北師研究生英語(yǔ)課程-在線瀏覽
2025-05-22 00:09本頁(yè)面
【正文】 representations ambiguous.As Barthes states in one of his poststructuralist writings, ‘[t]he text must not be thought of as a defined object”, Roland Barthes, “From Work to Text”, trans. by Joshue V. Harari, in Textual Strategies: Perspectives in PostStructuralist Criticism, Ed. Joshue V. Harari (Ithaca: Cornell University Press, 1989), 74. instead, it is plural and indeterminate. While readeroriented ethnographic critics like Radway emphasise that analyses of actual activities of readers of popular texts display differences between reading strategies employed by academics and “ordinary” consumers, it is important to acknowledge the aspect of the polysemy and potentiality of messages produced by the text itself. It is possible to trace moments of indeterminacy and destabilization of meaning through “the forms of resistance present in the text, those forms that make up the textual dynamic as a field of clashing and heterogeneous forces and as a never quite predictable potential of surprise.” Shoshana Felman, What Does a Woman Want? Reading and Sexual Difference, (Baltimore and London: Johns Hopkins University Press, 2001), 6.At the same time, popular texts cannot be investigated without taking into account the historical and social norms by which they are produced. Texts are social discourses which cannot be separated from the systems of power and knowledge existing in a particular historical moment. They operate in the system of power which acts as “the truth” in specific historical circumstances, See Foucault’s influential study on the normalizing functions of “the truth of sexuality” produced by the prevailing systems of knowledge and power. Foucault, The History of Sexuality. and they produce subject positions based on that truth, however historically specific and local it may be. Popular texts operate on social norms existing at a specific time within specific social groups and both reflect, produce and potentially challenge these norms. The emphasis on the social “immersion” of texts relies on the writing of Mikhail Bakhtin, whose theory of language stressed its interaction with, and dependence on the social. It also challenges the assumption that a text is a closed entity, the meanings of which are determined, or that it is possible to study those meanings “objectively.” As Bakhtin observes, “[t]he word in language is half someone else’s. […] the word does not exist in a neutral or impersonal language […] rather it exists in other people’s mouths, serving other people’s intentions: it is from there that one must take the work and make it one’s own.” Mikhail Bakhtin。簡(jiǎn)單了解這些思想家以及他們的主要觀點(diǎn)對(duì)大家更好地理解二十乃至二十一世紀(jì)的西方思潮有一定幫助。文章旁征博引，為通俗文化進(jìn)行了學(xué)理上的辯護(hù)，認(rèn)為“通俗”的不一定就是“沒(méi)有文化的”(uncultured)。學(xué)習(xí)英語(yǔ)，學(xué)習(xí)任何知識(shí)都絕對(duì)沒(méi)有捷徑可走，這點(diǎn)其實(shí)大家都知道。閱讀有難度的文章，可以更好地提高大家的理解能力，Reading和 Comprehension永遠(yuǎn)是無(wú)法割裂的。因此，我們讀譯課的閱讀材料將包括學(xué)術(shù)文章和時(shí)文閱讀兩個(gè)部分。所以，我們學(xué)習(xí)語(yǔ)言的同時(shí)，一定要注意對(duì)知識(shí)的汲取。我們有70%左右（甚至還多）的同學(xué)似乎對(duì)美國(guó)這個(gè)具有悠久歷史的文化中心一無(wú)所知，很多人把New England搬到了英國(guó)，進(jìn)行了“建立一個(gè)新英國(guó)”的“冒險(xiǎn)”嘗試，大多數(shù)同學(xué)還把Massachusetts也遷到了英國(guó)，使它搖身一變成了“曼徹斯特”
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