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：ContentsAcknowledgementsviiTo the Teacher Educatorix1.Introduction12.The Grammar Translation Method113.The Direct Method234.The Audio-Lingual Method355.The Silent Way536.Desuggestopedia737.Community Language Learning898.Total Physical Response1079.Communicative Language Teaching12110. Content-based, Task-based, and ParticipatoryApproaches1371/1911.Learning Strategy Training, Cooperative Learning,and Multiple Intelligences15912.Conclusion177Appendix191Source: 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 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 third 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 principles, we will answer the following tenquestions: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 understanding of each method and allow us to see some salient differences among the methods presented here.2/19Following 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 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 organization)、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 )、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; it s usually the first sentence in abody paragraph) .Supporting sentence (exemplification,chronological order,spatial order, cause and effect, comparison and contrast, classification, definition,3/19process analysis, topical organization, inference, problem-solution, or combinedmethod) .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 languageis determined 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 defined. 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 languages 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 transfer objectives:acquiring language learning 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 inLanguage Teaching. Toronto: Oxford University Press. (p.93)主題句 : The choice 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 threetransferobjectives: acquiring languagelearning techniques; 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。4/19文章段落各種類型整理：接著各以一段文章，介紹各種不同類型的闡述句中所運用的技巧：一、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 teachersin general. It is not specific to any one language and therefore concerns,for example, the teacher of English as a second language (ESL) or 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 mind 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 reach mass audiences through radio or television. It should be of interest to teacher trainers, supervisors, administrators, and others whose business issecond or foreign language teaching or some aspect of it.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options inLanguage Teaching. Toronto: Oxford University Press. (p.1)主題句：This book is addressed tosecond or foreign language teachersin 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 business is secondor 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 situation, take the case of, proof of this, evidence of this, thus, in this manner, in5/19other words., such as, that is, case, specifically, generally, as proof, as follows, asbelow, to name a few, to be specific二、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 development in the wake of the scientific movement was the increasing use of empirical research methodsin 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 were 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, researchers 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 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 teachingwas tried again, but this time more cautiously and with greater sophistication, and with more safeguards to ensure validity.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options inLanguage 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 solveproblems 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 teachingwas tried again, but this time more cautiously and with greater sophistication, and with moresafeguards to ensurevalidity.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6/19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學習過程。最後，作者結論說 :研究人員繼續針對語言教學的研究，但是此次更謹慎、更精密，以確保效度。時間順序法常用字 /片語 :年 /年代 , first, second, etc., in the meantime, at the same time, after an interval,presently, somewhat later, soon, then, next, now, later, finally, eventually, thereupon, thereafter, after, afterwards, at last, meanwhile.三、空間順序法(Spatial Organization)所謂空間順序法就是以空間位置(如國家、地區、東西南北、前後左右)來說明人或物的相互關係。The study of target culture (C2) is directed to specified contact groups since languages are used bygeographically diverse communities.Thus, for immigrants to North America the primary C2 would be the United States or Canada. In a foreign language teaching situation, for example the teaching of English in France or Germany, the primary target community is more likely to be Britain or the United States. In India , on the other hand, where English is used internally as a language of communication, the appropriate C2 would be India itself. Both language and culture are cognitively guided areas of study. Language and culture form the object of study and enquiry. Practice activities involved in both syllabuses are directed to deliberately chosen features of the language and the society or culture. Both syllabuses representa particular viewpoint about language learning, i.e. that the analytic study of L2 (second language) and C2has a significant role to play. Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options in Language Teaching. Toronto: Oxford University Press.(pp.27-28)主題句： The study of target culture (C2) is directed to specified contact groups since languages are used bygeographically diverse communities.中心思想(關鍵字 )： geographically diverse communities闡述句策略：空間順序法 (North America, the United States, Canada, France, Germany, Britain, India)結論句： Both syllabuses represent a particular viewpoint about language learning, i.e. that the analytic study of L2 (second language) and C2 has a significant role to play.大意：因為語言是由各種不同地理社區的人們所使用 ，所以目標文化 (target culture) 的研究就必須應用於明確的接觸團體。接著，作者使用空間順序法說明7/19各個地域有不同的目標文化 (美國、加拿大、法國、德國、印度 )。最後，作者結論說 :語言與文化對於語言學習而言都很重要。空間順序法常用字 /片語 :國名 , 地名 , above, across from, adjacent to, also, up, under, before me, below, beyond, further, down, around, here, in the distance, nearby, next to, close to, near to, on the left, on the right, opposite to, on top of, beneath, over, in front.四、類比法 (Analogy)所謂類比法就是利用相似概念 ，以比較具體或易瞭解的事物或過程來解釋較抽象與較難理解的事物或過程 (如地球的大氣層與窗戶 )，這是一種特殊的比較法。下面的文章段落將地球的大氣層與窗戶以類比法說明，此法很有效，因為此法可幫助讀者想像看見看不到的東西，相較於地球的大氣層，窗戶的概念比較熟悉而具體。