livelihood and tighten management of local government debts;

- Fine-tune monetary polices according to economic situations, optimize the credit structure and fend off financial risks;

- Increase investment in agriculture, farmers, rural areas and affordable housing construction, and continue supporting technology innovation, environment protection, strategic emerging industries and key infrastructure projects.

2. Reinforce supplies of agricultural products

- Increase subsidies to agricultural productions and bump up the minimum purchase prices of grain;

- Tighten rural infrastructure construction, including irrigation projects, roads and grids;

- Strengthen efforts to promote rural compulsory education and secondary vocational education, and expand coverage of the new rural social pension system.

3. Speed up economic structural adjustments

- Encourage consumption and increase income of residents, especially poorer population;

- Propel innovation, protect intellectual property rights and sharpen industrial competitiveness;

- Cut back on outdated indus- trial capacities, promote mergers and acquisitions, develop new energies, stimulate the modern service sector, invigorate the cultural industry and enhance energy conservation and emission reductions.

4. Deepen reforms and further open up to the outside world

- Push forward the value-added tax reform and the pilot program of property tax, reform the resource tax system and research on the environment protection tax reform;

- Deepen market reforms of interest rates, further reform the yuan exchange rate regime and ensure basic stability of the yuan;

- Maintain steady growth of exports, upgrade export structure, expand imports and seek trade balance;

- Attract foreign investments to the central and western regions, widen outbound investments and fight against protectionism in any form.

5. Improve people’s livelihood

- Increase the quality of education, promote employment and support labor-intensive industries and small and micro-sized enterprises;

米爾恩范文4

1896年，米爾恩生于英國約克郡的赫爾。1914年，在就讀海默世學(xué)院期間，米爾恩贏得一份提供學(xué)生至劍橋大學(xué)三一學(xué)院研讀數(shù)學(xué)與自然科學(xué)的獎學(xué)金，并在考試當中得到前所未見的優(yōu)異成績。1919至1925年間，他于劍橋大學(xué)三一學(xué)院擔任研究員，并于1920至1924年間擔任太陽物理研究中心的專員；此外也于1924至1925年間在三一學(xué)院講授數(shù)學(xué)課程，1922至1925年在大學(xué)部講授天文物理學(xué)課程。米爾恩早期的研究專注于理論天文物理。1932年后他亦致力于關(guān)于宇宙膨脹的問題以及其他關(guān)于相對論、重力以及宇宙結(jié)構(gòu)的議題；關(guān)于這些種種廣受世人關(guān)注的問題，相對于愛因斯坦的廣義相對論，他提出了另外一種看法。另一方面，他晚期關(guān)于恒星內(nèi)部結(jié)構(gòu)的研究曾引發(fā)了多方的爭論。米爾恩曾于1934至1935年間擔任英國皇家天文學(xué)會的主席；此外，他也是開啟關(guān)于科學(xué)與宗教兩方關(guān)系探討的先驅(qū)者之一。1950年，米爾恩在愛爾蘭都柏林因心臟病發(fā)逝世，當時他正在準備上課用的教材。

米爾恩成名前一直與貧困做斗爭，在他進入劍橋大學(xué)之前贏得了五個獎學(xué)金，然而他并沒有完成他的學(xué)位。在第一次世界大戰(zhàn)中，他被邀請發(fā)展霍勒斯?達爾文的設(shè)備――防空重炮；停戰(zhàn)后，他在彈道學(xué)上的成就使他直接成為劍橋三一學(xué)院的院士。在他30歲時，他已經(jīng)是曼徹斯特教授和英國皇家學(xué)會院士。在牛津，他為提升大學(xué)對待科學(xué)態(tài)度而努力，并建立了世界天體物理學(xué)中心。在他40歲時他不幸患了帕金森病，并得了昏睡性腦炎。然而，在基督教信仰的鼓舞下，他并沒有放松自己在科學(xué)上前進的步伐。相對論、重力、宇宙結(jié)構(gòu)關(guān)于膨脹中的宇宙，米爾恩所提出的模型與愛因斯坦的模型兩者之間（后者為現(xiàn)今大部分人所接受）最大的差異在于，米爾恩不站在默認宇宙中物質(zhì)為均勻分布的假設(shè)之上。除此之外，引力子交互作用理論也不在他的模型假設(shè)之中。

