压码鉴赏与评析外语教学法系列《七个外语成功者》为你解惑

但是，视觉效果无论多好，一个做大的问题是无法存储，无法复制，无法标成文字，无法变成图像，无法留下声音。要想留下痕迹，还得自己一点一点的打字输入，最多是看的轰轰烈烈，大脑思路敏捷，悟性领悟理解的极快，但是却不能记录下来。
在作者的文章里面，仍然没有见到解决储存记录的办法。
所以，视觉图像加速了领悟力，可以产生大量的学习方法，和学习效果，还仍然离不开一本的学习方法的支持。尽管见到了这些共鸣点，我们还不得不继续追问，究竟是什么原因和方法是作者成功的？

学习语言中重要的就是记忆
   原汁原味的记忆，记忆语音，记忆文本，记忆句子，记忆意思，将意思形象可以任意地看着调出来进行使用。当你离开任何书本、音像材料的时候，可以自己看到自己大脑里面的图像调阅，你进行任意地说自己看到的联想图像，写自己联想的语音。你能够将一篇文章的内容融会贯通地调取应用。
   而记忆最重要的就是看完一本书离开书本的时候，你自己的酝酿、发酵酒过程，所以他叫大脑的燃烧模式，就是任意提取出品图像的能力，因为你听完一小时磁带，看完一小时文本的时候，你能够将内容调取的时候融合在一起了。比如你走在路上如果大脑空空一篇，就不是已经记住，没有图像，你会一个思路，又一个思路，也许一回想的离题了，也许一会又拉回了，但无论如何都有一个反方向性的平衡，就是原文的线索，一些关键词，连接词，一些关键信息内容进行引导自己的思维，你如果没有图像思维能力的话，可能会自离破碎，但是你只要经过发酵，你就会将这些乱七八糟的东西燃烧在一起，当然你若果当时阅读原文的时候大脑就能产生图像的话，你离开书本的时候仍然能够看到这些图像，将他们通通地跳跃出来，当然就省了这些苦思冥想的过程，就更加直观自然，所以说直觉和视觉是很接近的。你的思维就是非常流畅的，都变成自己的语言了，而不是原文比较费解的语言，变成好说话的口气，这样你就是前后内容融会贯通了，你就能深刻的理解了，你有了取之不尽用之不竭的思维动力，有了自己的加工和联想，那里卡壳你的大脑就会调出来图像。
比如说原文中的习得就像篮球队员的在三维板上投篮表演，获得就像射手在在移动靶子射击之前的，先射击固定靶子的练习，这些非常形象的比喻，你就是在学习英文的时候，你完全理解了字面意思，你实际上还是不能深刻地领会作者的思想，单丝经过你的大脑燃烧，经过你的联想思维，抽象思维活动以后，你的大脑遗留下了这个鲜明的图像，你就理解了二者的本质区别，实际上我是属于二者兼具的学习者，才会对于作者的思想有了深刻的领悟吗，再通过我的体验理解告诉你，究竟是怎么回事，你也就明白了。
  

什么叫说话，说话就是思维过程的直接提取，一些人不喜欢跳跃性思维，因为说话本身就是跳跃性的，随着思考进行控制说话的，你看着作者说说着说着就跑题了，你就不能理解了，但是他是可以可以控制的，马上就会收回。这就是真实的说话的语言风格，你可能不适应。你需要经过浓缩，往往一个不起眼的句子，都包含了一些重要的信息，你要能够挖据出来这些有用的信息，抛弃一些无用的信息，实际上这些无用的信息是留在你的视觉图像里面的，说话的风格。一旦你需要说话的时候，你就可以顺着说话的文本的句子结构表达方式进行提取了。

