2015年考研英语一新题型 Part B 原文翻译及答案

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. (41)_______________You begin to infer a context for the text, for instance by making decisions about what kind of speech event is involved: Who is making the utterance, to whom, when and where.

你的阅读过程是怎样的？显然，你试图理解，即识别单词的含义并找出它们之间的关系，利用你对英语语法的隐性知识。如果你不熟悉单词或习语，你会根据上下文提供的线索猜测其含义。基于它们之后可能会相关的假设，你会在心中记下话语实体以及它们之间可能的联系。你开始推断文本的语境，例如通过判断涉及哪种言语事件：谁在说话，对谁说，何时何地。

The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. (42) ______________

这里所指的阅读方式无疑是理解的一种。但它们表明理解不仅包括被动吸收，还包括积极参与推理和问题解决。你推断出作者通过提供具体证据和线索邀请你理解的信息。你进行进一步的推断，例如关于文本可能对你的意义，或关于其有效性——这些推断构成了个人回应的基础，而作者对此无疑责任较小。

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or "true" meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. (43) _______________

这样理解，理解对于每个读者来说并不完全遵循相同的路径。问题不在于检索一个绝对、固定或“真实”的含义，可以读出并检查准确性，或文本与世界的某种永恒关系。相反，我们基于我们可能称之为文本和语境材料之间的互动来赋予文本含义：在文本的正式结构（特别是其语言结构）中感知到的组织或模式，与我们带给文本的各种背景、社会知识、信仰和态度之间。

Such background material inevitably reflects who we are. (44) ______

这样的背景材料不可避免地反映了我们是谁。诸如我们阅读的地点和时间、我们的性别、种族、年龄和社会阶层等因素会鼓励我们倾向于某些解释，但同时会模糊甚至关闭其他解释。

This doesn't, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page - including for texts that engage with fundamental human concerns - debates about texts can play an important role in social discussion of beliefs and values.

然而，这并不会使解释仅仅相对甚至毫无意义。正是因为来自不同时期、地点和社会经验的读者对页面上的相同文字产生不同但重叠的解读——包括涉及人类基本关切的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。

How we read a given text also depends to some extent on our particular interest in reading it. (45) _______________Such dimensions of reading suggest - as others introduced later in the book will also do - that we bring an implicit ( often unacknowledged) agenda to any act of reading. It doesn't then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, different kinds of reading inform each other, and act as useful reference points for and counterbalances to one another. Together, they make up the reading component of your overall literacy, or relationship to your surrounding textual environment.

我们如何阅读给定文本在一定程度上也取决于我们阅读它的特定兴趣。我们是在学习该文本并试图以满足给定课程要求的方式回应？还是仅为乐趣而阅读？还是为获取信息而浏览？在火车上或床上阅读的方式可能与在研讨室阅读大不相同。阅读的这些维度表明——正如书中后面引入的其他维度一样——我们在任何阅读行为中都带有一个隐含的（通常未被承认的）议程。因此，不一定有一种阅读比另一种更全面、更先进或更有价值。理想情况下，不同种类的阅读相互充实，并作为有用的参考点和相互平衡。它们共同构成了你整体素养的阅读部分，或你与周围文本环境的关系。

- 11 - [A] Are we studying that text and trying to respond in a way that fulfils the

- 11 - [A] 我们是在学习该文本并试图以满足

requirement of a given course? Reading it simply for pleasure? Skimming it

给定课程的要求？还是仅为乐趣而阅读？浏览它

for information? Ways of reading on a train or in bed are likely to differ

获取信息？在火车上或床上阅读的方式可能有所不同

considerably from reading in a seminar room.

与在研讨室阅读大不相同。

[BJ Factors such as the place and period in which we are reading, our gender,

[BJ] 诸如我们阅读的地点和时间、我们的性别、

ethnicity, age and social class will encourage us towards certain interpretations

种族、年龄和社会阶层会鼓励我们倾向于某些解释

but at the same time obscure or even close off others.

但同时会模糊甚至关闭其他解释。

[C] If you are unfamiliar with words or idioms, you guess at their meaning, using

[C] 如果你不熟悉单词或习语，你会根据

clues presented in the context. On the assumption that they will become

上下文提供的线索猜测其含义。基于它们之后会

relevant later, you make a mental note of discourse entities as well as possible

相关的假设，你会在心中记下话语实体以及可能的

links between them.

它们之间的联系。

[D] In effect, you try to reconstruct the likely meanings or effects that any given

[D] 实际上，你试图重构任何给定

sentence, image or reference might have had: These might be the ones the

句子、图像或参考可能有的含义或效果：这些可能是

author intended.

作者意图的含义。

[EJ You make further inferences, for instance, about how the text may be

[EJ] 你进行进一步的推断，例如关于文本可能

significant to you, or about its validity - inferences that form the basis of a

对你有意义，或关于其有效性——这些推断构成了

personal response for which the author will inevitably be far less responsible.

