小編為大家準(zhǔn)備了這篇上海外國(guó)語(yǔ)大學(xué)翻譯碩士考研成功經(jīng)驗(yàn)，過(guò)來(lái)人講述自己的復(fù)習(xí)方法，助力大家備考翻譯碩士!

　　(1)心態(tài)

　　考研考察的比較大的還真不是一個(gè)人的積累，而是心態(tài)，沒(méi)有足夠的底氣和信心，就不要決定去考高翻，能上的只有30-50個(gè)(擴(kuò)招的情況下)，其余童鞋都是炮灰，只不過(guò)被轟到的時(shí)候距離炮彈的遠(yuǎn)近不同罷了。 所以心態(tài)一定要保持，要對(duì)自己的實(shí)力有客觀的把握，這里樓主沒(méi)有其他的想法，實(shí)力是一個(gè)動(dòng)態(tài)的變化量，你就是把老師拉過(guò)來(lái)，考不過(guò)我們也是一樣，比較主要的是心態(tài)和綜合實(shí)力。一定要對(duì)自己有自信，一定要保持對(duì)事實(shí)足夠的客觀和敏感。

　　(2)備考各科怎么進(jìn)行

　　漢語(yǔ)百科，沒(méi)啥說(shuō)的，列出書(shū)目，明確考察方向后，有的放矢地看，進(jìn)行有效的積累，看到后來(lái)你也就不擔(dān)心這一科目了，就是學(xué)中文系的，也未必比你強(qiáng)多少，因?yàn)榧油饩湍屈c(diǎn)兒東西，還能跑出天去。成語(yǔ)看，小作文練，大作文練。其中這個(gè)練習(xí)還是有門(mén)道的，自己一定要能夠能夠弄懂弄透，不要一知半解，如果不會(huì)，多問(wèn)問(wèn)旁邊的，多找找能人，如果實(shí)在找不到，那就找研友交流，再不行就請(qǐng)人教，總之把這塊搞定，尤其是大作文，半壁江山的所在。

　　翻碩翻譯

　　這科我考了136，當(dāng)時(shí)算是高分了，沒(méi)啥說(shuō)的，就是平時(shí)天天練習(xí)翻譯，上午400-600字英文，下午換成400-500字中文，晚上看經(jīng)濟(jì)學(xué)人，剛開(kāi)始經(jīng)濟(jì)學(xué)人這個(gè)蝸牛速度看的，一周勉勉強(qiáng)強(qiáng)能看完一刊，漸漸提速到一天半看完一刊，比較后是一天搞定一刊，從早看到晚。反正后來(lái)是輕松多了。雖然能夠?qū)W到很多，但我坦言經(jīng)濟(jì)學(xué)人還真不是給人看的，太坑爹了，有些簡(jiǎn)單的主題還行，一些主題就一句話頂你學(xué)好幾天的，那也沒(méi)辦法，人家說(shuō)的是行話，這在我們外人看來(lái)純屬“行業(yè)壁壘”，當(dāng)之無(wú)愧的包袱。慢慢開(kāi)始能夠嚼透了，才開(kāi)始開(kāi)點(diǎn)竅，樓主建議這部分經(jīng)濟(jì)學(xué)人，比較牛掰的境界是和作者對(duì)話，看出全文的言外之意，文章的“神”之所在。抓邏輯，感悟言外之意，能夠達(dá)到這種程度的就算是高手了。“透”啊，可不是簡(jiǎn)單的理解，內(nèi)行人看門(mén)道，外行人看熱鬧!我推薦大家去看看高翻學(xué)院姚錦清老師的一些文章，還是李長(zhǎng)栓老師的一些文章，不敢說(shuō)一定會(huì)有醍醐灌頂?shù)母杏X(jué)，但絕對(duì)會(huì)對(duì)大家有所裨益。關(guān)于翻譯的速度，大家就看到文章，看完3-4句的一段，然后開(kāi)始翻譯就足夠了。畢竟是考試，說(shuō)實(shí)話，高翻考察的還是挺簡(jiǎn)單的，不過(guò)想要達(dá)到ok的程度，還是要下點(diǎn)功夫的。關(guān)于熱詞，這里面也很多，分為積累類+解釋類，這里面給舉幾個(gè)例子，但在此之前大家一定要把握好熱點(diǎn)詞匯，一些比較新出的熱點(diǎn)詞匯，一些新詞，關(guān)于下chinadaily 的英語(yǔ)點(diǎn)津模塊。

