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Файл:Перевод и реферирование общественно-политических текстов из средств массовой информации. Учебное пособие
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БИБЛИОТЕКА НАУЧНЫХ ШКОЛ НАНО ВО «ИМЦ»
И.И. Дегтярева, В.Г. Лядский
ПЕРЕВОД И РЕФЕРИРОВАНИЕ
ОБЩЕСТВЕННО-ПОЛИТИЧЕСКИХ ТЕКСТОВ
ИЗ СРЕДСТВ МАССОВОЙ ИНФОРМАЦИИ
Учебное пособие
Москва
Институт мировых цивилизаций
2018
УДК 811.111-26:001.891.3
ББК 81.2Англ-923
Д 26
Рецензенты
А.В. Богданов — кандидат социологических наук,
ассистент кафедры географии мирового хозяйства
географического факультета
Московского государственного университета имени М.В. Ломоносова
А.Н. Уров — кандидат филологических наук,
старший преподаватель кафедры иностранных языков
для географического факультета факультета иностранных языков и регионоведения
Московского государственного университета имени М.В. Ломоносова
Дегтярева И.И., Лядский В.Г.
Д 26 Перевод и реферирование общественно-политических
текстов из средств массовой информации: учебное пособие / И.И. Дегтярева, В.Г. Лядский. — М.: Институт мировых цивилизаций,
2018. — 192 с.
ISBN 978-5-6042041-4-6
Основной целью учебного пособия является развитие практических навыков
устного и письменного перевода, а также интерпретации языка СМИ.
Учебное пособие состоит из 30 уроков (Units), в каждый из которых включен
текст для перевода и реферирования на английском языке, упражнения, имеющие
целью отработку лексических и грамматических аспектов перевода, вопросы для обсуждения, позволяющие развить навыки устной речи, и тексты на русском языке для
перевода на английский язык.
Учебное пособие предназначено для студентов, обучающихся по направлениям подготовки «Зарубежное регионоведение» и «Политология», аспирантов и может
быть использовано преподавателями для работы со студентами как очной, так и очно-заочной форм обучения.
ISBN 978-5-6042041-4-6
УДК 811.111-26:001.891.3
ББК 81.2Англ-923
© Дегтярева И.И., Лядский В.Г., 2018
© Институт мировых цивилизаций, 2018
ПРЕДИСЛОВИЕ
Учебное пособие «Перевод и реферирование общественно-политических текстов из средств массовой информации» предназначено для студентов, обучающихся по направлениям подготовки «Зарубежное регионоведение» и «Политология». Основной целью учебного пособия является развитие
практических навыков устного и письменного перевода, а также интерпретации языка СМИ. Кроме того, учебное пособие позволяет дать студентам
представление об общих принципах перевода, познакомить их с приемами
и способами решения типичных лексических и грамматических проблем при
переводе общественно-политических текстов с английского языка на русский,
а также сформировать у студентов навыки использования этих приемов.
В упражнениях представлен грамматический материал, обычно вызывающий трудности в процессе перевода и позволяющий понять специфику
общественно-политического текста, а также сосредоточиться на аспектах
работы, полезных для формирования и развития навыков реферирования.
Учебное пособие состоит из 30 уроков (Units), в каждый из которых включен текст для перевода и реферирования на английском языке, упражнения,
имеющие целью отработку лексических и грамматических аспектов перевода, вопросы для обсуждения, позволяющие развить навыки устной речи, и
тексты на русском языке для перевода на английский язык.
При отборе лексического материала авторы руководствовались частотностью употребления лексических единиц в оригинальных средствах массовой информации. При отборе текстового материала использовались газеты:
“The Economist”, “The Times”, “The Guardian”, “The New York Times” и др.
Упражнения для развития навыков устной речи представляют собой набор вопросов, ответы на которые могут быть использованы как в ходе самого
занятия, так и в рамках беседы за круглым столом или на конференции. Содержание предлагаемых текстов способствует развитию у студентов умения
анализировать актуальные проблемы современности.
