语法教学能否促进语言习得

CAN GRAMMATICAL TEACHING PROMOTE LANGUAGE ACQUISITION

克拉申在他的第二语言习得理论中区分了习得体系和学习体系，并在后来修正的理论中将语言知识明确区分为明显的和隐含的两种类型。他认为上述两种体系是各自独立的，不可以相互转化的，上述两种类型的语言知识也是如此。本文作者拟通过一个实验验证克拉申的论点，并希望能对中国的英语教学有一定的启发作用。

In his Monitor theory,Krashen made a distinction between two types of knowledge,which mirrors the learning/acquisition distinction.Krashen also claims that these two types of knowledge cannot be converted into each other,which reflects his early claim that these two systems are totally separate.The purpose of this article is to test this aspect of Krashen's theory by an experiment,and see whether the results that may have an impact on the teaching of English in China.