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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。
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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, or On Education）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：
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
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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
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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
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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.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。
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最新上海外国语大学MTI英语翻译硕士考研真题
