上海外国语大学2017年MTI英语翻译硕士考研真题

上海外国语大学2017年MTI英语翻译硕士考研真题上海外国语大学2017年MTI英语翻译硕士考研真题上海外国语大学2017年MTI英语翻译硕士考研真题资料仅供参考文件编号：2022年4月上海外国语大学2017年MTI英语翻译硕士考研真题版本号：A修改号：1页次：1.0审核：批准:发布日期：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）谈谈你对happiness的定义。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,orOnEducation）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：Thewholecourseofman'slifeuptoadolescenceisaperiodofweakness;yettherecomesatimeduringtheseearlyyearswhenthechild'sstrengthovertakesthedemandsuponit,whenthegrowingcreature,thoughabsolutelyweak,isrelativelystrong.Hisneedsarenotfullydevelopedandhispresentstrengthismorethanenoughforthem.Hewouldbeaveryfeebleman,butheisastrongchild.Whatisthecauseofman'sweaknessItistobefoundinthedisproportionbetweenhisstrengthandhisdesires.Itisourpassionsthatmakeusweak,forournaturalstrengthisnotenoughfortheirsatisfaction.Tolimitourdesirescomestothesamething,therefore,astoincreaseourstrength.Whenwecandomorethanwewant,wehavestrengthenoughandtospare,wearereallystrong.Thisisthethirdstageofchildhood,thestagewithwhichIamabouttodeal.Istillspeakofchildhoodforwantofabetterword;forourscholarisapproachingadolescence,thoughhehasnotyetreachedtheageofpuberty.Abouttwelveorthirteenthechild'sstrengthincreasesfarmorerapidlythanhisneeds.Thestrongestandfiercestofthepassionsisstillunknown,hisphysicaldevelopmentisstillimperfectandseemstoawaitthecallofthewill.Heisscarcelyawareofextremesofheatandcoldandbravesthemwithimpunity.Heneedsnocoat,hisbloodiswarm;nospices,hungerishissauce,nofoodcomesamissatthisage;ifheissleepyhestretcheshimselfonthegroundandgoestosleep;hefindsallheneedswithinhisreach;heisnottormentedbyanyimaginarywants;hecaresnothingwhatothersthink;hisdesiresarenotbeyondhisgrasp;notonlyisheself-sufficing,butforthefirstandlasttimeinhislifehehasmorestrengththanheneeds.Iknowbeforehandwhatyouwillsay.YouwillnotassertthatthechildhasmoreneedsthanIattributetohim,butyouwilldenyhisstrength.YouforgetthatIamspeakingofmyownpupil,notofthosepuppetswhowalkwithdifficultyfromoneroomtoanother,whotoilindoorsandcarrybundlesofpaper.Manlystrength,yousay,appearsonlywithmanhood;thevitalspirits,distilledintheirpropervesselsandspreadingthroughthewholebody,canalonemakethemusclesfirm,sensitive,tense,andspringy,canalonecauserealstrength.Thisisthephilosophyofthestudy;Iappealtothatofexperience.Inthecountrydistricts,Iseebigladshoeing,digging,guidingtheplough,fillingthewine-cask,drivingthecart,liketheirfathers;youwouldtakethemforgrownmeniftheirvoicesdidnotbetraythem.Eveninourtowns,iron-workers',toolmakers',andblacksmiths'ladsarealmostasstrongastheirmastersandwouldbescarcelylessskilfulhadtheirtrainingbegunearlier.Ifthereisadifference,andIdonotdenythatthereis,itis,Irepeat,muchlessthanthedifferencebetweenthestormypassionsofthemanandthefewwantsofthechild.Moreover,itisnotmerelyaquestionofbodilystrength,butmoreespeciallyofstrengthofmind,whichreinforcesanddirectsthebodilystrength.Thisintervalinwhichthestrengthoftheindividualisinexcessofhiswantsis,asIhavesaid,relativelythoughnotabsolutelythetimeofgreateststrength.Itisthemostprecioustimeinhislife;itcomesbutonce;itisveryshort,alltooshort,asyouwillseewhenyouconsidertheimportanceofusingitaright.Hehas,therefore,asurplusofstrengthandcapacitywhichhewillneverhaveagain.WhatuseshallhemakeofitHewillstrivetouseitintaskswhichwillhelpatneed.Hewill,sotospeak,casthispresentsurplusintothestorehouseofthefuture;thevigorouschildwillmakeprovisionforthefeebleman;buthewillnotstorehisgoodswherethievesmaybreakin,norinbarnswhicharenothisown.Tostorethemaright,theymustbeinthehandsandthehead,theymustbestoredwithinhimself.Thisisthetimeforwork,instruction,andinquiry.Andnotethatthisisnoarbitrarychoiceofmine,itisthewayofnatureherself.Humanintelligenceisfinite,andnotonlycannomanknoweverything,hecannotevenacquireallthescantyknowledgeofothers.Sincethecontraryofeveryfalsepropositionisatruth,thereareasmanytruthsasfalsehoods.Wemust,therefore,choosewhattoteachaswellaswhentoteachit.Someoftheinformationwithinourreachisfalse,someisuseless,somemerelyservestopuffupitspossessor.Thesmallstorewhichreallycontributestoourwelfarealonedeservesthestudyofawiseman,andthereforeofachildwhomonewouldhavewise.Hemustknownotmerelywhatis,butwhatisuseful.Fromthissmallstockwemustalsodeductthosetruthswhichrequireafullgrownmindfortheirunderstanding,thosewhichsupposeaknowledgeofman'srelationstohisfellow-men--aknowledgewhichnochildcanacquire;thesethings,althoughinthemselvestrue,leadaninexperiencedmindintomistakeswithregardtoothermatters.Wearenowconfinedtoacircle,smallindeedcomparedwiththewholeofhumanthought,butthiscircleisstillavastspherewhenmeasuredbythechild'smind.Darkplacesofthehumanunderstanding,whatrashhandshalldaretoraiseyourveilWhatpitfallsdoesourso-calledscienceprepareforthemiserablechild.WouldyouguidehimalongthisdangerouspathanddrawtheveilfromthefaceofnatureStayyourhand.Firstmakesurethatneitherhenoryouwillbecomedizzy.Bewareofthespeciouscharmsoferrorandtheintoxicatingfumesofpride.Keepthistrutheverbeforeyou--Ignoranceneverdidanyoneanyharm,erroraloneisfatal,andwedonotloseourwaythroughignorancebutthroughself-confidence.

