English Based Idioms English Language Essay

English Based Idioms English Language Essay Introduction Language is a major feature of a nation. English language has developed hundreds of thousands of idioms. It has been estimated that about 7,000 idioms are used by a native speakers per week (Cooper, 1999, p. 249). At the same time, grasping idioms can be a great asset to learners in acquiring a new language (Celce-Murcia Larsen-Freeman, 1999, p.36). Idioms are extraordinarily difficult for their flexible structures and figurative meanings (Liu, 2003, p.675). For example, the meaning of high horse has nothing to do with high and horse but means an arrogant people. According to the surface meaning, second language learners can hardly tell its meanings. Also, Language is the most important communication tool. People use language to preserve and transmit human civilization, that is, language conveys the culture. Sapir (1921) observed that culture can be defined as what a human community does and thinks. The function of language is to explain what a thought is. Therefore, language does not exist alone. It is rooted in national culture and reflects national institutions. If culture is regarded as the cradle of language, animal idioms can be seen as the crystallization of culture. Animal idioms are plentiful in English. They prominently reflect English culture. For a long period, studies on animal idioms mainly focus on translation, cross-cultural comparison, literature, etc., such as On the Validity of the Communicative Translation in Idiom Translation from a Cultural Perspective (Wang, 2006), On the Untranslatability in English-Chinese Idiom Translation (Zhao, 2010). However, there are few studies on English animal idioms acquisition linking to British culture. For example, On the Integrated Teaching of Language and Culture in the British and American Literature Courses (Chen, 2009). Animal idioms, like a mirror, can clearly reflect the characteristics of a national culture. Generally speaking, culture is divided into three levels by anthropologists: high culture, popular culture, deep culture. High culture includes philosophy, literature, art and religion. Popular culture refers to customs, etiquette and the interpersonal aspects of life. Deep culture conta ins the meaning of beauty and ugliness, time orientation, problem-solving methods. They believe that these three levels of culture are closely linked. High culture and popular culture are rooted in the deep culture, while deep culture reflects the popular culture by a kind of custom or life style and reflects the high culture by certain forms of art or literary theme. Growing up in a culture has naturally inherited its deep culture and popular culture (Yin Han, 2007). High culture and popular culture belong to low context culture; deep culture belongs to high context culture. In this thesis, the key point is to investigate whether the Chinese English learners can understand the low context culture by examining the command of animal idioms. High context culture is out of the scope of this project. Literature Review Culture and Language There are a large number of definitions in culture, but a few of them can be reviewed. The most classical definition of culture is made by Edward B. Tylor, the father of cultural anthropology. The definition describes the culture as a center of society, which is regarded as the first important anthropological theory about culture. Tylor(1873, p.10) provided that culture is that complex whole which includes knowledge, belief, art, morals, law, customs and any other capabilities and habits acquired by man as a member of a society. He believed that culture is shared by all humankind, all community. Then, following the definitions of sociologists, they believe that culture refers to human attitudes, institutions, and beliefs etc. Reflecting the life of a human community is the key point in culture. Samovar et al (2000) observe that culture is a group (which may be a nation, corporate or family) to form thought, behavior, custom, etc. within certain amount of time and cultural consciousne ss is radiated from all activities. They think that culture describes the ways of a person or a group of peoples existence. The society, country and nationality are an important platform for peoples existence in generations. That is to say, culture explains the way of thinking, speaking, communicating during the existence. Also, Deng and Liu (2007) point out that culture illustrates the ways of a people, that is to say, culture refers to the entire way of life of a society. The language stems from certain social life and production and is the carrier of certain culture which contains peoples daily life. It inevitably reflects this nationalitys social reality and receives the constraint of this nationalitys custom, thinking mode, moral rule, value orientation, and political idea (Yang, 2007). Each language is a living fossil to a nation. Language as the main material has the most direct and close contact to build a culture. Furthermore, language is used for communication. It is impossible to use a language without awareness of its culture. That is to say, language can be a signal to identify different cultures. When language used by particular speakers, it conveys certain context which is how words be chosen, why to choose it, what meaning can be expressed. Language cannot exist without carrying culture meaning. Given the arguments above, the relationship between language and culture can be described as follows: language come from culture and culture embodies the entire way of life of a society. Using language can promotes cultural spread and culture can promote language development. Language and culture work closely and influence each other. Expressing facts, ideas, or events and reflecting the peoples attitudes, beliefs etc. are the most important function of a language. Language exchange actually is cultural communication. Learning a language well must be aware of its culture. Studies on Idioms Makkais Idiom Structure in English, an extended version of his doctorial thesis (1965), identifies