篇一:麦田里的守望者霍尔顿人物分析
题
目
《麦田里的守望者》主人公霍尔顿人物形象分析
目
录
引
言
................................................................5一、作者和小说概论................................................5(一)作者和小说的意义
...........................................5(二)小说中的主人公霍尔顿·考尔菲德
.............................5二《麦田里的守望者》人物性格....................................6(一)霍尔顿的积极性格
...........................................6(二)霍尔顿的消极性格
...........................................7三、霍尔顿性格产生的原因.........................................8(一)社会因素
...................................................8(二)教育因素
...................................................8(三)对现代的启迪
...............................................9结论
.................................................................9参考文献
............................................................1提纲《麦田里的守望者》主人公霍尔顿人物形象分析
摘要:霍尔顿是塞林格著名的文学作品《麦田里的守望者》里的小主人公,也是当时美国年轻人的代表人物。本文将着重分析研究霍尔顿的个性特征。将从霍尔顿矛盾性格对立的角度,对他的两方面个性特征进行分析,包括其个性中的反叛性以及其坚守纯真,追求幸福的崇高愿望。同时探究主人公霍尔顿矛盾性格形成的成因,从社会环境和教育环境两个维度来解读,以期能探索其性格形成的根源。
关键词:霍尔顿;人物形象;性格
引
言
一、作者和小说概论
1.1作者和小说的意义
1.2小说中的主人公霍尔顿·考尔菲德
二、《麦田里的守望者》人物性格
2.1霍尔顿的积极性格
2.2霍尔顿的消极性格
三、霍尔顿性格产生的原因
3.1社会因素
3.2教育因素
3.3对现代的启迪
四、结论
五、参考文献
[1]塞林格.[美国作家]著,施咸荣译,麦田里的守望者.译林出版社,1998.9.[2]尚晓进.精神危机与自我救赎.英美文学研究丛论,2(2000):196-209.
前
言
《麦田里的守望者》是美国作家塞林格的代表作,从这部世界知名的作品中,我们可以看到作者通过细腻的笔触为我们塑造了一位具有复杂且矛盾的独特性格的主人公。显然,上述塑造人物的方式并不是塞林格独创的,最早在上世纪初期,海明威等一些作家在创作有关战争对青少年心理影响的作品时,此类小说的着手点就是叙述战争对青少年产生的伤害。和海明威等人的作品不同的是,即便《麦田里的守望者》也重点叙述战争对青少年的现实影响,但其更加关注主人公性格中叛逆和反抗精神的叙述,本文主要基于《麦田里的守望者》主人公的复杂性格开展全面且详细的探究,同时探究主人公霍尔顿矛盾性格形成的成因,从社会环境和教育环境两个维度来解读,以及对当前社会发展和个人成长带来积极的影响。
一、霍尔顿·考尔菲德和小说概况
(一)作者和小说的意义
美国作家杰罗姆·大卫·塞林格,二十世纪初期生于美国。少年时期,进入军事学院学习且得到文凭,1942年,开始军旅生涯,1946年退伍之后,正式投入文学创作。他于1951年撰写的知名小说《麦田里的守望者》被当做是二十世纪美国文学的传世之作,得到全球的关注,尤其受到美国学生的疯狂追捧。他发表的著作还包括《弗兰尼和卓埃》、《高举屋梁,木匠们》、《西摩:一个介绍》和一部短篇集《九故事》,此外,还有一些作品至今未出版。2010年1月27日,杰罗姆·大卫·塞林格在美国新罕布什尔州家中过世。《麦田里的守望者》在美国青少年中很受欢迎,它反映了他们内心的感受。评论家觉得其是最佳的“启蒙小说”。也有人指出此小说和美国创作家马克·吐温的《哈克贝利·费恩历险记》有类似之处,书籍在正式出版之后,对此类小说的创作带来明显的影响。“我只是想变成麦田里的守望者”是最重要的象征意象,表达了最核心的内涵。《麦田里的守望者》在撰写出来之后,就得到读者的激烈讨论,此外促使创作家塞林得到读者的欢迎,然而很多评论家指责此小说是非严肃文学,因此之前被部分社团当做禁书。通过时间的检验,才验证出其是美国当代文学内的“现代经典小说”。其,“甚至影响了数代美国青年”[1]。
(二)霍尔顿·考尔菲德
《麦田里的守望者》的主角霍尔顿·考尔菲德是普通的中学生,生活在衣食无忧的中产阶级家庭。少年时期的霍尔顿并不喜欢读书,多次被学校开除,虽然他淘气,叛逆,然而其依旧是个纯真、善良的孩子,他的家境富裕,但他并不骄傲炫耀存在优越感,反之,他乐于助人。从小说中我们就可以知道霍尔顿身上不只有丑恶的元素,此外也有对抗社会,寻求美好生活的但单纯的一面。表面上霍尔顿玩世不恭,特立独行,不愁衣食,但是他却依旧保持善良、纯洁的心。他善待妹妹,在见妹妹的时候说:"我只想当一个麦田里的守望者!"他想像着自己在麦田中,数不胜数的孩子在玩耍,四周除了他没有任何成年人。他就站在悬崖旁眺望,看哪个孩子有危险就去抓住他,不让受伤。"这是他的憧憬,也是单纯心灵的直接呈现,他想要孩子幸福的生活,不受伤害,永远愉快的奔跑,麦田就好似物质世界,他希望生活在满含物质主义精神世界的孩子不会迷失初心,不会走到悬崖。霍尔顿非常清楚的知道自身所处世界的本质。因此他讨厌所有,由于厌恶,位于青春期的他就越来越特立独行,只有如此才尅表现出自身的反抗。
霍尔顿甚至看不惯周围遇到的所有事情,他想要离开这虚伪的世界,到不曾去到的地方装聋作哑的生活,然而真的要去做的时候却发现并不现实。因此他非常的矛盾:他这一生最烦电影,然而在无聊的日子里他也只能看电影院打发时间;他很讨厌没有爱情的性关
[1]
黄铁池.当代美国小说研究.学林出版社
2000.6.
系,虽说讨厌但是却在糊涂之下叫来妓女;他厌恶虚假庸俗的女朋友萨丽,然而却沉浸在她的美色之中无法自拔,依然和她亲热。所以,他虽然无法忍受四周发生的一切,然而却无法离开当前的生活,只能通过不符合现实的幻想来麻痹自我,最终依旧要被现实磨灭棱角,只能无奈的妥协,再也不能叛逆,这就是创作家塞林格和其书中角色霍尔顿的悲情之处[2]。
二、《麦田里的守望者》人物性格
(一)积极向上的性格特点
1.追求纯真理想
由于霍尔顿与丑陋的世界作斗争,他对社会的腐败和虚伪感到失望。他渴望进入真正的伊甸园,在那里他可以生活的纯洁而诚实。霍尔顿理想的伊甸园对孩子来说是一个纯洁而天真的地方。他所生活的世界充满了邪恶和残酷的东西。因此,他宁愿把自己与被仇恨的世界和人民隔离开来。对他来说,和孩子在一起对他来说非常重要,他对童年的梦想对他来说意义重大。孩子们的世界像水晶一样清澈,这是一个充满爱的世界,到处都能找到温暖。霍尔顿保持理想,他觉得伊甸园应该保护儿童不受干扰,使他们能够保持人的纯洁和真实的本性。理想的伊甸园使霍尔顿成为保护儿童良好天性的保护者。在霍尔顿的心目中,值得他做的一件事就是尽他所能保护孩子们不受影响,并尽力维护他们的天真无邪。他最大的愿望是捍卫纯洁和儿童。他认为,人在长大成人之前是幼稚和纯洁的。
2.善良温暖
霍尔顿即便是淘气、叛逆的学生,然而在他身上我们依旧可以看到纯真善良的高尚品质,他喜欢帮助他人,即便父母并不喜欢他,他并未出生在温暖有爱的家庭,然而,他依然非常尊敬和喜欢父母。他渴望有价值的人生。霍尔顿的观点认为:“一个孩子的所有不愉快的特征都是因为他们过早的接触了成人世界。他希望孩子们能保持纯洁,永远不要涉足成人世界”。[9]因此,霍尔顿更想成为麦田里的守望者,这样他就能从悬崖边上拯救许多天真烂漫的孩子。
从小说中可以看出,霍尔顿有着追求博爱和精神的崇高梦想。他虽然是社会的叛变者,但重要的是,他尽力保护纯洁儿童远离邪恶的成人世界。毫无疑问,霍尔顿在某种程度上
[2]
李侦.“反英雄”经典形象与现实社会的碰撞――《麦田里的守望者》主人公霍尔顿的反叛方式及缘由[J].江西社会科学.2011(05)
应该得到最大的赞扬。因为孩子们拥有的纯洁是人类最高贵的天性之一[3]。他的事业保护了孩子最纯真的天性。
(二)、消极逃避的性格特点
1.叛逆反抗
在小说的想中的地方。他不但看不起那些伪君子,还讨厌那些跟着他们的同学,带着一种排斥心理,更使他融入不进周围的环境。没有人能真正理解他的反叛性格。虽然教师对学生始终在进行孜孜不倦的教诲,但是在此基础上也抹杀了一些学生的想象力和创造力,他们并不允许学生有自己的想法,可以看出,当时的教育因为受到资本主义的影响,已经完全的变质。
(三)对现代的启迪
从个人方面来研究,霍尔顿和大部分进步青年人相同,因为他也尝试过反抗,然而并不彻底,最终反抗缺少针对性和目的性。所以,其无法得到精神层面的解脱。霍尔顿对那个时期社会的抵抗与叛逆举动引发大众的关注与思考。人们逐渐重视到孩子的成长,社会在对学生教授知识理论的时候,也开始关注到青少年成长时期健全性格与人格的培育。公平看待所有学生,为每一个孩子创设平等参与的机会,促进他们健康和谐快乐的发展,给他们一个能够放飞自己我的世界。成长是个永恒的话题,对我们而言,现在的我们也是如此,为了迎合社会发展,我们开始学习伪装,为了得到利益,我们学会欺骗,麻痹了自己的心,封锁住内心的真实想法,但是我们不能被私欲所引诱,不论在怎样的环境中,我们都需要维持初心,张扬自己的个性,要了解自身想成为什么样的人,之后付诸行动,即便有些行动无法得到大部分人的认可和支持,自己也需要朝着目标勇敢前行。不怕困难,不能被他人思想所影响,面对他人的意见,我们也需要针对自身情况选择符合自身需求的建议,只有如此,才可以成为真正你想做的人,才能探讨人生。
五、结论
在小说中,作者向我们展示了一个狡猾、叛逆、自我意识很强的青少年,他从外部社会中发现了自己的身份,然而,他发现自己与社会格格不入。在小说中,霍尔顿对现实社会的反抗,站在相反的立场上,以对抗谎言和淫秽。他厌倦了,甚至对堕落和欺诈感到沮丧。在对成人社会已经建立的生命价值进行反抗的过程中,他认识到了生命的真正意义。作为一个有代表性的年轻人,他热爱并对现代世界产生了有一种敏感。与此同时,他是一个青少年,在童年和成年时期连接着这些孩子。因此,他表现出了天真、真诚和诚实。在他的心里,童年是他一生中最美好的时光。更重要的是,他渴望进入一个真正的伊甸园,让所有人都能追求纯真和真实的生活。他的愿望是成为《麦田里的守望者》。毫无疑问,这对他来说是一项特殊的崇高的工作。在这部小说中,霍尔顿被设计成是对社会的反叛,同时也是一个追梦者形象。
总而言之,通过将霍尔顿·考尔菲德对社会的感受描绘出来,作者形象地呈现出当时的社会问题。与此同时,霍尔顿是美国典型的青少年。无论是过去还是现在,他的特殊形象让人们对他们的生活和社会有了深刻的思考。
参考文献
[1]Geismar,Maxwell.AmericanModerns:FromRebelliontoConformity.NewYork:Hilland
Wang,1998.[2]Hassan,Ihab.RadicalInnocence:StudiesintheContemporaryNovel.NewJersey:PrincetonUniversity,1997.[3]Salinger,J.D..TheCatcherintheRye.Boston(Little,BrownandCompanyedition),1951.[4]PeterShaw.NewEssaysonTheCatcherintheRye.London:CambridgeUniversityPress,1999.[5]塞汉.“霍尔顿—美国文学中又一个哈克·贝里·费恩似的人物”.内蒙古大学学报,6(2000):167-169.[6]常耀信.美国文学选读.南开大学出版社,1990.[7]黄铁池.当代美国小说研究.学林出版社
2000.6.[8]孔秋梅.“以爱唤爱—论‘麦田里的守望者’的主人公的心态转变”.齐齐哈尔大学学报,9(2001):71-72.[9]钱满素.美国当代小说家论.中国社会科学出版社,1997.[10]塞林格.[美国作家]著,施咸荣译,麦田里的守望者.
