英译汉翻译方法浅谈

P90

Ari seemed to be born unafraid of competition and conflict, especially physical battle. Sympathetic to the underdog, he usually took Rahm’s side when the fight became physical and as he quickly grew to be bigger and stronger, their little team became quite powerful. More than anything, Ari seemed to enjoy inciting us whenever things got too quiet. With mischief in his eyes and a grin on his face, Ari would needle and annoy until someone lashed out. The instant you moved to swat him, he would dash off so quickly that it was almost impossible to catch him. All the while Ari would laugh with excitement because he had made something happen.

阿里似乎天生不怕争斗，更不怕打架。他常同情弱者，打架的时候会站到拉姆一边，由于他很快长得又大又强，他们的小团队也变得相当强大了。阿里总爱没事儿找事儿。阿里常带着淘气是申请龇牙咧嘴的挑逗和激怒我们直到有人开打。你打出的一刹那间，他会快速的闪开，你不可能抓到他。阿里始终会很兴奋的发笑，因为他已经挑起了事端。Inside the family, Ari’s modus operandi fell squarely in the range of normal. We all liked to test and challenge and any hard feelings that arose during our fights faded faster than the bruises. He was also accepted by the Glass brothers and other friends in the neighborhood because of his fearlessness. But when he got to school, his restlessness became a problem. Ari was highly verbal, incredibly alert— he had a great memory and learned certain things very quickly— and very charming, yet when it came to reading and writing, he ran into a wall.

在家里，阿里的一贯做法是不越出雷池一步。我们之间的战斗平息之后，我们喜欢应对任何挑战和伤害。他也因为无所畏惧而被格拉斯兄弟和其他邻居朋友接受了。但在学校，他的这种满不在乎便成了问题。阿里表达能力很强，思维也相当敏捷，记忆力相当好，学东西也很快，这些都显示了他的魅力所在，可一到阅读和写作，他就四处碰壁。While other kids wrote out letters, Ari struggled to translate what he saw on the blackboard to the paper on his desk. He wrote individual letters backward and reversed the order of letters in words. Dog became bog and boy became yod. Born into a home filled with books, and now settled into

a school where scholarship equaled success, Ari fell further and further behind his brothers and his classmates. Worse, he had trouble sitting still long enough to complete a lesson, and it was practically impossible for him to spend extra time studying. He had too much energy, and was too easily distracted.

其他孩子都写完的时候，阿里还在极力的把黑板上看到的翻译到他的卷子上。他把单个的字母写反，把单词的顺序写颠倒。结果“狗”就变成了“泥塘”，“男孩儿”就变成了“希伯来文的第十个字母”。出生在书香门第，现在却陷入到了学分决定成败的学校中。阿里越来越落后于他的兄弟和同学们。更糟的是，他都难以安静的坐到下课了，当然也就更不可能在额外的时间学习了。他精力过于充分，但又过于分散精力。

Today, a boy like Ari would be diagnosed with dyslexia and would be given help from specially trained teachers, extra time to complete assignments, and a way to think about himself that would spare him from feeling like a failure. In the mid- 1960s, dyslexia and attention deficit disorder were just beginning to gain attention among physicians and educators. Like most kids with learning difficulties, Ari was lectured and given extra drills in the belief that he just needed to pay attention and practice a little more. In the eyes of the adults charged with his education, Ari’s problem wasn’t developmental or neurological. Despite the obvious evidence to the contrary, they seemed to think that his problem was a lack of effort.

要是今天，阿里会被认为是诵读障碍，并会给予特殊老师的训练和额外的作业。甚至让他考虑和反思避免失败的方法。但在20世纪六十年代，诵读障碍和注意力混乱缺乏才刚刚在医学界和教育界开始引起注意。就像大多数有学习障碍的孩子一样，阿里经常受到教训并额外进行训练，他们都认为他只需要稍加锻炼和集中注意力便可凑效。在主导他教育的那些人眼中，阿里的问题不是神经系统的和发育方面的问题。尽管明显的表征恰恰相反。他们仍然认为他的问题是缺少努力的原因。

P91

Ari could not make others understand that he was trying as hard as he