江苏大学研究生英语课程讲义分析,翻译

2022年江苏大学821英语语言学基础与英文写作考研试题和答案分析2022年江苏大学《821英语语言学基础与英文写作》考研全套内容简介•全国名校英语语言学考研真题详解•全国名校英语翻译与写作考研真题汇总说明：本科目考研真题不对外公布（暂时难以获得），通过分析参考教材知识点，精选了有类似考点的其他院校相关考研真题，部分真题提供了答案详解。

2．教材教辅•戴炜栋《新编简明英语语言学教程》（第2版）笔记和课后习题（含考研真题）详解•戴炜栋《新编简明英语语言学教程》（第2版）配套题库【考研真题精选＋章节题库】说明：以上为本科目参考教材配套的辅导资料。

•试看部分内容第一部分考研真题精选一、选择题1. Derivational morpheme contrasts sharply with inflectional morpheme in that the former changes the _____ while the latter does not.（北二外2017研）A. meaningB. word classC. formD. speech sound【答案】B查看答案【解析】morpheme语素，分为自由语素和黏着语素，其中黏着语素包括词根和词缀两种类型，词缀分为派生词缀（derivational affixes）和屈折词缀（infl ectional affixes）。

派生词缀黏附在词根语素上构成新词，也即增加了新的词汇义内容或改变了词的类别归属。

屈折词缀只能改变一个词的形式，不能构成新词。

也即屈折词缀增加的是表示句法范畴的意义，并且总是不改变词的类别归属。

即两者重要区别在于是否改变了词的类别，故B为正确答案。

2. Which of the following are homographs?（对外经贸2015研）A. lead, leadB. rest, wrestC. lie, lieD. beat, bit【答案】C查看答案【解析】homographs同形异义词，指在语法形式上拼写和发音完全相同，而意义不同的词。

大学英语翻译讲义第一讲中国翻译史、翻译的性质、标准、目的和要求一、中国翻译史1. 东汉—唐宋：第一次高潮2.明末清初——第二次高潮3. 五四以前——第三次高潮4. 五四运动之后——第四次高潮5. 1978改革开放后—第五次高潮二、翻译的性质三、翻译的标准四、翻译课的目的和对译者的要求一、中国翻译史中国的翻译已有近2000年的历史，出现过的翻译高潮大致也有五次。

1. 东汉—唐宋：第一次高潮中国佛教的三大翻译家：鸠摩罗什(Kumarajiva 344--413)、真谛(Paramartha/Gunarata 499--569)、佛经翻译（Translation of Buddhist Scripture）玄奘(Xuan Zang)。

由于佛经的翻译，使“佛经”和“论”两种文体进入汉语。

鸠摩罗什(Kumarajiva 344--413)天竺人，东晋时来华，译经300多卷。

一改过去音译的弱点，主张意译，并倡导译者署名。

他的译著有“天然西域之语趣”，表达了原作之神情，为我国的翻译文学奠定了基础。

真谛(Paramartha/Gunarata 499--569) 印度佛教学者，南北朝时来华，译了49部经。

著有《摄大乘论》，对中国佛教思想有较大的影响。

玄奘(Xuan Zang)唐朝人，于628年去印度求经，17年后回国，主持译场，19年译出75部佛经。

把老子著作的一部分译成梵文，是第一个向国外介绍汉文的中国人。

他的翻译标准“既须求真，又须喻俗”，直到今天仍有意义。

主张音译，其音译为主的翻译方法对于固定和传播佛教词语和概念以及印度语言文化于中国，具有不可磨灭的历史功绩。

2.明末清初——第二次高潮西方科技著作的汉译：徐光启和意大利人利玛窦（Matteo Ricci,1552—1610）合作翻译的欧几里《几何原本》、《测量法义》等中国典籍的西译：利玛窦最早将“四书”译成拉丁文。