two major types of idioms: one is encoding; another is decoding. Makkai finds a rationale to explain this division. The headword listed in the (OED) (1970) is sense 3a, which also appears in an identical form in the OED (1989): A form of expression grammatical construction, phrase etc., peculiar to a language; a peculiarity of phraseology approved by the usage of a language, and often having significance other than its grammatical or logical one (quoted from Fernando C., 1996, p.3-4). According to Moon (1998, p.4), narrower uses restrict idiom to a particular kind of unit: one is fixed and semantically opaque or metaphorical, for examples, as white as a sheet or cold shoulder. In broader uses, idiom is a general term for many kinds of multiword item, no matter semantically opaque or not. For animal idioms, the form is usually loose, and it mainly focuses on figurative meanings rather than literal meaning, for examples, put the cart before the horse, or straight from the horses mouth. According to Nunberg et al. (1994, p.498), idioms may differ along three orthogonal semantic dimensions: compositionality, conventionality, and transparency. Compositionality refers to the degree to which the phrasal meaning, once known, can be analyzed in terms of the contributions of the idioms parts; conventionality refers to the degree to which idiomatic meanings are not predictable based upon knowledge of the word components in isolation, and knowledge of the conventions of a particular language environment; finally, transparency refers to the degree to which the original motivation of these phrases is immediately accessible (see Titone and Conine, 1999:1663-1664). Wang (2010) mentions in English idioms feature and pragmatics that English idioms with the strong feature of rhetoric are formed from long-tem use and their structures are unique and have fixed expression. It contains proverbs, sayings, slangs, and allusions, etc. There are two important characteristics of idioms: one is semantic unity, that is, the overall meaning cannot be tracked from each word. For example, dog doesnt eat dog. It means that people of same profession, school, etc. never make trouble for one another instead of the surface meaning. Another is the structure of fixity, that is, its structure cannot be altered arbitrarily, for example, kick the bucket. It cannot say kick the pail or be used in the passive voice- the bucket is kicked. Animal idioms and British culture There is a close relationship between animals and peoples lives. On the one hand, animal is the main source of food and clothing for human; the other hand, kinds of animals represent certain images which people pay homage to them. These animals reflect human thought and contain certain national culture. Liao (2000) has defined that there are three bases to make animal vocabularies to cause cultural meanings. First, derive from animals appearances, physical structure, mentality, behavior. Second, come from cultural content such as fables, legends, religions, physical geography, and customs. Third, be created by association, that is to say, animals are associated with another things which relate to potential cultural psychology. In the perspective of linguistics, animal images used in idioms have figurative meaning. Idioms linked to animals usually contain metaphors. Animals denote and connote supposed qualities. These qualities are applied to people and human situations. There is a ph enomenon that no idiom database contains animal or insect, although many contain hyponyms such as cat, dog, or horse. The reason may be that general words such as animal are too neutral to cause these kinds of institutionalized metaphors, despite the fact that both animal and insect are used in other contexts with metaphorical meanings (Moon, R., 1998, p.196). In the meantime, the formation of animal idioms relies on culture. According to the arguments mentioned above, culture refers to all aspects of a people such as geographical situation, the style of production, and literature etc. In the history, Great Britain was the overlord in the sea. Despite the Europe, other continents were the British colonies. Therefore, British nation could contact with many animal species. Britain is surrounded by islands. Due to the abundant resources from physical geography, animal idioms flourished in the early years of that century. Thereby, English idioms have close contact with sea and fishing, for example, hook ones fish. Comparing with China, Great Britain is filled with small mountains and strait lands. In ancient Britain, horses are main tillable force. The function of horses is above all. Thus, there is particularly large number of horse-related idioms, such as horse of another color, an iron horse, or horse sense etc. In ancient China, the cattle played a significant role. That is why so many idioms related to cattle in China, for examples, niu qi chong tian  ¼Ã…’feng ma niu bu xiang ji etc. These cattle and horses have been portrayed by cultural connotation. In addition, some animal images come from Greek and Roman mythology or Bible, like serpent which means Satan in Bible (Zhao, 2010). Animal idioms related studies In the second language learning, correctly using idioms has always been regarded as a tough problem. A learner must recognize the fix structures and given meaning, not only the literal meaning but also the figurative meaning. Figurative meaning refers to metaphors which have close relationship with culture. Whats more, animal idioms are more flexible and oral orientation. It is not easy for second language learners to breach the syntactic, semantic, and pragmatic barriers in idiom learning. Blasko and Connine (2002) made an experiment in comparing Malay and English to investigate second language figurative proficiency. They found two results as follows: First, figurative expressions with an equivalent conceptual basis and linguistic form are the easiest; Second, figurative expressions with an equivalent linguistic form but a different conceptual basis are the most difficult. Lin Weiyan (2003) designed a project to investigate