The atmosphere of Earth acts like any window in serving two very important functions. It lets light in and it permits us to look out. It also serves a shield to keep out dangerous or uncomfortable things. A normal glazed window lets us keep our houses warm by keeping out cold air, and it prevents rain, dirt, and unwelcome insects and animals from coming in. As we have already seen, Earth s atmospheric windowalso helps to keep our planet at a comfortable temperature by holding back radiated heat and protecting us from dangerous levels of ultraviolet light. Lately, we have discovered that space is full of a great many very dangerous things against which our atmosphere guards us. It is not a perfect shield, and sometimes one of these dangerous objects does get through. There is even some evidence that a few of these messengers from space contain life, though this has by no means been proved yet.Source: Eschholz, P & Rosa, A (Eds.). (1985). Subject and Strategy: A RhetoricReader. New York: St. Martin s Press Inc.(pp.243-244)主題句：The atmosphere of Earth acts like any window in serving two very important functions.中心思想 (關鍵字 )： atmosphere of Earth, window 闡述句策略：類比法 (Earth s atmospheric window) 結論句：無大意 : 像任何窗戶一樣，地球的大氣層的作用有二個很重要的功能。作者闡述地球的大氣層窗戶 (1)可讓光進入，而允許我們看外面；(2)可當護罩以阻隔危險或令人不舒服的東西。8/19類比法常用字 /片語 :like, as, 明喻 (simile,即句中有 like, as 字眼 ), 暗 /隱喻 (metaphor,即句中無 like, as 字眼 )五、因果法 (Cause and Effect)所謂因果法就是以因果 (cause and effect)關係的方式闡述的文章段落 (例如通常大多在回答 why 之類的問題 )。Of the three main trends of development in the continuing efforts to improve language teaching, technologyhas been the least problematical and probably also the least influential. Language teaching has not been changed radicallyas a result of technology. None the less, the resources that technology has put at the disposal of language teaching have been of immense value. Nowadays, we take for granted the use of tape or cassette recorders, and overhead and filmstrip projectors, as well as the use of audio, television, and video in the service of language teaching. Certainly the development of microcomputers offers opportunities for new programs and for useful individualized approaches.However, there are as yet no indications of any very significant changes merelybecausea new technology has come into use. Those who work in the area of computer-assisted language learning tend to be cautiously optimistic without making the excessive claims that accompanied the introduction of language laboratories in the 1960s.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options inLanguage Teaching. Toronto: Oxford University Press. (p.10)主題句：Of the three main trends of development in the continuing efforts to improve language teaching, technologyhas been the least problematical and probably also the least influential.中心思想 (關鍵字 )：technology, least problematical, the least influential 闡述句策略：因果法 (as a result of, because)結論句： Those who work in the area of computer-assisted language learning tend to be cautiously optimistic without making the excessive claims that accompanied the introduction of language laboratories in the 1960s.大意 : 在繼續努力不斷改善語言教學的三個主要發展趨勢當中，要算科技是最沒有問題而或許也是最不具影響力了 。作者接著闡述語言教學並未因科技而有根本的改變，而也沒有因為僅僅科技的使用就發生重要的改變。因果法常用字 /片語 :9/19Reasons( 原因 ):since, because, for, as, in as much as, for the reason thatResult (結果 ): as a result of, accordingly, thus, consequently, hence, therefore, wherefore, thereupon, so, it follows that, one may infer, one may conclude,六、比較或對比法(Comparison or Contrast)所謂比較法是找出兩種或兩種以上人、事、物 (例如兩種學生 :大學生與移民小孩 )的相似處 (similarities) ；而對比法則找出兩種或兩種以上人、事、物 (例如不同作家或其作法 /想法 )的相異處 (differences)。Combinations of subject matter and language teaching are of particular value to university students who are studying abroad and who find that they have difficulty in coping with courses designed for native speakers. Equally , immigrant children who have difficulty in coping with the regular school program can be helped by special sheltered courses which combine subject matter and language teaching. This approach isalso useful for language learners with special research or professional interests. When a language is being studied within a broader educational program, it is appropriate to decide which topics within the other subjects can be taken up in the second language class. The aim should be to create a link which will enhance both the study of the language and the student generals education. In none of these cases, however, is it a question of arbitrarily picking topics from other school subjects. The choice of such topics should be clearly motivated and should make sense within the program, and the justification should be equally clear to the student.Source: Stern, H. H. (1990). Allen, P. & Harley, B. (Eds.). Issues and Options inLanguage Teaching. Toronto: Oxford University Press. (p.193)主題句：Combinations of subject matter and language teachingare of particular value to university students who are studying abroad and who find that they have difficulty in coping with courses designed for native speakers.中心思想 (關鍵字 )：combinations of subject matter and language teaching 闡述句策略：比較法 (equally, also)結論句： The choice of such topics should be clearly motivated and should make sense within the program, and the justification should be equally clear to the student.大意 : 對正在國外讀書以及對應付為母語(英語 )人士所設計的課程有困難的學生而言，綜合主題與語言教學的作法特別有幫助。相同地，對應付正規學校課程有困難的移民學生而言 ，也可以結合主題與語言教學特別的保護課程10/19幫助他們；這個作法，對有特殊研究與專業興趣的語言學習者也很有用。比較法法常用字 /片語 :similarly, like, another, equally, equally important, on the same grounds, in a similar vein, by the same token, likewise, besides, in fact, both, also, furthermore, too, then,in addition to, in the same way, just as so, moreover,sametime,at theaccordingly, however, likewise, in like manner, whereas, but, on the other hand, except, by comparison, when compared to, in comparison with, up against, balanced against, vis- -vis.The different disciplines involved in functional analysis have led to varying emphases. Some writers have given precedence to semantics and have focused onnotions, functions, and Austin s and Searle s conceptchactof.Othersspeehave worked out the implications of discourse and conversational analysis, paying attention to aspectsof cohesion and coherence in language use, and revising their views of the four skills. Others again have adopted the speech act model derived from Jakobson and Hymes. Functional analysis, therefore, appears in language pedagogy in a variety of guises. It has contributed to the formulation of language teaching goals through the concept of communicative compe