本書作者是米爾恩的女兒，她出于好奇，立志要展示人類如何面對科學(xué)、她父親從事科學(xué)的一生以及與世界上一些聲明顯赫的科學(xué)家共事的過程，如愛因斯坦，愛丁頓， GH哈代，J B S霍爾丹，哈勃，F(xiàn)A林德曼和盧瑟福。

本書分為17章：1.梯子上的立足點；2.動蕩的戰(zhàn)爭；3.冒險與思考；4.喇叭試驗；5.劍橋狂想曲；6.騎在陽光束上；7.新視野；8.科學(xué)荒野；9.短兵相接；10.家庭與學(xué)院；11.宇宙的啟示；12.牛津大學(xué)的啟示；13.鐘擺和原子；14.生命線；15.數(shù)學(xué)，炸彈和；16.邀請；17.未完成的賽跑。

本書適合于天文學(xué)家、宇宙學(xué)家、數(shù)學(xué)家、科學(xué)史學(xué)家、以及對戰(zhàn)時科學(xué)、科學(xué)與宗教的關(guān)系和昏睡性腦炎感興趣的讀者。

米爾恩范文5

“嗨，哥哥也在這啊”夕雅正在不二家的花園里欣賞著，正碰巧看到了做到草地上的不二“呵呵，夕雅也來了？”依舊微笑，佩服佩服

“哥哥，知道嗎？我一直很想要一個跟哥哥一樣的BF呢”這點她可沒有說謊哦，至少她現(xiàn)在這么認為“是嗎？”“恩，恩，唉？哥哥，嘿嘿……我想到了一個不錯的惡作劇呢，不過需要哥哥稍稍的配合一下。嗯？好不好嘛”

-——————————————青學(xué)————————————————

“謝謝你哦，米爾”“不用客氣，為主人帶路是應(yīng)該的”“呵呵”真是多虧了米爾，因為昨天的惡作劇行動，我就沒有讓不二哥哥送我去青學(xué)，可哪知，我根本是個路癡。幸好有米爾給我?guī)罚晃腋菊也坏角鄬W(xué)，唉！~算了，先去我的新教室吧。說起來好像和龍馬一班啊。“鈴鈴鈴……”

“同學(xué)們好”

“老師好”

剛剛上課，但貌似老師忽略了一個人，他正在睡覺呢。不說也知道是誰吧，真是的，才早晨就睡著了

“同學(xué)們，今天咱們班要轉(zhuǎn)來一個新同學(xué)。她叫觀丘夕雅”（惡搞之一）等老班說完我走上講臺，在黑板上寫下了自己的名字“我叫觀丘夕雅，請多多指教”，等我鞠完一個45°的躬后，朝下一看，好多人議論我啊“我一定要把這個女孩追到手”“她好可愛哦”“哇塞，真漂亮耶”…。.

切，什么嘛？一個帥哥也沒有，一群草癡，我要是被他們追到手，不就白姓不二了？哼！

“觀丘同學(xué)，你就坐到龍馬旁邊吧”老班指著睡得很香的龍馬，我輕輕走過去，怕吵醒了他。

——————————-男——子——網(wǎng)——球——部 ————————————

“喂，周助（惡搞之…二吧）我在這，來到男子網(wǎng)球部后（米爾帶的路）我一眼就看到了不二“嗨，夕雅”

“我靠，她是誰啊？竟然叫不二學(xué)長周助？”

“三八”

“切，不二怎么會看上她啊？”

我沒理會那些女花癡憤怒的目光，跑過去抱住了不二的脖子“照計劃行事”我在下來的那一瞬間說“你終于來了”

“嘻嘻，”

“不二竟然抱那個女生”

“那女的還想活吧，不怕惹上露琴？”

米爾恩范文6

【關(guān)鍵詞】杰羅姆 賀拉斯和施萊爾馬赫模型 等價 忠實 異化翻譯

【Abstract】This paper aims at pointing out the main differences and similarities between the three translation models: the Jerome, Horace and Schleiermacher models，from which the author tries to learn more and assist effective translation.

