高效率的英文阅读策略.docx

1、高效率的英文阅读策略高效率的英文閱讀策略 雲林科技大學 應用外語學系 彭登龍教授前言 大學生時常需要閱讀英文原文書籍或文章，遇到不懂的單字時，就拼命的查字典想查出中文翻譯，等到查完單字以後，卻又不清楚整段文字的大意，無論是英文本科系或非英文本科系的學生想必大都有這種經驗。而國際期刊有百分之八十；網路資訊高達百分之八十五均以英文呈現，因此如何在資訊與知識經濟的時代高效率的閱讀與讀懂第一手的英文資訊，便成為具有高競爭力現代知識經濟人的所需具備的條件之一。有鑑於此，筆者將於大學任教英文閱讀課時的上課內容，與筆者的教學經驗和心得與讀者們分享，期望能幫助學生閱讀英文書時能快速掌握住重點，以提昇英文閱讀效

2、率。英文閱讀策略總整理閱讀書本的策略：（1） 注意作者名字及出版日期，先讀目錄頁及序言，並看一下書中圖表。 先讀目錄頁時，就可對該書的內容有一初步的認識.，以下看一個目錄(Contents or Table of Contents)頁的例子：Contents Acknowledgements vii To the Teacher Educator ix1. Introduction 12. The Grammar Translation Method 113. The Direct Method 234. The Audio-Lingual Method 355. The Silent Way

3、 536. Desuggestopedia 737. Community Language Learning 898. Total Physical Response 1079. Communicative Language Teaching 12110. Content-based, Task-based, and Participatory Approaches 13711. Learning Strategy Training, Cooperative Learning, and Multiple Intelligences 15912. Conclusion 177 Appendix

4、191Source: Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press.在細讀序言文章之前，先讀主題句（通常為每一段的第一句），了解其中的中心思想(main/central idea)，在序言中通常有一段(或數段)在介紹書本章節的安排與大概內容。以下看一個序言(Introduction)的例子：1 IntroductionGOALS OF THIS BOOKOne of the goals of this book is for

5、 you to learn about many different language teaching methods. The actions are the techniques and the thoughts are the principles in the title of this book: Techniques and Principles in Language Teaching. A second goal is to help you uncover the thoughts that guide your own actions as a teacher. A th

6、ird goal is to introduce you to a variety of techniques, some of which will be new.LAYOUT OF CHAPTERSWe will learn about the methods by entering a classroom where each method is being practiced. We will observe the techniques the teacher is using and his or her behavior. After we have identified the

7、 principles, we will answer the following ten questions:1. What are the goals of teachers who use this method.2. What is the role of the teacher? What is the role of the students?3. What are some characteristics of the teaching/learning process? The answers to these questions will add to our underst

8、anding of each method and allow us to see some salient differences among the methods presented here. Following these questions, we will review the techniques we observed in the lesson. At the end of each chapter are two types of exercises Teaching can be a solitary act, but collaborating with other

9、teachers can help enrich our experience and nurture our growth.Source: Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. New York: Oxford University Press.（2） 瀏覽第一與最後一章之題目、標題、圖表等。（3） 瀏覽中間的章節，然後決定應該讀的章節。（4） 若有需要可先看一下書末的名詞解釋、主題索引、附錄。閱讀文章段落的策略：在細讀文章之前，先讀主題句(topic sentence)（通常為每

10、一段的第一句），了解其中的中心思想(main/central idea)，再分析其闡述句/發展句(supporting/development sentences)中所運用的技巧，例如：例證法/舉例法(exemplification)、時間順序法(chronological order)、空間順序法(spatial order)、因果法(cause and effect)、比較或對比法(comparison or contrast)、分類法(classification)、定義法(definition)、過程分析法(process analysis)、主題法(topical organizat

11、ion)、推理法(inference)、問題解決法(problem-solution)、綜合法(combined method)等，譬如在時間順序法的文章中會讀到時間副詞（如：年代、first, second/then, third, finally等），而在空間順序法的文章中會看到方位或地方副詞（如：east, west, south, north），最後了解該段的結論句（通常為每一段的最後一句）。所以欲瞭解一段文章的大意，只須先清楚主題句中的中心思想關鍵字(key words)，若遇有不懂的單字，將其查出，至於段落中不懂的單字可依字源學的概念：即字根(word root/stem字的意義)

12、、字首(prefix 肯定/否定/方向/位置)、字尾(suffix 詞性：名詞/動詞/形容詞/副詞)與語境/前後文(context)來猜測即可，不用花費太多的時間查出每個不懂的單字。另外要注意的是，英文段落中通常只有一個中心思想，此即為unity(單一性)原則。英文段落的架構，以圖表的樣子呈現，有如下圖:Topic sentence (including main/central idea; its usually the first sentence in a body paragraph).Supporting sentences (exemplification, chronologic

13、al order, spatial order, cause and effect, comparison and contrast, classification, definition, process analysis, topical organization, inference, problem-solution, or combined method). Concluding sentence (summary of the whole paragraph).以下以一段文章為例，說明閱讀文章段落的策略: The choice of target language is deter

14、mined by a variety of factors. In the case of immigrants to Canada, Britain, or the United States, learning English is probably the prime objective. But in the case of foreign language instruction in schools and universities, the choice of language and the objectives to be pursued are less clearly d

