韩素英2010翻译大赛对照版

韩素英2010翻译大赛对照版
韩素英2010翻译大赛对照版

科技帝国的背后——文坛

当我还是一个“探索文学”的懵懂少年时,就常常想,要是大街上的每一个人都熟悉普鲁

斯特和乔伊斯,劳伦斯或帕斯捷尔纳克和卡夫卡,那该多好啊!后来,我才明白,民众其

实是多么排斥高雅文化啊。林肯年轻还在边疆拓荒时,就阅读了希腊历史学家普卢塔克和莎士比亚的作品,还读过《圣经》。可他还是林肯啊。

后来,每当我驾车、搭公交和乘火车到美国中西部旅游时,我都会按惯例光顾当地的小镇图书馆,结果发现爱荷华州基奥卡克市或密歇根州本顿港市的读者竟然借阅普鲁斯特、乔伊斯、甚至还有斯维沃或安德烈·别利等的作品。还有劳伦斯也是他们最喜爱的作家。有

时,我还会想起,上帝之所以愿意赦免所多玛城,那是因为那里毕竟还能找出十个义人1。这并非说基奥卡克市就像邪恶的所多玛城,也不是说普鲁斯特书中的黑暗男爵夏吕斯乐而忘返地想定居密歇根州本顿港。我的愿望似乎很执着,但也很普通,那就是在最不可能出现的地方找到高雅文化的蛛丝马迹。

迄今为止,我写小说也有几十年了;从一开始,我就知道写小说并不是一项可靠的职业。20世纪30年代,在芝加哥,一位上了年纪的邻居跟我说,他曾给一家低俗杂志写过小说。“街坊邻居都纳闷为什么我不找份正正当当的工作,而是东游西荡,替人剪灌木,漆栏栅,怎么就不在工厂里好好上班呢。可我是搞写作的啊。我把小说卖给户外探险杂志《商船队》和科幻杂志《萨维齐博士》,”他有点忧伤地说,“他们可不会把写小说当成正当职业。”大概他觉得我有点书生气,兴许跟他意气相投;也许他是在试图警告我,不要太标新立异。但这一切都太晚了。

从一开始,也有人就警告我,说,小说已频临灭亡边缘,就好比城寨与弓弩,已是明日

黄花。况且谁都不愿意去逆转历史的车轮。奥斯瓦尔德·施本格勒2,30年代早期德国最受欢迎的作家之一,曾鼓吹说,我们古老的文明已经凋谢,濒临灭亡。他告诫青年一代要避

谈文学,避谈艺术,而应热爱机械化,争当工程师。

要紧跟时代,你就要挑战和藐视那些历史进化论学者。年少时,我就对施本格勒满怀敬意,即使如此,我还是无法接受他的观点,心里(虽然怀着恭敬和钦佩之情)还是说,滚你的蛋吧,施本格勒。

六十年后,在最近一期的《华尔街日报》上,我偶然看到一场以当代的形式而进行了一场古老的施本格勒式辩论。与施本格勒不同的是,泰瑞·迪奇奥特并未把大量麻痹人的历史理论传输给我们,但种种迹象表明,他斟酌、审查并权衡过这些证据。

论及“雾化文化”,他的观点合理可靠,与时俱进,深思熟虑。论及“艺术形式即科学技术”,他告诉我们说,不久的将来,电影将会是“可下载”的,也就是说,电影可以从一台电脑转存到另外一台电脑,并且预言说,电影在不久的将来就会像书一样销售。他预测说,科学技术的魔力神乎其神,正引领我们踏入新纪元,并断定“果真如此的话,我想,独立的电影必将取代小说,成为21世纪严肃叙事故事的最重要的媒介。”

