2010年考研英語翻譯難點(diǎn)透析(含09翻譯真題詳解)

　　考研翻譯歷年真題精析(2009)

　　研究考研翻譯歷年真題對應(yīng)用和鞏固翻譯技巧和方法，把握考研翻譯的命題方向和提高翻譯成績，有著其他方式無可替代的重要作用。從研究和方便讀者的角度出發(fā)，本章對考研翻譯句子的解析采取下列格式：

　　1. 對原句的翻譯過程做出一些簡化，主要按照三部分展開：句子結(jié)構(gòu)分析、詞語用法解釋、漢語方式表達(dá)。

　　2. 句子結(jié)構(gòu)分析用各種具體符號標(biāo)示，使讀者一目了然。具體符號及表示內(nèi)容如下： 句子間的邏輯層次關(guān)系用/來表示，/為第一層，//為第二層，以此類推;主語：用下劃線表示;謂語：用陰影部分表示;賓語：用波浪線表示;插入語：用雙下線表示;連接詞：用全框來表示;修飾成分用()來表示，有必要時(shí)再做具體解釋。例如：

　　It may be said //that the measure of the worth of any social institution is its effect in enlarging and improving experience; / but this effect is not a part of its original motive.

　　2009年英譯漢試題及解析

　　There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.(46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world’s work is carried on receives little attention as compared with physical output.

　　But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. (48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.

　　(50)We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education—that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.