跟著十三幺開始的第一篇口語文章練習(xí)捞挥，不如就從學(xué)習(xí)習(xí)慣說起吧！????
其實從小到大我們的學(xué)習(xí)生活中經(jīng)常被各種人教授各種學(xué)習(xí)習(xí)慣忧吟，但是你知道么砌函，有些你用了很久的學(xué)習(xí)習(xí)慣其實是錯的。
?Every September, millions of parents try a kind of psychological witchcraft, to transform their summer-glazed campers into fall students, their video-bugs into bookworms. Advice is cheap and all too familiar: Clear a quiet work space. Stick to a homework schedule. Set goals. Set boundaries. Do not bribe (except in emergencies).?
每年九月溜族，數(shù)以萬計的家長們都會用一種心理技巧讹俊，把他們心還留在暑假露營里的孩子拉回到新學(xué)期的學(xué)習(xí)當中去，把他們的注意力從視頻上轉(zhuǎn)移到書本上煌抒。建議很簡單仍劈，也很常見:整理出一個安靜的學(xué)習(xí)空間。堅持做家庭作業(yè)摧玫。設(shè)定目標耳奕。設(shè)定界限绑青。不要用獎勵激勵他們學(xué)習(xí)（除非在必要情況下）。
And check out the classroom. Does Junior’s learning style match the new teacher’s approach? Or the school’s philosophy? Maybe the child isn’t?“a good fit”for the school.?
看看教室里屋群。低年級學(xué)生的學(xué)習(xí)方式是否與新老師的教學(xué)方法相匹配?能否與學(xué)校的理念相匹配?也許這個孩子并不適應(yīng)這個學(xué)校闸婴。
Such theories have developed in part because of sketchy education research that doesn’t offer clear guidance. Student traits and teaching styles surely interact; so do personalities and at-home rules. The trouble is, no one can predict how.?
這種理論只有一部分在發(fā)展的原因是因為粗略的教育研究沒有提供明確的指導(dǎo)。學(xué)生的特點與教學(xué)風(fēng)格必然是相互影響的;個性和家規(guī)也是這樣的芍躏。而問題是邪乍，沒有人能預(yù)測它們到底是怎樣起到影響作用的。
Yet there are effective approaches to learning, at least for those who are motivated. In recent years, cognitive scientists have shown that a few simple techniques can reliably improve what matters most: how much a student learns from studying.?
然而对竣，至少對于那些有學(xué)習(xí)動力的學(xué)生來說庇楞，還是存在有效的學(xué)習(xí)方法的。近年來否纬，認知學(xué)科學(xué)家已經(jīng)證明吕晌，一些簡單的技巧確實可以提高學(xué)習(xí)中最重要的東西，那就是:學(xué)生從學(xué)習(xí)中到底學(xué)到了多少临燃。
The findings can help anyone, from a fourth grader doing long division(多項式的長除法) to a retiree taking on a new language. But they directly contradict much of the common wisdom about good study habits, and they have not caught on.?
研究的發(fā)現(xiàn)可以幫助所有人,從四年級做多項式的長除法的孩子到學(xué)習(xí)一門新的語言的退休老人睛驳。但是這些方法與很多良好學(xué)習(xí)習(xí)慣的常識是相悖的，而且還并未流行起來膜廊。
For instance, instead of sticking to one study location, simply alternating the room where a person studies improves retention. So does studying distinct but related skills or concepts in one sitting, rather than focusing intensely on a single thing.?
例如乏沸，研究結(jié)果顯示，不要拘泥于一個學(xué)習(xí)地點爪瓜，只要簡單地改變一個人學(xué)習(xí)的地方就可以提高記憶力蹬跃。同樣，學(xué)生可以一次學(xué)習(xí)不同但是相關(guān)的技能或者是概念铆铆，而不是只關(guān)注一件事蝶缀。
“We have known these principles for some time, and it’s intriguing that schools don’t pick them up, or that people don’t learn them by trial and error,”said Robert A. Bjork, a psychologist at the?University of California, Los Angeles.?“Instead, we walk around with all sorts of unexamined beliefs about what works that are mistaken.”?
