【考研类试卷】考研英语（翻译）历年真题试卷汇编25及答案解析.doc

1、考研英语（翻译）历年真题试卷汇编 25 及答案解析(总分：52.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：6，分数：52.00)1.Section II Reading Comprehension_2.Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese._人类性格与行为形成的原因及影响 1990 年英译汉及详解 People have wondered for a long time how

2、their personalities and behaviors are formed. It is not easy to explain why one person is intelligent and another is not, or why one is cooperative and another is competitive. Social scientists are, of course, extremely interested in these types of questions.【F1】 They want to explain why we possess

3、certain characteristics and exhibit certain behaviors. There are no clear answers yet, but two distinct schools of thought on the matter have developed. As one might expect, the two approaches are very different from each other. The controversy is often conveniently referred to as “nature vs. nurtur

4、e“. 【F2】 Those who support the “nature“ side of the conflict believe that our personalities and behavior patterns are largely determined by biological factors. 【F3】 That our environment has little, if anything, to do with our abilities, characteristics and behavior is central to this theory. Taken t

5、o an extreme, this theory maintains that our behavior is pre-determined to such a great degree that we are almost completely governed by our instincts. Those who support the “nurture“ theory, that is, they advocate education, are often called behaviorists. They claim that our environment is more imp

6、ortant than our biologically based instincts in determining how we will act. A behaviorist, B. F. Skinner, sees humans as beings whose behavior is almost completely shaped by their surroundings.【F4】 The behaviorists maintain that, like machines, humans respond to environmental stimuli as the basis o

7、f their behavior. Let us examine the different explanations about one human characteristic, intelligence, offered by the two theories.【F5】 Supporters of the “nature“ theory insist that we are born with a certain capacity for learning that is biologically determined. Needless to say: They dont believ

8、e that factors in the environment have much influence on what is basically a predetermined characteristic. On the other hand, behaviorists argue that our intelligence levels are the product of our experiences.【F6】 Behaviorists suggest that the child who is raised in an environment where there are ma

9、ny stimuli which develop his or her capacity for appropriate responses will experience greater intellectual development. The social and political implications of these two theories are profound.【F7】 In the United States, blacks often score below whites on standardized intelligence tests. This leads

10、some “nature“ proponents to conclude that blacks are biologically inferior to whites.【F8】 Behaviorists, in contrast, say that differences in scores are due to the fact that blacks are often deprived of many of the educational and other environmental advantages that whites enjoy. Most people think ne

11、ither of these theories can yet fully explain human behavior.（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）_技术发展给社会带来的弊端 1989 年英译汉及详解 When Jane Matheson started work at Advanced Electronics Inc

12、. 12 years ago,【F1】 she laboured over a microscope, hand-welding tiny electronic computers and turned out 18 per hour. Now she tends the computerized machinery that turns out high capacity memory chips at the rate of 2, 600 per hour. Production is up, profits are up, her income is up and Mrs. Mathes

13、on says the work is far less strain on her eyes. But the most significant effect of the changes at AEI was felt by the workers who are no longer there. Before the new computerized equipment was introduced, there were 940 workers at the plant. Now there are 121.【F2】 A plant follow-up survey showed th

14、at one year after the layoffs only 38% of the released workers found new employment at the same or better wages. Nearly half finally settled for lower pay and more than 13% are still out of work. The AEI example is only one of hundreds around the country which forge intelligently ahead into the late

15、st technology, but leave the majority of their workers behind. 【F3】 Its beginnings obscured by unemployment caused by the world economic slow-down, the new technological unemployment may emerge as the great socio-economic challenge of the end of the 20th century. One corporation economist says the g

16、rowth of “machine job replacement“ has been with us since the beginning of the industrial revolution, but never at the pace it is now. The human costs will be astonishing.【F4】 “Its humiliating to be done out of your job by a machine and there is no way to fight back, but it is the effort to find a n

17、ew job that really hurts.“ Some workers, like Jane Matheson, are retrained to handle the new equipment, but often a whole new set of skills is required and that means a new, and invariably smaller set of workers.【F5】 The old workers, trapped by their limited skills, often never regain their old stat

18、us and employment. Many drift into marginal areas. They feel no pride in their new work. They get badly paid for it and they feel miserable, but still they are luckier than those who never find it. 【F6】 The social costs go far beyond the welfare and unemployment payments made by the government. Unem

19、ployment increases the chances of divorce, child abuse, and alcoholism, a new federal survey shows. Some experts say the problem is only temporary. that new technology will eventually create as many jobs as it destroys.【F7】 But futurologist Hymen Seymour says the astonishing efficiency of the new te

20、chnology means there will be a simple and direct net reduction in the amount of human labor that needs to be done. “We should treat this as an opportunity to give people more leisure. It may not be easy, but society will have to reach a new unanimity on the division and distribution of labor,“ Seymo