中国经典和儒家学说通过意大利和法国传教士的翻译与介绍，先后有了拉丁文和法文译本，流传到欧洲知识界和上层社会。

1.Unit OneA Question of Degree对学位的质疑Perhaps we should rethink an idea fast becoming an undisputed premise of American life that a college degree is necessary(and perhaps even a sufficient) precondition for success.I do not wish to quarrel with the assumptions made about the benefits of orthodox education.I want only to expose its false god:the four-year, all-purpose,degree-granting college,aimed at the so-called college-age population and by now almost universally accepted as the stepping-stone to“meaningful”and “better”jobs.What is wrong with the current college/work cycle can be seen in the following anomalies:we are selling college to the youth of American as a take-off pad for the material good life.College is literally advertised and packaged as a means for getting more money through“better”jobs at the same time that Harvard graduates are taking jobs as taxi drivers.This situation is perversion of the true spirit of a university，a perversion of a humane social ethic and，at bottom，a patent fraud.To take the last point first,the economy simply is not geared to guaranteeing these presumptive “better”jobs;the colleges are not geared to training for such jobs;and the ethical propriety of the entire enterprise is very questionable.We are by definition(rather than by analysis)establishing two kinds of work:work labeled“better”because it has a degree requirement tagged to it and nondegree work,which,through this logic, becomes automatically“low level”.This process is also destroying our universities.The“practical curriculum”must become paramount;the students must become servants of big business and big government.Under these conditions the university can no longer be an independent source of scientific and philosophic truth-seeking and moral criticism.Finally,and most important，we are destroying the spirit of youth by making college compulsory at adolescence,when it may be least congruent with emotional and physical needs;and we are denying college as an optional and continuing experience later in life,when it might be most congruent with intellectual and recreational needs.Let me propose an important step to reverse these trends and thus help restore freedom and dignity to both our colleges and our workplaces.We should outlaw employment discrimination based on college degrees.This would simply be another facet of our“equal-opportunity”policy and would add college degrees to sex,age, race,religion and ethnic group as inherently unfair bases for employment selection.People would，wherever possible，demonstrate their capacities on the job.Where that proved impractical，outside tests could still serve.The medical boards，bar exams，mechanical，mathematical and verbal aptitude tests might still be used by various enterprises.The burden of proof of their legitimacy，however，would remain with the using agencies.So too would the costs.Where the colleges were best equipped to impart a necessary skill they would do so，but only where it would be natural to the main thrust of a university endeavor.The need for this rethinking and for this type of legislation may best be illustrated by a case study.Joe V.is a typical liberal-arts graduate，fired by imagination art and literature.He took a job with a large New York City Bank，where he had the opportunity to enter the“assistant manager training program”.The trainees rotated among different bank departments to gain technical know-how and experience and also received classroom instruction，including some sessions on“how to write a business letter.”The program was virtually restricted to college graduates. At the end of the line，the trainees became assistant bank managers：a position consisting largely of giving simple advice to bank customers and a modest amount of supervision of employees.Joe searched for some connection between the job and the training program，on the one hand，and his college-whetted appetites and skills on the other.He found nothing.In giving Joe preference for the training program,the bank had bypassed a few enthusiastic aspirants already dedicated to a banking career and daily demonstrating their competence in closely related jobs.After questioning his superiors about the system,Joe could only conclude that the“top brass”had some very diffuse and not-too-well–researched or even well-thought-out conceptions about college men. The executives admitted that a college degree did not of itself ensure the motivation or the verbal or social skills needed.Nor were they about what skills were most desirable for their increasing diverse branches.Yet they clung to the college prerequisite.Business allows the colleges to act as recruiting,screening and training agencies for them because it saves money and time.Why colleges allow themselves to act as servicing agents may not be as apparent.One reason may be that colleges are increasingly becoming conventional bureaucracies.It is inevitable,therefore,that they should respond to the first and unchallenged law of bureaucracy:expand!The more that college’s can persuade outside institutions to restrict employment in favor of theirclientele,the stronger is the college’s hold and attraction.This rational becomes even clearer when we understand that the budgets of public universities hang on the number of students“serviced”.Seen from this perspective,then,it is perhaps easier to understand why such matters as“university independence”or“the propriety”of using the public bankroll to support enterprises that are expected to make private profits, can be dismissed.Conflict of interest is difficult to discern when the interests involved are your own.What is equally questionable is whether a college degree,as such,is proper evidence that new skills that are truly needed will be delivered.A friend who works for Manpower Training Program feels that there is a clear divide between actual job needs and college-degree requirements.One of her chief frustration is the knowledge that many persons with ability to do paraprofessional mental-health work are lost to jobs they could hold with pleasure and profit because the training program also require a two-year associate art degree.Obviously,society can and does manipulate job status.I hope that we can manipulate it in favor of the greatest number of people.More energy should be spent in trying to upgrade the dignity of all