Analyses on the Errors in C-E Translation of Public Signs in Scenic Spot--Taking Taimu Mou

2022年考研考博-考博英语-中国科学院考试全真模拟易错、难点剖析AB卷（带答案）一.综合题(共15题)1.单选题Parents often fall into the trap of offering other food in order to（） the child to eat. 问题1选项A.temptB.manipulateC.incenseD.escort【答案】A【解析】考查动词辨析。

tempt “吸引，诱使”；manipulate “操作，操控”；incense “使激怒”；escort“护送，陪同”。

句意：家长们常常陷入困境，通过别的食物来吸引孩子好好吃饭。

选项A符合句意。

2.翻译题Directions: Read the following text carefully and then translate the underlined segments into Chinese. Write your Chinese version in the proper space on your Answer Sheet.In the U.S., citizens tend to rely on electronic media such as TV rather than print media. TV news tends to provide numerous visuals and abbreviated textual information. (1) Although TV news stories pitch “on-the-scene reporting”, and other eye-catching images to viewers, the actual stories are generally so brief that were the reports transcribed into newspaper copy, no single story would have enough text to cover a third of a page. It is remarkable to consider how little information is conveyed between all the exciting visuals. (2) It is also remarkable to stop and think about how inadequately informed citizens may be if their primary source of political knowledge is the picture-rich and data-poor TV evening news. Moreover, because U.S. media companies are primarily privately owned, (3) media professionals are under pressure to present news in an entertaining way in order to expand their audiences and corresponding advertising revenues. Large audiences create higher profits from advertising sales. With a few exceptions, U.S. TV and radio stations are like other businesses: They need to generate money to cover operating costs and make profits. If media professionals are convinced that viewers want entertaining news rather than in-depth details, this assumption affects the kind of news they produce. Not surprisingly, political scientists have found that news coverage of election campaigns tends to focus on the personal lives of candidates rather than on issues, and (4) when issues are reported the emphasis is often on the immediate and most dramatic implications of the issues, not on the historical, long-term, or global dimensions of those issues.At the same time, insofar as television and Internet-based news must be generated quickly, time pressures impede extensive independent investigations. Because U.S. citizens conceptualize news as something occurring by the hour or minute, U.S. media professionals are often putting together news stories under severe time restraints. (5) Some analysts believe that this increases the tendency of reporters to get information from official sources rather than from the reporters’ own independent investigations of newsworthy events. Think about this issue from the standpoint of reporters and editors. If you are a reporter assigned the task of doing a story on a state’s new prison system, for example, you will find it is quicker and easier to get a governor’s press release on the new prison than it is to go to libraries, data banks, and university research centers to investigate the topic on your own. This does not suggest that investigative journalism never occurs; rather, many scholars believe that time pressures tend to encourage the use of information provided by official sources (for example, political leaders and their press secretaries) rather than the collection of facts through ongoing independent research.【答案】【参考译文】（1）虽然电视新闻故事多推崇“现场报道”或者其他吸人眼球的形象，但是实际上这些故事通常都很简短，要是把这些报道转写成报纸版面的话，它们任何一个都占不了三分之一的版面。

Starting as low-income economies in the 1960s, a few economies in East Asia managed,in a few decades, to bridge all or nearly all of the income gap that separated them from the high-income economies of the Organisation for Economic Co-operation and Development (OECD).Meanwhile many other developing economies stagnated .What made the difference?One way to grow is by developing hitherto unexploited land.Another is to accumulate physical capital:roads, factories, telephone networks.A third is to expand the labor force and increase its education and training.But Hong Kong (China) and Singapore had almost no land.They did invest heavily in physical capital and in educating their populations,but so did many other economies.During the 1960s through the 1980s the Soviet Union accumulated more capital as a share of its gross domestic product (GDP) than did Hong Kong (China), the Republic of Korea, Singapore, or Taiwan (China).And it increased the education of its population in no trivial measure. Yet the Soviets generated far smaller increases in living standards during that period than did these four East Asian economies.Perhaps the difference was that the East Asian economies did not build, work, and grow harder so much as they built, worked, and gr ew smarter.Could knowledge, then, have been behind East Asia’s surge ?If so, the implications are enormous,for that would mean that knowledge is the key to development—that knowledge is development.How important was knowledge for East