北外英语学院翻译考研真题

北外英语学院翻译考研真题
一、英译汉
Passage 1:
The Price of Education
The fact that university education has become such a lucrative business has attracted much attention. Universities in the United States, for example, constantly compete to attract students, and they do so by offering various inducements.
Some universities offer better facilities, and try to create an attractive environment in which to live and study. Increasingly, however, the quality of education is also being judged by the percentage of graduates who are able to find employment after graduation. Employers, it seems, are no longer satisfied with a university education per se, but want to be assured that graduates will have the skills necessary for the job. To ensure this, some universities are offering simulated work experience as part of their degree programs. Some universities even venture into the realm of industry and commerce, regarding themselves as training colleges rather than as scholarly institutions.
The motives behind this new emphasis on practical training are not entirely altruistic. Many universities in the United Kingdom, for example, rely heavily on government funding. The thinking is that by producing employable graduates, universities are not only ensuring that their graduates get good jobs and earn good money, they are also reducing the burden on the
state. Indeed, in some countries, universities that fail to achieve high levels of graduate employment are actually penalized financially.
But what is sacrificed in this obsession with practicality? The traditional concept of a university is based on the belief that knowledge is valuable in itself, and that the purpose of education is the pursuit of truth. To surrender this belief and degrade the university to the role of industry training center is to throw the baby out with the bathwater. Certainly, graduates must be able to find employment to support themselves, but a society that puts material gain above all else is a society that has lost its soul.
Passage 2:
Another Look at Cross-cultural Communication
The common expectation of much cross-cultural training is that it is designed to help business people improve their cross-cultural communication competence, thus increasing performance in a variety of multicultural or international contexts. Cross-cultural training often takes the form of brief seminars, sometimes with hands-on experiential exercises and is meant to be enjoyable, eye-opening and informative. Many authors believe that by offering such training, organizations are doing the right thing for their employees because effective cross-cultural communication skills can be a competitive advantage in business.
However, less attention has been given to understanding the linkage between the skills and competencies that have been delineated and measured and the ability of learners to effectively apply such knowledge and abilities in specific situations they are likely to encounter at work. Despite the proliferation of studies advocating the use of cross-cultural training to
enhance global management effectiveness, very little is known about how training may affect the actual performance of individuals or groups that are experiencing business or mission/aid-related challenges outside of their native cultural contexts.
In today’s globalized and technological world, businesses and individuals are more connected across cultural boundaries than ever. In fact, almost all businesses from small to multinational employ individuals who have some form of cross-cultural interactions on a daily basis. By increasing our understanding of the linkages between knowledge, skills and abilities
and desired training outcomes, we may be able to help individuals and organizations more effectively navigate the challenges associated with increasingly dynamic and complex cross-cultural task environment in which they operate.
二、汉译英
翻译 Passage 1：
教育的代价
大学教育已成为一个利润丰厚的生意，这一事实引起了广泛关注。

以美国为例，各所大学不断竞争吸引学生，他们通过提供各种诱因来
达到此目的。

有些大学提供更好的设施，并努力创造有吸引力的生活和学习环境。

然而，越来越多地，教育质量也被根据毕业生就业率来评判。

雇主似
乎不再满足于大学教育本身，而是希望能确保毕业生具备就业所需的
技能。

为了实现这一点，一些大学将模拟工作经验作为学位课程的一
部分。

有些大学甚至进入工商业领域，将自己看作培训学院而不是学术机构。

这种对实践培训的新强调背后的动机并非完全无私。

以英国为例，许多大学严重依赖政府资助。

有这样一种思想认为，通过培养具备就业能力的毕业生，大学不仅能确保学生找到好工作并赚得很多钱，还能减轻国家负担。

事实上，在一些国家，那些未能实现高毕业就业率的大学实际上会面临经济处罚。

但是，这种对实用性的痴迷牺牲了什么？大学的传统观念是基于知识本身具有价值，教育的目的是追求真理。

放弃这种信仰，将大学降低到工业培训中心的地步，就是舍本逐末。

毕业生当然必须有能力找到工作来养活自己，但是一个把物质利益置于一切之上的社会就是一个失去灵魂的社会。

翻译Passage 2：
重新审视跨文化沟通
跨文化培训的普遍期望是帮助商界人士提高跨文化沟通能力，从而在各种多元文化或国际环境中提高绩效。

跨文化培训通常以简短的研讨会形式进行，有时伴有实践性的体验性练习，旨在愉快、开阔眼界并提供信息。

许多作者认为，通过提供这样的培训，组织为员工做出了正确的选择，因为有效的跨文化沟通技能在商业中可能带来竞争优势。

然而，人们对于所规定和衡量的技能和能力与学习者在特定工作情境中能否有效应用这种知识和能力之间的联系还关注较少。

尽管有大量研究主张使用跨文化培训来提高全球管理效能，但对于培训如何影响在工作环境中遇到商业或任务/援助相关挑战的个人或团队的实际表现了解甚少。

在当今全球化和科技化的世界中，商业和个人之间的跨文化联系比以往任何时候都更紧密。

事实上，从小型企业到跨国公司几乎所有企业都雇佣了在日常工作中进行某种形式的跨文化互动的个人。

通过增加对知识、技能和能力与期望的培训结果之间的联系的了解，我们也许能够帮助个人和组织更有效地应对越来越具有动态性和复杂性的跨文化任务环境中的挑战。