论文部分内容阅读
In his article The Comprehension Hypothesis and Second Language Acquisition， Stephen Krashen （University of Southern California） describes two cases of students who completely changed their English because of reading：
斯蒂芬·克拉申（南加州大學）在文章《理解假设和第二语言习得》中描述了两个学生因阅读而完全改变英语学习情况的案例：
The Case of L.
L的案例
This case was described in a paper by J. Segal （written in 1997）， and then by Stephen Krashen. We have shortened and simplified1 the original text.
J·西格尔（1997年撰写）和斯蒂芬·克拉申后来撰写的一篇论文中描述了这一案例。我们缩短简化了原始文本。
L. was a 17 year old student in Israel. She spoke English at home with her parents， who were from South Africa. But she had serious problems in English writing， especially in spelling， vocabulary and writing style. Segal， who was L.’s teacher in grade 10， tried to help her in many ways：
L是一名17岁的以色列学生。她在家里和来自南非的父母说英语。但她在英语写作方面存在严重问题，尤其是拼写、词汇和写作风格。西格尔是L读10年级时候的老师，试过在很多方面帮助她：
“Error correction was a total failure. L. tried correcting her own mistakes， tried process writing， and tried copying words correctly in her notebook. Nothing worked. L.’s compositions were poorly written and her vocabulary was small. I gave L. a list of five useful words to spell each week for 6 weeks and tested her between classes. L. did well in the tests in the beginning， but after six weeks she started misspelling the words again.” L.’s mother also got her a private teacher， but there was little improvement.
“纠错完全失败了。L试图纠正自己的错误，尝试过程写作法，并在她的笔记本中正确地抄写单词。没有任何效果。L的作文写得不好，词汇量很小。我每周给L五个有用的单词列表来练习拼写，坚持6周，并在课间测试她。L在一开始的测试中做得很好，但是六个星期后她又开始拼错这些词。”L的母亲也给她请了一名私人教师，但情况几乎没有改善。
Segal also taught L. in grade 11. At the beginning of the year， she had her students write an essay. “When I came to L.’s composition I stopped still. I was looking at an almost perfect essay. There were no spelling mistakes. The structure was clear. It was interesting and well-written. Her vocabulary had improved.
西格尔在11年级还教L。年初，她让学生写了一篇作文。“当我看到L的作文时，我停下来了。我在看一篇近乎完美的文章，没有拼写错误、结构很清晰、有趣，而且写得很好。她的词汇有了进步。”
Segal discovered why L.’s English improved so much： She had started reading books in the summer. L. told her， “I never read much before but this summer I went to the library and I started reading and I just couldn’t stop.” L.’s English in grade 11 was excellent and she kept reading.
西格尔发现了为什么L的英语进步这么大：她从夏天就开始读书。L告诉她：“我以前从未读过很多书，但是今年夏天我去了图书馆开始阅读，而且我无法停止。”L在11年级的英语学习很优秀，而且一直坚持阅读。
The Case of Cohen
科恩的案例
This case was first described by Y. Cohen in a paper titled How Reading Got Me into Trouble （1997）. Y·科恩在一篇题为《读书如何让我陷入困境》（1997）的论文中首次描述了这个案例。
Beginning at age 12， Cohen went to an English-language school in Turkey. During the first two years， there were intensive2 English classes， and after only two months， Cohen started to read in English. “...as many books in English as I could get. I had a large library of English books at home...I became a member of the local British Council’s3 library and sometimes bought English books in bookstores...By the first year of middle school I had become an enthusiastic reader of English.”
从12岁开始，科恩去了土耳其的一所英语学校。在头两年有强化英语课程，仅仅两个月后，科恩开始用英语阅读。“……（我会找）尽可能多的英文书籍。我家里有一个庞大的英语书籍图书馆……我成了当地英国文化协会图书馆的会员，有时在书店买英文书……到初中一年级时，我成了一名热心的英语读者。”
Because of her reading， an unpleasant thing happened to her in middle school. “I had a new English teacher who assigned us two compositions for homework. The teacher returned them to me. She was angry and she wanted to know who had helped me to write them. They were my work. I had not even used the dictionary. She would not believe me. She showed me a few underlined4 sentences and some vocabulary and asked me how I knew them—they were more advanced than the level of the class....I felt sad. I could not explain how I knew them. I just did.”
因為英语阅读，她在中学时发生了一件令人不快的事。“我有一位新的英语老师，她给我们布置了两篇作文作为家庭作业。老师把我的作文还给了我，她很生气，想知道是谁帮我写的。它们是我的作品，我甚至都没用过字典。她不相信我，让我看划线的句子和词汇，并问我是如何学会的——它们超出了课程的水平……我很难过。我无法解释我是如何学会的，我就是会了。”
Notes
1. simplify vt. 简化
2. intensive
斯蒂芬·克拉申（南加州大學）在文章《理解假设和第二语言习得》中描述了两个学生因阅读而完全改变英语学习情况的案例：
The Case of L.
