克里姆林宫故事 在线下载 pdf mobi 2025 epub 电子版

《圣彼得堡故事》(2003年，欧洲奖)、《克里姆林宫故事)》(2004年，路易-鲍威尔奖、最佳纪实小说奖)、《独特的俄罗斯故事》(2005年)，是俄裔法籍作家弗拉基米尔·费多洛夫斯基用法语写作，探索俄罗斯民族心灵，内容皆可独立又相互补充的三部曲。作者凭借他的俄罗斯出身，多年外交生涯，语言才干，还有根据近年来陆续解密的档案，试图从历史、地理和政治三方面来说明疆域广袤辽阔、文明脉络模糊的俄罗斯。

“俄罗斯三部曲”不是历史八卦野狐禅，当然也不是代表官方观点的正史。它们只是人物有名有姓、事件有根有据的历史故事、或者称历史纪实小说。作者选择历史夹缝中的轶事，更多从历史人物的性格、素养给正史的记载起画龙点睛的作用，似乎在漫不经心中给读者点破俄罗斯民族身份的特点、命运的诡异。也因为如此，让人读来兴趣盎然，深思怡情。

译序序言克里姆林宫传奇莫斯科的崛起伊凡雷帝或残暴的根子“到处是阴谋”动荡时期圣彼得堡的“插曲”拿破仑在克里姆林宫尼古拉一世与高等警察的诞生奥克赫拉那的黄金年代沉船列宁在克里姆林宫继承战争恶之神斯大林和间谍大师们卓绝招募人的迷人魅力改变克里姆林宫历史的特工出手不凡走上不归路统治结束斯大林继承战：最后的秘密踩着乌克兰步子的克里姆林宫古巴危机：‘当问谍扮成花花公子克里姆林宫、性与问谍战克格勃掌权戈尔巴乔夫之谜转折年代分裂鲍里斯沙皇的弄臣救援工作复苏行动一名苏联间谍的发迹普京与世界附录一　沿着沙皇的足迹附录二　苏维埃时代的克里姆林宫及其四周

弗拉基米尔·费多洛夫斯基(1950—)，1950年生于莫斯科。精通英语、法语、阿拉伯语。1977年进苏联驻巴黎大使馆工作，全面接触法国文化。后回莫斯科进外交部，苏联改革时期任外交顾问。后迁居巴黎，1995年加入法国国籍。法国媒体经常向他咨询俄罗斯政治与历史方面的知识，现今为法国书籍沙龙联合会的名誉主席。1992年开始用法语进行创作，第一部小说作品《两姐妹》(1997)得“小说家奖”。主要作品有三部曲《圣彼得堡故事》(2003，欧洲奖)、《克里姆林宫故事》(2004，路易-鲍威尔斯奖)、《独特的俄罗斯故事》(2005)以及《俄罗斯芭蕾秘史》(2002，法语作家奖)、《巴黎与圣彼得堡三百年罗曼史》(2005)等。

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书籍介绍

《圣彼得堡故事》(2003年，欧洲奖)、《克里姆林宫故事)》(2004年，路易-鲍威尔奖、最佳纪实小说奖)、《独特的俄罗斯故事》(2005年)，是俄裔法籍作家弗拉基米尔·费多洛夫斯基用法语写作，探索俄罗斯民族心灵，内容皆可独立又相互补充的三部曲。作者凭借他的俄罗斯出身，多年外交生涯，语言才干，还有根据近年来陆续解密的档案，试图从历史、地理和政治三方面来说明疆域广袤辽阔、文明脉络模糊的俄罗斯。

“俄罗斯三部曲”不是历史八卦野狐禅，当然也不是代表官方观点的正史。它们只是人物有名有姓、事件有根有据的历史故事、或者称历史纪实小说。作者选择历史夹缝中的轶事，更多从历史人物的性格、素养给正史的记载起画龙点睛的作用，似乎在漫不经心中给读者点破俄罗斯民族身份的特点、命运的诡异。也因为如此，让人读来兴趣盎然，深思怡情。

• 作者：春痒 发布时间：2012-05-20 20:10:31

  看得小爷累死了权当看八卦

• 作者：1997xhp 发布时间：2010-12-21 12:50:29

  快餐。

• 作者：桃子 发布时间：2015-09-21 23:53:27

  法国人的逻辑果然是会比较混乱……飞机读物

• 作者：The 星星 发布时间：2010-08-13 10:02:02

  间谍那段太二逼了

• 作者：云璈 发布时间：2022-08-20 23:13:45

  俄罗斯历史小故事合集，本质更接近八卦轶事。某些遣词较难理解，不知是作者个人习惯，还是翻译疏忽造成的。

• 作者：swordway 发布时间：2018-08-02 23:44:49

  如果和弋舟的小说做比较的话，你可以看出两者之间的一些相似点。这种相似，好像是一种少见的对群体和阶层精神状态充分观照的意愿，往往会戳中有精神危机者的内心

• Contents

  作者： 发布时间：2019-02-22 08:18:31

  1 Key issues in Second Language Acquisiton

  Introduction

  What is second language acquisition?

