一 : 如何用天涯问答做外链 事半功倍

最近，测试了很多做外链的方式，其中一种就是针对于天涯问答的推广方式，下面给大家分享一下天涯问答做外链的效果和办法。因为天涯问答的收录很快，权重很高，而且外链有效，所以是非常棒的选择。昨天，我在天涯问答发表的一片帖子，今天查询外链，就出现在了查询页首页，截图说明：

而且这个帖子出现在外链查询的首页，说明其权重非常高，故说明推断正确，天涯问答会带来很好的权重外链，但是大家会发现，我发的帖子不仅在文章里有链接，在titile里也留下链接，这样的好处是，title的权重高，从而其中含有的链接权重也会高于文章内链接权重，从而达到外链最佳效果。

于此同时，在外链中，又有新的发现，很多网站从天涯问答采集内容，然后发表，就像是我在站长网的一片文章，可以吸引几十个，几百个转载一样，天涯问答的一个问答，也会有很多人转载到自己的网站，这样就达到了一种软文的效果，一个问答，可以间接的形成很多个外链，起到软文的推广效果，非常的划算，为了说明这个的真实性，继续给大家截图说明：

往往我们发软文，带链接来做外链，往往导致软文页和网站内容相关性不好，而采用天涯这种形式，让疑问页和相关链接网页相关性高一些，又可以提高外链的权重。总之，这种外链的做法是一个非常好的外链思路，希望对大家有所帮助。

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二 : 顺水行舟，事半功倍；逆水行舟，量力而行。

小时候数学书上总会有这么1种题型，也就是现在小学六年级的奥数题——行程问题。

从A点到B点距离相同，环境有1个速度，自己有1个速度，问顺着环境和逆着环境的情况下，从A点到B点各需要多长时间。

这题非常简单。当时只是出于解题的目的，从没有认真想过这个问题的另一面奥妙。物理学里面讲求做功，做同样的功如果和时间相比，就会出来功效。与此类似的当你逆风骑自行车时有什么感觉？逆风时需要用很大力气，因为面对的是迎面吹来的风。当顺风时，借着风力，相对而言用力较少。

船在水中航行的状态有逆水行舟和顺水行舟。

　　逆水行舟时需要克服水流的冲击，此时船走的很吃力，同时需要发动机提供足够的动能来克服水流的阻力，在这样的情况下，船一般都很难快速行驶。而且发动机的动力稍有不足的话，船就会被水冲到下游。而与此相反，当顺水行舟时，船在水流的冲击下，行驶的就会很轻松。

人生也像一次远航，自己把握着航向，逆水是1种勇气，顺水又何尝不是1种睿智？

漫天大雪的确是一场严峻的考验，对于松柏却能毅然的傲立于世，这种“大雪压青松”的姿势并不是哪个树种儿都能做到的。面临考验与艰难的处境，我们固然不能退缩，但不能不顾自己的能力大小，不顾困境的性质，得到的结果自然是雪压枝断。这是勇气，却只是没有头脑的勇气。而松柏正确地分析了自己的能力，适时地弯下枝条，释放压力，结果自然仍势拔云天，枝干青青。这是让步，却是为了走得更远的暂时让步。因此，学会顺水行舟，人生的航程可以更加明媚，获得快乐与高效的生活。

处境不顺时，逆流而上，人们需要努力做功。虽然这种在逆境奋发的精神可嘉，但比起在顺流中行进的船，在同样做功的情况下，哪个行得快？不言而喻，逆水行舟不进则退，一味地逆流而上，会使人精疲力竭。

“逆道”亦如“逆流”，万物都有其道理，有其规律，当你能发现规律，掌握规律，利用规律时，犹(www.61k.com)如熟识水性的老船工，随潮涨潮落，往返穿梭于波峰浪谷间，得心应手。潮涨潮落是自然的规律，社会向前发展是时代的趋势，人们应清醒地加以认识，适应、进化、和谐发展已成共识，不能一味鼓励“逆流而上”。利用自然，乘风破浪，何乐而不为呢？

学会调整自己，学会明智地顺水而行，才能帮助我们更好地实现目标，更远地跋涉人生之路！顺水行舟，逆水行舟，皆为操船者勇气与智慧之体现。

三 : 外教教你如何将单词分类记忆，事半功倍！

Part1: The Lexical Categories of Language

Whenever you are learning a foreign language, it is important to be familiar with the lexical categories of a language. The words in a given language play different roles in the transmission of information, and they also have varying degrees of importance or

relevance for the learner. We will identify and describe three very broad categories of words that exist in all languages in order to assess the student’s learning priorities, as well as to devise effective ways to approach those priorities in the best way possible.

