【考研类试卷】考研英语（翻译）历年真题试卷汇编12及答案解析.doc

1、考研英语（翻译）历年真题试卷汇编 12及答案解析(总分：56.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：7，分数：56.00)1.Section II Reading Comprehension_2.Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese._萨皮尔一沃尔夫假说的形成 2004 年英译汉及详解 The relation of language and mind has interes

2、ted philosophers for many centuries.【F1】 The Greeks assumed that the structure of language had some connection with the process of thought, which took root in Europe long before people realized how diverse languages could be. Only recently did linguists begin the serious study of languages that were

3、 very different from their own. Two anthropologist-linguists, Franz Boas and Edward Sapir, were pioneers in describing many native languages of North and South America during the first half of the twentieth century.【F2】 We are obliged to them because some of these languages have since vanished, as t

4、he peoples who spoke them died out or became assimilated and lost their native languages. Other linguists in the earlier part of this century, however, who were less eager to deal with bizarre data from “exotic“ language, were not always so grateful.【F3】 The newly described languages were often so s

5、trikingly different from the well studied languages of Europe and Southeast Asia that some scholars even accused Boas and Sapir of fabricating their data. Na-tive American languages are indeed different, so much so in fact that Navajo could be used by the US military as a code during World War II to

6、 send secret messages. Sapir“s pupil, Benjamin Lee Whorf, continued the study of American Indian languages.【F4】 Being interested in the relationship of language and thought, Whorf developed the idea that the structure of language determines the structure of habitual thought in a society. He reasoned

7、 that because it is easier to formulate certain concepts and not others in a given language, the speakers of that language think along one track and not along another.【F5】 Whorf came to believe in a sort of linguistic determinism which, in its strongest form, states that language imprisons the mind,

8、 and that the grammatical patterns in a language can produce far-reaching consequences for the culture of a society. Later, this idea became to be known as the Sapir-Whorf hypothesis, but this term is somewhat inappropriate. Although both Sapir and Whorf emphasized the diversity of languages, Sapir

9、himself never explicitly supported the notion of linguistic determinism.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_人类学研究 2003 年英译汉及详解 Human beings in all times and places think about their world and wonder at their place in it. Humans are thou

10、ghtful and creative, possessed of insatiable curiosity.【F1】 Furthermore, humans have the ability to modify the environment in which they live, thus subjecting all other life forms to their own peculiar ideas and fancies. Therefore, it is important to study humans in all their richness and diversity

11、in a calm and systematic manner, with the hope that the knowledge resulting from such studies can lead humans to a more harmonious way of living with themselves and with all other life forms on this planet Earth. “Anthropology“ derives from the Greek words anthropos “human“ and logos “the study of“.

12、 By its very name, anthropology encompasses the study of all humankind. Anthropology is one of the social sciences.【F2】 Social science is that branch of intellectual enquiry which seeks to study humans and their endeavors in the same reasoned, orderly, systematic, and dispassioned manner that natura

13、l scientists use for the study of natural phenomena. Social science disciplines include geography, economics, political science, psychology, and sociology. Each of these social sciences has a subfield or specialization which lies particularly close to anthropology. All the social sciences focus upon

14、 the study of humanity. Anthropology is a field-study oriented discipline which makes extensive use of the comparative method in analysis.【F3】 The emphasis on data gathered first-hand, combined with a cross-cultural perspective brought to the analysis of cultures past and present, makes this study a

15、 unique and distinctly important social science. Anthropological analyses rest heavily upon the concept of culture. Sir Edward Tylor“s formulation of the concept of culture was one of the great intellectual achievements of 19th century science.【F4】 Tylor defined culture as “. that complex whole whic

16、h includes belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of society“. This insight, so profound in its simplicity, opened up an entirely new way of perceiving and understanding human life. Implicit within Tylor“s definition is the concept that cu

17、lture is learned, shared, and patterned behavior. 【F5】 Thus, the anthropological concept of “culture“, like the concept of “set“ in mathematics, is an abstract concept which makes possible immense amounts of concrete research and understanding.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分

18、数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_历史研究的方法论 1999 年英译汉及详解 【F1】 While there are almost as many definitions of history as there are historians, modern practice most closely conforms to one that sees history as the attempt to recreate and explain the significant events of the past. Caught in th

19、e web of its own time and place, each generation of historians determines anew what is significant for it in the past. In this search the evidence found is always incomplete and scattered; it is also frequently partial or partisan. The irony of the historian“s craft is that its practitioners always

20、know that their efforts are but contributions to an unending process. 【F2】 Interest in historical methods has arisen less through external challenge to the validity of history as an intellectual discipline and more from internal quarrels among historians themselves. While history once revered its af

21、finity to literature and philosophy, the emerging social sciences seemed to afford greater opportunities for asking new questions and providing rewarding approaches to an understanding of the past. Social science methodologies had to be adapted to a discipline governed by the primacy of historical s

