历年考研英语英汉翻译(2005-2010)2

1、历年考研翻译真题汇编详解（2005-2010） 2010年真题One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Yet these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to

2、continuance.When one of these noneconomic categories is threatened and, if we happen to love it .We invert excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing. (46) Scientists jumped to the rescue with some distinctly shaky evidence to the e

3、ffect that insects would eat us up if birds failed to control them. the evidence had to be economic in order to be valid.It is painful to read these round about accounts today. We have no land ethic yet, (47) but we have at least drawn near the point of admitting that birds should continue as a matt

4、er of intrinsic right, regardless of the presence or absence of economic advantage to us.A parallel situation exists in respect of predatory mammals and fish-eating birds. (48) Time was when biologists somewhat over worded the evidence that these creatures preserve the health of game by killing the

5、physically weak, or that they prey only on worthless species.Some species of tree have been read out of the party by economics-minded foresters because they grow too slowly, or have too low a sale vale to pay as timber crops. (49) In Europe, where forestry is ecologically more advanced, the non-comm

6、ercial tree species are recognized as members of native forest community, to be preserved as such, within reason.To sum up: a system of conservation based solely on economic self-interest is hopelessly lopsided. (50) It tends to ignore, and thus eventually to eliminate, many elements in the land com

7、munity that lack commercial value, but that are essential to its healthy functioning. It assumes, falsely, I think, that the economic parts of the biotic clock will function without the uneconomic parts.46. Scinentists jumped to the rescue with some distinctly shaky evidence to the effect that insec

8、ts would eat us up if birds failed to control them。解析：句子的主干是scientists jumped to the rescue with some distinctly shaky evidence，后接that 引导的同位语从句。If引导的条件状语从句修饰that从句。to the effect that大意是，意思是； fail to 未能； jump to立即，赶快 the rescue营救，援救，解救。参考译文：科学家们立即拿出某些明显站不住脚的证据前来救驾，大致说的是如果鸟儿不能控制害虫的话，害虫就会把我们吃掉。47. but

9、we have at least drawn near the point of admitting that birds should continue survival as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us。解析：句子主干we have drawn near the point。介词短语of admitting that.。.作定语修饰point。其中嵌套了that从句作admit的宾语从句。regardless of.。.作让步状语

10、。a matter of .。.的问题，大约；draw near 接近，靠近；intrinsic right天生的权利，固有的权利；economic advantage经济利益，经济优势。参考译文：但是我们至少已经几乎承认了这样一种观点：不管鸟类对我们是否有经济利益，生存都是它们的固有权利。48. Time was when biologists somewhat over worded the evidence that these creatures preserve the health of game by killing the physically weak,or that the

11、y prey only on worthless species。解析：主干time was when.。when引导了表语从句。Time was when可看作固定短语，译为从前，曾经。注意两个并列同位语从句的翻译。参考译文：曾几何时，生物学家总是重述以下的这条证据：这些生物通过捕食弱小的动物去维持生物链的正常运行，或它们只是去捕食没有价值的物种。49. In Europe, where forestry is ecologically more advanced, the non-commercial tree species are recognized as members of na

12、tive forest community, to be preserved as such, within reason。解析：句子的主体是the noncommercial tree species are recognized as members of the native forest community，包含被动语态。句子开头是一个where引导的定语从句，to be preserved是修饰noncommercial tree species的成分。Within reason合情合理的，理智的。注意被动语态的处理。参考译文：欧洲的林业从生态上讲较为先进，它把没有成为商业化对象的树

13、种视为原始森林群落的成员而适当地加以保护。50. It tends to ignore, and thus eventually to eliminate, many elements in the land community that lack commercial value, but that are essential to its healthy functioning。解析：句子主干It tends to ignore many elements；两个that从句意思上转折，句法上为并列的定语从句，修饰the land community。注意插入语、定语从句以及代词指代的处理。

14、参考译文：这一体系容易忽视并最终消灭很多缺乏商业价值的物种，然而这些物种对于整个生物群落的健康运行是至关重要的。2009年真题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 ex

15、press 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 overrul

16、ing 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. 47Only gradually was the by-product of the institution noted, and only more gradually still was this ef

17、fect 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 worlds work is carried on receives little at

18、tention 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. T

19、he 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. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are formi

