从心智视角看内隐教学与外显教学的协同效应

Mind-Philosophical Approach to the Interaction of Explicit Teaching and Implicit Teaching

Tomasello提出"意图解读"和"句型认定"作为两种一般性的认知能力能够促进语言习得。语言学习是一个长期而又不断加深和熟练化的过程,语法教学和学习最重要就是把握这两个方面。意图解读主要是基于内隐教学,而句型认定则可以通过外显教学将其中的语法规则讲出来,让学生知其然且知其所以然,并通过不断的练习逐渐加深,使之熟练。本文借用心智哲学研究中的相关概念,对内隐教学与外显教学的协同效应做出尝试性的探索,试图解决如何有效地利用两种教学方式,促进学生将内隐的语法知识转化为外显的语法能力,从而提高其语言表达的准确性,提升语言运用能力。内隐教学的过程与心智哲学中"原初意识"的获得有相似之处。语言的运用是将一个自然的事件通过语言表征为合适的"用例事件"的过程,同时也是从"原初意识"上升为"反思意识"的过程。

Tomasello proposes that human language acquisition is facilitated by two kinds of general cognitive abili- ty, namely ＂intention-reading＂ and ＂pattern-finding＂, which are of fundamental importance in language learning process. Intention-reading is based on implicit teaching. Pattern-finding demonstrates grammatical principles clearly by means of explicit teaching so that the students could know why it is the case and acquire knowledge through con- tinuous exercise. In light of Philosophy of Mind, this paper intends to explore the interaction of explicit teaching and implicit teaching, and investigate how to convert the implicit knowledge into explicit grammatical skills so as to improve the accuracy in expression and enhance language proficiency. Implicit teaching process is similar to the perception of primary consciousness. Language use is a process to represent the natural event as a proper usage-ewent. This process is also that of primary consciousness converging into reflective consciousness.