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Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

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Page 1: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative
Page 2: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Why I teach “ why do you teach, Pete?” My friend asked

me questions when I told him that I didn’t want to be considered for a university administrative position. He was puzzled that I did not want to take what was obviously a step toward what all American boys are taught to want when they grow up, money and power.

I told him that as a teacher, I had both a decent salary and the only kind of power worth having, the power to change lives. “ Besides, I said”, I like my job in part because no administrator has even told me how to teach or what to teach or how to treat students, why would I want to be an administrator cut off from the only kind of power that matters in university?”

Page 3: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

But he had stopped listening so I stopped talking. I was not satisfied with that answer anyhow. His question got me thinking, though. This little book is an extended answer to the question, “ why do you teach, Pete?”

Page 4: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Certainly I don’t teach because teaching comes naturally to me. I was about the quietest kid in class all through high school and college. My teachers just couldn`t get me to talk. The last thing I wanted to do for a career was to stand in front of a group of People and jabber.

And certainly I don’t teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: bulldozer mechanic, carpenter, temporary college administrator, writer.

Page 5: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

参考文献Longman Grammar of Spoken and Written -English Foreign Language Teaching and Research Press

Success In Advanced English Writing 高级英语写作指南 祁寿华 上海外语教育出版社 英汉互译测试教程 吴松林 中国电力出版社英汉翻译教程 吕俊 上海外语教育出版社

Page 6: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

从音、形、义三方面看英汉的不同(二)

Pronunciation

Intonation

stress

Rhythm

Page 7: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

pronunciation

It goes without saying that an interpreter’s pronunciation of English words must be correct; for a wrong pronunciation of the essential word would , to say the least, create misunderstanding on the part of the listener, what we should like to stress here in the context of interpretation, are 1 that an interpreter should avoid “ swallowing part of the words” or “swallowing syllables” 2 that he should avoid “ an exaggerated effort to be precise”

Page 8: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Intonation

A the falling tune

B the rising tune

C the falling and rising tune

Page 9: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

stress

Word stress

Sentence stress

Page 10: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Word stress

English words contain syllables. A word containing a single syllable is a monosyllabic word; one containing two or more syllables is polysyllabic word.

Page 11: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

The classification of stress

strong stress and weak stress

Main stress and secondary stress

Page 12: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

examples

On 1st syllable: `context `ceremony `satisfy `different uni`versity

2nd syllable: con`textual di`rect e`lectric com`parison

3rd syllable: satis`faction diffe`rential indi`vidual

Page 13: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Sentence stress

stressing - it is generally accepted that “correct stressing” is very important in communication in English, as is well known, spoken words do not have the equal value that they seem to have in print. So in spoken English, some words that are deemed important , are given more weight than others. However one should not “ overdo” it. Over- emphasis can make a speech very difficult to understand, besides making it boring to listen to.

Page 14: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

I am going to the post office to send a letter.

Question: words are made to stand out from others

Another general rule to go by is that when a word is used twice in the same sentence or the text, it generally loses its stress when repeated.

Page 15: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Rhythm

Rhythm in spoken English comes from a combination of these other factors, it depends largely upon the balance of phrasing, stressing and intonation, perhaps it is the subtlest part of any language, rhythm e`ludes definition yet it something which vitally affects the success of delivery( of the original speaker and the interpreter alike)

Page 16: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

音译简要介绍音译 1984 年高明凯汉语外来语词典 4400 多个SARS , coup 政变泰国 poker humor carnation angel hamburger coco cola pepsi cola hamburger MacDonald’s shock shampoo jazz 英语中 kowtow litchi kung fu makjong jiaozi silk 等

Page 17: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

26 个字母, 48 个发音,用 26 个常用的前缀, 10 个常用的后缀, 8 中造词的原则就有 200 万多个英文词汇。( questionable )We have reason to hold that----

