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Patricia @ 2009-02-05 12:31

英语诗歌

韵律和节奏是诗歌的一大特点,先来一首有韵律的文字:
Thirty days hath September,
April, June, and November;
All the rest have thirty-one
Excepting February alone,
To which we twenty-eight assign
Till leap year makes it twenty-nine.

[b]Notes:[/b]
hath=has
"To which we twenty-eight assign"修饰February,即we assign twenty-eight to February.

当然有韵律,有节奏的文字未必一定是诗,上面那段便不是。诗得用特殊的方式来说话,比如

FOR A LADY I KNOW

She even thinks that up in heaven
Her class lies late and snores,
While poor black cherubs rise at seven
To do celestial chores.

[b]Notes:[/b]
class: 阶层,阶级
snore: 打呼噜
cherub: 天使
rise: 起床
celestial: 天国的,天堂的
chore: 家庭杂务,繁重的工作

这是Countee Cullen写的一首讽刺种族偏见的诗。


诗比一般的文章读起来要困难,因为诗人很少会直接将想说的话说出来,更多的是做暗示。诗的语言也和一般说话不同,旧诗更是如此。请看济慈这首诗:

The Lake Isle of Innisfree
  
I will arise and go now, and go to Innisfree,         
And a small cabin build there, of clay and wattles made;         
Nine bean rows will I have there, a hive for the honey bee,         
  And live alone in the bee-loud glade.         

And I shall have some peace there, for peace comes dropping slow,                
Dropping from the veils of the morning to where the cricket sings;         
There midnight 's all a glimmer, and noon a purple glow,         
  And evening full of the linnet's wings.         

I will arise and go now, for always night and day         
I hear lake water lapping with low sounds by the shore;          
While I stand on the roadway, or on the pavements gray,         
  I hear it in the deep heart's core.

此诗第二行用了特别的词序,正常说应该是
And build a small cabin there, made of clay and wattles;
这样做一是为了押韵(made和第四句的glade同韵),二是为了强调某些词,如a small cabin。第三行的“Nine bean rows will I have there”是倒装,实际上是I will have nine bean rows there. 第二节开头说“peace...dropping from the veils of the morning...",veil指的是女子的面纱,早晨又不是女人,怎么会有面纱呢?安宁怎么会从早晨的面纱掉下来呢?这当然是指诗人在朦胧的晨色中感到安宁了,但诗人却用特别方式说出来,这便是诗的语言。

再如倒数第二行的on the pavements gray实际上是on the gray pavements,把gray摆到句尾,可以和前面的day押韵,也是为了强调pavements的色彩。为什么要强调这个“灰色”呢?是为了和第二节中描绘的色彩做对比。第二节中有purple glow,有linnet这种鸟。查下字典就知道linnet指朱顶鸟,有棕色的羽毛。灰色与紫色、棕色对比其实是单调和多彩的对比。诗人站在路边,或人行道上想象着Innisfree这个小岛是如此的美丽,湖水拍岸的声音还在心里回响。似乎诗人厌倦了单调的城市生活,向往着回归大自然哩!你看他要在那岛上建个cabin,而且还要用原始材料来建(泥土,枝条)。还要住在一个bee-loud glade,充满蜜蜂嗡嗡声的林间空地。如果要总结一下,此诗的主旨是:我要离开城市,寻找一个乐土,一个可以给我安宁,快乐的地方。但直接说这样的话就太明显了,完全没有诗意;而济慈则是借用了具体的形象来暗示这点,这便是诗歌这种文体的最大特色。


英语抒情诗(lyric poetry)源于古希腊的吟唱诗,即随着lyre这种乐器唱出来的诗。近代的抒情诗已经和音乐没有直接的联系了,诗人写出来是给人读的,而不是唱的。抒情诗大致可定义为表现一个叙述者的思想感情的短诗。有的抒情诗用第一人称,给人感觉是诗人个人的感受,有的则描写一个物体或一处景物,诗中似乎看不到人物的影子。以下D. H. Lawrence的诗表达的是诗人缅怀儿时光景的感受。

PIANO

Softly, in the dusk, a woman is singing to me;         
Taking me back down the vista of years, till I see         
A child sitting under the piano, in the boom of the tingling strings         
And pressing the small, poised feet of a mother who smiles as she sings.         
  
In spite of myself, the insidious mastery of song                
Betrays me back, till the heart of me weeps to belong         
To the old Sunday evenings at home, with winter outside         
And hymns in the cosy parlour, the tinkling piano our guide.         
  
