告诉你一些很多phonics教材存在的问题---兼谈SWR

瑜珈

2014年9月记：

我在这楼里介绍的spell to write and read (SWR) ，目前仍只有全英文教材，对一般家长来说，困难很大，请慎重购买。

如对这楼里介绍的方法感兴趣，请继续到这里了解我写的中文教材：

http://www.etjy.com/forum.php?mo ... &extra=page%3D1





phonics学习现在确实是一个热门话题，教材也是五花八门，种类繁多，我曾买过三种教材，第三次买到的spell to write and read (SWR) 才让我认识到，什么才是可靠的、全面的、有逻辑性的phonics。作者Wanda Sanseri 列举了一些其它教学法的不足之处，慢慢贴来。

(1)   Bogus Rules   

Some teach the cute sounding rule, "When two vowels go walking the first one does the talking." In other words, if we see two vowels together, the first one will say the name of the letter and the second one will be silent. (OA = /O/). Back in the '70s, I felt excited to learn this rule. My students marked page after page of words that illustrated this principle. The concept worked when we did screened worksheets, but in real life the rule failed repeatedly. I discovered why. The "two vowels going walking" rule works only 27% of the time. It only works consistently with oa, oe, ee, ay, ai. It never works with eu, ew, oy, oi, aw, au. It could, but usually does not, work with ey, ei, ou, ow, oo, ie, ui, ea, ear.

    The effective way to deal with vowel pairs is to teach each vowel team as a separate phonogram that the student recognizes instantly by sound. Our goal should be to establish the most instant response between the symbol and the sound, not to waste time with unfruitful mental gymnastics.

     A student can be taught all the sounds that EA regularly makes. Such a student is prepared for EA to say /E/ in bead, /e/ in head, /A/ in steak, and /er/ in learn. A student who learned the Two Vowels Go Walking rule might stumble over words like head, steak, and learn. People conclude, because of bogus rules like this, that English is so complex and is spelled so unpredictably that teaching phonics is useless. They don't understand that the problem is not the language, it is a faulty presentation of the language.

我的评论： "When two vowels go walking the first one does the talking."  这条伪规则在我第一次买的教材《星之升》之中就有，在starfall  这个网站的silly songs里也有，一个只有1/4 符合、3/4都是例外的规则还能叫做规则吗？家长千万别再把这条规则教给你的孩子了。

[ 本帖最后由 瑜珈 于 2011-12-24 21:27 编辑 ]

pncz

学习一下。不过用“伪规则”是否有点过份。Phonics的规则本来就例外很多的。就以“When two vowels go walking the first one does the talking”来说，给学生说明这条规则主要用在某些组合情况下，而不是所有双元音组合都适用就可以了。以俺极其有限的知识看，全面的有逻辑的phonics似乎还没有面世呢，恐怕也不会面世了，因为本来就不存在。

新人随便说说，还请楼主批评指正并包容不同看法。

小树叶哗啦啦

楼主继续，我正洗耳恭听。辛苦了。

javanaise

唉，这规则我一直这么教孩子的呢。

榴琏

我家也是只读前面一个。把双元音作为一个单独的PHONOGRAM 来记。

帕兰朵

我家也是只读前一个的

dlli2002

跟着学习，我家也是这么教的呀

瑜珈

(2)   A Cluttered Code   

The ideal way to teach a complex subject is to identify the most essential core parts. The phonograms and rules (my magic cards) are the consistent components to a proper understanding of English. Elevating blends to the level of the phonograms adds needless complexity and creates unnecessary confusion.

     A blend is made by running together the sounds of two or more phonograms. For example, if we quickly say the sound of the B plus the sound of the L we have the blend /bl/. A student who knows the individual sounds can easily combine them for the blend. Contrast BL with the phonogram PH. Together P and H can represent /f/, a sound distinctly different from the sounds these letters would make being blended together normally.
     The idea of blending can and should be taught with spelling words, but presenting blends in the same way as phonograms weakens the core foundation. If we teach blends in isolation, we add 76 or more unnecessary units that water down the essential foundation.


我的评论： 很多教材都有这种现象，星之升、phonics pathways 都是，这两本教材涉及的字母及字母组合有150个左右（我不称之为音图，因为有一半的组合并不是音图，只是两辅音的blends)。  并不是说给出的组合越多的教材，就是越全的教材，它反而将最本质的东西给淹没了。

           诸如bl- fl-  pl-  gl- cl-   sl-   sm-   sn-   st-   sc-   sk   gr-  fr-...............这类的东西根本没有必要列出来单独学习，理由为上段中蓝色标记的文字，甚至会造成不必要的困惑。比如sc-，以音图方式展示读音/sk/，在遇到science, scissor,scent, scene...时怎么办。
   

[ 本帖最后由 瑜珈 于 2011-12-22 22:30 编辑 ]

我爱飞飞

看你提到的这些具体的东西的确不错。

我一直对phonics不是很重视，就是因为觉得那些rules所能覆盖的东西不多，还有许多是规则之外的，所以从来都是丢给学校老师去操心这个，自己没管过孩子的phonics学习的。

直到老虫要开speedy reader课了，才对这个问题相对有点兴趣，但这个兴趣也仅限于希望孩子见到多音节的词也能正确识读而已。

看你怎么说，似乎SWR能很好的解决规则不管用的问题~~~
如果是这样的话，那么，花点时间学学这个，应该还是值得的。

瑜珈

(3)   A Backwards Focus   

We need to train the eye to move from left to right in reading English. Some systems try to group words by word endings, or rhyming patterns. Activities include reading a series of words by simply changing the first letter: day, may, pay, ray, say. This misleads the student to expect words that look alike to sound alike.


    English is built from phonogram units, but cannot be consistently organized by appearance. Many words that sound alike are spelled differently (rowed, road). Likewise, numerous phonetically reliable words sound different but look alike (timber, climber/ rose, lose/ home, some/ to, go/ have, cave/ put, but/ pant, want/ are, care/ both, cloth/ hat, what/ etc.).


     Students who expect all look-alike words to sound alike will stumble over words like gas, has, was. The letter S and the letter A can represent more than one sound. Has and was are not irregular. One or more of the phonograms use a predictable alternative sound: gas = /g-a-s/; has = /h-a-z/; was = /w-ah-z/.


    Focusing on the final rhyme confuses eye sequencing from back to front, a problem with dyslexia. Organizing by rhyme burdens the mind with an unnecessary overload. English has over 1260 rhymes. It is better to teach 70 phonograms than to memorize a multitude of unpredictable rhymes. While heard and beard appear irregular in so-called "word family" programs, these words are regular in a phonogram based program. (Beard uses four phonograms /b-ea-r-d/. Heard uses three phonograms /h-ear-d/.)


我的评论：这个说的就是所谓的word family法。很多一开始教-at的，看看这一组，hat , what， 这个what怎么不一样了呢？  pant, want， ant怎么又是不同的了呢？这么教的话，孩子的疑惑解不开，把这些列为例外，那例外就太多了，这样的phonics还有什么意义？
     

[ 本帖最后由 瑜珈 于 2011-12-23 19:25 编辑 ]