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2015考研英语强化班翻译辅导讲义(李群)

2015考研英语强化班翻译辅导讲义(李群)
2015考研英语强化班翻译辅导讲义(李群)

考研翻译(教材版)

一、翻译简介

1. 数据:5 10 4 20-25

2. 形式:英译汉

Q1: 英语一和英语二的区别?

Q2: 为什么不考汉译英?

汉译英的难点:______

四六级汉译英:瑰宝、皓月、辟邪

瑰宝:____________

皓月:____________

辟邪:____________

英译汉难点

(1)词汇

a. _________

millennium ____________

anthropology ___________

astrophysics ____________

b. _________

set ________

beef ________

duck _______

cause _______

school _______

moonlight _______

c. _________

mad cow disease ___________

swine flu ________________

hip replacement ___________

(2)语法结构:划分成分:主谓宾,定状补

例:2003.61 Furthermore, humans have the ability to modify the environment in which they live, thus subjecting all other life forms to their own peculiar ideas and fancies.

(3)语言表达

a.通顺无语病

b.无扭曲原文

He is a birdman.

Check out that hot chick.

She is no more a spring chicken.

He is the last man that I want to see.

c.符合表达习惯

My mother always plans ahead.

Work hard and make progress everyday.

A leopard will not easily change its spots.

二、评分标准

1. 每句四个意群,每个意群0.5分

2. 每个意群有一个严重错误或两个基本错误,则该意群不得分

何为严重错误?

(1)________

blue movie

talk horse

Cast pearls before pigs.

(2)_________

the growing incidence of child abuse and child neglect

误:

正:

(3)_________

Everybody rises. If you have something to say, then say; if not, then go.

3. 一般错别字不扣分,严重错别字三个则该意群不得分

一般错别字:作为 —— ( )

严重错别字:

由于 —— ( )

鉴于 —— ( )

昌盛 —— ( )

三、解题步骤

1. ______:划分意群,逐个翻译

2. ______:组合成句,注意位置

Q: 碰到生词或多义词怎么办?——根据背景猜测,切勿空着

例1:His mother always complains and beefs about his future.

例2:We need a plan to address the problem of the homeless people.

注意:汉语和英语的区别

(1)汉语多动词,英语多名词

(2)汉语定语多前置,英语多后置

(3)汉语状语多前置,英语多后置

例1:2003.61

Furthermore, humans have the ability (1) to modify the environment (2) in which they live, (3) thus subjecting all other life forms to their own peculiar ideas and fancies. (4)

四、意群划分

1. _______

(1)并列句连词:

(2)状语从句连词:

2. _______

(1)关系代词:

(2)关系副词:

3. _______

4. _______

the girl crying = the girl who is crying

The boy fell off the tree, breaking his legs.

The singer entered the auditorium, followed by several bodyguards.

5. _______

6. _______

例2:2003.63

The emphasis on data gathered first-hand, (1) combined with a cross-cultural perspective (2) brought to the analysis of cultures past and present, (3) makes this study a unique and distinctly important social science. (4)

五、翻译技巧

(1)词法翻译

1. 专有名词的翻译

第一种方法:______

(1)人名:John —— 约翰 Nancy —— 南希

(2)名人:

Plato ——

Socrates ——

Aristotle ——

Shakespeare ——

Bacon ——

Darwin ——

Darwinism ——

第二种方法:_______

2. 多义词的翻译 —— 根据中文搭配习惯翻译

delicate a.纤弱的;细致的;精美的;微妙的;可口的

delicate girl __________________

delicate skin __________________

delicate relationship _________________

aggressive a.侵略性的;好斗的;有进取心的;有闯劲的aggressive diplomatic policy __________________ aggressive young man ______________________ aggressive salesman _______________________

3. 生词的翻译

第一种方法:

duty and entitlement ________________________

第二种方法:

a unique and distinctly important social science

______________________________________

第三种方法:

the trail of fox’s smell ____________________

(2)句法翻译

1. 定语的翻译

什么是定语?

修饰______的成分叫做定语。

定语的翻译方法:译成“...的+名词”(“的”经常省略)(1)前置定语的翻译

前置定语的形式:____________

an available boy ______________

(2)后置定语的翻译

a. 名词 +

the only man alive

_______________

b. 名词 +

man of promising future

____________________

c. 名词 +

注意:中文多______,英文多______

the information used

____________________

the meeting being held

____________________

the regulation needed to be observed

______________________________

d. 名词 +

men tall and short

____________________

cultures past and present

____________________

e. 名词 +

a bus full of men of women

______________________

(3)多重后置定语的翻译

翻译技巧:“___________”

the insights of great men of genius

_____________________________

part of an exchange of duties and entitlements

_____________________________________

2. 定语从句的翻译

翻译技巧一:__________

... reporters who differ broadly by outlook, values, education, and class.