Page 18: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

构词- 自考 365Rules themselves are not fixed but undergo changescompounding 合成 28 %- 30 %conversion 转化 26% derivation 派生 30% - 40 % shortening 8%-10% ( clipping and acronym) blending and borrowing and others1%-5%

Page 19: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Compounding

合成 由两个或更多的词合成一个词,有的用连词符号,有的直接写在一起,还有的由分开的两个词语组成Eg: blackboard sightseeing passer-by maybe up-to-date post office horse riding oil well

Page 20: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Conversion

转化 由一种词性转化为另一种或者几种词性

Eg: It tastes good. It has not much taste. Clear and clean

Page 21: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Derivation

派生 由一个词根加上前缀或后缀构成另一个词。 prefixes

suffixes

Page 22: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

prefixes

negative prefixes - is in( il ir im) - not non un mis prefixes of degree or size - macro large long micro small short mini sub under ( 分,支,次,亚 ) super - above over Locative prefixes extra fore inter tele- far away trans Prefixes of time and order ( fore pre post re ) Number prefixes ( bi mono multi semi-half or partly tri)

Page 23: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Suffixes

noun suffixes

1 concrete ( er,or ess let ette ant ee ent )

2 abstract( age dom ery hood ing ism ship some) tion sion ion ence ing ment ity ness ese an ist

Others- ed ful ish less like ly y al )

Page 24: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

denotation

本义,字面意义

词义的演变 扩大,缩小,词义褒贬的变化

Page 25: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

词义的变化

词义的缩小 deer -disease 丈人词义的转移 原来词义的消失 naughty a naughty world 万恶的 道德败坏的 现在意思是淘气的感情色彩的变化 negro 中性向贬义发展 black

Page 26: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

connotation - the meaning of a word

Context - 语境 文体程度感情色彩

Page 27: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Examples

wise & clever A politician is wise(he knows what is good for his peopl

e), but this person may not be very clever. Someone may be very clever but he may not be wise or good at all.

Live and stay They are synonyms in the sense of “ 居住”, but “ 我在信阳住了十年” is put into “ I have lived in Xinyang for 10 years”; while “ 我要在武汉住一个月” is put into “ I am going to stay in Wuhan for a month”. Generally speaking, “live” is used for long period while “stay” for a short period.

Page 28: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

一般来讲词语对等就是从词语的指称意义来谈的。范:但有的对等词义并不完全对等: marry ------cousin--------parent-adoptive parent real parent – natural(biological) father or mother 工厂:factory, plant, mill, works 遗产: legacy (遗产中的动产部分) estate (尚未被继承的全部遗产) inheritance( 已经被继承了的遗产 )税; tax, 税,税额。 Duty 关税 tariff 进出口货物所怔之税 local tax, state tax ,customs duties

Page 29: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

介绍: introduce or recommend, but the word “ introduce” is more limited than “ 介绍” in Chinese, the first picture which a native English speaker gets in his mind when he hears the word “ introduce” is to introduce somebody to somebody else . Of course, this does exclude the possibility that someone may introduce himself.

Page 30: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

But “ 你能介绍我一本好书吗?” if you say “ could you introduce me a book” , the native speakers of English would be surprised to hear that a person could be introduced to a book. ( movie about the strong) is rendered into “ Could you recommend me a good book?”

红包: gift money (婚丧嫁娶所送) bonus (公司所发的奖励) bribe (行贿所送的现 金)

Page 31: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

另外蕴涵意义中,词语的文体特征,感情色彩也是翻译过程中所要特别注意的。

我们曾经谈到过演讲方面的几中风格: freezing style, consultative style, casual style and intimate style. 这几种不同的风格,常常取决于 1 the addresser 2 the addressee 3 subject matter (the content) 4 form of communication (the way )

Page 32: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

slang( spoken, informal, familiar, (regional, dialect)

written, formal, polite, (standard, speech)

formal & informal, degree, derogatory term and commendatory term

wording (diction) syntax (omission of structure words yeah, hi, um, ok, well, etc )