译林出版社,1998.9.[11]尚晓进.精神危机与自我救赎.英美文学研究丛论,2(2000):196-209.[12]施咸荣.美国年轻一代的无声抗议—国外对塞林格“麦田里的守望者”的评论.浙江文艺出版社,1998.9[13]王立宏.霍尔顿:一位震撼人心的悲剧人物.学术交流,2006第2期
[14]陈辉,王万兵.美国50年代的学生叛逆形象――试评《麦田里的守望者》的主人公霍尔顿[J].甘肃社会科学.1999(S1)
[15]李侦.“反英雄”经典形象与现实社会的碰撞――《麦田里的守望者》主人公霍尔顿的反叛方式及缘由[J].江西社会科学.2011(05)
篇二:麦田里的守望者霍尔顿人物分析
毕业设计(论文)开题报告
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《麦田里的守望者》主人公霍尔顿的性格分析
选题依据及研究意义
杰罗姆·大卫·塞林格(JeromeDavidSalinger,1919年~2010年)美国作家,1919年1月1日生于纽约,父亲是做干酪和火腿进口生意的犹太商人,家境相当富裕。塞林格十五岁的时候,被父亲送到了宾夕法尼亚州的一个军事学校里住读。1936年,塞林格在军事学校毕业,取得了他毕业唯一的一张文凭。1937年后,陆续念过3个学院,但是都没有毕业。1942年到1946年从军,经过一年过的反间谍训练后,在1944年赴欧洲大陆做反间谍工作。1946年复员回到纽约,专门从事写作。他的第一本长篇小说《麦田里的守望者》1951年出版,获得了很大的成功,塞林格一举成名。《麦田里的守望者》主人公霍尔顿是当代美国文学中最早出现的反英雄形象,这一形象尤其得到青少年的普遍认同。本文将在前人的研究的基础上,从通过对当时主人公霍尔顿的社会环境和生活背景等方面对主人公的性格进行更深一步的分析。
选题研究现状
杰罗姆·大卫·塞林格是二十世纪美国一位出色的作家,他的著名小说《麦田里的守望者》被认为是二十世纪美国文学的经典作品之一。
(一)国外相关研究
《麦田里的守望者》领导了美国文学创作的新潮流。《纽约时报》的书评写道:在美国,阅读《麦田里的守望者》就像毕业要获得导师的首肯一样重要。美国文学评论家格兰维尔·斯克斯说:“我深信,有千百万美国青年觉得自己对塞林格要比任何其他作家更为亲近。”
(二)国内相关研究
在我国,《麦》于20世纪60年代作为批判材料由施咸荣先生译为中文,内部流通。1983年,施咸荣先生的译本由漓江出版社公开出版发行。在经历了一段时间的沉默之后。1988年,虞建华《重演的一幕:悬崖上的人生抉择》(《上海师范大学学报》1988年第1期)、尹德祥《论〈麦田里的守望者〉主人公霍尔顿?考尔菲德》(《外国文学
评论》1988年第2期)和汪海如的《一个叛逆者——牺牲者的命运》(《南京师大学报》1988年第4期)相继发表,表明它开始引起评论界的注意。1992年以后,该书先后由浙江文艺出版社、译林出版社等再版。译林出版社、新疆大学出版社等还出版了该书的英汉对照本。随着刊行量扩大,从1994年起,该书在国内各类学术期刊、报刊上的评论、介绍开始增多。
国内对《麦田里的守望者》主要是针对以下几点作为评述:一、最早的“跨掉一代”的代表作。较早提出这一观点的是施咸荣先生1982年发表的《美国当代文学简史》(《当代外国文学》1982年第4期)。在1983年版的译后记,尤其是1993年为浙江文艺出版社再版时书写的附录里[1](P426-449),他详尽分析了这部小说的各个方面。他指出霍尔顿的性格矛盾,其性格中“明显的存在主义特征”及霍尔顿作为“当代美国文学中最早出现的反英雄形象之一”,还有对作品艺术特征的分析,以及施先生以《美国年轻一代的无声抗议》为题所做的国外相关评论摘要,均被当作权威观点和权威资料,并被后来的研究者高频率引用。在笔者收集到的论文中,有相当一部分是以施先生的评论作为立论支点的,或与施先生的研究相关。总体上,他认为“塞林格和他笔下的人物霍尔顿,实际上也是跨掉分子,只是跨得还不像后来的‘跨掉分子’及‘嬉皮士’那么厉害,还不到吸毒、群居的程度,而且内心深处还在追求理想,憧憬美好的未来”。国内的许多教材也都不同程度地接受了施先生的观点。
二、一部批判美国社会的现实主义作品。持这一观点的文章一般采用传统的社会历史分析法,认为这部作品批判了美国社会的虚伪、堕落与冷酷。这部分论文数量较多,至于批判的重心则各有不同,如张介明的《“反抗”与“回归”:解读〈麦田里的守望者〉》(《名作欣赏》2002年第3期),李征戎的《逃逸与反叛》(《外国文学研究》1997年第3期),朱晶的《〈麦田里的守望者〉:反叛迂腐与虚伪的“现代经典”》(《吉林大学社会科学,学报》2002年第4期),左雁的《一代无声的抗议一种遥远的呼唤》(《语文学刊》2001年第3期)等。
三、一部再现美国50年代青年精神状况的心理杰作。这方面论文数量最多,一般采用社会历史-心理分析方法,内容涉及面较广。在分析主人公的心理世界时,则各有侧重。如虞建华认为,“《麦》获得超越文学范畴的成功,原因之一是小说迎合了50年代青年处于‘寻找出路’和‘没有出路’困境之中的矛盾心理”,“患有失望、孤独、恐惧和厌世综合症的小说主人公霍尔顿是战后美国青年精神状态的集中化、典型化、具
体化的艺术再现”。张智华在《一个“现代病”患者的抗争与失落》(《攀枝花大学学报》1998年第6期)中认为,这部小说引起共鸣的原因,在于它反映了“美国战后‘跨掉的一代’的内心世界”,因此,着重分析了霍尔顿“外在表现与潜在愿望的矛盾”、“孤独中渴求理解”、“厌恶中寻求美好”、“反叛中寻求生命意义”等矛盾心理。此外,有潘丽、张碧竹的《战后美国青少年的心理历程》(《国际关系学院学报》1996年第2期)等也持类似观点。
四、后现代叙事文本的经典之作。谈起、魏燕在《后现代叙事文本的三大特征》(《南京师大学报》2001年第4期)中,通过语言形式、叙述视角、叙述方式等方面的分析,认为《麦》用通俗化的语言消融了高雅文化与通俗文化的界限,“以语言的‘俗’消融了艺术的‘雅’,表现了一个新的文化层面,它充盈于现实世界中,抹去了艺术与生活的界限,削平了表层与深层的‘深度模式’”;“从独特的青少年视角来观察世界,打破了权力话语和传统的美学观念”;“非人格化叙述的‘无言’搁置了真理和终极意义”。这部作品的魅力,主要在于他反映了后现代社会中人们的审美情趣和艺术追求。塞林格的创作也极大地影响了20世纪下半期西方后现代文学创作的发展,是后现代叙事文本的经典之作。张群的《从塞林格、贝娄等作家的小说看现代主义向后现代主义的演变》(《四川外语学院学报》1999年第4期)则从文学史的角度,通过对塞林格、贝娄等作家作品的辨析,从诸多方面分析了塞林格小说创作的特色。
研究内容(包括基本思路、框架、主要研究方式、方法等)
基本思路与框架:
《麦田里的守望者》是作者塞林格唯一的一部长篇小说,被认为美国经典作品文学之一。美国的社会学家大卫·里斯曼(DavidRiesman)在哈佛大学开设的社会学课程《美国的社会结构和性质》中,指定本书为必修读物。《麦田里的守望者》之所以受到重视,不仅是由于作者创造了一种新颖的艺术风格,通过第一人称以青少年的说话口吻叙述全书,更重要的是因为作者用现实主义的笔触,生动而细致地描绘了一个中产阶级子弟苦闷、彷徨的精神世界,真实的揭露了资本主义社会精神文明的实质。《麦田里的守望者》中主要描写主人公霍尔顿第四次被赶出学校之后,不敢贸然回家,只身在美国最繁华的纽约游荡了一天两夜,在这段时间内,他看到了资本主义社会的种种丑恶,接触了各式各样的人物。本文将结合前人的研究上对主人公霍尔顿进行更深层次的分析。
主要研究方法:
本文将通过文献回顾法,将已有的研究成果进行结合,再在原有的成果的基础上更深一步研究。
论文提纲(含论文选题、论文主体框架)?
论文选题:《麦田里的守望者》主人公霍尔顿的性格分析
论文主体框架:
一
绪论
:
1.1作者赛格林介绍
1.2《麦田守望者》简述
二
霍尔顿的性格分析
2.1:霍尔顿性格中消极部分
2.1.1霍尔顿的叛逆
2.1.2霍尔顿的玩世不恭
2.1.3霍尔顿的消极胆小怯懦
2.2:霍尔顿性格中积极部分
2.2.1霍尔顿的正直正义
2.2.2霍尔顿的善良
三
导致霍尔顿的双重性格的原因
3.1:社会环境
3.2:教育环境
3.3:身边朋友导致
四:给现在的青少年的启示
五:结论
六:致谢词
主要参阅文献
[1]Brown,Gerald,J.D.Salinger.Ed.HaroldBloom[M],NewYorkChelseaHouse,1987.[2]Emory,Elliott,TheColumbiaLiteraryHistoryoftheUnitedStates[M],ColumbiaColumbiaUniversityPress,1998.[3]Frangedis,Helen,DealingwiththeControversialElementsin"TheCatcherintheRye[J]TheEnglishJournal,1988.[4]Marcus,Fred,TheCatcherintheRye:ALiveCircuit[M],TheEnglishJournal,1963[5]OharaLitz,A.ModernAmericanFiction[M],LondonOxfordUniversityPress,1963.[6]Sailinger,J.D.TheCatcherintheRye.Boston[M],BrownandCompany,1951.[7]Unrue,Jack.NewEssayonTheCatcherintheRye[M],NewYorkCambridgeUniversityPress,1991.[8]高金和,垮掉的一代作品分析[M],《中国社科杂志1994-2010合订本》,2010.[9]塞格林,麦田里的守望者[M],施成荣译,译林出版社,1999.[10]邰蓓,霍尔顿的缺失与找寻[M],淮阴师范学院学报,2002.[11]张慧成,守望者生命中的矛盾与迷失[M],新疆师范大学学报,2002.[12]张颖,20世纪美国少年文学回顾[M],四川外国语学院学报,2002.