socially useful work and to eliminate the use of human beings for any work that proves to be truly destructive of the human spirit. Outlawing the use of degrees as prerequisites for virtually every job that our media portray as“better”should carry us a long step toward a healthier society.Among other things,there is far more evidence that work can make college meaningful than that college can make work meaningful.My concern about this degree/work cycle might be far less acute;however,if everyone caught up in the system were having a good time.But we seem to be generating a college population that oscillates between apathy and hostility.One of the major reasons for this joylessness in our university life is that the students see themselves as prisoners of economic necessity.They have bought the media message about better jobs,and so they do their time.But the promised land of“better”job is, on the one hand,not materializing,and on the other hand the students is by now socialized to find such“better”jobs distasteful even if they were to materialize.One of the major improvements that could result from the proposed legislation against degree requirements for employments would be a new stocktaking on the part of all our educational pulsory schools,for example,would understand that the basic skills for work and family life in our society would have to be compressed into those years of schooling.Colleges and universities,on the other hand,might be encouraged to be unrestricted,as continuous and as open as possible.They would be released from the pressures of ensuring economic survival through a practical curriculum.They might best be modeled after museums.Hours would be extensive，fees minimal，and services available to anyone ready to comply with course-by-course demands.College under these circumstances would have a clearly understood focus，which might well be the traditional one of serving as gathering place for those persons who want to search for philosophic and scientific“truths”.This proposal should help our universities rid themselves of some strange and gratuitous practices.For example，the university would no longer have to organize itself into hierarchical levels：B.A.,M.A.,PH.D.There would simply be courses of greater and lesser complexity in each of the disciplines.In this way graduate education might be more rationally understood and accepted for what it is——more education.The new freedom might also relieve colleges of the growing practice of instituting extensive“work programs,”“internships”and“independence study”programs.The very names of these enterprises are tacit admissions that the campus itself is not necessary for many genuinely educational experiences.But,along with “external degree”programs,they seem to pronounce that whatever one has learned in life by whatever diverse and interesting routes cannot be recognized as increasing one’s dignity,worth,usefulness or self-enjoyment until it is converted into degree credits.The legislation I propose would offer a more rational order of priorities.It would help recapture the genuine and variegated dignity of workplace along with the genuine and more specialized dignity of the university.It would help restore to people of all ages and inclinations a sense of their own basic worth and offer them as many roads as possible to reach Rome.Vocabulary1.What look like generous hire-purchase terms are fundamentally just encouragement to the customer to spend his very last penny.【at bottom】2.A lot of viewers complain that there is too much crime and needless sex and violence on TV.【gratuitous无端的】3.I read a brief extract of Erving Goffman's new detective novel on the train and it has rather aroused my appetite for mysteries.【whetted引起】4.The article simply records the political changes of the last year,but it doesn't offer an honest appraisal of the government's achievements.【stocktaking评价估量】st week the city government warned that it would consider legislation to forbid smoking in public places.【outlaw不合法】6.Is it not something of an oddity to have a President of one political persuasion and a Prime Minister of another.【anomaly异常】7.These bigger companies have the money,but they don't always have the expertise to get the job done right.【know-how技能】8.As a member of the club,you must abide by its rules and regulations,otherwise you'll be punished severely.【comply with遵照，遵守】9.Asked whether she would like to work with Jack in my office，Mary replied"No" with obvious distaste.【patent显然的】10.There are many priorities,but reducing the budget deficit as soon as possible is more important than anything else.【paramount最高的】1.What monstrous perversion扭曲of the human spirit leads a sniper to open fire on a bus carrying children2.His writing is so diffuse冗长，obscure and overwrought that it is difficult to make out what it is he is trying to say3.We were in a hurry so we decided to bypass忽略Canterbury because we knew there'd be a lot of traffic there.4.The office director insisted that there was no question as to the propriety合适ofhow the benevolent funds were raised.5.Hector has been trying to get his job upgraded升级for years,but management won't because they'd have to pay him more.6.As a moody young adolescent,Mandy oscillates波动between joyous enthusiasm and melodramatic despair,most especially when it comes to boys.7·How successful they were would hang on坚持下去the speed with which the product could be distributed to the shops.8.Judging by the books sold，this young writer seems to have a strong hold over the reading public.9.If I were you,I would never allow my daughter to attend a such apathy冷漠exists among both the students and teachers.10.She rose,came up to me and said:“Could you provide me with a clear rationale 解释for taking this course of action"2.Unit Two The Middle Class中产阶级The middle class is distinguishable more by its earnestness and psychic insecurity than by its middle income.I have known some very rich people who remain stubbornly middle-class,which is to say they remain terrified at what others think of them,and to avoid criticism are obsessed with doing everything right.The middle class is the place where table manners assume an awful importance...The middle class,always anxious about offending,is the main market for"mouthwashes," and if it disappeared the whole"deodorant"business would fall to the ground.中产阶级有另别于其他阶级的特征是他们一本正经的生活态度和缺乏安全感的精神状态，而不是他们的中等收入。

