英语专业新生显性与隐性语法知识发展实证研究

An Empirical Study on the Development of Explicit and Implicit Grammatical Knowledge of English Major Freshmen in Chinese Universities

显性和隐性知识是心理学领域的重要概念,二语显性和隐性知识亦为心理语言学、二语习得和外语教学领域的重要研究课题。在以往研究中,学者们围绕显性和隐性语法知识之间的关系及其测量方法进行了许多理论分析和实证研究,但相对而言对两类知识发展同步性程度的研究较少。而评价显性和隐性语法知识的发展情况是判断学习者所处二语习得阶段及其不足的重要途径。运用限时语法判断和非限时语法改错两种实验方法,考察英语专业新生显性和隐性语法知识发展的同步性,以及不同水平学习者在显性和隐性语法知识发展上的差异性,并以此为基础,结合我国高校英语专业的教学实际,对英语专业低年级教学提出针对性建议。

Explicit and implicit knowledge are two important constructs in the field of psychology,and the explicit and implicit knowledge of a second language(L2)has been an important topic of research in the fields of psycholinguistics,L2 acquisition and foreign language teaching.In previous studies,abundant theoretical analysis and empirical research have been conducted on the relationship between explicit and implicit grammatical knowledge of an L2,and on the instruments used to measure them separately.Comparatively speaking,research on the developmental synchronicity of these two types of knowledge has been scarce.However,the judgment and appraisal of the developmental staus of explicit and implicit grammatical knowledge is an important means to judging the stage of L2 development of learners and what deficiencies there are at this stage.This paper intends to examine English major freshmen′s developmental synchronicity and discrepancy between students with upper-intermediate English proficiency and those with lower-intermediate proficiency,in explicit and implicit grammatical knowledge,by using a timed grammaticality judgement test and an untimed sentence correction test.Based on the findings of the present research and the teaching practice of English majors in Chinese colleges and universities,some suggestions on the teaching for junior English majors have been tentatively put forward.