General Editor’s Preface
Teachers and learners in second/foreign language teaching and learning have come
to welcome Earl Stevick’s publications. What he has to say always bespeaks a
lifetime of experience with learners, honestly drawn upon and cogently argued, with
illustrations that have an unmistakable ring of truth. His books can be read in many
ways and in many moods. Indeed, it is his particular talent to appear naive,
surprised by his own data and the result of his own teaching. Such an appearance,
however, is deceptive, since always his accounts have a grounding in his own work
and a relevance to ours. Like many paintings, they wear their expertise and talent
lightly, yet have important messages for those who would explore beyond the
surface.
All this is especially true in his first book for the Prentice Hall Language Teaching
Methodology series. At first glance we are introduced to a group of learners, on a
stage as it were. Gradually, with Stevick’s prompting, Carla and her friends tell their
stories. each different yet each contributing to a coherent theme. These stories can
be read as they stand, as personal accounts. Yet for the learner and for the teacher
who sees them as representatives of a broader population, they can usefully be
examined in the light of contemporary theories and models. This is exactly what
Stevick does in his own commentaries. Notice, though, how he speaks with them
and not against them, highlighting what they say and drawing out from their
accounts key issues for second language teaching and learning.
Here readers with interests and expertise in second language acquisition can
decide for themselves which elements from the history of each learner speak to
which theories from the experiments of researchers. Matches and mismatches are
equally revealing. Reflective learners and reflective teachers need to look again at
the highlighted issues and not take any answers for granted, however perceptive
Stevick’s comments may be. So the sections on Working with Ideas invite readers to
compare their own experiences with those of the gifted learners, each set of
observations illuminating the other, and offering plans for action research into
learning and into teaching.
In his previous books. Stevick has addressed teachers of languages. Now he turns
also to learners - and to the learner within each teacher. In so doing, he provides an
ix
x Genera/ Editor’s Preface
example - seven living examples, in fact - of how practice can contribute to theory,
and how theory can illuminate practice.
Christopher N. Candlin
General Editor
Macquarie University, Sydney
如何写英语文章的汉语日记？
比着英语写理解的汉语，比着英语文章进行阅读理解，理解了他的学习方法，会引起你很多的联想，你就将这些联想用英语写下来，这叫做天下文章一大抄，会抄的抄思想，不会抄的抄文字，感觉到的才能更好地理解，而理解了的才能更好地感受它。什么是真正地抄写思想呢？就是看到文章的思想，引起自己的联想，自己写下来的完全是自己当时思考的过程，而不是原作的文章，他和翻译是完全不同的两种学习思路，翻译是英语一句忠于原意写下来，而压码抄写汉语日记，抄写的不是原文的汉语意思，而是自己思维过程的汉语心得体会，你所写下的完全是你自己的思想，而不是作者本来的思想，而这种抄袭是最值得提倡的压码汉语日记心得体会。
怎样抄袭呢，对于理解不了的不要抄写成汉语，对于里面具体的名词和内容不要抄袭，抄袭的是最简单的写作思路，英语写作表达方式变成汉语表达方式。比如： Teachers and learners in second/foreign language teaching and learning have come to welcome Earl Stevick’s publications，你可以这样写：“欢迎大家一起学习第二外语教学方法的天地”而将Earl Stevick’s publications不要翻译成“厄尔施特维克的刊物”，因为这样的名词不是常用的。
对于这个句子“ What he has to say always bespeaks a lifetime of experience with learners, honestly drawn upon and cogently argued, with illustrations that have an unmistakable ring of truth”这里面的方法是终身学习的一些经验，里面说的话言之有物，说话诚实，一些是明确无误的整理，当然整理里面还会参杂着一些谬误也未可知了，这样的翻译是我们理解以后自己的想法，并不是原意的翻译。我们可以学会一个基本句式“What he has to say ”就可以了，你将它面成汉语记录下来，你就学会了。
His books can be read in many ways and in many moods. Indeed, it is his particular talent to appear naive,当你阅读书中的一些方法的时候，你可能会产生一些自己的想法，有时可能会以为这是非常幼稚可笑的，你也发现了作者确实很有写作天赋和思考的才能，我们压码使用的就是这些思维方式，而不是现成的答案。而我们学会了基本句式就是 His books can be。。。it is his 这些最简单的句子连接词，自己用汉语写下自己的话来。
surprised by his own data and the result of his own teaching. Such an appearance,however, is deceptive, since always his accounts have a grounding in his own work and a relevance to ours. 在作者的书中总是自己感觉令人惊讶，具有那么好的教学效果，实际上这里面是具有很大的欺骗性，关键的的是哪些故事的背后可以引起我们的思考，才是最有意义的。我们可以将这句话概括为：“surprised by 。。。Such。。。however。。。 is 。。。since。。。”这些连接词将句子之间有机地连接起来了，这就是思维过程，里面的内容不要了，而将连接词的作用下写下你自己的汉语日记进行思考就可以了。
Like many paintings, they wear their expertise and talent lightly, yet have important messages for those who would explore beyond the surface. 比如一些插图，他们涂上了一层专业知识和轻微的才华，但是你要真正探索这些重要的信息也只是触及到事物的表面，离着本质还相差很远。like。。。they。。。yet。。。这个句式的思考方式的评语就比较恰如其分。
All this is especially true in his first book for the Prentice Hall Language Teaching Methodology series. At first glance we are introduced to a group of learners, on a stage as it were. Gradually, with Stevick’s prompting, Carla and her friends tell their stories. each different yet each contributing to a coherent theme.所有这一切，特别是第一本书教给大家的系列方法，咋一看好像是提供给学习者一个舞台，随着他们逐步地提示，卡拉和他的朋友告诉大家一些学习外语成功的故事，每一学习方法都是不同的，你很难说那种学习方法的优劣，但是连在一起就就岑托出来主题的思路，这里遇到名词我们就可以用他们之类的代替，你也可以用音译，这样你就可以理解了说话的语言的结构，慢慢消化吸收，我们经常会看大学的学报，那些难懂的名词放弃，你就会学到很多东西，就和写汉语日记一样的道理。
These stories can be read as they stand, as personal accounts. Yet for the learner and for the teacher who sees them as representatives of a broader population, they can usefully be examined in the light of contemporary theories and models. This is exactly what Stevick does in his own commentaries. Notice, though, how he speaks with them and not against them, highlighting what they say and drawing out from their accounts key issues for second language teaching and learning.