So now it is vain for the singer to burst into clamour         
With the great black piano appassionato. The glamour          
Of childish days is upon me, my manhood is cast         
Down in the flood of remembrance, I weep like a child for the past.

[b]Notes:[/b]
tingle: 发叮当声
insidious: 有趣但有害的,诱人上当的。
clamour: 发出大的,持久的喊声
appasionato: [i]Italian[/i] impassioned; a music piece played with passion and enthusiasm

此诗有不少跨行诗句(enjambment),是初学英诗的人要适应的。中国的古诗一般是一行一句,极少把一句分开写两三行的,更别说是从一行诗的中间来另起一句了。比如第二节中“the insidious mastery of song betrays me back”,接着“till the heart of me weeps to belong to the old Sunday evenings at home”,都是把句子或分句分到两行里。第三节的第二行,“The glamour of childish days is upon me,”则是在诗行后半截起新句子。这样做当然是为了做韵律安排,有的英诗中的跨行诗句可以连续十几行这样写下去,看起来还真是蛮费劲的。


抒情诗有时会描写一个场景或提及某个事件,但通常不会讲述一连串的事件,叙事诗(narrative poem或ballad)才会这样做。叙事诗在西方有悠久的历史,荷马史诗便是在早于公元前700年写成。以下这首中世纪苏格兰叙事诗讲一位国王在天气恶劣的情况下派遣Patrick Spence带领他的船出海的故事。

SIR PATRICK SPENCE

The King sits in Dumferling town,
Drinking the blood-red wine;
"O where shall I get a good skipper
To sail this ship or mine?"

Then up and spake an eldern knight,
Sat at the King's right knee:
"Sir Patrick Spence is the best sailor
That ever sailed the sea."

The King has written a broad letter,
And signed it with his hand,
And sent it to Sir Patrick Spence,
Was walking on the strand.

The first line that Sir Patrick read,
A loud laugh laughed he;
The next line that Sir Patrick read,
The tear blinded his ee.

"O who is this has done this deed,
This ill deed done to me,
To send us out at this time of the year,
To sail upon the sea?

"Make haste, make haste, my merry men all,
Our good ship sails at morn."
"Now, ever alack, my master dear
I fear a deadly storm.

"Late late yestreen I saw the new moon
With the old moon in her arm;
And I fear, I fear, my master dear,
That we will come to harm."

O our Scots nobles were right loth
To wet their cork-heeled shoon,
But long ere all the play was played
Their hats  they swam aboon.

O lang, lang may their ladies sit,
With their fans into their hand,
Or ere they see Sir Patrick Spence
Come sailing to the land.

O lang, lang may the ladies stand
With their gold combs in their hair,
Waiting for their own dear loves,
For they'll see them nae mair.

O forty miles of Aberdeen,
'Tis fifty fathoms deep;
And there lies good Sir Patrick Spence,
With the Scots lords at his feet.

[b]Notes:[/b]
skipper: Master of a ship.
spake: A past tense of speak.
strand: A beach.
alack: Used to express sorrow or alarm.
yestreen: [i]Scots[/i] Yesterday evening.
loth: loath, unwilling or reluctant.
shoon: [i]Archaic[/i] shoes.
ere: [i]Archaic[/i] before.
aboon: above (their heads)
lang: [i]Scots[/i] long.
nae: [i]Scots[/i] no, not.
mair: [i]Scots[/i] more.
'Tis=it's

和小说不同,叙事诗未必会将人物故事的背景做详细的交代。诗中并没说那个国王为什么在这个时候派船出海,也没有详细介绍Sir Patrick Spence是何许人也。故事很简单,主题也很普遍:勇敢忠诚的爵士不畏牺牲。诗的结尾写到爵士和他的船员死了,他们的爱人永远也等不到他们归来了。勇敢人物的悲剧是文学中常见的主题。

Sir Patrick Spence一开始就知道任务的危险,但仍然勇敢地去面对死亡。诗中并没有说具体是什么任务,也没写船是怎么沉没的,只是提到最终他们的帽子在海面漂浮。诗开头用blood-red来形容国王喝的酒,似乎在暗示他残暴的本性。诗中有几节用了类似中国诗叠字的手法,这也是英语叙事诗常用的。如“And I fear, I fear, my master dear, That we will come to harm.”表现船员的忧虑。后面“O lang, lang may their ladies sit...O lang, lang may the ladies stand...”使人对死者爱人未来的命运顿感同情。

