An Analysis of Personality in Wuthering Heights

科技信息人文社科淺談文明語(yǔ)言的藝術(shù)魅力西昌學(xué)院圖書(shū)館張亮[摘要]語(yǔ)言是人類(lèi)交流思想、溝通感情、表達愿望、傳遞信息的載體,是人際交往的重要手段。困書(shū)館是一個(gè)服務(wù)性機構,開(kāi)晨膜務(wù)工作離不開(kāi)語(yǔ)言,文明語(yǔ)言能啟迪學(xué)生的心靈與智慧,影響學(xué)生的行為與思想。[關(guān)鍵詞]文明語(yǔ)言圍書(shū)館語(yǔ)言是人類(lèi)交流思想溝通感情、表達愿望.傳遞信息的載體是人們就會(huì ) 先辦歸還手續.再辦借閱手續。所以,你的書(shū)如已還的話(huà),只能在際交往的重要手段。圖書(shū)館是一一個(gè)服務(wù)性機構.開(kāi)展服務(wù)工作離不開(kāi)語(yǔ)庫里,而不可能被別人借走" ,這樣處理學(xué)生容易接受.既然庫里沒(méi)有，言,文明語(yǔ)言能啟迪學(xué)生的心靈與智慧,影響學(xué)生的行為與思想,文明那回去找找。 同- -件事，怎么會(huì )產(chǎn)生不同的結果呢?很簡(jiǎn)單，只因前者無(wú)。語(yǔ)言以其獨特的藝術(shù)魅力在學(xué)校圖書(shū)館中發(fā)揮著(zhù)神奇的作用。札,后者知禮;前者缺乏文明修養,后者具備文明禮貌?？梢?jiàn),文明語(yǔ)言一、文明語(yǔ)盲溝通心靈其效果和影響是截然不同的。圖書(shū)館的館員每天與學(xué)生接觸,為他們提供圖書(shū)情報資料,而學(xué)生最容易引起矛盾的事情是超期書(shū),特別是一些教師，借的書(shū)大部分從這座知識的寶庫中尋找他們所需要的信息。這種供求關(guān)系處理得好，是教學(xué)用書(shū)，需要長(cháng)期備用，再來(lái)借新書(shū),電腦會(huì )出現“有超期書(shū)未還，圖書(shū)資料的潛在價(jià)值就能更充分地被利用。剛入學(xué)的新生與新進(jìn)教師借閱被停 止”,這樣教師就不容易接受。這就需要我們用文明的語(yǔ)言耐不熟悉圖書(shū)館,不大清楚館里有哪些資料,對自己的需要時(shí)常寧愿自己心地 做好解釋工作:“設置借閱限期只是為了提高圖書(shū)的利用率。如果費時(shí)費力去摸索尋找，也不愿開(kāi)口向人,而工作人員不知道他們需要什確 實(shí)需要,把到期書(shū)先還再重借或特殊處理" ,道理講清楚了,教師會(huì )理么資料,既浪費了時(shí)間又不能合理利用圖書(shū)館。這就是缺乏溝通,而溝解和支持的。通的橋梁就是語(yǔ)言。如果館員能夠及時(shí)地上前,“您好!”“需要幫助嗎?"三.文明語(yǔ)言影響對方“您要找哪本書(shū)?”“我用計算機幫您查!”簡(jiǎn)簡(jiǎn)單單的一句話(huà),就可以縮學(xué)校圖書(shū)館是精神文明的窗口,是校園文化最具有代表性的一部短館員與他們的距離感.消除隔閡.使兩者的關(guān)系和諧融治,營(yíng)造出一分.是培養教育學(xué)生的圣地，工作人員是為人之師，一言-行一舉一動(dòng)種親密友好的氣氛,這就是文明語(yǔ)言的藝術(shù)魅力。學(xué)生有什么困難和需能對學(xué)生起到示范性感染性、教育性的作用。文明的人文環(huán)境對學(xué)生要也愿意講，而館員也才能充分利用所掌握的圖書(shū)館的業(yè)務(wù)知識輔導的自律、修養起到積極的影響.優(yōu)美的語(yǔ)言對學(xué)生能起到潛移默化的作學(xué)生,更有效地發(fā)揮館藏的作用。用。文明的語(yǔ)言是社會(huì )進(jìn)步的重要標志.既是對別人的尊重，也是對自二、文明語(yǔ)言緩解矛盾己的尊重。圖書(shū)館是學(xué)生的第二課堂.在這個(gè)課堂里.館員與學(xué)生同處.文明的語(yǔ)言可以緩解矛盾.消除矛盾。-般來(lái)說(shuō),學(xué)生來(lái)圖書(shū)館是于- 個(gè)環(huán)境,雙方都在 有意無(wú)意地影響著(zhù)對方,而館員的影響則更為明為了借某本書(shū)查找某方面的資料。但如果找了半天沒(méi)找到,心里肯定顯。 “您好! "“請稍等!”“我馬上就幫您查。"“請把書(shū)拿好?！霸僖?jiàn)!”很懊惱,這時(shí)如果我們面帶笑容說(shuō):“您需要的書(shū)我可以幫您查- -下,如“對不起! ......在這樣的文明環(huán)境中.身臨其境的學(xué)生能不受果已借出.還書(shū)時(shí)給您留薯,立即邇知您,可以嗎? "書(shū)雖然還是沒(méi)有借到感染 和熏陶嗎?誰(shuí)還能說(shuō)得出不文明的語(yǔ)言呢?我們圖書(shū)館的館員是到,但心情當然會(huì )高興的。有的學(xué)生由于借書(shū)有時(shí)出現漏還現象,認為:服務(wù) 者,但更是教育者和精神文明的培養者。還過(guò)了,和某某書(shū)- -起拿來(lái)還的。這時(shí)如果語(yǔ)言不文明.極容易使矛盾實(shí)踐告訴我們.文明語(yǔ)言的藝術(shù)魅力是顯而易見(jiàn)的,重視學(xué)生語(yǔ)言激化,“還了怎么還會(huì )在你的卡上.你肯定沒(méi)還"。雙方各執- -詞,互不相文明.這是我們實(shí)施素質(zhì)教育的最好體現，對學(xué)生這一 -方面的指導是一讓?zhuān)瑲夥阵E然緊張。但你換-種態(tài)度，使用語(yǔ)言文明，矛盾就會(huì )得到緩個(gè) 長(cháng)期的過(guò)程，因而始終需要我們學(xué)校圖書(shū)館工作人員去進(jìn)行不懈的解:“您別著(zhù)急,好好想想。如果您的書(shū)還了,那- -定會(huì )在庫里.誰(shuí)也借不探索、 長(cháng)期的努力。創(chuàng )文明校.做文明人，以學(xué)生為本.做好f圖書(shū)館服務(wù)出去,我這就去幫您找- -找。 ”如果沒(méi)找到，可以跟學(xué)生做進(jìn)一一步的詳細育人工作,在人際交往中,多- 一點(diǎn)“甜言蜜語(yǔ)”吧! 那會(huì )使人與人之間的解釋,“我們庫里的每本書(shū)都有一個(gè)條形碼,如果沒(méi)有還掉的話(huà),那么當關(guān)系 更加融治,人們的心靈更加接近。