内隐认知及其对英语语法教学的启示  

Implicit cognition and its implications for English grammar teaching

作　　者：张人[1] 

机构地区：[1]深圳职业技术学院外语系 广东 深圳 518055

出　　处：《外语界》2004年第4期43-47,共5页Foreign Language World

摘　　要：内隐认知是目前心理学研究的热点之一。本文在简要介绍了内隐认知及其特征之后，结合对我国当前英语语法教学所存问题的分析，揭示了内隐认知研究对英语语法教学的启示意义：(1)在语法教学中，应当尽可能让学习者去体验和感悟英语，从而使其内隐认知机制在英语语法习得中自动发挥作用：(2)语法教学应当注意先内隐后外显的顺序；(3)教学中要合理地综合运用内隐式语法练习和外显式语法练习。Implicit cognition is a hot topic in the current studies of psychology. This paper first briefly introduces the concept of implicit cognition and its characters, and then analyzes the existing problems in English grammar teaching in China from the perspective of cognition. With these analyses, this paper concludes three implications of implicit cognition for grammar teaching: (1) grammar learners should be exposed to abundant language use; (2) implicit learning of grammar should be prior to explicit learning; (3) implicit and explicit grammar exercises should be used comprehensively.

关 键 词：内隐认知 语法教学 

分 类 号：H319[语言文字—英语]