Writing Your Voice as a Reader: The Janusian Face of the Text

以讀者的身分寫出你的聲音：文本中相互對應的面貌

10.7109/HKEJ.201104.0125

白俊恩(Allen Balaz)

第二語言閱讀 ； 第二語言寫作 ； 批判式閱讀 ； 情境學習 ； second language reading ； second language writing ； critical reading ； situated learning

Hwa Kang English Journal

17卷1期（2011 / 04 / 01）

125 - 157

英文

閱讀和寫作傳統以來被視為兩種不同的技能，就如同羅馬兩面神各自看著不同方向的臉孔一樣。然而，事實上，閱讀和寫作的確是同一面向：兩者皆面向語言。寫作能力可由閱讀中培養，同樣地，閱讀能力也可由寫作來培養。這需要學習者改變他們與語言的關係，也就是從被動地吸收消化老師所提供的語言資源，主動地跟老師共同運用語言。本文以一則短篇課文為例，透過一系列讀後討論的題目與參考答案，探討閱讀與寫作的關聯。優良的閱讀習慣不只是看到文本，用電子辭典查到一堆單字，而是看到文章的寫作方法與技巧。同時，對閱讀文本最深層的理解是來自於瞭解作者字裡行間的涵意。藉著一般語言的文法和字彙去了解作者所想要表達的，而非作者實際所說的，可以增進語言知識以及對學習者自我的了解。

Reading and writing have traditionally been seen as two separate skills, as if they were looking in opposite directions like the two faces of the Roman god Janus. But in fact, reading and writing are looking in the same direction: they both look to the language. Writing is learned by reading and reading is learned by writing. This requires the learner to change their relationship with the language from one of consumption of the linguistic resources controlled by the teacher to one of production of the language along with the teacher. These ideas are explored using a short coursebook reading text. A selection of reading questions and suggested answers are provided as part of the discussion of the relation between reading and writing. Good reading habits inevitably lead to seeing the text not as a mere assemblage of words to be decoded with an electronic dictionary, but as writing. In addition, the deepest and most comprehensive understanding of a reading text comes from knowing what the author did not say. Knowing what a writer could have said using the general grammatical and lexical resources of the language activates more knowledge of the language and more of the learner's self than would have been otherwise activated simply by knowing what the author did say.

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