English idiom learning in different cultural background. H e observes that English idioms with same figurative meaning as Chinese are easy to understand comparing with different figurative meaning as Chinese. That is to say, if the English idioms are similar to Chinese ones in expression and meaning, mother tongue will make effectively transfer; if not, mother tongue will make negative transfer. Wu Xudong and Chen Bin (2006) quickly came to the conclusion that the process of conceptual and cultural transfer is the process of comprehending English animal idioms, and Chinese English learners has low capability to comprehend English animal idioms with different metaphors. From the presented studies above, it can be concluded that commanding idioms, especially animal idioms is one of the big obstacles in second language learning. Chinese English learners have the advantage and disadvantage of understanding animal idioms, because there are some similar figurative meanings. But due to the learning environment, Chinese English learners have low capabilities to command animal idioms. Research Question Can the command of English animal idioms greatly influence Chinese English Learners to understand British culture? Hypothesis Due to the relationship with language, animal idioms and culture, command of English animal idioms can greatly influence Chinese English Learners to understand British culture.

Examine the importance of Act III, Scene V Essay

Examine the importance of Act III, Scene V. How would you direct the scene in order to emphasise your interpretation? Romeo and Juliet is a play of love and tragedy. It is a great play if directed properly and is easy for people to understand. This is why I am writing this essay on how I would direct one of the most important scenes, Act III, Scene V. I will explain the significance of this scene and how I would get across its meaning. To understand this scene you need to know a little about life of people in the 16th Century; for one thing the relationship between children and their parents was very different especially amongst the rich. The father of the family expected everyone to do what he said even if they disagreed. Also mothers didn’t usually know their children personally as they hired nurses to take care of them 24/7 and even with babies they hired a wet-nurse, which means the nurse had usually just had a child and would breast feed the family’s child. The mother and father had very little to do with their children. Even though they didn’t know their children they still arranged their marriages! The children had no say in the matter. A rich family would usually set up a marriage with another wealthy family. It was socially unacceptable for a rich person to marry a poor person. Once married the wife was expected to do whatever her husband said and never answer back. If she did the husband would usually get angry and sometimes physical. As well as thinking about the 16th Century behaviour I need to think about the relevance to a modern audience. I think a modern audience would relate to all the love and compassion in this scene. They would see the love Juliet has for Romeo and feel sorry for her because her father is forcing her to marry someone else. They will see the pain and suffering she is going through to get her father to cancel the wedding but he gets angry because they should do what he says and never answer back. The important thing when trying to direct the scene is to emphasise the part the modern audience would relate to. I would do this by making the scene very dramatic and make the actor playing Capulet push Juliet around as well as speaking very loudly, maybe even shouting. I would also have the actress playing Juliet cry and whimper, get down on her knees and make it look like she is begging. The other characters, Lady Capulet and the Nurse would be trying to hold back Capulet, but would cower away when he speaks to them. This should show the audience that Juliet is desperate and will demonstrate how aggressive Capulet can be. As well as thinking about the historical context and the contemporary relevance we need to consider the character development. In this scene we find things out about the Capulet family we never knew before. The characters seem to change, for example Juliet starts the scene very happy as she has just that night consummated her marriage to Romeo. This happiness is shown when she says, â€Å"Nightly she sings on yon pomegranate tree. Believe me love it was the nightingale. † This shows that she is happy and being romantic. As the scene continues she changes from being happy to suicidal because she is being forced to marry Parris. â€Å"If all else fail, myself have power to die. † This means if she cannot delay the marriage she will kill herself. Another character that changes is the Nurse, as in the beginning of the scene she helps Juliet hide Romeo when Lady Capulet walked in. She said, â€Å"Your lady mother is coming to your chamber. † This shows the nurse wants to help and gives Romeo time to escape through the window. The Nurse does try and stick up for Juliet against Capulet but backs down when he shouts at her. Right at the end of the scene the Nurse suddenly changes and says, â€Å"I think it best you married with the county. † The Nurse has now decided not to back Romeo and Juliet’s love and told Juliet to marry Parris and forget about Romeo. She does this because she realises that Juliet has no alternative. We also learn things about the characters. We learn that Capulet has a very short fuse and gets very angry as he expects his family to do whatever he says. He was outraged that Juliet answered back by saying she did not want to marry Parris. â€Å"Hang thee young baggage, disobedient wretch! † This proves how aggressive Capulet gets. Also, Capulet and Lady Capulet’s marriage is shown in a different light as we see that Lady Capulet doesn’t stand up against her husband and does what he says. â€Å"Here comes your father, tell him so yourself, and see how he will take it at your hands. † This illustrates that she will not speak against her husband and advises Juliet to