个人回应的基础，而作者对此无疑责任较小。

[_F] In plays, novels and narrative poems, characters speak as constructs created by

[_F] 在戏剧、小说和叙事诗中，角色作为作者创造的构体说话，

the author, not necessarily as mouthpieces for the author's own thoughts.

不一定是作者自己思想的代言人。

[GJ Rather, we ascribe meanings to texts on the basis of interaction between what

[GJ] 相反，我们基于我们与

we might call textual and contextual material: between kinds of organization

我们可能称之为文本和语境材料之间的互动：在

or patterning we perceive in a text's formal structures (so especially its

文本的正式结构中感知到的组织或模式（特别是其

language structures) and various kinds of background, social knowledge,

语言结构）和各种背景、社会知识、

belief and attitude that we bring to the text.

信仰和态度之间。

- 12 -

- 12 -

How does your reading proceed? Clearly you try to comprehend, in the sense of identifying meanings for individual words and working out relationships between them, drawing on your implicit knowledge of English grammar. (41)___________ You begin to infer a context for the text, for instance by making decisions about what kind of speech event is involved: Who is making the utterance, to whom, when and where. The ways of reading indicated here are without doubt kinds of comprehension. But they show comprehension to consist not just

你的阅读过程是怎样的？显然，你试图理解，即识别单词的含义并找出它们之间的关系，利用你对英语语法的隐性知识。如果你不熟悉单词或习语，你会根据上下文提供的线索猜测其含义。基于它们之后可能会相关的假设，你会在心中记下话语实体以及它们之间可能的联系。你开始推断文本的语境，例如通过判断涉及哪种言语事件：谁在说话，对谁说，何时何地。 这里所指的阅读方式无疑是理解的一种。但它们表明理解不仅包括

ted here are without doubt kinds of comprehension. But they show comprehension to consist not just of passive assimilation but of active engagement in inference and problem-solving. You infer information you feel the writer has invited you to grasp by presenting you with specific evidence and clues. (42)___________ Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or "true" meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world.

这里所指的阅读方式无疑是理解的一种。但它们表明理解不仅包括被动吸收，还包括积极参与推理和问题解决。你推断出作者通过提供具体证据和线索邀请你理解的信息。你进行进一步的推断，例如关于文本可能对你的意义，或关于其有效性——这些推断构成了个人回应的基础，而作者对此无疑责任较小。这样理解，理解对于每个读者来说并不完全遵循相同的路径。问题不在于检索一个绝对、固定或“真实”的含义，可以读出并检查准确性，或文本与世界的某种永恒关系。

Conceived in this way, comprehension will not follow exactly the same track for each reader. What is in question is not the retrieval of an absolute, fixed or "true" meaning that can be read off and checked for accuracy, or some timeless relation of the text to the world. (43)___________ Such background material inevitably reflects who we are.

这样理解，理解对于每个读者来说并不完全遵循相同的路径。问题不在于检索一个绝对、固定或“真实”的含义，可以读出并检查准确性，或文本与世界的某种永恒关系。相反，我们基于我们可能称之为文本和语境材料之间的互动来赋予文本含义：在文本的正式结构（特别是其语言结构）中感知到的组织或模式，与我们带给文本的各种背景、社会知识、信仰和态度之间。这样的背景材料不可避免地反映了我们是谁。

Such background material inevitably reflects who we are. (44)___________ This doesn't, however, make interpretation merely relative or even pointless. Precisely because readers from different historical periods, places and social experiences produce different but overlapping readings of the same words on the page - including for texts that engage with fundamental human c

这样的背景材料不可避免地反映了我们是谁。诸如我们阅读的地点和时间、我们的性别、种族、年龄和社会阶层等因素会鼓励我们倾向于某些解释，但同时会模糊甚至关闭其他解释。然而，这并不会使解释仅仅相对甚至毫无意义。正是因为来自不同时期、地点和社会经验的读者对页面上的相同文字产生不同但重叠的解读——包括涉及人类基本 c

apping readings of the same words on the page - including for texts that engage with fundamental human concerns - debates about texts can play an important role in social discussion of beliefs and values. How we read a given text also depends to some extent on our particular interest in reading it. (45)___________ Such dimensions of reading suggest - as others introduced later in the book will also do - that we bring an implicit ( often unacknowledged) agenda to any act of reading. It doesn't then necessarily follow that one kind of reading is fuller, more advanced or more worthwhile than another. Ideally, di

对页面上的相同文字产生不同但重叠的解读——包括涉及人类基本关切的文本——关于文本的辩论可以在信仰和价值观的社会讨论中发挥重要作用。 我们如何阅读给定文本在一定程度上也取决于我们阅读它的特定兴趣。我们是在学习该文本并试图以满足给定课程要求的方式回应？还是仅为乐趣而阅读？还是为获取信息而浏览？在火车上或床上阅读的方式可能与在研讨室阅读大不相同。阅读的这些维度表明——正如书中后面引入的其他维度一样——我们在任何阅读行为中都带有一个隐含的（通常未被承认的）议程。因此，不一定有一种阅读比另一种更全面、更先进或更有价值。理想情况下，di