Asia’s growt h spurt ?This turned out not to be an easy question to answer.The many varieties of knowledge combine with its limited marketability to present a formidable challenge to anyone seeking to evaluate the effect of knowledge on economic growth.How, after all, does one put a price tag on and add up the various types of knowledge?What common denominator lets us sum the knowledge that firms use in their production processes; the knowledge that policymaking institutions use to formulate, monitor, and evaluate policies; the knowledge that people use in their economic transactions and social interactions?What is the contribution of books and journals, of R&D spending, of the stock of information and communications equipment, of the learning and know-how of scientists, engineers, and students? Compound ing the difficulty is the fact that many types of knowledge are accumulated and exchanged almost exclusively within networks, traditional groups, and professional associations.That makes it virtually impossible to put a value on such knowledge.Reflecting these difficulties in quantify ing knowledge,efforts to evaluate the aggregate impact of knowledge on growth have often proceeded indirectly, by postulat ing that knowledge explains the part of growth that cannot be explained by the accumulation of tangible and identifiable factors, such as labor or capital.The growth not accounted for by these factors of production—the residual in the calculation—is attributed to growth in their productivity, that is, using the other factors smarter, through knowledge.This residual is sometimes called the Solow residual, after the economist Robert M. Solow,who spearheaded the approach in the 1950s,and what it purports to measure is conventionally called total factor productivity (TFP) growth.Some also call the Solow residual a measure of our ignorance ,because it represents what we cannot account for. Indeed, we must be careful not to attribute all of TFP growth to knowledge,or there may be other factors lurking in the Solow residual.Many other things do contribute to growth—institutions are an example—but are not reflected in the contributions of the more measurable factors.Their effect is (so far) inextricably woven into TFP growth.In early TFP analyses,physical capital was modeled as the only country-specific factor that could be accumulated to better people’s lives.Technical progress and other intangible factors were said to be universal, equally available to all people in all countries,and thus could not explain growth differencesbetween countries.Their contributions to growth were lumped with the TFP growth numbers.Although this assumption was convenient, it quickly became obvious that physical capital was not the only factor whose accumulation drove economic growth. A study that analyzed variations in growth rates across a large number of countries showed that the accumulation of physical capital explained less than 30 percent of those variations.The rest—70 percent or more—was attributed directly or indirectly to the intangible factors that make up TFP growth (Table 1.1).Later attempts introduced human capital to better explain the causes of economic growth.A higher level of education in the population means that more people can learn to use better technology. Education was surely a key ingredient in the success of four of the fastest-growing East Asian economies: Hong Kong (China), the Republic of Korea, Singapore, and Taiwan (China). Before their transformation from developing into industrializing economies, their school enrollment rates had been much higher than those of other developing countries (Table 1.2).They had also emphasized advanced scientific and technical studies—as measured by their higher ratios of students in technical fields than in even some industrial countries—thus enhancing their capacity to import sophisticated technologies.Moreover, the importance of education for economic growth had long been recognized and established empirically .One study had found that growth in years of schooling explained about 25 percent of the increase in GDP per capita in the United States between 1929 and 1982.Adding education reduced the part of growth that could not be explained,thus shrinking the haystack in which TFP growth (and knowledge) remained hidden.Some analysts even concluded, perhaps too quickly,that physical and human capital, properly accounted for, explained all or virtually all of the East Asian economies’ rapid growth,leaving knowledge as a separate factor out of the picture.One re ason these analysts came up with low values for TFP growth is that they incorporated improvements in labor and equipment into their measurement of factor accumulation.So even their evidence of low TFP growth in East Asia does not refute the importance of closing knowledge gaps.Indeed, it shows that the fast-growing East Asian economies had a successful strategy to close knowledge gaps:by investing in the knowledge embodi ed in physical capital, and by investing in people and institutions to