语言学论文.docx

语言学论文.docx

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语言学论文

Title:

AbriefanalysisofthefigureofspeechinAdvancedEnglish

课程名称：

论文课程

学生姓名：

冯怡凡

班级：

090912

学号：

09091217

教师姓名：

颜小英

东华理工大学

2012年12月08日

摘要

本文以研究大学英语专业三年级高英课本（上下册）课文中的修辞手法为主要目的，同时还会提及此修辞手法对于学生写作能力的提高及运用语言能力的提升作相关研究，也希望这次的研究能对今后课程教学的改进与创新起到一定作用。

在我所收集的资料中，很多都是在职的教师基于自身多年的教学经验对此课题展开的一系列学术性较强的研究，对我而言，我除了关注修辞手法本身，更多的寄希望于研究学生通过学习所能获得的知识与技能方面的成果。

这些成果可能只是一些较为简单的研究所得出的结果，但是我希望在今后的学习生活中能够用他们来指引更多更好的学习方法和途径。

Abstract

TheessayisaimedtostudythefigureofspeechinAdvancedEnglishofEnglishmajor,atthesametime,itwillalsomentiontherelativeresearchabouttheimprovementofstudents’writingskillandthethepromoteofstudents’abilityofusinglanguageafterlearningthefigureofspeech,Ihopethisstudycanstillbeusefulforthereformandinnovationofthissubjectinthefuture.AmongtheinformationIhavegot,manyofthemarebasedontheteachingexperiencestheteachersgotaftertheyearsofteachingthissubjectorfromtheirresearchproject.Butforme,iwouldliketoconcentrateonthestudents'reactionsafterlearningthefigureofspeechintheclassesinsteadofpayabigpartofattentionofthefigureofspeechitself.

Introduction

ThisessayisgoingtomakeastudyofthefigureofspeechinAdvancedEnglishwhichusedbythejuniorstudentsmajoredinEnglish.Itwillfocusonthefigurewhichusedinthetextaswellasthestudents'retroactionafterlearneditinclass.Theessayisorganizedbytheformofdefinition,example,analysisofthefigureofspeech,andthenitwillshowthestudents'responseandfeedbackofit.Iexpectasuccessinfindingoutanewwayoflearningthefigureofspeechwhichwillbemorepracticalandclearlytothestudents,what'smore,Ialsowishforaachievementinfiguringouttheconnectionsandsimilaritiesbetweensomefiguresofspeechaswell.

Literaturereview

ToreadtheessayasawholewecanfigureoutthattheresearchproblemisthefiguresofspeechusedinAdvancedEnglishandsomerelativefeedbackoftheEnglishmajorstudents.Themethodofthisstudyincludetheexamples,definitionandanalysis,thesethreemeansarethemainmethods,what'smore,inthispapertherearestillsomeothermethodssuchasinvestigation,functionalanalysis,description....throughtheinvestigationandconclusionofthisstudy,theresearchresultsisaboutthat,thefiguresofspeechisakindofnecessaryknowledgefortheEnglishmajoredstudentstolearninthejunioryearandthedifficultdegreeofallthefiguresareinavariation,forthestudents'learning,thefigurescanbeseparatedintoseveralstages,theeasy,middle,difficultandsoon.Inthispaper,withallthestudies,therearestillsomedrawbacksinit,itomitsomefiguresanditjustexplainsomebasicuseanddefinitionsofthefigures,what'smore,theoriginalinformationappearedinthepaperisjustcomefromasmallpartofstudentswhomajoredinEnglishbutnotamassofEnglishmajoredstudents.Inthefuturestudy,itmaydoafurtherresearchaboutthedeepinformationandstructureoffiguresofspeechappearedinAdvancedEnglish

Content

TheAdvancedEnglishistherequiredcoursesofeverystudentmajoredinEnglish.Beforeattendingtheclass,manystudentswillcollectsomekindsofinformationfromtheseniorstudentsaboutthisnewcourse,andabigpartofthemwouldheardthatthiscourseisquiteboringwhencomparedwiththecomprehensiveEnglishbecauseofthefigureofspeechwhichisreallyabigchallengeforthestudentstolearn.Herethisessayisgoingtodiscusstherhetoricitselfaswellastherelationandsamepointsbetweensomekindsofrhetoric,thefinalandmostimportantaimofthestudyistofindoutsomemorefunctionalandsimplewaysinlearningtheAdvancedEnglish,letourstudentshaveamoreclearoutlineandtheirownlearningmethodsaboutthiscourse.

Firstarethedefinitionsofseveralmainrhetoric’s.

1.Simile:

afigureofspeechthatexpressesaresemblancebetweenthingsofdifferentkinds（usuallyformedwith`like'or`as'）

2.Metaphor:

afigureofspeechinwhichanexpressionisusedtorefertosomethingthatitdoesnotliterallydenoteinordertosuggestasimilarity.

3.Anti--climax:

adisappointingdeclineafterapreviousrise4.Personification:

representinganabstractqualityorideaasapersonorcreature.

5.Hyperbole:

afigurewhichisoverstatesandexaggerates.

6.Parallelism:

similaritybyvirtueofcorresponding.

7.Euphemism:

aninoffensiveexpressionthatissubstitutedforonethatisconsideredoffensive.

8.Irony:

wittylanguageusedtoconveyinsultsorscorn.

9.Pun:

ahumorousplayonwords.