迪奇奥特先生用图书销售数量的恶性下滑而影院入座率大幅增加的事实来支持自己的论点。“对于三十岁以下的美国人来说,电影已经取代了小说,并成了势不可挡的艺术表现形式。”对此,迪奇奥特先生补充道,像汤姆·克兰西3和史蒂芬·金4这些畅销小说家,“每本书销售量最多也就一百万本左右”,他指出,“相反,美国国家广播公司出品的情景喜剧5《狂欢》大结局却吸引了四千二百万观众的眼球。”有了这种大众根基,电影自然赢得了胜利。“要引起全民热议,小说已经没有这么大的力量了。”迪奇奥特先生说道。但“《白鲸》”或“《红字》”

在当时对“全民热议”是否产生过巨大影响,我无法确定。19世纪中叶,《汤姆叔叔的小屋》给广大民众留下了深刻印象,而小说《白鲸》却只在少数民众中流行。二十世纪的文学名著,小说家写作时,绝大多数并未考虑普通大众。普鲁斯特和乔伊斯的小说诞生于文化衰落期,而且这些小说并非旨在赢得众望,炫人眼目。

迪奇奥特先生刊登在《华尔街日报》上的文章延续了观察家们的一贯风格,旨在寻找到一种趋势。“根据最近一项研究,55%的美国民众阅读时间不超过30分钟。. . . 电影之所

以取代小说,甚至可能并不是因为美国民众觉得沉默是金,而是因为小说已成为过时的艺术

技术。

“我们还不太习惯于把艺术形式比作科学技术,”迪奇奥特先生说,“但事实就是如此,这也意味艺术形式已被新科技发展所摒弃。”

科技吸引具有科学头脑的年轻人,除了强调科技外,他们还有其他什么偏好也是可以觉察的:与其成为一本书的区区几千个读者中的一员,不如与时俱进,趋同适应,成为一部

电影的数百万影迷中一个。此外,读者读书独自赏,而观者观看大众乐;观众非但有数量上的优势,也有技术上的便利。除此以外,不管观众多么与众不同,既要重视避免技术老化,也要感受科技为我们解疑比个人见解更可靠的吸引力。

约翰·奇弗6很久以前告诉我说,是读者让他坚持不懈,是全国各地读者的来信让他笔耕不断。只要一动笔,他就会想起草地外那片森林中的读者和笔友。“他们的形象,只要在我的笔下模糊不清,我就感到沮丧不已。”他说道。小说家赖特·莫里斯催促我赶快去买台电动打字机,还说,他的打字机几乎就从未关掉过。“即使我没有写作任务,我也要听听它

发出的嘶嘶电流声,”他说,“它陪伴着我,我们彼此交流着。”

让我好奇的是,迪奇奥特先生是如何将这种个人特性与他所谓的“艺术形式即科学技术”融合在一起的呢。或许他会说,这两位作家以某种方式使得自己与“广泛的文化影响力”离群索居。迪奇奥特先生的意图至少还是值得称赞:他认为,他找到了可以调和影视大众

与少数风雅之士的方法。然而,他感兴趣的是“数以百万”这个词:“数以百万”的美元,“数以百万”的读者,“数以百万”的观众。

“人人”只需做一件事:去看电影,迪奇奥特说道。他的话很有道理!

要是回到20世纪20年代,每逢周六,8至12岁的儿童都会排队,花五美分买票观看上周六电影留下的悬念的结局。女主角都会在火车头压碾前的数秒内解开绳索脱生。接着便是一段新插曲;随后再插入一段新闻短片和《小顽童》最后放映一部电影,影片要么是汤姆·米克斯主演的西部影片,要么是珍妮·盖诺主演的一部关于年轻新娘与丈夫的幸福的阁楼生活的电影,其他演员还有葛洛莉娅·斯旺森、蒂达·巴拉、华莱士·比里、阿道夫·门吉欧,或玛丽·德雷斯勒。当然还有主演《淘金记》的查理·卓别林,距《淘金记》仅一步之遥的便是杰克·伦敦的小说。

