English literature is an important course for English major students, and it is of great significance to the improvement of English students' own abilities. Below is a graduation thesis in English literature that I compiled for your reference. English Literature Graduation Thesis Sample 1: College Students’ English Literary Literacy Essay
Abstract: Teachers pay attention to the cultivation of students’ English literary literacy from many aspects during teaching. At the same time, college students should also actively cultivate their English literary literacy and constantly Improve your English literary literacy and promote your all-round development.
Keywords: English literature; college students
1. The current situation of cultivating college students’ English literary literacy
The cultivation of college students’ English literary literacy is very important. However, in college In English teaching, teachers do not pay enough attention to students' literary literacy, and students themselves do not have a strong awareness to pay attention to the cultivation of literary literacy. College English teaching, especially English teaching for non-English majors, mainly focuses on the teaching of college English courses, and does not pay enough attention to the cultivation of students' literary literacy in teaching. First, college English teaching mainly focuses on students’ language skills, with English vocabulary, knowledge points, grammar, etc. as the main teaching content. Teachers rarely teach knowledge about British and American literature, and rarely assign tasks related to literary reading. For The cultivation of English literary literacy among college students is very disadvantageous. Second, CET-4 and CET-6, as national examinations, mainly require students to apply the English language itself, but do not have many requirements for English literature, which affects the English learning of college students across the country. From a student's perspective, college students, especially non-English majors, are not very interested in English. Few students read relevant materials about English literature, or they are interested but lack English skills, and gradually lose their love for English literature
2. Strategies for cultivating college students’ English literary literacy
In view of the current situation of college students’ English literary literacy, we must pay attention to the cultivation of college students’ English literary literacy, improve college students’ English literary literacy from many aspects, and promote college students’ English literary literacy. comprehensive development.
First, teachers in English classes pay attention to cultivating students’ interest in English literature. Most of the English courses in universities are college English courses. Many non-English majors have poor English foundation and are not interested in English, and even less interested in English literature. In order to improve college students' English literary literacy, teachers can pay attention to cultivating students' interest in literature in English classes. When teaching teaching content, continue to enhance students' love for English language, appropriately introduce literary works to students, contact more literary information, combine teaching content with British and American literary knowledge, and arouse students' interest in English literature.
Second, the teaching content mainly introduces relevant knowledge of English literature, leading students to learn literary appreciation, criticism, etc. The main content of college English teaching is the content of college English courses. When teachers teach teaching content, they tend to focus on the application of English language, and there is little analysis and appreciation of literary works. In order to cultivate students' English literary literacy, teachers can pay attention to highlighting literary knowledge related to teaching content during lectures. While explaining knowledge points to students, they can lead students to learn how to appreciate literary works, analyze and comment on literary works, and recommend suitable items for students. Literary works allow students to gain more knowledge from literary works and gain more thinking about the world and life.
Third, teachers adopt flexible and diverse teaching methods to cultivate English literature. In the process of English teaching, teachers adopt a variety of teaching methods and means to guide students' interest in English literature, enhance students' sensitivity to literature, and promote students' literature accumulation. On the one hand, teachers can combine literature study with film. Many literary works, especially classic literary works, have been made into movies or TV shows by later generations. Movies and TV are easy for students to accept, and they are more attractive to students. In movies, students have some understanding of literary works. Understand, and the application of English language is also clearer. On the other hand, teachers should make full use of online resources to guide students to gain access to more English literary knowledge and works. In today's era, exposure to literature not only relies on books, but also makes better use of online resources. In the era of rapid information, teachers can actively guide students to use the Internet to read literature and think about literature.
Fourth, assign extended tasks for literature under class and regularly check students’ completion status. In the process of English teaching, teachers should assign appropriate literary reading tasks and literary appreciation assignments. According to the teaching content, English literary works are recommended to students, students are required to complete tasks related to literary works, and students are encouraged to think and analyze during the task of literary reading and appreciation, so as to gain more knowledge and thinking. The assigned literary tasks can be checked regularly, and students' completion of literary assignments can be tested by writing reading reflections, film reviews, etc.
Fifth, students themselves must change their concepts and change from passive cultivation to active improvement. In order to find a job, more college students choose to study courses with strong practicality, while neglecting literature studies that have less practical effect in the short term.
To improve college students' English literary literacy, students must first ideologically change their previous concepts, realize the importance of literary learning and improving literary literacy for their own development, and pay attention to the cultivation of their own English literary literacy. Secondly, actively carry out reading and learning of literary works in and after class, cooperate with the teacher's teaching of literature study, actively complete literature-related assignments assigned by the teacher, and regard the cultivation of literary literacy as a long-term activity. Teachers pay attention to the cultivation of students' English literary literacy from many aspects during teaching. At the same time, college students should also actively cultivate their English literary literacy, continuously improve their English literary literacy, and promote their all-round development.