enhance the capability to absorb and use knowledge.Looking beyond East Asia,other growth accounting studies have examined larger samples of countries.Even when human capital is accounted for,the unexplained part of growth remains high.One such study, of 98 countries with an unweighted average growth rate of output per worker of 2.24 percent,found that 34 percent (0.76 percentage point) of that growth came from physical capital accumulation,20 percent (0.45 percentage point) from human capital accumulation,and as much as 46 percent (just over 1 percentage point) from TFP growth.Even more remains to be explained in variations in growth rates across countries. The same study found the combined role of human and physical capital to be as low as 9 percent, leaving the TFP residual at a staggering 91 percent.To take another example:Korea and Ghana had similarly low incomes per capita in the 1950s,but by 1991 Korea’s income per capita was more than seven times Ghana’s.Much of that gap remains unexplained even when human capital is taken into account .All these results are subject to measurement problems.For example, the measured stock of human capital may overstate the actual quantity used in producing goods and services.High rates of school enrollment or attainment (years completed) may not translate into higher rates of economic growthif the quality of education is poor, or if educated people are not employed at their potential because of distortion s in the labor market.Moreover, it is now evident that education without openness to innovation and knowledge will notlead to economic development.The people of the former Soviet Union, like the people of the OECD countries and East Asia, were highly educated, with nearly 100 percent literacy .And for an educated population it is possible,through foreign direct investment and other means,to acquire and use information about the latest production and management innovations in other countries.But the Soviet Union placed severe restrictions on foreign investment, foreign collaboration, and innovation.Its work force did not adapt and change as new information became available elsewhere in the world, and consequently its economy suffered a decline.(excerpted from World Development Report 1998/1999)一些东亚国家在20世纪60年代还是低收入国家，但是在短短的几十年之间，他们成功地弥补了其与经济合作与发展组织（OECD）中高收入国家之间的差距；与此同时，也有许多发展中国家的经济停滞不前。

2013年全国硕士研究生入学统一考试英语试题Section ⅠUse of EnglishDirections: Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)People are, on the whole, poor at considering background information when making individual decisions. At first glance this might seem like a strength that 1 the ability to make judgments which are unbiased by 2 factors. But Dr. Uri Simonsohn speculated that an inability to consider the big 3 was leading decision-makers to be biased by the daily samples of information they were working with. 4 , he theorised that a judge 5 of appearing too soft 6 crime might be more likely to send someone to prison 7 he had already sentenced five or six other defendants only to probation on that day.To 8 this idea, he turned to the university-admissions process. In theory, the 9 of an applicant should not depend on the few others 10 randomly for interview duringthe same day, but Dr Simonsohn suspected the truth was 11 .He studied the results of 9,323 MBA interviews, 12 by 31 admissions officers. The interviewers had 13 applicants on a scale of one to five. This scale 14 numerous factors into consideration. The scores were 15 used in conjunction with anapplicant's score on the Graduate Management Admission Test, or GMAT, a standardised exam which is 16 out of 800 points, to make a decision on whether to accept him or her.Dr Simonsohn found if the score of the previous candidate in a daily series of interviewees was 0.75 points or more higher than that of the one 17 that, then the score for the next applicant would 18 by an average of 0.075 points. This might sound small, but to 19 the effects of such a decrease a candidate would need 30 more GMAT points than would otherwise have been 20 .1.[A] grant [B] submits [C] transmits [D] delivers2.[A] minor [B]objective [C] crucial [D] external3.[A] issue [B] vision [C] picture [D] moment4.[A] For example [B] On average [C] In principle[D] Above all5.[A] fond [B]fearful [C] capable [D] thoughtless6.[A] in [B] on [C] to [D] for7.[A] if [B]until [C] though [D] unless8.[A] promote [B]emphasize [C] share [D] test9.[A] decision [B] quality [C] status [D] success10.[A] chosen [B]stupid [C]found [D] identified11.[A] exceptional [B] defensible [C] replaceable [D] otherwise12.[A] inspired [B]expressed [C] conducted [D] secured13.[A] assigned [B]rated [C] matched [D] arranged14.[A] put [B]got [C]gave [D] took15.[A]instead [B]then [C] ever [D] rather16.[A]selected [B]passed [C] marked [D] introduced17.[A]before [B] after [C] above [D] below18.[A] jump [B] float [C] drop [D] fluctuate19.