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弄清句子類型

Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination and the unconscious on learning. One the theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

之前講到信息分層時，需要具備的一個能力：

“掌握最基本的句型結構。比如簡單句，復合句，復雜句，并且了解每種句型在信息傳遞時扮演的作用是什么。”

如果我們了解了基本的句子結構，對于信息的主次之分就會更有把握。通常有一個base sentence，在此基礎上有復合句，句子之間地位等同，因此信息重要性等同；還有主句和從句構成的復雜句，那么從句部分就是補充作用，就像上面的which looks at radical new approaches to learning，which focuses on the power of suggestion。

接下來還有主句加上修飾短語的結構，修飾部分的作用也是補充。比如上面的describing the effects of emotion, imagination and the unconscious on learning. 

這時候從語法的角度講，就有必要去了解一下修飾短語具體有哪些形式。

“Most modifying phrases can be classified as participial phrases, gerund phrases, infinitive phrases, or prepositional phrases.”

那么補充信息的作用是什么？

讓讀者縮小范圍，對話題有更形象的了解，對前面的生僻內容進行具體解釋，以及方便據此提出自己的問題。而在速度上，主句細讀，補充掃讀。

因此經過快速處理，眼中提煉出這些信息，同時腦海里已經處理了這些內容：【what】講一本書，暗示的作用；【how/why】那么radical具體體現在哪些方面？和以前的理論有什么區別？作者為什么選這個角度？等

合理分配腦力

按照上面的分析，你在閱讀過程中，腦力分配比例如下：閱讀信息20%，提出和預測問題占80%：

Lozanov's instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing.Besides the laboratory evidence for this, we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. If we think of a book we studied months or years ago, we will find it easier to recall peripheral details - the colour, the binding, the typeface, the table at the library where we sat while studying it - than the content on which were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer's appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn, even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama.The details of the content of the lecture, on the other hand, seem to have gone forever.

第二段看似很長，我們通過對句子的判斷，找到主句后，可以在閱讀速度上迅速做出判斷，最后留下這些核心信息：

天吶，只有這么多？下面if...if...if...的內容都略過去了么？！假如問你這些內容扮演什么作用時，你就明白為什么可以非?？焖俚膾咦x過去了。很顯然，它們以例子的身份存在，作為支撐，支撐什么呢？unconscious processing more durable。

也許你還會講，我遇到好多生詞啊，比如peripherally，mannerisms，elusive，這些詞都沒見過，我想了很久也回憶不出來！

首先，假如你現在知道如何分配自己的腦力，這些單詞是什么意思對你來講并不是最重要的。

其次，就算你想知道它們的意思，也可以通過剛剛我們說過的句子類型來協助你，比如we will find it easier to recall peripheral details - the colour, the binding, the typeface, the table at the library where we sat while studying it ，破折號部分就是對于peripheral的具體解釋。

巧用輔助信息

當你整段內容都因為生詞或者其他原因讀不懂時，仍然可以找到主句作為支點，帶著問題繼續往下去閱讀；通常情況下，一切作者，不管是在閱讀文章中，還是在聽力講座中，他們的目的都是讓讀者明白自己的理念，這樣才能形成互動，傳遞自己的思想。

當作者意識到自己的某段內容較難時，也會在下面進行一個緩沖，以免產生太多信息鴻溝。因此，作為讀者或者聽眾，遇到一段難的信息，接下來就要從宏觀上知道，簡單的或者更加具體的內容要來了，而且這些內容就是為了協助你理解。

比如你會發現接下來四個段落中，第一段有大量的生詞，讀起來不容易，而后三個描述實驗過程的段落，就是扮演著這種具化作用。

This phenomenon can be partly attributed to the common counter productive approach to study (making extreme efforts to memorize, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Lozanov therefore made indirect instruction (suggestion) central to his teaching system. In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980) it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice.During this time they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class.In a preliminary talk, the teacher introduce them to the material to be covered, but does not 'teach' it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatizations). Such method are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The 'learning' of the material is assumed to be automatic and effortless, accomplished while listening to music.The teacher's task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of foreign language during a suggestopedic session, as well as grammar and idiom.

適當階段總結

上面幾段信息閱讀下來，會發現有點長度，注意力容易渙散掉，這個時候就要善于停下來進行適當總結，一般有兩個方向：1.剛剛講了什么？2.現在有什么新的走向，具體如何？

Lozanov experimented with teaching by direct suggestion during sleep, hpynossis and trance stages, but found such procedure unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies and faith healing are all associated with successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the ritual surrounding suggestion in his own system is also a placebo, but maintains that with such a placebo people are unable to or afraid to tap the reserve capacity of their brains.Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that suggestopedic session be conducted exactly in that manner designated, by trained and accredited suggestopedic teachers.

如果按照剛剛的方式總結一下的話，就是“【what】原理再加上【how】如何讓這種學習方式發揮功效”。

While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed he appropriate mind set. They are often not motivated to learn through this method. They do not have enough 'faith'. They do not see it as 'real teaching', especially as it does not seem to involve the 'work' they have learned to believe is essential to learning.

最后一段無論從句型上還是詞匯難度上，都沒有太難的地方，快速掃讀完成即可。

這樣一路閱讀下來，不僅可以了解一些新知，也可以順便把題目解答完畢。閱讀過程中你是主角，不用被牽著鼻子走！