2015年英语一 选句填空

第 1 段

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.

你的阅读是如何进行的?显然,你会尝试理解,即识别单个词汇的含义并理清它们之间的关系,这依赖于你对英语语法的隐性知识。如果你对某些词汇或习语不熟悉,你会利用上下文中呈现的线索来猜测它们的含义。在假定它们稍后会变得相关的前提下,你会在心里记下语篇实体以及它们之间可能存在的联系。你开始为文本推断一个语境,例如通过判断涉及何种言语事件:谁在说话,对谁说,何时何地。

第 2 段

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)

这里所指出的阅读方式无疑是理解的各种类型。但它们表明理解不仅仅包含被动的吸收,还包含主动的推理和解决问题。你推断出你认为作者想要你通过向你呈现的具体证据和线索来把握的信息。你还会做出进一步的推断,例如关于文本对你可能具有的意义,或关于其有效性的推断——这些推断构成了个人回应的基础,而作者对此必然要承担少得多的责任。

第 3 段

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)

以这种方式来理解,理解对每个读者来说不会遵循完全相同的轨迹。问题的关键不在于检索某种可以被读出并检验其准确性的绝对的、固定的或'真实的'含义,也不在于文本与世界之间某种永恒的关系。相反,我们是在我们可以称之为文本材料和语境材料之间的互动基础上赋予文本以意义:在我们于文本的形式结构(尤其是其语言结构)中感知到的各种组织或模式类型,与我们带入文本的各种背景、社会知识、信念和态度之间的互动。

第 4 段

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 concerns – debates about texts can play an important role in social discussion of beliefs and values.

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期、我们的性别、族裔、年龄和社会阶层等因素会促使我们倾向于某些阐释,但同时也会遮蔽甚至完全排除其他阐释。然而,这并不会使阐释变得仅仅是相对的甚至毫无意义。恰恰因为来自不同历史时期、地点和社会经历的读者对同一页面上的同样文字产生不同但又有重叠的解读——包括对涉及人类基本关切的文本的解读——关于文本的辩论能够在信念和价值观的社会讨论中发挥重要作用。

第 5 段

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.

我们如何阅读某一特定文本在一定程度上还取决于我们阅读它的特定兴趣。我们是在研习那个文本并试图以满足某门课程要求的方式作出回应吗?纯粹为了愉悦而阅读它?为了获取信息而浏览它?在火车上或床上的阅读方式很可能与在研讨室里的阅读大不相同。这些阅读维度表明——正如本书后面引入的其他维度也将表明的那样——我们给任何阅读行为都带来了一个隐含的(常常是未被承认的)议程。那么这并不一定意味着某一种阅读就比另一种更完整、更高级或更有价值。理想情况下,不同种类的阅读相互启发,并作为有用的参照点和相互制衡。它们共同构成了你整体读写能力的阅读组成部分,或者说你与周围文本环境的关系。