新编英国文学选读(上卷)(第二版)(英文影印版)
点击看大图基本信息
内容简介回到顶部↑
This textbook, composed of two volumes, is intended for the teaching of English literature to both English and non-English majors in higher educational institutions as well as for those who learn English in their spare time and whose English has reached such a level that guidance for further study seems necessary. The main aim of this textbook is to cultivate in the reader an interest in English literature and a sense of the development of English literature. ...
作译者回到顶部↑
本书提供作译者介绍
罗经国，上海市人，1930年生。曾先后肄业于圣约翰大学、清华大学、北京大学。1961年北京大学英语专业研究生毕业，留校任教，1979年至1981年在美进修。曾先后开设“欧洲文学”、“英国文学史”、“英国文学选读”、“十九世纪英国文学”、“二十世纪英国文学”等课程，曾参加杨周翰等主编的《欧洲文学史》两卷集的编写和李赋宁任总主编的《欧洲文学史》三卷集的第一卷主编。著作有《狄更斯的创作》。译作有《世界文明史》、《狄更斯评论集》、《人造人的故事》。汉译英译作“古文观止精选》等。...
.. << 查看详细
.. << 查看详细
目录回到顶部↑
第一章 盎格鲁—撒克逊时期(450—1066)
1．历史背景.
2．诺森伯兰文学和西撒克斯文学
3．盎格鲁·撒克逊诗歌
《贝奥武甫》
第二章 诺曼时期(1066—1350)
1．历史背景
2．中古英语
3．宗教文学
4．骑士传奇和法国文学的影响
《高文爵士和绿衣骑士》(约1375—1400)
第三章 乔叟时期(1350—1400)
历史背景
乔叟(约1340—1400)
《坎特伯雷故事集》
第四章 15世纪(1400—1550)
1．历史背景
2．民谣
3．马洛礼(约1405—1471)
4．早期英国戏剧
1．历史背景.
2．诺森伯兰文学和西撒克斯文学
3．盎格鲁·撒克逊诗歌
《贝奥武甫》
第二章 诺曼时期(1066—1350)
1．历史背景
2．中古英语
3．宗教文学
4．骑士传奇和法国文学的影响
《高文爵士和绿衣骑士》(约1375—1400)
第三章 乔叟时期(1350—1400)
历史背景
乔叟(约1340—1400)
《坎特伯雷故事集》
第四章 15世纪(1400—1550)
1．历史背景
2．民谣
3．马洛礼(约1405—1471)
4．早期英国戏剧
前言回到顶部↑
This textbook, composed of two volumes, is intended for the teaching of English literature to both English and non-English majors in higher educational institutions as well as for those who learn English in their spare time and whose English has reached such a level that guidance for further study seems necessary. The main aim of this textbook is to cultivate in the reader an interest in English literature and a sense of the development of English literature. .
In editing this textbook, I paid particular attention to the following points:
1. All materials here-in are fragments or full texts of well known literary works written by the best English authors, and they have stood the test of the time, as many of them are time and again collected in selected readings or anthologies both at home and abroad. They are not only the quintessence of English masterpieces, but also the best of English writings, which are worth memorizing by heart, and which will be beneficial to students in their learning of the English language.
2. As literature takes its root in social life and is inseparable from the economic, political, religious, and intellectual factors of a given historical period, a brief summary of the period is given at the beginning of each chapter. Thus, the questions of why Shakespeare's great tragedies were all written during the first decade of the 17th century, why romanticism became prevalent in the beginning of the 19th century, and why there appeared a galaxy of novelists in the Victorian age-all these need to be considered from a historical perspective. It is hoped that the brief introduction of each historical period will help to answer these questions.
3. Special effort has been made to guide students to appreciate the aesthetic value of the selected pieces. The Notes serve not only to interpret the meanings of difficult words or passages, but also to call students’ attention to the stylistic characteristics and rhetorical devices of the excerpts. Suggestive questions concerning the artistic techniques of the selected pieces are asked to arouse students’interest. ..
4. As the emphasis of the book is on the interpretation and appreciation of the selected readings, the biographies of most writers are reduced to the minimum. It is meaningless and boring to give students the detailed biographies of writers, a long list of their works, and the synopses of their representative works, without offering them first-hand materials. Regrettably, such a style of teaching foreign literature is still practised in some institutions. Students who want the above information can easily find them in any history of English literature or in an encyclopaedia.
5. Literature in the twentieth century is very complex. Various trends and schools come and go. Few writers are generally accepted as representative writers of the modern age. No consensus has been reached as to which novels, poems, or prose selections represent the characteristic features of a particular writer. Attempts are made in this textbook to introduce students to T. S. Eliot, James Joyce, John Osborne, Samuel Beckett, William Golding, Iris Murdoch, V. S. Naipaul, Martin Amis and Seamus Heaney as major writers, representing the different trends of twentieth century English literature.
