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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

作　者: 李玥
导　师: 吕长竑
学　校: 西南交通大学
专　业: 外国语言学与应用语言学
关键词: 显性知识隐性知识接口说学习策略教学策略
分类号: H319
类　型: 硕士论文
年　份: 2008年
下　载: 244次
引　用: 0次
阅　读: 论文下载

内容摘要

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。

全文目录

摘要  6-7
Abstract  7-10
Chapter One Introduction  10-17
  1.1 SLA, Explicit Knowledge and Implicit Knowledge  10-12
  1.2 Purpose, Research Questions and Hypothesis  12-15
  1.3 Operationalized Definition of Explicit and Implicit Knowledge  15
  1.4 Structure of the Thesis  15-17
Chapter Two Literature Review  17-40
  2.1 Non-interface Position  17-26
    2.1.1 Krashen's Monitor Theory  17-21
    2.1.2 Criticisms on Krashen's Input Hypothesis  21-26
  2.2 Strong-interface Position  26-31
    2.2.1 McLaughlin's Information-Processing Model  26-29
    2.2.2 Disadvantage of Strong-interface Position  29-31
  2.3 Weak-interface Position  31-40
    2.3.1 Rod Ellis' Weak-interface Position  31-32
    2.3.2 Rod Ellis' Distinguishing of Different Knowledge  32-33
    2.3.3 The Relation between Explicit Knowledge and Implicit Knowledge in Weak-interface Position  33-37
    2.3.4 The Effect of Explicit Knowledge on Implicit Knowledge  37-38
    2.3.5 Comparison of the Three Positions  38-40
Chapter Three Research Design: Test and Questionnaire  40-44
  3.1 Reasons to Choose Error Correction Test  40-41
  3.2 Methodology  41-44
    3.2.1 Participants  41
    3.2.2 Design  41-42
    3.2.3 Structure of the Error Correction Test  42
    3.2.4 Design of Questionnaire  42-43
    3.2.5 Procedure  43-44
Chapter Four Results and Analysis  44-71
  4.1 Pre-treatment of Data  44
  4.2 Results of the Error Correction Test  44-48
    4.2.1 Basic Description of the Results of Correction Test  44-46
    4.2.2 Discussion of the Composition State of L2 Knowledge  46-48
  4.3 Results of the Questionnaire  48-56
    4.3.1 Discussion of the Second Part of the Questionnaire  48-49
    4.3.2 The Learning Strategies Used by Learners  49-52
    4.3.3 The Teaching Strategies Used by Teachers  52-56
  4.4 Analysis of the Results of Error Correction Test and Questionnaire  56-66
    4.4.1 The Relation between Learning Strategies and Internalizing of Knowledge  56-61
    4.4.2 The Relation between Teaching Strategies and Internalizing of Knowledge  61-66
  4.5 Discussion of the Results with Illustration of Three Interface Positions  66-68
  4.6 Suggestions as to How to Develop Implicit Knowledge Effectively  68-71
Chapter Five Conclusion  71-74
  5.1 Findings and Significance  71-72
  5.2 Limitations of the Study  72-74
Acknowledgements  74-75
Bibliography  75-81
Appendix 1  81-85
Appendix 2  85-88
Appendix 3  88-91
Articles Published  91

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

内容摘要

全文目录

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