英譯漢命題特點

            

           

       

             1． 指代

            There will be television chat shows hosted by robots, and cars with

            pollution monitors that will disable them when they offend.

            【結(jié)構(gòu)分析】本句中涉及3個指代詞：that, them和they。通讀全句可看出，and后面省略了there will

            be。而that引導(dǎo)的定語從句是限定先行詞pollution

            monitors的。由此可見，them和they都是指cars。只有找對了them和they指代的真正內(nèi)容，才能準確地將disable和offend譯出，否則，考生可能會將其分別譯為"殘廢"和"冒犯"。

            【參考譯文】屆時，將出現(xiàn)由機器人主持地電視談話節(jié)目以及裝有污染監(jiān)控器的汽車，一旦這些汽車排污差標(biāo)（違規(guī)），監(jiān)控器就會使其停駛。

            The food supply will not increase nearly enough to match this, which

            means that we are heading into a crisis in the matter of producing

            and marketing food.

            【結(jié)構(gòu)分析】根據(jù)上下文，句中你的this是指前文一段中的"人口增長"：而which引導(dǎo)非限定性定語從句，which代替前面整個主句，對其進行說明，可譯為"這"。

            【參考譯文】食品供應(yīng)的增加將遠遠趕不上人口的增長，這就意味著我們在糧食的生產(chǎn)和購銷方面已陷入危機。

            1992年翻譯題最典型，每個句子都涉及到指代。請看原文：

            "Intelligence" at best is an assumptive construct--- the meaning of

            the word has

            never been clear. 71)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

            distinctions, reason logically, and make use of verbal and

            mathematical symbols in

            solving problems, An intelligence test is a tough 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, physical endurance, manual

            skills or artistic

            abilities. It is not supposed to --- it was not designed for such

            purposes. 72)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

            intelligence of any

            subject is essentially a comparative affair. 73) 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 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. 74) The first

            two must be equal

            for all who are being compared, if any comparison in terms of

            intelligence 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 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 of

            worse than other children of his age at tasks which we think require

            "general

            intelligence". 75) One the whole such a conclusion can be drawn with

            a certain degree

            of confidence, but only if the child can be assumed to have had the

            same attitude

            towards the test as the other with whom he is being compared, and

            only if he was not

            punished by lack of relevant information which they possessed.

            71）the term 指intelligence; them指the kinds of behavior.

            72) it 指 intelligence test。 Such 指代前面提到的it does not measure

character

            73) with which = with the scale.

            74)the first two=the first two factors (即: the intention to do one's

            best, the knowledge

            required for understanding what you have to do); all=all people.

            75)the other 指the other child; whom指the other; which 指information;

            they 指the

            other children.

            【參考譯文】

            71）人們對智力所指的不同表現(xiàn)，比對這些表現(xiàn)如何進行解釋或分類，看法更為一致。

            72）批評智力測驗不測孩子的性格等情況，猶如批評溫度計不測風(fēng)速一樣。

            73）既然對智力的評估是比較而言的事，那么我們必須確保，在對我們的對象進行比較時，我們所使用的尺度能提供"有效的"或"公平的"比較。

            74）如果要從智力方面進行任何比較的化，那么對所有比較對象來說，前兩個因素必須是一樣的。

            75）總的來說，得出這種結(jié)論是有一定程度把握的，但是必須具備兩個條件；能夠假定這個孩子對測試的態(tài)度和與他比較的另一些孩子的態(tài)度相同；他也沒有因為缺乏別的孩子已掌握的有關(guān)知識而被扣分。

            【全文參考譯文】

            "智力"充其量只是一個假設(shè)性的概念，因為智力的含義從來就是模糊的。

            71）人們對智力所指的不同表現(xiàn)，比對這些表現(xiàn)如何進行解釋分類，

            看法更為一致。但是一般認為，智力好的人是能夠迅速領(lǐng)會思想，區(qū)分事務(wù)，進行邏輯推理并運用文字和數(shù)字符號來解決問題的人。智力測驗只是粗略衡量一個兒童學(xué)習(xí)所要求的不同知識的能力。智力測驗并不測定人的品格、社會適應(yīng)能力、身體耐力、手工技能和藝術(shù)才能。智力測試沒有這樣的的任務(wù)，因為它并不是為這樣的用途而設(shè)計的。72）批評智力測試不反映上述情況，就猶如批評溫度計不測風(fēng)速一樣、我們要注意的另一件事是，對任何測試對象的智力評估基本上是比較而言的事。

            73）既然對智力的評估是比較而言的事，那么我們必須確保，在對我們的對象進行比較時，我們所使用的尺度能提供"有效的"或"公平的"比較。由此而產(chǎn)生一些引起我們關(guān)注的問題。進行任何測試至少要包含三個因素：盡力考好測試的意向，了解要參加考試所需要的知識，以及做這件事的智能。

            74）如果要從智力方面進行任何比較的話，那么對所有比較對象來說，前兩個因素必須時一樣的。

            在我們培養(yǎng)的學(xué)生中、上述設(shè)想可以公平合理。這就完全證明了智力測試的價值。它的價值當(dāng)然就在于它對預(yù)測提供了滿意的依據(jù)。沒有人絲毫?xí)�對一個兒童在測試中所取得的分數(shù)感興趣。我們感興趣的是，我們能否從他測試的成績中得出結(jié)論：這個兒童和與他年齡相同的其他兒童相比，在完成我

