Beginning Reading-The Huge Role Of Stories And The Limited Role Of Phonics

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2019年第5期(总第216期)BeginningReadingThegoalofbeginningreadinginstructionistohelpstudentsdevelopapleasure-readinghabit.Thisisapracticalgoal;itleadstocompetenceinliteracyingeneral,includingreadingability,writing,vocabulary,spelling,andgrammar,andalsoleadstoknowledgeinseveralareas,includingscience,history,andpracticalmatters.Theprogramisbasedononecentralconcept:weacquirelanguageanddevelopliteracyinonlyoneway—byunderstandingwhatwehearandwhatweread,thatis,byreceivingcomprehensibleinput.Thebestinputiscompellinginput:extremelyinterestingcontentthatinvolvesuscompletelyinthemessage.Thisiswhatgoodstoriesdo.Whenwehearorreadacompellingstory,oursenseofselfandoursenseoftimearediminished—onlythestoryexists.Getting“lostinthestory”is,surprisingly,thebestwaytobecomeliterate.STORIESBeginningliteracydevelopmentstartswithaurallanguage,intheformofstories;agoodteacherofbeginningreadingisagoodstoryteller.Thismeansselectinggoodstoriesandknowinghowtomakethemcomprehensible.StoryListeningSimplytellingastory,orreadingastoryaloudasitiswritteninabook,maynotbecomprehensibleforthosejuststartingontheroadtoliteracy.Storytellershaveseveralwaysofmakinginputcomprehensible;thesemethodshavebeencalled“elaborativeassistance”(McQuillan,1993)and“comprehension-aidingsupplementation”(Krashen,Mason,andSmith,2018).Theyincludeprovidingbackgroundinformation(tellinglistenerssomethingaboutthestoryinadvance,tellingstoriesthathavefamiliarsettingsorcharacters)andprovidingvisualinformation(picturesanddrawings)andlinguisticinformation(synonyms,descriptions,translationforsecondlanguageacquirers).Storylistening,introducedbyBenikoMason(Mason,2014),providesthishelp.Examplesofstorylisteningareavailableatstoriesfirst.org(“DemonstrationVideos”intheResourcessection).VocabularyStudiesshowthatlisteningtostoriesresultsinsubstantialgrowthinvocabulary(e.g.,MasonandKrashen,2004;Mason,Vanata,Jander,Borsch,andKrashen,2009),aswellasgrammar(e.g.,Chomsky,1972).Forthistohappen,listenersneednotunderstand100%ofthestory,nordotheyneedtounderstandthecompletemeaningofeachunfamiliarword;eachtimelistenershearanewwordinacomprehensiblecontext,theyacquireasmallpartofthemeaning.Iftheyhearenoughstories,andthestoriesarereasonablycomprehensible,substantialvocabularygrowthwilltakeplace.Thereisnotonlynoneedto“teach”wordsthatareunfamiliartolistenersbutthisis,infact,inefficient.Severalstudies(MasonandKrashen,2004;Mason,Vanata,Jander,Borsch,andKrashen,2009;McQuillan,2019)havecomparedtheimpactofhearingunfamiliarwordsinthecontextofastory,helpedbycomprehension-aidingsupplementation,withadditionaldirectteaching.Theconsistentconclusion

—TheHugeRoleOfStoriesAndTheLimitedRoleOfPhonics

StephenKrashen

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282019年第5期(总第216期)isthattheformerismoreefficient:hearingunfamiliarwordsinthecontextofstoriesresultsinmoreacquisitionperminute.Thetimeisbetterspentlisteningtomorestories.StoriesLeadtoReadingStoriesprovidethelinguisticcompetencethatmakesreadingpossible,andtheyalsostimulateinterestinreading.ThetitleofBrassell(2003)tellsitall:“SixteenBooksWentHomeTonight:FifteenWereIntroducedbytheTeacher.”Listeningtostoriesis,asWangandLee(2007)putit,“thebridge”toindependentreading.PHONICSNearlyallofourabilitytopronouncewrittenwordsoutloud—thatis,usetherulesofphonics—isaresultofwhatwehavesubconsciouslyacquiredthroughreading.Verylittleofourabilitytopronouncewhatwereadcomesfromourconsciousknowledgeofthephonicsruleswehavestudiedinschool.Mostreadersconsciouslyknowveryfewrules,andtheonestheydoknowarehardtoremember.Thisisnowonder:manyphonicsrulesareverycomplicated,withnumerousexceptions.Teachershavetoldmethattheyhavetoreviewtherulesbeforecomingtoclass.ComplexityManyphonicsrulesareverycomplicated,andmanydonotworkverywell.Smith(2003)notesthat“phonicsrulesareunreliable:Therearetoomanyalternativesandexceptions.EveryletterofEnglishcanrepresentmorethanonesound(orsilence)andeverysoundofEnglish(orsilence)canberepresentedbymorethanoneletter.Thereareover300differentwaysinwhichlettersandsoundscanberelated”(p.41).Evenhighlycompetentreadersareusuallyawareofonlythemostbasicphonicsrules.Hereisanexample:Allreadersofthispapercanreadthewordbomboutloud,pronouncingthefirstbbutnotthesecondone.Thereisarule:bissilentinwordsendingwith-mb,suchasbombandclimb.ThisexplainswhybispronouncedinDecemberandremember:the-mbinrememberdoesnotcomeattheendoftheword.Butbissilentinbombsandbomber,eventhough-mbisnotattheendoftheword.Why?Anotherrulesaysthatbissilentif-mbisfollowedbya“grammaticalsuffix.”Grammaticalsuffixesincludetensemarkersonverbs,changingclimbtoclimbing,climbs,andclimbed,aswellasagentivemarkers,changingclimbtoclimber.Theycanalsoattachtonouns,changingbombtobombs.Bissilentinthesewordsbecauseofthegrammaticalsuffixes.IhaveaPhDinlinguistics.Iaminterestedintherulesofphonicsandknowalotofthem.IdidnotknowtherulesforsilentbuntilIstartedwritingthispaperandwaslookingforexamples.Iaskedmyeleven-year-oldand16-year-oldgrandchildrentopronouncebomb,remember,andbombs.Theygotallthreeright.Neitherhadanyideawhattherulewas.Somepeople,likeme,thinktheserulesare