他让法官的职责战胜父子的私情

Lesson10Activity1RevisionTranslationThenLieutenantGrublaunchedintotheoldrecruitingroutine.“See,saveandserve!Hannigan,freetourtoalltheportsintheworld.Afineshipforahome.Threemealsadaywithoutcharge…Youmustn’tletsuchagoldenopportunityslipby.”于是，格拉布上尉开始说起招兵的老一套了：“见见世面，攒点钱，为国家出点力！汉尼根，免费周游世界上所有的港口。一艘上好的船为家，一天三餐不要钱。。。。。。你千万不要错过这样大好的机会呀！”Heallowedthefathertobeoverruledbythejudge,anddeclaredhisownsonguilty.他让法官的职责战胜父子的私情，而判决他儿子有罪。MostwereabsorbedintotheRussianempirethroughcolonialexpansionundertheTsars.大部分是在历代沙皇统治下，通过殖民扩张而并入俄罗斯帝国的。November26:“…StartedtryingtoreadaRussianstory.Constantuseofdictionaryandmanyquestions.”十一月二十六日：“。。。。。。开始试读一篇俄国短篇小说。词典不离手，问题一大堆。”Yes,IlikeChinesefood.Lotsofpeopledothesedays,sortofthefashion.不错，我喜欢中国菜。现在很多人喜欢中国菜，这种情况算是有点赶时髦吧！Mywork,myfamily,myfriendsweremorethanenoughtofillmytime.我干工作，我做家务，我有朋友往来，这些占用了我的全部时间。HeregardedtheNationalDayeditionofthatpaperasacollector’sitem.他把国庆节那份报纸视为收藏家的珍品。Heturnedachairaroundandstraddledit,restinghischinontheback.他把椅子转过来，叉开腿一屁股坐在上面，下巴搁在椅背上。“AllthatmadethisChristmasDaywasmyknowingitwas.”“今天算是圣诞节，只是因为我知道是圣诞节罢了。”Everythingwasaonalargerscaleforhim,thehighswerehigher,thelowslower.他总是喜欢夸大事实，高的说得更高，低的说得更低。Theyshowskillintheirsneakattacksandferocitywhencornered.他们偷袭时表现得机智灵活，陷入困境时表现得勇猛顽强Thebridgewaspaintedadullgreencolor.UnderanyothercircumstancesIprobablywouldhavefounditugly.桥漆成了暗绿色，要是在别的情况下，很可能我会觉得它难看。Thushegrewinbodyandsoul.这样，他在身心两方面都成长起来了。AllthefactsconcerningMr.Powers’familybackground,hisupbringing,hispersonalexperience,hissocialconnectionsandhisoccupationhavebeensubjectedtointensivestudy.有关鲍尔斯先生的家庭背景、教养、个人经历、社会关系以及职业等全部事实，都得到了深入细致的研究。Borderformalities,theFrenchofficialswerepoliteandefficient,theNaziauthoritiesaloofandsuperior.办理边境手续，法国官员有礼貌，效率高，纳粹方面则冷淡而高傲。Activity2ConnotativeMeaningTheanalyticalprocedurebywhichwecometounderstandthemessageinthesourcelanguageinvolvestwoaspectsofthemessage,i.e.thegrammaticalmeaningandthesemanticmeaning.Thesemanticmeaninginturninvolvestwoaspects,i.e.thereferentialaspectandtheconnotativeaspect.Inthepreviousclasseswehaveconsideredthenatureandanalysisofgrammaticalmeaning,andwehaveconsideredthereferentialaspectofthesemantics.Inthislesson,weshallfocusontheconnotativeaspect,i.e.theaspectofthesemanticswhichdealswithouremotionalreactionstowordsbecausewenotonlyunderstandthereferenceofwords,wealsoreacttothememotionally.Task1PrimaryFactorsofConnotativeMeaningWhenwordsbecomeassociatedwithparticulartypesofspeakers,theyalmostinevitablyacquireaconnotativemeaningrelatedtoourattitudestowardthosespeakers.Forexample,wordsusedprimarilybychildrengetaconnotationofbeingchildishspeech,andthusarenotconsideredappropriateforadultusage.Similarly,certainwordsbecomeassociatedwithspecificsocialclasses.Educationallevelsmayalsobeinvolved,sothateducatedpeopleusewhatiscalledstandardspeech,whiletheuneducatedtendtousesub-standardspeech.Closelyrelatedtothedifferencesineducationallevelsaretheconnotationsderivedfromtechnicalusage.Forexample,anon-linguistwillspeakaboutthesoundsorlettersofalanguage,whereasthelinguistwillspeakofphonemes,phones,etc.Somewordsalsoacquirespecialconnotationsthroughassociationwithmembersofonesex:theyareconsidered“women’sspeech”or“men’sspeech”asaresult.Inanycase,itisimportanttorememberthattheattitudewehavetowardthepeoplewhouseaword,whetherfavorableorunfavorable,becomesourattitudetowardthatword.Inotherwords,itbecomesaconnotationofthatword(NidaandTaber,1969:92-93).Whatisthesourceofconnotativemeaningmentionedintheabovepassage?Thespeakersassociatedwiththeword.Accordingtothepassage,whataspectsofthespeakersmayhaveanimpactontheconnotativemeaningofaword?Thesocialclasses,theeducationallevels,thetechnicalabilities,andthesexofthespeakersmayallhaveanimpactontheconnotativemeaningofawordtheyuse.Wordsusedbypreciselythesamepersonsindifferentcircumstancescarryquitedifferentconnotations.Damnusedinchurchbearsaquitedifferentconnotationfromthesamewordusedinabeerhall,eventhoughutteredbythesameperson.Moreover,therearecertainexpressionswhichareassociatedwithparticularlanguagesettings,e.g.,auctionrooms,publicmarkets,policecourts,summerresorts,andacademicgatherings,sothatalmostallspeakerstendtoadoptseveraldifferent“stylesoflanguage,eachwithitsowndistinctiveconnotations(NidaandTaber,1969:93).Whatisthesourceofconnotativemeaningmentionedintheabovepassage?Thepracticalcircumstancesinwhichthewordisused.Wordswhichtendtobejuxtaposed,ortoco-occurwithotherwords,acquirefromthemvariousconnotations.Formanypeople,greenprobablysuffersfromitsoccurrenceingreenwithenvy,agreenworker,andgreenfruit.Fromsuchhabitualassociationsgreenundoubtedlypicksupsomeunfavorablefeaturesofemotivemeaning(NidaandTaber,1969:93-94).Whatisthesourceofconnotativemeaningmentionedintheabovepassage?Thelinguisticsetting.Task2TheMeasurementofConnotativeMeaningsAnalyzetheconnotativevaluesofthefollowingwordsforyourselfintermsof:1.Values:good(G),neutral(N),bad(B)2.Leveloflanguage:technical(T),formal(F),informal(I)1.communist2.共产党人3.darling4.亲爱的1.CommunistNF2.共产党人GF3.Darling