加州大學(xué)洛杉磯分校的心理學(xué)家羅伯特·比約克表示，“我們知道這些原則已經(jīng)有一段時間了薄货，但有趣的是扼劈，學(xué)校并沒有采用這些原則，或者說是人們沒有通過反復(fù)試驗和試錯來學(xué)習(xí)它們菲驴。相反，我們一直在采用一些未經(jīng)檢驗的骑冗、錯誤的原則赊瞬。
?Take the notion that children have specific learning styles, that some are?“visual learners”?and others are auditory; some are?“l(fā)eft-brain”students, others?“right-brain.”In?a recent reviewof the relevant research, published in the journal Psychological Science in the Public Interest, a team of?psychologistsfound almost zero support for such ideas.?“The contrast between the enormous popularity of the learning-styles approach within education and the lack of credible evidence for its utility is, in our opinion, striking and disturbing,”the researchers concluded.?
比如，孩子們有特定的學(xué)習(xí)風(fēng)格贼涩，有些是“視覺型學(xué)習(xí)者”巧涧，有些是聽覺型學(xué)習(xí)者;有些是“左腦”型學(xué)生，有些是“右腦”型學(xué)生遥倦。最近谤绳，一組心理學(xué)家在《公共利益心理科學(xué)》雜志上發(fā)表了一篇對相關(guān)研究的綜述占锯，他們發(fā)現(xiàn)幾乎沒有人支持這種觀點。研究人員總結(jié)道:“教育中廣泛流傳的大量學(xué)習(xí)方法和缺乏可靠的證據(jù)來證明它們的實用性之間的矛盾缩筛，在我們看來消略，是令人震驚的，也是令人不安的瞎抛∫昭荩”
?Ditto for teaching styles, researchers say. Some excellent instructors caper in front of the blackboard like summer-theater Falstaffs; others are reserved to the point of shyness.?“We have yet to identify the common threads between teachers who create a constructive learning atmosphere,”said Daniel T. Willingham, a psychologist at the?University of Virginiaand author of the book?“Why Don’t Students Like School?”
研究人員說，教學(xué)風(fēng)格也是如此桐臊。一些優(yōu)秀的教師在黑板前蹦蹦跳跳胎撤，就像夏日劇場里的喜劇人物福斯塔夫;然而還有一些老師甚至到了害羞的地步。弗吉尼亞大學(xué)心理學(xué)家断凶、《為什么學(xué)生不喜歡學(xué)猩颂幔》一書的作者丹尼爾·t·威林厄姆(Daniel T. Willingham)說，“我們還沒有找到營造建設(shè)性學(xué)習(xí)氛圍的老師之間的共同點认烁。
But individual learning is another matter, and psychologists have discovered that some of the most hallowed advice on study habits is flat wrong. For instance, many study skills courses insist that students find a specific place, a study room or a quiet corner of the library, to take their work. The research finds just the opposite. In one classic 1978 experiment, psychologists found that college students who studied a list of 40 vocabulary words in two different rooms?—one windowless and cluttered, the other modern, with a view on a courtyard?—did far better on a test than students who studied the words twice, in the same room. Later studies have confirmed the finding, for a variety of topics.