有人拿著(zhù)該書(shū)辦借閱手續時(shí),微機就會(huì )出現[該書(shū)已借出]的提示,那我(上接第153頁(yè))brother of Iabela, the bheir to the estate of Thrusherose ing her ilnes is an admirable aspect of his character. His love and devotion toGrange and most importandly a foil to Hathelif, everything about the two her are beyond question. His willingness to talke responsibility for young Lin-boys/men is diferent and their one common point, being their love for Cather- ton after Isabella's death shows his generous nature particularly齲Heathelif,ine Earnshaw. Edgar's world is pampered, condfort and wealth, 80 he grows in- who he abhors, is the boy's father. He is willing to allow Cathy mary Linton ifto a tender, constant, but cowardly man.it would allow her to be conaoled after his own death..*Just as his sister Isabella Linton serve a Catherine's foil, Edgar LintonTo sum up, Edgar Linton is a gentleman omamnented with weakness andserves 幽Heathelif's. Eilgar is borm and raised a genleman. He is graceful,Conclusionwell-mannered, and ingillel with civilized virtues. These qualitie CauseCatherine to chooee Edgar over Heathelif and thus to initiate the contentionThe distinct personality of charncters has an inseparably connect with thebetween the men. Nevertheless, Edgar's gentlemanly quaities ulimatelyspecial living environment and character of the author. Emily is the daughterprove useless in his fighting with Heathelif. Edgr is particularly humiliated of an lrish clergyman whose background is Methodist but who is himself firmlywhen he confronts with Heathelif in Chapter xI, where he openly shows his of the Church of England. In 1820 he became perpetual curate of Haworth,fear of fgting Heahelift. Catherine, witnessing the scene, taunts him, saying, Yorkshire, and thus for his children home became a somewhat bleak nothem"Heathelif would as so0n as ift a finger at you幽the king would march his parsonage on the edge of the moors. Childhoods' living environment madearmy sgainst a colony of mice." (Bronte, 154).passionate, creative and imaginative Emily hold unique character. These areWhat' s more, Edgar's weakness is also expressed in his fear ol Cather- just the dee root that she gives so unforgettable personality of characters.ine' s temper.It was this fear that forced him to give in to Catherine's requert thatReferencesHeathclif be alowed, visit at the Grange. His fear is again evident a he[1 ]Branta Fmilu u。re alwedtovineForeigpgives in to Catherine's request that two tables be set up in the dining room1994.中國煤化工譯?？?海南國際新聞出rather than have Heathelift eat in the servant's quarters. Though the basictheme of his character i weak, there are still a few ocaions on which Edgar版 中心CHCNMHG國社合科學(xué)出版社,1983.proves to be decisive. For example, he warns Isabella that he will have pothingto do with her if she marries Heathelif,[4 ]侯維瑞,李維屏.英國小說(shuō)史[M].南京:譯林出版社,2005.During the whole life of Edgar Linton, his cirilized living gentle nature[5]劉維成Wubering Heigha[ M].oreign Languagr Teaching and Rand pleasant manner have never disappeared. His devotion to Catherine dur- esearch Pres, 1995;- 154-