答:根据我们过去的经验,除了各宗教的经典外,亚洲的学童可以朗诵《大学》、《论
语》、老庄、《孟子》、唐诗或《易经》等等;欧美的学童可以读莎士比亚、布雷克
(William Blake)、渥兹华斯(William Wordsworth)、金恩博士的〈I have a dream〉
或人权宣言〈Bill of Rights〉等优美的创作。
1. I've become importunate to parents on pushing over my idea of having them urged their classics studying kids to master two mother languages in a seems impossible surroundings.
The idea came two years ago when I was in northern mainland China, where I had been living with a few ingenious yet very hard working youngsters of 8-19 in a special experimental private boarding school, trying hard to help them in English which they were very eager to improve with.
Those kids were spending all their time, usually more than 8 hours a day, rote memorizing the major Chinese classics as well as some selected English works. After a couple of years every one of them was able to recite a lot of wonderful books both in English and in Chinese.
However, since they believed in memorizing without understanding, and the acquisition of what they had recited could be mastered and enlightened spontaneously into apprehension later with time. The theory has turned out to be true in Chinese, their mother tongue, but futile in English.
The reason is simple. While they are memorizing hard to understand Chinese classics, they are immersed in using Chinese language environment around the clock whatsoever. A block of ice exposed in air is bound to melt sooner or later. English, on the contrary, which has never been applied to the daily life ubiquitously is like a rock there, can never make sense with systemically but remain some symbols at random in mind.
After tried many ways to help them master English in vain, and cogitated it over and over seriously for a long time, my understanding now is that there is but to build a fully assimilated English mind , otherwise there is no hope to turn the English language into a natural mother tongue which is vital to savvy the modern world.
艾弗拉姆•諾姆•杭士基博士(Avram Noam Chomsky,1928年12月7日-),或譯作「荷姆斯基」、「喬姆斯基」,是麻省理工學院語言學的榮譽退休教授。杭士基的生成語法被認為是20世紀理論語言學研究上的重要貢獻。他對伯爾赫斯•弗雷德里克•斯金納所著《口語行為》的評論,也有助於發動心理學的認知革命,挑戰1950年代研究人類行為和語言方式中佔主導地位的行為主義。他所採用以自然為本來研究語言的方法也大大地影響了語言和心智的哲學研究。他的另一大成就是建立了杭士基層級:根據文法生成力不同而對形式語言做的分類。杭士基還因他對政治的熱忱而著名,尤其是他對美國和其它國家政府的批評。從1960年評論越南戰爭以來,他的媒體和政治評論便越來越著名。一般認為他是活躍在美國政壇左派的主要知識分子。杭士基把自己歸為自由意志社會主義者,並且是無政府工團主義的同情者。據藝術和人文引文索引說,在1980年到1992年,杭士基是被文獻引用數最多的健在學者,並是有史以來被引用數第八多的學者。
薩以德, ( 巴 ) Edward Said
This is the biggest, most common, and worst mistake. Research shows that grammar study, in fact, actually hurts English speaking ability. Why? Because English grammar is simply too complex to memorize and use logically.... and real conversation is much too fast.
此為最大、最普遍、最糟糕的錯誤。根據研究結論,學文法其實直接斲傷語言能力。因為文法規則太複雜,又不合邏輯,而一旦交談,通常都快到間不容髮,如何顧及文法。
You don't have enough time to think, remember hundreds or thousands of grammar rules and choose the correct one, then use it. Your logical left-brain cannot do it.
連想的時間都沒有,哪裡能從無數的文法規則中選條正確的,拿出來用;管邏輯的左腦做不到這個地步。
You must learn grammar intuitively and unconsciously, like a child. You do this by hearing a lot of correct English grammar- and your brain gradually and automatically learns to use English grammar correctly.
文法只能像小孩那樣憑直覺,下意識的學會,脫口而出。也只有像小孩一樣大量聽到正確說法,腦子才會自行記住英文文法。
Forcing Speech 二、勉強表現
Both English students and teachers try to force speech before the learner is ready. The result is that most students speak English very slowly- with no confidence and no fluency. Forcing speech is a huge mistake. Don't force speech. Focus on listening and be patient. Speak only when you are ready to speak- when it happens easily and naturally. Until then, never force it.
不論師生都在還沒學會,就急於表演。結果學生支支吾吾,勉強開口,既乏自信,又不流利;這是另一大錯。千萬別急,集中精力耐心的聽,毋寧更重要。直到能自然而然就說得出口時再說吧,在此之前,不要去逼。
Learning Only formal Textbook English 三、學教科書
Unfortunately, most English students learn only the formal English found in textbooks and schools. The problem is- native speakers don't use that kind of English in most situations.
今天學子何其不幸,全在用學校的課本學英語。沒想到碰上真的英語,幾乎全不是書上那樣子說。
When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To communicate with native speakers, you must not rely only on textbooks.. you must learn casual English.
英語母語人士和朋友、家人、同事相處,誰不是在講滿口夾雜成語、片語、俚語的”隨興”英語? 和這些母語人士交往,能靠教科書嗎? 只有乖乖學”隨興”英語一途。
Trying To Be Perfect 四、講究完美
Students and teachers often focus on mistakes. They worry about mistakes. They correct mistakes. They feel nervous about mistakes. They try to speak perfectly. No one, however, is perfect. Native speakers make mistakes all the time. You will too. Instead of focusing on the negative- focus on communication.