20、ng 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

21、, 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 yo

22、ung upon the same sort of association which keeps the adults loyal to their group.46It 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尽管人们可以这样说，对任何一个社会制度价值的衡量就是其在增长和丰富经验方面所产生

23、的影响，但是这种影响并不是其最初（原来）动机的一部分。 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。这个制度的副产品仅仅是为人们所逐步注意到，而在实施这种制度时，认为这种影响是一个制约因素则仍然更为缓慢。48. while it is easy to ignore in our conta

24、ct with them the effect of our acts upon their disposition. it is not so easy as in dealing with adults.尽管我们在与年轻人交往时，很容易忽视我们的行为对他们性格的影响，但是与成年人接触或交往却并不那么容易。49. Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the p

25、owers which will secure this ability.既然我们对他们的主要职责（任务）就是使年轻人能够参与到一个共同的生活中去，因此我们不禁思考我们是否正具备这种力量，而这种力量将有助于我们获得这种能力。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.因此，我们到目前

26、为止一直在思考这种广泛的教育过程，从而促使我们去区别一个更为正规的教育，也就是说，那种直接教导或学校教育。2008年真题In his autobiography, Darwin himself speaks of his intellectual powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but (46) he believes that this very dif

27、ficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observations. He disclaimed he possession of any great quickness of apprehension or wit, such as distinguished Huxley. (4

28、7) He asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason felt certain that he never could have succeeded with mathematics. His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could rememb

29、er for more than a few days a single date or a line of poetry. (48) On the other hand, he did not accept as well founded the charge made by some of his critics that, while he was a good observer, he had no power of reasoning. This, he thought, could not be true, because the “Origin of Species” is on

30、e long argument from the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possessing some power of reasoning. He was willing to assert that “I have a fair share of invention, and of common sense or judgment, such as every fairly successful lawy

31、er or doctor must have, but not, I believe, in any higher degree.” (49) He adds humbly that perhaps he was “superior to the common run of men in noticing things which easily escape attention, and in observing them carefully.”Writing in the last year of his life, he expressed the opinion that in two

32、or three respects his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many kids gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said:“Now for many years I can

33、not endure to read a line of poetry. I have also almost lost my taste for pictures or music.” (50) Darwin was convinced that the loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character. 46. He believes that thi

34、s very difficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observations. 本句的考查点是that引导的宾语从句，主干是he believes that.that从句的结构是this very difficulty may have the.advantage of f

35、orcing, and thus enabling。Of后面forcing和enabling组成的并列结构做advantage的同位语。参考译文：达尔文认为正是因为这个困难，促使他对每一个句子进行长时间和针对性的思考，同时也使得他在观察和推理中发现错误。这也就使他具有了别人所不具备的优势。47. He asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certain that he neve

36、r could have succeeded with mathematics. 本句考查点是宾语从句，非限制性定语从句。主干是He asserted that。宾语从句的结构是his power to was。其中不定式to引导的部分 follow of thought做power的定语；for which reason所引导的非限制性定语从句中又包含一个that引导的表语从句。 参考译文：达尔文同时声称，对于冗长而且纯抽象的思想，自己的理解能力并不强。因为这个原因，他相信自己在数学方面根本不会成功。48. On the other hand, he did not accept as we

37、ll founded the charge made by some of his critics that, while he was a good observer, he had no power of reasoning. 本句考查点是同位语从句，让步状语从句。主干是he did not accept the charge made by that。其中as well founded作为一个插入成分，对charge进行修饰。made引导的过去分词短语作定语修饰charge。That引导的从句是charge的同位语，包括一个while引导的让步状语从句。参考译文：另一方面，虽然有些批评他

38、的人一致认为他善于观察，但不具备推理能力，但是他不同意这种说法。49. He adds humbly that perhaps he was “superior to the common run of men in noticing things which easily escape attention, and in observing them carefully.”本句考查点是宾语从句，定语从句。主干是he adds that 其中宾语从句的结构是he was superior to in, and in。which引导的是things的定语从句。参考译文：达尔文很谦虚的补充到，有些

39、事情需要高度的注意力和细心的观察，也许他自己在观察此类事情时比一般人有优势。50. Darvin was convinced that the loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character. 本题考查点是宾语从句。主干是Darvin was convinced that。其中宾语从句的结构是the loss of these tastes was no