江苏大学研究生文献阅读与翻译作业(1)When I try to understand what it is that prevents so many Americans from being as happy as one might expect, it seems to me that there are two causes, of which one goes much deeper than the other.当我试图去理解是什么阻挡了许多美国人得到他们应有的快乐时，我脑海里出现两个原因，而其中一个原因更甚于另一个。

（2）It had been a fine ,golden autumn , a lovely farewell to those who would lose their youth, and some of them their lives, before the leaves turned yellow again in a peacetime fall.那是个天气晴朗的金色秋天，美好的秋色为那些青年们送别。

待到战后和平时期，黄叶纷飞的秋天再度来临时，当日的青年已经失去了青春，有的丧失了生命。

（1）It was a day as fresh as grass growing up and clouds going over and butterflies coming down can make it. It was a day compounded from silences of bee and flower and ocean and land , which were not silences at all, but motions, stirs, flutters, rising ,each in its own time and matchless rhythm.绿草萋萋，白云冉冉，彩蝶翩翩，这日子是如此清新；蜜蜂无言，春花不语，海波声歇，大地音寂，这日子是如此安静。

Unit 1●翻译：（黑体的汉字表示与教师用书不同，斜体的汉字表示重点翻译不要遗漏）passion, wisdom, altruism, insight, creativity—sometimes only the trials of adversity canfoster these qualities, because sometimes only drastic situations can force us to take on the painful process of change. (Para.6)慈悲、智慧、无私、洞察力及创造力——有时只有经历逆境的考验才能培育这些品质，因为有时只有极端的情形才能迫使我们去承受痛苦的改变过程。

2.In that moment, our sense of invulnerability is pierced, and the self-protective mental armorthat normally stands between us and our perceptions of the world is torn away. (Para.12) 在事情发生的那一瞬间，我们的安全感被冲破了，平时处于我们与我们对世界的种种看法之间的自我保护的精神盔甲被剥离了。

toto put aside their personal pleasure in order to care for the baby.Unit 4●翻译：1.Immersing myself in a book or a lengthy article used to be easy. My mind would get caughtup in the narrative or the turns of the argument, and I’d spend hours strolling th rough long stretches of prose. (Para.1)过去总是不费什么劲儿就能让自己沉浸在一本书或者一篇长文章中，被其中的叙述或不同的论点深深吸引。