　　下面舉例如下：

　　解釋類

　　Capitol Building

　　美國(guó)國(guó)會(huì)大廈(英語(yǔ)：United States Capitol)，別稱國(guó)會(huì)山莊，是美國(guó)國(guó)會(huì)所在地，位于美國(guó)首都華盛頓特區(qū)的國(guó)會(huì)山，坐落在華盛頓特區(qū)國(guó)家廣場(chǎng)(National Mall)東端。在地理上，美國(guó)國(guó)會(huì)大廈位于華盛頓特區(qū)偏東處，但常被看作華盛頓市區(qū)的中心。

　　民間資本

　　Private capital is money provided to a business as a loan or equity investment that does not come from an institutional source, such as a bank or government entity, or from the public through selling stock on a stock exchange. The money comes from private individuals or a group of individuals who make investments that are not regulated by the government or the rules of a public exchange.

　　短語(yǔ)類

　　東盟

　　ASEAN ( Association of Southeast Asian Nations )

　　Ebola

　　埃博拉病毒

　　翻碩英語(yǔ)

　　關(guān)于cloze，這個(gè)需要進(jìn)行足夠的練習(xí)才可以達(dá)到相應(yīng)的水平，是在不斷的錯(cuò)誤中成長(zhǎng)起來(lái)的。比較為核心的是理解，延伸下去是邏輯的通順，風(fēng)格的一致

　　舉個(gè)例子

　　NEW YORK, Nov 15 (Reuters) - For America, 2012 will go down in history as the year of the Latinos, the blacks, the women and the gays. That rainbow coalition won President Barack Obama his second term. This triumph of the outsiders is partly due to America's changing demographics. And it is not just the United States that is becoming more diverse. Canada is, too, 1. as (考察語(yǔ)法+邏輯連接詞)is much of Europe.

　　That is why it is worth thinking hard about how to make 2. diverse 考察理解+風(fēng)格把握teams effective, and how people 3. who 簡(jiǎn)單的定語(yǔ)從句straddle two cultural worlds can succeed. Three academics, appropriately enough a diverse group based in Asia and America, have been doing some provocative research 4. that 簡(jiǎn)單的定語(yǔ)從句suggests that our ability to comfortably integrate our different identities - or not - is the 5.key.

　　In "Connecting the Dots Within: Creative Performance and Identity Integration," Chi-Ying Cheng of Singapore Management University, Jeffrey Sanchez-Burks of the Ross School of Business at the University of Michigan, and Fiona Lee, 6. also at the University of Michigan, argue that ethnic minorities and women in male-dominated professions 7. are most creative when they have found a way to believe that their "multiple and 8.conflicting social identities are compatible."

　　"We tried to see how people who have to deal with 9. seemingly in-conflict culture or gender identities cope," Cheng told me. Their 10. conclusion was that people who have found a way to reconcile their two identities - Asian-Americans, for 11. example, 考察插入語(yǔ)or women who work in male-dominated jobs like engineering - are the best 12. at finding creative solutions to problems.

　　"Those who see their identities as 13.compatible, they are better at combining ideas from the two identities to come up with something new," Cheng said. "14. While those who also share these two social identities, 15. but see them as being in conflict, they cannot come up with new ideas."

　　上述的練習(xí)更多的是偏向于對(duì)于邏輯和風(fēng)格的把握這兩大類，理解是其中的前提，也是考察的第一個(gè)層次，只要訓(xùn)練的有效量足夠，可以輕松hold住。

　　關(guān)于paraphrase，這個(gè)恰如上面所提及的，要求不要用原句，同一個(gè)含義，使用不同的句子表述出來(lái)，這一點(diǎn)倒是有很多方法可以做到。Paraphrase的本義是replace a phrase with another phrase，由此可見(jiàn)這里面頗有些門(mén)道，嘿嘿。這塊反倒是送分的題了。當(dāng)然，如果涉及到語(yǔ)義邏輯層面，要求總結(jié)的，也不是白給分的。

　　關(guān)于英語(yǔ)作文，這塊比較主要的是破題，可憐的是很多童鞋還沒(méi)有破題，就掛了。破題，要求就是看出題目挖的坑所在，14年的還好，直接給出了題目，后面會(huì)給列出真題伐!要不也不敢狂稱是史上比較牛高翻必過(guò)貼了。13年的玩不暈乎你 wants not, wastes not. 看你怎么破題。

　　Waste not, want not.