References
1. A thinking-based classroom teaching structure for high school English literature reading based on the thinking process Lan Chunshou Curriculum. Textbooks. Teaching Methods 2015-12-01 Journal 1
2. Analysis of the reform effect of English major genre texts relying on the literature curriculum system Jingjing Foreign Languages ??2015-08-25 Journal English Literature Graduation Thesis Sample 2: Research on Dynamic English Translation of English Literature Graduate Students
Abstract: In short, the process of translating verbs from Chinese to English is the process of transforming from "dynamic" to "static" and from expanded syntactic structure to condensed syntactic structure. It also reflects the process of transforming from the Chinese way of thinking to the British way of thinking.
Keywords: English literature; graduate students
1. Chinese “dynamic” and English “static”
Verbs express actions and behaviors of people or things , development, and change words are the most complex and active types of speech. The general meaning of verbs in English and Chinese is the same, but the number, frequency and method of use of verbs are different. From the overall rhetorical effect, English is "static" and Chinese is "dynamic", that is, English has a habit of using less (predicate) verbs and using other means; while Chinese has an inherent habit of using more verbs. Only one finite verb can be used in each sentence in English (except for coordinating predicates); but in Chinese, there are "linked verbs" and "conjunctive verbs". For example, when he arrived at the train station and found that the train had already left, And contraction sentences, such as "We will go even if it rains". Finite verbs in English can only be used as predicates, while verbs in Chinese (including verb-object phrases, subject-predicate phrases, etc.) can not only be used as predicates, but also as subjects, such as "Linking theory with practice is the fine tradition of our party", and objects, such as "Lu Xun advocated beating down the dog in the water", attributive, such as "the issue discussed is very important", adverbial, such as "must critically inherit our country's literary and artistic heritage" and complement, such as "those women by the stream laughed." . Chinese is a language that cannot be separated from verbs. Except for some sentences (i.e., noun predicate sentences such as "Today is Saturday" and adjective predicate sentences such as "He is in a good mood these days?"), a large number of sentences use more than one verb. Some sentences are almost entirely verbs, such as: "Fight if you can win, leave if you can't win, don't be afraid of nothing". Chinese verbs can also be overlapped and combined to form new verbs, such as "walk around", "discuss to discuss", "take a look", "fight", but English verbs cannot. In addition, most of the few prepositions in Chinese evolved from ancient Chinese verbs, and some also have the general characteristics of verbs, called "semi-verbs", "adverbs", and "most of the verbs in Chinese". Preposition ? should be classified as a verb, but when it is put into a sentence, it performs the same function as an English preposition. For example, "he is at home" is a verb, and "he is reading a book at home" is a verb. as a preposition.
2. The root of thinking between "dynamic" and "static"
The underlying reason for the difference between "dynamic" in Chinese and "static" in English lies in the difference in the way of thinking between the Chinese and English peoples. : That is, the Han people value image thinking and understanding, while Westerners value abstract thinking and rationality. One of the important characteristics of the Han culture is "Shangxiang". The Han people are accustomed to "observing objects and taking images", that is, taking the images of all things and processing them into symbols with symbolic meaning to reflect and understand the laws of objective things. This has formed a focus on images. That is, a way of thinking that focuses on concrete thinking; one of the important characteristics of Western culture is "thinking", which focuses on logic and formal argumentation, forming a way of thinking that uses concepts, judgments and reasoning as forms of thinking and focuses on abstraction. This difference in thinking forms is manifested in language: English language often uses a large number of abstract nouns with general meanings and general references to express complex rational concepts, thus appearing "empty" and "quiet"; while Chinese language is accustomed to figurative language , use figurative methods to express abstract things. The figurative nature of verbs meets the needs of Chinese. Due to the extensive use of verbs, the Chinese language appears "realistic" and "verbal". In addition, the Han people tend to pay more attention to understanding than Westerners. Chinese is connected by ideas, and writing and making sentences do not need to be regulated by strict grammatical rules. The usage of words is also very flexible, and the use of verbs is also very flexible. Since Chinese verbs are not constrained by morphological changes, they can be used very freely and flexibly. They can serve as various components of sentences, and can also be used together to form conjunctions and concurrent forms. They can also be overlapped and combined to form new verbs. There are a large number of verbs. Use tends to make Chinese expressions "dynamic". On the contrary, Westerners pay more attention to rationality and formal argumentation, which is manifested in the leakage of form and completeness in language. Therefore, strict grammatical rules are needed to regulate writing and sentence making.