。这些故事，你可以理解成他们自己看问题的立场思路，但是作为学习者和老师来说，他们是各种类型学习者的代表，你可以研究和分析当代的各种理论模型，这也是作者自己的评价，他是如何和他们说话，并且非常强调如何说话，而不是反对他们，找出解决学习第二语言关键问题的方法和思路。所以说，你不要说哪种方法不好，不要说什么外语学习的误区，实际上那些说别人方法误区的自己反而存在更多的思维误区，学习外语不是学习现成的结果，而是学习他们的思路，思考过程，你不要老是打击人家的积极性，这里也是毛病，那里也是病句，让人家不敢说话，不敢写作。
Here readers with interests and expertise in second language acquisition can decide for themselves which elements from the history of each learner speak to which theories from the experiments of researchers. Matches and mismatches are equally revealing. Reflective learners and reflective teachers need to look again at the highlighted issues and not take any answers for granted, however perceptive Stevick’s comments may be. 这里的读者可以获得自己感兴趣的有益的的专业知识，从历史上各种学习者的经验中，从他们的研究理论中，决定自己应该怎样做，无论是适合你的还是不适合你的方法，都会使你受到启发，反思教与学存在的需要思考的突出问题，而不是得到什么现成的答案，只要感觉到作者的意见，就知道自己该怎样做了。
So the sections on Working with Ideas invite readers to compare their own experiences with those of the gifted learners, each set of observations illuminating the other, and offering plans for action research into learning and into teaching. 所以，在每个故事的后面都有一个Working with Ideas 的内容，就是让你进行思考，邀请那些有思想的读者去思索，思索着些优秀的成功学员的各种不同的学习经历，每一套不同的学习方法的意见，都会有比其他方法优势的地方值得学习，为自己的学习和方法的研究提供一套必备的学习计划，融入到教学之中。
In his previous books. Stevick has addressed teachers of languages. Now he turns also to learners - and to the learner within each teacher. In so doing, he provides an ix x Genera/ Editor’s Preface example - seven living examples, in fact - of how practice can contribute to theory, and how theory can illuminate practice. Christopher N. Candlin General Editor Macquarie University, Sydney 其实在做着过去的书中，已经解决了语言教学问题，但是现在他还力图让每个学员和老师去思考这些问题，他这样做，还提供了七个鲜活的例子，其实是从时间到理论上如何去做，都做出了很大贡献，理论联系实际，实践归纳出理论，理论指导实践提供了借鉴。
所以，我们用压码法来理解英语文章，表面上你看着我是一句一句地翻译出来的，实际上每个句子和原文都不一样，这就是自己理解了作者的真实用意，我们在学习一篇文章的时候，要学会用自己的语言来复述课文，用自己的话来说作者的意思，来思考作者提出的问题，你要用自己可以理解的语言，融入到自己的切身经历之中，引申出自己的思维过程，用你自己可以说的最简单的话来表述，你可以多说，可以少说，你思考的问题都可以记录写来，你表面上是采用汉语日记写得心得体会，实际上这才是你真正地学会了应用。
你这样写出来的文章是汉语，但是你一旦写英语、说英语的时候，你记住了多少原文的英语就可以应用多少，你还可以直接抄写原文中最简单的句式，避开那些自己不能理解的单词，你模仿出来的英语，看着和作者的原文并不一样，你的看法甚至也可以和作者的不同，这样你学习英语就学活了，变成了自己的东西。连作者自己都看不出来，还以为遇到一个和自己看法一致的人，英雄所见略同吗，实际上这才是真正地偷思想。这是抄袭的最高境界。汉语思维过程，就是英语思维。这是很多人不能理解的一个重大问题。