研究进程安排
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篇三:麦田里的守望者霍尔顿人物分析
《麦田里的守望者》中霍尔顿的性格分析
小说《麦田里的守望者》的主人公霍尔顿作为一位十六岁的大孩子,在一个物欲横流、虚伪冷酷的世界中,性格既有叛逆和怯弱的一面,又有善良和童真的一面。他看透成人的“假模假式”,但自己的追寻却一次次的失败。本文阐述了内心充满矛盾的霍尔顿在物质条件丰富精神生活空虚匮乏下所表现出的双面性格。
标签:麦田里的守望者;霍尔顿;双重性格
《麦田里的守望者》是美国现代作家杰罗姆·大卫·塞林格的代表作,发表于1951年,是塞林格唯一一部长篇小说。全书以出身美国中产阶级家庭的16岁中学生霍尔顿·考尔德的口吻叙述自己的所思所想、所见所闻和行为举止,也以一个青少年的眼光批判了成人世界的虚伪面目和欺骗行径。塞林格运用现实主义笔触生动细致地描绘了青春期少年的苦闷彷徨、孤独愤世的精神世界,塑造了美国当代文学中最早的反英雄形象之一。为了更好地解读这部伟大的小说,本文尝试着分析霍尔顿性格中相互矛盾的特点。
一、霍尔顿的叛逆和怯弱
要分析霍尔顿的性格就必须和当时的社会现实相联系。20世纪50年代美国社会高度繁荣,物质文化成为人们生活中的主导潮流。人们因为盲目的追求物质上的成功而丧失了原有的精神追求。第二次世界大战后,美国统治集团对外实施冷战政策,对内实行法西斯式的欺骗宣传和恐怖政策。在臭名昭著的麦卡锡主义的思想统治下,人民民主权利遭到严重的威胁,许多知识分子受到迫害。于是,许多青年便摆脱了崇高信仰,失去了生活的目标,“只想勉勉强强混日子,追求麻醉、安慰和娱乐”——“吃饭、喝酒、聊天、跳舞、打架、恋爱、睡觉”[1],沉浸在“垮掉的一代”所津津乐道的生活方式中。霍尔顿代表了美国20世纪50年代城市青年的苦闷和彷徨,在他身上凝聚着“垮掉的一代”的许多特征。
塞林格笔下的霍尔顿形象更多的是灰色基调,在霍尔顿身上表现出种种的叛逆行为。他厌恶学校,厌弃读书,自暴自弃,四次被学校开除,并混迹于酒吧、舞厅、电影院、夜总会之间。尤其是他头上戴的那顶红色猎人帽,他将帽子反戴,鸭舌放到脑后,一副玩世不恭的样子。用传统的眼光看,如果一个人,尤其是男子,反戴帽子,人们会认为他流里流气,十有八九是个流氓。这顶红色猎人帽在沉闷的50年代就好似一面鲜红的旗帜,昭示着霍尔顿内心的骚动。
霍尔顿性格上胆小怯弱,有人从霍尔顿的房间里偷走了他的骆驼毛大衣,连同一副毛皮里子的手套。即使霍尔顿知道小偷是谁,也不会采取行动。正如他自己承认的那样:“我是那种胆小鬼。我尽可能不表现出来,可我骨子里真的是个胆小鬼”。[2]勇敢坚强的霍尔顿只存在他的幻想之中,我“心里想着应该在那家伙的下巴颏上揍上那么一拳——打落他的混账下巴颏儿”[2]。当霍尔顿面对丑陋的世界,胆小怯弱的他虽有心改变现状,却缺乏足够的勇气抗衡到底。离开潘西中学的晚上,沮丧绝望的他使足了全身力气,把对学校的愤恨化为一腔怒吼“好好
睡吧,你们这些窝囊废”。[2]在语言上,他满口粗话,开口“她妈的”“婊子养的”,闭口“假模假式”“混账”“杂种”,提到别人时还在名字前面加一个“老”字。
霍尔顿并不是一个勇敢的彻底地反抗社会批判社会的人物形象。霍尔顿眼中的社会是虚伪、丑陋、肮脏的社会,身处尴尬的丑陋世界,他时时感到一种进退两难的迷惘。他意识到自己并没有勇气也没有力量去对抗社会中的阴暗面,于是他萌生了从现实中逃离出去的想法,逃离现实成为他在崩溃边缘保护自己的最后一举。他逃避现代文明,逃避一个卑劣的世界,逃避一个冷漠疏远的社会。他千方百计要逃离他所置身其间的丑陋世界,去山林做一个与世隔绝的又聋又哑的人,用自己挣的钱造一座小屋,终身住在里面,再找一个同他一样又聋又哑的美丽姑娘结婚。
二、霍尔顿的善良和童真
在霍尔顿身上凝聚着“垮掉的一代”的许多特征,但他并不是完全意义上的“垮掉的一代”,至少他的精神还没有完全的堕落。塞林格在向读者展示一个不肯读书,不求上进,玩世不恭的霍尔顿的同时,也让读者看到了他的另一个面——他有一颗纯洁善良、追求美好生活和崇高理想的童心。
霍尔顿当是一个有良心、有爱心的人。他不仅爱父母弟妹,也爱学校老师同学以及爱所有人。他内心里一直敬佩并深深怀念死去的弟弟艾里,把他视为自己的骄傲,甚至精神支柱。母亲身体一直不很好,“她的精神很衰弱。也就是为了这个缘故”,“不愿让她知道我给开除的事”。所以他才选择在纽约闲逛,晚点让家人知道,多少减轻点父母的伤心。妹妹菲比是他的最爱,他在自己失意时还不忘给菲比买她喜欢的唱片,当唱片不小心掉地摔碎时,“我心里真是难过得要命”,回到纽约他最想见的人就是妹妹菲比。他下定决心鼓足勇气要到美国西部,去过一种宁静无人打扰的生活,由于妹妹执意要一同去,为了妹妹的前途、人生幸福,他决然放弃了出走计划,答应妹妹回到家里。他有极强的同情心,对身边毫不相干的弱者十分关心,他虽然挥霍无度,但在纽约中央火车站他主动而慷慨地向两位修女捐了十元钱,与两位修女闲聊,“她们两个都只吃烤面包片和咖啡当早点。我一见,心里就沮丧起来。我最讨厌自己吃着咸肉蛋什么的。别人只吃烤面包和咖啡。”[2]他甚至后悔只捐了十元钱。看到几个小孩在溜冰,他帮助小女孩系紧她的四轮溜冰鞋。经过体育场,两个小孩玩跷跷板,帮他们平衡。他为两名参观木乃伊陈列展的孩子充当导游。同情弱小者,帮助弱小者,是同样瘦弱的霍尔顿给予了读者的最深切的感受。
尽管霍尔顿本人还是一个从儿童向成年的过渡期的青少年,他却尝试着保护纯真的孩子。一个人越在意什么,说明内心缺少什么。缺少关爱的霍尔顿出于对弱小的、成长中的生命的热爱、担忧,便产生了一种强烈的愿望——关爱他们,守护他们。[3]他的童心使他极力维护美好的事物,比如,他去他妹妹菲比的学校时,看到墙上写了“X你”的下流字眼,他非常气愤,希望亲手把写这字的人杀掉。他不是第一个看见这两个字的人,可只有他如此的愤怒并试着擦去这两个字,他认识到环境的肮脏和猥亵能污染任何一块洁净的土地,从而产生了要做一名“麦田里的守望者”的强烈愿望。[4]他对妹妹说,他将来要当一名麦田里的守望者:
“有那么一群小孩子在一大块麦田里做游戏。几千几万个小孩子,附近没有一个人——没有一个大人,我是说——除了我。我呢,就在那混帐的悬崖边。我的职务是在那儿守望,要是有哪个孩子往悬崖边奔来,我就把他捉住——我是说孩子们都在狂奔,也不知道自己是在往哪儿跑。我得从什么地方出来,把他们捉住。我整天就干这样的事。我只想当个麦田里的守望者”。[2]由此可以看出童心未泯的他如此热心地保护着纯真的儿童世界。
在霍尔顿反叛和怯弱的背后,他始终保持着一颗真挚而纯洁的童心。虽然故事的结尾是他去了精神病院,但是霍尔顿探索的失败丝毫不能抹杀他真实善良的耀眼光芒。在他身上,人们看到了一位精神净土的守望者和精神家园的追寻者的形象。
三、结束语
综上所述,霍尔顿的性格中的矛盾不难理解。战后的美国是一个物欲横流、虚伪冷酷的世界。在这个到处充斥着伪装、物欲,浮躁,人人不安分,却还“假模假式”地装出真诚给人看的社会[3],霍尔顿要始终守住自己的美好理想,就难免会碰得头破血流。霍尔顿看透了这一切,因此,他拒绝社会为他安排的一切,他逃离学校、逃离家庭、甚至想要逃离社会去寻找一种更真实、更富有人性的生活。霍尔顿追求理想寻找理解,同时还要作一名勇敢的麦田里的守望者,作为一个不愿同他所生存的社会同流合污的青少年进行反抗来拯救他人。[5]
文学与生命意识不仅属于历史和现实,也属于将来。生命意识是文学的永恒主题,缺乏了对其的观照,作家将失却伟大,作品也失却经典。[6]《麦田里的守望者》一书中,主人公霍尔顿的理想幻灭,他的孤寂、痛苦和迷惘以及最后从幻梦中自我解脱回归现实,在很大程度上体现了塞林格自己的价值取向和对人生和人类共同的生存现状的严肃关注:人生的精华在于人与人之间的真诚和谐与相互理解。塞林格希冀通过人类的纯朴天性来拯救千疮百孔的美国现代文明,挽救日益堕落的人性和道德。
参考文献
[1]文楚安.“垮掉的一代”及其他[M].成都:四川大学出版社,2002:364.
[2]塞林格.麦田里的守望者[M].桂林:漓江出版社,2003.
[3]陈曦.《麦田里的守望者》霍尔顿外表的玩世不恭与内心的善良博爱初探[J]太原城市职业技术学院院报.2010(07).
[4]李晶.一个流浪少年的内心世界──《麦田里的守望者》主人公辨析[J].四川大学学报(哲学社会科学版).1999(S1).
[5]赵亮.解读孤独的寻梦者──解读《麦田里的守望者》的主人公霍尔顿[J].郑州航空管理学院学报.2004(02).
[6]南帆,刘小新.文学理论[M].北京:北京大学出版社,2008.
篇四:麦田里的守望者霍尔顿人物分析
AnAnalysisofHoldenintheCatcherintheRye
《麦田守望者》主人公霍尔顿人物形象分析
Acknowledgements
Withthecompositionofthethesiscomingtoanend,Ihaveatlastobtainedanopportunitytoexpressmygratitudetomysupervisor,whohasnotonlygivenmehergenerousandinstructiveadvice,andvaluablematerials,butalsospentmuchtimereadingandcorrectingthemanuscriptofthethesis.Besides,teachers’constantencouragementandhelpduringmystudyherecouldnotbeunderestimatedforthefulfillmentofthisthesis.IamalsothankfultootherteachersofEnglishDepartment,whosecoursesIhaveattendedandfromwhomIhavelearnedmuch.Iwouldalsoliketoacknowledgemydeepindebtednesstomyparentswhosparenopainsbringingmeup.
i
AbstractHoldenCaulfieldistheyoungleadingcharacterinTheCatcherintheRye
withSalinger’scelebratedworkswhichwaspraisedintheAmericanliteraryarena.HewastherepresentativeofUSyouth’sstatueatthattimetosomeextent.Hisindividualcharacterofcynicismandkind-heartednessdeeplyshockedgenerationsofAmericanreaders.Holdenisamanofmarkedindividuality.Thekeypointwhatthispaperanalyzesishispersonalcharacters.Holdenlivesinthesocietywithcontradictions.“Phony”,probablythemostfamousphrasefromTheCatcherintheRye,isoneofHolden’sfavoriteconcepts.Itishiscatcher—allfordescribinghypocrisyanduglinessthatencountersintheworldaroundhim.Asarebel,heisstrugglingwiththeworld.Meanwhileheisindeeplovewithpurityofhischildhoodandinnocenceofchildren.Moreimportantly,hedefendschildren’s
soulandkeepswatchthebrightideal.ThispapercentersontwomajoraspectstoanalyzecharactersofHolden.Oneishisrebelliousspirit;theotherishisconsistentpursuitofdefendingpurityandseekingloftyideal.Throughain-depthstudyonthepersonalityoftheleadingcharacter,thispaperhelpsthereadersunderstandtheclassicalfigureofHolden,therealityofAmericansocietyafterWorldWar
Ⅱandtheprofoundsignificanceofthiswork.
