寄生草莓的英文俱樂部

原文出處：http://www.teachingenglish.org.uk/articles/extensive-reading-why-it-good-our-students%E2%80%A6-us

So what are the benefits of ER? 廣泛性閱讀的好處

Both common sense observation and copious research evidence bear out the many benefits which come from ER (Waring 2000, 2006). There are useful summaries of the evidence in Day and Bamford  (1998: 32-39) and The Special Issue of The Language Teacher (1997) including articles by Paul Nation and others, and passionate advocacy in Krashen’s The Power of Reading. (2004). The journals Reading in a Foreign Language and the International Journal of Foreign Language Learning are also good sources of research studies supporting ER. (see references for websites) And there is the indispensable annotated bibliography, http://www.extensivereading.net/er/biblio2.html

So what does it all add up to?

ER develops learner autonomy. 培養自主性

There is no cheaper or more  effective way to develop learner autonomy. Reading is, by its very nature, a private, individual activity. It can be done anywhere, at any time of day. Readers can start and stop at will, and read at the speed they are comfortable with. They can visualise and interpret what they read in their own way. They can ask themselves questions (explicit or implicit), notice things about the language, or simply let the story carry them along.

泛讀大概是最便宜和有效的培養自主性的方式了。

閱讀是一個個人的活動，不論何時何地皆可進行，

讀者可以隨自己的意思決定何時開始或是何時停止，用他覺得最舒服的速度進行。

可以隨自己的意思任意想像或是解讀，

可以在過程中學習到關於這個語言文字的使用方式，或僅僅只是讓故事帶著他們前進。

ER offers Comprehensible Input. 理解力的訓練

Reading is the most readily available form of comprehensible input, especially in places where there is hardly any contact with the target language. If carefully chosen to suit learners’ level, it offers them repeated encounters with language items they have already met. This helps them to consolidate what they already know and to extend it. 

閱讀是最容易進行的理解力訓練方式，如果閱讀的內容恰好適合讀者的程度，

泛讀可以提供讀者使用他們已經習得的語言的機會，這可以幫助他們鞏固他們已經學得的知識並將之擴大。

There is no way any learner will meet new language enough times to learn it in the limited number of hours in class. The only reliable way to learn a language is through massive and repeated exposure to it in context: precisely what ER provides.

因為上課時間有限，讀者很難在課堂上對所學習的語言有足夠的接觸。

唯一可靠的學習語言的方式就是透過大量以及重複的沉浸在這個語言當中，

而泛讀則可以提供這樣的環境。

ER enhances general language competence. 提升語言的整體能力

In ways we so far do not fully understand, the benefits of ER extend beyond reading. There is ‘a spread of effect from reading competence to other language skills ~ writing, speaking and control over syntax.’ (Elley 1991) The same phenomenon is noted by Day and Bamford (1998: 32-39) but they even note evidence of improvements in the spoken language. So reading copiously seems to benefit all language skills, not just reading.

泛讀的好處不僅只在閱讀上面，它可以提升語言的其他技巧，包括寫、說、和語法。

這個觀察曾被 Day and Bamfor 提出，他們發現這樣的進步甚至可以是在口說上面。

大量的閱讀的益處不僅僅只是侷限在閱讀本身的技巧上，甚至延伸的其他的語言使用技巧。

ER  helps develop general, world knowledge. 拓展知識

Many, if not most, students have a rather limited experience and knowledge of the world they inhabit both cognitively and affectively. ER opens windows on the world seen through different eyes. This educational function of ER cannot be emphasised enough.

學生們對於世界的認識一般而言會局限在他們所居住的地方，不管是認知上的，或是情感上的。

泛讀打開了他們通往世界的窗口，透過不同的作者的眼睛，他們得以看見更廣大的世界。

泛讀這方面的貢獻絕對是不容小視的。

ER extends, consolidates and sustains vocabulary growth. 字彙的擴展和加強

Vocabulary is not learned by a single exposure.  ER allows for multiple encounters with words and phrases in context thus making possible the progressive accretion of meanings to them.  By presenting items in context, it also makes the deduction of meaning of unknown items easier. 

字彙無法透過單一次的認識習得，透過泛讀，讀者得以在不同的閱讀情境下重複遇到字彙。

透過這樣的相遇，讀者可以逐漸學習到這些字更豐富的用法。

透過上下文，可以推論那些原本不認識的字。

There have been many studies of vocabulary acquisition from ER (Day et al 1991, Nation and Wang 1999, Pigada and Schmitt, 2006). Michael Hoey’s theory of ‘lexical priming’  (Hoey  1991, 2005) also gives powerful support to the effect of multiple exposure to language items in context.

許多關於泛讀的研究都提到透過泛讀所能達到的字彙學習，Michael Hoey 的理論 " lexical priming" 

提到，透過泛讀不斷重複接觸字彙，對於認識字彙的成效。

ER helps improve writing. 提升寫作

There is a well-established link between reading and writing.  Basically, the more we read, the better we write.  Exactly how this happens is still not understood (Kroll 2003) but the fact that it happens is well-documented (Hafiz and Tudor 1989) Commonsense would indicate that as we meet more language, more often, through reading, our language acquisition mechanism is primed to produce it in writing or speech when it is needed. (Hoey 2005).

閱讀和寫作能力是密不可分的，閱讀的越多，寫作的能力越好。

雖然這個連結的機制尚不清楚，但是他們的關係確是有充分證據的。

ER creates and sustains motivation to read more. 泛讀提供更多的閱讀動機

The virtuous circle - success leading to success - ensures that, as we read successfully in the foreign language, so we are encouraged to read more. 

這是一個良性的循環，成功引致更多的成功。

當我們能夠成功的使用外語閱讀，我們就獲得了鼓勵做更多的閱讀。

The effect on self-esteem and motivation of reading one’s first book in the foreign language is undeniable. 

成功的使用外語自主閱讀的第一本書對於學習外語的自信的效果是不可否認的。

It is what Krashen calls a ‘home run’ book : ‘my first’! 

Krashen 將此稱之為 home run book：我的第一次。

This relates back to the point at the beginning of the need to find ‘compelling’, not merely interesting, reading material. It is this that fuels the compulsion to read the next Harry Potter. It also explains the relatively new trend in graded readers toward original and more compelling subject matter. (Moses)

這個效果可以反應到我們最初提到的，對於閱讀的那種難以抵抗的衝動。

那不僅僅是趣味而已，而是讓你燃起往下讀下一本哈利波特的動力的燃料。

譯者(也就是我本人)的囉哩吧嗦：

翻譯至此，我要偷偷的抱怨一下時下的中翻英考試。

我覺得把中翻英拿來考試是一種很沒 sense 的行為，

要把兩種語言彼此之間翻譯得恰到好處其實並不是那麼容易的，

因為任何兩種語言之間從來沒有一對一的對等關係。

所以我會覺得，在小孩的語言能力還沒有達到某一個境界的時候幹這種事情，

其實只是逼著小孩背課文套課文而已，

我個人以為非常無聊。

( 啊，好痛，有人 K 我，是誰，是誰的臭襪子？？？)

還沒翻完，待續。