往往一个不被人注意的信息，比如说，怎样将一些语言的元素联系在一起，怎样将一个意思和另外一个意思练习的一起，你采用复数的方式，将有意义上句子和或者就是重复，这样太棒了！
    我说，你看一个段落的内容，你要看着其他的段落或者题目进行联想，你不要当做一个个孤立地句子来看待，文本上一个句子和下面的句子联系起来，一个句子的这个意思和那个意思联系起来，有些作者的原话中根本就没有说的语言，将深层含义联系在一起，你才能跟深刻地把握作者所要表的的内涵。
   就像题目说的，在内容体验里面有2个句子，意思的含义的缺失与，语音在社会意义和个人意义重点细微差别，这是两个标题，之间有一个vs分开的，你理解不了，你看原文后面的内容，只有一句话讲了你不是按照自己的母语的文化来理解，而是放入外语语言的社会环境的情景去理解中国文化，这样你就将两个题目的vs联系起来了，你看着后面的一段阅读，眼睛看着题目，连个内容体验一下子就提醒你理解了后面的整个段落作者所要表的思想内涵，这就是意思是在含义的缺失，你完全理解英语字面意思还是完全理解汉语的字面意思都没有用，你理解不了意思在呢么可能在意思的缺失对比这样的汉语意思呢，因为你没有作者的英语文化的社会环境中去理解，而是在自己的母语文化中理解，所以你的意思就含义上发生了缺失，本身就是一个很好的例子，会产生什么养的确实呢，就是社会文化和个人文化的缺失，在哪里的缺失呢？就是在语音的细微差别上的理解含义的缺失，这个社会的文化的语音是带有区域性的地理口音的差异，这个就是你从哪里来的含义，他缺失了那里的人都地区口音的含义的理解，他确实的是你的文化的理解，你的自我将整个段落的所有句子穿在一起变成自己的语言的能力。所以经过大脑的燃烧，视觉的思维模式，你将这个的段落的意思全部记忆提取出来了，你完全理解了作者表的的所有的含义，这个意思就不在缺失了，因为你已经可以自己顺着自己的记忆的图像，自己写自己的学习心得体会，自己进行复述课文了。你的理解就是透彻的了。

他还要一个看着自己的英语可以会想出来土耳其语这样一句话。
你可能并没有发现方法在哪里，你只是以为作者介绍的成功者具备这样的能力而已，这样你就将一个只有一个句子的话的信息，及其重要的信息丢失了。
   你要联想，我所联想的正式自己经常让学员做的压码看电影，写汉语日记，这里就有了共鸣。就是说我经常可以看着汉语日记，因为我写的汉语日记可以是英语口语表达方式的汉语写下来，看着汉语就能长时间的面积达说口语，可以想出英语的口语来，因为我的汉语就是听看英语电影情景的图像的记录，所以我在看到自己的汉语的时候，就能看到当时看电影故事情节的清净的图像和文字，看到当时写日记记录的表达方式，英语思维和汉语思维完全一致的图像思维，因为说到底我写的汉语是说话的真实口语。所以，额写的汉语日记不是看着一个英语句子一个句子地翻译过来的，而是看着电影的故事情节的画面理解，用汉语写下的自己的思维过程。而表达形式正式英语的句子连接词的简单语言，所以简单汉语就能看到自己看过的电影画面情景，就能说出当时用汉语写出的英语的句子了。
    作者说的这位成功者也能做到吗，看着英语想出土耳其语的单词来。他没有说可以像我这样大面积的长时间说英语口语，就是他没有说自己可以看着英语说土耳其语。因为他的母语是英语，外语是土耳其语。这样就联想出来了。
   所以，作者只是不用母语，避免母语的干扰，所以不要翻译，而我们是可以进行压码，将英语电影语音，压码到英语的字母，再压码到汉语的日记里面。压码压码的是听一样的英语的读音，是音译，是直译。这样就和他的不是将外语和自己的母语对等，而是讲外语的语音和母语的语音对等，同时将外语的意思和母语的意思对等进行压码联想。
   因为这样已经不是翻译了，而是英语思维的方式了，汉语思维方式和英语思维方式完全一致了，英语思维过程的记录的最高形式是汉语思维就实现了，实现了二者统一到图像思维之中，语音思维之中。
这就是一句话的联想，对一个成功者的现实变为了可以具体实施的方法的应用价值了。
  这样的理解，从文章字面意思是理解不出来的，只有冷却以后整个文章思想领悟以后，自己才变成自己的话复述出来自己的理解内容和信息。