Keywords:Innocence;Rebel;Phony-ii-
摘
要
霍尔顿是塞林格扬名美国文坛的名作《麦田里的守望者》的小主人公,他可以称得上是代表当时美国青年的铸像。诚然,个性鲜明的霍尔顿深深地震撼着一代代的读者。
霍尔顿的个性特征是本文分析的重点.主人公存在于矛盾对立的社会现实中。“假模假样”是《麦田里的守望者》这部小说中的经典语言,同时也是主人公惯用的词语。通过它足以把霍尔顿眼中世界的虚伪,丑恶诠释地淋漓尽致。作为社会的反叛者,主人公在孤独,踌躇中苦苦挣扎。叛逆的同时,他又对童年时光的纯真情有独钟,更重要的是他捍卫儿童心灵,守望美好的理想的形象更加发人深思。本文立足于霍尔顿矛盾性格对立的视角,分析其个性特征中的两大层面。一方面是透析他个性中的反叛性;另一方面是解读他捍卫纯真,守望美好的崇高理想。
这篇论文通过对主人公个性特征深层次的解析,以求能帮助读者更好地理解霍尔顿这个经典形象,理解第二次世界大战后美国现实社会,以及作品蕴涵的深刻思想意义。
关
键
词:纯真;反叛;假模假样
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TableofContentsAcknowledgements.........................................................................................................................i
Abstract..........................................................................................................................................ii
摘
要
............................................................................................................................................iii
TableofContents.........................................................................................................................iv
Chapter1
Introduction.............................................................................................................1Chapter2
TheHypocriticalWorldinHolden’sEyes
............................................................22.1HypocriticalWorld.............................................................................................................22.1.1ABywordofSociety—Phony..................................................................................22.1.2Holden’sSensitivitytoPhony
..................................................................................42.2ALiarintheHypocriticalWorld........................................................................................5Chapter3
ARebelResentingtheWorld.................................................................................63.1ARebelagainstMundaneAffairs......................................................................................63.1.1ARebelagainsttheSchool.......................................................................................63.1.2ASymbolfortheRebel—RedHuntingCap...........................................................3.2EvadingintheRevolt.........................................................................................................3.3GrowingintheRevolt......................................................................................................10Chapter4
Holden—theInnocentimageinTheCatcherintheRye..................................114.1Holden—AYoungManLovingPureChildhoodTime.................................................114.2Holden--APatronGodforChildren.................................................................................124.2.1TheIdealEden........................................................................................................134.2.2ACatcher................................................................................................................13Chapter5
Conclusion.............................................................................................................15Bibliography................................................................................................................................16-iv-
Chapter1IntroductionJeromeDavidSalingerisborninNewYorkCity,onJanuary1st,1916.HegrewupinNewswireandlaterattendedthreecolleges.Asearlyastheageoffifteenhebeganwriting.Whenhewastwentyonehepublishedhisfirstshortstory.AfterserviceasaninfantrysergeantinEuropeduringWorldWarⅡ
hewrotemorestories,mostofwhichwerepublishedinCollier’s,SaturdayEveningPostcollectedpapersandotherjournals.Salinger,amanofmysteryandconscientiousness,aliensfromallthingsconnectedwiththesociety.InSalinger’sworks,hisprotagonistsareoftensensitiveandveryawareofadolescents,oradultswho,ineithercase,seektheirownidentityinrelationtoanexternalworldwithwhichtheyfindthemselvesmoreorlessatodds.Andalso,alienationordisenchantmentwiththeso-called“adult”worldfigureslargelyexistsinhiswritings.WiththepublicationofTheCatcherintheRye
in1951,J.D.Salingergainedalmostanimmediateacceptanceasbeingamongthemostsignificantpost-WorldWarⅡ
Americannovelists.InTheCatcherintheRye,a16yearsoldmiddle-schoolstudent,Holden,wasdismissedbyPenceySchoolforthefourthtime.Thenhechosetobeatramp.Thethreedays’vagrantlifevividlyreflectshisexperiencesandfeelings.ItmanifeststheAmericanyoungpeople’sdepressedandindecisivepsychology.Andalso,itshowsusthehypocriticalandrepulsiveoftheadultworld.WhatHoldenhadseenandheardhadarousedtheinnumerablecontemporarypeople’sintensesympatheticchord.Manyadultsalsohadabetterunderstandingoftheyoungergenerationsthroughreadingthisbook.Holden,asanincompletelysensiblechildaswellasan“adult”—justasaknow-it-all,strugglestofindtherightpathintoadulthood.Hefindsthehypocrisyanduglinessoftheworldaroundhimsurprisinglyunbearable.Andthroughhisvisualanglehetriedtoprotecthimselffromthepainanddisappointmentintheadultworld.However,heisconstantlydistressedthatheiskeepingfallingintoadulthoodandhefinallyrealizestheaimoflifethatheisseekingfor.Thispaperfocusesonthestudyofprotagonist“Holden”,especiallytryingtofurtherelaborateandanalyzehisclassicalimageonthebasisofhisrebelliousandinnocentspirit.Ithelpsreaderstohaveabetterunderstandingofthegrowingpainofthiscynicalandprecociousboy.Meanwhile,itexcavatestheideologyandconnotationofthisclassicalwork.
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Chapter2TheHypocriticalWorldinHolden’sEyes2.1HypocriticalWorldThesocietywhereHoldenlivesiniscomplexandmodern.ItisnolongerthesocietywhichThoreauorAdamslivedin.Peoplearesurroundedbythehypocritical,indifferent,lowlyanddegeneratedconditions.TheCatcherintheRyenotonlyrevealstheleadingcharacter’slivingconditions,furthermoreitdemonstratestheso-called“theadultworld”thatmakessomeonetobeafraidortobesick.Inthenovel,hypocritical,uglyscenesaredisplayedineveryaspect.TheadvertisementforPenceySchoolwoulddisturbyou;thepictureofhorsejumpingoverfencegives,inhisopinion,afalseimageoftheschool.InHolden’sjudgment,Penceyisahomefordishonest,spoiledchildren,andnotforidealizedhorsemen-to-be.Thegreatmajorityofmovies—foreign,aswellasAmerican—createanunrealworldthatHoldenfindsunacceptable.ThestoryoftheparticularmoviesrecountedbyHoldenisaglorificationofmaterialsuccessintypicalsoapoperafashion.Falsesorrowsandhappyendingsarestrewnaboutwithalavishhand.Meanwhile,massmediaisalwaysglorifyingthesensationalanduglythings.Allofthepeoplesurroundhimdon’tdoseriousaffairs.Instead,theyarealwaystalkingaboutmoney,gamble,women,swindleandsoon.Inthesociety,peoplearewillingtoseek“conspicuousconsumption”.Thenovelillustratestheentireprocessofjockeyingforasuperiormaterialisticimageinoursociety.Itisnotactuallynecessarytoownthings;theappearanceofownershipsuffices.PeoplewhocouldnotaffordCedillas(thestatussymbolparexcellence)werebuyingtailfinstomaketheirChevroletslooklikeCedillas.Peoplewhodon’towntelevisionsetswereputtingdummytelevisionantennasontheirroofs.EverythingishypocriticalintheeyesofHoldenwhoispursuingnaturalinnocence.Hedetestsitverymuch.2.1.1ABywordofSociety—PhonyWefindthatoneofthemostoften-usedwordsinHolden’slexiconis“phony”.Itappearsintheentirebookmorethan40times.Andalsoitisthemostsensitivewordforprotagonist.Heisconstantlydetectingshammotivesinthepeoplearoundhim.Atthebeginningofthenovel,theauthortellsthemainreasonwhyHoldenleftElktonHillsmiddleschool.Itissaidthat“Because-2-
Iwassurroundedbyphonies.That’sall.Theywerecominginthegoddamwindow.Forinstance,theyhadthisheadmaster,Mr.HarshthatwasthephoniestbastardIevermetinmylife.TentimesworsethanoldThurman(theheadmasterofPenceySchool).OneSundays,forinstance,oldHaaswentaroundshakinghandswitheverybody’sparentswhentheydroveuptoschool.He’dbecharmingashellandall.Exceptifsomeboyhadlittleoldfunny-lookingparents.Youshouldhaveseenthewayhedidwithmyroommate’sparents.Imeanifaboy’smotherwassortoffatorcorny-lookingorsomething,andifsomebody’sfatherwasoneofthoseguysthatwearthosesuitswithverybigshouldersandcornyblack-and-whiteshoes,thenoldHaaswouldjustshakehandswiththemandgivethemaphonysmileandthenhe’dgotalk,formaybeahalfan1(TheCatcherintherye,13-14)Fromthispartwemayhour,withsomebodyelse’sparents.”○feelthemeaningofphoniness.Throughreadingmoreandmorechapters,wegetdeeperunderstandingof“phony”.ThesituationinPenceySchoolisthesameasElktonHillsmiddleschool.Penceydeclaresthatithascultivatedinnumerableoutstandingandintelligentyouthsfrom1888.ThebigwordsforHoldenareofnousewhatsoever.Strictlyspeaking,theyareforthebirds.“Theydon’tdoanydamn2(TheCatcherintherye,2)InfactmoremoldingatPenceythantheydoatanyotherschool.”○inanywherepersonsandthemattersaregainingfamebydeceivingpeople.Fortheweekendeveningmeals,studentshavebeefsteakorotherfoodasusual.Butthisgoodfoodistakingforstudentsbynomeans,becausemanystudents’guardiansalwayscometoschoolonSunday.Theschoolauthoritiesareafraidthatthemotherofchildmayaskthequestionaboutthedinner.ThefraudconcernswithbeefmadeHoldentobeextremelynasty.HetellstheyoungersisterPhoebe,“ItwasoneoftheworstschoolsIeverwentto.Itwasfullofphonies.Andmeanguys.You3neversawsomanymeanguysinyourlife.”○
(TheCatcherintherye,167)“Eventhecoupleof4‘nice’teachersonthefaculty,theywerephoniestoo.”○(TheCatcherintherye,168)EventhatthecautiousandprudentteacherMr.Spencerwasnotanexception.Therefore,Holdenbelieves,thestudentswhoarecultivatedinthisschool,inevitablyalsoliketheteachers-thebirdsofthesamefeather.AnothertimehetellshisgirlfriendSally,“You
oughttogotoaboys’schoolsometime.It’sfullofphonies,andallyoudoisstudysothatyoucanlearnenoughtobesmartenoughtobeabletobuyagoddamCadillacsomeday,andyouhavetokeepmakingbelieveyougiveadamnifthefootballteamloses,andallyoudoistalkaboutgirlsandliquorandsexallday,-3-
5andeverybodystickstogetherintheredirtylittlegoddamcliques.”○(TheCatcherintherye,131)
2.1.2Holden’sSensitivitytoPhonyAsatypicalrebel,Holdenissensitivetoallhypocriticalpeopleandphonymatters.Hehatesmoviesmorethanothers.HeregardshisBrotherD.B.’sscreenplayasdegeneration.Becausethemoviehascongestedthebaselessandirrationalconcoctionsplot.Thecharactersareallfullofprunesandprism.InNewYork’sbarroom,anoldblackmannamedErnieisalwaysplayingthepiano.Holdenthinkstheoldmanisinlowstandardwhenplayingthepiano.ToHolden,theoldmanismerelymadeclevernessintrivialmattersortheotherglibtricks
frequently.Buttheaudiencewhoregardsthemselvesassocalledexperts,however,speakshighlyoftheblackman.Holdenthinkstheyareallmad.“Peoplealwaysclapforthewrongthings.Anyway,whenhewasfinished,andeverybodywasclappingtheirheadsoff,oldErnieturnedaroundonhisstoolandgavethisveryphony,humblebow.Likeasifhewasahelluvahumbleguy,besidesbeinga⑥terrificpianoplayer.”○
(TheCatcherintherye,84)Here,Holdenbravelyexposestheuglyessencecoveredbythecivilizedveil.HealsoknowsthatthesepsychologicalabnormalitiesoffellowsintheEdmonthotelwouldturntobethemodestgentlemenorvirtuousyoungwomenonthenextdaymorningallofasudden.Obviously,themisconductbehindthesocialmaskscannotrunawayinfrontofHolden’svision.
Especiallytheplotthatdisgustsprotagonistdeeplyisthescenewhenhehasadatewith
hisgirlfriend.WhenhewatchesaplaywithSally,hesmokescigarettesoutsideandheseessomeaudiencetakingrestoutsidethefieldafterthefirstcurtain.Theyjusttalksomethingsenselessbutitsoundsthattheyareinterestedinit.Holdenfeelsverysickaboutthesituation.Holdenthinks,“Whatadealthatwas.Youneversawsomanyphoniesinallyourlife,everybodysmokingtheirearsoffandtalkingabouttheplaysothateverybodycouldhearandknowhowsharpthey○
(TheCatcherintherye,126)
were.”⑦Holden’sreactionforhypocritesisuptosomedegreeofsubtle.ForinstancewhenhejustarrivesatEdmonthotel,thewaiterwhoguideshimtoentertheroomwasa65yearsoldman.Heconsidersthat“Hewasoneofthosebaldguysthatcomballtheirhairoverfromthesidetocover○(TheCatcherintherye,61)
ItalsomakesHoldenlosingheartonsuchaupthebaldness.”⑧-4-
worthlessdetail.Hethinksitisonekindofvarnishorasortofhypocriticalactually.When(TheCatcherintheseeingtheoldman,Holdenisthinking“I’dratherbebaldthandothat.”○rye,61)
2.2ALiarintheHypocriticalWorldPerhapsthereaderswouldrecognizethecontradictorycharacteristicsaboutHolden.Ontheonehand,hedetestsdishonestverymuch.Ironically,ontheotherhand,heusuallyusesfabricatedliestoothers.Itistruethatinthenovel,thispointmanifestsveryprominent.Holdenexplains,“I’mthemostterrificliaryoueversawyourlife.It’sawful.IfI’monmywaytothestoretobuyamagazine,even,andsomebodyasksmewhereI’mgoingI’mliabletosayI’mgoingtotheopera.It’sterrible.SowhenItoldoldSpencer,Ihadtogotothegymtogetmyequipmentandstuff.Thatwasasheerlie.Idon’tevenkeepmygoddamequipmentinthe10(TheCatcherintherye,16)WemayseefromtheentirestatementsHoldensimplygum.”○makesirresponsibleremarkseverywhere.Henotonlyspeaksobscenewordsfrequently,butalsohasrecklesslexiconwithoutcauses.Takeoneofscenesforexample,hefightsagainstStradlaterforbeingjealousofStradlater’sappointmentwithJane,buthetellsAckleythathisactionisjusttoprotectAckley’sreputationabsolutely.Tohimthefighteristhatofdefendingagainstinjustice.AttherestroomofthebarinNewYork,hemeetsthemancalled“aterribleplayer”intime,butHoldenactuallyspeaksflatterstohiminsincerely.Hetellsaterribleplayerthatthemanisthebestplayerhehasneverseenbefore.LateratnighthewantstocallJane,hisgirlfriend,butthepersonsinchargeoftheoppositeside’sschoolareunwillingtocallher.TheninordertoseehisgirlfriendimmediatelyhesaysthatheisJane’suncle.Hetellsnonsensethatherauntdiedoftrafficaccidentjustnow.Andwhatismoretypically,HoldenmeetsMrs.Morrow,themotherofhisclassmate—ErnestMorrowonthewaytoNewYorkbytrain.HeiseagertotellthetruththatErnestMorrowisdoubtlessthebiggestbastardthatevergoestoPencey,inthewholecrumbyhistoryoftheschool.Heisalwaysgoingdownthecorridor,afterhehasashower,snappinghissoggyoldwettowelspeople’sasses.