由于此诗较古老,有些词对读者来说颇为陌生。不过最好还是大声朗诵一下,感受一下此诗的节奏。


(转自http://bbs.chinaunix.net/archiver/tid-855627.html


 
Patricia @ 2008-10-08 21:01

1 狂轰滥炸法: 先不要管自己能记住多少, 首先要做的就是大量地接触, 比如说, 我一次听磁带两盒。毫无疑问, 你会忘掉90%, 但因为基数大, 所以实际上你记住了很多。事实上, 听觉和视觉并用, 记忆效果大增, 记住的可能性极大。另外, 永远坚信, “接触过”和“完全陌生”是两种截然不同的感觉。 接触过一次, 下一次碰到的时候, 也许就会产生似曾相识的感觉。这种感觉极有利于记住单词。

  2 反复记忆法: 俗话说, “一回生, 二回熟”, 反复多次强化对词汇的记忆, 才能把单词真正记住。 它的科学道理在于, 根据人类的遗忘规律, 人类记忆的衰退是由快变慢到更慢。在由快到慢的转变过程中, 如反复强化, 不仅可以加深记忆, 而且不容易忘记。 实际操作中, 第一次复习前面背过的单词不应超过3天, 第二次复习不应超过5天, 第三次不应超过10天, 第四次、 第五次可逐渐延长, 直至不忘。

  3 例句记忆法: 学习语言最直接的目的是运用, 孤零零记忆一个单词的确痛苦, 且事倍功半, 因此, 将它们放入一定的语言环境——例句中, 结合句意来记忆, 会记得更好、 更牢。实际上, 有时候, 你会发现例句比释义更加重要, 因为如果掌握了例句, 你会发现你不仅知道了这个单词的意思, 更重要的是你掌握了它的用法, 而很多时候, 你会发现记住一个八个词的句子, 比记住一个八个字母的单词要容易得多。1 阅读记忆法:也就是把词汇的记忆融入阅读之中,在看一篇文章的时候,遇到不认识的单词先做记号,并猜测它们的含义,等到把全文看完后再从字典上把它们的意思找出来。就自我感觉来说,这种方法不枯燥,记得比较牢,但缺点是记忆的词汇量比较少,而且耗时也比较长,不适合想求速成的同学。


2 笔记记忆法:具体做法是找一本笔记本,把它的一页按中间对折,然后从字典上把英汉意思抄上去,英语单词或词组抄在左边,汉语意思抄在右边。然后对所有的词汇背三遍,先英汉对照背一遍,然后分别只看英文或只看汉语解释背一遍(把页面折起来,使自己看不到英文或中文部分,以免受干扰)。这种方法记忆的量大而且比较牢靠,只是需要不怕累的人才能做到。


3 间隔反复记忆法 我曾经听到过这样一个例子:如果你盯着一个人连续看三个小时,但以后再也看不到他了,那么也许一两个月后你就把他的长相给忘了,但是如果你把这三个小时分配到许多天中,每天只看那个人一两分钟,这样下去,你就一辈子都不会忘记他的长相。具体做法就是先规定自己一天背的词汇的数量,然后在一天中每隔一段时间把这些词汇通背一遍,相隔的时间不宜太短,以2-3小时为宜,早上背一遍,中午背一遍,下午背一遍,晚上再背一遍或两遍。隔几天后再把这些背过一遍。如此循环下去,会收到很好的记忆效果。这种方法适合于时间比较充沛,可以专门用一段时间来学英语的人。它的特点是可以在短期内记到大量的单词,而且可以记得较牢,它的缺点就是非常枯燥,要有毅力的人才能坚持背下去。


4“联”:即联想记忆法。看到某个单词,应该回想一下,有没有和自己以前记忆的单词在形或意思方面的近似。譬如,遇到consult,就应该想到和外形差不多的单词,如 result ,insult等,这样就会记忆一个单词的同时又复习了其它的单词,而且不致于混淆。再如,学习fetch的时候,就应该想到它和take ,bring ,carry 等单词在用法上的区别。当然,很简单的单词(已经掌握的)就不必如此,因人而异。