[A]achieve [B]undo [C] maintain [D]disregard20. [A] promising [B] possible [C] necessary [D] helpfulSection ⅡReading ComprehensionPart ADirections：Read the following four texts. Answer the questions after each textby choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points) Part BDirections:In the following article, some sentences have been removed. For Questions41-45, choose the most suitable one from the list A-G to fit into each of thenumbered blank. There are two extra choices, which do not fit in any of the gaps.Mark your answers on ANSWER SHEET 1. (10 points)The social sciences are flourishing.As of 2005,there were almost half a million professional social scientists from all fields in the world, working both inside andoutside academia. According to the World Social Science Report 2010,the number of social-science students worldwide has swollen by about 11% every year since 2000.Yet this enormous resource in not contributing enough to today’s global challenges including climate change, security,sustainable development andhealth.(41)______Humanity has the necessary agro-technological tools to eradicate hunger , from genetically engineered crops to arificial fertilizers . Here , too, theproblems are social: the organization and distribution of food, wealth and prosperity.(42)____This is a shame—the community should be grasping the opportunity toraise its influence in the real world. To paraphrase the great social scientist Joseph Schumpeter:there is no radical innovation without creative destruction .Today ,the social sciences are largely focused on disciplinary problems and internalscholarly debates,rather than on topics with external impact.Analyses reveal that the number of papers including the keywords“environmental changed” or “climate change” have increased rapidly since 2004,(43)____When social scientists do tackle practical issues ,their scope is oftenlocal:Belgium is interested mainly in the effects of poverty on Belgium forexample .And whether the community’s work contributes much to an overall accumulation of knowledge is doubtful.The problem is not necessarily the amount of available funding (44)____this isan adequate amount so long as it is aimed in the right direction. Social scientists who complain about a lack of funding should not expect more in today’s economic climate.The trick is to direct these funds better.The European Union Frameworkfunding programs have long had a category specifically targeted at socialscientists.This year,it was proposed that system be changed:Horizon 2020,a newprogram to be enacted in 2014,would not have such a category ,This has resulted inprotests from social scientists.But the intention is not to neglect social science ;rather ,the complete opposite.(45)____That should create more collaborativeendeavors and help to develop projects aimed directly at solving global problems.[A] It could be that we are evolving two communities of socialscientists:one that is discipline-oriented and publishing in highlyspecialized journals,and one that is problem-oriented and publishingelsewhere,such as policy briefs.[B] However,the numbers are still small:in 2010,about 1,600 of the100,000 social-sciences papers published globally included one of theseKeywords.[C] the idea is to force social to integrate their work with other categories,including health and demographic change food security, marine research and thebio-economy, clear, efficient energy; and inclusive, innovative and secure societies.[D] the solution is to change the mindset of the academic community, and whatit considers to be its main goal. Global challenges and social innovation ought toreceive much more attention from scientists, especially the young ones.[E] These issues all have root causes in human behavior . all require behavioralchange and social innovations , as well as technological development . Stemmingclimate change , for example , is as much about changing consumption patterns andpromoting tax acceptance as it is about developing clean energy.[F] Despite these factors , many social scientists seem reluctant to tackle suchproblems . And in Europe , some are up in arms over a proposal to drop a specificfunding category for social-science research and to integrate it within cross-cuttingtopics of sustainable development .[G] During the late 1990s , national spending on social sciences and thehumanities as a percentage of all research and development funds-includinggovernment, higher education, non-profit and corporate -varied from around 4% to25%; in most European nations , it is about 15%.Part B: (10 points)Section III Translation46. Directions: Translate the following text from English to Chinese. Write yourtranslation on ANSWER SHEET2. (10 points)Directions:Read the following text carefully and then translate the underlined segmentsinto Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10points)It is speculated that gardens arise from a basic need in the individuals whomade them: the need for creative expression. There is no doubt that gardens evidencean impossible urge to create, express, fashion, and beautify and that self-expressionis a basic human urge; (46) Yet when one looks at the photographs of the gardencreated by the homeless, it strikes one that , for all their diversity of styles, thesegardens speak os various other fundamental urges, beyond that of decoration andcreative expression.One of these urges had to do with creating a state of peace in the midst ofturbulence, a “still point of the turning world,” to borrow a phrase from T. S. Eliot.