師生有志一同,唯錯是視,有錯必糾,逢錯必改,以求完美,乃至全患上恐錯症。誰能無錯? 說母語的人,無時無刻不在犯錯,君何能免? 與其用心除錯,何若用心溝通。16 Your goal is not to speak "perfectly", your goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication, focus on the positive.
咬文嚼字不是個事,表情達意、曉暢明白才是交流目的。凡事要正面去看,別儘挑刺。
P
You will automatically improve your mistakes in time
火侯到了,錯誤自消。
Relying On English Schools 五、依賴上課
Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is never true. You, the English learner, are always responsible. A good teacher can help, but ultimately you must be responsible for your own learning.
大多數人靠在課堂上學英語,以為英語學不學得成,全看老師和學校好不好。絕無此事。學英語永遠是冷暖自知的事。好老師有用,而說到底還是要看自己有多少領會。
You must find lessons and material that are effective. You must listen and read every day. You must manage your emotions and remain motivated and energetic. You must be positive and optimistic. No teacher can make you learn. Only you can do it!
學英語要找到適合自己的課程和教材,要每天不斷的聽和讀,控制好自己的情緒,維持上進心和活力,自信樂觀。沒有老師能把你教成材,只能靠自己修行。
While these mistakes are very common, the good news is that you can correct them. When you stop making these mistakes, you change the way you learn English. You learn faster. Your speaking improves. You enjoy learning English.
這些錯誤儘管普遍,都不難改正。一旦不再折騰,你就會走上學習英語大道,突飛猛進,言語便給,樂在其中。
Good luck... you can do it!
我相信你一定做得到。#
言語者,表情達意之工具也,文法後設。所謂 『繪事後素』。縱有所依據,一如相術,寧有定論。能以吾言表吾所欲言 (Mean what you say , say what you mean),即文法也。 請看
『 I came here to study.』 『 I come here to study.』有何文法? 前者曰 『來此讀書』,後者曰『在此上學』,意義有別而已。與時態何涉 。
再如
『 I've got to go.』『I got to do it.』『She got murdered.』乃何詞? 有必要分辨乎?
自己这一年也是感觉收获很大,利用空余时间读了论语,孟子和易经,易经还在读的过程中,那种熟悉和亲切的感觉是和没读之前不一样。以前也看了很多理论,如何修身养性的,总觉得不知落实在何处,长时间的读经倒是让我的心确实静了一些,当然其实还是很不够的,我是一个杂念非常多的人,心总是在过去事和未来事中打转,要谈活在当下,真是难,但是闷闷地坐在那边读经,念头倒是少了很多,一天空下的时间虽然少,但是以前我在做什么呢,也是杂七杂八地在看书,或是看片,或是聊天,或是东想西想,于人于已鲜有助益,现在空下来就是拿起书来读经,少想很多,烦恼也少很多,真是心静下来,生活也静下来啊。
以前看鑫儿爸怎么那么没觉悟呢,大把的时间用来打游戏,还不如读读经,现在这种心情一点点没有了,人家虽然不读经,处理事情可是比我沉稳得多,也不像我一天到晚东想西想,自己给自己找麻烦,动不动就挑剔埋怨别人,他总是乐呵呵地包容我的很多问题,真是惭愧啊。少了这份要求的心,时至今日看看,嘿嘿,他带着鑫儿读经还是很像模像样的,而且兴致来时也会自己读一段。他打游戏的时候我会奉上清茶一杯,说真的,在孩子方面我们能达到今日的共识已经很不错了,这里面潜移默化和包容缺一不可。
论语因为读过100遍,但仍然不能背,我在带鑫儿读的时候尝试自己背,毕竟会背是方便。现在记忆力是不行,但是遍数是可以克服的,拿一篇来说,背背看看20遍以后脱本背,20-50遍背可以比较流利,但仍然要想想,过两天会忘,再背50遍,可流利至脱口而出,可以一边做事一边背,基本不用多想,即使打断也能接上,过两天也不忘,如果还能增加遍数更好,以前我背书都是满足于背出即好,上学时也是如此,我想可能很多人都是如此,所以过段时间便不记得了,说背出来也没用,以后都忘了,如果背出后能重复至相当遍数,达到不思而得的境地,真是不容易忘的,特别是童年时期能如此更好。
还有一个收获,50-100遍的流利背诵时,非常有助于定心,我自己感觉不能起一个念头,一起念头,马上会慢下来会断掉,要想一下才能接上,如果不起念头可以连续背至结束,这种状态我是很喜欢的,平时很难达到,惭愧一下,这种状态下,眼睛虽然张开却似乎没有看到外面的景象,心是高度专注在内部的,旁边如果有人看到,估计是那种定定的眼神,因为此时神不在此处吧。孩子应该是更容易到达这种状态。
快乐读经是一个目标,不过我现在不纠结于此了,鑫儿这几天感冒,鼻子擦得有些痛,对说我妈妈,痛,我说恩,是有些痛,忍忍吧,或者忘记它,过两天就好了。生活总是有苦有乐的,有些不能避免的痛苦还是坦然去承受吧。读经或许可以更快乐,或许有些苦,我也不强调,或许我的智慧还不够,老实读就好了,绕不过去的,如果不读经,很大的可能生活在无明中,这种痛苦才更是令人没有希望。