摘要
发展内隐知识是语言学习的终极目标,但对于哪些因素影响内隐知识发展的研究还多集中于对外显和内隐教学效果的比较。本研究从学习者角度出发考察我国英语学习者二语起始年龄、语言分析能力、学习动机及学习信念与二语内隐知识的关系。研究表明:第一,起始年龄与测量内隐知识的两项测试结果呈负相关,但仅对口头诱导模仿测试结果有预测性;第二,语言分析能力仅与口头诱导模仿测试结果呈正相关,并对其有预测性;第三,内在兴趣动机及与情感状态相关的信念与测量二语内隐知识的两项测试结果均呈正相关,并对其有预测性。研究结果为如何有效地促进内隐语言知识习得提供了新视角。
The ultimate goal of L2 learning is to develop implicit knowledge. However, most studies concerning the factors influencing the development of implicit knowledge focus on the effects of explicit and implicit teaching. From the perspective of Chinese English learners, this paper reports on an empirical study investigating the correlation between implicit L2 knowledge and the starting age of learning English, language analytic ability, learner beliefs and motivation. The results show that:(1) the age of onset is negatively correlated with both measures of implicit knowledge, but only predicts the Elicited Oral Imitation Test performance;(2) the language analytic ability is positively correlated only with and predicts the Elicited Oral Imitation Test performance;(3) the intrinsic interest and affective beliefs are positively correlated with and predict both implicit knowledge measures.
作者
张润晗
陈亚平
ZHANG Runhan;CHEN Yaping(Central University of Finance and Economics;School of English and International Studies,Beijing Foreign Studies University,Beijing 100089,P.R.China)
出处
《现代外语》
CSSCI
北大核心
2020年第3期377-388,共12页
Modern Foreign Languages
关键词
起始年龄
语言分析能力
学习信念
学习动机
二语内隐知识
age of onset
language analytic ability
motivation
learning beliefs
implicit L2 knowledge