Учебное пособие может быть использовано для работы со студентами
как очной, так и очно-заочной форм обучения.
3
CONTENTS
Unit 1. Meritocracy is a myth. But reforming education could make it real ....
Unit 2. True stories of human suffering can change MPs’ hearts. I’ve seen it
happen................................................................................................ 13
Unit 3. Cutting prisoner numbers needs a prevention plan, not half-baked
thinking ............................................................................................... 19
Unit 4. The West begins to stir over China’s massive abuse of Muslims .......
Unit 5. Harm reduction is the right way to treat drug abuse
Unit 6. Why taxing robots is not a good idea .................................................
Unit 7. Once our society cared about poor people. Now we damn them ......
Unit 8. The Guardian view on Britain and the customs union: just do it .........
Unit 9. Where economic power goes, political power will follow ....................
Unit 10. How technology can make up for bad, absent teachers in poor-
country schools ................................................................................... 61
Unit 11. The case for multilateralism ................................................................
Unit 12. The New Radicalization of the Internet ...............................................
Unit 13. There are now more than 300,000 people living homeless in Britain .
Unit 14. From Slavery To Freedom ..................................................................
Unit 15. ‘He lost his mind’: Slain missionary John Allen Chau planned for
years to convert remote tribe .............................................................. 92
Unit 16. Trump’s false claim that Obama had the same family separation
policy .................................................................................................. 99
Unit 17. After years of debate, L.A. legalizes sidewalk vending: ‘This means
freedom’ .............................................................................................. 106
Unit 18. California must x fatal aws in wildre warning and evacuation
plans, experts tell lawmakers ............................................................. 112
Unit 19. How language problems bedevil the response to crises ....................
Unit 20. Egypt’s path from autocracy to revolution – and back again ..............
Unit 21. Why Spain had to overlook its painful history
Unit 22. Can the Communist party get out of China’s bedrooms now,
please? ............................................................................................... 135
6
25
32
38
44
50
55
66
72
79
84
117
122
129
4
Содержание
Unit 23. Trump ofcials argue climate change warnings based on ‘worst-case
scenario' ............................................................................................. 141
Unit 24. The Late Late Toy Show: How a TV special became Ireland’s greatest
Christmas tradition .............................................................................. 147
Unit 25. The varieties of Muslim faith become a vital form of diplomacy .........
Unit 26. Brazil’s classrooms become a battleground in a culture war ..............
Unit 27. Loopholes allow some pensioners in the EU to retire tax-free ...........
Unit 28. An Evacuation in North Carolina, and the Danger of Climate Disasters
for an Aging Population ...................................................................... 168
Unit 29. We move to Russia in our series on Europe’s second-tier cities .......
Unit 30. The House Science Committee Is Back in Democrat's Control: What
That Means for Science ...................................................................... 180
153
158
163
175
5
Unit
1
Meritocracy is a myth. But reforming education could make it real
When Angela Rayner set out Labour’s 10-point plan for “cradle to grave”
learning last week, it had the air of a grand vision about it. From policies for early
intervention services to investment in adult education, this was a pitch rarely heard
in modern politics: our schools can genuinely provide an equal chance for every
child and there are practical measures we can take to achieve it.
The thing is, the values many of us hold when it comes to deciding life chances
couldn’t be further from the way this country actually runs its education system.
The fact that, say, poor children’s reading skills are almost three years behind their
wealthy peers’ contradicts the widely held idea that it should be our talent and hard
work that matters. That pupils from private schools are still two and a half times
more likely to enter a leading university than state-school teenagers goes against
common beliefs on fairness.
Nowadays, it’s widely believed that meritocracy is a myth; that a country in
which Boris Johnson is foreign secretary is not one in which the best and brightest
have an equal shot but rather, where wealth buys a leg-up. To feel concern
about this – to believe there has to be a better way of organising society – goes
beyond “leftwing” or niche ideas to the shared values that make up our common
understanding of how opportunity and rewards should work.
