维吾尔族大学生英语语法内隐与外显学习的实证研究

论文摘要

自从上世纪60年代Reber第一次提出内隐学习这一概念以来,外显学习和内隐学习研究在国际上受到了心理学、神经科学及语言学等学科的关注。在国外,应用语言学、心理语言学对二语习得领域中哪些知识能通过外显学习或内隐学习有效习得的问题做了大量研究。而在中国,内隐学习和外显学习研究虽然在心理学方面取得了较大的进展,但是在二语习得领域所作的实证性研究并不多。本文从内隐学习理论出发,研究维吾尔族大学生英语语法内隐和外显学习方面的问题。本实验为实验研究,受试为新疆医科大学临床专业一年级两个班的84名学生,其中有效受试67名。本研究一共设计了两个实验,第一个实验持续五周。在实验过程中,内隐学习的受试每周学习十个包含英语简单语法的句子,但是不提供语法讲解;外显学习的受试每周学习十个包含英语简单语法的句子,并且提供语法讲解。第六周,对所有受试进行语法判断测试并对其成绩进行分析。由于两个班的成绩均高于随机水平(0.5),因此在接下来的一周进行翻译测试。第一个实验结束后休息一周,从第九周开始第二个实验,第二个实验持续四周。在实验过程中,内隐学习的受试每周学习十个包含英语复杂语法的句子,但是不提供语法讲解;外显学习的受试每周学习十个包含英语复杂语法的句子,并且提供语法讲解。第十四周,对受试进行语法判断测试并对其成绩进行分析。由于两个班的成绩均高于随机水平(0.5),最后一周进行翻译测试。本实验中所有数据均通过社会科学统计软件包SPSS11.5进行分析,得出以下结论:1)在第一个实验中,通过五周时间共五十个句子的学习,无论是外显学习的受试还是内隐学习的受试,通过语法判断的测试证明均可习得英语简单语法。内隐学习的受试比外显学习受试成绩高;但是在翻译测验中,外显学习的受试比内隐学习的受试成绩高。受试语法判断的成绩与翻译练习的成绩之间不具有相关性。2)在第二个实验中,通过四周时间共四十个句子的学习,无论是外显学习的受试还是内隐学习的受试,通过语法判断的测试证明均可习得英语复杂语法。内隐学习的受试比外显学习受试成绩高;并且在翻译测验中,内隐学习的受试也比外显学习的受试成绩高。受试语法判断的成绩与翻译练习的成绩之间具有显著正相关。以上结论表明:1)从输入的角度来看,无论是简单语法的学习,还是复杂语法的学习,内隐学习的效果均比外显学习的效果要好。2)从输出的角度来看,在简单语法的运用上,外显学习比内隐学习的效果要好;而在复杂语法的运用上,内隐学习的效果比外显学习的效果要好。3)在简单语法的学习方面,输入和输出之间不具有相关性;在复杂语法的学习方面,输入和输出之间具有显著正相关。上述发现对英语语法教学有一定的指导意义:内隐学习和外显学习是完全不同的两种学习机制,应该对这两种学习方式加以合理运用,而不是在教学中采取非此即彼的态度。

论文目录

• Abstract
• 摘要
• List of Figures
• List of Tables
• List of Abbreviation
• Chapter 1 Introduction
• 1.1. Objective of the Study
• 1.2. Rationale of the Present Study
• 1.3. Research Questions
• 1.4. Structure of the Thesis
• Chapter 2 Literature Review
• 2.1. Implicit/Explicit Learning Research in Psychology
• 2.2. Implicit/Explicit Learning Research in Neuroscience
• 2.3. Implicit/Explicit Learning Research in Language Acquisition Abroad
• 2.4. Implicit/Explicit Learning Researches in SLA in China
• Chapter 3 Theoretical Framework
• 3.1. Connectionist Models of SLA
• 3.2. Three Interface Positions in SLA
• 3.3. Role of Rules in Implicit Learning
• 3.3.1. Five Types of Grammatical Easy Rule and Five Types of Grammatical Hard Rule
• 3.3.2. Two Types of Ungrammatical Easy Rule and Five Types of Ungrammatical Hard Rule
• 3.4. Implicit Learning Vs. Explicit Learning
• 3.5. The Novelty and Significance of Present Research
• 3.5.1. Operational Definition of Implicit Learning used in the Present Study
• 3.5.2. Tests Used in the Present Study
• Chapter 4 Research Methods
• 4.1. Research Questions
• 4.2. Experiment One
• 4.2.1. Subjects
• 4.2.2. Variables
• 4.2.3. Materials
• 4.2.4. Procedure
• 4.2.4.1. Training Session
• 4.2.4.2. Grammaticality Judgment Test of Easy English Grammar Rules
• 4.2.4.3. Data Collection
• 4.2.4.4. Translation Test
• 4.2.4.5. Data Collection
• 4.3. Experiment Two
• 4.3.1. Subjects
• 4.3.2. Variables
• 4.3.3. Materials
• 4.3.4. Procedure
• 4.3.4.1. Training Session
• 4.3.4.2. Grammaticality Judgment Test of Easy English Grammar rules
• 4.3.4.3. Data Collection
• 4.3.4.4. Translation Test
• Chapter 5 Results and Discussion
• 5.1. Experiment One
• 5.2. Discussion for Experiment One
• 5.3. Experiment Two
• 5.4. Discussion for Experiment Two
• Chapter 6 Conclusion
• 6.1. The Findings of the Present Study
• 6.2. General Discussion and Implications
• 6.3. Limitations of the Present Study
• References
• Appendix I Easy rule grammatical types used by Peter Robi
• Appendix II Easy rule grammatical types made up according to Peter Robinson’s definiti
• Appendix III PPT used in the training session of easy English grammatical types (explicit learni
• Appendix IV PPT used in the training session of easy English grammatical types (implicit learni
• Appendix V Material used in the training session of easy English grammatical type
• Appendix VI Grammaticality judgment of easy English grammatical type
• Appendix VII Translation test of easy English grammatical rule
• AppendixⅧ Hard rule grammatical types used by Peter Robi
• Appendix IX Hard rule grammatical types made up according to Peter Robinson’s definiti
• Appendix X PPT used in the training session of hard English grammatical types (implicit learni
• Appendix XI PPT used in the training session of hard English grammatical types (explicit learni
• Appendix XII Material used in the training session of hard English grammatical type
• Appendix XIII Grammaticality judgment of hard English grammatical type
• Appendix XIV Translation test of hard English grammatical rule
• Acknowledgement