15、efined. Although there are usually good educational and sociopolitical reasons for including French or German in the school curriculum, students may find that in later life they need Russian, Spanish, or Arabic. In other cases, once they have grown up, students make no further use of any of the lang

16、uages they studied in school. Therefore, especially in school and university settings, foreign language teaching should include among its goals more generalized educational objectives than those we have considered so far. These can be summarized as three transferobjectives: acquiring language learni

17、ng techniques; obtaining insight into language and culture, and developing positive generalized attitudes to language, culture, and language study.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options in Language Teaching. Toronto: Oxford University Press. (p.93)主題句: The cho

18、ice of target language is determined by a variety of factors.中心思想 (關鍵字)：關鍵字choice of target language(目標語的選擇) ，中心思想是各種不同的因素決定目標語的選擇闡述句策略：接者作者用例證法 (in the case of, in the case of, in other cases)來闡述其中心思想。結論句： These can be summarized as three transfer objectives: acquiring language learning techniques;

19、 obtaining insight into language and culture, and developing positive generalized attitudes to language, culture, and language study. 大意：目標語的選擇由各種不同的因素所決定，接者作者用例證法 (1)加拿大、英國或美國的移民；(2)學校與大學的外語教學；(3)學生長大 來闡述其中心思想。最後作者以結論句來總結三個轉移的目標: (1)習得語言學習的技術；(2)獲得語言語文化的洞察力；(3)發展對語言、文化、語言研究的一般正面態度。文章段落各種類型整理： 接著各以一

20、段文章，介紹各種不同類型的闡述句中所運用的技巧：1、 例證法/舉例法 (Exemplification)所謂例證法就是使用例子(如自己、別人)來說明要討論的意見，這是最常見也是最有效的說明文。 This book is addressed to second or foreign language teachers in general. It is not specific to any one language and therefore concerns, for example, the teacher of English as a second language (ESL) or

21、English as a foreign language (EFL) as much as the teacher of French, Spanish, Russian, or Japanese. The book is also general in another sense. It is not only meant for teachers who work in a particular type of instruction, such as a comprehensive school, high school, or grammar school; it has in mi

22、nd equally the teacher of young children as well as of adult learners; it ranges from kindergarten to university; it is for teachers of students who are taught informally through private tuition or formally in conventional classes of ten, twenty, or thirty pupils; it is also meant for teacher who re

23、ach mass audiences through radio or television. It should be of interest to teacher trainers, supervisors, administrators, and others whose business is second or foreign language teaching or some aspect of it.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options in Language

24、Teaching. Toronto: Oxford University Press. (p.1)主題句： This book is addressed to second or foreign language teachers in general.中心思想 (關鍵字)：second or foreign language teachers闡述句策略：例證法 (for example, such as)結論句：It should be of interest to teacher trainers, supervisors, administrators, and others whose

25、 business is second or foreign language teaching or some aspect of it.大意：一般而言，這本書是寫給第二或外語的教師。接著，作者說明亦適用於其他的教師，舉例(1)ESL/EFL教師、法語/西班牙語/俄語/日語教師；(2)綜合學校、高中、文法學校的教師。最後，作者說明此書對師訓人員、指導員、行政人員或其他從事第二或外語的教師亦有用。例證法/舉例法常用字/片語:for example, for instance, in this case, in another case, on this occasion, in this si

26、tuation, take the case of, proof of this, evidence of this, thus, in this manner, in other words., such as, that is, case, specifically, generally, as proof, as follows, as below, to name a few, to be specific2、 時間順序法 (Chronological Organization) 所謂時間順序法就是以時間的先後順序(如年代、西元年)來說明人物或事件發展的經過。 An important

27、 development in the wake of the scientific movement was the increasing use of empirical research methods in the attempt to solve problems of language pedagogy. The 1960s witnessed vigorous attempts to come to grips with the method controversy through empirical research. Several research projects wer

28、e initiated with this purpose in mind. They were only partially successful in that the evidence they produced for one or the other methodological option was not very conclusive. These studies gave rise to further controversies, and the researchers were drawn into the debate. In the 1970s, researcher

29、s abandoned the central emphasis on teaching method and, as already mentioned, initiated a new and productive series of studies on language learning. Those exploring this avenue argued forcefully that no improvement in language teaching could be expected unless the characteristics of second language

30、 learners and the learning process were better understood. Many studies in the 1970s and the 1980s were carried out with this objective in mind. Gradually also research on language teaching was tried again, but this time more cautiously and with greater sophistication, and with more safeguards to en

31、sure validity.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options in Language Teaching. Toronto: Oxford University Press. (p.9)主題句： An important development in the wake of the scientific movement was the increasing use of empirical research methods in the attempt to solve

32、problems of language pedagogy.中心思想 (關鍵字)：empirical research methods, solve problems of language pedagogy闡述句策略：時間順序法 (1960s, 1970s, 1980s)結論句：Gradually also research on language teaching was tried again, but this time more cautiously and with greater sophistication, and with more safeguards to ensure validity.大意：隨著科學運動尾隨而至的一項重要發展，就是越來越多人使用實證的研究方法，試著解決語言教學論的問題。接著，作者使用時間順序法說明三個年代的嘗試: (1)1960年代時，研究人員透過實證研究勉力對付方法的爭論；(2) 1970年代時，研究人員放棄只強調教學法的觀念，而對語言學習方面開始實施一系列創新的研究；(3) 1970年代與1980年代時，研究人員開始重視第二語言學習者與