目录

  • 1 Introduction
    • 1.1 Writing
    • 1.2 Listening Comprehension
    • 1.3 Reading Comprehension
    • 1.4 Translation
  • 2 CET6-2016-6-1
    • 2.1 Writing
    • 2.2 Listening Comprehension
    • 2.3 Reading Comprehension
    • 2.4 Translation
  • 3 CET6-2016-6-2
    • 3.1 Writing
    • 3.2 Listening Comprehension
    • 3.3 Reading Comprehension
    • 3.4 Translation
  • 4 CET6-2016-6-3
    • 4.1 Writing
    • 4.2 Listening Comprehension
    • 4.3 Reading Comprehension
    • 4.4 Translation
  • 5 CET6-2016-12-1
    • 5.1 Writing
    • 5.2 Listening Comprehension
    • 5.3 Reading Comprehension
    • 5.4 Translation
  • 6 CET6-2016-12-2
    • 6.1 Writing
    • 6.2 Listening Comprehension
    • 6.3 Reading Comprehension
    • 6.4 Translation
  • 7 CET6-2016-12-3
    • 7.1 Writing
    • 7.2 Listening Comprehension
    • 7.3 Reading Comprehension
    • 7.4 Translation
  • 8 CET6-2017-6-1
    • 8.1 Writing
    • 8.2 Listening Comprehension
    • 8.3 Reading Comprehension
    • 8.4 Translation
  • 9 CET6-2017-6-2
    • 9.1 Writing
    • 9.2 Listening Comprehension
    • 9.3 Reading Comprehension
    • 9.4 Translation
  • 10 CET6-2017-6-3
    • 10.1 Writing
    • 10.2 Listening Comprehension
    • 10.3 Reading Comprehension
    • 10.4 Translation
  • 11 CET6-2017-12-1
    • 11.1 Writing
    • 11.2 Listening Comprehension
    • 11.3 Reading Comprehension
    • 11.4 Translation
  • 12 CET6-2017-12-2
    • 12.1 Writing
    • 12.2 Listening Comprehension
    • 12.3 Reading Comprehension
    • 12.4 Translation
  • 13 CET6-2017-12-3
    • 13.1 Writing
    • 13.2 Listening Comprehension
    • 13.3 Reading Comprehension
    • 13.4 Translation
  • 14 CET6-2018-6-1
    • 14.1 Writing
    • 14.2 Listening Comprehension
    • 14.3 Reading Comprehension
    • 14.4 Translation
  • 15 CET6-2018-6-2
    • 15.1 Writing
    • 15.2 Listening Comprehension
    • 15.3 Reading Comprehension
    • 15.4 Translation
  • 16 CET6-2018-6-3
    • 16.1 Writing
    • 16.2 Listening Comprehension
    • 16.3 Reading Comprehension
    • 16.4 Translation
  • 17 CET6-2018-12-1
    • 17.1 Writing
    • 17.2 Listening Comprehension
    • 17.3 Reading Comprehension
    • 17.4 Translation
  • 18 CET6-2018-12-2
    • 18.1 Writing
    • 18.2 Listening Comprehension
    • 18.3 Reading Comprehension
    • 18.4 Translation
  • 19 CET6-2018-12-3
    • 19.1 Writing
    • 19.2 Listening Comprehension
    • 19.3 Reading Comprehension
    • 19.4 Translation
  • 20 CET6-2019-6-1
    • 20.1 Writing
    • 20.2 Listening Comprehension
    • 20.3 Reading Comprehension
    • 20.4 Translation
  • 21 CET6-2019-6-2
    • 21.1 Writing
    • 21.2 Listening Comprehension
    • 21.3 Reading Comprehension
    • 21.4 Translation
  • 22 CET6-2019-6-3
    • 22.1 Writing
    • 22.2 Listening Comprehension
    • 22.3 Reading Comprehension
    • 22.4 Translation
  • 23 CET6-2019-12-1
    • 23.1 Writing
    • 23.2 Listening Comprehension
    • 23.3 Reading Comprehension
    • 23.4 Translation
  • 24 CET6-2019-12-2
    • 24.1 Writing
    • 24.2 Listening Comprehension
    • 24.3 Reading Comprehension
    • 24.4 Translation
  • 25 CET6-2019-12-3
    • 25.1 Writing
    • 25.2 Listening Comprehension
    • 25.3 Reading Comprehension
    • 25.4 Translation
Translation
  • 1 Sentence Ana...
  • 2 Model Transl...

【逐句解析】

第一句:中国幅员辽阔,人口众多,很多地方人们都说自己的方言。

幅员辽阔人口众多均为主谓结构若直译为两个主系表小句...is vast and...is large会显得繁赘故可借助动词have把两小句整合译为 China has a vast territory and a large population.“幅员辽阔” have/with a vast territory;“人口众多” have a large population; be heavily populated;“方言” dialectlocal language/tongue;

第二句:方言在发音上差别最大,词汇和语法差别较小。

名词方言并非泛指,而是特指汉语的各种方言,故应译为 Chinese dialects."“差别大可以用differ most in pronunciation, and to a lesser extent in vocabulary and grammar;也可以将这句作为第一句的定语从句 …which are of greater difference in pronunciation than in vocabulary and grammar.

第三句:有些方言,特别是北方和南方的方言,差异很大,以至于说不同方言的人常常很难听懂彼此的讲话。

这句的关键结构是如此以至于句型 so/such...that...“差异大在这里可以换用另一种表达方式,译为...vary so much that......are so diverse that...." 说不同方言的人很难听懂彼此的讲话有两种译法:一是用表示做某事有困难的句式sb have trouble/difficulty(in)doing It's hard/difficult for sb to do译出二是用短语 mutually intelligible,添加否定词not 来表达,其常用句式有语言1+is(not)mutually intelligible with+语言2”,或者are(not) mutually intelligible(with each other)”。所以整个句子可以采用以下结构:… and …vary so much that they are often not mutually intelligible with each other.

第四句:方言被认为是当地文化的一个组成部分,但近年来能说方言的人数不断减少。

被认为是”be considered(to be/as);be thought of as; be seen as;  “(数量)减少” decrease; decline; drop; fall能说方言的人数为中心词,可译为 the number of...短语,“能说方言的人译为people who can speak dialects.结合时间词近年来可将谓语不断减少处理为现在完成进行时态,即the number of …has been decreasing, 或者 fewer and fewer people have been speaking in dialects.

第五句:为了鼓励人们更多说本地方言,一些地方政府已经采取措施,如在学校开设方言课,在广播和电视上播放方言节目,以期保存本地的文化遗产。

采取措施”take measures/steps/actions; “开设(课程)” introduce; offer/open courses; make...available;句首为了鼓励..”和句末以期保存.”均表示目的,可使用 in order to do/ so as to do/ in the hope of/ with a view to doing等多样化表达 (后三组短语多用于句中,而非句首)人们更多说本地方言可理解为说方言的频率更高,译为...more often;也可理解为说方言的人数更多,译为 more people...