　　Prov. Cliché If you do not waste anything, you will always have enough. Always save the fabric scraps left over from your sewing projects; youcan use them to make something else. Waste not, want not. Sam never let his leftovers spoil in the refrigerator but made sure to eat them."Waste not, want not," he said.

　　http://idioms.thefreedictionary.com/Waste+not,+want+not

　　英語(yǔ)寫(xiě)作

　　首要的是：主題突出, 邏輯順暢，舉例充分

　　其次是對(duì)句型和詞匯的把握，重點(diǎn)落在地道性上

　　高翻作文的一些要求：一般比較簡(jiǎn)短，如2013年的 wants not, wastes no

　　此方面大家可參考GRE作文, 同時(shí)也可適當(dāng)借鑒經(jīng)濟(jì)學(xué)人的風(fēng)格, 積累一些實(shí)用素材

　　下面給出一篇GRE寫(xiě)作范文供大家參考：

　　Nowadays there is a growing concern about the role that innovations have played in the field of learning. While most people think that innovations benefit learning process in various ways, different opinions arise that these technology advancements actually distract students from real learning. On balance, according to my personal observation, whether innovations can be beneficial or detrimental to real learning depends on the students and the teachers, not on these innovations themselves. 此處黑體加粗為主題突出表現(xiàn)之處

　　To begin with(此開(kāi)頭及以下開(kāi)頭3處，為邏輯順暢的表現(xiàn)之處), technological innovations do help teaching and learning in various ways.With the aid of these technologies, the process of teaching and learning can be shorter and easier than before. For instance, (此處為舉例充分，大家可以詳細(xì)閱讀下例子)if a student want certain published papers of an academic discipline, he/she may look through considerable catalogs to find the ones he/she needs. However, with the help of Internet innovation, at present most of these papers are published online. Consequently, to find certain paper the procedure is much easier and shorter, the students just type the key words and other information of the paper, and then the system will search the database, and the papers are there waiting for them. As this new approach can save a lot of time for the students, he/she could have more time reading the papers and absorbing the knowledge rather than checking and looking for the papers that could be a waste of his/her time. This example aptly illustrates how technology advancement benefited the students and their learning process.

　　Secondly, while innovations can help learning in various ways, it is more important that the central role of the pursuit for knowledge and wisdom are maintained. What real matters is not the approach but the purpose of learning. In India, where modern technologies are less applied to the learning process than in the US and other developed countries, still a lot of distinguished students achieved their academic goal with their hard work and desires to knowledge. In the US, where the software engineering students are given the most advanced facilities and apparatus for their learning and research, however, it is wildly accepted that they are far less outstanding compared to the Indian students of software, who may share computers in groups. From this comparison we can see that the real and core push of learning is the desire for knowledge, not the help of innovations.

　　In addition, if not guided properly, the technology advancement might inhibit learning.In other words, innovation can distract the students from real learning than helping them. It is obvious that a computer can help students of science to calculate mathematical equations but can also be used for recreation such as net surfing or computer games. It is highly possible that these students can spend more time and energy on recreations rather than learning when using a computer. Thus, learning is inhibited. Under this circumstance, guidance and restrictions are needed to ensure the right use of innovations for learning, or the consequence may be on the contrary to the students and teachers‘ desire.

　　To conclude, technological innovations are beneficial to learning in many ways, but when using these technologies, one should not forget the real purpose of learning and remember not to be distracted for other usages of these innovations that are irrelevant or detrimental to learning. On balance, innovation here serves as a double-edges sword, and its right use is dependent on the students and the teachers.