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米尔恩范文1
海米尔的“奇迹年”
在2012年这个“奇迹年”，新奥尔良出生的男高音歌唱家布莱恩・海米尔神奇地加入了科文特花园的《恶魔罗伯特》演出。该角色原定由胡安・迪亚戈・弗罗伦兹饰演，但胡安在经过慎重考虑之后，觉得不适合罗伯特这一角色而辞演。当海米尔正在排演《恶魔罗伯特》时，科文特花园的另一场演出遇到了麻烦――海米尔又突然被叫去“救火”，顶替乔纳斯t考夫曼，出演《特洛伊人》中的埃涅阿斯。在《恶魔罗伯特》巡演期间，海米尔又被大都会歌剧院请去顶替马尔切罗・乔尔达尼（MarcelloGiordani）饰演埃涅阿斯。这一次海米尔的“赌注”更大了，他不仅要“救火”饰演两个版本的《特洛伊人》，而且这两个版本都将运用影院传输技术现场直播。好在，伦敦科文特花园的演出帮助海米尔赢得了奥利弗奖歌剧杰出成就奖。
当海米尔回忆起那段有趣而“动荡”的数月时间，最让他印象深刻的是，一个男高音只有站在公众面前演唱那些角色时，才能真正知道他是否已做好准备。在荷兰阿姆斯特丹，当被问及是否已做好准备饰演埃涅阿斯，海米尔回答得非常爽快：“当然没有！”出乎意料的是，海米尔这样一个能唱如此高音的男高音，说话、谈笑时的嗓音却那样温暖而深沉。
“我在阿姆斯特丹的那段时间，最重要的工作便是控制表演节奏，不仅是嗓音的控制，更重要的是如何节省体力，如何在前三幕和第四幕之间保持戏剧的流畅和连贯，这使得我仍然有足够的体能去演好第五幕。这需要的不只是声音保持一定紧张度，更重要的是戏剧紧张度的维系，以表现埃涅阿斯内心的痛苦，他自知将伤害狄多的心，在侍奉、追随神和宿命之间徘徊。我只是尽力演好。”
然而，阿姆斯特丹的这段经历让布莱恩・海米尔感到，他很喜欢在科文特花园演出埃涅阿斯这一角色。追溯这段伦敦“救火”演出的源头，“当时我正好在是意大利萨勒诺，与指挥丹尼尔・奥伦（Daniel Oren）一起参加《恶魔罗伯特》的音乐会版演出。这个音乐会对奥伦和我而言无疑是一块很好的试金石，让我与乐队有更好的磨合，之后我俩又来到科文特花园演出歌剧《恶魔罗伯特》。科文特花园的导演就打电话给我，问我是否能演出《特洛伊人》。当时我就感觉这是一个难得的机会。那时是5月，他们已经排练了十多天，乔纳斯生病了，他也不确定两周后的演出自己能否上。因此，我便回答：‘是的，我会来排练。’然后我就动身去了伦敦，便有了与托尼・帕帕诺（TonyPappano）一起演出该剧的机会。是的，我抓住了。
“接到电话的三天后，我来到伦敦，开始排练。大约两天后，他们说，乔纳斯或许比原来的预期需要更长时间恢复，他也认为自己不适合演出该剧，决定辞演。因而，他们就把演出任务正式给了我，我便接受了。之后，我有将近三周的排练，直到开幕之夜。我们有充分的排练，特别是相对大都会歌剧院的《特洛伊人》而言，真的是非常多的排练！在大都会歌剧院，我只排练了3个小时便登台演出。大都会版的《特洛伊人》无疑是一次机关枪般的紧急情况。”
压力不会消失殆尽
2012年的12月初，海米尔在科文特花园演出《恶魔罗伯特》。在这轮演出中，就有一些人前来谨慎地试探海米尔的档期。“他们说：‘如果有一家歌剧院，在本轮《恶魔罗伯特》演出后，请你去演《特洛伊人》，您愿意去演吗？您能演吗？’最后一场《恶魔罗伯特》的演出后，我只有两天时间休息，便要去演《特洛伊人》？而且埃涅阿斯需要大段的歌唱，这是一个音域非常高、要求非常苛刻、有大段表演的角色。所以，他们必须明确，我是否真的会跟他们一起合作演出。我便说：‘当然，绝对的。’我也知道大都会歌剧院是当时唯一一个在演出《特洛伊人》的剧院。”
