| 在职申硕英语考试易错题（2019/4/3） |
| 第1题：翻訳における意味の変容を二つの側面から考察する(61)ができる。一つはもとの言葉(言語と翻訳語)がもっていた意味の喪失であり、もう一つは翻訳された側の言語内(62)新しい意味の創出である。「自然主義」という翻訳語を例(63)挙げれば、元来人為的にあえて意識したり行為したりしない(64)の意味を持つ「自然」が、「主義」と(65)ことによって、あえて「自然のままに」自然を対象化する(人為を加える)という矛盾した意味が生まれ、心境小説、私小説という独特のジャンルが生み出された。(66)、翻訳とは、Aという言語文化の一要素を、たんにBというもう一つの言語文化の中に移行する(伝達)ということではなく、意味の変容を通じてAの中にもBの中にもなかった言語文化を、Bの言語文化の中に創出することである。翻訳における意味の変容とは、(67)見方を変えれば、意味の取替え(68)ある。翻訳における異文化との出会いは三つの段階を通じて遂行される。すなわち、意味不明なところを不明な(69)に受容(異文化の受容)、意味の漸次的な理解(＝意味の変容)、新しい意味の創出(＝文化の創出)である。こう考える(70)、翻訳も文化の形成という点からきわめて重要であることが理解されよう。 A、わけ B、はず C．もの D．べき |
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| 第2题： Most theories of juvenile delinquency have focused on children from disadvantaged families, {{U}} (60) {{/U}}the fact that children from wealthy homes also commit crimes. The latter may commit crimes for lack of adequate parental control.All theories, however, are tentative and are{{U}} (61) {{/U}}to criticism. Changes in the social structure may indirectly{{U}} (62) {{/U}}juvenile crime rates. Families have also{{U}} (63) {{/U}}changes these years. More families consist of one parent households or two working parents;{{U}} (64) {{/U}}, children are likely to have less supervision at home,{{U}} (65) {{/U}}was common in the traditional family{{U}} (66) {{/U}}. This lack of parental supervision is thought to be an influence on juvenile crime rates. Other{{U}} (67) {{/U}}causes of offensive acts include frustration or failure in school, the increased{{U}} (68) {{/U}}of drugs and alcohol, and the growing{{U}} (69) {{/U}}of child abuse and child neglect.All these conditions tend to increase the probability of a child committing a criminal act,{{U}} (70) {{/U}}a direct causal relationship (因果关系) has not yet been establisheD、 |
| 第3题：Architects are hopeless when it comes to deciding whether the public will view their designs as marvels or monstrosities, according to a study byCanadian psychologists. They say designers should go back to school to learn about ordinary people’s tastes. Many buildings that appeal to architects get the thumbs down from the publiC、Robert Gifford of the University of Victoria inBritishColumbia decided to find out whether architects understand public preferences and simply disagree with them, or fail to understand the lay person’s view. With his colleague GrahamBrown, he asked 25 experienced architects to look at photos of 42 large buildings in the US,Canada,Europe and Hong Kong. The architects predicted how the public would rate the buildings on a scale of 1 to 10, where 1 represented "terrible” and 10"excellent". A、further 27 people who were not architects also scored the buildings out of 10. In addition, eight architects gave their own personal ratings of the buildings. The three groups tended to agree among themselves on a building’s merits.And architects correctly predicted that lay people would on average rate buildings higher than they did themselves.But for individual buildings, the architects’ perceptions of what the lay people would think were often way off the mark. "Some architects are quite good at predicting lay preferences, but others are not only poor at it, they get it backwards,” says GilforD、 For instance, architects gave the Stockley ParkBuildingB-3 offices in London a moderate rating of 5.2. They thought the public would like it much better, predicting a rating of 6.3.But the public actually disliked the offices, and gave it 4.7. Gifford thinks that lay people respond to specific features of buildings, such as durability and originality, and hopes to pin down what they are. "Architects in architecture school need to be taught how lay people think about buildings," Gifford concludes. He doesn’t think designers should pander to the lowest common denominator, but suggests they should aspire towards buildings that appeal to the public and architects alike, such as theBank ofChina building in Hong Kong. Marco Goldschmeid of the Richard Rogers Partnership, designers of the MillenniumDome in London, thinks the study is flaweD、"The authors have assumed, wrongly, that buildings can be meaningfully judged from photographs rather than actual visits," he says. Goldschmeid thinks it would be more significant and interesting to look at the divergence of public taste between generations. What does the first paragraph of this passage imply A、Architects have a dark future in designing marvelous buildings. B．Architects don’t care about how ordinary people view their designs. C．It is very difficult for architects to please the general publiC、 D．Architects don’t know much about the public tastes for buildings. |
