华莱士·史蒂文斯被公认为20世纪美国诗坛最重要的现代派诗人之一。《最高虚构笔记》(Notes toward a Supreme Fiction)通常被认为是他有关诗歌本质探索的最伟大诗作。诗人在其中探讨了对艺术的独到见解,尤其是“最高虚构”(Supreme...华莱士·史蒂文斯被公认为20世纪美国诗坛最重要的现代派诗人之一。《最高虚构笔记》(Notes toward a Supreme Fiction)通常被认为是他有关诗歌本质探索的最伟大诗作。诗人在其中探讨了对艺术的独到见解,尤其是“最高虚构”(Supreme Fiction)的诗歌创作理念。该理念不仅指引了他终生的诗歌创作,也对后世其他诗人的艺术创作产生了巨大影响。因此,该文拟结合史蒂文斯的艺术创作经历,从“第一观念”与“最高虚构”的关系、诗歌变化本质对“最高虚构”的影响,以及史蒂文斯有关“诗人作为最高虚构创造者”的诗人概念等角度,结合《最高虚构笔记》中诗歌对“最高虚构”理论进行解读,以期更好地理解史蒂文斯的诗歌理念和创作实践,并为人们通过诗歌“最高虚构”为现实世界赋予秩序与意义的尝试提供一些灵感。展开更多
This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as the...This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as their 2nd foreign language, using a questionnaire designed mainly on the basis of O'Malley and Chamot's classifications of learning strategies. The subjects' beliefs in vocabulary learning are also investigated through the questionnaire. Findings show that vocabulary strategies used in 1st foreign language could influence, to a certain extent, their counterparts in 2nd foreign language, but significant differences still exist in many vocabulary strategies employed by the subjects in 1st and 2nd foreign language learning. Reasons for the differences are also analyzed in the paper. Finally, feasible measures are proposed to improve 2nd foreign language learning and teaching in Chinese universities.展开更多
文摘This paper intends to make a comparative study of the vocabulary strategies used in 1st and 2nd foreign language by English majors. Quantitative data are collected from 74 English majors who are learning French as their 2nd foreign language, using a questionnaire designed mainly on the basis of O'Malley and Chamot's classifications of learning strategies. The subjects' beliefs in vocabulary learning are also investigated through the questionnaire. Findings show that vocabulary strategies used in 1st foreign language could influence, to a certain extent, their counterparts in 2nd foreign language, but significant differences still exist in many vocabulary strategies employed by the subjects in 1st and 2nd foreign language learning. Reasons for the differences are also analyzed in the paper. Finally, feasible measures are proposed to improve 2nd foreign language learning and teaching in Chinese universities.
