成長小說,簡而言之是指記錄年輕人道德和心理成長過程的小說。《愛瑪》,被公認(rèn)為奧斯丁最杰出的小說,描寫的就是女主人如何走出一個個錯誤而步入道德完善和情感成熟的過程。然而,以Jerome Buckley為代表的評論家們認(rèn)為《愛瑪》不能被稱為一部成長小說。以他們的觀點,成長小說這一體裁應(yīng)涉及離家踏上尋求自我的旅程這一主題,而《愛瑪》卻無相關(guān)情節(jié)。在仔細(xì)閱讀和研究小說及相關(guān)理論后,筆者發(fā)現(xiàn)《愛瑪》不僅符合成長小說的定義,而且和Buckley先生所提出的成長小說的大部分特征相吻合。因此,重點探討《愛瑪》中女主人公的成長經(jīng)歷將有利于女性成長主題的研究。 論文第一部分詳細(xì)闡述了成長小說這一概念,繼而分析愛瑪成長的三階段,并用青少年發(fā)展理論從心理和社會的角度剖析了愛瑪?shù)某砷L,以此驗證了《愛瑪》是一部典型的女性成長小說。第二部分從四方面著重探討了奧斯丁在突出愛瑪?shù)某砷L中所使用的創(chuàng)作手段。奧斯丁從愛瑪?shù)囊暯莵碚归_故事情節(jié),通過對愛瑪內(nèi)心世界的直接透視,即“內(nèi)部視角”,來見證愛瑪?shù)男睦沓墒爝^程。同時,奧斯丁又創(chuàng)造了Mr.Knightley,一個父親式的愛人,來時時糾正愛瑪所犯的錯誤;用Harriet ... 

【文章來源】：浙江大學(xué)浙江省 211工程院校 985工程院校 教育部直屬院校

【文章頁數(shù)】：54 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgement
中文摘要
Abstract
Introduction
Chapter One: Emma, a Typical Female Bildungsroman
    1.1 An Introduction to Bildungsroman
        1.1.1 The Definition of Bildungsroman
        1.1.2 The Origin of Bildungsroman
    1.2 Emma, a Bildungsroman or not
    1.3 Three Stages of Emma's Growth
    1.4 Emma's Psychosocial Development During Adolescence
        1.4.1 Emma's Psychological Development During Adolescence
        1.4.2 Emma's Social Development During Adolescence
Chapter Two: Austen's Intentional Arrangement of Emma's Growth
    2.1 The Inside View as a Transparent Interpreter
    2.2 Mr. Kneightley as a Reliable Fatherly Lover
    2.3 Harriet as a Clear Mirror of Introspection
    2.4 The Narrator as an Unobtrusive Guide
Chapter Three: Limited Growth in the Female Development
    3.1 The Final Upgrading of Emma's Morality
    3.2 The Glittering and the Final Ignoring of Emma's Feminist Thinking
        3.2.1 Feminism in Austen's Time
        3.2.2 Emma's Glittering Feminist Thinking
        3.2.3 Emma's Ignoring of Her Feminist Thinking
    3.3 Austen's Inevitable Limitation Due to Her Time
Conclusion
Bibliography



本文編號：3309115