L的案例
This case was described in a paper by J. Segal （written in 1997）， and then by Stephen Krashen. We have shortened and simplified1 the original text.
J·西格尔（1997年撰写）和斯蒂芬·克拉申后来撰写的一篇论文中描述了这一案例。我们缩短简化了原始文本。
L. was a 17 year old student in Israel. She spoke English at home with her parents， who were from South Africa. But she had serious problems in English writing， especially in spelling， vocabulary and writing style. Segal， who was L.’s teacher in grade 10， tried to help her in many ways：
L是一名17岁的以色列学生。她在家里和来自南非的父母说英语。但她在英语写作方面存在严重问题，尤其是拼写、词汇和写作风格。西格尔是L读10年级时候的老师，试过在很多方面帮助她：
“Error correction was a total failure. L. tried correcting her own mistakes， tried process writing， and tried copying words correctly in her notebook. Nothing worked. L.’s compositions were poorly written and her vocabulary was small. I gave L. a list of five useful words to spell each week for 6 weeks and tested her between classes. L. did well in the tests in the beginning， but after six weeks she started misspelling the words again.” L.’s mother also got her a private teacher， but there was little improvement.
“纠错完全失败了。L试图纠正自己的错误，尝试过程写作法，并在她的笔记本中正确地抄写单词。没有任何效果。L的作文写得不好，词汇量很小。我每周给L五个有用的单词列表来练习拼写，坚持6周，并在课间测试她。L在一开始的测试中做得很好，但是六个星期后她又开始拼错这些词。”L的母亲也给她请了一名私人教师，但情况几乎没有改善。
Segal also taught L. in grade 11. At the beginning of the year， she had her students write an essay. “When I came to L.’s composition I stopped still. I was looking at an almost perfect essay. There were no spelling mistakes. The structure was clear. It was interesting and well-written. Her vocabulary had improved.
西格尔在11年级还教L。年初，她让学生写了一篇作文。“当我看到L的作文时，我停下来了。我在看一篇近乎完美的文章，没有拼写错误、结构很清晰、有趣，而且写得很好。她的词汇有了进步。”
Segal discovered why L.’s English improved so much： She had started reading books in the summer. L. told her， “I never read much before but this summer I went to the library and I started reading and I just couldn’t stop.” L.’s English in grade 11 was excellent and she kept reading.
西格尔发现了为什么L的英语进步这么大：她从夏天就开始读书。L告诉她：“我以前从未读过很多书，但是今年夏天我去了图书馆开始阅读，而且我无法停止。”L在11年级的英语学习很优秀，而且一直坚持阅读。
The Case of Cohen
科恩的案例
This case was first described by Y. Cohen in a paper titled How Reading Got Me into Trouble （1997）. Y·科恩在一篇题为《读书如何让我陷入困境》（1997）的论文中首次描述了这个案例。
Beginning at age 12， Cohen went to an English-language school in Turkey. During the first two years， there were intensive2 English classes， and after only two months， Cohen started to read in English. “...as many books in English as I could get. I had a large library of English books at home...I became a member of the local British Council’s3 library and sometimes bought English books in bookstores...By the first year of middle school I had become an enthusiastic reader of English.”
从12岁开始，科恩去了土耳其的一所英语学校。在头两年有强化英语课程，仅仅两个月后，科恩开始用英语阅读。“……（我会找）尽可能多的英文书籍。我家里有一个庞大的英语书籍图书馆……我成了当地英国文化协会图书馆的会员，有时在书店买英文书……到初中一年级时，我成了一名热心的英语读者。”
Because of her reading， an unpleasant thing happened to her in middle school. “I had a new English teacher who assigned us two compositions for homework. The teacher returned them to me. She was angry and she wanted to know who had helped me to write them. They were my work. I had not even used the dictionary. She would not believe me. She showed me a few underlined4 sentences and some vocabulary and asked me how I knew them—they were more advanced than the level of the class....I felt sad. I could not explain how I knew them. I just did.”
因為英语阅读，她在中学时发生了一件令人不快的事。“我有一位新的英语老师，她给我们布置了两篇作文作为家庭作业。老师把我的作文还给了我，她很生气，想知道是谁帮我写的。它们是我的作品，我甚至都没用过字典。她不相信我，让我看划线的句子和词汇，并问我是如何学会的——它们超出了课程的水平……我很难过。我无法解释我是如何学会的，我就是会了。”
Notes
1. simplify vt. 简化
2. intensive