学会用眼睛说话
   学会阅读欣赏好的说话类的英语文本，你要欣赏它，体验说话的意境，要学会用眼睛说话，眼睛的无形的笔来说话，用眼睛无形的口来说话，用眼睛来思考问题，用眼睛看清说话的语音痕迹，总之，你的眼睛在看说话的英语话，眼睛本身也在说话，眼睛也在思维，眼睛也在复述课文，眼睛也在浮想情景，眼睛也在复述课文。你的眼睛代替了一起。
    选择会说话的文本用眼睛说话。‘What about memorizing connected texts in a foreign language, such as dialogs or little stories or the like?’ I asked. ‘Is that something you thrive on, something you can do but don’t care for, something you detest?’  ‘Well, this is essentially what we were required to do in Chinese. Within reason, of course. I mean, one doesn’t sit down and memorize three pages of text - of narrative, but there is something to be . . .’ ‘Memorization wasn’t something that particularly bothered you?’  
   用眼睛说话说文本的话音‘No. No, within reason. By that I mean that one had to have assurance that this was what people really said. If I was going to spend the time on it, I wanted to be sure it was going to be worth the effort.’ ‘But memorizing twenty or twenty-five lines, or something like that . . .’ ‘No, that didn’t bother me.’ ‘You’d go home and do it, and bring it back the next day, and . . .’ ‘Yes, and I stress that because, with the text we’re now using in this language, I think all of us have a feeling that the language in the book is rather stilted and artificial, and not necessarily what we’d be saying.
     用眼睛说出的文本的生词‘That feature of the Chinese course was what gave you an instinct for what is actually said in the language - for how sentences are put together.’ ‘Yes. In this language I feel that IComments  
     用眼睛想出说话的情景Bert is complaining that in his present course, samples of language appropriate for one situation or one social level are mixed with samples appropriate for other situations and levels. This causes trouble whether he is ‘learning’ or ‘acquiring’ the language. (In Chinese he seems to have done some of both.) ‘Learning,’ in the narrow sense described in 1.1.2, is something like playing an intellectual game. To ask a learner to keep track of new patterns on more than one social or geographical level is like asking a new checkers player to play on a three-dimensional board just have countless patterns sort of swimming around in my head.’  

   用眼睛添油加醋进行复述说话 ‘Anything in the general area of learning vocabulary?’ I inquired. ‘Some people use word cards, and some people do other things.’ ‘I’ve done it both ways. Really, I swore off cards.’ Bert paused. ‘I have a trick memory,’ he went on. ‘That’s probably the thing I’m best at in language learning. I A formal Learner: Bert 31 do tend to remember words for everything. So in the past I never did cards. This time, I thought I’d do it. When I make cards now, I make a card with the word, but I always do a full sentence, and then attempt to know the word in the sentence. I think making cards with a vocabulary word and then a corresponding word in English is a waste of time because you don’t know how it’s used.’
    

用眼睛记忆文本的方法
   用眼睛记忆文本，你要用眼睛看文本看到每个句子的读音字母Then what you do is put the foreign language sentence on one side . . .’ ‘What I do is put the foreign word on one side, and a whole sentence using the word on the other side.’ ‘Aha! Then the whole card is in the foreign language!’ ‘As I said, I think my trick memory was what let me get a perfect score on the aptitude test.’ ‘A memory that lets you get things back mostly visually?’ ‘Yes, it’s primarily visual. In Chinese I could give you the shape of the written character along with the pronunciation and the tone. If you give me a list of things, I can memorize them somewhat more rapidly than most other people.’ ‘That must be very handy!’
   用眼睛记忆文本，你的眼睛看到句子的生词的时候，你要通过眼睛看完读音字母想出完整的单词写法。‘Well, yes, but it doesn’t at all mean I’m going to be able to put them into a nice  fluent sentence. But in Russian and French it kept me from having to study at home.’ ‘You didn’t necessarily write it down. You just heard the word used in discourse, or you heard that this Russian word means this English word, or . . .’ ‘Yes, both ways. Back when I was a kid I could memorize baseball averages very easily, too. That kind of thing. Not particularly admirable. It’s just there.’ ‘But you do find, though, that if you get into the middle of a sentence in a foreign language, and you want to say something, that you can sort of turn on this memory and pick out the word you need? Or doesn’t it work that way?’ ‘If language were only a series of vocabulary words strung together, I’d do fine!’  
    

用眼睛看出整个文本的情景
    用眼睛看文本，你要看到一个句子看到句子的最短的话。In making his flashcards, Bert makes no use at all of his native language. He simply relates a word in the foreign language to a sentence in the same language. That way he avoids interference from English. (Of course, that sentence must be one that he can largely understand, so that it provides context for the word.) Both Bert and Ann had something to say about the learning of vocabulary lists. But where Ann despaired of it, Bert has a special gift for it. We will meet many more examples of just how different outstanding learners are from one another.
  用眼睛看文本，你要流利的看完每个小段落的完整句子。Some scholars have investigated relationships that exist between differences of psychological type, and differences in how people learn languages. One such study concluded that: the current approach [my italics] to presenting material and structuring learning is better suited in general to learners (a) who are able to work alone efficiently, to concentrate well, and avoid outside distractions (Introverted); (b) who tend to be global learners, have a natural flair for abstract thinking and have a tolerance for theory (Intuitive); and (c) who like to live life in a planned, orderly, and organized way (Judging).” (The terms Introverted, Intuitive and Judging are used here as they are in the Myers-Briggs Type-Indicator studies.)
  用眼睛看文本，你要看完一个句子记住一个句子的完整的声音。In my own study of other languages I have used two variants of Bert’s technique. One is to replace the word by a blank on the sentence side of the card. Then I can start by looking at either side, and test myself by trying to give the other. A second variant is to put the word on one side and some crude pictorial representation of its meaning on the other. I’m very poor at drawing, but the fact that I’m the only one to use the cards makes artistic quality irrelevant. The same principle applies here that we saw in the experiment in 1.1.3: that the important thing is to make and use one’s own images

