摘要
以74名文秘专业高职大二学生,就三个语法项目比较两种不同语法教学方法的效果(隐性教学对显性教学)。隐性教学是指学习者从所给的例子或材料中归纳出语法规则,显性教学则指通过学习语法规则来掌握语法项目。结果表明,两种教学方法总体上似乎没有什么差别。实验的结果支持了Krashen的理解性输入在二语习得中的必要性和重要性。本文还指出了这次实验的教学意义和不足之处。
The present study compared the relative effectiveness of two types of instruction (i.e., implicit instruction and explicit instruction) on the acquisition of three grammatical items for Chinese sophomore secretary-major students. Implicit instruction involved learners' rule-induction from examples given to them , while explicit instruction involved learners' learning rules through formal statements. Results revealed that no overall significant differences for the two types of treatments appeared to exist. The findings support Krashen's input hypothesis that comprehensible input is necessary and important for SLA . Implications for the classroom and research limitations are also discussed .
出处
《中国英语教学：英文版》
2005年第1期23-28,127,共7页
CHINESE JOURNAL OF APPLIED LINGUISTICS
