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上海外國語大學2017年MTI英語翻譯碩士考研真題(回憶版)
一、翻譯碩士英語(211)
1.選擇題(20*1')
考單詞為主，后面有幾道語法。單詞以專八詞匯為主，少量的gre詞匯。
2.閱讀(20*1')
四篇閱讀，個人覺得很簡單，文章很短，只有一面的長度吧，用專八閱讀練習足夠了。
3.改錯(10*1')
比專八改錯簡單、前幾年考的是修辭和英美文化常識、或古希臘神話典故。
4.作文(50分，500字)
談談你對happiness的定義。
二、英語翻譯基礎(357)
1.英譯漢(75分)
該部分選取的是盧梭的《愛彌兒》(Emile, or On Education)部分文章，主要選自《愛彌兒》第三卷第一節。全文1000多字，共11段，但題目只要求翻譯劃線部分，總計翻譯872字，共6段。完整原文如下：
The whole course of man's life up to adolescence is a period of weakness; yet there comes a time during these early years when the child's strength overtakes the demands upon it, when the growing creature, though absolutely weak, is relatively strong. His needs are not fully developed and his present strength is more than enough for them. He would be a very feeble man, but he is a strong child.
What is the cause of man's weakness? It is to be found in the disproportion between his strength and his desires. It is our passions that make us weak, for our natural strength is not enough for their satisfaction. To limit our desires comes to the same thing, therefore, as to increase our strength. When we can do more than we want, we have strength enough and to spare, we are really strong. This is the third stage of childhood, the stage with which I am about to deal. I still speak of childhood for want of a better word; for our scholar is approaching adolescence, though he has not yet reached the age of puberty.
About twelve or thirteen the child's strength increases far more rapidly than his needs. The strongest and fiercest of the passions is still unknown, his physical development is still imperfect and seems to await the call of the will. He is scarcely aware of extremes of heat and cold and braves them with impunity. He needs no coat, his blood is warm; no spices, hunger is his sauce, no food comes amiss at this age; if he is sleepy he stretches himself on the ground and goes to sleep; he finds all he needs within his reach; he is not tormented by any imaginary wants; he cares nothing what others think; his desires are not beyond his grasp; not only is he self-sufficing, but for the first and last time in his life he has more strength than he needs.
I know beforehand what you will say. You will not assert that the child has more needs than I attribute to him, but you will deny his strength. You forget that I am speaking of my own pupil, not of those puppets who walk with difficulty from one room to another, who toil indoors and carry bundles of paper. Manly strength, you say, appears only with manhood; the vital spirits, distilled in their proper vessels and spreading through the whole body, can alone make the muscles firm, sensitive, tense, and springy, can alone cause real strength. This is the philosophy of the study; I appeal to that of experience. In the country districts, I see big lads hoeing, digging, guiding the plough, filling the wine-cask, driving the cart, like their fathers; you would take them for grown men if their voices did not betray them. Even in our towns, iron-workers', tool makers', and blacksmiths' lads are almost as strong as their masters and would be scarcely less skilful had their training begun earlier. If there is a difference, and I do not deny that there is, it is, I repeat, much less than the difference between the stormy passions of the man and the few wants of the child. Moreover, it is not merely a question of bodily strength, but more especially of strength of mind, which reinforces and directs the bodily strength.
This interval in which the strength of the individual is in excess of his wants is, as I have said, relatively though not absolutely the time of greatest strength. It is the most precious time in his life; it comes but once; it is very short, all too short, as you will see when you consider the importance of using it aright.
He has, therefore, a surplus of strength and capacity which he will never have again. What use shall he make of it? He will strive to use it in tasks which will help at need. He will, so to speak, cast his present surplus into the storehouse of the future; the vigorous child will make provision for the feeble man; but he will not store his goods where thieves may break in, nor in barns which are not his own. To store them aright, they must be in the hands and the head, they must be stored within himself. This is the time for work, instruction, and inquiry. And note that this is no arbitrary choice of mine, it is the way of nature herself.
Human intelligence is finite, and not only can no man know everything, he cannot even acquire all the scanty knowledge of others. Since the contrary of every false proposition is a truth, there are as many truths as falsehoods. We must, therefore, choose what to teach as well as when to teach it. Some of the information within our reach is false, some is useless, some merely serves to puff up its possessor. The small store which really contributes to our welfare alone deserves the study of a wise man, and therefore of a child whom one would have wise. He must know not merely what is, but what is useful.
