Working and Playing with Words

  http://english.zoapiere.com

Remember how we were taught to spell when we were students? Many of us were simply handed a list of words and told to write each word five times. We then had our Friday spelling test, after which we may have forgotten those very words. （傳統的方式，重復記憶）

Remember how we were taught to decipher new words we encountered when reading? I can still hear my teachers saying, "Just sound it out!" （1.decipher: v 譯解，翻譯；n 密電譯文；2.encounter. v 遭遇，遇到， 相遇；n 遭遇）（朗讀記憶）

Of course, we were also taught some reading and spelling rules such as, "When two vowels go walking, the first one does the talking." But did you know that this rule, like many others that we were taught, holds true less than fifty percent of the time? (Clymer, 1996) Not only do these precepts lack reliability, but the teaching of rules is not really the best way to help our students learn. We learn best by active involvement and practice with the task at hand, which allow us to see word and letter patterns for ourselves. Research suggests that the brain is a pattern detector, rather than an applier of rules (Cunningham, 2004). If our brains are indeed "pattern detectors," then we should provide our students with plenty of opportunity to investigate and organize those patterns.（1.vowel n 元音；adj 元音的; 2. pattern n 模式，規范，式樣，圖案；vt 模仿，仿造；vi 形成圖案；3.detector n 發現者，探索者，偵查器，檢電器；4.applier n 填充器；5. indeed adv 真正地；6. plenty of adj 許多的）

（在這里首先，提到了傳統教學中的拼寫規律記憶法，從而指出它的不足之處，即--沒有人可以真正的了結，那些所謂的可以讓你減少一半工序的規則的內涵，(Clymer, 1996)很自然的很多的規則缺乏可行性，還有一些方法并不能很好的幫助記憶。其實，通過主觀探索和多加聯系才是最好的記憶方式，也就是所說的通過觀察單詞并經過我們自己對其的認識，進行一個圖形上的理解記憶。研究表明，大腦市一個圖形探測器，而不是規則填充器。(Cunningham, 2004）如果，想將我們的大腦變成真正的圖形探測器，我們應當給學生提供更多的機遇去研究和組織那些圖形.)

·                                 Fortunately, we are now seeing dramatic and exciting changes in the teaching of spelling and word recognition. The field of "word study" provides students an opportunity to manipulate words (and parts of words) in meaningful and enjoyable activities and games. Reading ability can develop dramatically as word study lessons develop experience with: (1. manipulate vt 熟練操作，使用機器，操縱)

·                                 Letters and their corresponding sounds. （字母和其相應的發音）

·                                 Components of words, such as roots, prefixes, and suffixe （詞的組成，例如：詞根，  前綴和后綴）

·                                 Patterns of how words are spelled, such as word families. （拼寫的圖形，例如詞群）

·                                 How parts of words often will give hints to the meaning of a word, as well as its spelling or pronunciation. Word study activities call for active problem solving. Students are encouraged to look for spelling patterns, form hypotheses, predict outcomes, and test them. These activities require students to continually ask themselves, "What do I know about this new word, and how is it similar to words that I already know?"

 （在這里提到的是，單詞本身的暗示，和發音或拼寫。單詞學習，被稱作--主動解決問題。學生被鼓勵找尋單詞的拼寫圖形，通過假設，預知和檢測他們。這種行為就要求，學生在記憶中經常地反問自己“我對這個詞了結多少，他與我們之前記憶和運用的哪些詞匯是相似的。）

My students love working with words, and frequently ask for more "word games." Fortunately, the Internet is a wonderful source of excellent activities that build skills in spelling, vocabulary, and word recognition.( 網站給我們提供了更多的關于詞匯拼寫，單詞學習，和詞匯欣賞的資源供孩子們學習。)

PS：芳芳點評，對于詞匯的運用和掌握是我們學習語言的第一步，所以許多人都在為學不完，理還亂的詞匯而頭痛，在我們的傳統教學體系中重復記憶和高聲朗讀成為了老師們的殺手锏--一次不行，兩次，兩次不行記二十次，可是憑心而論，天天重復的一個我們最最喜歡的菜系，每個人也都會吐掉，更別說本來就不存好感的詞匯。所以，當滾爬于眾多網站求解是，幸運的發現了這篇文章，于是慶幸之余就想大家一起來分享。文章中，我對一些自認為算是難解的詞匯進行了注解，幫助大家理解和接受，并進行了部分的漢化。由于是剛剛開始做這種分析工作，所以許多的不做，還請大家多多包涵。。。我將會更加努力的在國外網站上去尋找一些不錯的文章展現在這個平臺上，讓更多的西方學習思維為我們更好的服務。所以，要多多支持哦

另外，如上面所提到的那樣，我將一個詞匯記憶網站鏈接給大家，希望可以對你們今后的學習有啟發和幫助。。http://www.edhelper.com/dolch_sight_words.htm?gclid=CPefspSz2osCFRG3hgodozVCWQ

References

Clymer, T. (1996). The utility of phonic generalizations in the primary grades. The Reading Teacher, 50(3), pp.182-187.

Cunningham, P. (2004). Phonics they use: Words for reading and writing. New York: Longman.

http://literacyconnections.com/WordStudy.php Online, Accesed Apr.24th

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