摘要
作者对外显学习、内隐学习和激发意识(consciousness-raising,以下简称C-R教学)三种语法教学方法进行了实验研究和问卷调查。结果表明,C-R教学是学习者最感兴趣的教学方法,对语法规则的掌握具有良好、持久的效果;外显学习是学习者最熟悉的教学方法。使用该方法进行语法教学最易理解,学生的即时测试(immediatetest)成绩也最高,但它缺乏对语法规则掌握的持久效果;内隐学习是学习者既不熟悉也不感兴趣的教学方式,内隐组在两次测试中的成绩最低,并与其他两组具有显著性的差异,这可能与输入的量、频率、时间长度和学习者的注意力有一定的关系。
This paper focuses on an experimental study and an investigation of three methods of grammar teaching ： explicit learning, implicit learning and consciousness-raising. The results indicate that learners are interested in consciousness-raising activities, which also prove to have good and delayed effects on the mastery of grammatical rules. The most familiar and explicit methods of grammar teaching is explicit learning, which though proves to be very effective for the high achievement in immediate test, shows significant decrease in delayed test. Implicit learning in grammar teaching is the most unfamiliar and least interesting methods for learners. Learners＇ achievements in both immediate test and delayed tests are the lowest in the three groups and show significant difference with the other two groups, which however might, to a certain extent, be attributed to the quantity of input, frequency, treatment time and learners＇ distribution of attention.
出处
《四川外语学院学报》
CSSCI
北大核心
2008年第4期136-140,共5页
Journal of Sichuan International Studies University
基金
2006-2007年度"全国基础教育外语教学研究资助金项目"
项目编号:JJWYYB2006109
关键词
语法教学
外显学习
C-R教学
内隐学习
grammar instruction
explicit learning
consciousness-raising
implicit learning
