二语习得中显性知识与隐性知识

二语习得中显性知识与隐性知识

中文

本文对于二语习得者中介语中显性知识与隐性知识对促进第二语言中介语发展的必然依存性进行实证性研究。作者以CET4的题型为测试蓝本，通过对处于不同学习策略的二语学习者显性知识及隐性知识发展成效进行测试，并对收集的数据进行量化分析，进而对显性知识与隐性知识在促进第二语言中介语发展过程中的相互依存必然性给予确证。本文共由五章组成。第一章为简介，主要介绍该研究的背景、目的、方法、以及相关定义。第二章对研究方法进行构想并使之具体化。第三章则详细报告试验过程.第四章对试验后收集的数据进行量化分析，并分别给出小节；随后针对二语习得者中介语发展的主要特点，基于已有数据分析资料，详细分析显性知识与隐性知识在二语中介语发展过程中的必然依存性。第五章再次在理论的高度对主题观点进行总结，并对本研究结果的理论及实用价值做出概括。通过本文的实证研究，得到以下结论：第一：如一味强调对二语习得者进行正规语法指导，而忽视二语习得者语言实际运用能力的操练，一方面并不能改变二语习得者对第二语言的习得过程，甚至会妨碍这一进程；但另一方面，对二语习得者进行正规的语法指导，的确给二语习得者带来有益影响，甚至提高其二语习得最终所能达到的造诣。第二：由于二语习得者中介语的发展具有渗透性、动态性、及系统性等特点，中介语在其发展过程中其显性知识和隐性知识也具有渗透性，这两种知识之间的相互渗透性通过本文的试验量化分析已得到证明；二语习得者中介语正是在这两种知识的相互渗透、依存与合作过程中获得能量得以动态、系统的发展。本论文的写作意义和作用在于：首先，本篇关于二语中介语发展中显性知识及隐性知识的相互依存性的研究着重围绕中介语发展的自然特征展开，这对加深了解中介语发展中显性与隐性知识的相互依存性将大有裨益；其次，在此实证研究分析中，二语中介语发展的自然特征在显性与隐性知识协同作用的过程中得以充分体现，这将对二语习得者及二语习得教育者了解二语中介语发展的自然特点，以便调整学习或教学策略，获得最佳的二语习得或二语教学效率提供帮助；再者，在本次实证研究中，笔者提供出翔实的定量分析资料，并同时做出大量定性分析，这对二语教学工作者发展新的二语教学策略无疑提供出宝贵的第一手资料。

译文

This paper is devoted to an empirical study of the relation of codependency between explicit knowledge and implicit knowledge in L2 learner’s interlanguage improvement. In this dissertation, by means of researching the interactive influence of learners’ strategies and different associated output in learners’ interlanguage improvement, the author tries to get an appropriate interface for the so-called Analytic Strategy and Experiential Strategy according to Stern (1990) in EFT practice, thus

providing theoretical support for ex ploring strategy for the learners’ interlanguage improvement in China. In the first chapter, the author firstly introduces some relevant theories as well as some hypotheses as to the relationship between ‘explicit knowledge’ vs. ‘implicit knowledge’. Then the methodology of the experimental study is identified in the following chapter, while internal validity and external validity are well examined before the experiment was carried into execution. Chapter 3 gives a detailed report to the experiment states. In Chapter 4, the collected mathematic data about L2 learners’ interlanguage proficiency are imposed into a one way ANOV A to see to what degree the different influences have been got from different EFT strategies. Then in the same chapter, the codependency between explicit vs. implicit knowledge is further discussed based on the natural features of L2 learner’s interlanguage improvement. In Chapter 5, the last chapter, the associated findings of the topic issue are concluded, while some implications about the current study are presented as well. The findings of the research are as follows: a Formal SL instruction does not seem able to alter acquisition sequences, which may even, hinder subsequent development if SL learner’s practical competence to manipulate L2 is ignored. On the other hand, instruction has what are possibly positive effects on SLA processes, clearly positive effects on the rate at which learners acquire the language, and probably beneficial effects on their ultimate level of attainment. b L2 learner’s interlanguage development is a systematic, dynamic process, which is promoted forwards to the target language by the power resource derived from the permeable processes between implicit and explicit knowledge. Then in SLA, the ways to put emphasis just on implicit knowledge or explicit knowledge unilaterally is but one-sided. Moreover, the implications of present research are as follows: a As this study about co-dependency of implicit knowledge and explicit knowledge evolve its discussion on the base of the natural features of SL learners’ interlanguage development, then it should be conducive to the correct understanding the relationship between implicit vs. explicit knowledge in L2 learner’s interlanguage improveme nt. b Then it is also beneficial for L2 learners to understand the natural features of L2 interlanguage development as well to achieve idea proficiency in L2 study. c In this empirical study, quantitative evidences are provided as qualitative analyses outspreading, it is no doubt that this empirical study will supply practical experiences for new EFT strategies to arise.