?但是個人學(xué)習(xí)是另一回事肿男，心理學(xué)家發(fā)現(xiàn)，一些被奉為圣旨的學(xué)習(xí)習(xí)慣方面的建議是完全錯誤的砚著。例如次伶，許多學(xué)習(xí)技能課程堅持要求學(xué)生找一個特定的地方，一個自習(xí)室或圖書館的一個安靜的角落稽穆，來完成他們的工作冠王。研究發(fā)現(xiàn)恰恰相反。在1978年的一個經(jīng)典實驗中,心理學(xué)家研究發(fā)現(xiàn),大學(xué)生在兩個不同的房間（一個是沒有窗戶的凌亂的房間,另外一個是現(xiàn)代風(fēng)格的可以看見院子的）背誦四十個單詞,遠比在一個房間里學(xué)習(xí)兩遍單詞效果要好舌镶。后來的研究也證實了這一發(fā)現(xiàn)柱彻。
The brain makes subtle associations between what it is studying and the background sensations it has at the time, the authors say, regardless of whether those perceptions are conscious.It colors the terms of the Versailles Treaty with the wasted fluorescent glow of the dorm study room, say; or the elements of the Marshall Plan with the jade-curtain shade of the willow tree in the backyard.Forcing the brain to make multiple associations with the same material may, in effect, give that information more neural scaffolding.?
研究者說，無論是有意識還是無意識餐胀，大腦在學(xué)習(xí)內(nèi)容和學(xué)習(xí)時的背景環(huán)境之間建立了各種微妙的聯(lián)系哟楷，就好象是宿舍學(xué)習(xí)室里的熒光燈光給凡爾賽條約的條款添加了色彩，或是后院柳樹翠綠帷幔般的綠蔭讓馬歇爾計劃的原則變得生動活潑否灾。強迫大腦給同樣的學(xué)習(xí)材料和各種不同的環(huán)境背景建立聯(lián)系卖擅，實際上這可能會給這些信息建立更多的神經(jīng)支架。
“What we think is happening here is that, when the outside context is varied, the information is enriched, and this slows down forgetting,”said Dr. Bjork, the senior author of the two-room experiment.
“我們認為這里發(fā)生的機理是墨技，當外在內(nèi)容越多樣化惩阶，信息就會變得更充實，遺忘得也會更慢扣汪，”Bjork博士說道断楷，他是“二室實驗”的資深研究者。
Varying the type of material studied in a single sitting?—alternating, for example, among vocabulary, reading and speaking in a new language?—seems to leave a deeper impression on the brain than does concentrating on just one skill at a time. Musicians have known this for years, and their practice sessions often include a mix of scales, musical pieces and rhythmic work. Many athletes, too, routinely mix their workouts with strength, speed and skill drills.?
與一次只學(xué)習(xí)一種技能相比崭别，在不同的時間里學(xué)習(xí)不同的內(nèi)容——比如在詞匯冬筒、閱讀和說一門新語言的過程中交替學(xué)習(xí)——似乎會給大腦留下更深的印象恐锣。音樂家們多年前就知道這一點，他們的練習(xí)通常包括音階舞痰、樂曲和節(jié)奏的混合土榴。許多運動員也經(jīng)常將他們的訓(xùn)練與力量、速度和技巧訓(xùn)練相結(jié)合匀奏。
?The advantages of this approach to studying can be striking, in some topic areas.?In a study recently posted onlineby the journal Applied Cognitive Psychology, Doug Rohrer and Kelli Taylor of the University of South Florida taught a group of fourth graders four equations, each to calculate a different dimension of a prism. Half of the children learned by studying repeated examples of one equation, say, calculating the number of prism faces when given the number of sides at the base, then moving on to the next type of calculation, studying repeated examples of that. The other half studied mixed problem sets, which included examples of all four types of calculations grouped together. Both groups solved sample problems along the way, as they studied.?A day later, the researchers gave all of the students a test on the material, presenting new problems of the same type. The children who had studied mixed sets did twice as well as the others, outscoring them 77 percent to 38 percent. The researchers have found the same in experiments involving adults and younger children.?