Here are these three broad categories:

第一部分：语言的词汇分类

当你学习一门外语时,熟悉词汇分类很重要。(www.61k.com)特定语言的词汇在信息的传播中扮演不同的角色，对于学习者来说重要程度和相关性也不同。为了评估学生的学习重点和设计尽可能有效的方法来接近这些重点，我们会区分和描述三大类在所有语言中都广泛存在的词汇。这是这三大类：

Group 1:Grammatical or structural words: ~2% of all words in a language

These are words that are very important to the comprehension of a language. At any skill level, there are certain structural words that learners should become familiar with, except perhaps for the very advanced levels, where the emphasis is on communication, not grammatical perfection. Examples of these grammatical or structural words are question words, prepositions, personal pronouns, articles, and so on.

第一组：语法与结构类词汇：占一类语言总词汇的2%

这类词汇对理解一类语言非常重要。不管对这类语言掌握程度如何，学习者都需要对一些结构类词汇很熟悉，除非非常熟练，不需要注意语法的完美，而是更注重沟通。一些这些语法或者结构类词汇的例子，比如疑问词，介词，人称代词，冠词，等等。

A speaker of a language cannot be deemed to know completely the language without knowing all of its grammatical words. Imagine an English speaker who doesn’t know what the word “How?” means, or the preposition “in”, the pronoun “we”, or the conjunction “however”. This is the category of words with the highest importance and priority. Of course, at the beginning level, a subset of more basic grammatical words will be the priority.

不能认为说某种语言的人可以在不知道全部的语法词汇的情况下完全掌握此类语言，想象一下一个讲英语的人不知道单词“How”，介词“in”，代词“we”,或者连词“however”的意思。这一类的词汇是最重要，最高优先级的。当然，在初学时，此类词汇中还有一部分更基础的更需要优先学习。

Grammatical words are also called structural words because they express some relationship within the different parts of the phrase or syntax. Grammatical words may appear as a group of related words, but a single word generally does not exhibit multiple forms or morphological changes. However, a single word’s position within thesentence is often very important.

语法类单词也被称为结构单词，因为他们表达了不同短语或语法之间的关系。语法类词汇经常以一组相关的词汇出现，但单独一个单词通常不会展示多种形式或形态变化。然而，单独一个单词在句子当中的位置通常是非常重要的。

Group 2:Vocabulary: ~90% of all words in a language

This category of words is important for understanding the meaning ofconcepts related to a particular topic. The vocabulary category consists largely of nouns, simply because everything has a name. Nouns can have a small number ofwell-determined forms or permutations, usually expressed through their endings, in order to express things such as gender, and number.

第二组：词汇：占一类语言的90%。此类词汇对理解一个特定话题中一些概念的意思很重要。这类单词很大部分由名词组成，因为每个东西都有个名字。名词可以有少量确定的格式或排列，通常在他们的结尾处显示，来表达一些例如性别和数字的事情。

The importance of knowing a certain vocabulary word depends on how necessary the word is for the learner to speak about a certain concept. Vocabulary words are interconnected within families of words that come from a particular root, and the interrelated nature of these word families, along with the existence of synonyms, makes it possible for the learner to infer the meaning of unknown vocabulary words from the context. Because of this, out of the three categories of words, the category of vocabulary words is the least essential to master.

掌握某些单词是否重要在于，对于学习者来说讲述某些概念时这些单词有多必要。词汇单词一般来自出于某相互关联并来自共同根源的单词家庭中，而且这些单词家庭相互关联的特性，再加上同义词的存在，可以让学习者根据语境猜测未知单词的意思。正因为如此，在这三大类词汇中，这一类单词是相对最不必要去掌握的。

Nonetheless, this category is very important, and its importance increases asthestudent moves into the upper-intermediate and advanced levels. At a beginning level, a subset of basic vocabulary, usually related to frequent life situations, takes a higher priority over a more advanced vocabulary.