From this small stock we must also deduct those truths which require a full grown mind for their understanding, those which suppose a knowledge of man's relations to his fellow-men--a knowledge which no child can acquire; these things, although in themselves true, lead an inexperienced mind into mistakes with regard to other matters.
We are now confined to a circle, small indeed compared with the whole of human thought, but this circle is still a vast sphere when measured by the child's mind. Dark places of the human understanding, what rash hand shall dare to raise your veil? What pitfalls does our so-called science prepare for the miserable child. Would you guide him along this dangerous path and draw the veil from the face of nature? Stay your hand. First make sure that neither he nor you will become dizzy. Beware of the specious charms of error and the intoxicating fumes of pride. Keep this truth ever before you--Ignorance never did any one any harm, error alone is fatal, and we do not lose our way through ignorance but through self-confidence.
His progress in geometry may serve as a test and a true measure of the growth of his intelligence, but as soon as he can distinguish between what is useful and what is useless, much skill and discretion are required to lead him towards theoretical studies. For example, would you have him find a mean proportional between two lines, contrive that he should require to find a square equal to a given rectangle; if two mean proportionals are required, you must first contrive to interest him in the doubling of the cube. See how we are gradually approaching the moral ideas which distinguish between good and evil. Hitherto we have known no law but necessity, now we are considering what is useful; we shall soon come to what is fitting and right.
Man's diverse powers are stirred by the same instinct. The bodily activity, which seeks an outlet for its energies, is succeeded by the mental activity which seeks for knowledge. Children are first restless, then curious; and this curiosity, rightly directed, is the means of development for the age with which we are dealing. Always distinguish between natural and acquired tendencies. There is a zeal for learning which has no other foundation than a wish to appear learned, and there is another which springs from man's natural curiosity about all things far or near which may affect himself. The innate desire for comfort and the impossibility of its complete satisfaction impel him to the endless search for fresh means of contributing to its satisfaction. This is the first principle of curiosity; a principle natural to the human heart, though its growth is proportional to the development of our feeling and knowledge. If a man of science were left on a desert island with his books and