关于音节划分的疑问

瑜珈

跟中国人一样，美国人同样会问这样的问题：一个不认识的单词，如何知道怎么划分音节？有划分音节的规则吗？最核心的答案，我在红色标出来了，请不要再去钻这种牛角尖。

Q. Does SWR teach syllable rules so when we come to a word the child hasn't had an idea of how to break it up?

A. SWR teaches students to divide words into syllables in the most natural possible way. They hear words and identify their logical syllable breaks. After they build them from teacher dictation, they analyze the words. In the process they internalize patterns of why syllables break as they do. (Something many dictionary editors no longer understand.)

For example, they note that when a vowel makes its most common sound, it is usually closed by a consonant (band). They notice that a single vowels usually says the second sound at the end of a syllable (ba-con). They underline the vowel and recite the rule as it relates to the word. They realize that syllables break between double consonants (ap-ple). All of the syllable division concepts come up in SWR. They are taught in a way that the child internalizes them.

In the back of the Alpha List I have a sheet listing the syllable rules in relation to our spelling rules. It is not necessary to teach this per se.

Re: I am happy to see the syllable rules. Thank you.

Reply: I'm glad that was helpful.

Re: I know the students learn where syllable breaks are in words dictated, but I was asking about words that they come across in their reading that they haven't had yet in spelling. Do you just tell them the word? Sometimes they are reading silently and are trying to figure it out on their own.

Reply: Of course, you can tell them a new word when they are stumped. We can't always tell where the syllable break will be by just looking at an unknown word. Seeing is not always enough.

As a case in point, let's look at several heteronyms that are spelling words in the WISE. The context determines the way we say (and divide) some words that look alike but sound different. Consider: present, learned, refuse.

Present-- "I like my pres-ent." The noun form divides after the S. "re-sent the trophy to him." The verb form divides after the E. The syllable break adjusts accordingly. "resent" makes the short sound in the noun form and the long sound in the verb form. The sound for the S is also altered. In the noun it says /z/. In the verb it says /s/.

Learned -- "He is a learn-ed man." This adjective is a two-syllable word. "I learned a lot". The verb is a one syllable word with the ed saying /d/.

Refuse -- "I re-fuse to do it." In this verb, the syllable breaks after the E and follows rule 4. "That junk is ref-use." In this noun, the syllable breaks after the F. Instead of the long E sound, the E says /e/. Notice that the S also changes from the /z/ in the verb to the /s/ in the noun.

Other similar words include: record (rec-ord; re-cord), minute (min-ute; mi-nute); rebel (re-bel; reb-el); desert (de-sert; des-ert).

Our phonograms and rules help narrow down the possibilities but are not a foolproof aid for seeing and sounding out unknown words. Neither is learning rules for syllable breaks. Some memory work is required for spelling and reading English words. An array of applications exist within actual words. Knowing the SWR tools helps refine our focus to those few spots in the word that can have variations. Adding the dynamic of multi-senssory reinforcement makes it easier to retain.

Expecting children to just know a new word when they don't have adequate information can create unnecessary confusion and frustration. Feel free to graciously help them with new vocabulary they encounter in reading. Such guidance will boost their confidence and extend the good work you are doing.

Happy teaching,

Wanda Sanseri


提问者最后回复：
Wow, what an eye opener! That is so crystal clear now.
Every time I think there is something missing in SWR (not that I'm looking for a flaw ) I see I need to just keep going forward.
Thank you so much, Mrs. Sanseri!

misersun

通过SWR的学习，在看到单词并听到单词准确读音的情况下，我能够99%划分出正确的音节。剩下的1%不是我犯错误，就是该词原本起源根本不是英语。 但是让我看到一个单词，让我自己分音节和标重音，根据音节不同划分和不同重音位置，我可以读出若干种读音。  如何让我一看到陌生单词就读出准确读音呢？

linda200504

misersun 发表于 2013-7-25 11:19
通过SWR的学习，在看到单词并听到单词准确读音的情况下，我能够99%划分出正确的音节。剩下的1%不是我犯错误 ...

这个就是症结所在，就像我们汉字念别字一样的道理，不停试错，找出正确读音，但因为地域问题，同一个词会有不同的发音。
swr解决的是脑子里有音，think to spell 来正确拼写出来。我们是倒过来的。

颜妈妈

通过上面几个贴基本理解，有听力词汇的情况下，可以根据规则拼写单词，不过，请问这个syllable rules指什么？SWR书上有没有呢？In the back of the Alpha List I have a sheet listing the syllable rules in relation to our spelling rules. It is not necessary to teach this per se.

Re: I am happy to see the syllable rules. Thank you.

linda200504

颜妈妈 发表于 2013-7-29 15:17
通过上面几个贴基本理解，有听力词汇的情况下，可以根据规则拼写单词，不过，请问这个syllable rules指什么 ...

Wise P241有讲到7条。

gsbqw

原帖里说syllable rules是在the Alpha List里，莫非是这一本？

颜妈妈

gsbqw 发表于 2013-7-29 17:24
原帖里说syllable rules是在the Alpha List里，莫非是这一本？

晕，还有这么一本书啊？我没买这本，我不确定自己是否在钻牛角尖，自己是先了解了音图，然后想到规则，了解了规则之后，又想了解音节划分，所以来这里提问的，只在大致翻教材，没有细看，那个对我来说是巨大的工作量啊，而且并不能全看明白，我们以前学音标的时候是如何讲音节划分的？我全忘光了:dizzy:，请问你们教的时候，一个多音节单词是怎么给小朋友讲发音的呢？

gsbqw

我们听写多音节词的时候，是完全按照Spelling Dictation Guide（见SWR封三）做的，念完单词和例句后，问她这个词有几个音节。刚开始的时候我没有详细讲什么是音节，因为讲了她也听不懂，我只是粗略地说一个音节里包括一个元音，这时候她刚学完70音图，知道什么是元音和辅音了。刚开始的时候，她偶尔会说错音节数，听写过几课后，基本就都能说对了，因为每课听写时都会将多音节单词拆成音节，再拆成音图，再组合起来，经过一段时间后，她基本就理解了一个音节包括一个元音音图是什么意思了，自然也就知道一个单词有几个音节了。等到28个spelling rules都学完了，自然就知道怎么划分音节才能符合这个单词的发音了。当然，这适用于听力词汇，对于听力词汇以外的单词，正确划分音节是难度很大的，就像SWR作者Wanda Sanseri在上面帖子里说的：We can't always tell where the syllable break will be by just looking at an unknown word. Our phonograms and rules help narrow down the possibilities but are not a foolproof aid for seeing and sounding out unknown words. Neither is learning rules for syllable breaks.
网上也能搜到一些所谓的“syllable rules”或“spelling rules”，但学完SWR再看这些所谓的rule，会发现它们多多少少都有漏洞。

linda200504

linda200504 发表于 2013-7-29 15:45
Wise P241有讲到7条。

我的Wise有242页的，是国内买的。P241 Dividing Words into Syllable.

瑜珈

说真的，没有象gsbqw 那样一步步做，光是学学音图，再看看规则，即使给你看了所谓的音节划分规则也还是没用的，要是那样的话，还要教材干什么呢，音图和规则，网上都有啊，不论是SWR的，还是LOE的，全都贴出来了啊，但如果没有做，就一定还会疑问疑问。gsbqw 讲得很清楚很明白，真的是做进去了，才能理解Wanda的话。其实只要按听写步骤做几百个单词就能懂。