摘要
本文从认知心理学关于语言显隐性知识的角度出发,对汉语二语课堂教学与研究进行了讨论。本文首先对第二语言显性知识和隐性知识的概念作出了定义和区分,之后分析总结了关于前者是否可以转化为后者学界的三个理论观点。文章的后半部分结合汉语二语教学研究实例对显性教学和隐性教学的一些典型教学模式进行了讨论,并以任务教学法为例,提出显性教学和隐性教学的有机结合或许可以更有效地发展学生的显性知识和隐性知识。文章最后强调课堂教学中学习者隐性知识发展的重要性,并呼吁研究界对相关问题给予更多关注。
This article addresses the issues and concerns about the teaching and research of Chinese as a second language(L2) from the perspective of explicit and implicit knowledge of cognitive psychology. It starts with the differentiation and definition of the two types of knowledge in the teaching and learning of a second lang uage. It then discusses the three theoretical views pertaining to the idea that if the explicit knowledge can be transformed into the implicit knowledge. In the next part, elaboration on the typical model of teaching of emplicit/implicit instruction will be given with the support of some case studies of teaching Chinese as a second language. Taking the task-based approach as an example, this paper proposes the combination of explicit instruction and implicit instruction may improve students' explicit/implicit knowledge more effectively. Importance in developing learner's implicit knowledge in classrooms is highlighted and more attention to the related issues is called for in the conclusion.
出处
《国际汉语教育（中英文）》
2017年第2期41-51,共11页
International Chinese Language Education
关键词
汉语作为第二语言教学
显性知识
隐性知识
显性教学
隐性教学
teaching Chinese as a second language
explicit knowledge
implicit knowledge
explicit instruction
implicit instruction