instruments and knowing that he must spend the rest of his life there, he would scarcely trouble himself about the solar system, the laws of attraction, or the differential calculus. He might never even open a book again; but he would never rest till he had explored the furthest corner of his island, however large it might be. Let us therefore omit from our early studies such knowledge as has no natural attraction for us, and confine ourselves to such things as instinct impels us to study.
2.漢譯英(75分)
2016年11月5日，上海外國語大學首屆“中國學的國際對話：方法與體系”國際研討會在虹口校區高翻學院同傳室拉開帷幕，本次學術研討會由上外主辦，中國學研究所協同國際關系與公共事務學院、高級翻譯學院聯合承辦，歐盟研究中心、俄羅斯研究中心、英國研究中心、中日韓合作研究中心以及馬克思主義學院共同參與。上外黨辦、校辦、宣傳部等部門對本次會議給予了大力支持。
本次研討會是中國學研究所成立以來，在學科體系日臻完善、教學有條不紊推進的同時，于科研領域的初次探索，旨在辯明中國學的方法與體系，探討中國的發展規律和特點以及中國在世界上的地位與作用，從而為“中國的中國學”發展貢獻思維火花。根據校領導的指示，中國學研究所協同校內多研究中心邀請到來自5大洲10個國家21所學校的近50位學者參會，共同討論“中國學的概念與方法”、“中國學的體系與學科”、“傳統漢學與當代中國學的比較”以及“中國學發展趨勢展望”四大議題。會議吸引到來自中國學、馬克思主義等專業的40余位碩博士生參與。
開幕式由中國學研究所所長武心波教授主持，上海社會科學院副院長謝京輝教授、上外副校長馮慶華教授致開幕辭。馮校長指出伴隨中國學學科影響力的不斷擴大，上外正結合自身優勢打造獨具特色的中國學;在未來，上外將不斷加大對中國學的支持力度，使得中國學研究更加成熟。謝院長表示上海外國語大學是國家級學術交流平臺——世界中國學論壇——在中國學領域內緊密合作的兄弟單位，上海社科院與上外“在舉辦論壇到研究生培養方面的合作空間將不斷擴大?！?/p>
開幕式第二項，馮慶華副校長為埃及艾因夏姆斯大學穆赫森·法爾賈尼教授、西交利物浦大學大衛·古德曼教授等7位學者頒發“上海外國語大學中國學研究所海外學術顧問”聘書。藉此加強上外與國外一流中國學研究機構、資深中國學學者的聯系，促成本土中國學與海外中國學的密切互動。
開幕式第三項，上海國際問題研究院學術委員會主任、研究員，上海市人民政府參事楊潔勉教授發表了題為“Systemic Designing and Methodological Exploring: My Understanding of China Study in China”的主旨演講。楊教授在發言中提到盡管在很長的時間里中國都在做關于自身的研究，但真正將學科體系框架構建起來，仍需付出巨大努力。如何通過國際對話而非僅僅內部交流表達中國的思維與認知是亟待我們去變革的。
主旨演講之后，與會代表進行了集體合影并茶歇。上外俄羅斯研究中心主任汪寧教授主持了第一場討論，復旦大學中國研究院范勇鵬副教授、上海社科院助理研究員潘瑋琳博士、日本愛知大學高橋五郎教授、俄羅斯莫斯科友誼大學尤里教授以及韓國高麗大學李正男教授圍繞“中國學概念、方法與思潮”展開辯論。
第二議題由上外歐盟研究中心副主任戴啟秀教授主持，四川大學高中偉教授、北京外國語大學管永前副教授、上外武心波教授與意大利馬切拉塔大學青年講師安博璐博士、西交利物浦大學中國學系主任古德曼教授，作為各自大學中國學項目的負責人與建設者共同交流了辦學經驗，探討如何進行“中國學”專業人才培養、完善學科體系。
上外英國中心副主任高健副教授主持了第三議題，在這一場次上海社科院歷史所周武研究員、復旦大學中華文明國際研究中心副主任李天綱教授、華東師范大學對外漢語學院顧偉列教授，對話埃及艾因夏姆斯大學穆赫辛教授、澳大利亞昆士蘭大學李志剛教授、意大利國際語言與傳媒大學講師斐德博士?？v論傳統漢學與當代中國學，跨越歷史、宗教、文學等諸多領域。
在“中國學的發展趨勢展望”單元，上外馬克思主義學院院長趙鳴歧教授擔任了會議主持，華東師范大學歷史系教授劉昶、講師張昕，武漢大學政治學與公共管理學院副教授劉杉、上外馬克思主義學院講師張放與美國新罕布什爾大學政治系副教授李道明、加拿大多倫多大學博士候選人閻述良就中國道路、中國視角、國家資本主義等問題展開交鋒。
經過一天激烈的頭腦風暴，上外國際關系與公共事務學院副院長劉宏松教授做了大會總結;上外科研處處長、中日韓合作研究中心主任王有勇教授向與會代表致感謝辭。大會宴請由馮慶華副校長主持。值得一提的是本次會議全程配備同聲傳譯，同傳團隊由上外高翻院長張愛玲教授親自掛帥，上外高翻過硬的專業技能與先進的同傳設備使得中外學者無障礙探討暢論中國成為可能。
在校領導的高度重視、校內各部門的積極聯動下，上外首屆圍繞“中國學”展開的國際研討會取得圓滿成功。思維碰撞、學術爭鳴，本次會議為國內外19所高校與科研院所提供了共話中國的平臺，為國內外長期中國學合作搭建了平臺，得到與會各方的一致認可與贊譽。
三、漢語寫作與百科知識(448)
一、填空(10*2)
1、商朝文字
2、3古代男子以 別貴賤 女子以 別婚姻
4、閏年二月多少天
5、
6、并稱風騷
7、漢語普通話以什么為標準音
8、保存最完整的宮廷建筑
9、中國畫按內容分類山水、人物、
10、奧林匹克發源地
二、名詞解釋(10*3)
1、京劇
2、科舉考試
3、古文運動
4、三寶殿
5、嬋娟
6、四大名著
7、三百千
8、三大傳統節日
9、六藝
10、牛市
三、小作文(40分)
給黨的一封信，關于高等教育，450字。
四、大作文(60分)
不少于800字的議論文。子曰：吾十有五志于學，三十而立，四十不惑，五十知天命，六十耳順，七十從心不逾矩。
以上是天任考研小編為大家帶來的“上海外國語大學2017年MTI英語翻譯碩士考研真題(回憶版)”，希望考生們都能備考順利，考上自己心儀的院校。更多翻譯碩士知識點總結敬請關注考研備考欄目。