Page 33: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

EG:

show- demonstrate indicate tell inform acquaint (few) live –reside use -utilize soon –the near future close-end- conclude-complete start-commence so-consequently glad- content real-genuine

Page 34: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

EG:

try-attempt get-obtain hide-conceal see-behold talk with- converse with about- with reference to after that- thereafter ect Hu caps his US tour with Yale speech Hu Wraps up his visit with Yale speech ( com

ment)

Page 35: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Happy/pleased-joyful /delighted (very happy)-cheerful (happy and bright) –overjoyed –intoxicated

angry-( filled with anger)- annoyed (a little angry)- furious/enraged( full of rage)

Blue- sad-depressed/dejected

Page 36: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Tiny-small/little (size, weight, force, importance ,etc)-average-big-huge(great, titanic )-enormous.

Few/little-a few/a little-many/much-numerous/a great deal of /a plenty of

Page 37: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

High/tall-towering (exaggerate-the towering giant of a man who was walking toward us)-lofty( can be used to describe the object-extremely high: Eg, we saw the lofty,snow-capped mountain.)

Short-stocky( short and strong in body)-dumpy/squat( deperec short and thick in body)

Page 38: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Fat- stout-plump (pleasant fat)-corpulent (derog)- overwight.

Thin-slim (pleasant thin )/slender

/(very thin in a pleasant way))-skinny.

Page 39: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

不同的笑 smile  chuckle grin beaming   laugh

    guffaw (laugh which is loud perhaps rude)    

 jeer        

微笑轻声地笑露齿一笑满脸笑容大笑

放声大笑 ,狂笑嘲笑

Page 40: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

不同的走

saunter  

amble  

stride    

trudge /plod 

tramp

悠然自得地走从容不迫地走大步流星地走步履艰难的走步履沉重地走

Page 41: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Homework:

关于哭的不同词汇Cry-weep-sob-wail

Page 42: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

slim- thin-skinny fat- corpulent-plump propagate- preach

publicize- disseminate ; peasant ( 汉语中一个中性的词语,而在英语中喻指粗鲁无教养的人 )& farmer; cheap and good( 物美价廉 )-economical and good or nice and inexpensive; use lame argument or forced argument( 强 ); willfully make trouble or be deliberately provocative( 无 ), give a dog an evil name and hang him( 欲 ) getting swollen-headed ( forgetting oneself) to stir or incite anger or resentment); thanks to –due to, owing to, because of- in consequence of, wise and resourceful- a bag of tricks, etc.

Page 43: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

The objective and subjective aspect in Paper writing

formal, informal,personal, relaxed , impersonal and restrained besides words choosing, using the third person references: the author, the writer, the investigator, it was leaned, and investigation disclosed etc.

Page 44: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Collocation

Collocation (指语言系统内各个语言成分的同现和组合,是语境的重要组成部分) You shall know a word by the company it keeps. 在这里 company 指的是与某一词语同现的搭配词语。

Begin and start small and little shoulder- head

Page 45: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

大风 大雨 大雾 假花 假牙 假唱 假钞 假新闻 竞争意识 自我意识 恶性通货膨胀 恶性循环

Strong windheavy rain thick fog artificial flower false tooth lip-synch counterfeit money pseudo-eventcompetitive spirit self –consciousness galloping inflation vicious circle

Page 46: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative

Exercise

宰客自学寒衣彩票 听电话 抓紧时间 文化程度学习知识风凉话提高英语水平

Swindle (cheat, de`fraud) money from customersself taughtwarm clotheslottery answer the telephonemake the best use of one’s timeeducational levelacquire knowledgeirresponsible and sar`castic remarksimprove one’s English

Page 47: Why I teach “ why do you teach, Pete? ” My friend asked me questions when I told him that I didn ’ t want to be considered for a university administrative