tell him herself. All this is showing that Capulet runs the relationship. We also find out that Romeo and Juliet’s relationship is very immature as they keep changing their minds about important things, for example â€Å"Therefore stay get, thou need’st not to be gone. † This proves their immaturity and that they don’t understand the consequences of their actions. This scene is a turning point in the play as Juliet is distraught because she is being forced to marry Parris and feels everyone has abandoned her. She believes the only way out is to take her own life, so she turns to the Friar for help. This is significant because the Friar is the one who gives her the sleeping potion and tells her to take it the night before her marriage to Parris. Taking the sleeping potion eventually leads to the death of Romeo and Juliet. I think the end isn’t quite inevitable because you don’t know that Romeo wouldn’t get the message from Friar Lawrence and think that Juliet is dead, then take the poison when he sees her in the tomb. If everything went to plan, Romeo would have known she was just in a deep sleep and then live together outside the walls of Verona. However, the way this scene ends and some of the language in this scene makes a tragic end more likely. There is a lot said in this scene that would suggest the play would end in tragedy. As Juliet is told she will marry Parris, this complicates everything for Juliet as she already has a husband. It makes her feel suicidal because Romeo has been banished and now she has to marry Parris. On top of all that her mother and Nurse abandon her. â€Å"Talk not to me, for I’ll not speak a word. Do as though wilt, for I have done with thee. † This makes us believe something tragic will happen soon. We also believe that it will end in tragedy because of the way the play has been structured. The play starts with the prologue, which says, â€Å"The fearful passage of their death marked love†¦ † This states that it will end tragically. Juliet says, â€Å"Methinks I see thee now though art so low, as one dead in the bottom of a tomb. † The two lovers separate after saying things like this, which suggests they will never see each other again. This all points to the same thing, a tragic end. This also changes the tone of the play because in the scene before, the mood was very loving and happy as Romeo and Juliet got married. This mood stayed at the beginning of this scene. â€Å"Look love, what envious streaks do lace the severing clouds I yonder east. † This shows Romeo being romantic to the women he loves. The romance is also shown in the structure of the sentences by iambic pentameter. It makes the sentences flow and sound poetic. All this shows love and happiness. Then when Juliet’s mother enters the mood changes from happy and loving to despair and sorrow. Juliet’s starts to plead with her mother but she will not listen. When her father enters the mood becomes very dramatic, as Capulet was being very aggressive. This is shown by harsh, brutal language, â€Å"Or I will drag thee on a hurdle thither. Out you green – sickness carrion. † This shows his anger and aggression. The rhythm has also changed, it is now very sharp and snappy to show the anger he has towards her. We also see Juliet pleading to her father, â€Å"Good father, I beseech you on my knees, hear me with patience, but to speak a word. † She pleads and pleads. She is worried and full of despair. At the end she talks of killing herself, this is how much the mood has changed. Shakespeare has presented several forms of love in this scene and other themes, like fate. The forms of love presented in this scene are young love, which Romeo and Juliet have for each other. This kind of love has blinded them and all they think about is each other. They don’t think about their actions. Also we are shown the love between Juliet and the Nurse, which is like a mother and daughter love. The Nurse helps Juliet and tries to give the best advice she can. I think Shakespeare wants the audience to conclude that love is strong and that people should fight for love. He may also want them to realise how some families can disown their children just because they love, in their eyes, the wrong person. The other theme, fate is an important part, as if it was meant to be they would be fine and nothing would go wrong but things go terribly wrong for Romeo and Juliet. So it seems fate is against them or fate has already predetermined their deaths. If I was directing the production of Romeo and Juliet I would instruct the actors to play their parts dramatically and over state things of importance e. g. I would make the actors playing Romeo and Juliet be over affectionate to each other at the beginning of this scene. I would tell the audience about the 16th Century life and behaviour, so they would be able to understand the background better. I would explain that the father expected everyone to do what he said. Also I would explain about the wet-nurse and the bond between her and Juliet. I would do this by including it in the programme or through a narrator. In order to get a good response from the audience I would have to highlight the things they can relate to. I would ask the actress who played Juliet to emphasise her despair by getting on her knees to plead with her father. Also I would make Capulet shout and push Juliet around ensuring that the audience would feel sorry for her. This will demonstrate how angry Capulet gets and that Juliet is really upset because she doesn’t want to marry Parris. To make sure they know the mother won’t stick up for Juliet I would make the actress hide behind Capulet. For the Nurse, I would get her to stop Capulet from hitting Juliet, to show she tried to help, but he will push her away. I would also make them emphasise the parts, which indicate the play will end in tragedy by speaking louder. Act III, Scene V is a particularly important scene because the mood drastically changes from happiness to despair. This is because she is being forced to marry Parris and everyone abandons her. All this shows the audience that there is going to be a tragic end to the play.

