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下文选自上海外语教育出版社出版的《英语阅读技巧教学》（Teaching Reading Skills in a Foreign Language，作者Christine Nuttall）第一章“What is Reading?”，选文翻译：武太白 Defining Reading 定义“阅读” Different people use the term reading in different ways, which can cause much confusion. So we had better start by making sure that we are thinking about the same thing when we use the term. As a first step, it would be useful to find out what your own ideas are about reading, so please do Activity 1.1 before turning the page. 不同的人对“阅读”这个术语的使用方式不一样，这可能引起不小的混乱。所以我们最好一开始就明确这一点，这样我们使用这个术语的时候，所想到的是同一个事物。第一步，弄清楚你自己对于阅读的想法是怎样的，这会很有用，所以请完成活动1.1，然后再翻页。 Activity 1.1 What is reading? 活动1.1 阅读是什么？ Take a piece of paper and write down a brief definition of the term reading. Don’t take more than five minutes over this. 拿一张纸，写下“阅读”这个术语的简短定义。不要超过五分钟。 What sort of definition did you give? Did you use words from one of these groups? 你所写下的是怎样的定义？有没有用到下列词汇之一？ a decode, decipher, identify, etc b articulate, speak, pronounce, etc c understand, respond, meaning, etc a 解码，解密，认定，等等 b 言明，说出，发音，等等 c 理解，反应，意义，等等 Looking at the ideas reflected in these three groups will help to clarify the view of reading that is central to this book. 看一下这三组词语所反映出的想法，这会帮助我们理清对阅读的观点，毕竟对本书来说这是一个核心概念。 Teachers whose definition includes the ideas reflected in group a are focusing on the first thing of all about reading: unless we can recognize the written words, we cannot even begin to read. This is certainly important: we know that good readers are able to identify words very rapidly, and helping learners to do this is a key task for teachers of early reading. But it is debatable whether specific training can improve word recognition at later stages - which are our concern in this book - and no suggestions are offered. It is more likely that speed comes from massive amounts of practice, which we discuss in Chapter 8. 如果老师们的定义中包含了a组中词汇所反映出来的想法，那么他们是专注于阅读中最基础的东西：除非我们能够认得白纸黑字都写了些啥，不然我们根本读都读不了。这肯定是很重要的：我们知道，好的阅读者能够非常快速地辨认单词，而帮助学习者做到这一点是早期阅读教学的一项关键任务。但在此后的阶段，具体的训练能否提高单词的辨认速率，这就值得商榷了，并且还没有人提出过意见——而这恰恰是本书中我们的关切所在。更有可能的是，速度的提高来源于极大量的阅读练习，这一点我们在第8章中探讨。 The words in group b reflect a common experience: in a great many classrooms, the reading lesson is used as an opportunity to teach pronunciation, practise fluent and expressive speaking, and so on. For early readers, again, reading aloud is important: they have to discover how writing is associated with the spoken words they already use. But this stage does not last long. What is the function of reading aloud after that? We shall return to this question later. b组词汇反应出的是一种常见的经验：在许多课堂上，阅读课是被当作教学发音、练习流利、有表达力的口语等内容的一种机会。同样，对于早期阅读者来说，朗读是很重要的：他们必须学会拼写和他们已经在使用的口语之间的联系。但这个阶段并不持续很久。在此之后，朗读的作用是怎样的？我们后面再回到这个问题。 Before we deal with the words in group c, it would be helpful to do Activity 1.2. 在我们看c组的词汇之前，做一做活动1.2会有帮助。 Activity 1.2 What have you been reading? 活动1.2 你都在读些什么？ Take five minutes to list all the different kinds of things you have read in the last few days, in any language. Remember to include things like these: 花上五分钟的时间，列一列在刚刚过去的几天里你所读的不同种类的东西，任何语言都算。记得列入下列物品： • telephone directory • statistics • label on medicine bottle • engagement diary • streetmap • letter • timetable • instruction leaflet • notice • application form 电话簿 统计表 药瓶标签 记事簿 街道地图 信件 时刻表 指南小册子 告示 申请表 Finally, categorize the items on your list according to the language they were written in. How many were written in English (or whatever foreign language you are interested in)? And how many of these were directly concerned with your teaching? 最后，把你列表上的物品按照语言分类。有多少是用英语（或你感兴趣的其他外语）写成的？其中有多少与你的教学直接相关？ ------------------------ 如方便，请将本文转发给需要的朋友。感谢你们！ |
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来自： 昵称70926123 > 《待分类》
