上海外國(guó)語(yǔ)大學(xué)2017年MTI英語(yǔ)翻譯碩士考研真題

精選文庫(kù)上海外國(guó)語(yǔ)大學(xué)2017年MTI英語(yǔ)翻譯碩士考研真題（回憶版）一、翻譯碩士英語(yǔ)（211）1.選擇題（20*1)考單詞為主，后面有幾道語(yǔ)法。單詞以專八詞匯為主，少量的gre詞匯。2.閱讀（20*1）四篇閱讀，個(gè)人覺得很簡(jiǎn)單，文章很短，只有一面的長(zhǎng)度吧，用專八閱讀練習(xí)足夠了。3.改錯(cuò)（10*1）比專八改錯(cuò)簡(jiǎn)單、前幾年考的是修辭和英美文化常識(shí)、或古希臘神話典故。4.作文（50分，500字）談?wù)勀銓?duì)happiness的定義。二、英語(yǔ)翻譯基礎(chǔ)（357）1.英譯漢（75分） 該部分選取的是盧梭的愛彌兒（Emile, or On Education）部分文章，主要選自愛彌兒第三卷第一節(jié)。全文1000多字，共11段，但題目只要求翻譯劃線部分，總計(jì)翻譯872字，共6段。完整原文如下： The whole course of mans life up to adolescence is a period of weakness; yet there comes a time during these early years when the childs 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 mans 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 childs 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 mans 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 childs 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. Mans 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 mans 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 of his island, however large it might be. Let us therefore omit from our early studies such knowledge as has no natural attraction for us, and confine ourselves to such things as instinct impels us to study.2.漢譯英（75分）2016年11月5日，上海外國(guó)語(yǔ)大學(xué)首屆“中國(guó)學(xué)的國(guó)際對(duì)話：方法與體系”國(guó)際研討會(huì)在虹口校區(qū)高翻學(xué)院同傳室拉開帷幕，本次學(xué)術(shù)研討會(huì)由上外主辦，中國(guó)學(xué)研究所協(xié)同國(guó)際關(guān)系與公共事務(wù)學(xué)院、高級(jí)翻譯學(xué)院聯(lián)合承辦，歐盟研究中心、俄羅斯研究中心、英國(guó)研究中心、中日韓合作研究中心以及馬克思主義學(xué)院共同參與。上外黨辦、校辦、宣傳部等部門對(duì)本次會(huì)議給予了大力支持。 本次研討會(huì)是中國(guó)學(xué)研究所成立以來，在學(xué)科體系日臻完善、教學(xué)有條不紊推進(jìn)的同時(shí)，于科研領(lǐng)域的初次探索，旨在辯明中國(guó)學(xué)的方法與體系，探討中國(guó)的發(fā)展規(guī)律和特點(diǎn)以及中國(guó)在世界上的地位與作用，從而為“中國(guó)的中國(guó)學(xué)”發(fā)展貢獻(xiàn)思維火花。根據(jù)校領(lǐng)導(dǎo)的指示，中國(guó)學(xué)研究所協(xié)同校內(nèi)多研究中心邀請(qǐng)到來自5大洲10個(gè)國(guó)家21所學(xué)校的近50位學(xué)者參會(huì)，共同討論“中國(guó)學(xué)的概念與方法”、“中國(guó)學(xué)的體系與學(xué)科”、“傳統(tǒng)漢學(xué)與當(dāng)代中國(guó)學(xué)的比較”以及“中國(guó)學(xué)發(fā)展趨勢(shì)展望”四大議題。會(huì)議吸引到來自中國(guó)學(xué)、馬克思主義等專業(yè)的40余位碩博士生參與。 開幕式由中國(guó)學(xué)研究所所長(zhǎng)武心波教授主持，上海社會(huì)科學(xué)院副院長(zhǎng)謝京輝教授、上外副校長(zhǎng)馮慶華教授致開幕辭。馮校長(zhǎng)指出伴隨中國(guó)學(xué)學(xué)科影響力的不斷擴(kuò)大，上外正結(jié)合自身優(yōu)勢(shì)打造獨(dú)具特色的中國(guó)學(xué)；在未來，上外將不斷加大對(duì)中國(guó)學(xué)的支持力度，使得中國(guó)學(xué)研究更加成熟。謝院長(zhǎng)表示上海外國(guó)語(yǔ)大學(xué)是國(guó)家級(jí)學(xué)術(shù)交流平臺(tái)世界中國(guó)學(xué)論壇在中國(guó)學(xué)領(lǐng)域內(nèi)緊密合作的兄弟單位，上海社科院與上外“在舉辦論壇到研究生培養(yǎng)方面的合作空間將不斷擴(kuò)大?！?開幕式第二項(xiàng)，馮慶華副校長(zhǎng)為埃及艾因夏姆斯大學(xué)穆赫森法爾賈尼教授、西交利物浦大學(xué)大衛(wèi)古德曼教授等7位學(xué)者頒發(fā)“上海外國(guó)語(yǔ)大學(xué)中國(guó)學(xué)研究所海外學(xué)術(shù)顧問”聘書。藉此加強(qiáng)上外與國(guó)外一流中國(guó)學(xué)研究機(jī)構(gòu)、資深中國(guó)學(xué)學(xué)者的聯(lián)系，促成本土中國(guó)學(xué)與海外中國(guó)學(xué)的密切互動(dòng)。 開幕式第三項(xiàng)，上海國(guó)際問題研究院學(xué)術(shù)委員會(huì)主任、研究員，上海市人民政府參事楊潔勉教授發(fā)表了題為“Systemic Designing and Methodological Exploring: My Understanding of China Study in China”的主旨演講。楊教授在發(fā)言中提到盡管在很長(zhǎng)的時(shí)間里中國(guó)都在做關(guān)于自身的研究，但真正將學(xué)科體系框架構(gòu)建起來，仍需付出巨大努力。如何通過國(guó)際對(duì)話而非僅僅內(nèi)部交流表達(dá)中國(guó)的思維與認(rèn)知是亟待我們?nèi)プ兏锏摹?主旨演講之后，與會(huì)代表進(jìn)行了集體合影并茶歇。上外俄羅斯研究中心主任汪寧教授主持了第一場(chǎng)討論，復(fù)旦大學(xué)中國(guó)研究院范勇鵬副教授、上海社科院助理研究員潘瑋琳博士、日本愛知大學(xué)高橋五郎教授、俄羅斯莫斯科友誼大學(xué)尤里教授以及韓國(guó)高麗大學(xué)李正男教授圍繞“中國(guó)學(xué)概念、方