Aristotle And Plato s Views On Politics And Morality Essay

The purpose of this essay is to discuss whether politics should be focused on morality with reference to the political thinkers, Aristotle and Plato. Aristotle and Plato have two fundamentally differing views on politics and how it links to morality. Morality to Aristotle and Plato will be analysed through their version of how politics utensils morality to carry out legislation or create a universal manner carried out by the citizens. To achieve this, this essay will examine the following points, Human nature and human soul. This essay will argue how the human nature and human soul differ on its viewpoint of justice and morality and how it should be implemented into political matters. Morality is defined as distinguishing between a right and wrong behaviour, usually through specified codes of conduct of the society. For Aristotle, an ethical life is only possible in political society and they are closely linked. According to Aristotle, the morals of the city-state are correlated to politics. He takes this from his views on human nature. He states that â€Å"man by nature is an ethical being† , therefore, human beings ultimately want to live the ‘good life’ or a ‘just life’. He explains this through the idea of teleology. Teleology is â€Å"everything that exists... is present for that sake of purpose or end† . Therefore, man lives a just and moral life for the sake of telos, which in this case is the city-state because it is the political state that helps to construct and fulfilShow MoreRelatedAristotle, The Man Of Thinking1025 Words   |  5 PagesAristotle, the Man of Thinking Aristotle is his name, philosophy is the game. Aristotle was a Greek philosopher and scientist who was born in Stagira Greece in 384 B.C. He lived to be 62 years old, which at the time, was a very good lifespan. Aristotle’s place of death was in Chalcis. His full name is Aristotle Stagiritis son of Nicomachus. 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The Department Of Homeland Security - 3566 Words

Introduction The 9-11 incident shocked the world. People remember the picture of 911 as clearly as they remember yesterday, even though it has been 14 years ago. The Department of Homeland Security (DHS) and its many partners across the federal government, public and private organizations, and communities across the country have worked since 9/11 to build a new homeland security enterprise to better decrease and defend against dynamic threats, minimize risks, and maximize the ability to respond and recover from attacks and disasters. In the wake of the attacks of September 11, 2001, many trade associations developed or enhanced security operations to deal with terrorist threats. Numerous owners and operators of transportation†¦show more content†¦In fact, security of goods in the cargo supply chain is also significant, especially consumable goods such as pharmaceuticals. This kind of goods could prove catastrophic, result in substantial loss of both financial and life. This case provide a idea that people must change perception, which is consumers are not the whole components of movement of goods, but the movement of goods and merchandise essential to life and economic vitality. It breaks limit of scope to discuss present threat of cargo supply chain, sources of cargo terrorists and thieves, solutions and challenges for both short term and long term from private and public sectors. A clear and present threat The consequence would be far-reaching and consequential of a breach in cargo security. Obviously, the most weakness of cargo supply chain is terrorist attack, and cargo theft. Terrorist attack The first major threat of cargo supply chain is terrorist. It is clear that terrorists can see the potential of using the maritime trading system to conceal weapons or agents for attack purposes or to provide funding or support for their operations. Unknown risk results from the virtually limitless range of targets and tactics available to terrorists. As mentioned in this case, terrorists have used aircraft as an attack delivery platform in October 2010. When Al-Qaeda in the Arabian Peninsula shipped two explosive devices