But what should we actually do about it? In my PhD research on unequal life
chances in Britain, I argued that the idea of equal opportunity – that a child’s future
should be determined by how hard they work, not how rich their parents are – is
in some ways deceptive: in theory, it’s so easy to accept that it’s espoused by
politicians of every stripe but in practice, political parties would need to promote vast
changes to occur in order to achieve it (or anything close). Rayner’s plan to reverse
the Conservatives’ £500m cuts in funding for Sure Start centres is testament to the
fact that we know investing in children’s centres and early intervention services is
one of the most effective ways to start.
6
Unit 1. Meritocracy is a myth. But reforming education could make it real
From here, schools are the obvious next stage for change. While grammar
schools are fetishised and funding pushed towards free schools, the UK has
some of the most socially segregated schools in the developed world, clustering
disadvantaged pupils together and siphoning off the wealthy (and inevitably strongly
influencing educational outcomes). Private schools, meanwhile, continue to hoard
advantage, even getting charitable status for the privilege. A full comprehensive
education system is a logical alternative – one that’s well funded, with a variety of
academic and vocational syllabuses, and valued by families of all classes. It’s often
feared such a system would equate to oppressively ignoring children’s differences
but actually, it can provide a liberating freedom: where they live and who they know
won’t determine who a child can grow up to be.
For this to really have impact, however, we have to look beyond how we
run our schools. Britain’s education system is routinely kept separate from other
government’s departments. But this isn’t how life works: opportunity and academic
attainment don’t exist in a vacuum, enclosed within the school gates. A country
that’s serious about genuine equal opportunity has to re-evaluate the multiple
other areas that breed and foster inequality: everything from housing, healthcare
and transport links to wages. Building more social housing is a logical start; lowincome families don’t need to lose half their income on private rents and no child
has to spend their most precious developmental years in insecure tenancies,
uninhabitable housing and temporary accommodation. Social security can actually
provide a safety net – not the destitution that current levels often provide – so the
children of parents too ill to work, or those relying on in-work benefits, aren’t left
hungry. Similarly, we can provide workers with a higher minimum wage and secure
contracts (which is also circular: a more educated workforce would help shift to a
high-skilled, high-wage economy), as well as increasing funding for adult education
so all opportunity isn’t pushed towards teenage years.
We could also start thinking seriously about redistributive measure: from a cap
on wages, a high inheritance tax, to a more progressive taxation system. That’s
the irony of equal opportunity: by definition, it doesn’t question capitalist unequal
rewards – rather, it wants to create an equal opportunity for them – but for it to
be possible, we have to tackle the vast inequality in income that means some
children’s parents have fortunes to raise them with while others work all day and
need food banks to eat. There are, of course, stumbling blocks. It would be easy to
dismiss large-scale social change with the usual fear it would be “too expensive”,
but this is looking at the problem backwards. Poverty is expensive. Dealing with
its effects costs the public purse £78bn a year, or £1,200 for every person in the
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Перевод и реферирование общественно-политических текстов из средств массовой информации
UK, due to anything from health problems to lost tax revenues. If we want a costeffective system, we’d invest in structures – housing, schools, health – rather than
trying to plaster over problems later.
Similarly, if you’re concerned with finding the “best and brightest”, inequality
of opportunity is a grossly inefficient system – wasting the potential of millions of
disadvantaged children who could otherwise grow up to be doctors, educators and
community leaders.
Other obstacles are less practical. The idea that there are some people naturally
born to succeed, while others are inevitably destined to poverty, is still persistent
and a powerful mechanism in discouraging steps to level the playing field. It also
feeds in to deeply embedded feelings that, no matter how much we may believe in
fairness, we still want to give our own family an advantage – whether that’s buying
a better education for our children at the expense of others or not voting for, say,
more social housing if we don’t need it ourselves. But as a society, it’s surely up
to us to decide the balance between that pull and the bid for a fair way to live. We
do that already. Even now, the parental urge to do anything for our own children’s
life chances does not translate as a moral or legal justification; if it did, it wouldn’t
be against the law for a mum to steal a laptop for her son’s English coursework or
wrong for a dad to take his daughter’s A-level maths.