在某些主題領(lǐng)域鞭衩，這種學(xué)習(xí)方法的優(yōu)勢是相當顯著的。南佛羅里達大學(xué)(University of South Florida)的道格·羅勒(Doug Rohrer)和凱利·泰勒(Kelli Taylor)最近在《應(yīng)用認知心理學(xué)》(Applied Cognitive Psychology)雜志的網(wǎng)站上發(fā)布了一項研究娃善，他們向一群四年級學(xué)生教授了四個方程式论衍，每個方程式用來計算棱鏡的不同維度。其中一半的學(xué)生同一組例題只學(xué)習(xí)一個方程式聚磺，比如坯台，當給出底面的邊數(shù)時，計算棱鏡面數(shù)瘫寝，然后進行下一種類型的計算蜒蕾，學(xué)習(xí)重復(fù)的例子。另一半研究混合的問題集焕阿，包括所有四種類型的計算組合在一起的例子咪啡。在研究過程中，兩組學(xué)生都解決了樣本問題暮屡。一天后撤摸，研究人員對所有的學(xué)生進行了一次測試，測試內(nèi)容是相同類型的新問題褒纲。研究混合組的孩子成績是其他孩子的兩倍准夷，得分77分比38分。研究人員在成人和兒童的實驗中也發(fā)現(xiàn)了同樣的結(jié)果莺掠。
“When students see a list of problems, all of the same kind, they know the strategy to use before they even read the problem,”said Dr. Rohrer.?“That’s like riding a bike with training wheels.”With mixed practice, he added,?“each problem is different from the last one, which means kids must learn how to choose the appropriate procedure?—just like they had to do on the test.”?
羅勒博士說:“當學(xué)生們看到一系列相同的問題時衫嵌，他們甚至在閱讀問題之前就知道該使用什么策略〕垢眩”“這就像騎一輛有輔助輪的自行車”楔绞。他補充說，通過混合練習(xí)唇兑，“每個問題都與上一個不同墓律，這意味著孩子們必須學(xué)會如何選擇適當?shù)某绦颉拖袼麄冊诳荚囍斜仨氉龅哪菢印幔亥！?/b>
?These findings extend well beyond math, even to aesthetic intuitive learning.?In an experiment published last monthin the journal Psychology and Aging, researchers found that college students and adults of retirement age were better able to distinguish the painting styles of 12 unfamiliar artists after viewing mixed collections (assortments, including works from all 12) than after viewing a dozen works from one artist, all together, then moving on to the next painter.?
這些發(fā)現(xiàn)遠遠超出了數(shù)學(xué)范疇，甚至延伸到了審美直覺學(xué)習(xí)察纯。在《心理學(xué)與衰老》雜志上個月出版的一份實驗研究報告里,研究人員讓大學(xué)生和退休年紀的老人觀賞12個不知名藝術(shù)家的作品帕棉，一部分人看到是混合畫集（同時包括所有12個藝術(shù)家的作品）针肥，另外一部分人則是一個個的觀看12個藝術(shù)家分別的專集。結(jié)果觀看混合畫集的人能更好的區(qū)分這12個藝術(shù)家的繪畫風(fēng)格香伴。
?The finding undermines the common assumption that intensive immersion is the best way to really master a particular genre, or type of creative work, said Nate Kornell, a psychologist at Williams College and the lead author of the study.?“What seems to be happening in this case is that the brain is picking up deeper patterns when seeing assortments of paintings; it’s picking up what’s similar and what’s different about them,”often subconsciously.
通常的假設(shè)認為密集沉浸是真正掌握一個專門領(lǐng)域或者某種創(chuàng)造性工作的最佳手段慰枕，而上述的研究從基礎(chǔ)上動搖了這一點。威廉姆斯學(xué)院的心理學(xué)家和這項研究的帶頭人奈特·科內(nèi)爾（Nate Kornell）說,“在這個案例中發(fā)生的事情是即纲，當看到各種各樣的繪畫作品時具帮，大腦會采用更深層次的思維模式；大腦會發(fā)現(xiàn)它們的相似之處和不同之處低斋，”而這通常是下意識的蜂厅。
?Cognitive scientists do not deny that honest-to-goodness cramming can lead to a better grade on a given exam. But hurriedly jam-packing a brain is akin to speed-packing a cheap suitcase, as most students quickly learn?—it holds its new load for a while, then most everything falls out.