            們認為需要"一般智力"的任務(wù)時，他會做得更好還是更差。

            75）總的來說，得出這種結(jié)論是有一定程度把握的，但是必須具備兩個條件：能夠假定這個孩子對測試的態(tài)度和他比較的另一些孩子的態(tài)度相同；他也沒有因為缺乏別的孩子已掌握有關(guān)知識而被扣分。

 

            同樣，1993年的翻譯中每個句子也都涉及到指代：

            71）The method of scientific investigation is nothing but the

            expression of the necessary mode of working of the human mind: it is

            simply the mode by which all phenomena are reasoned about and given

            precise and exact explanations. There is no more difference, but

            there is just the same kind of difference, between the mental

            operations of a man of science and those of an ordinary person, as

            there is between the operations and methods of a baker or of a

            butcher weighing out his goods in common scales, and the operations

            of a chemist in performing a difficult and complex analysis by means

            of his balance and finely graded weights. 72) It is not that the

            scales in the one case, and the balance in the other differ in the

            principles of their construction or manner of working; but that the

            latter is a much finer apparatus and of course much more accurate in

            its measurement than the former.

            You will understand this better, perhaps, if I give you some

            familiar examples. 73) You have all heard it repeated that men of

            science work by means of induction (歸納法)and deduction, that by the

            help of these operations, they, in a sort of sense, manage to

            extract from Nature certain natural laws, and that out d these , by

            some special skill d their own, they build up their theories. 74)

            And it is imagined by many that the operations of the common mind

            can be by no means compared with these processes, and that they have

            to be acquired, by a sort of special training. To hear all these

            large words, you would think that, the mind of a man of science must

            be constituted differently from that of his fellow men; but is it

            you will not be frightened by terms, you will discover that you are

            quite wrong, and that all these terrible apparatus are being used by

            yourselves every day and every hour of your lives.

            There is a well-known incident in one of Moliere's plays, where the

            author makes the hero express unbounded delight on being told that

            you will take comfort, and be delighted with yourselves, on the

            discovery that you have been acting on the principles of inductive

            and deductive philosophy during the same period. 75)Probably there

            is not one here who has not in the course of the day had occasion to

            set in motion a complex train of reasoning, of the very same kind,

            though differing in degree, as that which a scientific man goes

            through in tracing the causes of natural phenomena.

            【結(jié)構(gòu)分析】

            71）句中的it指代the method of scientific investigation; by which=by the

            mode.

            72）句中的in the one case 指上面句中的methods of a baker or of a butcher

            weighing out his goods in common scales; in the other 指the operation

            of a chemist in performing a difficult and complex analysis by means

            of his balance; the latter指天平，the former指磅秤。因此，在翻譯此句中的in the one

            case, in the other 以及the former, the latter 時應(yīng)將其所指譯出。

            73）句中的it屬結(jié)構(gòu)上的指代，它代替that引導(dǎo)的三個并列的從句；they指men of science; these

            指代certain natural laws。

            74）句中的many=many people; the operation 指thinking （思維活動）；these process

            與73）句 these operations 相同，皆指men of science work by means of

            induction and deduction; they=men of science.

            75）that指代reasoning

            【全文參考譯文】

            71）科學(xué)家研究的方法不過是人類思維活動的必要表達方式，也就是對一切現(xiàn)象進行思索并給以精確而嚴謹解釋的表達方式。下面兩種情況下的區(qū)別是相同：科學(xué)家的思維活動和普通人的思維活動之間的區(qū)別同普通磅秤秤貨的面包師或賣肉者的思維活動和方式和用天平及精密刻度的砝碼進行困難而復(fù)雜的分析時化學(xué)家的思維活動之間的區(qū)別。只有這點區(qū)別，此外就沒有別的區(qū)別了；

            72）這并不是說面包師或賣肉者所用的磅秤和化學(xué)家所用的天平在構(gòu)造原理或運轉(zhuǎn)方式上有什么區(qū)別，而是說，與磅秤相比，天平是一種更為精密得多得儀器，因而在計量上就更精確。

            要是我給你舉幾個熟悉得例子，或許你會更清楚地理解這一點。

            73）你們多次聽說過，科學(xué)家是用歸納法和演繹法工作，他們用這些方法，在某種意義上說，力求從自然界找出某些自然規(guī)律，然后他們根據(jù)這些規(guī)律，用自己地某種非同一般地本領(lǐng)，建立起他們地理論。

            74）許多人譯為，普通人地思維活動根本無法和科學(xué)家地思維過程相比，他們還認為這些思維過程必須經(jīng)過某種專門訓(xùn)練才能掌握。聽了上面的夸張言詞后，你會以為，科學(xué)家的思維結(jié)構(gòu)與普通人的思維結(jié)構(gòu)大不相同；但是假如你沒有被這些言詞所嚇怕，你會發(fā)現(xiàn)，你是完全錯了；你還會發(fā)現(xiàn)，所有這些令人望而生畏的說法你自己每時每刻也在使用。在莫里哀的一個劇本中有這樣一個著名的插曲：作者讓主人公得知他在整個一生中一直在說散文后，表現(xiàn)出無限得喜悅。同樣，我認為，當(dāng)你一旦發(fā)現(xiàn)你在一生中一直在按歸納法嚇演繹法得哲理辦事時，你也會感到欣慰嚇陶醉。

            75）大概這里不會有人一整天都沒有機會進行一連串復(fù)雜得思考活動，這些思考活動與科學(xué)家在探索自然現(xiàn)象原因時所經(jīng)歷得思考活動，盡管復(fù)雜程度不同，但在類型上是完全一樣得。

 

            

 

     

譯路通武漢漢口翻譯公司整理

2012.5.23