尽管如此，这类单词仍然非常重要，并且当学生在中上层和上层水平进步时这类单词重要性增加。在初学者水平，这类单词中在日常生活中经常使用的基础的一部分，要比高级词汇具有更高的优先级。

Group 3:Verbs: ~8% of all words in a language

This category of words shares characteristics with both the categories listed above, grammatical words and vocabulary words. These words are highly structural, as they are considered the“bridge” between the subject and the object in the sentence. Because of this, their correct placement within the sentence is invariably crucial. However, the most important characteristics of a verb are the numerous permutations that it can have, and the information that those permutations convey, usually through a system of suffixes.

第三组：动词：占一类语言总单词量的8%

这类单词与上面两类单词有共同的特性，语法类单词和纯单词。这些单词是高度结构化的，因为他们在句子中的主体和客体之间起到桥梁的作用。正因如此他们在句子中的位子总是至关重要的。然而动词最重要的特性是他们无数的排列，以及这些排列传达的意思，这些通常通过后缀表达。

Verbs express a temporal relationship (tenses), an aspect (duration or state of completeness), mood (i.e. subjunctive, imperative), and person (verb forms that go

with ‘I’, ‘you’, ‘he’, etc.). Since verbs have so many different avenues for meaning, students spend the majority of their time learning and practicing these various verb forms.

动词表达了一个时间关系（时态），一个方向（持续时间，完成状态），语气（即虚拟语气，祈使语气），和一个人（动词随“我”，“你”，“他/她”的形式变化），既然动词有如此多的途径表达意思，学生需要用他们大部分时间来学习和练习这些动词的形式变化。

Like vocabulary words, verbs need to be learned within the context of an example and are studied in a particular way. Verbs express actions, and a verb can be the root from which a whole vocabulary family is derived. The beginning levels focus on verbs that represent actions that are tangible, visible, frequent, or useful, whereas in the late-intermediate to advanced levels, verbs tend to be more abstract, and related in general to complex human relationships, thoughts, and processes

类似纯单词，动词也需要在一定的语境例子和特定的方法中学习。动词表达了行动，也可以作为一个根衍生出一个单词家庭，初学者水平重点在于那些表达有形的，可见的，频率的，或有用的动作上，而中上等水平和上等水平的学习者重点在那些更抽象，与人类复杂关系，思想，过程相关的词汇。

Sometimes, the formation of a certain ending of a verb depends on knowledge of another verb tense, and commonly, a language course is organized by following a pre-determined sequence of verb tenses to teach/learn. This way of organizing a language course has an analogy in how a child develops linguistic skills. For example, a 5-year-old child commonly can say state something in the present, and past, but not say a phrase like: “If you had taken your umbrella, you wouldn’t have gotten wet.” The tenses in the previous example, namely the past perfect and the conditional, are part of a later stage in the linguistic development of a child. A language course for adults tries to, but does not faithfully recreate this natural order of learning in a child, instead, it is ordered in a way that the formation of verb tenses (the endings of verbs), is moreintuitive and cumulative, going from one concept to the next。

有些时候，一个动词结尾的结构取决于另外一个单词的时态，通常，一个语言课程通常遵从一个已定的动词时态序列来组织，这种课程组织方法与小孩学习语言的方法类似。例如，一个小孩可以陈述现在的和过去的事情，但是不会说比如：“如果你已经拿了你的雨伞，你不会像现在这样被淋湿了。”在前面例子的时态里，即过去完成时和从句，属于小孩子的后期语言学习。大人的语言课程，争取但不是完全重现小孩子学习语言的天然顺序，相反，大人学习动词时态的结构的顺序是更加靠直觉和积累，从一个概念到另外一个。

The necessity of verbs in sentences makes this category just as important as grammatical words, if not more

动词在句子中的必要性让动词与语法类单词一样或更重要。

Part 2:approaching the Lexical Categories

Any functionally complete learning of a language should integrate a substantial amount of words from each lexical category. This should be the case whether the student is a self-learner or working with the guide of a teacher. We will examine some psychological aspects of learning a foreign language, and then we will look at techniques for an effective assimilation of material from each of the three lexicalcategories.

