第十四讲 无生命主语句的翻译

第十四讲无生命主语句的翻译

一、教学目的：了解和掌握无生命主语句在翻译中的应用。

二、教学要点：无生命主语句的表现形式及译法

三、教学过程：

无生命主语句（Non-life subject sentences）:

类型：

The past decade saw much great progress in our society.

我国社会在过去10年里取得了很大的进步

That night sleep eluded him那天夜里他没有睡好。

Rome witnessed many great historic events.罗马城发生过许多重大的历史性事件。

Her illness prevented her from attending the conference on linguistics.

她因病没有参加语言学术会议。

Bitterness fed on the man who had made the world laugh.这位曾使全世界发出笑声的人自己却饱尝辛酸。

译法：

1．把无生命主语转换成有生命主语，必要时切分句子，将主语分译成分句。

The word “expect” always crept into Dad’s stories.爸爸讲故事时，总要不经意地说出“期望”这个词。

Absence and distance make the overseas Chinese heart increasingly fond of the Peking regime.

华侨背井离乡，远居国外，因此他们在感情上越来越向往北京政权。

My total ignorance of the connection must plead my apology.恕我孤陋寡闻，对此关系一无所知。

2. 把无生命主语转换成具体事物的主语，或是保留原主语，并同时改变与之搭配的谓语动词，必要时须切分句子，将主语分译成分句或者单句或是调整整个句子的语序。

My arms and legs go to sleep我的手脚不管用了。The door refuses to close.门关不上

The thought of returning to his native land never deserted (抛弃)him amid （在－之中）

his tribulation（苦难，磨难）在苦难中重返故园的念头始终在他心头萦绕。

3.把无生命主语转换成汉语的状语。

Investigation led us to the foregoing (前面的)conclusion.经过调查，我们得出了上述结论。

March was to take Elizabeth to Hunsford. 三月，伊丽莎白将前往汉斯福德。

The evening of November 3 saw the IWW(industrial workers of the

world )tactics bearing fruit.

11月3日晚，世界产业工人协会的战术生效了。

Dawn met him well along the way. It was a pleasant uneventful ride.东方欲晓的时侯，他已走了一大段路了，这次骑马旅行很愉快，没有碰到意外事件。

4. 把无生命主语转换成汉语复句。

Losing his fortune drove him mad. 他由于失去自己的财产而发疯。

The arrest of the flood-waters saved many homes.将洪水拦住后，许多家庭得救了。

The publi sher’s rejection of his manuscript depressed him. 由于出版商拒绝接受他的手稿，他的情绪一落千丈。

5. 把无生命主语转换成汉语的无主语句。

The heat makes me sweat like a pig。热得我大汗淋漓。

The noise made everybody upset. 闹得大家不得安宁。

This medicine will make you feel better.吃了药你会舒服些。

2.翻译段落练习:

古之学者必有师。师者，所以传道受业解惑也。人非生而知之者，孰能无惑？惑而不从师，其为惑也，终不解矣。生乎吾前，其闻道也，固先乎吾，吾从而师之；生乎吾后，其闻道也，亦先乎吾，吾从而师之。吾师道也，夫庸知其年之先后生于吾乎？是故无贵无贱，无长无少，道之所存，师之所存也。

嗟乎！师道之不传也久矣，欲人之无惑也难矣。古之圣人，其出人也远矣，犹且从师而问焉；今之众人，其下圣人也亦远矣，而耻学于师。是故圣益圣，愚益愚。圣人之所以为圣，愚人之所以为愚，其皆出于此乎？爱其子，择师而教之；于其身也，则耻师焉，惑矣。彼童子之师，授之书而习其句读者，非吾所谓传其道、解其惑者也。句读之不知，惑之不解，或师焉，或不焉，小学而大遗，吾未见其明也。巫医、乐师、百工之人，不耻相师。士大夫之族，曰“师”曰“弟子”云者，则群聚而笑之。问之，则曰：彼与彼年相若也，道相似也，位卑则足羞，官盛则近谀。呜呼！师道之不复，可知矣。巫医、乐师、百工之人，君子不齿，今其智乃反不能及，其可怪也欤！

In ancient times those who wanted to learn would seek out a teacher, one who could propagate the doctrine1, impart professional knowledge, and resolve doubts. Since no one is born omniscient, who can claim to have no doubts? If one has doubts and is not willing to learn from a teacher, his doubts will never be resolved. Anyone who was born before me and learned the doctrine before me is my teacher. Anyone who was born after me and learned the doctrine before me is also my teacher. Since what I desire to learn is the doctrine, why should I care whether he was born before or after me? Therefore, it does not matter whether a person is high or low in position, young or old in age. Where there is the doctrine, there is my teacher.

Alas! The tradition of learning from the teacher has long been neglected. Thus it is difficult to find a person without any doubts at all. Ancient sages, who far surpassed us, even learned from their teachers. People today, who are far inferior to them, regard learning from the teacher as a disgrace. Thus, wise men become more wise and unlearned men become more foolish. This explains what makes a wise man and what makes a foolish man.

It is absurd that a person would choose a teacher for his son out of his love for him, and yet refuse to learn from the teacher himself, thinking it a disgrace to do so. The teacher of his son teaches the child only reading and punctuation, which is not propagating the doctrine or resolving doubts as the aforementioned. I don't think it wise to learn from the teacher when one doesn't know how to punctuate, but not when one has doubts unresolved, for that I find