That’sexactlythekindofaguyhewas.
Butinordertoflatterthisattractivemiddle-agedwoman,Holdenfabricatesthestoriesofhowshylyhersonis,howmodestheisandeverybodyoftheclassiswillingtoelecthersonastheclassleaderandsoon.Moreoverheassumesanidentityandfabricatedhimselfthathehas“asmalltumorinthebrainsteadily”.
Sohehastoreturnhomepreparingforthesurgery.Holdentellsbigwords-5-
becauseheknowsnomatterwhosemothersheis,shewantstoknowhowexcellenthersonisintheschool...
Holden’s
counterfeitwordsanddeedsareincompatiblewithawell-disposedpursuingperson.Butthecontradictioninhisdispositionisrealandcredibleactually.Holdentellsliesinordertoescapepainfullyembarrassingsituation,attimes,butmoreoftenhisliesarecompletelypurposeless.Hejusttellslieswithoutanybadintention.Inthenovel,Holdenmeetswithdifferentpeoplewholeadhimintotheperpetrationofdifferenttangledskeinoflies.Partofthepsychologicaljustificationforthisact—forwhichhefeelsremorse,andevenwhencommittingitarisesfromhisinabilitytoinflictpain.Theliesdemonstrateayouth’spsychologicalcharacter
includingimmature,thecorruptvanity,thedeficientsenseofresponsibilityandthecynicalattitudetowardslife.The“phoniness”isnotthecomparisonwiththeadultworld.Itisdifferentfromtheadultworld.Comparedwiththefeigns,thecheatofregulationsormistrustofhypocriticalessencewitheachotheroftheadultworld,Holden’sbaselessandirrationalconcoctionssometimesarethenecessarywaystoprotecthimselfortheotherstofaceuptotheworldandpeoplewithpleasure.Perhapsjustbecauseofthiscontradictioninhisdisposition,wefeeltheauthenticityprecisely.
Chapter3ARebelResentingtheWorld
3.1ARebelagainstMundaneAffairsThroughthenovelweknow,thesocietywhichHoldenlivesinrequireshighrecordofformalschoolingofpeople.Everybodyhastoseekknowledgeinordertobecomeanoutstandingperson.Buthelooksdownuponpeoplearoundhim.Forexamplehisfather,hisbrotherandsoon.Itissaidthat“Thefatherwhoismakingalotofdoughandplaysgolfandplaysbridgeand11(TheCatcherintherye,172)HisbuyscarsanddrinksMartinisandlookslikeahot-shot.”○talentbrother,D.B,whowouldrathergotoHollywood,expectstowritepreliminaryscriptssoastomakemoney.AntoNepali,whoiswillingtomarriedarichbutveryoldwomanwhoisapproximately60yearsolderthanhim.
However,Holdendoesn’twanttobethedustkickedupbythem.Sohechoosestobearebelrevoltingagainsttherealisticsocietyaccordingtothespecialvalueofideasbyhimselfincludingtheuniquemotionandthelanguage.3.1.1ARebelagainsttheSchool
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AtthebeginningofthenovelHoldeniskickedoutofPenceyfailing4outof5courses.
Buthehasn’tlefttheschoolinformulatetime,instead,herebelsagainsttheschoolbyhisownway.Thatistosay,heleavesschoolaheadoftime,namely,threedays.Inhisowninitiative,heleavesschoolwithoutoutsideimpetus.Heisn’twillingtostudyhard,whichexactlyexpressestherebellionagainsttheUSeducationalsystem.Therevoltspiritisalsoreflectedindetailsinthenovel.HoldenvisitshisteacherMr.Antolini.Thekindheartedteachergiveshimtheconstructiveandnaturalsuggestionsratherthanself-devastationsuggestion—“Themarkoftheimmaturemanisthathewantstodienoblyfora12(TheCatcherincause,whilethemarkofmaturemanisthathewantstolivehumblyforone.”○therye,188)WhatisHolden’sresponsetothesincereadvice?Hisanswerisasifeitherwithinourexpectationornot.Hehasnointerestsinlearningthesuggestionsexceptfewwordsofthanksbecauseoftheteacher’scareforhimself.Holdendoesn’taccepttherolesintheworldbytheconstructiveway,onthecontrary,herebelsagainsttheschoolandthefamily,eventheworldwiththeimmatureattitude.Additionally,hedisplaystherevoltmoodthroughthewordsofcounter-legitimateandcounter-cultured.Forinstance,itappearsfrequentlyinhiswords“damn,goddamn,ass,oldandsoon.”Thesewordsappearwithextremelyhighfrequencyandthefastspeed.ItseemsasifthatHoldenisdegenerating.ThewordsinformthatHoldenhascontaminatedtheabuseinvoluntarily.Butbehindthosewords,whatarethepreciselyhidingmeaningsasHolden’sattitudetowardseverything?Hecurses“damnchill;goddamncity”intheheart.Hisheartfillswiththerevoltandsorrow.Hismonstrousbehaviororwordsdepartsfromthestandardsofsocietycustoms.3.1.2ASymbolfortheRebel—RedHuntingCapInthenovel,theredhunterhatisatypicalsymbolpassingthroughtheentirework.ThehuntingcaprepresentsHolden’spassiveresistancetomanyunpleasantaspectsoflife.Hebuysitwhenhisschoolmatesostracizehimandhewearsitwheneverhewantstoretreatfromunpleasanthappenings.InHolden’sdormitory,hishunterhatmeansuniquemeaning.Itissaidthat,“IswungtheoldpeakwayaroundtothebackverycornyIadmitbutIlikedittheyway.Ilookedgoodinit3○thatway.”1(TheCatcherintherye,45)AfterfightingwithStradlater,hehasdemonstratedthebehavioroutoftheordinaryonceagain.Hesays,“Iputiton,andturnedtheoldpeakaroundto-7-
(TheCatcherintherye,45)Heputsonthehunterhatonce○theback,thewayIlikedit...”1againatthetimeofleavingPencey.Heturnstheducktonguetothebackofhead.Hisactiononhishatdoesn’tjustshowhispleasurebuthisdeliberateintention.Healwayssayshelikesitthatway.Hejustlikesitthatway”Theemphasisindicateshisconsciouschoiceclearly.Andalsoitobviouslyshowsthathedoesthingsinaperversewayrebellingagainstthesocialcustomandthedisunity.Holdenattemptstoexpresseshisaspirationbyhisunusualaction.Heiswillingtobehimselfandtoshowhimselfintheuglyrealitysurroundedby“phony”.Asayouthinthetransitionofgrown-upgradually,hisachievementunavoidablystressestheself-valuesoastomanifestthesocialendorse.Fromallabove,hisrevoltnearlyhasnoalsorationalanalysisofthoughttosomeextent.Therefore,therebelliousbehaviorhasthepsychologicalcharacteristicswithseditionsandthisisarevoltofgeneralbehavior.Undoubtedly,thisrebelliousbehaviorhasuniquemeaningatthattimeinevitably.Thus,facingwiththeuglysocialrealitythatinfluencedbywhatheseesandhears,Holdenchoosestorebelwithouttheleasthesitation.However,therevoltstrengthistinyandtherevoltprocessisdifficultandslow.Heisjustlikefallingintomireinescapably.Andeachrevoltmakeshimfallinto“mire”deeperandgraduallyheisswallowedbythe“mire”finally.
3.2EvadingintheRevoltInthenovel,Holdenstrollsthreedaysandnightsandwitnessestheexterioradultworldfullofgrotesque,gaudy,falseandugly.Inhiseyes,heissensitivetotheworldandisn’tidentifiedhimselfwithit.Hewantstogetridoflonelyandsoughtunderstandingsinthebustlingandclamorousworld.Soheattemptstocommunicatewithotherpeopleaccordingtoadult’spatterns.It’struethatheislongingforunderstandingandlove.Butlikeanyotherchild,andlikemanyanadulttoo,Holdenhasanoverwhelmingdesireandneedstobenoticed.Holdenfrequentlygetsinandoutmanykindsofpublicplaces,suchasthebar,thetheater,thecinema,thepark,andthemuseum.Heinvitesthepersonswithtelephone,regardlessofthetaxidriverorastrangerintherestroom.Buttohispity,theresultiseitherarejectionorhavingnothingsincommon.HereisanexamplechosenfromTheCatcherintheRye.AfterHoldenleaveshishome,thefirstpersonhemeetsisMrs.Morrow–aschoolmate’smother,althoughhescattersherbyliesandmadefunofher,theirconversationisverypleasantinthewhole.Another-8-
time,hecallsupaprostituteandthenhefeltnosexualdemands,sotheonlythingforhimisjusttoentreatSunny,“Don’tyoufeelliketalkingforawhile?”“Perhapsyoumightcaretochatfora15(TheCatcherintherye,95)
However,inthefollowingdays,exchangesbecamewhile.”○worseandworse.Hefeelsdisappointedagainandagain.Actually,theexperienceinthreedaysloiteringistheprocessthatheseeksunderstandingandcommunication.Heisalwayswillingtochatwithonepersononthetelephonebecauseheisverylonelyandhadathirstforconversingwithsomeoneoneverychance.Withtherebuffedexchangeoneafteranother,hehasdeepintensedissatisfactiontotheworld.Hewantstorevolt,buttheresultstellhimthathehastoaccepttherealityandattempttoevadeandthenproceedstothenextstep—compromise.Thisistheworld,unchangeableworld.Relatedtohisprolongedinabilitytocommunicate,Holdenhasanotherintention,thatis,tobecomeadeaf-mute.Therepulsiveworldsurroundedbythephoninesswarnshimthathehastobeaphonyanddoeswhatthephonydoes.Hecontemplatesaretreatwithinhimself,“IfiguredthatIcouldgetajobatafillingstationsomewhere,puttinggasandoilinpeople’scars.Ididn’tcarewhatkindofjobwas,though...Justsopeopledidn’tknowmeandIdidn’tknowanybody.IthoughtwhatI’ddowas,I’dpretendIwasoneofthosedeaf-mutes.ThatwayIwouldn’thavetohaveanygoddamstupiduselessconversationwithanybody.Ifanybodywantedtotellmesomething,they’dhavetowriteitonapieceofpaperandshoveitovertome.They’dgetboredashelldoingthatafterawhileandthenI’dbethrough16(TheCatcherintherye,198)
withhavingconversationsfortherestofmylife.”
○Therefore,wecanseethatthechoicehemakesisstillcloselyconnectedtogetherwithlifeandhumansociety,althoughhefeelsdespairedinthereality.Onthispoint,weknowthatheacceptsandcomprehendsthereality.Astohim,toevadeisunrealisticinthatsociety.Hechoosestowalktoadistantplacesilently.Hehasnoalternativeexcepttocompromise.Maybeitisanonlyinevitablechoiceforhim.Infact,toflyfarandhighisn’tHolden’sultimatechoice.Hehastostrugglewithhardshipbetweentheidealandrealityinthreedaysinordertofindsomewheretosojourn.Howeverafterthesetbacksoneafteranother,hefinallyrealizeshisefforthasnoavail.Suchtheplacedoesn’texistinfact.ThereviewerWangLihongputsitbybestsaying,“ThereareonlytworoadsfacedwithHolden,toaccepttherealityortoenterthementalhospital.Hehaschosentheformerinfrontoftheunchangeablereality.JustastheendingdescriptionofnoveltoldusthatheconsentedtoreturntotheschoolonnextSeptemberandtriestomeltintothesocietyonceagain.”(Wang,-9-
180)Tohispointofview,hewantstobecomeacompromiseonehundredpercent.Onthispoint,wemayobviouslyfeelthatHolden’sself-centerednesshasbrokendownandhegraduallyacceptstheworldthatoncerejectedhim.3.3GrowingintheRevolt
Inthenovel,J.Dhasmoldedtwolovableangeliccharacters—HoldenandhisyoungersisterPhoebe.Theyarekind-hearted,honestandcourageous.Theybothhavecompassionandrebelliousspiritespecially.Theyabandonthecommoncustomsofworld’soutlook,andgraduallycomeintobeingtheirownideas.PhoebeistheonlygoodpartnertowhomHoldencouldpourouthisthought.ThelovableandunderstandablesisterawakensHolden’slonelyandrebelliousheartaswellasthenewviewofideasabouttheworld.Tobediametricallyopposedtosocialreality,Holdengraduallylearnshowtoforgiveandaccept,evenhowtoformthenewponderandattentiontothesociety.Throughthethreedaysandnights’purgatoriallife,Holdennotonlylearnstorebelagainstthesociety,butalsounderstandsthetruesignificanceofgrowth.Inchapter25ofthenovel,Holdensitsonthebenchnearbythemerry-go-round,watchingPhoebeandseveralotherchildrenridingthewoodenhorse.Atthesametimethemusicresounded,thechildrenrotatewithincircleagainandagain.Holdenthinks,“Allthekidskepttryingtograbforthegoldring,andsowasoldPhoebe,andIwassortofafraidshe’dfalloffthegoddamhorse,17(TheCatcherintherye,butIdidn’tsayanythingordoanything.”
