教學(xué)研究YOUNG青年與社會(huì)doi:10. 3969/j ise. 1006 -9682. 2011. 02.085文體分析袁萍(聊城大學(xué)，山東聊城252000)摘要: 這篇文章，作者將從文體分析的角度，采用語(yǔ)篇分析模式來(lái)對(duì)本演講中的第一、二段內(nèi)容的語(yǔ)音、詞匯、語(yǔ)義、句法特征進(jìn)行分析，加深對(duì)課文的理解和欣賞。關(guān)鍵詞:文體分析;公眾演講;高級(jí)英語(yǔ)教學(xué)一、公眾演講特點(diǎn)(三)語(yǔ)義特征公眾演講有其獨(dú)特的文體特征，比如，語(yǔ)音方面，各種在這篇演說(shuō)中，修辭手法是其重要特點(diǎn)，經(jīng)常使用的修語(yǔ)音手段的應(yīng)用如壓韻，節(jié)奏，重音,停頓的應(yīng)用在英語(yǔ)演辭手段有暗喻、明喻、提喻、排比。在聽(tīng)眾腦海中刻畫(huà)了一講中的應(yīng)用十分常見(jiàn)。詞匯方面，演說(shuō)者會(huì)使用較長(zhǎng)的詞語(yǔ),幅幅生動(dòng)的畫(huà)面，并且使語(yǔ)言變得生動(dòng)形象，更有感染力。名詞矩語(yǔ)也經(jīng)常被使用，是公眾演講通常會(huì)使用第- - 人稱(chēng)代1.明喻: likea owarm of crawling locusts.把納粹士兵比詞和第二人稱(chēng)代詞，而第三人稱(chēng)代詞較少使用。句法方面，作蝗蟲(chóng)，表達(dá)了說(shuō)話(huà)者對(duì)納粹士兵的痛恨。經(jīng)常使用的句型有陳述句，長(zhǎng)句。語(yǔ)義方面，修辭手法是其2.暗喻: All this faedes away belore the spetale which is重要特點(diǎn)，經(jīng)常使用的修辭手段有暗喻、明喻、類(lèi)比、擬now unolding對(duì)共產(chǎn)黨的反感在此時(shí)變得不那么重要,變得人等。退色，逐漸消失，用詞十分貼切。二、對(duì)演講的具體分析The past, with its crimes, its fllies, and詘tragedie, fa(一)語(yǔ)音特征shes away.閃電般迅速消失，一閃而過(guò)，表明作者此時(shí)最在1.頭韻alintion: dul, diled, docile, 也叫頭字母押意的已不再是對(duì)蘇聯(lián)的厭惡，而是對(duì)蘇聯(lián)人民的同情。韻，是語(yǔ)音中重復(fù)使用某一音而取得突出效果的- -種重要方1 see Rusian soldies standing on the threshold...把國(guó)界式。三個(gè)詞以同樣的音開(kāi)頭，更增加了話(huà)語(yǔ)的力量，說(shuō)話(huà)者比做門(mén)檻，說(shuō)明俄國(guó)此時(shí)局勢(shì)嚴(yán)峻。的決心，及對(duì)納粹的厭惡和痛恨，更能激起聽(tīng)眾的同感。ht is devold of all theme and principle except apeite and伯2.擬聲詞: clanking, heel - clicking 中/kV音和dull,cial domination.在這里apetite比作成納粹政權(quán)的貪婪,形象dilled, docile 中的/dV音，一方面使人聯(lián)想到軍被革履的碰生動(dòng)刻畫(huà)出蘇聯(lián)人民此時(shí)面臨的局勢(shì),表達(dá)出作者對(duì)蘇聯(lián)人撞聲響，另一方面使人意識(shí)到戰(zhàn)爭(zhēng)的冷酷無(wú)情。民生活的擔(dān)憂(yōu)。3.除此之外,文中還運(yùn)用了排比增加文章的節(jié)奏感。此外，使用暗喻的例子還有Means of existence is wrung 80(二)詞匯特征hardly from the soil..1.人稱(chēng)代詞的使用:使聽(tīng)眾感到親切,更容易說(shuō)服聽(tīng)3.提喻: Bread- winner形象，生動(dòng)。眾。在這篇講話(huà)中,丘吉爾共使用第-人稱(chēng)代詞"I, me" 16' 4.排比: 7個(gè)以“I see"開(kāi)頭的排比句,使原來(lái)就富有次，復(fù)數(shù)代詞“we, our, us" 27次。在平時(shí)的講話(huà)中，用第感染力的句子更加有 氣勢(shì)充滿(mǎn)說(shuō)服力。使句式整齊劃一,易一人稱(chēng)復(fù)數(shù)，有時(shí)包括受話(huà)人，有時(shí)不包括受話(huà)人，有時(shí)還于吸引聽(tīng)眾注意力。這篇演說(shuō)最感人的地方莫過(guò)于丘吉爾以含有-種間接的析使命令意義。丘吉爾巧妙將這三種含義都第一人稱(chēng)的手法，連續(xù)在七個(gè)平行句中充滿(mǎn)激情的詞語(yǔ),陳糅合在他的演講中，使之循序漸進(jìn)地起到戰(zhàn)爭(zhēng)動(dòng)員的作用。述在俄發(fā)生的正義與邪惡的決戰(zhàn)。2.文學(xué)詞匯大量使用:使演講更加正式，穩(wěn)重,讓聽(tīng)眾(四)句法特征.感到演講人對(duì)所講的話(huà)題的態(tài)度是極其嚴(yán)肅認(rèn)真的。例如，1.較多使用的句型有陳述句，演講第部分共有13個(gè)句在表達(dá)演說(shuō)者對(duì)納粹的痛恨時(shí)，他用到了的詞匯有: ppetie， 子構(gòu)成， 全是陳述句。racial domnination, wichkednes, cruelty, ferocious, hideous , on-2.時(shí)態(tài)上,全為一般現(xiàn)在時(shí)，表達(dá)說(shuō)話(huà)者的決心。laught, clanking, heel - clicking, dandifed, c∞ow down , tye3.句子都較長(zhǎng)，每一句都超過(guò)十個(gè)詞，最長(zhǎng)的高達(dá)35個(gè)down, dul, dilled, docil, brutish, Hun soldier, locusts vilin詞， 使演講更鄭重。u9中國(guó)煤化工crimes, is flies,說(shuō)到蘇聯(lián)時(shí)，作者用了以下詞匯: guard, pray, il, from and its_聽(tīng)眾注意力的作用。time inmemorial, breaed - winner, champion, wring hardly, pi:0Hmordial, madiens, joys, laughspoken about it. But all this fedes away before the spectacle which2011. VOL. 59. NO.02 1S:YOUNG青年與社會(huì)教學(xué)研究doi;10. 3969/j issn. 1006 -9682. 2011.02.086《羅密歐與朱麗葉》中世仇的分析杜曉燕(保山學(xué)院，云南保山678000)摘要:〈羅密畋與朱麗葉>是莎士比亞的杰作，也是全世界最有名的戲劇之一。世仇是這部劇的主要主題之一，在這部刷中，世仇象征了封建主義的思想意識(shí)，最后兩個(gè)家族的和解暗示了封建主義的衰落。