22、ources rather than the imperatives of the contemporary world.【F3】 During this transfer, traditional historical methods were augmented by additional methodologies designed to interpret the new forms of evidence in the historical study. Methodology is a term that remains inherently ambiguous in the hi

23、storical profession.【F4】 There is no agreement whether methodology refers to the concepts peculiar to historical work in general or to the research techniques appropriate to the various branches of historical inquiry. Historians, especially those so blinded by their research interests that they have

24、 been accused of “tunnel method“, frequently fall victim to the“technicist fallacy“. Also common in the natural sciences, the technicist fallacy mistakenly identifies the discipline as a whole with certain parts of its technical implementation. 【F5】 It applies equally to traditional historians who v

25、iew history as only the external and internal criticism of sources, and to social science historians who equate their activity with specific techniques.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_智力测验的初衷及价值 1992 年英译汉及详解 Intelligence at best is

26、an assumptive constructthe meaning of the word has never been clear.【F1】 There is more agreement on the kinds of behavior referred to by the term than there is on how to interpret or classify them. But it is generally agreed that a person of high intelligence is one who can grasp ideas readily, make

27、 distinctions, reason logically, and make use of verbal and mathematical symbols in solving problems. An intelligence test is a rough measure of a child“s capacity for learning, particularly for learning the kinds of things required in school. It does not measure character, social adjustment, physic

28、al endurance, manual skills, or artistic abilities. It is not supposed toit was not designed for such purposes.【F2】 To criticize it for such failure is roughly comparable to criticizing a thermometer for not measuring wind velocity. The other thing we have to notice is that the assessment of the int

29、elligence of any subject is essentially a comparative affair. 【F3】 Now since the assessment of intelligence is a comparative matter we must be sure that the scale with which we are comparing our subjects provides a “valid“ or “fair“ comparison. It is here that some of the difficulties which interest

30、 us begin. Any test performed involves at least three factors: the intention to do one“ s best, the knowledge required for understanding what you have to do, and the intellectual ability to do it.【F4】 The first two must be equal for all who are being compared, if any comparison in terms of intellige

31、nce is to be made. In school populations in our culture these assumptions can be made fair and reasonable, and the value of intelligence testing has been proved thoroughly. Its value lies, of course, in its providing a satisfactory basis for prediction. No one is in the least interested in the marks

32、 a little child gets on his test; what we are interested in is whether we can conclude from his mark on the test that the child will do better or worse than other children of his age at tasks which we think require “general intelligence“. 【F5】 On the whole such a conclusion can be drawn with a certa

33、in degree of confidence, but only if the child can be assumed to have had the same attitude towards the test as the others with whom he is being compared, and only if he was not punished by lack of relevant information which they possessed.（分数：10.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.

34、00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_如何充分利用上大学的时间 1986 年英译汉及详解 It would be interesting to discover how many young people go to university without any clear idea of what they are going to do afterwards.【F1】 If one considers the enormous variety of courses offered, it is not hard to see how difficu

35、lt it is for a student to select the course most suited to his interests and abilities. 【F2】 If a student goes to university to acquire a broader perspective of life, to enlarge his ideas and to learn to think for himself, he will undoubtedly benefit. 【F3】 Schools often have too restricting an atmos

36、phere, with its time tables and disciplines, to allow him much time for independent assessment of the work he is asked to do. 【F4】 Most students would, I believe, profit by a year of such exploration of different academic studies, especially those “all rounders“ with no particular interest. They sho

37、uld have longer time to decide in what subject they want to take their degrees, so that in later life, they do not look back and say, “I should like to have been an archaeologist. If I hadn“t taken a degree in Modern Languages, I shouldn“t have ended up as an interpreter, but it“s too late now. I co

38、uldn“t go back and begin all over again.“ 【F5】 There is, of course, another side to the question of how to make the best use of one“s time at university. 【F6】 This is the case of the student who excels in a particular branch of learning. 【F7】 He is immediately accepted by the University of his choic

39、e, and spends his three or four years becoming a specialist, emerging with a first-class Honour Degree and very little knowledge of what the rest of the world is all about. 【F8】 It therefore becomes more and more important that, if students are not to waste their opportunities, there will have to be

40、 much more detailed information about courses and more advice. Only in this way can we be sure that we are not to have, on the one hand, a band of specialists ignorant of anything outside of their own subject, and on the other hand, an ever increasing number of graduates qualified in subjects for wh

41、ich there is little or no demand in the working world.（分数：16.00）(1).【F1】（分数：2.00）_(2).【F2】（分数：2.00）_(3).【F3】（分数：2.00）_(4).【F4】（分数：2.00）_(5).【F5】（分数：2.00）_(6).【F6】（分数：2.00）_(7).【F7】（分数：2.00）_(8).【F8】（分数：2.00）_考研英语（翻译）历年真题试卷汇编 12答案解析(总分：56.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：7，分数：56.00)1.Section II Reading Compreh