最新上海外国语大学MTI英语翻译硕士考研真题

上海外国语大学2017年MTI英语翻译硕士考研真题（回忆版）

一、翻译硕士英语（211）

1.选择题（20*1')

考单词为主，后面有几道语法。单词以专八词汇为主，少量的gre词汇。

2.阅读（20*1'）

四篇阅读，个人觉得很简单，文章很短，只有一面的长度吧，用专八阅读练习足够了。

3.改错（10*1'）

比专八改错简单、前几年考的是修辞和英美文化常识、或古希腊神话典故。

4.作文（50分，500字）

谈谈你对happiness的定义。

二、英语翻译基础（357）

1.英译汉（75分）

该部分选取的是卢梭的《爱弥儿》（Emile, or On Education）部分文章，主要选自《爱弥儿》第三卷第一节。全文1000多字，共11段，但题目只要求翻译划线部分，总计翻译872字，共6段。完整原文如下：

The whole course of man's life up to adolescence is a period of weakness; yet there comes a time during these early years when the child's strength overtakes the demands upon it, when the growing creature, though absolutely weak, is relatively strong. His needs are not fully developed and his present strength is more than enough for them. He would be a very feeble man, but he is a strong child.

What is the cause of man's weakness? It is to be found in the disproportion between his strength and his desires. It is our passions that make us weak, for our natural strength is not enough for their satisfaction. To limit our desires comes to the same thing, therefore, as to increase our strength. When we can do more than we want, we have strength enough and to spare, we are really strong. This is the third stage of childhood, the stage with which I am about to deal. I still speak of childhood for want of a better word; for our scholar is approaching adolescence, though he has not yet reached the age of puberty.

About twelve or thirteen the child's strength increases far more rapidly than his needs. The strongest and fiercest of the passions is still unknown, his physical development is still imperfect and seems to await the call of the will. He is scarcely aware of extremes of heat and cold and braves them with impunity. He needs no coat, his blood is warm; no spices, hunger is his sauce, no food comes amiss at this age; if he is sleepy he stretches himself on the ground and goes to sleep; he finds all he needs within his reach; he is not tormented by any imaginary wants; he cares nothing what others think; his desires are not beyond his grasp; not only is he self-sufficing, but for the first and last time in his life he has more strength than he needs.

I know beforehand what you will say. You will not assert that the child has more needs than I attribute to him, but you will deny his strength. You forget that I am speaking of my own pupil, not of those puppets who walk with difficulty from one room to another, who toil indoors and carry bundles of paper. Manly strength, you say, appears only with manhood; the vital spirits, distilled in their proper vessels and spreading through

the whole body, can alone make the muscles firm, sensitive, tense, and springy, can alone cause real strength. This is the philosophy of the study; I appeal to that of experience. In the country districts, I see big lads hoeing, digging, guiding the plough, filling the wine-cask, driving the cart, like their fathers; you would take them for grown men if their voices did not betray them. Even in our towns, iron-workers', tool makers', and blacksmiths' lads are almost as strong as their masters and would be scarcely less skilful had their training begun earlier. If there is a difference, and I do not deny that there is, it is, I repeat, much less than the difference between the stormy passions of the man and the few wants of the child. Moreover, it is not merely a question of bodily strength, but more especially of strength of mind, which reinforces and directs the bodily strength.

This interval in which the strength of the individual is in excess of his wants is, as I have said, relatively though not absolutely the time of greatest strength. It is the most precious time in his life; it comes but once; it is very short, all too short, as you will see when you consider the importance of using it aright.

He has, therefore, a surplus of strength and capacity which he will never have again. What use shall he make of it? He will strive to use it in tasks which will help at need. He will, so to speak, cast his present surplus into the storehouse of the future; the vigorous child will make provision for the feeble man; but he will not store his goods where thieves may break in, nor in barns which are not his own. To store them aright, they must be in the hands and the head, they must be stored within himself. This is the time for work, instruction, and inquiry. And note that this is no arbitrary choice of mine, it is the way of nature herself.

Human intelligence is finite, and not only can no man know everything, he cannot even acquire all the scanty knowledge of others. Since the contrary of every false proposition is a truth, there are as many truths as falsehoods. We must, therefore, choose what to teach as well as when to teach it. Some of the information within our reach is false, some is useless, some merely serves to puff up its possessor. The small store which really contributes to our welfare alone deserves the study of a wise man, and therefore of a child whom one would have wise. He must know not merely what is, but what is useful.

From this small stock we must also deduct those truths which require a full grown mind for their understanding, those which suppose a knowledge of man's relations to his fellow-men--a knowledge which no child can

acquire; these things, although in themselves true, lead an inexperienced mind into mistakes with regard to other matters.

We are now confined to a circle, small indeed compared with the whole of human thought, but this circle is still a vast sphere when measured by the child's mind. Dark places of the human understanding, what rash hand shall dare to raise your veil? What pitfalls does our so-called science prepare for the miserable child. Would you guide him along this dangerous path and draw the veil from the face of nature? Stay your hand. First make sure that neither he nor you will become dizzy. Beware of the specious charms of error and the intoxicating fumes of pride. Keep this truth ever before you--Ignorance never did any one any harm, error alone is fatal, and we do not lose our way through ignorance but through self-confidence.

