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More than Ink and Paper: Vocabulary Development 词汇量的增加才是阅读的根本  --- By 词汇，阅读，语法，写作老师 Ms. Christina --- 翻译：小天妈 No one would disagree with the claim that writing is creative, but have you ever considered the fact that reading is also a creative endeavor? It’s all just ink and paper until the reader applies meaning to the text. A proficient reader will use comprehension strategies with automaticity thus creating an unspoken dialogue of interaction with the text. While there are many comprehension strategies that will improve comprehension and retention of what has been read, vocabulary development will help with both comprehension and fluency. 没有人会否认写作需要有创意，但是您是否曾经考虑过阅读也需要有创意吗？只有读者理解了文章中的真正含义，不然书只是“印刷油墨和纸张的结合体”。喜欢阅读的人，会读懂书中的意境，从而与书本进行无声的对话。尽管有许多方法可以提高对阅读内容的理解和记忆，但词汇量积累将有助于对阅读的理解能力和流利程度的提高。 A reader will need to encounter a word repeatedly before the reader begins using the new word while speaking and writing. Isabel Beck has developed a three tier framework for vocabulary. Words in the first tier are words that a student will encounter in everyday common language, the second tier contains words that are more likely to be found in written language, and the third tier contains content area vocabulary (Beck et al. 17). Regardless of the tier, acquisition of vocabulary is a process. Students may begin with the ability to recognize that they have seen or heard the word even though they may be unable to define the word. They may be able to define the word if they encounter the word in the context of a sentence or paragraph, but they may be unable to define the word in isolation. With continued exposure to the new work, the word becomes a part of the student’s working vocabulary (Beck et al. 11). It is valuable for students to think about where they may have seen or heard a word previously so that they can build their understanding of the word. This process is called metacognition. Once the word becomes part of the student’s working vocabulary that knowledge contributes to understanding and to fluency when it essentially becomes a sight word that does not need to be decoded. 读者在阅读过程中遇到一个单词很多次之后，才能正确地在说和写中使用新的单词。Isabel Beck为词汇开发了一个三层框架。第一层中的单词是学生在日常生活中使用的通用语言，第二层中的单词更多地出现在书面语言中，第三层中的单词是特定领域的词汇（Beck et al. 17）。无论处于哪一层框架，词汇的发展都是一个循序渐进的过程。首先，学生可能会觉得自己曾经看到或听到过某些单词，虽然他们可能无法说出单词的真正含义。如果他们在句子或段落的上下文中遇到单词，他们也许可以定义单词，但是当单词单独出现时，他们可能无法给予正确的解释。随着对单词的不断接触，这个新单词慢慢成为了学生学习词汇中的一部分（Beck et al. 11）。对于学生来说，回想一下他们以前可能在何处看到或听到过这个单词是很有用的，这样他们就可以增强对单词的理解。这个过程称为“元认知”。一旦单词成为学生学习词汇的一部分，这些就变成了不需要解码的常用词(视觉词)，从而有助于理解和提高阅读的流畅性。
English Language Learners may know some words in their native language that they do not know in English. In this case, the student only needs to learn the label for the word since the concept of the word is already well know. These words can become part of the student’s working English vocabulary much more quickly than an unknown word, and they are often Tier 1 words. It is helpful to know all of the different meanings of a word. This is the denotation. However, words also have connotations. The connotation of a word can be positive, negative, or neutral (Beck et al. 10). The connotation of a word can contribute to understanding the tone as well as the author’s purpose. Therefore, an integral knowledge of words contributes to the ability to analyze a text. 