第二部分：接近词汇类别

任何一个语言学习的功能性完成都应该是大量的每一类单词的集合。根据学生是自学还是有专人指导应该有一定区分，我们应该调查一些学习外语的心理因素，然后寻找一定的手法来有效的消化每类单词。

When a child is learning their mother tongue, she or he is in a stage of development of linguistic skills. The child interprets definitions of words, and gradually builds syntactical structures (different word orders within the sentence), general grammatical areas (i.e. tenses, ways of forming a plural, etc), and also memorizes well-known exceptions to those rules (i.e. irregular forms of verbs). Later in life when the person learns a second language, right at the moment of being presented with a grammatical structure that is different from the mother tongue, the student will build a mapping from the mother tongue version, and the new language version, in order to logically understand and learn how to use the second version.

当一个孩子学习母语时，他/她正处于发展语言技能的阶段。小孩子解释单词的定义，逐渐的建立句法结构（不同词语在语句中的顺序），一般的语法规则（即时态，复数的写法，等等），以及记住例外常见的规则。（例如不规则动词的形式）。在之后的生活中，当这个人再学习第二种语言时，一旦看到其它语言不通的语法结构，为了逻辑的理解和学习第二种语言，他脑海中就会立马闪现他母语的语法结构，和新语言的版本。

As a learner of a second language, the student is not, for the most part, building new linguistic areas in the mind, but forming a mapping or road, at least for initial understanding, between the known and the new language. The formation of this mental mapping between languages that are distantly related, or entirely unrelated, is more challenging. Because this mapping relies on what the learner already knows, the effectiveness of learning a language via this process depends upon the learner’s conscious understanding of the linguistic areas present in the mind.

作为一个第二语言的学习者，学生大部分不是在大脑中建立一个新的语言区，而是在画一个地图或者路，至少为了对已知的语言和新的语言之间关系的最初理解。这种相差很远的或根本无关的语言间的思想构图格式更加具有挑战性。因为这种地图要依赖于学习者已知的，通过这种方式学习一种语言的有效性依赖于学习者对头脑中学习区域的理解。

Take care not to confuse a linguistic area with a grammatical representation. The linguistic area or concept is an abstract understanding not related to words at all. It is manifested in language with particular grammatical representations, which may differ from language to language. A person may know perfectly the grammatical rules of a particular grammatical structure in the new language, but still be unsure of all its permutations in the mother tongue, however, this is no obstacle for learning the new

language because both depend on a solid possession of the abstract mental linguistic area.

注意不要混淆学习区域和语法表达，学习区域或概念是一种与词汇完全无关的抽象的理解，它表现在语言中带有特定语法表达的地方，随语言的不同而不同。一个人可能完美的了解一个新语言中的语法规则，但仍然不确定他们在本国语言中的排列，然而，这并不是学习新语言的障碍，因为他们都建立在对抽象思想语言区域的一个稳固掌握。

In any case, the student should move away from frequently comparing the new language with other languages that he or she knows. For instance, consider the case of the subjunctive, an area that often stymies native English speakers who are learning romance languages. The subjunctive exists in English as a mood, but since it is not

explicitly marked in the verb, there are no explicit rules as to when its use is mandatory.

在任何案例中，学生都需要避开把新语言与已知语言频繁比较的误区。例如，虚拟语气，经常成为英语母语的人学习浪漫语言的障碍。虚拟语气作为一种语气存在在英文中，但是既然它们不是被明确的标注为动词，没有明确的规则规定在什么时候必须使用它们。

Compare these two English sentences:

a. I demand that he be crowned (subjunctive mood)

b. I ask for him to be crowned (passive voice)

比对这两个英文句子

a. I demand that he be crowned (虚拟语气)

b. I ask for him to be crowned (被动语态) In a number of romance languages, the mood of expressing a wish coupled with the relative pronoun “that” in example A above will call for the verb “to be” to show the subjunctive mood through its ending.

