Question

帮忙翻译一下 不要机器翻的

If we are to help students develop reading skills in a foreign language, it is important to understand what is involved in the reading process itself. If we have a clear idea of how “good readers” read, either in their own or a foreign language, this will enable us to decide whether particular reading techniques are likely to help learners or not.
In considering the reading process, it is important to distinguish between two separate activities: reading for meaning (or “silent reading”) and reading aloud. Reading for meaning is the activity we normally engage in when we read books, newspapers, road signs, etc.; it is what you are doing as you read this text. It involves looking at sentences and understanding the message they convey, in other words, “making sense” of a written text. It doesn’t normally involve saying the words we read, not even silently inside our heads; there are important reasons for this, which are outlined below.
Reading aloud is a completely different activity; its purpose is not just to understand a text but to convey the information to someone else. It is not an activity we engage in very often outside the classroom; common examples are reading out parts of a newspaper article to a friend, or reading a notice to other people who can’t see it. Obviously, reading aloud involves looking at a text, understanding it and also saying it. Because our attention is divided between reading and speaking, it is a much more difficult activity than reading silently; we often stumble and make mistakes when reading aloud in own language, and reading aloud in a foreign language is even more difficult.
When we read for meaning, we do not need to read every letter or every word, nor even every word in each sentence. This is because,provided the text makes sense, we can guess much of waht it says as we read it.

Answer 1

如果我们帮助学生在外语方面提高他们的阅读技能，那么这对于他们理解在阅读过程中包含什么很重要。如果我们有好的朗读者如何阅读的方法或他们自己的语言或其他的外国语言，这将使我们决定是否有特别的方法帮助学生。在考虑读书过程中，区别在不同的活动之间是很重要的：默读或大声的读。当我们读书时读出意思就像我们通常允诺的活动。报纸，路标等；就像你在读这读本时你在做什么。它涉及到看句子和他们了解邮件传递，换句话说；造句子就像写文章。它一般不包括我们正在读的字，甚至不包括脑子里默默想的。这有很重要的原因，如下所示，朗读是一种完全不同的活动，其目的是不只是要了解一个文本，而是要传达给其他人的信息。它不是我们很多时候在课堂以外从事的活动 ； 常见的例子是读了部分的报纸上的文章，一位朋友或其他看不到它的人阅读的通知。很明显，朗读涉及看一个文本，了解它，阅读它。因为我们的注意力分为读取和说话间，它是一种默默读书困难得多的活动方式 ；在朗读在自己的语言我们经常绊跌犯错误，朗读是外语就更困难了。
当我们在读意思时我们不需要读取每个字母或每句话，也不要读懂每个句子中的甚至每个词。这是因为我们可以从提供的文本意义猜到很多。我们能猜到很多它想表达的意思。（多给一点分吧，翻译的我好累）

Answer 2

如果我们要帮助学生提高阅读能力的一种外语,很重要的一点就是要了解什么是参与阅读过程本身。如果我们有一个清晰的想法如何“良好”,无论是在读者自己或一种外语,这将使我们能够决定是否有特定的阅读技巧可以帮助学习者与否。
在考虑了阅读过程中,它是重要的区分两个独立的活动:读意义(或“阅读”),大声朗读。阅读活动,我们通常意义是从事什么时候看书、报纸、路牌等;它是你所做的事你读这篇课文。它涉及到看句子和理解的信息传递,换句话说,“理解”的书面文本。一般不会涉及说的话我们读到,即使静静地在我们的脑子里,有著重要的原因,这是下面划线。
大声朗读是一种完全不同的活动,它的目的不仅是为了理解课文,但传达信息给别人。这不是我们参与的活动经常在教室外面,普通的例子是阅读的报纸上的一篇文章,一个朋友,或阅读通知其他的人看不见它。很明显,大声朗读涉及看着一个文本,理解它,也这样说。因为我们的注意力被分成读、说、这是一个更困难的活动中,我们经常读默默比跌倒、出错大声朗读在自己的语言,并大声朗读外语是更加困难。
当我们读到的意义,我们不需要阅读每封信或说的每一个字,甚至每个词在每个句子。这是因为,提供文本意义,我们可以想太多,当我们读它说啥子呢。