显性/隐性教学与语言分析能力对二语知识习得的交互作用

The interaction effect between explicit/implicit instruction and language analytic ability on acquisition of L2 knowledge

本研究将受试分成显性、隐性教学与附带学习三个组,每组高、低语言分析能力者各十五名,通过"前测-实验-即时后测-延时后测",探讨显性/隐性教学与语言分析能力对二语显性/隐性知识习得的交互作用。结果表明:对于显性/隐性知识习得,显性教学优于隐性教学,高语言分析能力者好于低语言分析能力者;但显性教学于低语言分析能力者优势更大,而高语言分析能力者在隐性教学下优势更明显;不管显性还是隐性教学,也不论语言分析能力高低,显性知识的提高均大于隐性知识,但后者延时效果更好。

This study examines the interaction effect between explicit/implicit instruction and language analytic ability(LAA) on acquisition of L2 knowledge.An explicit instruction group,an implicit instruction group and an incidental learning group were formed,with each group consisting of 15 subjects of high LAA and 15 subjects of low LAA.The results of the pretest,the immediate and the delayed posttest show that explicit instruction had advantage over implicit instruction and high LAA was superior to low LAA in terms of acquisition of explicit and implicit knowledge,explicit and implicit instruction had a comparative advantage with subjects of low and high LAA respectively,and explicit knowledge was more successfully acquired than implicit knowledge,but the latter had better delayed effect.