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| 第4题：Teachers need to be aware of the emotional, intellectual, and physical changes that young adults experience.And they also need to give serious (61) to how they can be best (62) such changes. Growing bodies need movement and (63) , but not just in ways that emphasize competition. (64) they are adjusting to their new bodies and a whole host of new intellectual and emotional challenges, teenagers are especially self-conscious and need the (65) that comes from achieving success and knowing that their accomplishments are (66) by others. However, the typical teenage lifestyle is already filled with so much competition that it would be (67) to plan activities in which there are more winners than losers, (68) , publishing newsletters with many student-written book reviews, (69) student artwork, and sponsoring book discussion clubs. A、variety of small clubs can pro- vide (70) opportunities for leadership, as well as for practice in successful (71) dynamics. Making friends is extremely important to teenagers, and many shy students need the (72) of some kind of organization with a supportive adult (73) visible in the backgrounD、 In these activities, it is important to remember that the young teens have (74) attention spans. A、variety of activities should be organized (75) participants can remain active as long as they want and then go on to something else without feeling guilty and without letting the other participants down. A、if only B．now that C．so that D．even if |
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| 第5题：Texte 2 Formation technique et formation continue L’enseignement technique, qui avait longtemps souffert d’un préjugé défavorable, est devenu l’enseignement majoritaire à la sortie des collèges. Sur 1 500 000 élèves des classes de 3e aux terminales, les deux tiers sont engagés dans des enseignements professionnels.Chaque année, près de 400 000 candidats se présentent au certificat d’aptitude professionnel et 90 000 aux baccalauréats de technicien, placés aujourd’hui au même niveau que les baccalauréats d’enseignement général.En outre, 200 000 jeunes sont formés, sous la tutelle du ministère de l’Education, par la voie de l’apprentissage. Après le baccalauréat, les brevets de technicien supérieur et les dipl mes universitaires de technologie sont préparés par plus de 75 000 étudiants.Depuis 1971, d’autre part, tout salarié peut bénéficier avec maintien du salaire, d’une formation complémentaire financée par l’entreprise.Depuis juillet 1978, cette possibilité est également offerte à des non salariés qui peuvent suivre les formations de leur choix avec, dans certains cas, une rémunération versée par l’Etat.En 1978, 2 700 000 stagiaires, dont 1/3 environ de femmes, ont ainsi bénéficié d’une mise à jour de leurs connaissances ou d’un perfectionnement professionnel. Plus de la moitié de ces stagiaires étaient des ouvriers spécialisés ou qualifiés, un quart du personnel de ma trise. La durée moyenne des formations données a été de 80 heures pour les stagiaires bénéficiant des stages financés par les entreprises, de 200 heures pour les stages financés par l’Etat. Les organismes de formation sont pour moitié des institutions publiques ou privées.Ainsi le développement de l’enseignement technique et l’essor pris par la formation des adultes, ont entra né un changement profond du système éducatif. Qui paie la formation complémentaire dont tout salarié fran ais peut bénéficier depuis 1971 A、Les salariés. B．L’Etat. C．L’entreprise. D、Le fonds créé par l’Etat et les entreprises. |
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