从显性和隐性角度谈语法教学

On Formal Explicit and Implicit Grammar Instruction

二语习得领域的一系列显性和隐性之分是研究者们关注的焦点和争论的热点之一,也为课堂中的语法教学提供了较新的理论视角和实证依据。本文首先回顾了二语习得中的显性和隐性二分法理论,继而针对课堂中的语法教学回顾国内外相关的实证研究,并结合显性隐性研究的较新观点,力图分析影响此类实证研究结果的主要因素,最后指出从显性隐性角度看待语法教学对课堂教学的启示以及相关研究的发展方向。

In the field of SLA, the explicit-implicit dimension has long been one of the controversial issues and focuses for researchers. It provides relatively fresh theoretical as well as empirical view angle to formal grammar instruction. This article overviews both theories of explicitimplicit issues and empirical studies on formal explicit and implicit grammar teaching, and with regards to some new theoretical findings in this filed, it tries to analyze underlying factors that may affect empirical results, expecting to provide some help to the future research and to the real classroom instruction.