海米尔进入《特洛伊人》剧组时，当时已是该剧大都会歌剧第一轮演出的中间几场：一切都已进入正规，埃涅阿斯又是这么难的角色，而且又是海米尔的大都会歌剧院首演。就这样，很多的不利因素和不可思议，但海米尔认为这是一个大好的成功机会，应当牢牢把握。“幸运的是，从《恶魔罗伯特》剧组里出来的我，保持了最好的嗓音状态。而且我知道，只要我可以稍微休息，如果我没有神经衰弱睡不着，我的身体也能行。而且，苏珊・格雷厄姆（Susan Graham），早前与我在圣达菲歌剧院一起演唱过音乐会版的《特洛伊人》，我知道她在大都会歌剧院的演出中将饰演狄多。她就像是我的拉拉队，我的好帮手。当我不知道去哪里时，只要我看着她深邃的眼睛，她就会告诉我‘让我们去那边’或‘我们要在这里’。但我真的没时间多思考，我的肩膀是否确实扛起这部演出，我便奔去排练。我不知道该怎么做，但我知道我必须这样做。”
当被问及在大都会的首演开始前，他的脑中在想些什么。海米尔说：“我记得当我第一次进入后台，我当时在想：‘我在干什么？我怎么会在这里？一切怎么会发生得这么快？’但当我一旦有机会步入舞台，我就深吸一口气，就像是去水上乐园的水滑梯或从飞机上跳伞的感觉――没有时间去担心，你不得不向前走，然后该发生的就发生了。我没有理由演不好，我很健康，歌剧院、指挥、所有演职人员和我的同事们都支持我演好这个角色。因此，从某种程度上说，这是我能期望的最好的首演情况。”
然而，压力并不会消失殆尽。台上有格雷厄姆的帮衬，海米尔的第二场和第三场演出都得心应手。但第四场演出要通过高保真剧院传输技术，对全球即时直播。“导演弗朗西斯卡・赞贝罗（Francesca Zambello）告诉我，在5个半小时的演出中，会有若干台摄像机等从各个角度对准舞台，进行直播。这真的是非常巨大的工程，而且这也要求我们有时不得不在台上看着对方或视线投向某个方位，这都是为了配合摄像机去捕捉那些瞬间。如果我们不这么做，拍摄效果就大打折扣。”
HD视频播出后，海米尔发现自己的人脉较之前拓展了许多。在演出埃涅阿斯之前，海米尔也想接触一些同行，但最终他太害羞而没主动去结识几个。去年1月，他演出的大都会版《特洛伊人》经高清传输后，罗西尼男高音格雷戈里・昆德在雅典演出威尔第的歌剧《西西里晚祷》，海米尔来到后台，昆德很高兴地认出了他。海米尔说，现在他比以前更愿意来到脸谱网等与同行发发消息，聊聊天。
救场演出很难计划，通常只有一次机会
“在热身开嗓的时候，我会比当晚舞台上的演出高三个音。因为在唱这些音域很高的角色时，你的胸声很难唱高三个音。”有种观点认为，当下的歌者不再使用纯粹的头声演唱头，而是用一种不太洪亮、较轻、更让人愉悦的嗓音来演唱那些悲伤的高音。柏辽兹、罗西尼、梅耶贝尔和多尼采蒂等都期待这种嗓音。当被问及今天的歌剧观众是否除了胸声用力演唱高音之外，不会接受任何其他歌唱方式时，海米尔说，从某种程度上，确实有这样的现象。“而且，乐队的音高比实际人声要高半音。每件乐器的音量也较以前的演出更响，所以乐团也更响亮。”
米尔恩范文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
米尔恩范文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;
米尔恩范文4
1896年，米尔恩生于英国约克郡的赫尔。1914年，在就读海默世学院期间，米尔恩赢得一份提供学生至剑桥大学三一学院研读数学与自然科学的奖学金，并在考试当中得到前所未见的优异成绩。1919至1925年间，他于剑桥大学三一学院担任研究员，并于1920至1924年间担任太阳物理研究中心的专员；此外也于1924至1925年间在三一学院讲授数学课程，1922至1925年在大学部讲授天文物理学课程。米尔恩早期的研究专注于理论天文物理。1932年后他亦致力于关于宇宙膨胀的问题以及其他关于相对论、重力以及宇宙结构的议题；关于这些种种广受世人关注的问题，相对于爱因斯坦的广义相对论，他提出了另外一种看法。另一方面，他晚期关于恒星内部结构的研究曾引发了多方的争论。米尔恩曾于1934至1935年间担任英国皇家天文学会的主席；此外，他也是开启关于科学与宗教两方关系探讨的先驱者之一。1950年，米尔恩在爱尔兰都柏林因心脏病发逝世，当时他正在准备上课用的教材。