5“勤”:即勤于查词典。遇到不会的单词先猜,猜不出再查,不要一遇到就查,这样不利于自己记忆的(所谓不经过努力得到的是不会珍惜的)。查的过程中,切忌仅仅限于所查的单词。譬如在查respect的时候,就应该做到“一目十行”。此时一定要勤。也就是在查该单词的时候,应该注意它的前后几个单词。因为它的前后几个往往就是它的派生词或形近词,这样差一个就能记住好几个,做到事半功倍。如, respectable respectant, respecter, respective, respectful等就在respect的上下。我虽然背的不多,但也有一点自己的体会。我认为生词记忆的量以每天50-100词为宜,即使你有很多时间,也不要一天背太多,以免互相干扰。在背词汇表的时候,通常里面有不少词你已经掌握了,可以掠过去不看;对于那些生词,可以采取以下策略。以四个为一组,对于连续的四个生词反复多次进行记忆,直到你在遮住右半边只看英文的情况下能够立即说出其对应的中文含义。然后再背下面四个生词。当背了5组(20个词)后,再从头把这20个词检查一遍,对于那些记不住的词,再在纸上抄几遍,以加强记忆。第二天,在开始背下一部分之前,同样应该把前一天背的部分快速的检查一遍,有生疏的要抓紧处理,不要拖延过长时间。另外,强烈反对使用软件背单词,传统的学习方法效果其实是相当好的。我背的是最简单的词汇书,只有单词,英标,不超过5个的解释; 我把一个新单词认清它的读音后,偶尔在草稿纸上抄2-3遍, 在心里默诵它的意思,约30s。 然后背下一个词。 把一张纸都背完后,我用一张小磁卡遮住中文只看英文, 再遮住英文只看中文。每天约100个单词。 一次写一半字母,然后猜另外一半,有助于提高close水平。 睡着背效果比较好一点,联想丰富。 用毛笔比用其他笔效果也更好一点,记忆深刻。 ###考六级的前三个月,我每天都有做题目,一天做一篇阅读理解,还有30个单项选择,这样做下来,我把不会的单词用一张纸记下来,一天大概可以记一张纸的单词,在纸上写上日期,贴在墙上,没事的时候就背!一天也能完成30几个的单词记忆。然后一天一天的记新单词,再复习以前记过的,当然不是记下所有的,而是记出现频率比较高的单词。三个月的积累,我有记了不少的单词,事实(六级考试)证明,我的这个方法还不错! 我的背单词经历和方法:
1.四级词汇没有背过,全靠一二年级时的精读训练。那时特讨厌背单词。
2.第一次考六级,词汇部分好像没有多少认识的单词,
3.拿一本很薄的5-6级单词书(从马德高的<大学英语词汇>上撕下来的,120页左右),开始背。30页为一部分,今天看一部分,明天复习(花的时间少了),再背下一部分......周而复始,仅用了10天左右就全掌握了。这时我开始喜欢背单词,因为之中的过程让我有成就感。
4.第二次考六级,词汇部分不再是障碍。

5.在背研究生词汇(书也很薄,里面没有考研词汇) ,同时通过学习英语精读5-6册来巩固..
6.在看刘毅10000。
7.买了刘毅22000。
8.以后准备背《小小英汉辞典》。
总结: 1.不要用太厚的单词书 2.循序渐进的背单词   3.要及时复习 4.随身带着你要背的单词书,学累了就看单词 5.背的时候,不要记单词的用法,光记释义,且不要记太多,一个两个就足够了 6.要有紧迫感 如一定要在某某天之前背完


  4 归类记忆法: 将同类, 尤其是同主题词汇放在一起, 同时背记。这样记忆的效果显著, 且印象深刻。如将bachelor(学士)、 master(硕士)、 doctor(博士)三词放在一起记忆, 其效果一定好于将它们一个一个单独记忆。以后如遇到其中一个词时, 头脑中出现的就是一组词, 效率必然大大提高。再比如: ambassador(大使), counselor(参赞),consul(领事)也可以放在一起背。

  5 比较记忆法: 把同义词或形似词放在一起, 加以区别, 这种背词的方法, 我们称之为比较记忆法。记忆的过程是一组组、 一对对单词同时记忆。这种记忆方法可以帮助考生掌握词与词之间的细微差别以及各自特殊的用法, 将易混淆的单词清楚地区别开来。doubt 和suspect翻成中文都是怀疑的意思, 但却是完全不一样的怀疑。如: I doubt the bus has already left. 意为我觉得汽车还没走; 而I suspect the bus has already left.意为我觉得汽车已经走了。完全不一样的意思, 只有放在一起比较、 体会, 才能很好地掌握。再如: acquire、 inquire、 require是三个形似词, 拼写酷似, 但意思却完全不同: acquire(获得); inquire(查询); require(需要, 命令)。这三个词要放在一起记的理由, 不再赘述。

