2025年大學(xué)《塞蘇陀語(yǔ)》專業(yè)題庫(kù)——塞蘇陀語(yǔ)的教育翻譯實(shí)踐考試時(shí)間：______分鐘總分：______分姓名：______一、請(qǐng)解釋以下塞蘇陀語(yǔ)詞匯在翻譯教育材料時(shí)的具體用法和翻譯時(shí)應(yīng)注意的細(xì)微差別，并各舉例說(shuō)明：1.Mosadiwafase(國(guó)家母親)vs.Mhlabawafase(國(guó)家土地)2.Tshwalo(渴望)vs.Lutulo(希望)二、閱讀以下這段塞蘇陀語(yǔ)教學(xué)指令，然后將其翻譯成英語(yǔ)，注意保持指令的清晰度和對(duì)學(xué)生動(dòng)作的準(zhǔn)確性描述：*"Kgokgokgolomorafo,tsebabalekgausenilamaanolakgwebo.Dikgisitsapele,tsebakgweboyapelelabodiphoofle.Tswakadiphoofle,tsebadiphoofletsabokgwebo,kgausenilakgwebo.Hlophadiphoofletsabokgwebo,tsebabalekgausenilabodiphooflelakgwebo."三、假設(shè)你正在翻譯一本面向塞蘇陀語(yǔ)母語(yǔ)者學(xué)習(xí)英語(yǔ)的兒童繪本。請(qǐng)解釋在翻譯以下這句擬人化描述時(shí)，你會(huì)如何處理其中蘊(yùn)含的文化意象，并給出你的翻譯策略和理由：*原文（英文）：Thewiseoldowllivedinatreeonahill.*塞蘇陀語(yǔ)原文（假設(shè)）：Mosadiookaekgagotlalemorafoalekheleakgauselilametsi.四、請(qǐng)將以下這段關(guān)于學(xué)校圖書(shū)館使用的塞蘇陀語(yǔ)文告翻譯成英語(yǔ)，注意翻譯時(shí)需考慮目標(biāo)受眾（學(xué)生）的年齡特點(diǎn)和語(yǔ)言習(xí)慣，并確保信息傳達(dá)的準(zhǔn)確性和禮貌性：*"Kgauseniyabogweralekgauseniyakgolwanekekgauseniyalitheotsakgolwane.Dibogweratsapeledikwalegolakgauseniyabogwera.Dibogwanetsagothwalalegopheladikwalegolakgauseniyakgolwane.Hokgothwabonyanala,hokgethakgisiyabathobao,lekgelelapeleladilotsapele.Dibophotsabokgolwaneketsapele,banabalekgisiyagothwalagokgolwane."五、討論在翻譯塞蘇陀語(yǔ)的教育術(shù)語(yǔ)，例如"Uphshumalolwamathomo"(啟蒙教育)或"Lefelolabohlala"(學(xué)習(xí)環(huán)境)，時(shí)可能遇到的主要挑戰(zhàn)，并闡述譯者可以采取哪些策略來(lái)確保翻譯的準(zhǔn)確性和可接受性。試卷答案一、1.Mosadiwafase(國(guó)家母親)vs.Mhlabawafase(國(guó)家土地):*用法與翻譯：Bothreferto"country,"butwithdifferentnuances."Mosadiwafase"emphasizesthenationasanurturing,caringentity,akintoamother."Mhlabawafase"emphasizesthelandaspectofthecountry.Intranslation,"Mosadiwafase"canbetranslatedas"Motherland"toretainthemetaphor,or"Homeland"/"Fatherland"dependingonculturalcontext/linguisticpreferenceinEnglish,emphasizingemotionalconnection."Mhlabawafase"translatesmoredirectlyto"CountryLand"orsimply"Country,"focusingonthegeographicalaspect.*舉例："LesedilaMosadiwaFase"(NationalFlag)-"TheNationalFlagoftheMotherland.""LefelolaMhlabawaFase"(NationalTerritory)-"TheCountry'sTerritory."2.Tshwalo(渴望)vs.Lutulo(希望):*用法與翻譯："Tshwalo"denotesastrong,oftenintenselongingordesire,sometimesborderingonyearning."Lutulo"signifieshope,apositiveexpectationoraspirationforthefuture.Thetranslationneedstocapturetheintensityfor"tshwalo"andtheaspirationalnaturefor"lutulo.""Tshwalo"canbetranslatedas"yearningfor,""craving,""strongdesirefor.""Lutulo"translateswellto"hopefor,""aspirationfor,""expectationof."*舉例："Nnatshwalogoithutakaseabe"(我渴望去海灘)-"Iyearntogotothebeach.""Kgothutelolalutulolagobalelokolabomphetho"(對(duì)成為代表的希望)-"Hopeforbecomingamemberofparliament."