外语学习中显性知识与隐性知识关系的实证研究

发布时间：2018-05-24 22:32

本文选题：隐性知识 + 显性知识　；参考：《山西财经大学》2017年硕士论文

【摘要】：在过去几十年中,有关显性和隐性知识的二分法在二语习得领域受到了广泛的关注。对于二语习得中显性知识和隐性知识的概念,学者们各持己见。显隐性知识之争通常在“接口理论”视角下探讨。目前,该理论下最盛行的三种观点分别是:无接口理论,强接口理论,弱接口理论。这三种观点背后所关注的焦点是显性知识和隐性知识在二语习得中的作用,以及显隐性知识之间是否存在转化。在上述背景下,该实证的两个研究问题随之产生。首先,在非目标语环境下的外语学习中,学习者的显性和隐性知识之间是否存在转化。其次,就某些特定语法结构而言,非目标语环境下的外语学习者的显性和隐性知识是同时发展,还是一者先于另一者。本研究中共有55名英语专业的大三学生,他们来自当地一所大学的两个班级。在该实验中,分别应用限时语法判断测验和非限时语法判断来测试学习者的隐性语法知识和显性语法知识。测试结束后,对每个学习者的测试得分分别进行计算和分析。由于其中3份测试卷几乎空白,在收回的55份测试卷中,52份是有效的。然后,将每个学习者在限时语法判断和非限时语法判断中的得分输入到SPSS统计软件进行分析。根据统计分析,结果显示学习者的隐性知识和显性知识呈现正相关。这一结果也证明学习者的显性和隐性知识之间存在转化。就具体语法结构而言,通过比较和分析学习者在限时语法判断和非限时语法判断中的得分,发现大部分语言结构的显性知识发展要先于该结构的隐性知识。该研究从实证的角度证实了‘接口理论’中的弱接口说。除此之外,外语学习者和外语教学者在遇到具体的语法结构时,该研究结果对这些语法结构的教与学都有一定的指导意义。
[Abstract]:In the past few decades, dichotomy of explicit and tacit knowledge has attracted much attention in the field of second language acquisition. Scholars hold different views on the concepts of explicit knowledge and tacit knowledge in second language acquisition. The dispute about explicit tacit knowledge is usually discussed from the angle of "interface theory". At present, the three most popular theories are: no interface theory, strong interface theory and weak interface theory. The focus behind these three views is the role of explicit knowledge and tacit knowledge in second language acquisition and whether there is a transformation between explicit tacit knowledge. In the above context, the empirical two research problems followed. First, whether there is a transformation between explicit and tacit knowledge in non-target language learning. Secondly, as far as certain grammatical structures are concerned, whether the explicit and tacit knowledge of foreign language learners in non-target language environment develops at the same time, or whether one language is prior to the other. A total of 55 junior English majors came from two classes at a local university. In this experiment, the implicit grammatical knowledge and explicit grammatical knowledge of learners were tested by time-limited grammatical judgment test and non-time-limited grammatical judgment, respectively. At the end of the test, the test scores of each learner were calculated and analyzed separately. Since three of these tests were almost blank, 52 of the 55 recovered tests were valid. Then, the scores of each learner in time-limited grammar judgment and non-time-limited grammar judgment were input into the SPSS statistical software for analysis. According to the statistical analysis, the results show that there is a positive correlation between implicit knowledge and explicit knowledge. The result also proves that there is a transformation between explicit knowledge and tacit knowledge. In terms of specific grammatical structures, by comparing and analyzing learners' scores in temporal and non-temporal grammatical judgments, it is found that the dominant knowledge of most language structures develops prior to the tacit knowledge of this structure. This study confirms the weak interface theory in the theory of interface from an empirical point of view. In addition, when foreign language learners and foreign language teachers encounter specific grammatical structures, the results of this study have a certain guiding significance for the teaching and learning of these grammatical structures.
【学位授予单位】：山西财经大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：H319.3

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