10.Antithesis:

thejuxtapositionofcontrastingwordsorideastogiveafeelingofbalance.

AbovearesomemainfigureswhicharealwaysappearedinthetextinAdvancedEnglish,nexttheessayisgoingtoputsomeexampleswhichincludethefiguresaboveandconjugatewiththeexplanationofthem.

Metaphor

 Littlemonkeyswithharmoniouslytinklingbellsthreadtheirwayamongthethrongsofpeopleenteringandleavingthebazaar.（Metaphor-----Page1,Lesson1.）

 Thedye-market,thepottery-market,andthecarpenters’marketlieelsewhereinthemazeofvaultedstreetswhichhoneycombthisbazaar.（metaphor）-----P3,L1

Itisavast,sombercavernofaroom,somethirtyfeethighandsixtyfeetsquare,andsothickwiththedustofcenturiesthatthemudbrickroofareonlydimlyvisible.（metaphor）---P4,L1

Inthesethreeexamples,thefigureisthemetaphor,itisancommonfigurebeusedinthetext,sincetheeffectofitisquiteobvious,anditiseasyforstudentstounderstandtheauthor'sintentionaswell.Metaphorisdifferentfromthesimileinsomeaspects,forinstance,theextentofmetaphorismoreprofoundandthentheinfluenceofusingitcanalsobringpeopleakindofimpressivefeelingratherthansimile.Forthestudents,relativelyspeaking,metaphorisalittlebitmoredifficulttofindoutwhenitisusedinthetextscomparedwithsimilar,buttheythinkthemetaphormaygivethemamoreunforgettableeffect.

Simile

“Mama,”Wangerosaidsweetasabird.“canIhavetheseoldquilts?

（simile）---P63,L4.

Shegaspedlikeabeehadstungher.（simile）

Iseealsothedull,drilled,docile,brutishmassesoftheHunsoldieryploddingonlikeaswarmofcrawlinglocusts.（simile）

Simileisalsoanusualkindoffigureinwritinganarticle,inAdvancedEnglishsimileisnotusedasmuchasmetaphor,sincemetaphorandsimileisinthesamesystem,sopeopleusedtocomparethesetwofigureswitheachother.Apparentlythesimileiseasierthanmetaphorbecausethereisasignalwordexistsinthesentenceforstudentstofindout,itisalsomoredirectthanit.

Personification

Itgrowslouderandmoredistinct,untilyouroundacornerandseeafairylandofdancingflashes,astheburnishedcoppercatchesthelightofinnumerablelampsandbraziers.（Personification）----------P2,L1.

Everyhereandthere,adoorwaygivesaglimpseofasunlitcourtyard,perhapsbeforeamosqueorcaravan-sera,wherecamelsliedisdainfullychewingtheirhay,while…（Personification）------P3,L1.

Personificationisakindoffigurewhichusedtovividtheplotorcharacteristicsofanonhumananimalsandtheeffectofitisquiteprominent.Sincethefiguresareallhavetheirownresultsandithinkpersonificationplaysaveryimportantroleamongthembecauseitcanmakethereadersbepersonallyonthesceneandexperiencetheprospectbythemselves.Tothestudents,personificationusedinEnglishmayseemedalittlebitmorecomplicatedthaninChinese,becausetheculturebackgroundandhistoryandthemeaningofsomewords,proverbsaredifferentwitheachother,soitishardyforstudentstofindoutitandthenunderstandit.

Parallelism

Wewillneverparley;wewillnevernegotiatewithHitleroranyofhisgang.Weshallfighthimbyland,weshallfighthimbysea,andweshallfighthimintheair.（Parallelism）

Heroared."thetruthalwayswins--andwearenotafraidofit.ThetruthdoesnotneedMr.Bray.Andthetruthiseternal,immortalandneedsnohumanagencytosupportit!

"（Parallelism）

WeshallgivewhateverhelpwecantoRussiaandtheRussiapeople.Weshallappealtoalloutfriendsandalliesineverypartoftheworldtotakethesamecourseandpursueit,asweshallfaithfullyandsteadfastlytotheend...（Parallelism）

Parallelismcanbeagoodtooltoenhancethemoodofthearticleandmakethereadersgetakindofpowerfulandstrongfeeling.Howevertheparallelismitselfissomehowdifficulttodriveandwriteoutbecausetheconnectionsandorderofitcandeterminethefinalresultofthewholesentence,soforthestudents,theyshouldpaymoreattentiontothisfigureandtrytouseitinaproperway.What'smore,theparallelismsentencesarealsoneedtobeinfluentwhentheyarereading.

Exaggeration

Andshestopsandtriestodigawellinthesandwithhertoe.（Exaggeration）----P58,L4.

Ifeelmywholefacewarmingfromtheheatwavesitthrowsout.（Exaggeration）

ExaggerationisnotsuchacommonfigureusedinAdvancedEnglish,butintheLibidofortheUgly,theauthorHenryL.MenckenusedlotexaggerationstoexpresshisunsatisfiedfeelingtoAmericaandtheseexaggerationsmadethewholepassagelookmorevivid.Thereadersmayfeeltheyarestandinginsidethepictureandthesceneisinfrontofyourtheireyes.Thisfigureisreallymemorable.However,therearesomeflawsanddemeritswhenusingamassofexaggerations,itmayseemalittlesubjectively,andthethingswilldevelopintheoppositedirectionwhentheybecomeextreme.

Irony

This