《研究生英语教程》课文翻译一单元“十便士看一次海湾风光，”那个带着一架望远镜的老头说道：“多么晴朗美丽的早晨。

请来看看那古老的灯塔和1935年失事的大轮船残骸吧。

”要十便士简直是敲诈勒索，可是海湾的景色确实壮丽。

峭壁向远方伸展，海风激起的阵阵波浪泛着白花，冲上海滩。

海面上几艘游艇张着乳白色的风帆优雅地避开浪头蜿蜓前进。

山崖下面，一群海鸥相互叫唤着，在海面上盘旋飞翔。

离岸一英里处，在海浪贪婪地吮舔着的岩岸上，那座古老的灯塔矗立在一座石头平台上。

说实话，我毫不吝惜那几个钱。

当我把望远镜转朝灯塔时，站在我身旁的那个老头拍了拍我的手腕。

“您听过在那座灯塔里发生的一起骇人听闻的惨案吗?”他压低了嗓声对我说。

“我想这个地方看起来非常富有戏剧性，有关它的传说一定不少，”我说。

“这可不是传说，”那老头郑重其事地说。

“我父亲认识那起惨案的两个当事人。

一切都发生在50年前的今天。

让我说给您听听吧。

”他的声音似乎变得更低沉、更富有戏剧性了。

“整整一个礼拜，风暴困住了那座灯塔，”他开始说。

“咆啸的大海波涛汹涌，海浪拍打着岩石，轰然作响。

岸上的人们十分担心在那儿工作的两个人。

他们俩是多年的挚友，但在两三个礼拜前，他们在乡村酒店里玩牌时吵了一架。

马丁指责布莱克打牌时耍赖，布莱克则发誓要对侮辱他人格的不实之辞进行报复。

多亏一位他们俩都尊敬的人好言相劝，他们才互相道了歉，并以乎很快地结束了他们之间的不快。

不过各自心里还有些怨恨。

因此，人们担心长时间与世隔绝所造成的极度紧张和恶劣的天气会使他们俩神经过敏，尽管两人的朋友们不消说还根本没意识到后果会有多么严重。

”“离今50年前的那个晚上，灯塔上没有出现灯光，直到凌晨两点钟左右才有一束灯光突然发出警告信号。

“第二天早上，灯光依然可见。

风暴已经平息了，人们派出一条救生船前去查看情况。

等待人们的却是一个不忍目睹的场面——马丁和布莱克的起居室一片骇人景象，桌子翻倒在地，一副牌散得到处都是，地板上溅满了血迹。

研究生英语阅读教程（基础级）第三次修订版课文参考译文第一课A世界英语：是福是祸？汤姆•麦克阿瑟（1）2000 年，语言学家、威尔士人格兰维尔•普莱斯，在他编辑的《英国与爱尔兰的语言》中发表了如下的观点：因为英语是个杀手。

正是英语，导致坎伯兰语、康沃尔语、诺恩语和马恩语灭亡。

在那些岛屿的部分地区，还有较大规模的群体讲比英语更古老的当地语言。

但是，现在日常生活中，英语无处不在，人人—或者说—几乎人人都懂英语。

英语威胁到那三种遗留的凯尔特语：爱尔兰语、苏格兰盖尔语和威尔士语，……所以必须意识到，从长远来看，这三种语言的未来……十分危险。

（第141 页）在此几年前，1992 年，英国学者罗伯特．菲利普森（他如今在丹麦工作）在牛津大学出版了一本书，名为《语言领域的帝国主义》。

在书中，他指出，主要的英语国家、世界范围内英语教学产业，尤其是英国文化委员会，实施的是语言扩张政策。

他还把这种政策和他所称的“语言歧视”（这个情况类似于“种族歧视”、“性别歧视”）联系在一起。

在菲利普森看来，以“白人”为主的英语世界中，起主导作用的机构和个人，或故意或无意，鼓励或者至少容忍英语大肆扩张，他们当然不反对英语的扩张。

英语的扩张开始于大约三个世纪以前，最初表现形式是经济与殖民扩张。

（2）菲利普森本人为英国文化委员会工作过几年。

和他一样，还有一些母语为英语的学者，也试图强调英语作为世界语言的危险。

在过去几十年里，人们从三个群体的角度，就英语的国际化进行了广泛的讨论。

第一个群体是ENL 国家，英语是母语（这个群体也叫“内部圈”）；第二个群体是ESL 国家，英语是第二语言（“外部圈”）；第三个群体是EFL 国家，英语是外语（“扩展圈”）。