英语学习者可能碰到一些知道母语意思，但不知道如何用英语表达的单词。在这种情况下，学生仅需要学习单词的标签，因为单词的意思已经是很明确了。与不知道的单词相比，这些单词能更快地成为学生英语词汇中的一部分，并且通常是1级单词。了解单词的所有含义是非常重要的。和中文一样，单词不仅存在字面意思，更重要的是有些单词还有些隐藏的含义。这些隐藏的含义可能是正向的，也有可能有负面意思，或是中性词(Beck et al. 10)。理解单词内在的含义有助于了解作者的语气和用这个单词的目的。因此，对于单词的整体认知有助于对文章的分析和理解。 There are many strategies that can be used to assist students with learning new words, and to help them glean meaning from words that are unfamiliar while they are reading. Like Isabelle Beck, Colorin Colorado suggests that vocabulary should be chosen in an explicit and systematic way and that students should have repeated exposure to new words in order to ensure mastery. It is also helpful to provide opportunities for students to be actively engaged with the words while they are reading. Students can begin by underlining or highlighting unknown words. Students should also have opportunities to work with new words and make connections to personal experiences. While reading, students can use context clues to help them discern the meaning of unknown words. Context clues are hints within the text such as synonyms, antonyms, and examples that help the reader understand unfamiliar vocabulary. The substitution strategy can also be useful when context clues are absent. With this strategy, the reader selects a known word that seems to makes sense in the context of the sentence. Identifying context clues and using the substitution strategy are skills that should be explicitly taught to students. 有很多方法可以帮助学生学习新的单词，并帮助他们在阅读中了解不熟悉的单词的含义。就像Isabelle Beck和Colorin Colorado的建议，应该以明确而系统的方式选择学习的词汇，并且学生应该反复练习新单词，以确保最终掌握。为学生提供在阅读时积极学习新单词也是非常有帮助的。学生可以从把不认识的单词用下划线或高亮显示开始。学生还应该把新单词和日常生活以及经历联系起来，以加深记忆。在阅读时，学生可以使用上下文线索帮助他们领悟不认识的单词的含义。上下文线索是指书中的一些提示，例如同义词，反义词以及帮助读者理解陌生词汇的示例。当缺少上下文线索时，替换策略也可能很有用。通过这种策略，学生可以选择一个自己知道的单词，该单词能在文中表达相似的意思。识别上下文线索并使用替代策略是应该向学生明确教授和掌握的技能。 There’s no doubt that a robust vocabulary will contribute to comprehension, fluency, and the ability to analyze a text. With more than one hundred thousand words in the English language, building a working vocabulary should be a lifelong endeavor. Therefore, it is helpful to instill a love of words in the young reader. 毫无疑问，足够多的词汇量将有助于阅读理解，流利和分析内容的能力。拥有超过十万个英语单词，建立有效的词汇应该是毕生的努力。因此，在年轻读者中灌输对单词的热爱是有帮助的。  Bibliography 参考书目 Beck, Isabelle L., McKeown, Margaret G., Kucan, Linda. Bringing Words to Life, Second Edition: Robust Vocabulary Instruction. The Guilford Press, 2013. “Tips for Educators of ELLs in Grades 4-12: Teaching Vocabulary.” Colorin Colorado. WETA Public Broadcasting, 2019. https://www./sites/default/files/Tip_Sheet_4- 12_Vocabulary.pdf  小天妈读了Ms. Christina的文章颇有感触！词汇是语言的基础，词汇量增加了，孩子阅读的兴趣就上来了，阅读量就增加了，阅读量增加了，那又学习了新的词汇。这看着像是绕口令，但语言学习真的是环环相扣，进入正向循环是一件多么理想的事情！ 明星老师Ms. Christina 介绍  Ms. Christina现居住在麻省，现任公立中学老师。Ms. Christina是一位具有十几年教育经验的英语语言文学和阅读老师，她的工作经历包括从初中到高中各年级的阅读执教经历。她根据学生不同的阅读水平，因材施教，设计独特的教学课程，以帮助学生热爱阅读，并提高阅读理解、分析能力，并为写作打下扎实的基础。 Ms. Christina 开课内容 * Wordly Wise 3000 词汇课程。  大家读完顺手点下右下角的“在看”就是对我们最大的鼓励和支持了。 授人玫瑰，手留余香。 |
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