○211)HoldenwantstogivePhoebetheprotectionasparents,butherealizesthebestparentsaresupposedtoallowthechildrentotakeriskorattemptthemtodosomething.SoHoldenunderstandsitisnecessaryforchildrentoexperiencenewthingsregardlessofanythingunexpectedlyhappened.Therefore,hedecidestoallowPhoebetograpethegoldencirclefirmlybyherself.Atthesametime,thisimagehasalsosymbolizedtheconflictinhisinnermostfeeling.Ontheonehand,heisnotwillingtoenterandadapttotheadultworld.Ontheotherhand,hemustgrowintomaturity.Heisnolongerachild.Fromhisview,theadultworldisfilledwiththeevilandcompromise,however,asanadolescenthehastoentertheadultworld.OnlythroughtakingrisksbravelycanHoldengrowupgradually.Sohetriestounderstandtheworldandtriestoliveupinanumberofthesocieties.Thisisobligatorycourseinthelife.BecauseofPhoebe,heisrecoveringgraduallysothathebelievedthelife—toacceptthehappinessandsorrow,thebeautyanduglinessinthelife.“Thethingwithkidsis,iftheywantedtograbforthegoldring,youhavetoletthemdoit,andnotsay-10-
18anything.Iftheyfalloff,theyfalloff,butitsbadifyousayanythingtothem.”
○
(TheCatcherintherye,211)Atthattimehebecomesmaturegradually.Themerry-go-roundhasalsosymbolizedthebigstageoflife.Assameasthemerry-go-round,therouteoflifeisalsocontinuousprocess.Everyoneisrotatingbycertainorbit.Solongasheproceedstorevolve,theendingpointalsobecomesthenextbeginningpoint.OneofacademicessaysonTheCatcherintheRyeconcluded:“Holdenisnotthefirstpersonorlastpersonwhofeltpuzzledandresentfultotheadultworld.Solongas“thejockey”graspstherules,controlshimselfandadjuststhehealthfulmentality,nomatterwhathappensoutside,it’salwayssafeforthepersonwhositsonthewoodenhorse.”(Kong,72)Anyhow,Holdenrealizesthathemusthumanizehimselfandescapetoaprivatesolitude.Thereisnoneutralgroundandthereisnohalf-wayhouse.Hemustlearnhowtoliveofhisownintheworld.
Chapter4Holden—theInnocentimageinTheCatcherintheRye4.1Holden—AYoungManLovingPureChildhoodTime
Fromthenovelwemaysee,Holdenhateshypocriticalsocietyandalsoheissentimentallyattachedtothenaturealongwiththepurechildhoodtime.Asfaraspurityisconcerned,wecouldnaturallythinkofpureworld.Inthenovel,thepureworldismanifestedbysomerepresentativepersonages.Thefirstishisyoungerbrother,Alley,whodiedmanyyearsago.Holdenlikeshim,notonlybecauseofthebloodrelationship,butalsoforAlley’schastityandintelligence.HoldenrecallsthathesleepsinthegaragethatveryeveningwhenAlleydies.Soheinsiststhatheisresponsibleforhisbrother’sdeath.Asaresultoftheextremelysorrowful,heusesthefiststosmashthewindowpaneheavily.Moreover,healsothoughtthathebecameadeadmantoo.AnotherdetailwhichreflectedhisdeeploveisthathepreservedAlley’sbaseballgloveallthetime.WhenStradlaterasksHoldenforgivingathesistohimself,Holdenwritesanarticleaboutthispairofglove.HealwaystalkstoAlley,asifAlleyisstillalive.WhenPhoebeasksHoldentosaysomethingorsomebodyhelikes,healwaysthinksofAlley,hislovelyyoungerbrother.Obviously,inHolden’smind,Alleyisthepuresymbolforeverthoughhehasalreadydied.
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WhenitcomestoPhoebe,Holdensparesnoeffortsexpressinghiscareforher.Healwayswantstoguardandprotectherinnocentandartlessmind.Whenheisoverwhelmedbythehypocriticalpeopleandthesociety,andevenwhenheisalmostdespairedwithallthethings,heslipsintoPhoebe’sroom,hesays,justbeingafraidofhavingnochancetoseeherbeforehedies.WhenhesetsfirmresolvetogototheWest,hebidsfarewelltohissisterPhoebe.HesimplygoescrazywhileseeingtheobscenitiesfromthewallsonPhoebe’sschool.Hebeginstoworryaboutitandhecouldn’timaginewhatthechildrenwouldthinkwhenseeingthe“terrible”words.PhoebeproposestogotogetherwithhimsoastoliveintheWest,heflatlyrefuses.HehopesPhoebetomaintainakindofnaiveattitudetowardsthelife.Anothertime,theyoungersistertalkstohimusingabluntword“shutup”,hefeelsshockedverymuch.Holdenalsofeelsthelittlegirlwhowearstherollerskatesisextremelylovablewhenrunninginto
troublesomebusiness.“Lovable”mayregardastheantonymof“hypocritical”whichhecommonlyusestodescribetheworld.Here,withregardto”lovable”,itsmeaningcoversthemeritsjustashonesty,naive,allofthatmanifestedbythechildren.Holdenalsothinksthetwonunshemeetsareverygood,becausetheyaredifferentfromhisownauntswhocouldnotmakethegoodallalongbutthenunsdowholeheartedly.Moreover,itiscertainthathisauntsdon’tshowupinpublicplacesiftheydon’tpaintrougeandpowder.Asifthenun’simagestandsforpureembodimentinadultworld.Inaddition,Holden’sgirlfriendJane,hisclassmateRichard,whospeaksoutfreelyinthespokenlanguageclassandalsotheinvariableduckandthefishinthecentralparks’
shallowwaterlake,theremainsinthemuseumexhibitionandeventheredhunterhatwhichcosthimonedollarinNewYork.AllthethingsappearinHolden’smindfromtimetotime.ThesethingsconveyinherentsignalsinHolden’ssubconscious.In“SurveyofContemporaryAmericanNovel”
HuangTiechisays,“Thesignalsshowusnothingmorethantwomeanings.OneispreciousaffectionwhichHoldenlovesandalwayspursues,thatis,tobepure,toretainchildlikequalities.Theotheristhe‘freeze-frame’
things,theinvariablethings,simultaneouslyallofthemmanifesthiswisdomaswellasthedignity.”(Huang,7)Earnestlytheyareallthevaluablethingswhichheyearnsfor,thatarethetrue,thegood,andthebeautiful.4.2Holden--APatronGodforChildrenHolden,theinsignificantindividual,hefeelstiredanddepressedaboutthecorruptionandphoninesswhenstrugglingagainstthesulliedworld.Heiseagertoescapetoan“innocentand-12-
authenticEden”,wherehecanseekapureandsincerelife.
4.2.1TheIdealEdenInHolden’seyes,theidealEdenisthenaiveworldofchildren.Holdenseestheworldasanevil,cruelplacewhereeveryonefeelsdisgusted.Soheretreatsawayfromhypocriticalworldandpeopleandheisresignedtosufferfromloneliness.Incontrasttothefalsehoodandeviloftheadultworld,thesimplenatureofchildrenbringshimalotofjoyandconsolation.Hisunitywithchildrenandhisdreamaboutchildhoodturnstobeaheavenwhichisabsolutelynecessaryinhislife.Theworldofchildreniscrystal-clearandfullofwarmcareandlove.Holdeninsiststhatchildrenshouldnotbedisturbedbytheadultworldandthusstillremainstheinnocentandgenuinehumannature.TheidealEdenurgesHoldentotakeonaroleofprotectorforchildren.Since,Holdenreasons,thereisnofulfillmentintheadultworld,sinceallitcanoffermanisfrustrationorcorruption,theonlyworthwhiletasktowhichhecandevotehimselfisthatoftheprotectorwhostopschildrenbeforetheyentertheworldofdestructionandphoninessandkeepstheminastateofarrestedinnocence.“Anyway,Ikeeppicturingalltheselittlekidsplayingsomegameinthisbigfieldofryeandall.Thousandsoflittlekids,andnobody’saround-nobodybig,Imean-exceptme.AndI’mstandingontheedgeofsomecrazycliff.What
Ihavetodo,Ihavetocatcheverybodyiftheystarttogooverthecliff-Imeanifthey’rerunningandtheydon’tlookwherethey’regoingIhavetocomeoutfromsomewhereandcatchthem.That’sallI’ddoallday.I’djustbethecatcherintheryeandall.”○(TheCatcherintherye,173)Whathelikestobeisthe1guardianofinnocenceandtheprotectorofinnocents.Heinsiststhatthehumanispureinhischildhoodandisnotcorrupteduntilheentersadultsociety.ItiscertaintythattheidealEdenisequallytoperfectHolyLand.ItisforHolden,especiallyapuresoul’sEdenforhumanbeings.4.2.2ACatcherTheauthorisdemandingthatHoldenshouldre-examinehimselfandthevaluesofhislife.Atlast,Holdenbeginstoformulatehisthoughts—abitincoherently,itistrue—aboutwhathewantstodowithhislife.Hewantstobethe“catcher”—guardianofinnocenceandtheprotectorofchildren.Hewantstosaveinnocentchildrenfromfallingintotheabyssofadultcorruption.Heyearnsforphilosophicalsignificanceinhislife—tohaveagreatmoralpurposeaboveandbeyondpracticetruths.Themissiontakesonthegodlikeproportionsofasavior.Without-13-
sacrilegiousintent,hewishestosavehumanityfromtheevilofitsways.AstoHolden,whateverunpleasantcharacteristicsachildmaydisplayaretheresultsofprematureexposuretoadultinfluence.Sohewisheschildrenkeeptheirnaivetyandinnocenceforever,nevergrowingupandneverenteringtheadultworld.Tosomeextent,Holdenresolvestobethetowermanwhichmakesinawheatfield,savingthousandsofinnocentchildrenwhohavethepossibilitytofalldownthecliff.WemaysaythatinTheCatcherintheRye,SalingerentrustsHoldenwiththeloftyidealinpursuitoftheuniversalloveandspirit.Inthenovel,heisnotmerelyoneoftherevoltsgivingcomplaintsabouteverythingaroundhim,butalsoasa“Catcher”protectingthechildreneventheniceworld.Moreover,thepuritywhichthechildrenpossessisoneofthemostpreciousmoralexcellencesofhumanbeings.Andthe“Catcher”
isjustthepersonwhohastheresponsibilityactuallyneedsabsorbedandtheselflessofferingspirit,sparingnosacrificeindividuallifetodefendpurityandtheinnocentofchildren.TheHolden’senterpriseisgreat,anditsbenefitisnotmerelyforchildren,moreover,fortheentiresociety.Withoutquestion,insomekindofdegree,weshouldgivehighlypraiseforHolden.
