最新上海外国语大学MTI英语翻译硕士考研真题

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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）

< br>

谈谈你对

happiness

的定义。

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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：< /p>

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

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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

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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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