二语习得中显性知识与隐性知识关系的实证研究

An Empirical Study of the Relationship Between Explicit Knowledge and implicit Knowledge in L2 Acquisition

本研究通过口头模仿测试与元语言知识测试对53位英语专业学生的17个语法结构的隐性与显性语法知识进行了调查,旨在研究外语学习中显性知识与隐性知识之间的关系。对各受试及各语法项显性及隐性知识正确率的描述性统计分析表明,显性知识与隐性知识之间有很高的对应度,而且前者向后者转化的总体比率较高,说明非目标语环境下的二/外语学习,大部分的隐性知识由显性知识转化而成;虽然受试对所测试的语言结构总体掌握良好,但对各语法项的掌握程度有较大差异,较难掌握的往往是缺乏系统性规律,或虽有系统性规律但本身较为复杂的语法项目。本研究说明了二语显性知识的习得及其程序化程度受语言结构本身性质的影响。

This paper studies the relationship between explicit and implicit knowledge by investigating 53 English majors＇ explicit and implicit knowledge of 17 English grammatical structures through an oral imitation test and a meta-linguistic knowledge test. A descriptive statistical analysis of the percentage of the correct answers to each structure and that of each subject on both the explicit and implicit knowledge tests showed that great correspondence existed between explicit knowledge and implicit knowledge, indicating that the bulk of implicit knowledge was derived from explicit knowledge in the non-target-language context, and that although most subjects had a fairly good command of the tested grammatical structures, there was great difference in their mastery of the structures, the most difficult of which were the ones of irregularity or the ones which are of regularity but complicated in nature. The result demonstrates that acquisition of explicit L2 knowledge and its proceduralization are affected by the nature of the target structure itself.