【Key words】the Jerome Horace and Schleiermacher models equivalence faithfulness foreignzing translation.

Translation is the important bridge of conveying information between different nations. In the long history of human translation, there are three types of conventional translation practices: the Jerome Model, the Horace Model and the Schleiermacher Model . These three models, in its different eras, have played different roles and own places in facilitating the transfer of different cultures, importations, and knowledge. We can not simply determine which type is the best. Researches and translators consider these three types of translations to be the conventional translation practices in human translation, they undoubtedly share something in common and distinguish in something different.

Ⅰ The Differences between These Three Models

1．The Jerome Model

The concept of equivalence is the core of the Jerome’s translation model, which had an immense influence on the translation process in the western hemisphere. Jerome's method advocates the literal translation from one language to another which asks the translators to translate the source text in the way of word-to-word. The ideal Jerome translation work must be translated with the utmost fidelity, and the early ideal of the that fidelity is the interlinear translation, in which one word would match another, indeed, in which the translated word would be written under the word it is supposed to translate. Faithfulness to the source text is the most important require in the Jerome Model. Any extra words are forbidden. All this method requires is a good dictionary and the loyal translation of the original text, which does not call for any training of the translator.

2．The Horace Model

The model proposes that the faithful interpretation (fidus interpres) is not which is faithful to the original text but which is faithful to the readers. A ‘fidus ’translator is one who can be trusted, who gets the job done on time and to the satisfaction of both parties. Horace stats the faithful translator is a trusted entity, undertaking the role of the mediator to facilitate the communication between two languages and the readers of these languages. Horace argues the different texts must be translated in different ways with different translation strategies to suit its purposes, facing with a variety of texts. The more important idea in Horace’s model is frame of the text, namely a grid of text. This frame refers to the collection of methods employed by each culture. The method is the way to which objects are referred. Cultures basically adopt identical frames. The German, French and the English culture use the same frame of texts--- the ancient Greco-Roman culture, albeit slightly different in their style of emphasis. Cultures of China or Japan are different from others and therefore do not share any common grounds with others. Translations in different eras reflect the main culture of that history. It can be the cultural innovation and the strength of creating a different form of culture based on the existing culture or may be suppresses innovation, distortion, and accommodation. Translation heightens the level of our perspective on the world we live in by shedding light on the process of the formation of literature in an era where various sorts of manipulation is on the rise.

3．The Schleiermacher Model

It emphasizes the importance of ‘foreignzing translation’. The translator should in Schleiermacher’s opinion leave “the author in peace, as much as possible,” and “move the reader towards him.” A translation should therefore sound “foreign” enough to its reader for that reader to discern the workings of the original language that expresses the language game, the culture of which the original is a part, shining through the words of the translated page .Schleiermacher was the first person who divided translation into written and oral interpretations, in other word, true and mechanical interpretations, and then elaborated them in details. He presents business translation is practical and mechanical, which deals with match, geometry and must be translated in accuracy. So, business translation absolutely is a mechanical activity, which is hard to be considered to be good or bad if there are not obvious mistakes. In this extent, business translation is simpler than literary and science translations, which are a creative activity, requiring the translators have a good ability in uniting his own language with the translated language and re-appearing the style of the source text in his translation based on his good understanding and interpretation to things.

Ⅱ The Similarities between These Three Models

The basic purpose of all the translation goes to the transfer of different information and cultures in the way of translating one language to another to make readers to learn not only the content of the source text, but also the another culture or knowledge which are from other nations and included in it. Obviously, all these three models achieve this basic purpose of translation: conveying the meaning of the source text as faithfully as possible they can.

