二语习得中显性与隐性语法教学方法浅议——基于十三篇二语习得形式教学研究报告的分析

Effects of Explicit and Implicit Instruction on the Acquisition of Second Language Grammatical Structures——Based on a Comparative and Contrastive Analysis of 13 Experimental Reports

显性教学和隐性教学是语法教学中常见的两种教学方式。近年来,关于二语显性教学与隐性教学的争议越来越激烈。母语和二语习得者在语言环境、年龄、认知能力和学习过程上都存在差异,因此适用于母语习得的隐性教学并不完全适用于二语学习。本研究主要通过对13篇二语习得形式教学研究报告的比对分析,得出在外语语法教学实践中,虽然显性形式教学更具有优势,但隐性形式教学在特定的目标结构中也起到有效的作用。因此,教师要坚持显性和隐性教学的动态权衡观,将两者有机结合,才能够充分发挥它们的优势,实现其优势互补。

Explicit instruction and implicit instruction are two common methods in grammar teaching. In recent years, there has been more and more heated controversy between explicit teaching and implicit teaching. First and second language learners differ in language environment, age, cognitive ability and learning process, so the teaching method that is suitable for first language acquisition is not completely suitable for second language learning. Based on the comparative and contrastive analysis of 13 studies on teaching form of second language acquisition, this paper concludes that although explicit instruction has more advantages in foreign language grammar teaching, implicit instruction also plays an effective role in teaching some specific target structures of language. Therefore, teachers should adhere to the dynamic balance between explicit instruction and implicit instruction, and combine them organically, so as to give full play to their advantages and realize their complementarity.