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朋友们： 经过一两个月的休整，“英语教学法原著选读”系列文章重新起航了。首先，我要感谢大家不离不弃，在我没有打招呼就停止更新的情况下，仍然坚守在这里，等待着本系列的归来；其次，我要向大家表态，这期间损失的各期内容，后面我都会补回来！请你们放心，我把这个系列做下去的决心并没有丝毫改变，它只会越来越好！ 今天给大家选读的是上海外语教育出版社出版的《英语阅读技巧教学》（Teaching Reading in a Foreign Language，作者Christine Nuttall）第一章“What is Reading?”中的一段，讲的是Top-down、Buttom-up两种文本阅读的方法。前者叫“自上而下法”，就是从整体考察一段文本，利用阅读者自身的已有知识和经验去推断接下来作者会怎样行文；后者叫“自下而上法”，就是从具体的字词句分析入手，从文字的字面意思着眼，先理解作者的基本意思，再和前者所推断出的东西相对照。 自上而下法和自下而上法都不是孤立的，二者在阅读中频繁地、大量地发生联系、互动、焦点的转换。 朋友们有什么想让我选读的，也请留言推荐。感谢你们！ （选文翻译：武太白） Top-down and bottom-up processing 自上而下与自下而上认识法 These are complementary ways of processing a text. They are both used whenever we read; sometimes one predominates, sometimes the other, but both are needed. And, though normally unconscious processes, both can be adopted as conscious strategies by a reader approaching a difficult text. 这是两种互补的文本认识法。我们不管什么时候阅读，都会用到这两种方法；有时一种方法为主，有时另一种为主，但两种都需要。并且，尽管正常情况下两种方法都是无意识的过程，在阅读有难度文本的时候，这两种方法却都可以被用作有意识的策略。 The top-down approach 自上而下法 In top-down processing, we draw on our own intelligence and experience - the predictions we can make, based on the schemata we have acquired - to understand the text. As we saw, this kind of processing is used when we interpret assumptions and draw inferences. We make conscious use of it when we try to see the overall purpose of the text, or get a rough idea of the pattern of the writer’s argument, in order to make a reasoned guess at the next step (on the grounds that having an idea of what something might mean can be a great help in interpreting it). 自上而下法是利用自身的智力和经验——根们所习得的现有图示所能做出的预测——来理解文本。如同我们所见，这种认识法是在解读假定和做出推断时使用的。当我们试图看清文本的总体目的，或者对作者的观点结构做出总体理解，从而对下一步做出有理有据的猜测（前提是，对某事物可能意味着什么有个了解，会大大有助于对其加以解读）的时候，就是在有意识地运用这种方法。 We might compare this approach to an eagle's eye view of the landscape. From a great height, the eagle can see a wide area spread out below; it understands the nature of the whole terrain, its general pattern and the relationships between various parts of it, far better than an observer on the ground. 我们可以把这种方法和鹰眼所看到的景观相类比。从很高的地方，老鹰能够看到下方铺开的广大地区；它能够理解整个地形的本质，其总体规律，及其各部分之间的关系，比地面上的观察者的理解要强得多。 Figure 6 Top-down processing A reader adopts an eagle's eye view of the text when he considers it as a whole and relates it to his own knowledge and experience. This enables him to predict the writer's purpose, the likely trend of the argument and so on, and then use this framework to interpret difficult parts of the text. The top-down approach gives a sense of perspective and makes use of all that the reader brings to the text: prior knowledge, common sense, etc, which have sometimes been undervalued in the reading class. 当读者把文本看作整体、将其与自身的知识与经验相联系时，他就是在运用鹰眼视角来看待文本。这使他有能力预测作者的目的，论证的可能走向，如此等等，然后用这一框架来解读文本中有难度的部分。自上而下法给人一种透视感，能够充分利用阅读者面对文本时所具备的一切资源：此前的知识，常识，等等，有时这些在阅读教学中未能予以重视。 The bottom-up approach 自下而上法 In bottom-up processing, the reader builds up a meaning from the black marks on the page: recognizing letters and words, working out sentence structure. We can make conscious use of it when an initial reading leaves us confused. Perhaps we cannot believe that the apparent message was really what the writer intended; this can happen if our world knowledge is inadequate, or if the writer's point of view is very different from our own. In that case, we must scrutinize the vocabulary and syntax to make sure we have grasped the plain sense correctly. Thus bottom-up processing can be used as a corrective to ‘tunnel vision’（seeing things only from our own limited point of view). 自下而上法是阅读者用书页上的白纸黑字积累出意思来：辨认字母，认出单词，分解句子结构。当第一遍阅读使我们感到困惑，我们就会有意识地运用这种方法。也许我们不能相信表面上看到的信息就是作者意图传达的；如果我们的世界知识不足，或者作者的观点与我们的观点大相径庭，就可能发生这种情况。如果是这样，我们就必须审视词汇，钻透句法，以确保我们正确地理解了基本的意思。这样一来，自下而上法可以被用作一种纠正手段，弥补“隧道视野”（仅从我们有限的视角看问题，即“坐井观天”）的不足。 Our image of bottom-up processing might be a scientist with a magnifying glass examining the ecology of a transect - a tiny part of the landscape the eagle surveys. 我们“自下而上法”的图像可以是一位科学家，拿着放大镜，仔细端详一个横切面——是老鹰俯视的风景中的极小的一部分。 The scientist develops a detailed understanding of that one little area (which might represent a sentence in the text); but full understanding only comes if this is combined with knowledge of adjacent areas and the wider terrain, so that their effects on one another can be recognized. In other words, bottom-up and top-down approaches are used to complement each other. 科学家形成了对那一小块地方的详细理解（这可能代表了文本中的一个句子）；但只有把这种理解和对于邻近地区以及更大范围地区的了解相结合，才能达成完整的理解。换句话说，自下而上法和自上而下法在实际使用中是互补的。 The interaction of top-down and bottom-up processing 自上而下、自下而上法的互动 Although logically we might expect that we ought to understand the plain sense if we are to understand anything else, in practice a reader continually shifts from one focus to another, now adopting a top-down approach to predict the probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says. This has become known as interactive reading (confusingly: the meaning is quite different from interaction in the sense discussed on pll). Both approaches can be mobilized by conscious choice, and both are important strategies for readers. 尽管逻辑上我们可能认为，要想理解别的什么东西，我们应该先理解基本意思，在实践中阅读者却是不断地从一个焦点转向另一个焦点，一会使用自上而下法，来预测可能的意思，一会转而使用自下而上法，来检验那是否真的是作者要说的。这被称为“互动阅读”（令人困惑的是，这个说法的意思和第II页上的interaction意思完全不同）。两种方法都有可能受到有意识选择的调用，对于阅读者来说也都是很重要的策略。 ------------------------ 只有优秀的教师才能坚持教研文章的研读。如方便，请将本文转发给需要的朋友。感谢你们！ “英语教学法原著选读”系列文章2017年总目录（含2016年总目录链接） 具备“双功能”的英文版教师用书：英语教学水平提高的方向与路径（一） - 英语教学法原著选读特刊201801（总第123期） 小站维护不易，有条件的朋友请长按下面图片，在弹出的菜单中选择“识别图中的二维码”，即可打赏。感谢你们的支持和厚爱！ |
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来自： 昵称70926123 > 《待分类》