  SLA as a uniform phenomenon

  Second language acquisition vs first language acquisition

  Second language acquisition vs foreign language acquisition

  The centrality of syntax and morphology

  Competence vs performance

  Acquisition vs learning

  The role of the first language

  The 'natural' route of developm ent

  Contextual variatioin in language-learner language

  Individual learner differences

  The role of the input

  Learner processes

  The role of formal instruction

  Conclusion: a framework for investigating SLA

  1 Situational factors

  2 Input

  3 Learner differences

  4 Learner processes

  5 Linguistic output

  2 The role of the first language

  Introduction

  Behaviourist learning theory

  Habits

  Errors

  Contrastive Analysis

  The psychological aspect of Contrastive Analysis

  The linguistic aspect of Contrastive Analysis

  1 No difference between a feature of the first and second language

  2 'Convergent phenomena'

  3 An item in the first language is absent in the target language

  4 An item in the first language has a different distribution from the equivalent item in the target language

  5 No similarity between the first language feature and target language feature

  6 'Divergent phenomena'

  Criticisms of Contrastive Analysis hypothesis

  Empirical research and the predictability of errors

  1 Interference-like errors

  2 First language developmental errors

  3 Ambiguous errors

  4 Unique errors

  Theoretical criticisms

  Practical criticisms

  Reappraisal

  Language transfer re-examined

  Avoidance

  Degree of similarity

  A multi-factor approach

  1 universal factors

  2 specific factors about the learner's L1

  3 specific factors about the L2

  L1 interference as a learner strategy

  Contrastive pragmatics

  Summary and Conclusion

  3 Interlanguage and the 'natural' route of development

  Introduction

  Mentalist accounts of first language acquisition

  1 Language is a human-specific faculty.

  2 Language exists as an independent faculty in the human mind i.e. although it is part of the learner's total cognitive apparatus, it is separate from the general cognitive mechanisms responsible for intellectual development.

  3 The primary determinant of L1 acquisition is the child's 'acquisition device', which is genetically endowed and provides the child with a set of principles about grammar.

  4 The 'acquistion device' atrophies with age.

  5 The process of acquisition consists of hypothesis-testing, by which means the grammar of the learner's mother tongue is related to the principles of the 'universal grammar'.

  Interlanguage

  Language-learner language is permeable

  Language-learner language is dynamic

  Language-learner language is systematic

  Empirical evidence for the interlanguage hypothesis

  Cross-sectional research

  Longitudinal studies

  Negation

  Interrogation

  Relative clauses

  A composite longitudinal picture

  Summary

  Interpreting the empirical evidence

  The L2 = L1 hypothesis

  Some outstanding issues

  Methodological Problems

  Error Analysis

  Morpheme studies

  Longitudinal studies

  The focus on grammar

  Origins of interlanguage

  Neglect of external factors

  The problem of variability

  Summary and conclusion

  4 Variability in interlanguage

  Introduction: types of variability

  Variability in language use

  Systematic variability

  1 All speakers possess several “styles”.

  2 “Styles can be ranged along a single dimension, measured by the amount of attention paid to speech.”

  3 The vernacular is the style in which minimum attention is given to monitoring speech.

  4 It is not possible to tap the vernacular style of the user by systematic observation of how he performs in a formal context.

  5 The only way to obtain good data on the speech of a language user is through systematic observation.

  Non-systematic variability

  Summary

  Variability in interlanguage

  Contextual variability

  Free variability

  Summary

  Interlanguage variability and SLA research

  The vernacular style is basic

  Collecting data for SLA research

  Describing interlanguage variability

  The role of variability in SLA

  Contextual variability

  Free variability

  Summary and conclusion

  5 Individual learner differences and Second Language Acquisition

  Introduction

  Aspects of SLA influenced by Individual learner factors

  Identification and classification of learner factors

  Personal factors

  Group dynamics

  Attitudes to the teacher and course materials

  Individual learning techniques

  General factors

  Age

  The effects of age

  Explaining the effects of age

  Cognitive explanations

  Affective explanations

  Conclusion

  Intelligence and aptitude

  Intelligence

  Aptitude

  Conclusion

  Cognitive style

  Attitudes and motivation

  Personality

  Extroversionlintroversion

  Social skills

  Inhibition

  Conclusion

  The 'good language learner'

  Summary and conclusion

  6 Input, interaction, and Second Language Acquisition

  Introduction

  Three views on input in language acquisition

  'Motherese' and L1 acquisiton

  Input and interaction in natural settings

  Foreigner talk studies

  The description of foreighner talk

  Explaining foreigner talk

  Discourse studies

  Conversations involving child learners

  Conversations involving adult learners

  The negotiation of meaning

  Summary

  Input / interaction in classroom settings

  Interaction analysis

  Teacher talk

  Discourse analysis

  A comparison of natural and classroom language environments

  Summary

  The role of input and interaction in SLA

  Ways of investigating the effects of input and interaction

  The effects of input and interaction on the route of SLA

  1 Formulaic speech

  2 Vertical structures

  3 Frequency

  4 Comprehensible input

  5 Input and intake

  Effects of input and interaction on the rate of SLA

  Summary

  Conclusion

  7 Learner strategies

  Introduction

  Learning strategies

  Formulaic speech

  Creative Speech

  Hypothesis formation

  Simplification

  Inferencing

  Hypothesis testing

  Automatization processes

  Summary

  Production strategies

  A model of L2 production

  Planning strategies

  Semantic simplification

  Linguistic simplification

  Correcting strategies: monitoring

  Summary

  Strategies of communication

  Defining communication strategies

  A typology of communication

  Empirical research

  1 Effects of proficiency level

  2 Effects of the problem-source

  3 Effects of personality

  4 Effects of the learning situation

  The role of communication strategies in SLA

  Summary

  Conclusion

• 刚刚读了几十页，感觉非常不错

  作者：tinylambda 发布时间：2015-10-21 16:28:31

  但是是有前提的：

  1. 基础的线性代数知识需要大家温故知新一下；

  2. 对于python中的numpy和pandas的一些基本操作需要熟悉；

  3. 抽象能力，最好能把代数方程在大脑里映射出一个几何图形（最多三维）；

  只要有了以上的前提，读这本书还是挺靠谱的。