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简介：Theimagismisapoeticmovementthatcameoutinthe20thcentury.Intheformerperiod,thepoetsdependlargelyonsemanticdeviationtojuxtaposeabsentandabstractimageswithreaders’familiarandconcreteimages.Inthecollisionoftheimages,thereadersmaysensethebeautyoftheimagesandthepoets’imagination."JacobsenpointsoutthatthetransitionfromtheModernismtopostModernismisatransitionfrommetaphoriclanguagetometonymiclanguage."(Brooks,2004)Inthelaterimagistpoems,thelanguagebecomesmetonymicbuttheusesofmetaphordosenotdisappearinthepoems.Thelaterimagistpoetsdependongraphologicaldeviation,usinglanguagesymbolstopresenttheimagessoastomakethereadersfeeladifferentbeauty.

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简介：Fletcher has made a semantic translation.,this is not a difficult task. The best way is to take a communicative translation. Both the first two translators have done in this way.,the TL readers will understand the poem in a full

简介：. He used a similar unit in Anglo-American culture for replacement. 1furlong≈201m,we can translate the words literally and then add a note. In versions that aim to introduce Chinese culture,while semantic translation is added to render some culture in Chinese poetry. But no matter which method a translator adopts

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简介：摘要：重复，作为一种构词方法和修辞手段，它同时又是语篇衔接手段中的一种词汇衔接方式，对语篇的整体连贯起着不容忽视的作用。根据现有文献发现，有关重复修辞格在高中英语教学中的应用研究还是一片空白。鉴于此，本论文以牛津高中英语 Module 8 Unit 1 Project Robert Burns and his poetry为例，开展高中英语教学研究，填补该领域的空白。