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  3. Passage Three (1)I began learning German at the age of 13, and I’m still trying to explain to myself why it was love at firs

Passage Three (1)I began learning German at the age of 13, and I’m still trying to explain to myself why it was love at firs

admin2022-09-07  41
问题     Passage Three
    (1)I began learning German at the age of 13, and I’m still trying to explain to myself why it was love at first sound. The answer must surely be: the excellence of my teacher. At an English public school not famed for its cultural generosity, Mr. King was that rare thing: a kindly and intelligent man who, in the thick of the second world war, determinedly loved the Germany that he knew was still there somewhere. Rather than join the chorus of anti-German propaganda, he preferred, doggedly, to inspire his little class with the beauty of the language, and of its literature and culture. One day, he used to say, the real Germany will come back. And he was right. Because now it has.
    (2)   Why was it love at first sound for me? Well, in those days not many language teachers played gramophone records to their class, but Mr. King did. They were old and very precious to him and us, and he kept them in brown paper bags in a satchel that he put in his bicycle basket when he rode to school. What did they contain, these precious records? The voices of classical German actors, reading romantic German poetry. The records were a bit cracked, but that was part of their beauty.
    (3)  And I loved them. I learned to imitate, then recite them, crack and all. And I discovered that the language fitted me. It fitted my tongue. It pleased my Nordic ear. I also loved the idea that these poems and this language that I was learning were mine and no one else’s, because German wasn’t a popular subject and very few of my schoolmates knew a word of it beyond the Achtung! and Hande hochl that they learned from propaganda war movies.
    (4)  But thanks to Mr. King, I knew better. And when I decided I couldn’t stand my English public school for one more day, it was the German language that provided me with my bolt-hole. The year was 1948. I couldn’t go to Germany, so I went to Switzerland and at 16 enrolled myself at Bern University. So it’s no wonder that when later I went into the army for my national service, I was posted to Austria. Or that after the army I went on to study German at Oxford.  And so to Eton, to teach it.
    (5)  You can have a lot of fun with the German language, as we all know.  You can tease it, play with it, send it up. You’ve probably heard the Mark Twain gag: "Some German words are so long that they have a perspective. " You can make up crazy adjectives like " my-recently-by-my-parents-thrown-out-of-the-window PlayStation". And when you’re tired of floundering with nouns and participles strung together in a compound, you can turn for relief to the pristine poems of a Halderlin, or a Goethe, or a Heine, and remind yourself that the German language can attain heights of simplicity and beauty that make it, for many of us, a language of the gods.  And for all its pretending, the German language loves the simple power of monosyllables.
    (6)  The decision to learn a foreign language is to me an act of friendship. It is indeed a holding out of the hand. It’s not just a route to negotiation. It’s also to get to know you better, to draw closer to you and your culture, your social manners and your way of thinking.
    (7)  And the decision to teach a foreign language is an act of commitment, generosity and mediation. It’s a promise to educate—yes—and to equip. But also to awaken; to kindle a flame that you hope will never go out; to guide your pupils towards insights, ideas and revelations that they would never have arrived at without your dedication, patience and skill. To quote Charlemagne; "To have another language is to possess a second soul. He might have added that to teach another language is to implant a second soul. "
    (8)  Of course, the very business of reconciling these two souls at any serious level requires considerable mental agility. It compels us to be precise, to confront meaning, to think rationally and creatively and never to be satisfied until we’ve hit the equivalent word, or—which also happens—until we’ve recognised that there isn’t one, so hunt for a phrase or circumlocution that does the job.
    (9)  No wonder then that the most conscientious editors of my novels are not those for whom English is their first language, but the foreign translators who bring their relentless eye to the tautological phrase or factual inaccuracy—of which there are far too many.  My German translator is particularly infuriating.
    (10)  In the extraordinary period we are living through—may it be short-lived—it’s impossible not to marvel at every contradictory or unintelligible utterance issuing from across the Atlantic. And in marvelling, we come face-to-face with the uses and abuses of language itself.
    (11)   Clear language—lucid, rational language—to a man at war with both truth and reason, is an existential threat. Clear language to such a man is a direct assault on his obfuscations, contradictions and lies. To him, it is the voice of the enemy. To him, it is fake news. Because he knows, if only intuitively, what we know to our cost: that without clear language, there is no standard of truth.
    (12)  And that’s what language means to a linguist. Those who teach language, those who cherish its accuracy and meaning and beauty, are the custodians of truth in a dangerous age. And if they teach German— and teach it in my beleaguered country—they are quite particularly to be prized, all the more so because they are an endangered species. Every time I hear a British politician utter the fatal words, "Let me be very clear" , these days I reach for my revolver.
    (13)  By teaching German, by spreading understanding of German culture and life, today’s honorands and their colleagues will be helping to balance the European argument, to make it decent, to keep it civilised. They will be speaking above all to this country’s most precious asset: its enlightened young, who—Brexit or no Brexit—see Europe as their natural home, Germany as their natural partner, and shared language as their natural bond.  
The author cites the example of his German translator in order to reveal________.
选项 A、his effort to reconcile two souls
B、his pursuit for language accuracy
C、his resentment to the translator
D、his frustration in a hard time
答案B
解析 推断题。根据题干定位至第九段。作者在第九段中提到了自己的一位德文译者，他是作为绝不放过繁复词组和不准确表达的外国译者的代表，虽然作者说他令人发怒，并在第十段提到自己与他一同熬过的岁月越短越好，但他又在第十段最后一句中指出，他们一起直面了语言的正误用法，而这个例证是用来说明第八段中作者所表达的观点：语言工作对准确性的要求，即努力地寻找贴切的表达，由此可知作者提及这位译者，讲述这段经历是用来说明他对语言准确性的追求，故[B]为答案。[A]“他对于调和两个灵魂的努力”局限于对文章的字面理解，作者所说的调和两个灵魂其实是调和同一个人承袭的两种语言及其背后的文化，因此排除[A]；作者虽表示他与那位译者的磨合有些难熬，但是从上下文可知，他还是很尊敬这种对语言准确性执着追求的人，因此[C]“他对这位译者的憎恶”不符合原文，故排除；而尽管作者说那段时间越短越好，但并没有表示出失落与沮丧，故排除[D]。
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