2014職稱英語理工類新增文章：補全短文第四篇

　　第四篇 The BilingualBrain

　　When Karl Kim immigrated to the United States fromKorea’s a teenager, he had a hard time learning English. Now he speaks itfluently, and he had a unique opportunity to see how our brains adapt to a secondlanguage.1 As a graduate student, Kim worked in the lab of JoyHirsch, a neuroscientist in New York. ____1____ They found evidence thatchildren and adults don’t use the same parts of the brain when they learn asecond language.

　　The researchers used an instrument called an MRI2(magnetic resonance imaging) scanner to study the brains of two groups ofbilingual people. ____2____. The other consisted of people who， like Kim，learned their second language laterin life. People from both groups were placed inside the MRI scanner. Thisallowed Kim and Hirsch to see which parts of the brain were getting more bloodand were more active. They asked people from both groups to think about whatthey had done the day before, first in one language and then the other. Theycouldn’t speak out loud because any movement would disrupt the scanning.

　　Kim and Hirsch looked specifically at two languagecenters in the brain - Broca's area3, which is believed to controlspeech production, and Wernicke’s area3, which is thought to processmeaning. Kim and Hirsch found that both groups of people used the same part ofWernicke's area no matter what language they were speaking. ____3____

　　People who learned a second language as childrenused 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 ofBroca’s area for their second language. ____4____ Hirsch believes that whenlanguage is first being programmed in young children, their brains may mix thesounds and structures of all languages in the same area. Once that programmingis complete, the processing of a new language must be taken over by a differentpart of the brain.

　　A second possibility is simply that we may acquirelanguages differently as children than we do as adults. Hirsch thinks thatmothers teach a baby to speak by using different methods involving touch,sound, and sight. ____5____

　　詞匯：

　　immigrate/ ˈɪmɪˌgreɪt / vt.使移居入境

　　scanner/ ˈskænə / n.掃描儀

　　bilingual/ baɪˈlɪŋgw(ə) l / adj.具備雙語能力的

　　neuroscientist/'njʊərəʊ'saɪəntɪst / n.神經(jīng)系統(tǒng)科學家

　　unique/ ju:ˈni:k / adj.獨特的

　　disrupt/ disˈrʌpt /使中斷

　　注釋：

　　1.Now he speaks it fluently, and hehad 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(yīng)第二語言的。adapt to：適應(yīng)

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

　　3.Bmca’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 aschildren.

　　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 schoolor 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 sameparts of the brain when they learn a second language.其中they found evidence與discovery相呼應(yīng)。

　　2.B　依據(jù)本空的后一句The other consisted of people who, like Kim, learned their secondlanguage 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一和第二語言都用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;Hebelieves…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(guān)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子的方法是不同的。

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