These are clearly big questions. What is the best way to organise a society?
What should we do to create genuine fairness? We may decide that there are
certain routes we don’t want to go down; that some measures aren’t fitting, that
others are preferable. But like all attempts to find the best way to live together, the
key, I think, is to start questioning – and from there, to decide the changes we need.
As things stand, Britain’s children are born with their life chances already rigged.
That isn’t something to ignore. [42]
Frances Ryan
The Guardian
October 2, 2017
Vocabulary Practice
1. Give Russian equivalents to the following words and phrases from the article.
Meritocracy, grammar school, genuinely, peer, go against, fairness, shot, make
up, deceptive, espouse, reverse, testament, siphon off, hoard, syllabus, attainment,
8
Unit 1. Meritocracy is a myth. But reforming education could make it real
breed, foster, inequality, tenancy, uninhabitable housing, in-work benefits, tackle,
stumbling block, revenues, cost-effective, grossly, inevitably, persistent, deeply
embedded feelings, at the expense of others, justification, inheritance tax.
2. Read the article again and fill the gaps with appropriate words.
1) /our schools can … provide an equal chance for every child/
2) Nowadays it is … believed that meritocracy is a myth/
3) Private schools, meanwhile, continue to … advantages, even getting …
status for the privilege/
4) We have to … the vast inequality in income/
5) It would be easy to … large-scale social change with the usual fear.
6) /while others are … to poverty/
3. Look for words and expressions in the article which are suitable for the following
explanations.
1) to help the growth and development
2) to cause a particular feeling or condition
3) to disagree with something or if one statement is oppose to another
4) success in achieving something or reaching a particular level
5) money that a business or organization receives
6) a strong wish or need
4. Fill the gaps with the missing prepositions in the following wordings.
1) investment … education
2) when it comes … deciding
3) to feel concern … this
4) in my PhD research … unequal life chances in Britain
5) it’s espoused … politicians of every stripe
6) such a system would equate … oppressively ignoring children’s differences
7) those relying … in-work-benefits
8) we can provide workers … a higher minimum wage
9) dealing … its effects
10) it wouldn’t be … the law
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Перевод и реферирование общественно-политических текстов из средств массовой информации
5. Discussing points.
1) There are some people naturally born to succeed.
2) The thing is, the values many of us hold when it comes to deciding life
chances couldn’t be further from the way this country actually runs its
education system.
3) It is widely believed that meritocracy is a myth.
4) A country that is serious about genuine equal opportunities has to
re-evaluate the multiple other areas that breed and foster inequality.
5) We could start thinking redistributive measure: from a cap on wages to a
more progressive taxation system.
6. Translate the text into English.
Пресса о реформе высшего образования во Франции
Французская пресса обсуждает обещанную президентом Эмманюэлем
Макроном реформу высшего образования. С 2018 года, согласно новому
проекту, студентов в университеты будут отбирать по заранее установленным критериям. Таким образом, Эмманюэль Макрон собирается разрешить
проблему переполненности высших учебных заведений, низкой успеваемости бакалавров и отменить отбор путем жеребьевки, который проводят, если
поступающих на бакалавриат оказывается слишком много.
По мнению газеты Le Monde, нет сомнений, что для поступления в вузы
необходимо будет не только соответствовать определенным критериям, но
и получить школьный аттестат. Если власти решат ввести строгий отбор
абитуриентов, студенческие профсоюзы обязательно будут протестовать.
Как заявляли ранее их представители, вузы не имеют права единолично
устанавливать свои требования к будущим студентам. Как пишет журнал Le
Nouvel Observateur, руководители университетов также считают, что критерии должны носить исключительно информативный характер и не могут быть
обязательными.
Тема требований вызвала полемику во французском обществе, так как
до сих пор непонятно, какие из них станут обязательными. Тип школьного
аттестата, оценки по некоторым предметам, досье кандидатов с указанной
внеклассной деятельностью могут учитываться университетами при поступлении.
10
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