認知科學(xué)家并不否認，純粹的填鴨式教學(xué)可以使學(xué)生在給定的考試中獲得更好的成績膊畴。但是掘猿，匆匆忙忙地塞滿腦袋就好比倉促地打包手提箱，如同大多數(shù)快速學(xué)習(xí)的學(xué)生一樣——新的東西可以裝進去一會兒唇跨，然后幾乎所有東西都會掉出來稠通。
“With many students, it’s not like they can’t remember the material”when they move to a more advanced class, said Henry L. Roediger III, a psychologist at Washington University in St. Louis.?“It’s like they’ve never seen it before.”
圣路易斯華盛頓大學(xué)的心理學(xué)家亨利·L·羅迪格三世說：“對于許多學(xué)生來說，當他們升入高年級時买猖，并不是他們記不住這些內(nèi)容改橘。而是，他們好像從來沒見過玉控》芍鳎”
?When the neural suitcase is packed carefully and gradually, it holds its contents for far, far longer. An hour of study tonight, an hour on the weekend, another session a week from now: such so-called spacing improves later recall, without requiring students to put in more overall study effort or pay more attention, dozens of studies have found.?
如果小心地、一步步地打包“神經(jīng)系統(tǒng)手提箱”的話奸远，里面的東西就會保存更長的時間既棺。數(shù)十項研究發(fā)現(xiàn)，今晚學(xué)習(xí)一小時懒叛，周末學(xué)習(xí)一小時丸冕，一周之后再重復(fù)一次：這種所謂的間隔學(xué)習(xí)法可以提高長期記憶，不需要學(xué)生耗費更多的學(xué)習(xí)時間或者是更多的精力薛窥。
?No one knows for sure why. It may be that the brain, when it revisits material at a later time, has to relearn some of what it has absorbed before adding new stuff?
—and that that process is itself self-reinforcing.?
沒有人知道確切的原因胖烛。可能是大腦再次復(fù)習(xí)資料的時候诅迷，必須要重新學(xué)習(xí)一些它已經(jīng)吸收的東西佩番，才能添加新的內(nèi)容——而這個過程本身就是大腦記憶的自我強化。
“The idea is that forgetting is the friend of learning,”said Dr. Kornell.?“When you forget something, it allows you to relearn, and do so effectively, the next time you see it.”
科內(nèi)爾博士說：“我們的想法是罢杉，遺忘是學(xué)習(xí)之友趟畏。”“遺忘的時候滩租，你會重新學(xué)習(xí)赋秀，而在下次看到同樣的內(nèi)容時利朵，會更有效率×粤”
?That’s one reason cognitive scientists see testing itself?—or practice tests and quizzes?—as a powerful tool of learning, rather than merely assessment. The process of retrieving an idea is not like pulling a book from a shelf; it seems to fundamentally alter the way the information is subsequently stored, making it far more accessible in the future.?
這也是認知科學(xué)家認為考試本身（或者模擬考試和小考）是一個有力的學(xué)習(xí)工具的原因之一绍弟，而不是僅僅只對學(xué)生進行評估≈荩回憶的過程并不是像把一本書從書架里抽出來樟遣；而更像是從基礎(chǔ)上改變信息儲存的方式，以便之后更容易得獲取回憶內(nèi)容身笤。
?Dr. Roediger uses the analogy of the Heisenberg uncertainty principle in physics, which holds that the act of measuring a property of a particle (position, for example) reduces the accuracy with which you can know another property (momentum, for example):?“Testing not only measures knowledge but changes it,”he says?—and, happily, in the direction of more certainty, not less.?
羅迪格博士用物理學(xué)中的海森堡不確定原理作類比豹悬，該原理指出如果一個微觀粒子的物理量越確定（例如位置），那么你能夠知道的該微觀粒子的其它物理量（例如動量）的準確度就會低：“考試不僅是測量知識展鸡，而且會改變知識屿衅，”他說道，而且幸運的是莹弊，改變是朝著更確定的方向涤久，而不是相反的。
?In one of his own experiments, Dr. Roediger and Jeffrey Karpicke, also of Washington University, had college students study science passages from a reading comprehension test, in short study periods. When students studied the same material twice, in back-to-back sessions, they did very well on a test given immediately afterward, then began to forget the material.?