(47)A sacred place of peace, however crude it may be, is a distinctly human need, asopposed to shelter, which is a distinctly animal need. This distinction is so much sothat where the latter is lacking, as it is for these unlikely gardens, the foemerbecomes all the more urgent. Composure is a state of mind made possible by thestructuring of one’s relation to one’s environment. (48) The gardens of the homeless which are in effect homeless gardens introduce from into an urban environmentexist or was not discernible as such. In so doing they givewhere it either didn’ｔcomposure to a segment of the inarticulate environment in which they take theirstand.Another urge or need that these gardens appear to respond to, or to arise from isso intrinsic that we are barely ever conscious of its abiding claims on us. When weare deprived of green, of plants, of trees, (49)most of us give into a demoralization ofspirit which we usually blame on some psychological conditions, until one day wefind ourselves in garden and feel the expression vanish as if by magic. In most of the homeless gardens of New York City the actual cultivation of plants is unfeasible, yeteven so the compositions often seem to represent attempts to call arrangement of materials, an institution of colors, small pool of water, and a frequent presence ofpetals or leaves as well as of stuffed animals. On display here are various fantasy elements whose reference, at some basic level, seems to be the natural world. (50)Itis this implicit or explicit reference to nature that fully justifies the use of wordgarden though in a “liberated” sense, to describe these synthetic constructions. In them we can see biophilia- a yearning for contact with nonhuman life-assuminguncanny representational forms.Section III WritingParty A51 Directions:Write an e-mail of about 100 words to a foreign teacher in your college invitinghim/her to be a judge for the upcoming English speech contest.You should include the details you think necessary.You should write neatly on the ANSWER SHEET.Do not sign your own name at the end of the e-mail. Use “Li Ming” instead.Do not write the address. (10 points)Part B: (20 points)Part B52 Directions:Write an essay of about 160 – 200 words based on the following drawing. Inyour essay, you should(1) describe the drawing briefly,(2) interpret its intended meaning, and(3) give your comments.You should write neatly on the ANSWER SHEET. (20 points)2013年考研英语真题答案2012年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank andmark A, B, C or D on ANSWER SHEET 1. (10 points)The ethical judgments of the Supreme Court justices have become an importantissue recently. The court cannot _1_ its legitimacy as guardian of the rule of law _2_justices behave like politicians. Yet, in several instances, justices acted in ways that_3_ the court’s reputation for being independent and impartial.Justice Antonin Scalia, for example, appeared at political events. That kind ofdecisions will be _4_ as impartialactivity makes it less likely that the court’sjudgments. Part of the problem is that the justices are not _5_by an ethics code. Atthe very least, the court should make itself _6_to the code of conduct that _7_to therest of the federal judiciary.This and other similar cases _8_the question of whether there is still a _9_betweenthe court and politics.The framers of the Constitution envisioned law _10_having authority apart frompolitics. They gave justices permanent positions _11_they would be free to _12_those in power and have no need to _13_ political support. Our legal system wasdesigned to set law apart from politics precisely because they are so closely _14_.Constitutional law is political because it results from choices rooted in fundamental social _15_ like liberty and property. When the court deals with socialpolicy decisions, the law it _16_ is inescapably political-which is why decisions splitalong ideological lines are so easily _17_ as unjust.The justices must _18_ doubts about the court’s legitimacy by making themselves _19_ to the code of conduct. That would make rulings more likely to be seen asseparate from politics and, _20_, convincing as law.1. [A]emphasize [B]maintain [C]modify [D] recognize2. [A]when [B]lest [C]before [D] unless3. [A]restored [B]weakened [C]established [D] eliminated4. [A]challenged [B]compromised [C]suspected [D] accepted5. [A]advanced [B]caught [C]bound [D]founded6. [A]resistant [B]subject [C]immune [D]prone7. [A]resorts [B]sticks [C]loads [D]applies8. [A]evade [B]raise [C]deny [D]settle9. [A]line [B]barrier [C]similarity [D]conflict10. [A]by [B]as [C]though [D]towards11. [A]so [B]since [C]provided [D]though12. [A]serve [B]satisfy [C]upset [D]replace13. [A]confirm [B]express [C]cultivate [D]offer14. [A]guarded [B]followed [C]studied [D]tied15. [A]concepts [B]theories [C]divisions [D]conceptions16. [A]excludes [B]questions [C]shapes [D]controls17. [A]dismissed [B]released [C]ranked [D]distorted18. [A]suppress [B]exploit [C]address [D]ignore19. [A]accessible [B]amiable [C]agreeable [D]accountable[B]atall costs [C]in a word [D]as a result20.