40、t only, butbe injurious to , and to 。参考译文：达尔文认为，对(音乐和绘画方面)兴趣的丧失，失去的不仅仅是一种乐趣，而且可能会伤害到智力，更有甚者还可能伤害到道德。2007年真题The study of law has been recognized for centuries as a basic intellectual discipline in European universities. However, only in recent years has it become a feature of undergraduate programs i

41、n Canadian universities. (46) Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the intellectual equipment of an educated person. Happily, the older and more continental view of legal education is establishing itsel

42、f in a number of Canadian universities and some have even begun to offer undergraduate degrees in law.If the study of law is beginning to establish itself as part and parcel of a general education, its aims and methods should appeal directly to journalism educators. Law is a discipline which encoura

43、ges responsible judgment. On the one hand, it provides opportunities to analyze such ideas as justice, democracy and freedom. (47) On the other, it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on th

44、e news. For example, notions of evidence and fact, of basic rights and public interest are at work in the process of journalistic judgment and production just as in courts of law. Sharpening judgment by absorbing and reflecting on law is a desirable component of a journalists intellectual preparatio

45、n for his or her career.(48) But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an understanding of the established conventions and special responsibilities of the news media. Politics or, more broadly, the functioning of the state, is a major

46、subject for journalists. The better informed they are about the way the state works, the better their reporting will be. (49) In fact, it is difficult to see how journalists who do not have a clear grasp of the basic features of the Canadian Constitution can do a competent job on political stories.F

47、urthermore, the legal system and the events which occur within it are primary subjects for journalists. While the quality of legal journalism varies greatly, there is an undue reliance amongst many journalists on interpretations supplied to them by lawyers. (50) While comment and reaction from lawye

48、rs may enhance stories, it is preferable for journalists to rely on their own notions of significance and make their own judgments. These can only come from a wellgrounded understanding of the legal system.这篇文章主要讲对大学生，尤其是新闻专业的学生进行法律教育的重要性。 其大概意思是：以前，在加拿大，学习法律一直被看作是律师的事情，现在已经日益成为普通高等教育的重要组成部分，法律知识已经被

49、认为是受过教育的公民所必备的知识素养。法律中的公正、民主、自由等观念与实际紧密相连；对于新闻专业的学生和新闻工作者来说，法律知识的储备和对于宪法的了解尤为重要，后者对于他们对新闻，尤其是政治新闻的把握和判断是必不可少的。需要翻译的五个句子具有三个特点。一是句子结构比较复杂，如将作状语的介词词组插入动词词组中，而不是放在其后；定语从句中又套定语从句和状语从句；同位语从句；并列结构修饰同一个中心词；本身包含从句的从句作it的真实主语；含有并列结构的不定式作it的真实主语，等等。二是划线句子对上下文的依赖较大，一方面是名词和代词词组的所指，如第一句中的such institutions，第二句中的i

50、t、these concepts等需要到上文中去找，另一方面，对第二句的翻译有赖于其后边的例子所作的进一步的解释和说明。三是词汇的难度较大，用词抽象，一词多义的较多，如special preserve、intellectual、equipment等，其具体含义需要根据上下文进行引申理解。总之，词义和代词及名词词组对上下文的依赖是这套题非常突出的特点之一，进一步提醒我们要注重对语篇的理解，培养根据上下文猜测词义的能力。另外，在平常记忆单词时，要用联想记忆等科学的方法全面掌握一个单词的多个含义。具体分析如下：翻译题解：46. Traditionally, legal learning has be

51、en viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the intellectual equipment of an educated person.分析1. 句子分段： Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the in

52、tellectual equipment of an educated person.2. 句子结构： 1） 主干结构：简单句legal learning has been viewed as.rather than.；2） view.as中间插入介词词组in such institutions作状语，该词组的含义要到前一句话中去找，指的是“Canadian universities”。3. 词的处理： institution机构；special preserve专门的工作；intellectual equipment知识素养；educated受过良好教育的译文传统上，在加拿大的高等学府里，学

53、习法律一直被看作是律师的专门工作，而不是一个受过良好教育的人所必须具备的知识素养。47. On the other, it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news.分析1. 句子分段： On the other, it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news.2. 句子结构： 1) 主语谓语which引导的定语从句省略引导词的定语从句as引导的状语从句；2） these concepts的含义也要到前边的句子中去找，指的是前面提到的j