關(guān)鍵詞:世仇;封建主義;囊落An Analysis of Feud in Romeo and JulietDU Xiao-yan(Foreign Language Department, Baohan Cllge, Yunan, Baohan, 678000, China)Abstract: Romeo and Julie is a masterpiee written by Shakespeare, and it is one of the most faxmous plays in the world. Feud is one ofthe main themes of this play, and in this play , feud aymbolizes the ideology of feudalism , and the reconciliation between the two familiesimplies the declination of feudalism.Keywords: feud feudalism declinationIntroductionhas chosen to portay is violent and hate - flled from the very beSome critics mainly focus on pure and immortal love betweenjnning. The prologue shows the audience exactly how the feud willRomeo and Juliet. The passion i intinically destructive, paganplay a major role throughout the play by atating ”From ancientin its idealistic eroticism, and non - transcendent. ? Shakepearegrudge break to new muiny, where ciril blood makes civil handsshapes his play by emphasizing the references to love at the begin-unclean. And the continuance of their parents' rage, which, butning, fortune at the middle, and death at the end. Shakepeare intheir children' end, naught could rermove" ( Shakeapeare1998:this play rcogrizes both the prolagonists reponsibliy for the trg4). This sbhows the depth and severty of the hated between the twoic events and the awesome power of hostile cireumstance "families which accompanies with every detail of the play. From the(Kiefer1983158). " Romeo and Juliet is a tragedy of fate becausebegining, the andience is predisposed to abeorb the imagery relatedfate is an invisible rope hitches their fate. From the beginning toto the lovers and the feud that hinders their love. Tybalt makes hisend, the hero and the heroine can not escape the dictation of the feling known in the beginning of the play " What, drawn, and talkfate, although the stnuggle betwen fate and them put to an end,of peace?I hate the word As I hate the hell, all Montagues, andlove and human life pay a painful cost for it" (Li2005: 123).hee” ( Shakepeare1998: 10)， these stong words reveal theThis paper will interpret feud in Romeo and Juliet by analyzing thestrength of the hatred and the seriousness of the feud.political and cultural ideas expresed in the play.Though the incidents in the play seem to suggest that the trag:I1 Analysisedy is due more t如accidents than the social contradiction becauseIn addition to immortal love, the feud between the two fami-if Friar's plans had not gone away, the lovers could still have alies is also a main theme of the play. The world that Shakespeare. chance to gain their eventual bappiness, yet to think that wayis now unfolding. / I had not the slightet doubt where our duty語(yǔ)語(yǔ)篇的獨(dú)立思考能力。and our policy lay.用雙重否定，無(wú)比肯定地表達(dá)了英國(guó)對(duì)其道義責(zé)任和方針政策早已胸有成竹,即全力授救蘇聯(lián)。參考文獻(xiàn)三、小結(jié)[1] JonathenHope&Lstune Wnight. Styisticn: A Practical Couebook通過(guò)分析丘吉爾的演講，我們可以更系統(tǒng)的了解文章中[M]. Beiing: Forig Language Teaching and Research Pese, 2010.使用的各種為達(dá)到某-文體效果而借助的手段，更全面的認(rèn): 「M教育出版社, 1989.識(shí)文體分析的作用，文體分析可以用來(lái)補(bǔ)充高級(jí)英語(yǔ)的教學(xué),[3]中國(guó)煤化工現(xiàn)代企業(yè)教育, 2007文體分析用于高級(jí)英語(yǔ)教學(xué)中去也是符合高級(jí)英語(yǔ)的教學(xué)目(6).0HCNMHG標(biāo)的。通過(guò)文體分析，學(xué)生可以更好的鑒賞文章，培養(yǎng)對(duì)英[4]劉飛工不物水大廳寸概花lm小北京:北京大學(xué)出版社。2006.156 2011. VOL. s9. NO.02