英语诗歌赏析论文

在大学英语教学中加强英文诗歌的分析和鉴赏，对提高学生的语感和语言理解能力具有非常有效的作用。对英文诗歌的了解和熟悉有利于学生们打破思维定式，拓宽思路，更灵活地掌握与运用英语，有利于阅读能力的增强和写作能力的提高，同时在思想上能够受到美的熏陶。(一)诗歌的功能有利于语言学习 把诗歌应用于大学英语教学与诗歌在教育中的代表性(representational)和娱乐性(recreational)的功能是分不开的。首先，诗歌本身的潜在性和诗意性(potentiality and poeticity)、语言的歧义性(ambiguity)和意义的非琐碎性(non—triviality)赋予诗歌极大的解释空间，允许不同读者对之做出完全不同的诠释，有利于激活交互活动中学生的独创性思维，使之不囿于权威的评说和结论。其次，外语学习中的诗歌教学对于开发学生的语言领悟能力和培养学生的语言能力起着非常有用的作用，因为每一次阅读英语诗歌都蕴含着一种对诗歌结构、意象、声调、词藻以及简洁效果等的再认识。第三，英语诗歌在语言教学中的代表性功能还体现在诗歌语言具有可持续记忆和可背诵的特点上，这有利于学生反复吟咏，由读诗进而产生语感。 (二)符合以学生为中心的交际教学法 教学活动不但要有利于语言能力的训练，还要有利于学生交际能力的培养。而交际能力的培养在很大程度上取决于学生的主观能动性和参与性。 论文网 由于诗歌写作弹性大，诠释诗歌充分体现了个体的主观意志，故诗歌教学有利于培养学生个性，而这一点正好是文学教学中除文化模式、语言模式之外的第三大目的所在：个性培养模式。这种模式在内容上使语言教学和文学教学有机融合，在形式上则以学生为中心，教师在诗歌活动中履行的是组织者、鼓励者、合作者、解难者的角色功能。通过朗读、分析、改写、评点诗歌，学生间相互讨论、共同磋商，综合运用英语的各项技能。通过诗歌教学，让学生有机会表现和检验自己的知识和能力，这有利于学生产生内在的学习动机。(三)符合轻松地进行合作学习的情感需求 传统的大学英语学习中，学生往往处在一种被灌输的被动位置。长此以往，学生对大学英语课感到枯燥、乏味，同时还经常担心被老师提问。因心理的紧张产生的语言焦虑(anxiety)阻碍了学习者对语言知识的内化，挫伤了学习者的自尊心和自信心。而在诗歌教学活动中，学习者通过合作学习，心情愉快，注意力集中，大大提高了学习效果。

A Comparison between Two Nature PoemsAbstract: William Wordsworth, the representative of the romantic writers and great writers of nature. His great imagination, with the poet’s philosophical and somewhat mystical thought, is deeply rooted in the poetical creation. ‘To Autumn” written by John Keats also is an excellent poem about nature. In “To Autumn”, a superficial reading would suggest that John Keats writes about a typical day of this season, describing all kind of colourful and detailed images. In this paper, the two representative poems are examined in terms of figures of speech, imagery skills and theme to appreciate the nature poems.Key words: William Wordsworth; daffodils; nature; to autumnNature poems are an important part of poetry. It chants all creatures great and small in the nature, such as four seasons, plants, animals, mountains and rivers and clouds and rains. Poem writers rooted their great imagination, philosophical and somewhat mystical thought in their creations. By analyzing nature poems, we can appreciate the beauty of poems.1. Figures of Speech Used in DaffodilsPersonification is successfully used in both poems. In the poem “I wandered lonely as a cloud”, the first line makes nice use of personification and simile. The poet assumes himself to be a cloud (simile) floating in the sky. When Wordsworth says in the second line 'I' (poet as a cloud) look down at the valleys and mountains and appreciate the daffodils; it's the personification, where an inanimate object (cloud) possesses the quality of a human enabling it to see the daffodils. The line "Ten thousand saw I at a glance" is an exaggeration and a hyperbole, describing the scene of ten thousand daffodils, all together. Alliteration is the repetition of similar sounds, is applied for the word 'h', in the words - high and hills. In “To Autumn” personification is wildly used. Take the second stanza for example, autumn personified as a harvester, crosses a brook and watches a cider press. Otherwise autumn is listless and even falls asleep. The furrow is "half-reap'd," the winnowed hair refers to ripe grain still standing, and apple cider is still being pressed. However, the end of the cycle is near. The press is squeezing out "the last oozings." Find other words that indicate slowing down. Notice that Keats describes a reaper who is not harvesting and who is not turning the press. Personification here is very successful. It gives autumn a personality and the autumn is no longer abstract.2. Imagery