__________________________________________________________

翻译技巧二:__________

We don’t like the boy, who is too arrogant.

_____________________________________

例3:2003.64

Tylor defined culture as "...that complex whole (1) which includes belief, art, morals, law, custom, (2) and any other capabilities and habits (3) acquired by man as a member of society." (4)

例4:2003.65

Thus, the anthropological concept of "culture," (1) like the concept of "set" in mathematics, (2) is an abstract concept (3) which makes possible immense amounts of concrete research and understanding. (4)

3. 状语的翻译

状语的定义:修饰__________的成分。

状语的形式:

(1)________

(2)________

状语的位置:______、_______、___________________

The environmentalists advocate protecting the environment in various ways.

译文:

4. 状语从句的翻译

翻译技巧:_________

例5:2003.62

Social science is that branch of intellectual enquiry (1) which seeks to study humans and their endeavors (2) in the same reasoned, orderly, systematic, and dispassioned manner (3) that natural scientists use for the study of natural phenomena. (4)

例6:2004.61

The Greeks assumed that (1) the structure of language had some connection with the process of thought, (2) which took root in Europe (3) long before people realized how diverse languages could be. (4)

例7:2004.62

We are obliged to them (1) because some of these languages have since vanished, (2) as the peoples who spoke them (3) died out or became assimilated and lost their native languages. (4)

5. 名词性从句的翻译

(1)主语、宾语、表语从句的翻译:_________

(2)同位语从句的翻译

第一种方式:________:译成“...的+先行词”

第二种方式:________:译成“:+补充说明”

例8:2004.64

Being interested in the relationship of language and thought, (1) Whorf developed the idea (2) that the structure of language determines (3) the structure of habitual thought in a society. (4)

六、真题训练

第一篇:2006年真题

Is it true that the American intellectual is rejected and considered of no account in his society? I am going to suggest that it is not true. Father Bruckbergen told part of the story when he observed that it is the intellectuals who have rejected American. But they have done more than that. They have grown dissatisfied with the role of intellectual. It is they, not American, who have become anti-intellectual.

First, the object of our study pleads for definition. What is an intellectual? (46) I shall define him as an individual who has elected as his primary duty and pleasure in life the activity of thinking in Socratic(苏格拉底) way about moral problems. He explores such problem consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral information which he has obtained. (47) His function is analogous to that of a judge, who must accept the obligation of revealing in as obvious a matter as possible the course of reasoning which led him to his decision.

This definition excludes many individuals usually referred to as intellectuals----the average scientist for one. (48) I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems. Like other human beings, he encounters moral issues even in everyday performance of his routine duties--- he is not supposed to cook his experiments, manufacture evidence, or doctor his reports. (49) But his primary task is not to think about the moral code, which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During most of his walking life he will take his code for granted, as the businessman takes his ethics.

The definition also excludes the majority of factors, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living (50) They may teach very well, and more than earn their salaries ,but most of them make little or no independent reflections on human problems which involve moral judgment. This description even fits the majority eminent scholars. “Being learned in some branch of human knowledge in one thing, living in public and industrious thoughts”, as Emersion would say, “is something else.”

46. I shall define him as an individual (1) who has elected as (2) his primary duty and pleasure in life (3) the activity of thinking in Socratic (苏格拉底) way about moral problems. (4)

47. His function is analogous to that of a judge, (1) who must accept the obligation (2) of revealing in as obvious a matter as possible (3) the course of reasoning which led him to his decision. (4)

48. I have excluded him because, (1) while his accomplishments may contribute to the solution of moral problems, (2) he has not been charged with the task of approaching any but (3) the factual aspects of those problems. (4)

49. But his primary task is not to think about the moral code, (1) which governs his activity, (2) any more than a businessman is expected to dedicate his energies to (3) an exploration of rules of conduct in business. (4)

50. They may teach very well, (1) and more than earn their salaries, (2) but most of them make little or no independent reflections on (3) human problems which involve moral judgment. (4)

第二篇:2007年真题

of lawyers, (2) rather than a necessary part of (3) the intellectual equipment of an educated person.

(4)

47. On the other, it links these concepts to everyday realities (1) in a manner which is parallel to (2) the links journalists forge on a daily basis (3) as they cover and comment on the news. (4)

48. But the idea that the journalist must understand the law (1) more profoundly than an ordinary citizen (2) rests on an understanding of the established conventions (3) and special responsibilities of the news media. (4)

49. In fact, it is difficult to see (1) how journalists who do not have a clear grasp (2) of the basic features of the Canadian Constitution (3) can do a competent job on political stories. (4) While comment and reaction from lawyers (1) may enhance stories, (2) it is preferable for journalists to rely on (3) their own notions of significance and make their own judgments. (4)

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