His progress in geometry may serve as a test and a true measure of the growth of his intelligence, but as soon as he can distinguish between what is useful and what is useless, much skill and discretion are required to lead him towards theoretical studies. For example, would you have him find a mean proportional between two lines, contrive that he should require to find a square equal to a given rectangle; if two mean proportionals are required, you must first contrive to interest him in the doubling of the cube. See how we are gradually approaching the moral ideas which distinguish between good and evil. Hitherto we have known no law but necessity, now we are considering what is useful; we shall soon come to what is fitting and right.

Man's diverse powers are stirred by the same instinct. The bodily activity, which seeks an outlet for its energies, is succeeded by the mental activity which seeks for knowledge. Children are first restless, then curious; and this curiosity, rightly directed, is the means of development for the age with which we are dealing. Always distinguish between natural and acquired tendencies. There is a zeal for learning which has no other foundation than a wish to appear learned, and there is another which springs from man's natural curiosity about all things far or near which may affect himself. The innate desire for comfort and the impossibility of its complete satisfaction impel him to the endless search for fresh means of contributing to its satisfaction. This is the first principle of curiosity; a principle natural to the human heart, though its growth is proportional to the development of our feeling and knowledge. If a man of science were left on a desert island with his books and instruments and knowing that he must spend the rest of his life there, he would scarcely trouble himself about the solar system, the laws of attraction, or the differential calculus. He might never even open a book again; but he would never rest till he had explored the furthest corner

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2021翻译硕士MTI《英语翻译基础》考研复习笔记 备考

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政治性词汇主要集中在对国际或国内政治机构、组织、协会、会议、著名事件以及项目等的考察。比如广东外语外贸大学曾考到“CPPCC”“UNESCO”“ASEM”“China-ASEAN Expo”“全国人民代表大会”“外交部”“中国证监会”“廉政公署”8个该类词组，中山大学考题考查过“全国人民代表”“哥本哈根计划”“金砖五国”“东南亚国家联盟”“Universal Suffrage”“Bilateralism”“Air Force One”“Kyoto Protocol”“Air Defense Identification Zone”“Occupy Central”“Liaison Office”等12个政治方面术语和名称的翻译，同时，这也是其他学校必考项之一，因此考生应重点掌握。 学术类词汇主要涉及翻译领域，分别是翻译理论和语言学知识。考生应该在理解理论和知识的基础上对重点术语加强记忆。这部分知识考察的重点程度因学校而异，根据分析，理工类学校的英语专业比较重视这两类知识的考察，如北京航空航天大学超过三分之二的词汇翻译都集中在翻译和语言学术语，而综合性和文科类学校则对学术类词汇着墨较少。 社会类词汇指跟公民生活或社会发展相关的词汇，包括人权、社会政策、医疗卫生、媒体网络等方面。如北京外国语大学考到的“比特币”“狗仔队”“富二代”“互联互通”“量化宽松政策”“埃博拉病毒”“地沟油”“真人秀”和“逆袭”，中南大学考到的“建设节约型社会”“公益性文化事业”“自主创业”，都属于这一类。对付这类词汇，要求考生切实关注关系到国计民生的各项新闻和政策，了解社会的发展趋势。了解这些社会问题的一个很好的途径是通过英文版报纸和杂志，如《中国日报》等，这些报纸是中国传达其政策信息的窗口，社会新词一般都会首先通过这些媒体出现，把握好这些窗口，也就把握到了社会类词汇的源头。

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7)自闭症 8)防空识别区 9)负面清单 10)房产税 11)专利技术 12)和而不同 13)地沟油 14)真人秀 15)逆袭 英译汉：关于环境立法之类的 汉译英：孟子的“四端”《中庸》，恻隐之心，礼义廉耻之类的，价值观 汉译英常用方法和技巧 与词有关的翻译方法包括： ?直译和意译 ?词义的选择 ?词的增补与省略 ?词类转义法 ?重复法 ?正说反译法和反说正译法 ?分句法和合句法 资料来源：育明考研考博官网https://www.sodocs.net/doc/1110437722.html,

第一节直译和意译 首先应当指出，直译不是死译，而是指基本保留原有句子结构，照字面意思翻译。意译也不是胡译、乱译，而是在不损害原文内容和精神的前提下，为了表达的需要，对原文作相应的调整。 例1 原文：我们的朋友遍天下。 直译：Our friends are all over the world. 意译：We have friends all over the world. 直译以严格意义上的忠实为宗旨，意译则更多考虑英语的特点，更强调译文的效果，不求形式对应，只求语言在深层次中的对应。总之，选择直译还是意译，应该根据文章具体需要而定，两种译法可以并用。 能直译则直译 例2 原文：爱是耐心和善良；爱不是妒忌和吹嘘；爱不是傲慢和粗鲁。 译文：love is patience and kindness;love is not jealous and boast;love is not arrogance and rudeness. 例3 原文：进入21世纪，麦当劳团体的对手们又集合到一面共同的旗帜之下——反对全球化。 译文：On stepping into the21st century,the McDonalds’groups have again assembled under the same flag——anti-globalization. Upon entering opponents banner rafilled 例4 资料来源：育明考研考博官网https://www.sodocs.net/doc/1110437722.html,

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