21、ur says. He predicts most people will work only six-hour days and four-day weeks by the end of the century. But the concern of the unem ployed is for now.【F8】 Federally funded training and free back-to-school programs for laid-off workers are under way, but few experts believe they will be able to k

22、eep up with the pace of the new technology. For the next few years, for a substantial portion of the workforce, times are going to be very tough indeed.（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：

23、2.00）_英语语言在世界上的地位 2017 年英译汉及详解 The growth of the use of English as the world s primary language for international commu nication has obviously been continuing for several decades.【F1】 But even as the number of English speakers expands further there are signs that the global predominance of the langu

24、age may fade within the foreseeable future. Complex international, economic, technological and cultural changes could start to diminish the leading position of English as the language of the world market, and UK interests which enjoy advantage from the breadth of English usage would consequently fac

25、e new pressures. Those real istic possibilities are highlighted in the study presented by David Graddol.【F2】 His analysis should therefore end any self-contentedness among those who may believe that the global position of English is so stable that the young generations of the United Kingdom do not n

26、eed additional languages capabilities. David Graddol concludes that monoglot English graduates face a bleak economic future as qualified multilingual youngsters from other countries are proving to have a competitive advantage over their British counterparts in global companies and organizations. Alo

27、ngside that,【F3】 many countries are introducing English into the primary-school curriculum but British school-children and students do not appear to be gaining greater encouragement to achieve fluency in other languages. If left to themselves, such trends will diminish the relative strength of the E

28、nglish language in international education markets as the demand for educational resource in languages, such as Spanish, Arabic or Mandarin grows and international business process outsourcing in other languages such as Japanese, French and German, spreads. 【F4】 The changes identified by David Gradd

29、ol all present clear and major challenges to the UKs providers of English language teaching to people of other countries and to broader education business sectors. The English language teaching sector directly earns nearly $1.3 billion for the UK in invisible exports and our other education related

30、exports earn up to $10 billion a year more. As the international education market expands, the recent slowdown in the numbers of international students studying in the main English-speaking countries is likely to continue, especially if there are no effective strategic policies to prevent such slipp

31、age. The anticipation of possible shifts in demand provided by this study is significant:【F5】 It gives a basis to all organisations which seek to promote the learning and use of English, a basis for planning to meet the possibilities of what could be a very different operating environment. That is a

32、 necessary and practical approach. In this as in much else, those who wish to influence the future must prepare for it.（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）_殖民地时期 2015 年英译汉及详解 Within the span of a hundred years, in the seventeenth and ear

33、ly eighteenth centuries, a tide of emigrationone of the great folk wanderings of historyswept from Europe to America.【F1】 This movement, driven by powerful and diverse motivations, built a nation out of a wilderness and, by its nature, shaped the character and destiny of an uncharted continent. 【F2】

34、 The United States is the product of two principal forcesthe immigration of European peoples with their varied ideas, customs, and national characteristics and the impact of a new country which modified these traits. Of necessity, colonial America was a projection of Europe. Across the Atlantic came

35、 successive groups of Englishmen, Frenchmen, Germans, Scots, Irishmen, Dutchmen, Swedes, and many others who attempted to transplant their habits and traditions to the new world.【F3】 But the force of geographic conditions peculiar to America, the interplay of the varied national groups upon one anot

36、her, and the sheer difficulty of maintaining old-world ways in a raw, new continent caused significant changes. These changes were gradual and at first scarcely visible. But the result was a new social pattern which, although it resembled European society in many ways, had a character that was disti

37、nctly American. 【F4】 The first shiploads of immigrants bound for the territory which is now the United States crossed the Atlantic more than a hundred years after the 15th-and-16th-century explorations of North America. In the meantime, thriving Spanish colonies had been established in Mexico, the W

38、est Indies, and South America. These travelers to North America came in small, unmercifully overcrowded craft. During their six- to twelve-week voyage, they survived on barely enough food allotted to them. Many of the ships were lost in storms, many passengers died of disease, and infants rarely sur

39、vived the journey. Sometimes storms blew the vessels far off their course, and often calm brought unbearably delay. To the anxious travelers the sight of the American shore brought almost inexpressible relief. Said one recorder of events, “The air at twelve leagues distance smelt as sweet as a new-b

40、lown garden.“ The colonists first glimpse of the new land was a sight of dense woods.【F5】 The virgin forest with its richness and variety of trees was a real treasure-house which extended from Maine all the way down to Georgia. Here was abundant fuel and lumber. Here was the raw material of houses a

41、nd furniture, ships and potash, dyes and naval stores.（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）_考研英语（翻译）历年真题试卷汇编 25 答案解析(总分：52.00，做题时间：90 分钟)一、Reading Comprehensio(总题数：6，分数：52.00)1.Section II Reading Comprehension_解析：2.Part CDirections: Read the following text carefully and then translate the underlined segments into Chinese._