Hisprogressingeometrymayserveasatestandatruemeasureofthegrowthofhisintelligence,butassoonashecandistinguishbetweenwhatisusefulandwhatisuseless,muchskillanddiscretionarerequiredtoleadhimtowardstheoreticalstudies.Forexample,wouldyouhavehimfindameanproportionalbetweentwolines,contrivethatheshouldrequiretofindasquareequaltoagivenrectangle;iftwomeanproportionalsarerequired,youmustfirstcontrivetointeresthiminthedoublingofthecube.Seehowwearegraduallyapproachingthemoralideaswhichdistinguishbetweengoodandevil.Hithertowehaveknownnolawbutnecessity,nowweareconsideringwhatisuseful;weshallsooncometowhatisfittingandright.Man'sdiversepowersarestirredbythesameinstinct.Thebodilyactivity,whichseeksanoutletforitsenergies,issucceededbythementalactivitywhichseeksforknowledge.Childrenarefirstrestless,thencurious;andthiscuriosity,rightlydirected,isthemeansofdevelopmentfortheagewithwhichwearedealing.Alwaysdistinguishbetweennaturalandacquiredtendencies.Thereisazealforlearningwhichhasnootherfoundationthanawishtoappearlearned,andthereisanotherwhichspringsfromman'snaturalcuriosityaboutallthingsfarornearwhichmayaffecthimself.Theinnatedesireforcomfortandtheimpossibilityofitscompletesatisfactionimpelhimtotheendlesssearchforfreshmeansofcontributingtoitssatisfaction.Thisisthefirstprincipleofcuriosity;aprinciplenaturaltothehumanheart,thoughitsgrowthisproportionaltothedevelopmentofourfeelingandknowledge.Ifamanofsciencewereleftonadesertislandwithhisbooksandinstrumentsandknowingthathemustspendtherestofhislifethere,hewouldscarcelytroublehimselfaboutthesolarsystem,thelawsofattraction,orthedifferentialcalculus.Hemightneverevenopenabookagain;buthewouldneverresttillhehadexploredthefurthestcornerofhisisland,howeverlargeitmightbe.Letusthereforeomitfromourearlystudiessuchknowledgeashasnonaturalattractionforus,andconfineourselvestosuchthingsasinstinctimpelsustostudy.2.汉译英（75分）2016年11月5日，上海外国语大学首届“中国学的国际对话：方法与体系”国际研讨会在虹口校区高翻学院同传室拉开帷幕，本次学术研讨会由上外主办，中国学研究所协同国际关系与公共事务学院、高级翻译学院联合承办，欧盟研究中心、俄罗斯研究中心、英国研究中心、中日韩合作研究中心以及马克思主义学院共同参与。上外党办、校办、宣传部等部门对本次会议给予了大力支持。本次研讨会是中国学研究所成立以来，在学科体系日臻完善、教学有条不紊推进的同时，于科研领域的初次探索，旨在辩明中国学的方法与体系，探讨中国的发展规律和特点以及中国在世界上的地位与作用，从而为“中国的中国学”发展贡献思维火花。根据校领导的指示，中国学研究所协同校内多研究中心邀请到来自5大洲10个国家21所学校的近50位学者参会，共同讨论“中国学的概念与方法”、“中国学的体系与学科”、“传统汉学与当代中国学的比较”以及“中国学发展趋势展望”四大议题。会议吸引到来自中国学、马克思主义等专业的40余位硕博士生参与。开幕式由中国学研究所所长武心波教授主持，上海社会科学院副院长谢京辉教授、上外副校长冯庆华教授致开幕辞。冯校长指出伴随中国学学科影响力的不断扩大，上外正结合自身优势打造独具特色的中国学；在未来，上外将不断加大对中国学的支持力度，使得中国学研究更加成熟。谢院长表示上海外国语大学是国家级学术交流平台——世界中国学论坛——在中国学领域内紧密合作的兄弟单位，上海社科院与上外“在举办论坛到研究生培养方面的合作空间将不断扩大。”开幕式第二项，冯庆华副校长为埃及艾因夏姆斯大学穆赫森·法尔贾尼教授、西交利物浦大学大卫·古德曼教授等7位学者颁发“上海外国语大学中国学研究所海外学术顾问”聘书。藉此加强上外与国外一流中国学研究机构、资深中国学学者的联系，促成本土中国学与海外中国学的密切互动。开幕式第三项，上海国际问题研究院学术委员会主任、研究员，上海市人民政府参事杨洁勉教授发表了题为“SystemicDesigningandMethodologicalExploring:MyUnderstandingofChinaStudyinChina”的主旨演讲。杨教授在发言中提到尽管在很长的时间里中国都在做关于自身的研究，但真正将学科体系框架构建起来，仍需付出巨大努力。如何通过国际对话而非仅仅内部交流表达中国的思维与认知是亟待我们去变革的。主旨演讲之后，与会代表进行了集体合影并茶歇。上外俄罗斯研究中心主任汪宁教授主持了第一场讨论，复旦大学中国研究院范勇鹏副教授、上海社科院助理研究员潘玮琳博士、日本爱知大学高桥五郎教授、俄罗斯莫斯科友谊大学尤里教授以及韩国高丽大学李正男教授围绕“中国学概念、方法与思潮”展开辩论。第二议题由上外欧盟研究中心副主任戴启秀教授主