As a consequence, a native English speaker who is newly acquiring this knowledge must construct a mental linguistic area, which consists of examining and identifying different verbs that express the “wishing” (or other moods expressed by thesubjunctive), and then proceed to formulate practice sentences within this particular

context. The student must also have studied beforehand the particular verb endings for the subjunctive

在一些浪漫的语言中，一个表达愿望的语气加上了关系代词“that”.在上面例子A中需要动词“to be”在结尾表示虚拟语气。作为一种结果，英语母语的人在新掌握这种语言时必须构建一个思想学习区域，该区域由检查和识别不同的表达希望意思的动词组成（或者其他由虚拟语气表达的语气），然后进一步规划根据特定上下文来练习句子的计划，学生必须同时已经提前学习了动词虚拟语气的形式。

Notice that this activity is separate from actually learning the verb endings for the subjunctive in the new language, which is actually the corresponding grammatical system of the language which will express the mental linguistic area. Maybe in a new language the subjunctive is not shown through a suffix, but an infix, a particle added in the middle of the verb! These grammatical representations are arbitrary, but should be mostly consistent within a particular language.

需要注意，这个活动与学习动词虚拟语气是分开的，实际上是相应表达心理语言区域的语法系统。可能在一种语言中，虚拟语气不通过加后缀的方法表达，而是一个加在动词中间的中缀。这些语法表现形式是随意的，但是在一种语言中，大部分是一致的。

This example illustrates that building a new mental linguistic area is more involved and challenging than building a mental mapping between the grammatical structures of a known language and a new language.

这个例子表明，建立一个新的思想语言区域比建立一个新旧语言对比的思想构图更复杂和具有挑战性。

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四 : “神功”何以得到喝捧

“神功”何以得到喝捧

傅伯勇

“神功”何以得到喝捧？我们暂且看看以下这些情况：

你如果听到屋外的一声怪叫，往往会一下子跳起来，走到窗边探头环顾，寻个究竟。为什么呢？因为好奇心理。

你如果看到锁着的保险柜，哪怕里面空无一物，但是还是会浮想联翩，以为里面一定藏有金银财宝。为什么呢？因为惯性思维。

你如果是一个绝望中的人，哪怕别人说一句让你走出绝境的谎言，尽管平时你会不屑一顾，但是此时你也会信以为真。为什么呢？因为心存幻想。( 文章阅读网：www.61k.com )

你如果是一个臭名昭著、作恶多端、十恶不赦的人，往往就会逢庙进香，逢凶化纸。为什么呢？因为你害怕法律的制裁，害怕因果报应，而心存侥幸。

你如果得到了不应该得到的东西，或者采取不法手段，而大发横财，往往就会辗转反侧，夜不能寐。为什么呢？因为你心中有事，惶恐不安。

你如果是一个一帆风顺、功成名就人，到达巅峰之后，你往往会迷信起来。为什么呢？因为你想一劳永逸，想保住自己的既有成果，同时希望自己现在心想事成，不劳而获。

你如果是一个四处碰壁、厄运连连或者疾病缠身的人，在走投无路之际，你往往会求神拜佛。为什么呢？因为你希望柳暗花明，否极泰来。

你如果是一个死之将至的人，或者儿孙满堂的人，你往往会虔诚笃定。为什么呢？因为你希望长福长寿，永葆安康。

……

有这样那样的种种情况，信鬼信佛信“神功”可能就不足为怪了。

两千多年前，秦始皇就开始找“仙丹”，但是“仙丹”还是没有出现，秦始皇还是死了。胡长清相信鬼神，按理，他应该逢凶化吉，但是凶还是没有化解，结果被处死。刘志军相信王林的“神功”，按理，也应该避开“大祸”，结果还是被判死缓。而马云、李连杰、赵薇等名人，不知道出于何种原因，去造访王林。或许是好奇，或许是惯性思维，或许是心存幻想，或许是暗藏侥幸，或许是惴惴不安，或许是想不劳而获，或许是想前程似锦，或许是想永葆安康，或许就是无知，或者就是愚昧，或许就是与王林一起导演一出骗取钱财的巨大阴谋，不得而知。

本大人从来不进香，因为我常常在细看进香的人们，在熙熙攘攘的烧香拜佛的人群中，有多少真正的善男信女？他们大多数都是为自己的“私事”而来，是来“盼”，是来“求”，是来“了”，有种种“私心”，才迈向佛门净地。而离开佛门净地时，也还是为实现自己的“私事”而去。

之所以“神功”大师们能够粉墨登场，一是有以上所谓的“名人”的推波助澜，二是有一些人各怀心事。当这两股力量合二为一时，大师们往往就大行其道、大发横财了。而王林就是其中的一个。

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