2014年職稱英語(理工類)教材補全短文文章及譯文4

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The Bilingual Brain

　　When Karl Kim immigrated to the United States from Korea s a teenager, he had a hard time learning English. Now he speaks it fluently, and he had a unique opportunity to see how our brains adapt to a second language. As a graduate student, Kim worked in the lab of Joy Hirsch, a neuroscientist in New York. 1 They found evidence that children and adults don't use the same parts of the brain when they learn a second language.

　　The researchers used an instrument called an MRI( magnetic resonance imaging) scanner to study the brains of two groups of bilingual people. 2 . The other consisted of people who, like Kim, learned their second language later in life. People from both groups were placed inside the MRI scanner. This allowed Kim and Hirsch to see which parts of the brain were getting more blood and were more active. They asked people from both groups to think about what they had done the day before, first in one language and then the other. They couldn't speak out loud because any movement would disrupt the scanning.

　　Kim and Hirsch looked specifically at two language centers in the brain - Broca's area~ , which is believed to control speech production, and Wernicke's area, which is thought to process meaning. Kim and Hirsch found that both groups of people used the same part of Wernicke's area no matter what language they were speaking. 3

　　People who learned a second language as children used the same region in Broca's area for both their first and second languages. People who learned a second language later in life used a different part of Broca's area for their second language. 4 Hirsch believes that when language is first being programmed in young children, their brains may mix the sounds and structures of all languages in the same area. Once that programming is complete, the processing of a new language must be taken over by a different part of the brain.

　　A second possibility is simply that we may acquire languages differently as children than we do as adults. Hirsch thinks that mothers teach a baby to speak by using different methods involving touch, sound, and sight. 5

　　注釋：

　　1.Now he speaks it fluently，and he had a unique opportunity to see how our brains adapt to a second language.現(xiàn)在他說一口流利的英語，并且有一獨特的機會來審視我們的大腦是如何適應第二語言的。adapt to：適應

　　2.MRj(magnetic resonance imaging)：磁共振成像

　　3.Broca’s area：布洛卡區(qū)，也譯為布羅卡區(qū)是大腦的一區(qū)，它主管語言訊息的處理、話語的產(chǎn)生。與Wernicke’s area共同形成語言系統(tǒng)。布若卡區(qū)與韋尼克區(qū)通常位于腦部的優(yōu)勢半腦 (通常位于左側(cè))，這是由于大多數(shù)人(97%)是右利的緣故。1861年法國神經(jīng)學家兼外科醫(yī)生保羅.布羅卡(Paul Broca，1824--1880)對一些失語癥患者進行研究及治療時發(fā)現(xiàn)此一區(qū)域，位于大腦皮層額下回后部的44、45區(qū)，故以其發(fā)現(xiàn)者的名字命名為布羅卡區(qū)。

　　練習：

　　A But their use of Broca's area was different.

　　B One group consisted of those who had learned a second language as children.

　　C How does Hirsch explain this difference?

　　D We use special parts of the brain for language learning.

　　E And that is very different from learning a language in a high school or college class.

　　F Their work led to an important discovery.

　　答案與題解：

　　1.F根據(jù)本空的后一句：They found evidence that children and adults don’t use the same parts of the brain when they learn a second language.其中they found evidence與discovery相互應。

　　2.B 依據(jù)本空的后一句The other consisted of people who，like Kim，learned their second language later in life.one…the other是一固定搭配，用來比較同類事物。

　　3.A整段講的是Kim他們對大腦的兩個語言中心的分析，得出兩組被試都用Wernicke’s area中同一地帶，緊接著該談被試們使用Broca's area的情況。

　　4.C本段的開頭談到孩子學習第_和第二語言都用Broca’s area相同的地帶;而成人學習第二語言時使用Broca’s area不同的地帶。后面都是Hirsch對這一現(xiàn)象的解釋;He believes….根據(jù)上下文C是恰當?shù)摹?/P>

　　5.E該句是全文的結(jié)束語。本段前兩句都講成年人與小孩習得語言的不同，Hirsch認為，母親教小孩說話用不同于成人的方法，比如用觸摸、聲音和情景。Different是一關鍵詞，所以，我們在中學和大學課堂學語言的方法和母親教孩予的方法是不同的。

　　譯文：雙語大腦

　　當卡爾?金十幾歲從韓國移民到美國時，他經(jīng)歷了一段很艱難的英語學習期。現(xiàn)在他英語講得很流利，并且有個獨特的機會去理解我們的大腦是如何適應第二話言的。作為一名研究生，金在位于紐約的神經(jīng)科學家喬伊?赫西的實驗室工作。他們的工作有一重大發(fā)現(xiàn)。他們找到了證據(jù)來證明當兒童和成人在學習第二語言時，他們并不使用大腦的同一部位。

　　研究者利用一種叫做MRI ( 核磁共振成像)的掃描儀來研究兩組會兩種語言的人的大腦。 一組是由在兒童時期就學會了第二語言的人組成，另一組是由像余這樣在晚些時候才學會了第二語言的人組成。兩組人都被安置在MRI掃描儀中，這就使得金和赫西能清楚地看見大腦的哪個部位更活躍，流經(jīng)更多的血液。他們要求兩組的人都先用母語，再用第二語言來思考一下他們前一天做的事情。他們不用講出聲來，因為任何的動作都會干擾掃描。

　　金和赫西特別看了一下兩個大腦的語言中心――被認為是控制語言輸出的布魯卡語言區(qū)，和進行意義加工的韋尼克語言區(qū)。金和赫西發(fā)現(xiàn)無論兩組人講哪種語言，他們都在使用韋尼克區(qū)的同一部位，布洛卡區(qū)的不同部位。

　　在兒童時期就學會第二語言的人，在使用他們的母語和第二語言時使用的是布魯卡區(qū)的同一區(qū)域。而在晚些時候才學會第二語言的人在使用第二語言時，與使用母語時相比，使用的是布魯卡區(qū)的不同區(qū)域。赫西如何解釋這一差異?她認為，當小孩子第一次將語言程序化時，他們的大腦會在同一區(qū)域?qū)⑺姓Z言的聲音和結(jié)構(gòu)結(jié)合在一起。一旦這種程序化完成以后. 對一種新語言的加工處理就必須被大腦的其他部分接管。

　　第二種可能就是我們在小的時候?qū)W習的語言不同于我們成年后學習的語言。赫西認為，母親教小孩說話是通過使用不同的方法，涉及觸覺、聽覺和視覺，而這與在高中或是大學的課堂上學習語言的方法有明顯的不同。