在他自己的一個實驗中忍弛，羅迪格博士和同樣來自華盛頓大學(xué)的杰弗里·卡爾皮克讓大學(xué)生在短時間內(nèi)學(xué)習(xí)一篇科學(xué)類短文响迂。學(xué)生連續(xù)兩次學(xué)習(xí)同樣的材料，然后進行閱讀理解測試细疚，在學(xué)習(xí)后立即進行的測試中學(xué)生表現(xiàn)非常好蔗彤，而之后的測試就開始遺忘內(nèi)容了。
?But if they studied the passage just once and did a practice test in the second session, they did very well on one test two days later, and another given a week later.?
但是如果學(xué)生只學(xué)習(xí)這篇短文一次疯兼，然后在下一次課上進行模擬測試然遏，這樣他們在兩天之后和一個星期之后的測試中表現(xiàn)都非常好。
“Testing has such bad connotation; people think of standardized testing or teaching to the test,”Dr. Roediger said.?“Maybe we need to call it something else, but this is one of the most powerful learning tools we have.”?
羅迪格博士說：“測試的含義這么差勁吧彪；人們想到的是標準化的考試或是以考試為目的的教學(xué)待侵。”“也許我們應(yīng)該另外給它取個名字姨裸，但它確實是我們擁有的最有力的學(xué)習(xí)工具之一秧倾。”
Of course, one reason the thought of testing tightens people’s stomachs is that tests are so often hard. Paradoxically, it is just this difficulty that makes them such effective study tools, research suggests. The harder it is to remember something, the harder it is to later forget. This effect, which researchers call?“desirable difficulty,”is evident in daily life. The name of the actor who played Linc in?“The Mod Squad”? Francie’s brother in?“A Tree Grows in Brooklyn”? The name of the co-discoverer, with Newton, of calculus??
當然傀缩，一想起考試就會讓人們緊張那先，因為考試往往都很難。矛盾的是赡艰，研究者認為正是考試的難度讓其成為如此有效的學(xué)習(xí)工具售淡。記憶起來越難，以后就越難忘記。研究者把這個效果稱為“理想的困難”揖闸，這一點在日常生活中也表現(xiàn)得很明顯苦掘。試著回答下列問題：在電影《臥底偵緝隊》中扮演林肯的演員叫什么名字？小說《布魯克林之樹》里面弗朗西的兄弟是誰楔壤？和牛頓共同發(fā)現(xiàn)微積分的人叫什么名字？
?The more mental sweat it takes to dig it out, the more securely it will be subsequently anchored.?
你以后就會知道惯驼，你在尋找這些答案中耗費的精力越大蹲嚣，這個答案停留在你腦海里的時間就越久。
?None of which is to suggest that these techniques?
—alternating study environments, mixing content, spacing study sessions, self-testing or all the above?—will turn a grade-A slacker into a grade-A student. Motivation matters. So do impressing friends, making the hockey team and finding the nerve to text the cute student in social studies.?
當然祟牲，這不是說那些技巧（交替改變學(xué)習(xí)環(huán)境隙畜，交叉混合學(xué)習(xí)內(nèi)容，分隔學(xué)習(xí)時間段说贝，自我測試议惰，或者是以上種種）可以把一個徹底的懶蟲變成一個成績優(yōu)異的學(xué)生。動機才是關(guān)鍵乡恕。無論是你是想要給朋友們留下好的印象言询，還是加入曲棍球隊，又或是壯起膽子給學(xué)社會學(xué)的那位可愛女生發(fā)短信傲宜。
“In lab experiments, you’re able to control for all factors except the one you’re studying,”said Dr. Willingham.?“Not true in the classroom, in real life. All of these things are interacting at the same time.”“在實驗室的研究里运杭，你可以控制除了你研究對象之外的所有因素，”威林厄姆博士說道函卒×俱荆“在現(xiàn)實生活中，在課堂上就并非如此了报嵌。所有的因素都同時相互作用影響虱咧。”
?But at the very least, the cognitive techniques give parents and students, young and old, something many did not have before: a study plan based on evidence, not schoolyard folk wisdom, or empty theorizing.?