English sentences have a strict subject-predicate structure. A sentence structure usually uses only one predicate verb. A large number of concepts that should be expressed with verbs can only be expressed with non-predicate verbs, or with the help of parts of speech other than verbs, which are mainly derived from verbs. Nouns derived from verbs sometimes have to rely on prepositions, adverbs and adjectives transformed from verbs. This results in the blurring and weakening of verbs, making English expressions tend to be "static".
3. The processing of verbs in Chinese-English translation
In view of the problem of students' dynamic English translation, we start from the rhetorical difference between "dynamic" and "static" to explore the Chinese-English translation. The processing of Chinese verbs (excluding judgment verbs and voluntary verbs) should be a very important lesson in the teaching of Chinese-English translation.
(1) The processing of verbs in single-verb Chinese sentences
The essence of static rhetoric in English is the dominance of nouns and prepositions, and the dominance of prepositions is the inevitable result of noun dominance. Because prepositions are needed to connect nouns? English tends to use nouns (phrases) to express the concepts expressed by Chinese verbs, that is, actions, behaviors, states, etc. This is especially true in formal styles such as science and technology, law, and politics. This not only makes English sentences concise and compact, but also avoids involving people, making the meaning of the sentence more implicit and indirect, in line with the British expression habits, and therefore the sentence is beautiful. Therefore, in some cases, Chinese verbs are not translated into English verbs, but must follow this rhetorical feature of English and perform necessary part-of-speech conversion, that is, the conversion of verbs into nouns and prepositions (such as a and b), and sometimes Transformed into adverbs and adjectives (such as c and d), etc., the translation conforms to the syntactic rules of English, making it more authentic and more literary. a. He is greedy. Heisagreedyeater.b.This is not in keeping with our Party?spolicies.c.Is the tablecloth spread?Istheclothon?d.He doubts my motives. Heissuspiciousofmyintentions.
(2) The processing of verbs in multi-verb Chinese sentences
Chinese pays attention to dynamic description. A large number of verbs often appear in a sentence, but they do not cause the sentence to bloated and confusing. Chinese verbs can be used as different components of a sentence; two or more verbs can be used as predicates in a sentence. Sometimes an unusually large number of verbs are gathered in a sentence. According to the actual time order of each action or Logical cause and effect sequence, tell the events one by one, and even try to omit relative words to achieve the effect of focusing on verbs and highlighting verbs. Therefore, when translating the verbs that serve as subjects, objects, attributives, adverbials, and object complements in Chinese sentences into English, some can be omitted from translation, and some need to be converted into part-of-speech or translated into non-finite verbs; When translating the structure into English, you must first determine a main verb. As a predicate verb, it forms the SV backbone with the subject and forms the center of the whole sentence. Some other verbs can be omitted from translation, and some can be used as secondary verbs for part-of-speech conversion or translation into non-finite. Verbs and independent nominative structures break the Chinese time or event sequence, and use various relative words or relational means rich in English to appropriately graft them onto the central trunk of the sentence to form a spatial three-dimensional layout and make the sentence semantically distinct. Of course, when translating a linkage structure into English, if two or more verbs should be predicate verbs in the English translation, they should be translated into coordinating predicates. However, if the predicate verbs in the translation are laid out too much, they will appear cumbersome, the semantic level will be unclear, and they will have a strong Chinese flavor. At this time, sentence fragmentation should be used first.
In short, the process of translating verbs from Chinese to English is the process of transforming from "dynamic" to "static" and from expanded syntactic structure to condensed syntactic structure. It also reflects the transformation from the Chinese way of thinking to the English way of thinking. The process of transformation of national ways of thinking. If this process is completed well, the translation will conform to the norms of the English language. If this process is not completed well, the translation will be Chineseized, hindering the accurate expression of the original content. Our students often use verbs to write English sentences, and most of them are short sentences or simple compound sentences with a strong Chinese flavor, mainly due to the influence of Chinese "dynamic" rhetoric. Therefore, in the teaching of Chinese-English translation, we must guide students to think in English's "static" rhetoric, overcome the influence of Chinese "dynamic" rhetoric, and lay a good foundation for the practice of Chinese-English translation.
References
1. Translation and introduction of Canadian English literature in China (1949? 2009)? Also on social and cultural constraints on literary translation Zhu Zhenwu; Qi Liang Journal of Shanghai University (Social Science) Science Edition)