6. As the total teaching hours for English literature course vary widely in different higher institutions, this textbook provides sufficient materials for a year course of 4 hours per week. Teachers in various institutions can choose texts from the book at their own will according to the teaching hours of their institutions.
I have to express my thanks to all my colleagues and friends who encouraged me in my writing, especially to my wife, Professor Li Shu(李淑), who has been supporting and helping me throughout my forty years’ teaching career. Special thanks should also be given to Professor Liu Yi-qing (刘意青), who, being an expert in 18th century English literature, generously helped me in formulating my discussion of four writers. Edmund Spenser, Daniel Defoe, Alexander Pope, and Henry Fielding. I also owe my gratitude to Professor Ruan Wei (阮炜) for his selections of Golding, Murdoch, Naipaul, and Amis, and to Professor Xu Wenbo (徐文博) for his selection of Heaney. Finally I have to thank my Canadian friend Sean MacDonald, who read over the manuscripts of the first five chapters of Volume I, my American friend Joshua Goldstein, who read over the manuscripts of the rest of Volume I, and my American colleague Professor Iris Maurer, who read over the manuscripts of Volume II. They offered many valuable suggestions. ...
Luo Jingguo
Peking University
March, 2005
In editing this textbook, I paid particular attention to the following points:
1. All materials here-in are fragments or full texts of well known literary works written by the best English authors, and they have stood the test of the time, as many of them are time and again collected in selected readings or anthologies both at home and abroad. They are not only the quintessence of English masterpieces, but also the best of English writings, which are worth memorizing by heart, and which will be beneficial to students in their learning of the English language.
2. As literature takes its root in social life and is inseparable from the economic, political, religious, and intellectual factors of a given historical period, a brief summary of the period is given at the beginning of each chapter. Thus, the questions of why Shakespeare's great tragedies were all written during the first decade of the 17th century, why romanticism became prevalent in the beginning of the 19th century, and why there appeared a galaxy of novelists in the Victorian age-all these need to be considered from a historical perspective. It is hoped that the brief introduction of each historical period will help to answer these questions.
3. Special effort has been made to guide students to appreciate the aesthetic value of the selected pieces. The Notes serve not only to interpret the meanings of difficult words or passages, but also to call students’ attention to the stylistic characteristics and rhetorical devices of the excerpts. Suggestive questions concerning the artistic techniques of the selected pieces are asked to arouse students’interest. ..
4. As the emphasis of the book is on the interpretation and appreciation of the selected readings, the biographies of most writers are reduced to the minimum. It is meaningless and boring to give students the detailed biographies of writers, a long list of their works, and the synopses of their representative works, without offering them first-hand materials. Regrettably, such a style of teaching foreign literature is still practised in some institutions. Students who want the above information can easily find them in any history of English literature or in an encyclopaedia.
5. Literature in the twentieth century is very complex. Various trends and schools come and go. Few writers are generally accepted as representative writers of the modern age. No consensus has been reached as to which novels, poems, or prose selections represent the characteristic features of a particular writer. Attempts are made in this textbook to introduce students to T. S. Eliot, James Joyce, John Osborne, Samuel Beckett, William Golding, Iris Murdoch, V. S. Naipaul, Martin Amis and Seamus Heaney as major writers, representing the different trends of twentieth century English literature.
6. As the total teaching hours for English literature course vary widely in different higher institutions, this textbook provides sufficient materials for a year course of 4 hours per week. Teachers in various institutions can choose texts from the book at their own will according to the teaching hours of their institutions.
I have to express my thanks to all my colleagues and friends who encouraged me in my writing, especially to my wife, Professor Li Shu(李淑), who has been supporting and helping me throughout my forty years’ teaching career. Special thanks should also be given to Professor Liu Yi-qing (刘意青), who, being an expert in 18th century English literature, generously helped me in formulating my discussion of four writers. Edmund Spenser, Daniel Defoe, Alexander Pope, and Henry Fielding. I also owe my gratitude to Professor Ruan Wei (阮炜) for his selections of Golding, Murdoch, Naipaul, and Amis, and to Professor Xu Wenbo (徐文博) for his selection of Heaney. Finally I have to thank my Canadian friend Sean MacDonald, who read over the manuscripts of the first five chapters of Volume I, my American friend Joshua Goldstein, who read over the manuscripts of the rest of Volume I, and my American colleague Professor Iris Maurer, who read over the manuscripts of Volume II. They offered many valuable suggestions. ...
Luo Jingguo
Peking University
March, 2005
加载中...
