2010年肇始至今，短短數(shù)載，“《英語世界》杯”翻譯大賽已經(jīng)成為國內(nèi)同類活動(dòng)中參加人數(shù)最多的賽事。2013年5月，在迎接《英語世界》出版第300期之際，我們將秉承“給力英語學(xué)習(xí)，探尋翻譯之星”的理念，繼續(xù)舉辦第四屆“《英語世界》杯”翻譯大賽，誠邀廣大翻譯愛好者積極參與，比秀佳譯。
    本屆大賽由悉尼翻譯學(xué)院獨(dú)家贊助。悉尼翻譯學(xué)院成立于2009年，是在澳大利亞教育部注冊的一家專業(yè)翻譯學(xué)院。學(xué)院相關(guān)課程由澳大利亞翻譯認(rèn)證管理局（NAATI）認(rèn)證。該院面向海內(nèi)外招生，以構(gòu)建“一座跨文化的橋梁”為目標(biāo)，力圖培養(yǎng)具有國際視野和跨文化意識的涉及多語種的口筆譯人才。
   大賽協(xié)辦方：南開大學(xué)、中國翻譯協(xié)會社科翻譯委員會、四川省翻譯協(xié)會和成都通譯翻譯有限公司。
 
   一、大賽形式：
    本屆大賽為英漢翻譯，參賽原文發(fā)布于商務(wù)印書館網(wǎng)站（http://www.cp.com.cn/）、《英語世界》2013年第5期和《英語世界》官方博客 （http://blog.sina.com.cn/theworldofenglish）。
 
   二、參賽要求：
   1. 參賽者國籍、年齡、性別、學(xué)歷不限。
    2. 參賽譯文須獨(dú)立完成，不接受合作譯稿。
    3. 參賽譯文及個(gè)人信息于截稿日期前發(fā)送至電子郵箱：yysjfyds@sina.com。
  （1）郵件主題標(biāo)明“翻譯大賽”；
  （2）以附件一形式發(fā)送參賽者個(gè)人信息，文件名“XXX個(gè)人信息”，內(nèi)容包括：姓名、性別、出生年月日、學(xué)�；蚬ぷ鲉挝弧⑼ㄐ诺刂罚ㄠ]編）、電子郵箱和電話；
   （3）以附件二形式發(fā)送參賽譯文，文件名“XXX參賽譯文”，內(nèi)文規(guī)格：黑色小四號宋體，1.5倍行距，兩端對齊。
     4. 僅第一次投稿有效，不接受修改后的再投稿件。
     5. 在大賽截稿之日前妥善保存參賽譯文，勿在報(bào)刊、網(wǎng)絡(luò)等任何媒體或以任何方式公布，違者取消參賽資格并承擔(dān)由此造成的一切后果。
 
     三、大賽時(shí)間：
     起止日期：2013年5月1日～2013年7月20日。
     獎(jiǎng)項(xiàng)公布時(shí)間：2013年10月，在《英語世界》雜志、微博和博客中公布大賽評審結(jié)果。
 
     四、獎(jiǎng)項(xiàng)設(shè)置：
     所有投稿將由主辦單位組織專家進(jìn)行評審，分設(shè)一、二、三等獎(jiǎng)及優(yōu)秀獎(jiǎng)。一、二、三等獎(jiǎng)獲獎(jiǎng)?wù)邔㈩C發(fā)獎(jiǎng)金、獎(jiǎng)品和證書，優(yōu)秀獎(jiǎng)獲獎(jiǎng)?wù)邔㈩C發(fā)證書和紀(jì)念獎(jiǎng)。
 
    五、聯(lián)系方式：
    為辦好本屆翻譯大賽，保證此項(xiàng)賽事的公平、公正，我們成立了大賽組委會，負(fù)責(zé)整個(gè)大賽活動(dòng)的組織、實(shí)施和評審工作。組委會辦公室設(shè)在《英語世界》編輯部，電話/傳真：010-65539242。
 
   六、特別說明：
   1. 本屆翻譯大賽不收取任何費(fèi)用。
   2. 本屆翻譯大賽只接受電子版投稿，不接受紙質(zhì)投稿。
   3 . 參賽譯文一經(jīng)發(fā)現(xiàn)抄襲或雷同，即取消涉事者參賽資格。
 
   《英語世界》雜志社
   2013年5月
 
 

【翻譯大賽原文】
The Alternate Life

 
   The alternate life is the consequence of the communications revolution of the last 30 years or so. There is another, highly competitive educational system, opposed in almost every essential way to traditional schooling, that operates on the child and youth from the age of 2. It takes up as much of his time as the school does, and it works on him with far greater effectiveness.
That system is the linked structure of which television is the heart and which numbers among its constituents film, radio, comic books, pop music, sports—and the life styles (including the drug culture, permissive sex, and systematized antisocial conduct) which this structure either automatically or deliberately produces.

    This alternative life is a life; it is not a diversion, a hobby, an amusement. It offers its own disciplines, its own curriculum, its own ethical and cultural values, its own style and language. It works on children and youths every day, year after year, teaching them, forming them, conditioning them. And it is profoundly opposed to traditional education. There is no way of reconciling the values of literature or science with the values of the TV commercial. There is no way of reconciling the vision offered by Shakespeare or Newton with the vision of life offered by the “Gong Show”. Two systems of thought and feeling stand opposed to each other.
This has never before been the case. The idea of education was never before opposed by a competitor. It was taken for granted because no alternative appeared on the horizon. But today there is a complete alternative life to which children submit themselves. This alternative life offers them heroes, slogans, images, forms of conduct, and content of a sort—and all run counter to the message given in the classroom.

   For the first time in history, the child is required to be a citizen of two cultures: the tradition and the alternate life. Is it any wonder that such a division of loyalties should result in the chaos we observe? In a deep sense, all our children (and, to a degree, our teachers, our parents, and ourselves) are schizophrenics. On the one hand is the reality-system expounded in a book, the idea, the cultural past; on the other hand is the far more vivid and comprehensible reality-system expounded by television, the rock star, the religion of instantaneous sensation, gratification and consumption.

    Good teachers, when you question them inexorably, almost always finally admit that their difficulties stem from the competition of the alternate life. And this competition they are not trained to meet. The alternate life has one special psychological effect that handicaps the teacher—any teacher, whether of writing or any other basic subject. That effect is a decline in the faculty of attention, and therefore a decline in the capacity to learn—not the innate capacity, but the capacity as it is conditioned by the media.

    This conception of the alternate life is probably debatable, and it certainly will not be accepted by everyone. Its claim to the interest of others, if not their agreement, lies in the fact that it goes beyond the present educational system and tries to locate the ultimate source of our troubles in the changes now agitating our entire Western culture.
 
   （節(jié)選自The Short Prose Reader (second edition) by Gilbert H. Muller and Harvey S. Wiener, McGraw-Hill Book Company, 1982。題目為本刊所加。）
 

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