  6 构词记忆法: 通过掌握构词法来记忆单词, 这种记忆方法可以迅速增加词汇量。英语主要有三种构词法:
  1)转化, 即由一个词类转化为另一个词类。例如: videotape(n.)录像带—videotape(v.)拍录像。
  2)派生, 即通过加前缀或后缀构成另一个词, 例如: patho 是前缀, 表示“痛苦”、 “疾病”、 “感情”。由此构成如: pathogen(病原体), pathology(病理学),pathobiology(病理学)。
  3)合成, 即由两个或更多的词合成一个词。例如: waterproof(防水), fireproof(防火), soundproof(隔音)等。再如: newsstand(报摊)。

本文转自:
 http://hi.baidu.com/%C9%A1%B1%F8%D0%A1%CB%C4/blog/item/63da51d55768f2c151da4b5e.html



 
Patricia @ 2007-08-14 22:42

Chapter 1 Colonial Period

I. Background: Puritanism

1. features of Puritanism
(1) Predestination: God decided everything before things occurred.
(2) Original sin: Human beings were born to be evil, and this original sin can be passed down from generation to generation.
(3) Total depravity堕落
(4) Limited atonement:赎罪 Only the “elect” can be saved.

2. Influence
(1) A group of good qualities – hard work, thrift, piety虔诚, sobriety (serious and thoughtful) influenced American literature.
(2) It led to the everlasting myth. All literature is based on a myth – garden of Eden.
(3) Symbolism: the American puritan’s metaphorical mode of perception was chiefly instrumental in calling into being a literary symbolism which is distinctly American.
(4) With regard to their writing, the style is fresh, simple and direct; the rhetoric修辞 is plain and honest, not without a touch of nobility often traceable to the direct influence of the Bible.

II. Overview of the literature

1. types of writing
diaries, histories, journals, letters, travel books, autobiographies/biographies, sermons布道
2. writers of colonial period
(1) Anne Bradstreet
(2) Edward Taylor
(3) Roger Williams
(4) John Woolman
(5) Thomas Paine
(6) Philip Freneau

III. Jonathan Edwards
1. life
2. works
(1) The Freedom of the Will
(2) The Great Doctrine of Original Sin Defended
(3) The Nature of True Virtue
3. ideas – pioneer of transcendentalism
(1) The spirit of revivalism
(2) Regeneration of man
(3) God’s presence
(4) Puritan idealism

IV. Benjamin Franklin
1. life
2. works
(1) Poor Richard’s Almanac
(2) Autobiography
3. contribution
(1) He helped found the Pennsylvania Hospital and the American Philosophical Society.
(2) He was called “the new Prometheus who had stolen fire (electricity in this case) from heaven”.
(3) Everything seems to meet in this one man – “Jack of all trades”. Herman Melville thus described him “master of each and mastered by none”. 


Chapter 2 American Romanticism

Section 1 Early Romantic Period

What is Romanticism?
l An approach from ancient Greek: Plato
l A literary trend: 18c in Britain (1798~1832)
l Schlegel Bros.

I. Preview: Characteristics of romanticism

1. subjectivity
(1) feeling and emotions, finding truth
(2) emphasis on imagination
(3) emphasis on individualism – personal freedom, no hero worship, natural goodness of human beings
2. back to medieval, esp medieval folk literature
(1) unrestrained by classical rules
(2) full of imagination
(3) colloquial language
(4) freedom of imagination
(5) genuine in feelings: answer their call for classics
3. back to nature
nature is “breathing living thing” (Rousseau)

II. American Romanticism

1. Background
(1) Political background and economic development
(2) Romantic movement in European countries
Derivative – foreign influence
2. features
(1) American romanticism was in essence the expression of “a real new experience and contained “an alien quality” for the simple reason that “the spirit of the place” was radically new and alien.
(2) There is American Puritanism as a cultural heritage to consider. American romantic authors tended more to moralize. Many American romantic writings intended to edify more than they entertained.
(3) The “newness” of Americans as a nation is in connection with American Romanticism.
(4) As a logical result of the foreign and native factors at work, American romanticism was both imitative and independent.