那时观众和读者之间并不存在竞争。我们读书,没有人监督,纯属自愿。自我熏陶。那时我们感受的或过着的是一种精神生活,一种充满想象的生活。因为我们能阅读,也就学会了写作。先看电影《金银岛》,再看小说《金银岛》,对我来说,没有什么区别。心里也不会比较孰好孰坏。

美利坚合众国有许多奇特之处,撩人遐想,其中之一便是我们这些少数群体,数量如此

众多,如此庞大。数以百万的少数群体一点都不足为奇。然而事实上,美国文人尽管数以百万记,但彼此分散,各自为阵。他们,如果你要这样认为的话,都是奇弗的读者,由于人数众多而不可能隐藏于森林里。文学部门虽然遍布全国各地,但仍未能让读者远离书籍、远离新旧作品。我和朋友基思·博茨福德都深有感触,认为如果森林里到处都是迷惘的读者,

那么这些读者中也同样可能产生作家。

要详细了解他们生存方式,你只能出版一本杂志,比如《文坛》。那些无名作者,一旦得到鼓舞,他们曾经渺茫的前途将会梦想成真。很早以前,有位读者来信说,我们杂志上的文章“内容新颖而私密”,并且“真实而非编造,让人爱不释手”。Noting that there were no ads, she asked, “Is it possible, can it last?” and called it “an antidote to the shrinking of the human being in every one of us.”她发现杂志中没有植入广告,说,“这怎么可能呢?这样能长久维持下去吗?”她将我们的杂志称为“我们人类畏惧这种本能的解药。”在信的结尾,我们的笔友还补充说,“老一辈有必要提醒我们曾经是谁,以及我们需要成为谁。”

这也是我和基思·博茨福德所期望的,期望我们的《文人小报》能达到这样的效果。而且两年来,我们的杂志也真是如此。我们如同一对乌托邦式的怪老头,觉得我们理应为文学做点什么。我希望我们不是那种不太现实的慈善家,马亡捐水槽,大庭广众侯驽马。

我们无法估算出,在全国偏远角落究竟还有多少有主见、自创的文学专家及文学爱好者。我们虽没真凭实据可以表明,他们是多么乐意认识我们,感激我们。他们希望得到得更多。精妙绝伦的技术,无法满足他们迫切需要的一切。

翻译比赛

2012年第二十四届韩素音青年翻译奖规则及原文 2012-01-18 20:49:53| 分类:科研信息|字号订阅 中国译协《中国翻译》编辑部与江苏人文环境艺术设计研究院(中国译协江苏培训中心)联合举办第二十四届韩素音青年翻译奖竞赛。具体参赛规则如下: 一、本届竞赛分别设立英译汉和汉译英两个奖项,参赛者可任选一项或同时参加两项竞赛。 二、《中国翻译》2012年第1期以及中国翻译协会网站(https://www.360docs.net/doc/eb4340314.html,)韩素音青年翻译奖专栏刊登竞赛规则、竞赛原文;参赛报名表请到中国翻译协会网站韩素音青年翻译奖专栏下载。 三、参赛者年龄:45岁以下(1967年1月1

日后出生)。 四、参赛译文须独立完成,杜绝抄袭现象,一经发现,将取消参赛资格。请参赛者在大赛截稿之日前妥善保存参赛译文,请勿在书报刊、网络等任何媒体公布自己的参赛译文,否则将被取消参赛资格并承担由此造成的一切后果。 五、参赛译文和参赛报名表格式要求:参赛译文应为WORD电子文档,中文宋体、英文Times New Roman字体,全文小四号字,1.5倍行距,文档命名格式为“XXX(姓名)英译汉”或“XXX(姓名)汉译英”。参赛报名表文档命名格式为“XXX(姓名)英译汉参赛报名表”或“XXX(姓名)汉译英参赛报名表”。译文正文内请勿书写译者姓名、地址等任何个人信息,否则将被视为无效译文。每项参赛译文一稿有效,恕不接收修改稿。 六、参赛方式及截稿日期:请参赛者于2012年5月31日(含)前将参赛译文及参赛报