The heart concept of these three models is different. The Jerome Model lies at equivalence, the Horace model, faithfulness to readers, while the Schleiermacher Model, foreignzing translation. However, they share the main translation functions only with difference focus. Certainly, the Jerome Model is the best choice to translate the sacred text---Bible and lots of expositions like: computer manuals, car manuals, medical, legal, and pharmaceutical texts, for its translation needs utmost faithful to the source text and faithfully transfer information, using the simplest, clearest words. It is because this extreme strict rule, which brings a lot of limits to its development in the types of translations, such as: literary works, poems, prose and novels. However, in some extent, the Horace model meets the needs of literary translations. The advantage of the Schleiermacher model lies at that it helps us to ask the fundamental questions in the analysis of translation, questions that deal with the relative power and prestige of cultures, with matters of dominance, submission, and resistance. The issue of dominance is well reflected on the general use practices dealing with texts of the target language. So, if the businessman wants to boast his new goods in a better way among the foreigners. A good translation of the advertisements must remain the prestige or the power of the source language, in which the consumers can flatter themselves and put themselves into the up-class which the foreign culture brings to, by owning the goods. The Schleiermacher model aims at the automatic standardization analogy produces. The trend of language use of the target languages makes this point clear. Yuppies, for example, might feel a sense of pride when the text contain words such as “cool” or words with suffixes “-isation”, thinking that such words give a high-quality look to their language. Or, they might refuse to accept elements of the original text that can create negative reaction within the culture of the target language. Such reaction to new culture can be overcome with quality translation. For example, advertisement for jeans in Islamic nations can greatly benefit from translation methods adapting the Horace Model.

These three translation models, like relay batons, play necessary roles in translation filed, promoting the translation development. However, even today, we have to acknowledge there is still a long and hard journey to go in studying and researching in translation filed. Yet, they carry their contributions in developing study and research of translation without being mutually exclusive.

The Jerome model needs to translate the source text in an utmost faithful and word-to-word way, indeed, is the interlinear translation. So, there is really no need to train translators well, and only a dictionary is needed. Hence, in the Jerome Mode’s age, the problems of the translation training include these questions: ‘What is the function of the translation likely to be?’ ‘What type of text needs to be translated?’ The education of training translators needs to find a new way: only to train the translators to how to use a dictionary to do interlinear translation. The Horace Model complements the Jerome Model in the teaching of translation by raising the awareness on textual and conceptual frame that pre-exist the text to be translated. It also asks the translators not only concern the fidelity, but also pay more attention to the elements of the different cultures, histories. The Horace Model, put side by side with the Schleiermacher Model, allows us to present issues related to the translation analysis such as the relative power, prestige, worship, resistance possessed by culture. F. Schleiermacher, however, asks translators to put cultural capital, acculturation into question when doing translation, having a good ability in uniting the two languages and interpretation the source text with a good preservation of the style of the source text based on good understanding.

Ⅲ Conclusion

The Jerome, Horace and Schleiermacher model, in the development of translation process, play their own necessary and crucial roles. Each has its own special features, functions, advantages and disadvantages, promoting the history of translation. They have interacted and supplementary, and served as the power of translation field for more or less years in their eras. They share lot of features in common, also distinguish some features in difference. Even so, they become three milestones in the history of translation, which can not be ignored. Of course, with the development of the society, history, culture, socialization and globalization, the research of translation has a harder and further journey to go. There are still problems left in translation field, under such circumstances, the role of translators is important and the road of translation needs more exploration.

Bibliography

［1］Bassnett, S. and Lefevere, A. Constructing Cultures ［J］.Clevedon, Philadelphia: Multilingual Matters Ltd: 1998（2）

［2］Bassnett, S. and Lefevere, A.Constructing Cultures, Essays on Literary Translation［C］.Shanghai:Shanghai Foreign Language Education Press:2001:2-10

［3］Bassnett, S. and Lefevere, A.Constructing Cultures, Essays on Literary Translation［C］.Shanghai:Shanghai Foreign Language Education Press:2001:5

［4］Bernofsky, S. Schleiermacher’s Translation Theory and Varieties of Foreigninzation［C］.USA: Princeton University