摘要
本文以内隐学习理论为基础,采用强分离程序,分别选取有、无英语学习经验的被试,从句法学习方面探讨了儿童英语学习过程中内隐学习和外显学习的作用及关系,结果表明:(1)单纯的内隐学习方式或单纯的外显学习方式都不利于对句法规则的掌握;(2)两种学习方式的协同效应发挥着重要的作用,先外显学习后内隐学习的学习方式有助于句法规则的掌握;(3)内隐学习、先内隐学习后外显学习的学习方式不适用于较简单句法规则的学习;内隐学习也不适用于难度较高的句法规则的学习。
Based on the theory of implicit learning and employing match-edit task manipulation to elicit implicit learning or explicit learning respectively ,the research explored the role of implicit learning and explicit learning as well as their interrelation with English syntax learning. The conclusions reached are as follows： （1） Implicit learning and explicit learning were both inadequate for learning English syntax. （2） A synergistic learning effect occurred when both implicit and explicit learning were used. Explicit learning following implicit learning was sufficient for English syntax. （3） Implicit learning was insufficient for learning English syntax, no matter how hard it was.
出处
《心理科学》
CSSCI
CSCD
北大核心
2006年第6期1364-1369,共6页
Journal of Psychological Science
基金
国家攀登计划项目(95-专-09)
关键词
儿童
英语句法
内隐学习
外显学习
协同效应
child, English syntax, implicit learning, explicit learning, interrelation