名表以电子文档附件形式发送至hansuyin2012@https://www.360docs.net/doc/eb4340314.html,,发送成功的文档得到自动回复后,请勿重复发送。如需查询是否发送成功,可在6月10日至7月10日之间拨打电话(010)68997177。本届竞赛不再接收打印稿。 七、参赛者在提交参赛译文后,交寄报名费50元,如同时参加两项竞赛,请交报名费100元。 汇款地址:北京市阜外百万庄大街24号《中国翻译》编辑部,收款人:《中国翻译》编辑部,邮编:100037。请在汇款单附言上注明“XXX(姓名)参赛报名费”字样。未交报名费的参赛译文无效。 八、本届竞赛设一、二、三等奖和优秀奖若干名,一、二、三等奖获得者将被授予奖金、奖杯、证书和纪念品,优秀奖获得者将被授予证书和纪念品。2012年第6期(11月15日出版)《中国翻译》杂志将公布竞赛结果。

七年级英语第一学期学科竞赛附答案

七年级英语第一学期学科竞赛 试题 总分100分 听力部分(20分) 一、听句子,选出你听到的单词或短语,听一遍(每小题1分,共5分) 1.A. watch B. water C. want D. what 2. A. housework B. homework C. work D. walk 3. A. eight-thirty B. eight- thirteen C. thirty –eight D. three- eight 4. A. eat B. eight C. easy D. read 5. A. How old B. How long C. How much D. How many 二、听句子,选择正确的应答语,听两遍(每小题1分.共5分) 6.A.I like bananas B.I like tomatoes C.I like basketball D.I like math. 7.A.Yes , he does B.Yes , they do C.No, they aren’t D.No , he isn’t 8.A.Thank you B.Thank you all the same C.You’ re welcme D.Don’ t thank me 9.A.He is my uncle B.She is my aunt C.The woman isn’t my aunt D.The man isn’t my uncle 10.A.He isn’t very old B.He is very young C.He is thirteen D.He is thirty 三、听对话及问题,选择正确答语,听两遍(每小题1分,共5分) 11.A.6:30 B.7:20 C.7:15 D.7:25 12.A.At school B.At home C.At work D.At her friend’s 13.A.Sunday B.Monday C. Tuesday D. Thursday. 14. A. $ 20. B. $ 30 C. $12 D. $21 15. A. Red B. Blue C. Yellow D. Orange. 四、听短文, 选择正确答案, 听两遍( 每小题1分, 共5分) 16. Why does Alice Green write this letter? A. Because she wants to come to China. B. Because she wants to make a pen friend in China. C. Because she likes reading Chinese story books. D. Because she knows China is great. 17. How many people are there in Alice’s family? A. Three B. Four C. Five D. Six 18. When do they go to school ? A. They go to school from Sunday to Friday. B. They go to school on weekends. C. They go to school from Monday to Friday. D. They go to school six days a week. 19. Are Alice’s parents teachers? A. Yes, they are. B. No, they aren’t C. Yes, she is. D. No, she isn’t. 20. What do Alice and her brothers like? A. story books B. Soccer ball and basketball C. Math and science. D. Swimming and basketball. 笔试部分(80分) 一、词形转换:(5分) 1.have (第三人称单数) _________ 2.documentary (复数)____________ 3.collect (名词) _________ 4.they (名词性物主代词) _________ 5.we (宾格) _________ 6.success (形容词) _________ 7.no (同音异形词) _________ 8.twelve (序数词) _________ 9.twenty (序数词) _________ 10.tooth (复数) _________ 二、每空填一个英语单词的适当形式,使句子完整。(10分) 1.There is a p_________ (图画) on the wall. 2.Her p_________ (父母亲) love her very much. 3.Do you have a d_________ (字典)? I want to look up this word in it. 4.That's a d_________ (难) question for him. 5.My aunt has two c_________ (孩子),a son and a daughter. 6.His father looks h_________ (健康),but he is often i11. 7.Please help y_________ (你自己) to some apples Jlm. 8.Her favorite subject is h________.(历史) 9.We can borrow two books from l________ (图书馆). 10.The fourth day of the week is W__________. 三、选择填空:(20分) 1.My mother likes eggs________ breakfast. A.in B.has C.for D.have 2.They are________. A.orange B.pianoes C.apples trees D.boxs 3.There________ an apple and an orange on the table.