III. Washington Irving
1. several names attached to Irving
(1) first American writer
(2) the messenger sent from the new world to the old world
(3) father of American literature
2. life
3. works
(1) A History of New York from the Beginning of the World to the End of the Dutch Dynasty
(2) The Sketch Book of Geoffrey Crayon, Gent. (He won a measure of international recognition with the publication of this.)
(3) The History of the Life and Voyages of Christopher Columbus
(4) A Chronicle of the Conquest of Granada
(5) The Alhambra
4. Literary career: two parts
(1) 1809~1832
a. Subjects are either English or European
b. Conservative love for the antique
(2) 1832~1859: back to US
5. style – beautiful
(1) gentility, urbanity, pleasantness
(2) avoiding moralizing – amusing and entertaining
(3) enveloping stories in an atmosphere
(4) vivid and true characters
(5) humour – smiling while reading
(6) musical language

IV. James Fenimore Cooper
1. life
2. works
(1) Precaution (1820, his first novel, imitating Austen’s Pride and Prejudice)
(2) The Spy (his second novel and great success)
(3) Leatherstocking Tales (his masterpiece, a series of five novels)
The Deerslayer, The Last of the Mohicans, The Pathfinder, The Pioneer, The Prairie
3. point of view
the theme of wilderness vs. civilization, freedom vs. law, order vs. change, aristocrat vs. democrat, natural rights vs. legal rights

4. style
(1) highly imaginative
(2) good at inventing tales
(3) good at landscape description
(4) conservative
(5) characterization wooden and lacking in probability
(6) language and use of dialect not authentic

5. literary achievements
He created a myth about the formative period of the American nation. If the history of the United States is, in a sense, the process of the American settlers exploring and pushing the American frontier forever westward, then Cooper’s Leatherstocking Tales effectively approximates the American national experience of adventure into the West. He turned the west and frontier as a useable past and he helped to introduce western tradition to American literature.

http://search.examda.com/tem/tem8/Guide/20070103/144745650.html


 
Patricia @ 2007-08-10 17:11

H-dropping and h-adding

Y-dropping is the dropping of the initial /j/ from words like "year" and "yeast" occurring for some speakers in south-western counties of England (Wakelin 1984: 75).

W-dropping is the dropping of the initial /w/ from words like "woman" and "wool" occurring for some speakers in south-western counties of England (Wakelin 1984: 75).



http://en.wikipedia.org/wiki/Phonological_history_of_English_consonants#H-dropping

可以结合口音音频学习
http://web.ku.edu/idea/index.htm



Regional accents of English speakers
http://en.wikipedia.org/wiki/Regional_accents_of_English_speakers



 
Patricia @ 2007-08-10 15:32

伦敦东部,这个区域传统上是大量中下阶层工人的聚居地,这种口音叫做Cockney。
英格兰中部以伯明翰为中心的地区的英语鼻音很重,这种口音叫做Brummie。
英格兰西北部的利物浦地区发音比较粗糙生硬,这种口音叫做Scouse。
英格兰东北部纽卡斯尔地区的口音语调起伏很富音乐感,这种口音叫做Geordie。
苏格兰人的英语中多个元音有变异,发"r"音时不太卷舌,这种口音叫做Jock。
而在威尔士,人们有自己的语言:威尔士语。在任何有文字书写的地方,如街道名、公共指示牌、商店名等,一定都是威尔士语在先,英语在后。

  方言口音并没有优劣之分。那些以口音来划分社会等级的做法已经过时了。目前,英国国内甚至有一种强化方言口音的趋势。比如,从70年代以来,BBC改变了传统的只用Received Pronunciation播音的习惯,而吸纳了一些说话带有口音的播音员。BBC的做法,就是为了打破自己一直以来高高在上的贵族气,使自己对于普通民众显得更加亲和与友善。毕竟,英国中下层的工人阶级还是占有全国总人口的60%。

In England, one accent has traditionally stood out above all others in its ability to convey associations of respectable social standing and a good education. This "prestige" accent is known as RECEIVED PRONUNCIATION, or RP. It is associated with the south-east, where most RP-speakers live or work, but it can be found anywhere in the country. Accents usually tell us where a person is from; RP tells us only about a person's social or educational background.

In due course, RP came to sybolize a person's high position in society. During the 19th century, it became the accent of public schools, such as Eton and Harrow, and was soon the main sign that a speaker had received a good education. It spread rapidly throughout the Civil Service of the British Empire and the armed forces, and became the voice of authority and power. Because it was a regionally 'neutral' accent, and was thought to be more widely understood than any regional accent, it came to adopted by the BBC, when radio broadcasting began in the 1920s. During WW2, it became linked in many minds with the voice of freedom, and the notion of a "BBC pronunciation" grew.


 
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