二十世纪八十年代，这些词语开始流行。

从那时起，这第三圈实际上已扩展到全球范围。

（3）从来没有像英语这样?语言，这既有利也有弊。

曾经有许多“世界语言”，例如：阿拉伯语、汉语、希腊语、拉丁语和梵语。

总的来说，我们现在认为这些语言比较好，经常以赞美、感激的语气谈论与它们相关的文化以及它们给世界带来的变化。

Translation第一单元A．Western teachers working at Chinese preschools express shock at the levels of strictness imposed ,and the ways in which the most difficult children are chastised.While this high degree of discipline has the negative effect of making children reluctant to initiate play , it does succeed in teaching self-control and respect for authority-precisely those qualities that are seen to be lacking in U.S school.Friends and family in North America often tell me that between piano ,art and sports lessons , their kids are already overscheduled and subject to pressures beyond their years.Yet , regardless of the number of extracurricular activities, the lives of western children are leisurely when compared to Chinese.对于校纪实施的严格程度和对最难管教学生的处罚方式，在中国幼儿园工作的西方教师表示震惊。

如此高度的纪律性虽然会产生令孩子们不愿意玩耍的消极影响，但也会教会他们自控和尊重权威，而这些品质恰恰是美国学生所缺少的。

翻译理论与实践讲义学生版主编：徐方赋参编：邓萍、丁晖、裴文斌、于红2020年10月一、课程简介：1. 目的与任务翻译理论与实践是英语专业的专业基础课。

本课程的任务是通过各类教学环节和教学活动，引导学生把握英汉互译的大体概念、大体理论和大体技术，培育学生从事翻译的翻译能力和大体素养，重点在于培育学生的，为尔后深造、从事专业工作和科学研究打下良好基础。

2. 大体要求通过本课程学习，学生应达到以下大体要求：1) 了解和把握关于翻译概念和标准的要紧观点、翻译目的和意义，培育作为译者的大体素养；2) 学习并大体把握翻译的大体方式和在词义、词法、句法层次上的大体技术，并能主动运用于翻译实践；3) 初步接触和了解各类文体（文学、社会科学、科技文体等）翻译，区分口语语体和书面语体的翻译。

3. 课程目录绪论一、翻译小史二、翻译的目的、任务和意义三、翻译的概念、性质和标准四、翻译的进程五、翻译对译者的素养要求上篇英译汉第一章语义翻译(Diction.)第一节词义的选择第二节词义的引申第三节词义的褒贬第四节文化词语的翻译第二章词法翻译(Translation at the lexical level.)第一节词类转译第二节增词译法第三节省略译法第四节重复译法第五节正译与反译第六节虚化与实化第三章句法翻译(Translation at the syntactic level.) 第一节英汉句法比较第二节抽象名词作主语句子的翻译第三节被动语态的翻译第四节定语从句的翻译第五节长句翻译：断句（拆句、分句）译法下篇汉译英第一章汉英措辞对照及其在翻译中的应用第一节英汉语词义的多义性及其不对应性第二节措辞方式第二章汉英句法对照及其在翻译中的应用第一节英汉句式不同第二节意合形合和逻辑重心的不同及其句法表现第三节由“数”的概念引发的错误及其分析第四节动词时态形式的错误分析第五节词性混乱引发的错误分析第六节从句层次的Chinglish及其克服方式第三章语篇翻译(Translation at the Textual level.)第一节散文与记叙文体第二节政论报刊文体第三节科技文体第四节应用文体第四章专题讨论（英汉互译）第一节直译与意译、异化与归化第二节翻译中的文化因素第三节八级翻译辅导4. 选用教材：1）孙致礼：《新编英汉翻译教程》，上海外语教育出版社，2004年。