但是無論如何锚国，認知技巧帶給了家長和學(xué)生腕巡，年輕人和老年人以及許多人從未嘗試過的東西：一個基于實證的學(xué)習(xí)計劃，而非校園的“民間智慧”跷叉，或是空洞的理論逸雹。
為了方便大家讀英語的時候更好的理解它的含義，十三幺對文章進行了編譯啦云挟！中英文對照進行朗讀是不是更方便呢梆砸？學(xué)一門語言是一個長期的過程，而“讀”在其中是最重要的一個部分园欣。所以跟著十三幺練習(xí)英語口語的各位一定要堅持“每天起床第一句帖世，先給自己打個氣！每天睡前必一問，今天我更博學(xué)了嘛日矫！”
Q&A:
?a.幺兒赂弓，我讀英語的時候不知道什么時候升降調(diào)，導(dǎo)致讀出來的東西不是很native哪轿，特別奇怪盈魁。這個問題怎么解決啊窃诉？
答：其實說實話杨耙，我們學(xué)習(xí)英語的過程中從小到大老師教給了我們很多說英語的所謂技巧，但是我必須要說飘痛，有的老師教的真的不對啊珊膜。所以大家怎么練習(xí)口語呢？一個最好的方法就是shadow宣脉。沒有什么固定的材料车柠，但是TED的native speaker 的演講共虑、國外的一些public speaker的公開演講己沛、甚至是BBC CNN VoA都可以拿來做跟讀，慢慢的你就會發(fā)現(xiàn)你的語音語調(diào)正常且標準了起來攀细！(之后的每日練習(xí)中萌庆，十三幺會不定期的找一些TED等等演講視頻來跟大家一起鑒賞一下溶褪，學(xué)習(xí)一下啦～）
b.我現(xiàn)在很苦惱到底應(yīng)該選擇英音還是美音呢？
答：這個問題應(yīng)該是英語學(xué)習(xí)者最常見的問題了践险，十三幺是純美音的猿妈，因為從小上的是雙語學(xué)校，老師都是美國人巍虫，所以自然而然的就是美音彭则。對于大家來說，到底怎么來挑選練習(xí)英音還是美音呢占遥？第一個也是最老生常談的一個回答就是看興趣俯抖。看看自己到底喜歡英語的gentleman的感覺還是美音的自然圓滑瓦胎。第二點就是你可以先選擇一個自己喜歡的練習(xí)和使用一段時間芬萍，因為有的人說了一段時間后就會發(fā)現(xiàn)自己真的不適合這個音，怎么讀怎么奇怪搔啊。
最后十三幺想跟大家說柬祠，十三幺隨時歡迎大家來私聊或是評論，發(fā)你練習(xí)的音頻也好负芋，問你想問的有關(guān)英語口語方面的問題也好漫蛔，演講方面的各種問題也好（十三幺尤其擅長演講哦～歡迎來聊！），十三幺都會隨時回復(fù)大家的呀莽龟。
記住哦：所有有關(guān)英語口語的問題蠕嫁，十三幺都極度開心和大家討論。不管你是上班族還是學(xué)生族毯盈，不管你是初高中生還是大學(xué)生剃毒，十三幺準備好與你們一起加油，提高英語口語水平啦??????
十三幺的簡書客棧搂赋，今日開張３僭摺！????
編譯：爺?shù)氖鄢д颉⒃?/p>
編輯：爺?shù)氖?/p>