英语原文及其翻译

Exploring Filipino School Counselors’ Beliefs about Learning Allan B. I. Bernardo [Abstract] School reform efforts that focus on student learning require school counselors to take on important new roles as advocates of student learning and achievement.But how do school counselors understand the process of learning? In this study, we explore the learning beliefs of 115 Filipino school counselors who indicated their degree of agreementwith 42 statements about the process of learning and the factors thatinfluence this process.A principal components analysis of the responses to the 42 statements suggested three factors:(F1)social-cognitive constructivist beliefs, (F2) teacher-curriculum-centered behaviorist beliefs,and (F3) individual difference factors.The preliminary results are briefly discussed in terms of issues related to how Filipino school counselors’ conceptions of learning may guide their strategies for promoting student learning and achievement. [Key words]beliefs about learning, conceptions of learning, school counselors, student learning, Philippines School reform efforts in different parts of the world have focusedon students’learning. In particular,most school improvement programsnow aim to ensure that students acquire the high-level knowledge and skills that help them to thrive in today’s highly competitive globaleconomy (e.g., Lee & Williams, 2006). I n this regard, school reform programs draw from various contemporary theories and research on learning (e.g.,Bransford,Brown, & Cocking, 1999; Lambert & McCombs, 1998).The basic idea is that all school improvement efforts should be directed at ensuring students achieve high levels of learning or attainment of well-defined curricular objectives and standards.For example, textbooks (Chien & Young, 2007), computers and educational technology (Gravoso, 2002; Haertnel & Means, 2003;Technology in Schools Task Force, 2003), and educational assessment systems (Black & Wiliam2004; Cheung & Ng, 2007; Clark, 2001; Stiggins, 2005) are being reconsidered as regards how they can effectively provide scaffolds and resources for advancing student learning. Likewise,the allocation and management of a school’s financial resources are assessed in terms ofwhether these are effectively mobilized and utilized towards improving student learning (Bolam, 2006; Chung & Hung, 2006; Retna, 2007). In this regard, some advocates have also called for an examination of the role of school counselors in these reform efforts (Herr, 2002). Inthe United States, House and Hayes (2002) challenged school counselors to take proactive leadership roles in advocating for the success of all

初中语文古文赏析韩愈《讳辨》原文、译文与赏析

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Lesson 1 I’m not feeling well. Let’s talk (M=Mom, T= Tom) M: What,'s the matter, Tom T: I'm not feeling well, Mom M: Do you have a cold T: Yes, I think so. Could you give me some water, please M: Here you are. T: Thank you, Mom. M: Tom, you must go and see a doctor. T: OK, Mom. M: It's cold outside. You must wear your coat. T: OK, Mom. Could you pass me my coat,please M: Here you are. T: Thank you, Mom M: Tell me your teacher's number. I'll call him and tell him you are sick. T: OK. Here it is. 译文 (M=妈妈,T=汤姆) 妈妈:怎么了,汤姆 汤姆:我感觉不舒服,妈妈。 妈妈:你感冒了吗 汤姆:是的,我想是这样的。您能给我一些水吗 妈妈:给你。 汤姆:谢谢您,妈妈。 妈妈:汤姆,你必须去看医生. 汤姆:好的,妈妈。 妈妈:外面很冷。你必须穿你的外套。 汤姆:好的,妈妈。您能把我的外套递给我吗 妈妈:给你。 汤姆:谢谢您,妈妈。 妈妈:告诉我你老师的电话号码。我将给他打电话告诉他你生病了。

必修一二翻译竞赛

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