米尔恩成名前一直与贫困做斗争，在他进入剑桥大学之前赢得了五个奖学金，然而他并没有完成他的学位。在第一次世界大战中，他被邀请发展霍勒斯・达尔文的设备――防空重炮；停战后，他在弹道学上的成就使他直接成为剑桥三一学院的院士。在他30岁时，他已经是曼彻斯特教授和英国皇家学会院士。在牛津，他为提升大学对待科学态度而努力，并建立了世界天体物理学中心。在他40岁时他不幸患了帕金森病，并得了昏睡性脑炎。然而，在基督教信仰的鼓舞下，他并没有放松自己在科学上前进的步伐。相对论、重力、宇宙结构关于膨胀中的宇宙，米尔恩所提出的模型与爱因斯坦的模型两者之间（后者为现今大部分人所接受）最大的差异在于，米尔恩不站在默认宇宙中物质为均匀分布的假设之上。除此之外，引力子交互作用理论也不在他的模型假设之中。
本书作者是米尔恩的女儿，她出于好奇，立志要展示人类如何面对科学、她父亲从事科学的一生以及与世界上一些声明显赫的科学家共事的过程，如爱因斯坦，爱丁顿， GH哈代，J B S霍尔丹，哈勃，FA林德曼和卢瑟福。
本书分为17章：1.梯子上的立足点；2.动荡的战争；3.冒险与思考；4.喇叭试验；5.剑桥狂想曲；6.骑在阳光束上；7.新视野；8.科学荒野；9.短兵相接；10.家庭与学院；11.宇宙的启示；12.牛津大学的启示；13.钟摆和原子；14.生命线；15.数学，炸弹和；16.邀请；17.未完成的赛跑。
本书适合于天文学家、宇宙学家、数学家、科学史学家、以及对战时科学、科学与宗教的关系和昏睡性脑炎感兴趣的读者。
米尔恩范文5
“嗨，哥哥也在这啊”夕雅正在不二家的花园里欣赏着，正碰巧看到了做到草地上的不二“呵呵，夕雅也来了？”依旧微笑，佩服佩服
“哥哥，知道吗？我一直很想要一个跟哥哥一样的BF呢”这点她可没有说谎哦，至少她现在这么认为“是吗？”“恩，恩，唉？哥哥，嘿嘿……我想到了一个不错的恶作剧呢，不过需要哥哥稍稍的配合一下。嗯？好不好嘛”
-——————————————青学————————————————
“谢谢你哦，米尔”“不用客气，为主人带路是应该的”“呵呵”真是多亏了米尔，因为昨天的恶作剧行动，我就没有让不二哥哥送我去青学，可哪知，我根本是个路痴。幸好有米尔给我带路，要不我根本找不到青学，唉！~算了，先去我的新教室吧。说起来好像和龙马一班啊。“铃铃铃……”
“同学们好”
“老师好”
刚刚上课，但貌似老师忽略了一个人，他正在睡觉呢。不说也知道是谁吧，真是的，才早晨就睡着了
“同学们，今天咱们班要转来一个新同学。她叫观丘夕雅”（恶搞之一）等老班说完我走上讲台，在黑板上写下了自己的名字“我叫观丘夕雅，请多多指教”，等我鞠完一个45°的躬后，朝下一看，好多人议论我啊“我一定要把这个女孩追到手”“她好可爱哦”“哇塞，真漂亮耶”…。.
切，什么嘛？一个帅哥也没有，一群草痴，我要是被他们追到手，不就白姓不二了？哼！
“观丘同学，你就坐到龙马旁边吧”老班指着睡得很香的龙马，我轻轻走过去，怕吵醒了他。
——————————-男——子——网——球——部 ————————————
“喂，周助（恶搞之…二吧）我在这，来到男子网球部后（米尔带的路）我一眼就看到了不二“嗨，夕雅”
“我靠，她是谁啊？竟然叫不二学长周助？”
“三八”
“切，不二怎么会看上她啊？”
我没理会那些女花痴愤怒的目光，跑过去抱住了不二的脖子“照计划行事”我在下来的那一瞬间说“你终于来了”
“嘻嘻，”
“不二竟然抱那个女生”
“那女的还想活吧，不怕惹上露琴？”
米尔恩范文6
【关键词】杰罗姆 贺拉斯和施莱尔马赫模型 等价 忠实 异化翻译
【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
