默会知识论视角下的外语教学  

Tacit Knowledge: A New Perspective in Reviewing Foreign Language Teaching

作　　者：丁建宁[1,2] 

机构地区：[1]南京师范大学外国语学院 江苏南京210097 [2]华东师范大学外国语学院,上海200062

出　　处：《外语与外语教学》2005年第7期24-27,共4页Foreign Languages and Their Teaching

摘　　要：本文从波兰尼的默会知识论的角度,论证外语兼具明确知识和默会知识的特点,进而从默会知识的优先性和不可明言性、默会知识的集中意识和辅助意识以及默会知识的三项组合几方面,揭示默会知识论对外语教学的指导意义.From the perspective of Michael Polanyi’s theory of tacit knowledge, the author argues that foreign language has both the characteristics of explicit knowledge and tacit knowledge. The significance of this theory to foreign language teaching is further explored from the following aspects: the priority and the inarticulateness of tacit knowledge, the focal awareness and the subsidiary awareness, and the triad of tacit knowledge.

关 键 词：默会知识 明确知识 外语教学 

分 类 号：H319[语言文字—英语]