二语学习者语言知识的显性与隐性状态及其与二语学习/教学策略间的关系

论文摘要

近十余年来,二语习得研究领域对显性、隐性知识进行了大量研究。学者们对显性和隐性知识之间的关系有不同的看法,主要有三种:不可转化论,强转化论,以及弱转化论。本文通过对改错测试结果的讨论,试图探索中国英语学习者的二语显性和隐性知识的构成状态,以及这种知识构成状态与学习策略和教学策略之间的关系。从而总结中国英语学习者在二语习得中存在的问题,并提出解决办法。本文的研究假设是:中国英语学习者没能够有效地做到二语知识隐性化。主要的研究问题是:1)在词汇、短语、和语法这三部分中,学习者哪部分掌握得最好;2)每一部分中,学习者的知识隐性化程度如何,哪一部份隐性化最好;3)学习者在测试中所体现出的知识隐性化程度与所采用的学习/教学策略有什么关系,什么策略有助于学习者知识隐性化。改错测试与策略调查问卷是本研究中的主要方式。研究发现,学习者的知识隐性化程度并不高,在很大程度上,仍然停留在显性知识层面上。在词汇、短语、语法这三部分中,相对而言,词汇的隐性化程度最高,短语次之,语法最差。测试所显示的结果更加符合弱转化论。而问卷结果表明,学习者的策略使用对获得显性知识效果明显,但对知识隐性化帮助不大。最后,本文针对研究中反映出的问题,提出若干学习中的建议,以期能对学习者的隐性知识获得有所帮助。

论文目录

• 摘要
• Abstract
• Chapter One Introduction
• 1.1 SLA, Explicit Knowledge and Implicit Knowledge
• 1.2 Purpose, Research Questions and Hypothesis
• 1.3 Operationalized Definition of Explicit and Implicit Knowledge
• 1.4 Structure of the Thesis
• Chapter Two Literature Review
• 2.1 Non-interface Position
• 2.1.1 Krashen's Monitor Theory
• 2.1.2 Criticisms on Krashen's Input Hypothesis
• 2.2 Strong-interface Position
• 2.2.1 McLaughlin's Information-Processing Model
• 2.2.2 Disadvantage of Strong-interface Position
• 2.3 Weak-interface Position
• 2.3.1 Rod Ellis' Weak-interface Position
• 2.3.2 Rod Ellis' Distinguishing of Different Knowledge
• 2.3.3 The Relation between Explicit Knowledge and Implicit Knowledge in Weak-interface Position
• 2.3.4 The Effect of Explicit Knowledge on Implicit Knowledge
• 2.3.5 Comparison of the Three Positions
• Chapter Three Research Design: Test and Questionnaire
• 3.1 Reasons to Choose Error Correction Test
• 3.2 Methodology
• 3.2.1 Participants
• 3.2.2 Design
• 3.2.3 Structure of the Error Correction Test
• 3.2.4 Design of Questionnaire
• 3.2.5 Procedure
• Chapter Four Results and Analysis
• 4.1 Pre-treatment of Data
• 4.2 Results of the Error Correction Test
• 4.2.1 Basic Description of the Results of Correction Test
• 4.2.2 Discussion of the Composition State of L2 Knowledge
• 4.3 Results of the Questionnaire
• 4.3.1 Discussion of the Second Part of the Questionnaire
• 4.3.2 The Learning Strategies Used by Learners
• 4.3.3 The Teaching Strategies Used by Teachers
• 4.4 Analysis of the Results of Error Correction Test and Questionnaire
• 4.4.1 The Relation between Learning Strategies and Internalizing of Knowledge
• 4.4.2 The Relation between Teaching Strategies and Internalizing of Knowledge
• 4.5 Discussion of the Results with Illustration of Three Interface Positions
• 4.6 Suggestions as to How to Develop Implicit Knowledge Effectively
• Chapter Five Conclusion
• 5.1 Findings and Significance
• 5.2 Limitations of the Study
• Acknowledgements
• Bibliography
• Appendix 1
• Appendix 2
• Appendix 3
• Articles Published