SkillThe poem “In Daffodils” paints images of lakes, fields, trees, stars in Ullswater. Wordsworth continuously praises the daffodils, comparing them to the Milky Way galaxy (in the second stanza), their dance (in the third stanza) and in the concluding stanza, dreams to join the daffodils in their dance. John Keats's “Ode to Autumn” is replete with imagery, each eleven-line stanza of iambic pentameter emphasizing different types of images and different times of day and periods of the personified season. John Keats's “Ode to Autumn” is replete with imagery, each eleven-line stanza of iambic pentameter emphasizing different types of images and different times of day and periods of the personified season. Take stanza one for example, it abounds with visual images all of which suggest linked ideas of fullness and ripeness. To enumerate, the opening line concludes with "fruitfulness," which evokes images both of trees and other vegetation loaded and heavy with each's particular variety of produce. Readers also sense the juicy ripeness that fills and swells to bursting each different item of fruition. Vines are loaded and blessed with fruit; apple tree branches bend under the weight of fruit ready to be picked; gourds swell, hazel nuts are "plump" with developed kernels; beehives "o'erbrim" with the nectar of a riot of blossoms.3. Title and ThemeThe title, 'Daffodils' is a simple word that reminds us about the arrival of the spring season, when the field is full of daffodils. Daffodils are yellow flowers, having an amazing shape and beautiful fragrance. A bunch of daffodils symbolize the joys and happiness of life. The theme of the poem 'Daffodils' is a collection of human emotions inspired by nature that we may have neglected due to our busy lives. The daffodils imply rebirth, a new beginning for human beings, blessed with the grace of nature. The arrival of daffodils in the month of March is welcome and an enjoyable time to appreciate them! To Autumn has three stanzas. Each of three stanzas shows us different time of a day and different time of autumn. I thought this poem exhibited two kinds of progression of time. First is the time of day. The first stanza is the morning with the "mists". The second is late afternoon, when the hot sun is beating down and makes everyone drowsy. The third is at sunset with the "barred clouds" piercing the sky with its "rosy hue".In the poem “To Autumn”, it shows a progression in the season of autumn itself. The first stanza is early autumn because "summer has o'er brimmed. It shows the maturing of summer’s bounty. The second is mid-autumn, because it's time for harvest. The third is late autumn because the birds are headed south for winter. From the above, we can see the optimism in the poetry.“Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquility” (Shelley), Poetry teaches us music, metaphor, condensation and specificity. Though the analysis of the nature poems, we can see the beautiful of poems and root the fountain that forever overflowing with the waters of wisdom and delight in mind.Works CitedRoger Gilbert. The Walker’s Literature Companion. New York: Breakwaw Books; 2000: 93.J O Hendry. Rhythm and muse : your friendly guide to English poetry. Johannesburg (56 Chaucer Rd., Lombardy East 2090): Wordsmiths Pub., 1998.R K Sadler; T A S Hayllar; C J Powell. Appreciating Poetry. South Melbourne: Macmillan Education, 1986.李正栓;吴晓梅. 英美诗歌教程[M]. 北京: 清华大学出版社, 2004: 97-99,140-142孙华祥. 美国文学选读[M]. 北京: 中国社会科学出版社, 2010: 151-155.