用眼睛看文本，你要看出文本里面的生词的汉语读音的意思
    句子里面遇到生词怎么办？你要用眼睛来看出生词的读音。Visual, visceral and other components of meaning images   Like Aileen, Bob was a language learner about whose overall skill or success I know nothing. Toward the end of our interview, he talked to me about memorization. ‘As far as memorizing words is concerned, ’ Bob said, ‘I don’t have much trouble with that. It’s best if I hear the word, and then later that evening, I’ll look at it. Then I usually do the thing where I read the Turkish and block out the English, and as soon as I can block out the English and recall it once [Bob snapped his fingers], it’s there. I’m very unlikely ever to forget it again.
    你要用眼睛看出生词的写法。You’ve got it then.’‘Yes,’ Bob replied, ‘I can read the English and visualize the Turkish, or the other way around.’ ‘You said “visualize.” Does this mean you can see where it was on the page? That sort of thing?’ I asked.  ‘Sometimes. But mostly it’s like this. When I hear the Turkish word okul for “school,” for example, I visualize the building, a school, the feeling of school, and that’s what I try to associate with the Turkish word. The feeling of it, so I don’t have to translate through English.’ ‘Doing it the other way would 。
   你要用眼睛看出英语的汉语读音。In my own study of other languages I have used two variants of Bert’s technique. One is to replace the word by a blank on the sentence side of the card. Then I can start by looking at either side, and test myself by trying to give the other. A second variant is to put the word on one side and some crude pictorial representation of its meaning on the other. I’m very poor at drawing, but the fact that I’m the only one to use the cards makes artistic quality irrelevant. The same principle applies here that we saw in the experiment in 1.1.3: that the important thing is to make and use one’s own images.
   你要用眼睛看出汉语的字母的意思。   . . would really mess things up. It may take me a little longer in the beginning, to associate the feeling instead of the English word, but in the long run it speeds things up. It helps my comprehension when they speak to me in class. The same thing happened to me with Spanish in Bolivia.’ ‘This really works for you.’ ‘Oh, yes, and it works for dialogs, too. I try to read the sentence in Turkish, and get the words down cold, so that I feel the meaning coming out of them. And then I go on and feel what the whole dialog is. It’s like I put together a series of mental pictures.’ ‘And then when you say the dialog, you just talk about the pictures.’ ‘Exactly! And if I miss a word here or there, then I know what to focus on the next time.’ ‘And gradually you get it verbatim.’ ‘That’s right.’ ‘And you do this primarily by forming and talking about mental pictures.’ ‘Yes, but I don’t want to overemphasize the visual aspect. It’s not so much a mental picture as a mental feeling.’ ‘More of a visceral than a visual thing,’ I suggested. ‘Yeah, almost,’ Bob replied.  ...

用眼睛看文本看出说话的图像
  用眼睛看文本实现英语的汉语音译。Bob’s description of how he memorizes is clearer than Bert’s. His means of memorizing is also probably somewhat different from Bert’s. This excerpt illustrates two points of considerable interest to the practical learner: Nonverbal imagery as a whole combines many modalities: kinesthetic, visual, auditory, emotional and all the rest.4 Out of this mass of data, some people naturally form very clear and precise visual pictures, while others are able to do this rarely or never. Bob seems to be in the second group. (So am I.) Some writers of language textbooks are excellent visualizers. Such writers often assume that everyone else is like them in this respect. When they do, they are likely to expect Bob and me to do things that we are incapable of. Bob and I,  in turn, may be just a little intimidated by other people’s descriptions of the vivid visual images they are seeing in their mind’s eye。
用眼睛看文本，你要用眼睛提取汉语音译的图像。We have just seen that some people’s imagery is largely nonvisual: visceral or emotional or kinesthetic or something else. No matter what kind of imagery comes most naturally to you, it will be well worth your time to pause and associate the new foreign word or sentence directly with that imagery, rather than with some translation equivalent in your native language。