二、*英文翻譯："Bigbrothersandsisters,pleasegototheworkshopforthepresentationoftheproject.Takethefirstpartoftheproject,thefirstpresentation.Whenyoufinishthefirstpresentation,pleasetaketherestoftheproject,therestofthepresentation,totheworkshop.Whenyouhavefinishedtherestofthepresentation,pleasegototheworkshop."三、*處理文化意象與翻譯策略：*文化意象：Theowl("Mosadiookae")isoftenassociatedwithwisdominmanycultures,includingpossiblywithinthecontextofachildren'sbookoriginatingfromaSesotho-speakingcommunity.The"hill"("morafoalekheleakgauselilametsi")providesanaturalsetting.Thechoiceof"owl"mightcarryspecificculturalconnotationsbeyondjustwisdom,possiblyrelatedtonocturnallife,foresight,orevenspecificfolklore.*翻譯策略與理由：Theprimarystrategyshouldbeculturalequivalenceandadaptation.While"owl"hasastrongassociationwithwisdomglobally,it'simportanttoensurethisconnotationispreservedorclearlysignaledinEnglish."Mosadiookae"couldbetranslatedas"thewiseoldowl"tomaintaintheintendedmeaning.However,tomakeitsoundnaturalandpotentiallyengagingforachildren'saudienceinEnglish,alternativeslike"thewiseoldhootingbird"or"thesmartoldowl"couldbeconsidered,dependingonthedesiredtone.The"hill"translatesdirectlyto"hill."TheoverallstrategyinvolveschoosingEnglishwordsandstructuresthatarefamiliarandappealingtothetargetyoungreaderswhile忠實(shí)地conveyingthecoremeaningandintendedimageryoftheoriginalSesothotext.Thegoalistocreateasimilarsenseofwonderandconnectiontothewisecreatureastheoriginaltextaimstoestablish.四、*英文翻譯："ThePrimarySchoolandHighSchoolaretheschoollibraries.ThePrimarySchoolbooksareinthePrimarySchoollibrary.TheHighSchoolbooksareintheHighSchoollibrary.Whenborrowingorreturningbooks,pleasegototherespectivelibrarywiththebooks.Booksshouldbehandledcarefully,andpleaserespectthelibraryrules.Finewillbeimposedfordamages.ThePrimarySchoollibraryisforPrimarySchoollearners,andtheHighSchoollibraryisforHighSchoollearners."五、*主要挑戰(zhàn)：KeychallengesincludefindingEnglishequivalentsthatcarrytheprecisemeaningandconnotationsoftheSesothoterms,especiallyforconceptsuniquetotheeducationsystemorculturalcontext("Uphshumalolwamathomo").EnsuringthetranslatedtermiseasilyunderstandablebythetargetEnglish-speakingaudience(students,educators,administrators)intherelevantcontextiscrucial.Maintainingconsistencyinterminologythroughouteducationalmaterialsisanotherchallenge.Simultaneously,preservingtheculturalsignificanceembeddedintheoriginalSesothotermmightbedifficultifadirect,culturallyequivalenttermdoesn'texistinEnglish.*譯者策略：1.Research:Thoroughlyresearchtheintendedmeaning,usage,andcontextoftheSesothotermwithintheeducationsystem.2.Consultation:ConsultwithnativeSesothospeakers,educationexperts,andlexicographersfamiliarwithbothlanguagesandtherelevanteducationalfield.3.ContextualAnalysis:Analyzehowthetermisusedinthesourcetextandinothersimilarcontexts.4.ProvideDefinitions/Explanations:Ifadirecttranslationisunclearorlacksprecision,considerprov