[A]by allmesnsSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Part BDirections:In the following text, some sentences have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET1.(10 points)Think of those fleeting moments when you look out of an aeroplane window and realise that you are flying, higher than a bird. Now think of your laptop, thinner thana brown-paper envelope, or your cellphone in the palm of your hand. Take a moment or two to wonder at those marvels. You are the lucky inheritor of a dream come true.The second half of the 20th century saw a collection of geniuses, warriors, entrepreneurs and visionaries labour to create a fabulous machine that could function as a typewriter and printing press, studio and theatre, paintbrush and gallery, piano and radio, the mail as well as the mail carrier. (41)The networked computer is an amazing device, the first media machine that serves as the mode of production, means of distribution, site of reception, and place ofpraise and critique. The computer is the 21st century's culture machine.But for all the reasons there are to celebrate the computer, we must also tread with caution. (42)I call it a secret war for two reasons. First, most people do not realise that there are strong commercial agendas at work to keep them in passive consumption mode. Second, the majority of people who use networked computers to upload are not even aware of the significance of what they are doing.All animals download, but only a few upload. Beavers build dams and birds make nests. Yet for the most part, the animal kingdom moves through the world downloading. Humans are unique in their capacity to not only make tools but then turn around and use them to create superfluous material goods - paintings, sculpture and architecture - and superfluous experiences - music, literature, religion and philosophy. (43)For all the possibilities of our new culture machines, most people are still stuck in download mode. Even after the advent of widespread social media, a pyramid of production remains, with a small number of people uploading material, a slightly larger group commenting on or modifying that content, and a huge percentage remaining content to just consume. (44)Television is a one-way tap flowing into our homes. The hardest task that television asks of anyone is to turn the power off after he has turned it on.(45)What counts as meaningful uploading? My definition revolves around the concept of "stickiness" - creations and experiences to which others adhere.[A] Of course, it is precisely these superfluous things that define human culture and ultimately what it is to be human. Downloading and consuming culture requires great skills, but failing to move beyond downloading is to strip oneself of a defining constituent of humanity.[B] Applications like , which allow users to combine pictures, wordsand other media in creative ways and then share them, have the potential to add stickiness by amusing, entertaining and enlightening others.[C] Not only did they develop such a device but by the turn of the millennium they had also managed to embed it in a worldwide system accessed by billions of people every day.[D] This is because t he networked computer has sparked a secret war between downloading and uploading - between passive consumption and active creation - whose outcome will shape our collective future in ways we can only begin to imagine.[E] The challenge the computer mounts to television thus bears little similarity toone format being replaced by another in the manner of record players being replacedby CD players.[F] One reason for the persistence of this pyramid of production is that for the past half-century, much of the world's media culture has been defined by a single medium- television - and television is defined by downloading.[G]The networked computer offers the first chance in 50 years to reverse the flow,to encourage thoughtful downloading and, even more importantly, meaningful uploading.Part CDirections:Read the following text carefully and then translate the underlined segments i nto Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)Since the days of Aristotle, a search for universal principles has characterized the scientific enterprise. In some ways, this quest for commonalities defines science. Newton’s laws of motion and Darwinian evolution each bind a host of different phenomena into a single explicatory frame work.(46)In physics, one approach takes this impulse for unification to its extreme, and seeks a theory of everything—a single generative equation for all we see.It is becoming less clear, however, that such a theory would be a simplification, given the dimensions and universes that it might entail, nonetheless, unification of sorts remainsa major goal.This tendency in the natural sciences has long been evident in the social sciences too.