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Chapter5ConclusionIntheCatcherintherye,Salingerpresentsusasensitive,rebelliousandveryelf-consciousadolescentwhoeekhisownidentityinrelationtoanoutsideworldwithwhichhefindhimselfmoreorlessatodds.ThroughthestudyandanalysisofHolden,wecanseethat,hisinitiationhastoexperienceanarduousandpainfulstruggletoachievesomemeasureofintegrationwiththesociety.Withrelationtotheplotsofthenoel,firstly,hestandsasarebelofsociety,takingastanceagainsthypocrisy,obscenityandintegrity.Hefeelstiredanddepressedaboutthecorruptionandphonies.Inhisrebellionagainsttheso-establishedvaluesoftheadultworld,helearnsthetruesignificanceofthelife.Asatypicalyouth,whocarriestheburdenofgenerosity,loveandsensitivefeelinginthemodernworld,Holden,afterall,willeventuallyconformto“phoniness”
throughthepainfuljourneyofhisinitiationbecausehewantsbadlytojointhehumanrace.Secondly,heisanadolescent,caughtbetweentheworldsofchildhoodandadulthood.Onthispoint,hedemonstratestheneedforinnocence,honestyandintegrity.Childhoodinhiseyesisthebesttimeinlife.Moreover,heiseagertogotoan“innocentandauthenticEden”
whereeverybodycanseekapureandsincerelife.Intheworldmadeof“childrenangel”
and“adultevil”,hewantstobe“acatcherintherye.”Undoubtedly,forhim,itisuniqueloftyjob.Byandlarge,intheCatcherintheRye,Holdenisarebelofthesocietyandalsoheisapursuerforideal.Inaword,HoldenCaulfieldisthelivingexamplereflectingthefeaturesofthetimes.Meanwhile,heistherepresentativeofthecontemporaryAmericanyouth.Whetherthenornow,histypicalimagecallsfordeepthought.-15-
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Barringger,H.R.etal.1990.Education,OccupationalPrestigeandIncomeofAsianAmericans:Evidencefromthe1980Census[J].SociologyofEducation,63,27-43.(英文专著格式)Willis,J.1996.AFramworkforTask-basedLearning[M].London:Longman.(英文网站参考格式)White,P.R.R.,2001.Appraisal:AnOverview.http://www.grammatics.com/appraisal/.(中文期刊格式)孔秋梅.2003.以爱唤爱—论‘麦田里的守望者’的主人公的心态转变[J].齐齐哈尔大学学报,9,71-72.(中文专著格式)
钱满素.2003.美国当代小说家论[M].北京:中国社会科学出版社.
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篇五:麦田里的守望者霍尔顿人物分析
《麦田守望者》主人公霍尔顿人物形象分析
霍尔顿人物形象
《麦田守望者》主人公霍尔顿人物形象分析黑体小二号居中,单倍行距
摘
要
霍尔顿是塞林格著名的文学作品《麦田里的守望者》里的小主人公,也是当时美国年轻人的代表人物。显而易见,形象鲜活的霍尔顿给各个时代的读者都带来了深深地震撼。本文将着重分析研究霍尔顿的个性特征。主人公所处的现实社会是矛盾的、对立的。“假模假样”是这部小说中的一个经典词语,也是主人公常用的词语。本文将从霍尔顿矛盾性格对立的角度,对他的两方面个性特征进行分析,包括其个性中的反叛性以及其坚守纯真,追求幸福的崇高愿望。同时探究主人公霍尔顿矛盾性格形成的成因,从社会环境和教育环境两个维度来解读,以期能探索其性格形成的根源。
为了让读者能够更深入的了解主人公和Inaddition,AntoNepalimarriedaoldwomanwhohadalotoftreasure.Holdenhatedallthingslikethose.Therefore,hestartedtofightagainsttherealworld,andhopedtohaveawonderfullifeashewant.3.1.1ARebelagainsttheSchoolInthefirstpartofthenovel,itdescribedthatHoldenwasweededoutofPenceybecausehefailonecourseoutoffiveones.However,hehadn’tastheschool’sstipulatedtime,infact,heleftschoolinadvance,whichwashisownwaytorevoltagainsttheschool.Onhisowninitiative,heleftschoolbecauseofhisownwilling,butnotbecauseofoutsidedriving.Hewasreluctanttomakeefforttolearn,whichclearlydemonstratedherevoltedagainsttheeducationalsystematthattime.Fromsomedetailsinthestory,theycouldalsomanifestHolden’srebellioncharacters.Heregivingane_le,oncehehadvisitedhisteacherMr.Antolini,whoparedandanalyzedthedifferencebetweenimmatureandmatureman,andgavehimthesignificantsuggestions,butnotsuicidalsuggestion.WhatwasHolden’sresponsetothesincereadvice?Hehadnointerestsinlisteningtosuggestionsoftheteacher,sinceheonlycaredforhimself.Holdendidn’taccepttherolesintheworldbytheconstructiveway,onthecontrary,herebelledagainsttheschoolandthefamily,eventheworldwiththeimmatureattitude.Additionally,hedisplayedtherevoltmoodthroughthewordsofcounter-legitimateandcounter-cultured.Forinstance,itappearedfrequentlyinhiswords“damn,goddamn,ass,oldandsoon.”Thesewordsappearedwithe_tremelyhighfrequency.ItseemedasifHoldenwasdegenerating.Theimpliedmeaningsinthesewordsarehisattitudetothesociety,andtheyalsoe_pressedhewasdisgruntledandsad.Hisweirdwordsandactionmadehimoutofthestandardsruleofsociety.3.1.2ASymbolfortheRebel—RedHunterCapAstotheredhatfromahunter,itwasanuniquesymbolofthewholenovel.ThecapstoodforHolden’spassiveattitudeandqualitytowardsalotofunhappythingsinlife.Heboughtitatthetimehewasrepelledinschool,andhehadmentionedthatifhedidnotwantunhappythingstohappen,hewouldwearit.Thehuntercaphadparticularmeaninginhisdormitory.Hesaidheknewitwashatefultowearthepeaktoback,buthelikedtodoitlikethat.(Salinger,1951:45)AfterstrugglingwithStradlater,hedisplayedhisbehaviorinanidiosyncraticwayagain.WhenheleftPencey,heworethecapagainandplacethepeakbehind,whichmanifestedhisjoyfulnessanddeliberateness.Heoftene_plainedthathelikeditthatway,andhighlightedthathejustlikedtodoasthat,fromwhichitcouldbeseenthatdemonstratedhischoicee_plicitly,andalsodisplayedthatherebelledagainstthesocialruleandnorm.Hemadeefforttoe_presshiswishbyunnormalway.Helookedforwardtobehimself,andhadtomanifesthiminthehypocriticalandinsincereworld.Generallyspeaking,theactionofrebellionhadagitativefeature.Itwasnodoubtthatthiskindofbehaviorhaduniqueandparticularmeaning.Therefore,whenrecognizingtherealsocietywasimpactedbydecadentthings,Holdenrevoltedatonce.While,hisdefiancewastoonegligible,hardandslowtobecaughtinmire.Themoreherebelled,thedeeperhewouldbecaught,untiltobeswallowed.3.2EvadingintheRevoltTherewassuchadescriptioninthenovel.Holdenwanderedoutsideforthreedaysandnights,observingandfoundtheadultworldwasfilledwithwickedness,insincerityandevil.Hewassensitive,butwasnotrecognizedbythesociety.Hedidnotwantstolivelonely,andhopedtogetunderstandfromthenoisyworld,thereforehetriedtoemployadultmunicationmodetotalkwithotherpeople.Itwasthefactthathewaseagertobeunderstoodandloved.Holdenstillkeptanoverwhelmingdream,likealotofchildrenaswellasadult,andneedtopayattention.Holdenusuallyappearedinalotkindsofpublicplaces,andusedphonetoinvitedpeoplesincludingta_idriverandstrangers.However,theresultsareusualoutofhise_pectation,becausehewasrefusedorhadnomonwords.Here,givingane_lefromthenoveltodemonstrate.Afterleavinghometown,HoldenmetMrs.Morrow.Heusedlietomakeherlaugh,buttheywereglad.Theothere_lewasaboutaprostitute.Hecalledher,butneverfeltanyse_ualdesire.Infact,histhreedayse_periencewastheefforthemadetotrytobeunderstoodandtoacquiremunication.Heoftenlookedforwardtotalkwithpeople,becausehewastoolonely,anddesiredandcatchedallopportunitiestomunicate.Withthemoreunpleasantmunication,themorehewasdissatisfied.Heintendedtorevolt,howeverthefactwasthathehadnochoicebuttoaccepttheworld,buttrytoescapefromit,however,hehadtopromiseonceagain.Heevenkeptthemindthathewasamanwhocouldnothearandspeakbecausehecouldnotmunicatewithothersinalongtime.Theworldwasrepellinghim,andtherewasfulloflonelinessinhisheart,whichalerthimmustbephonyasothers,aswellasdoingphonythings.Hemadeplanedforhisfuturelife:heimagedhewoulddoaworkingasstationwherehedoesnotneedtothinkaboutthetypeofworkornobodyknowhim;wherehedoesnotneedtohearandspeak,butjustgetinformationfromthecustomer’spieceofpaper.(Salinger,1951:198)So,itcanbeeasilyfoundthathisdecisionandactionhadverycloselyrelationshipwiththereallifeandworld,despitehecouldnotfoundhopeinthesocietyhelivedin.Analyzingfromthisaspect,itcouldbeseenthatheacceptandunderstandabouttherealworld,anditwasreasonlesstoescapefromthesociety.Hefinallywenttoadistantplaceinsilent.Hehadnootherchoicebuttodolikethat.Holden'sfinalpurposewasnottokeepawayfrompeopleandliveinadistantplace.Thetruthwasthathee_periecedhadfightbetweentheidalandrealityfortheaimtofindasuitableplace.But,afterencounteringmoreandmorefailure,herecognizedthatnomatterwhathedid,itwouldbenouse.Therewasnosuchanidealplaceinrealworld.WangLihongwasafamousreviewer,andheoncesaidHoldenjusthadtwochoice,onewastoaccepttherealsociety,theotherwastobeinsane.Intherealworld,hehadnochoicebuttoacceptthereality.Wangalsogaveane_letoarguehispointofview:HoldenwentbacktoschoolinSept.andattemptedtointegrateintothesocietyagain.(Wang,20__6:180)AsWang'sopinion,hechosetopromisetotally.3.3GrowingintheRevoltInhisnovel,J.DhadcreatedtwolovelyroleswhowereHoldenandPhoebe,andtheytwowerelikeangles.Theypossessedgoodqualitieslikekindness,honestyandcourage.Theyhadsympathywithothers,andinparticular,hadthecharacterofrebellion.Theyalsogetridofthemonnormsofthesociety,andfinallydevelopedtheirownthought.Hisyoungersister,PhoebewastheonlyonewhoHoldencouldtalkabouthisidealwith.ItwasalsoPhoeberousedHolden’sheartbyherlovelinessandwisdom.Holdenhade_periencedthreedaysandnightsseekingformunication,fromwhichknewhowtorevoltagainstrealityaswellasrecognizedtheimportantmeaningofgrowth.Therewasdetaildescriptionin25thchapterofhisbook:Holdensatonabench,andafterawhile,hewatchedhislittlesisterridingwoodenhorseandplayingwithotherchildren.Meanwhile,thechildrenrevolvedagainalongwithmusic.Andhethoughtthattheyallweremakingefforttogetthegoldring,includingPhoebe,heworriedshemayfalloff,buthestillkeptsilenceanddidnothing.(Salinger,1951:211).AtthebeginningHoldentookcareofPhoebeasparents,howeverherecognizedthatthebestparentsshouldallowkidstodosomethingtheywant,andtrytotakeadventure.Therefore,Holdenbelieveditwasimportantforchildrentoattempttotoughnewthings,whichmayhavesomerisk.Afterrealizingthat,hejustwatchedPhoebegrabbingthegoldenhorsebyherselftightly,anddidnotdisturbedher.Here,thecharacter’sconflictwasmanifested,thatistosay,hereluctanttoaccepttheadultlife,buthehadtogrowupandlearnedtobemature.Hewasnotachildanymore,andwouldbeadultsoon,eventhoughhethoughttheadultworldweredecadent.Ifhewanttogrowupquickly,hehadtotakeadventurewithenoughcourage.Then,hemadeefforttoknowtheworldandtoacceptit.Thiswasaverynecessarycoursehehadtolearn.Hefinallyknewthatiftherewashappiness,therewasalsosorrow,andthesameasbeautyandugliness,whichhelearnedfromPhoebe.So,hebelievedthatifthechildrenwantedtograbthegoldring,adultshouldallowthemtodoandjustkeepsilence;theymayfallenoff,butitwasnotgoodforadultstostopthem.(Salinger,1951:211).Sincethen,hehadbeenmoreandmoremature.Themerry-go-roundwaslikelife,asitrevolved,thelifealsocontinued.Everybodywasrevolvedaroundthecentera_is.Therewasaacademicarticleaboutthisnovel,anditmadeconclusionthatHoldenwasnottheonlymanwhodoubtedanddissatisfiedwithrealsociety,butifthejockeycouldfollowtherulesandadjusthimself,thenhe/herwouldbesafeonthewoodenhorse,inspiteofeverythingoutside.(Kong,20__1:72)Timeaftertime,Holdenfinallyrecognizedthathelongedforpeaceandsolitude.ChapterFourTheReasonsofContradictorycharacters4.1SocialEnvironmentHoldenmethisbrother’se_-girlfriendwhenhedrankinGreenwichVillageandtalkedwithhisbrotheraboutwhowasatalentedwriter.Hisbrotherhadpublishedagoodshortstory.ButlaterhebegantowritesomevulgarplaysforHollywoodbecauseofmoney.Thee_-girlfriendpleasedHoldenandwantedtomakeuphisbrother.Holdenfeltdisgustedanddepressedabouthisbrother,whowasfullofwit,submittedtothelureofmoney.Noordinarypeoplewouldlikehisbrother’se_-girlfriendnorwouldartistslikehisbrotherwhoworkedformoney.Thewholesocietywasfullofmaterialism.Eventheartwasfilledwiththeworshipofmoney.Holden’sdisgustandfrustrationshowedhiscontemptofadultworldwhichwasmiredinmaterialism.HoldenmetSarneatthenightofhistraveling.HesympathizedwithSarnewhogaveinherselftoviceduetotheburdenoflife.Sarnewasconfused,angrywithhim,beatinghimandevenransackinghim.Shewastheimageofasocialvictim.Though,shehadacceptedtherulesofthesocietywherepeoplewereonlyinterestedintheirowninterestswithoutcaringaboutothersasmuchasthemselves.Holdenhadsympathyforher.Heonceagainfelttheindifferenceofsocietyandthedistortionofhumannature.Therefore,everytimeHoldenapproachedtopeople,hecouldnotbuildaneffectivemunicationwiththem.Holdenwasbanishedfromtheworldbeforeherefusedtheworld.Sohee_pressedhimselfinadistortedway.Hewascynical,sarcastic,likinglying,speakingnonsense,teasing,andeveninsultingothers.Heoftenfeltthathewasaterribleliar,amadman,andafool.Afterhegainedinsightofthedistortionoftheadultworldandalsohisownspiritualdistortions,itseemedthatescapewastheonlychoiceforHolden.Howeverrealitylethimknowthat“youwillneverfindafortable,quietplace,becausethereisnoplacelikethis”.