(47)Here, Darwinism seems to offer justification for it all humans share common origins it seems reasonable to suppose that cultural diversity could also be traced to more constrained beginnings. Just as the bewildering variety of human courtship rituals might all be considered forms of sexual selection, perhaps the world’s languages, music, social and religious customs and even history are governed by universal features. (48)To filter out what is unique from what is shared might enable usto understand how complex cultural behavior arose and what guides it in evolutionaryor cognitive terms.That, at least, is the hope. But a comparative study of linguistic traits published online today supplies a reality check. Russell Gray at the University of Auckland andhis colleagues consider the evolution of grammars in the light of two previous attemptsto find universality in language.The most famous of these efforts was initiated by Noam Chomsky, who suggested that humans are born with an innate language—acquisition capacity that dictates a universal grammar. A few generative rules are then sufficient to unfold the entire fundamental structure of a language, which is why children can learn it so quickly.(49)The second, by Joshua Greenberg, takes a more empirical approach to universality identifying traits (particularly in word order) shared by many languagewhich are considered to represent biases that result from cognitive constraints Gray and his colleagues have put them to the test by examining four family treesthat between them represent more than 2,000 languages.(50)Chomsky’s grammarshould show patterns of language change that are independent of the family tree or thepathway tracked through it. Whereas Greenbergian universality predicts strongco-dependencies between particular types of word-order relations. Neither of thesepatterns is borne out by the analysis, suggesting that the structures of the languages arelire age-specific and not governed by universals[NxtPage]2011年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Ancient Greek philosopher Aristotle viewed laughter as “a bodily exercise precious But ---_1____some claims to the contrary, laughing probably has littleto health.”　influence on physical filness Laughter does _2____short-term changes in thefunction of the heart and its blood vessels, _3___ heart rate and oxygen consumptionBut because h ard laughter is difficult to _4___, a good laugh is unlikely to have__5___ benefits the way, say, walking or jogging does.__6__, instead of straining muscles to build them, as exercise does, laughterapparently accomplishes the __7__, studies dating back to the 1930’s indicate that laughter. muscles,Such bodily reaction might conceivably help__8__the effects of psychologicalstress.Anyway,the act of laughing probably does produce other types ofemotional state. __10____one____9__feedback,that improve an individual’sclassical theory of emotion,our feelings are partially rooted _____11__ physicalreactions. It was argued at the end of the 19th century that humans do not cry___12___they are sad but they become sad when te tears begin to flow.Although sadness a lso __13_____ tears,evidence s uggests t hat emotions can flow__14___ muscular responses.In an experiment published in 1988,social psychologistFritz.1．[A]among [B]except [C]despite [D]like2．[A]reflect [B]demand [C]indicate [D]produce3．[A]stabilizing [B]boosting [C]impairing [D]determining4．[A]transmit [B]sustain [C]evaluate [D]observe5．[A]measurable [B]manageable [C]affordable [D]renewable6．[A]In turn [B]In fact [C]In addition [D]In brief7．[A]opposite [B]impossible [C]average [D]expected8．[A]hardens [B]weakens [C]tightens [D]relaxes9．[A]aggravate [B]generate [C]moderate [D]enhance10．[A]physical [B]mentl [C]subconscious [D]internal11．[A]Except for [B]According to [C]Due to [D]As for12．[A]with [B]on [C]in [D]at13．[A]unless [B]until C]if [D]because14．[A]exhausts [B]follows [C]precedes [D]suppresses15．[A]into [B]from [C]towards [D]beyond16．[A]fetch [B]bite [C]pick [D]hold17．[A]disappointed [B]excited [C]joyful [D]indifferent18．[A]adapted [B]catered [C]turned [D]reacted19．[A]suggesting [B]requiring [C]mentioning [D]supposing20．[A]Eventually [B]Consequently [C]Similarly [D]ConverselySection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text bychoosing [A], [B], [C] or [D]. Mark your answers on ANSWER SHEET 1. (40points)Part BDirections:The following paragraph are given in a wrong order. For Questions 41-45, youare required to reorganize these paragraphs into a coherent text by choosing from thelist A-G to filling them into the numbered boxes. Paragraphs E and G have beencorrectly placed. Mark your answers on ANSWER SHEET 1. (10 points)[A] No disciplines have seized on professionalism with as much enthusiasm asthe humanities. You can, Mr Menand points out, became a lawyer in three years anda medical doctor in four. But the regular time it takes to get a doctoral degree in thehumanities is nine years. Not surprisingly, up to half of all doctoral students inEnglish drop out before getting their degrees.[B] His concern is mainly with the humanities: Literature, languages,philosophy and so on. These are disciplines that are going out of style: 22% ofAmerican college graduates now major in business compared with only 2% inhistory and 4% in English. However, many leading American universities want theirundergraduates to have a grounding in the basic canon of ideas that every educatedperson should posses. But most find it difficult to agree on what a “generaleducation” should look like. At Harvard, Mr Menand notes, “the great books are read because they have been read”-they form a sort of social glue.[C] Equally unsurprisingly, only about half end up with professorships forwhich they entered graduate school. There are simply too few posts. This is partlybecause universities continue to produce ever more PhDs. But fewer students wantto study humanities subjects: English departments aw arded more bachelor’s degreesin 1970-71 than they did 20 years later. Fewer students requires fewer teachers. So,at the end of a decade of theses-writing, many humanities students leave theprofession to do something for which they have not been trained.[D] One reason why it is hard to design and teach such courses is that they cancut across the insistence by top American universities that liberal-arts educations and professional education should be kept separate, t aught in different schools. Manystudents experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers muststudy a non-specialist liberal-arts degree before embarking on a professional qualification.[E] Besides professionalizing the professions by this separation, top Americanuniversities have professionalised the professor. The growth in public money foracademic research has speeded the process: federal research grants rose fourfoldbetween 1960and 1990, but faculty teaching hours fell by half as research took itstoll. Professionalism has turned the acquisition of a doctoral degree into aprerequisite for a successful academic career: as late as 1969a third of Americanprofessors did not possess one. But the key idea behind professionalisation, arguesMr Menand, is that “the knowledge and skills needed for a particular specializationdisciplines acquire a monopoly not justare transmissible but not transferable.”Soover the production of knowledge, but also over the production of the producers ofknowledge.[F] The key to reforming higher education, concludes Mr Menand, is to alter theway in which “the producers of knowledge are produced.”Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies whichthey study, investigate and criticize.”Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic.”Yet quite how that happens, Mr Menand dose not say.[G] The subtle and intelligent little book The Marketplace of Ideas: Reform andResistance in the American University should be read by every student thinking ofapplying to take a doctoral degree. They may then decide to go elsewhere. Forsomething curious has been happening in American Universities, and Louis Menand,a professor of English at Harvard University, captured it skillfully.G → 41. → 42. →E → 43. → 44. →45.Part CDirections:Read the following text carefully and then translate the underlined segmentsinto Chinese. Your translation should be written carefully on ANSWER SHEET 2.(10 points)With its theme that “Mind is the master weaver,” creating our inner character and outer circumstances, the book As a Man Thinking by James Allen is an in-depthexploration of the central idea of self-help writing.-that because(46) Allen’s contribution was to take an assumption we all sharewe are not robots we therefore control our thoughts-and reveal its erroneous nature.Because most of us believe that mind is separate from matter, we think that thoughtscan be hidden and made powerless; this allows us to think one way and act another.However, Allen believed that the unconscious mind generates as much action as theconscious mind, and (47) while we may be able to sustain the illusion of control。

• 【评析】原译太晦涩，费解。原因是译者没有充分了解 原句上下文及其背景。当年英国殖民地遍及全球，故有 “日不落”帝国之说，而今已风光不再，因此The sun sets regularly on the union Jack these days, 这半句用双重否定的 译法正贴切原文。
• This man is the black sheep of the family. • 译1：这个人是家中的黑羊。 • 译2：这人是家中的害群之马。 • 【评析】原译望文生义，让人费解。 在中国人看来，黑羊、白羊都是羊， 没有什么意义上的区别。Black sheep 具 有贬义，在本句中要译为“害群之 马”。
• They made an example of the boy. • 译1：他们以这个男孩为榜样。 • 译2：他们惩罚这个男孩以儆他人。 • 【评析】make an example of one=punish one as an example to others=make an example of the first offender as a warning to others, 意为 “惩罚初犯者以儆效尤”。Set an example 才是“树立榜样”的意思。
• What’s more, factory workers did not have enough money to send their children on country holidays away from home.
• 译1：此外，工人们没有足够的钱，在全国性的 假日里让孩子们离家外出度假。 • 译1：此外，工人们没有足够的钱，让自己的孩 子离家去乡村度假。 • 【评析】本句中country作形容词用，country holidays的含义是holiday in the country。Country 在语 义上是与city相对的，不是“国家”的意思。