4.2EducationalEnvironmentTheschoolwhereHoldenstudiedhadahighreputationintheeducationalfield,whichshouldprovideagoodeducationandhealthygrowthforstudents.Onthecontrary,therewerealotofunhealthysocialtrends.EveryonearoundHoldenwas“ahypocrite”.
Readingbooksandlearningknowledgewereonlyto“getadvancedinthesocietysothatinthefuturetheycanbuyagoddamCadillac”.
Whatstudentsdidwas“talkingaboutwomen,alcoholandse_”.
Obviously,suchschoolwasnotanidealplaceforHolden.Helookeddownuponthosehypocriteswhowereseniorstudentsandhatedthoseclassmateswhofollowedthem,whichmadehimunfittothesurroundings.Noonecouldreallyunderstandhisrebelliouscharacter.AndoliniisoneofthemostimportantfigureswhomHoldenvisitedafterheleftschool.HeusedtobeHolden’steacher.Holdenconsideredhimasthebestteacherhehadinhislife,andrespectedhisbraveandrighteousdeeds.Therefore,afterHoldensufferedaseriesofdefeat,hecametoAntonelli’sapartmentwithconfidenceandimaginedtogetunderstandingandconsolation.Buttheteacherwhooncelefthimagoodimpressiontoldhisstudents:“thesignofanimmaturemanisthatheiswillingtodiebravelyforhiscause”,andhismarkamaturemanwithdifferencethathepreferstolivehumblyforhiscause.ItwasclearthatHoldenwas“immature”inhismind,andhehimselfwas“mature”.
Fromtheperspectiveoftheadultworld,theadviceAntonelligavetoHoldenmightmakesense.Butitcouldn’treleaseHolden’sconfusion.
Hewaslonelyandpainfulbecausehedidn’twanttolivehumblylikemostpeople.Evenhismostrespectedandtrustedteachereducatedhimtobeapersonlikethat.Hewasveryconfused,verydisappointed,especiallywhenhewokeupfromhissleepandfoundthathisteachermightbeagay.Hethenimmediatelyfoundane_cuseandescapedawayfromAntonelli’shouse.
Allhishopesvanished;whattheworldgavehimwasonlydespair.ChapterFiveConclusionInthenovel,theauthorshowedusasubtle,rebelliousandquiteself-consciousteenagerwhofoundhisownidentityfromthee_ternalsociety,however,inwhichhefoundhimwasinconsistentwiththesocietyinreverse.Inthenovel,Holdenstoodforarevolttorealsociety,andstoodintheoppositepositiontobatmendacityandsmuttiness.Hewastiredofandevenanddismayedaboutthedecadenceandfraud.Intheprocessofrebellingthealreadybuiltlifevaluesintheadultsociety,herecognizedtherealmeaningandsignificanceoflife.Asarepresentativeyoungman,helovedandhadasensitivefeelingforthemodernworld.Meanwhile,hewasanadolescent,concatenatingtheseinchildhoodandadulthood.Therefore,hemanifestednaivety,sincerityandhonestywereneeded.Inhisheart,Childhoodwasthemostwonderfultimeinhislife.What’smore,hedesiredenterarealEdenatthatplaceallpeoplecouldpursuenaiveandgenuinelife.Hiswillingistobee“acatcherintherye.”Withoutanydoubt,itwasaparticularnobleworkforhim.Generallyspeaking,inthisnovel,Holdenwasdesignedasrebelliontothesocietyanddreampursueratthesametime.Inaword,throughdepictingHoldenCaulfield’sfeelingtothesociety,theauthorvividlypresentedsocialproblemsatthattime.Atthesametime,HoldenisatypicaladolescentofthetimeinAmerica.Nomatterinthepastoratpresent,hisparticularfigurebringspeopletohaveadeepthoughtabouttheirlifeandsociety.Bibliography[1]Geismar,Ma_well.AmericanModerns:FromRebelliontoConformity.NewYork:HillandWang,1998.[2]Hassan,Ihab.RadicalInnocence:StudiesintheContemporaryNovel.NewJersey:PrincetonUniversity,1997.[3]Salinger,J.D..TheCatcherintheRye.Boston(Little,Brownandpanyedition),1951.[4]PeterShaw.NewEssaysonTheCatcherintheRye.London:CambridgeUniversityPress,1999.[5]塞汉.“霍尔顿—美国文学中又一个哈克·贝里·费恩似的人物”.
内蒙古大学学报,6(20__0):167-169.[6]常耀信.美国文学选读.南开大学出版社,1990.[7]黄铁池.当代美国小说研究.学林出版社20__0.6.[8]孔秋梅.“以爱唤爱—论‘麦田里的守望者’的主人公的心态转变”.
齐齐哈尔大学学报,9(20__1):71-72.[9]钱满素.美国当代小说家论.中国社会科学出版社,1997.[10]塞林格.[美国作家]著,施咸荣译,麦田里的守望者.译林出版社,1998.9.[11]尚晓进.精神危机与自我救赎.英美文学研究丛论,2(20__0):196-209.[12]施咸荣.美国年轻一代的无声抗议—国外对塞林格“麦田里的守望者”的评论.浙江文艺出版社,1998.9[13]王立宏.霍尔顿:一位震撼人心的悲剧人物.学术交流,20__6Inaddition,Iwouldliketothankmybelovedparents,whohavealwaysbeenhelpingmeoutofdifficultiesandsupportmewithoutanyplaints.Finally,Iamalsogratefultootherpeoplewhohaveeverhelpedmewiththisthesis.Withouttheirhelp,thepletionofthisthesiswouldbeimpossible.Here,Iwouldlikee_pressmysinceregratitudetoallofthem.
篇六:麦田里的守望者霍尔顿人物分析
(完整)《麦田里的守望者》中的霍尔顿形象分析
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110英汉状语语序修辞对比与翻译
111《看管人》下的“品特式”(开题报告+论)
112英汉禁忌语对比分析
113唐诗意象英译中的文化障碍和策略
114从精神分析和人格面具理论看“我”和吕蓓卡的对立统一
115浅析英汉宗教死亡委婉语的异同
116从王尔德喜剧中的花花公子形象解读王尔德信奉的纨绔主义
117浅析简?奥斯汀《理智与情感》中的婚姻观
118模糊语用交际策略在政治语言中的运用分析
119TheAnalysisofDaisyinTheGreatGatsby
120PsychoanalyticalStudyofKateChopin’sTheAwakening
121浅析新闻中模糊语的翻译
122浅析汉英翻译中中式英语的现象
123论宋词词牌名的翻译
124互联网对英语翻译的影响
125传统教法与交际法结合的英语教学探讨
126从《简?爱》的多译本看中国两性关系的变化
127《追风筝的人》作为成长小说的的体裁分析
128解析马克吐温《竞选州长》中的幽默讽刺艺术
129字幕中的幽默翻译-以《老友记》为例
130约翰?欧内斯特?斯坦贝克《愤怒的葡萄》中的生态整体主义观
131论《红字》中的清教主义思想
132《喧哗与骚动》之现代主义写作技巧分析
133从关联理论角度谈英语双关语的翻译
134英语词汇的记忆方法
135《汤姆叔叔的小屋》中的女性力量分析
136论简爱与凯瑟琳性格与命运之异同
137文化差异对中美商务谈判的影响
138中西方丧葬文化的对比研究
139英语广告中双关语的运用及翻译研究
140从归化异化角度浅析《三字经》两个英译版本
141中西方奢侈品消费文化之比较
142中美婚礼文化的差异
(完整)《麦田里的守望者》中的霍尔顿形象分析
143论苔丝悲剧命运的根源
144谈某些颜色词的翻译
145从迈克尔杰克逊看美国梦
146OnMovieTitleTranslationfromSkoposTheoryPerspective
147适者生存—解读《野性的呼唤》中的“生命的法则”
148王尔德童话《夜莺与玫瑰》中的唯美主义
149论原声电影对提高大学生英语听说能力的作用
150英语习语非稳定性结构特征研究
151《飘》中生态女性意识的研究
152从《老人与海》看海明威的人生观
153国际商务谈判及其谈判风格
154《榆树下的欲望》中艾比?普特曼悲剧的根源
155论国际商务非礼貌言语行为
156《哈姆雷特》戏剧中的悲剧因素
157浅谈《基督山伯爵》的主要宗教思想
158浅析英式英语与美式英语之词汇差异
159AComparisonoftheEnglishColorTerms
160《蝇王》中的象征
161语言迁移对第二语言习得的影响的试探性分析研究
162从文化差异角度论商标词的翻译
163AResearchonVocabularyLearningStrategiesEmployedbyNon-EnglishMajorsintheCALLEnvironment
164《黑暗之心》主人公马洛的性格分析
165从新闻用语特点对比中西方文化差异
166WomenintheRoaringTwenties–AComparativeStudyofFemaleCharactersinTheGreatGatsbyandTheSunAlsoRises
167商务英语合同的词汇特征
168论《纯真年代》的女性意识
169旅游资料翻译中文化因素的处理
170TheComparisonoftheChineseSpringFestivalwiththeWesternChristmasDay
171内地与港台海外电影片名翻译的比较
172AComparisonofValuesbetweenChinaandtheWest
173《格列佛游记》对理性的反思与批判
174论商标名称汉英翻译中的合作原则
175美国电影文学中种族歧视现象研究
176简?爱和林黛玉不同命运的跨文化解读
177从李安的父亲三部曲看中西方价值观的差异
178从习语来源看中西文化之不同
179奥巴马竞选总统获胜演讲的文体分析
180试析文化语境对大学英语阅读的影响
181试从关联理论的角度分析《老友记》中的言语幽默
182AComparisonoftheEnglishColorTerms
183小学英语课堂中的创新教育研究
184xx大学商务英语专业学生社会岗位适应能力调查
185AnApplicationofSchemaTheoryinInterpreting
186外宣翻译中的错误分析
187《了不起的盖茨比》中黛西的人物性格分析
188HowChineseCultureAffectstheTranslationoftheTermsOfMartialArts
(完整)《麦田里的守望者》中的霍尔顿形象分析
189等值理论视阈下的英汉广告翻译
190《飘》的成长主题解读
191OnC—ETranslationofCompanyProfilesfromthePerspectiveofFunctionalTranslationTheory
192论《麦田里的守望者》中的佛教禅宗因素
193194AComparisonoftheEnglishColorTerms
195弗朗西斯?培根论说文风格传译策略研究
196AComparisonoftheEnglishColorTerms
197浅析初中生英语写作问题及对策
198广告折射出的中西文化差异及广告翻译策略
199英语语言中的性别差异研究
200融入与挑战-—从生态角度看《老人与海》与《瓦尔登湖》
推荐访问:麦田里的守望者霍尔顿人物分析 霍尔 人物 分析